Date: Friday, January 30, 2009
Time: 3:00 p.m.
Location: Deloitte, 5250 N. Palm, Suite 300, Fresno, CA
Systems and Infrastructure Workgroup Meeting
Participants:
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Amy Arambula
-
Ken Newby
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Carole Goldsmith
-
Tracewell Hanrahan
-
Matt Ward
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Sally Fowler
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Valerie Vuicich
-
Sharon Hart
1. Review of previous meetings
2. Discussion of recommendation areas
Existing Courses
Faculty
Facilities/Equipment
Counselors
Information Systems
Community/Instructor Partnerships
Communications
Policies
Leadership
Funding
3. We need to identify which areas to focus on first:
a. Funding is driving current policy
b. We need to identify the issues in each area
4. Key questions/points/areas of focus:
Pathways/Courses
Location of pathways
Access to pathways
Student recruitment/awareness
Duplication of pathways
Standardization of pathways courses/student outcomes
% a-g/college prep
Current pathways
Facilities/Equipment
Career centers
Industry partners
Donation of equipment
What equipment is needed by course/program?
Classroom structure
Shared space
Maintenance and replacement of equipment
Technology needs
Location of facilities/focus by site
Faculty
Professional preparation
Hiring
Not enough CTE teachers available
Credentialing issues
Quantity
Length of service
Collaboration with higher education
Counseling System
Career and college focus
Staffing/qualifications/ratios
Middle school issues
Career cruising
Information systems (equity and access)
Student risk factors
A-G/college prep vs career focus tension
Training and professional development
5. Desired Outcomes
Pathways evaluations will include:
Teacher strengths
Skills taught/employment outcomes
Student interests
District strategy
Market Demands
Programs need to be in place to get students in the position to take pathway offerings (CTE,ROP,Etc…)
Students can complete a pathways at their site (except for capstone courses at Duncan or CART)
All students should be exposed to career ready skills in a Project Based Environment during Junior High School
Scheduling – 8 period day? Rotating Block? Expenses associated with alternate schedules need to be explored
Students should come into high school with some requirements taken so they can complete CTE pathways (options need to be for all students)
All students should have access to “applied learning” courses where English and math are part of a career theme (Do this earlier to keep students at grade level or to get them to grade level)
Earlier articulation of “themed” pathways (feeder pattern issues)
Themed remediation at earlier grades
Courses should be consistent in quality/outcomes across all pathways should be equal
Introduction of pathways should be independent of “personalities” to ensure consistent strategies and sustainability