1. Relevance for Academic Standards through WorkBased Learning Opportunities
This is the catalog description
Work-based Learning (WBL) opportunities are
loaded with applied learning experiences that
engage students in relevant activities that are rich in
rigor and support achievement.
This session will provide an overview of work-based
learning opportunities that incorporate the
integration of academic standards. Learn about an
array of opportunities ranging from career
awareness, to on-the-job training, internships and
apprenticeship programs.

2. http://www.youtube.com/watch?v=jukv9Q1eR2g
You can be the greatest, standing in the
Hall of Fame,
and the world’s gonna know your name, ‘cause
you burn with the brightest flame, and the world’s
gonna know your name.

3. Relevance for Academic
Standards through Work-Based
Learning Opportunities
Presented by
ACSA Career Technical Education Council
■
Tracie Zerpoli (tzerpoli@tricitiesrop.org)
Executive Director Tri-Cities ROP (Career Technical Education)
■
Daniel Todd
Coordinator Riverside County Office of Education (English)
■
Cindy Gleason (gleacg@fusd.net)
Principal on Assignment Fontana Adult School (Mathematics)
November 2013

4. http://www.youtube.com/watch?v=0AvZ5ulVyLc

21st Century SkillsWhat do we do?

5. College and Career Readiness
ACSA CTE Council Definition of Career and College
Readiness
 The ACSA CTE Council has developed the following definition of
 Career and College Readiness:
 Graduate from high school proficient in nationally and internationally
benchmarked content and performance standards, which includes the arts,
core academics, career technical, and 21st century workplace skills
 Demonstrate transferable skills necessary for career success, including
communication skills, industry certification, work ethic & integrity, leadership
& teamwork
 Satisfy eligibility criteria for admission into postsecondary education and
training
 Have a fully developed comprehensive education/career plan that includes
high school options, job opportunities, and costs & requirements associated
with trade or technical school, community college, four year university or
other postsecondary programs of study

6. Two “Big Ideas”
Goal: Begin to implement and/or refine the
following practices:
1.
2.
Work-Based Learning
Essential Instructional Routines

With examples and workshop
activities

7. Partnering
Choose one other person with
whom you’ll hold brief
discussions throughout the rest
of this workshop.
THIS IS NOT
“GIMMICKY” or “CUTE”

8. Partnering Routine
Avoid trios, but if you
must, designate A, B, and 2B.
Partner A  B
 (A
speaks, B listens)
Partner B  A
Open discussion A B
Group discussion

9. Partnering Routine
1. L = Look into your partner’s
eyes.
2. L = Lean toward your partner.
3. L = Lower your voice.
(Do not whisper.)
4. L =
Listen attentively.

10. Your turn…
Make
eye contact with the person you
would like to partner with.
Shake
hands. Introduce yourself.
The person on the right is “Partner A.”
The person on the left is “Partner B.”

11. Your turn…
1. Hi, my name is ______. What is your
name? It is nice to meet you _____.
2. I chose to attend this workshop because
______.
3. I hope to learn how/what _______.

12. Work-based learning
extends school into the work place
by engaging students in thoughtful and
deep applications
of content to real world problems or
simulations of them,
through awareness, exploration, and
preparation.

13. Outcomes
Work Based Learning
 Strengths identified and developed
 Intersection of interests, abilities, and passions found
 Career pathways mapped
 Career portfolio presentation ready
 Appropriate relationships with adults outside the
classroom built
 College-ready (not just eligible) or AND Career-ready
students!

14. Essential Instructional Routine
Essential = vital, important, necessary
Routine = protocol, typical practice, daily practice, everyday
activity, repetitive
“Close Reading” requires the very careful analysis
of a particular text which could be anything from
a book, manual, video, lecture, etc.
There is no one way to perform a close reading but
there are several basic steps.

15. Make the students do the work!
 After we give direct instruction,
demonstrate, show a video, read a text,
etc., we make the students do the work of
understanding and explaining what they
read, heard, watched, etc.

Imagine that!

16. Close Reading at its Simplest:




Read (or watch or listen)
Think
Talk
Repeat as necessary:



Read (watch, listen, etc.)
Think
Talk
Then
Do something (complete the task whether it
be to create, write, etc.)

