The Next Generation:

Juneau's Academic & Career Academies Proposal

Proposal Summary 

Career academies will be housed in two facilities: Juneau-Douglas High School (downtown) and Thunder Mountain High School (valley), each with an open enrollment policy. Each academy will operate as a small, personalized, learning community that provides theme-based instruction in the core subjects (reading, writing, math, social studies, science) and career curricula. The academies, the content of which are to be determined, could include, but are not limited to, the following groupings: Business, Management, and Technology; Architecture, Engineering, and Construction; Health Services; Human Services; Arts and Communications; or Natural Resources and Sciences.

The curricula in each of the academies will meet state education and industry standards, community-based practices, and portfolio-based assessments. Practices will include shared collaboration with students, staff, community, college, trade, business, and K-14 curriculum alignment; mentoring, tutoring, and personalized guidance; flexibility in choice; professional development; and rigorous teacher evaluation. The career academy system means all material even core English, math, science, and social science is now taught in the context of acquiring skills needed for successful careers.

Section One:  Program Proposal Description

Overall Description of Program Proposal

As students across Juneau embark on journeys in education ,They find rigor and relevance in their education by choosing academic and career pathways, drawing up education and career