17. Sample Teacher Outline
 Step 1: Read (or listen, watch, etc.)
 Step 2: Answer and ask questions related to the task:
What is the main idea?
 What stood out to you?
 What is the purpose of this ___
(video, demonstration, etc.)?
 Step 3: Re-read (or re-watch) etc.
 Step 4: Use the information to perform a task


18. Activity: Close Reading of a Video
1. Look at the cartoon and comments
2. Watch the video
3. Answer the following questions with your partner:

What is the illustrator/author’s primary purpose for making
this cartoon/speech/video?

What is the main idea or thesis of the cartoon/video?
 How do you know? Give at least one example.

Do you agree or disagree?

19. Advantages (WBL)
Students remember
Academically rigorous
Students are engaged
Futures are changed
21st Century skills learned
Business further understands education

20. Madeline Levine:
Let’s be realistic about our kids.
http://www.youtube.com/watch?v=3WNKghBwS-w
 Do we care about all the students or just the ones
who will do well on state testing?
 Our students are different, so just maybe we
should teach them differently!
 Nothing matters more than to engage EVERY
learner.
 EVERY learner’s goals and futures are important,
even if they don’t look like ours or what we think
they should be!

21. Your opinion…
After viewing the cartoon and
the video, I believe the
illustrator’s/speaker’s primary
purpose for making this
cartoon/video is
_________________________.

22. Your opinion…
After viewing the cartoon and the
video, the main idea or thesis of
the cartoon/video is _________.
I know this because _________.
(Give at least one example.)

23. Your opinion… (Choose one.)
After viewing the cartoon and the video,
I agree wholeheartedly with the illustrator
and speaker that _________.
I am not quite convinced that _______.
I disagree entirely with the illustrator and
speaker that _________.

24. Examples of…. Career
Awareness
Career day
Guest speakers
Presentations
Traveling show
Newsletters, posters
Dress up
CTE Month
Interview family members and friends

25. Examples of…. Career
Exploration
 Job Shadowing (Teacher and Student)
 Field Trips
 Mentorships
 Personal Learning Plan

26. Examples of…. Career
 Internships/On-the-job training
 Work experience
 ROP
 Service learning
 Apprenticeship programs
 CTE courses
 Off-site projects
 School based enterprises
 Civics and business simulations
 Student competitions
 Field studies
 Others?
Preparation

27. Think to yourself…
…about how little children learn so much
(how to talk, walk, etc.) when they are not
attending lectures on those subjects and
activities.

28. Our Teaching and Learning Paradigm
Needs to Change
 Knowledge is applied
 Engagement in Leaning
 Collaboration among core and
career-technical teachers for
enhanced student learning
http://www.youtube.com/watch?v=SFUZ-xiXqHA

29. Your Response?
 Hard work
 Not enough resources
 Too much time
 Our job is to make sure they get to the
next grade, pass the test and/or graduate
from High School. (They are on their own
after that.)
 It’s not important

30. Resources
Awareness
Preparation
Ambassador Contract (Student and parent volunteers for District
Awareness Fair
Board Resolution for CTE Month
CTE Open House Flyer
Industry Sectors at each High School
Industry Sector Posters
Middle school PowerPoint
Newsletters (2)
AB Miller HS CTE Informational Brochure
Advisory committee at a Glance
Community Classroom Documents (5)
Jurupa Hills HS CTE Informational Brochure
Senior Portfolio Presentation
Students are Career Ready
Service Learning Agreement (paid work experience)
Teacher Externship PPT, Automotive
Teacher Externship PPT, Building Trades Workplace Folder
Exploration
Relevance for Academic Standards
Classroom for 21st Century Article
Citrus High School, California Steele Field Trip
Four-year plan
Fontana HS Pathway Brochure
In-N-Out Field Trip feedback
Job Shadow Day Industry Partner guidelines
Job Shadow Service
Minimum requirements for Pathways
Kaiser HS Pathway Brochure
Personal Learning Plan
The Future Can Look Very Scary
Cradle to Career Roadmap
Depth of Knowledge
Other
Power Point, Relevance for Academic Standards through Work-Based
Learning Opportunities

31. Relevance for Academic
Standards through Work-Based
Learning Opportunities
Presented by the ACSA Career Tech Ed Council
■
Tracie Zerpoli (tzerpoli@tricitiesrop.org)
Executive Director Tri-Cities ROP (Career Technical Education)
■
Daniel Todd
Coordinator Riverside County Office of Education (English)
■
Cindy Gleason (gleacg@fusd.net)
Principal Fontana Adult School (Mathematics)
November 2013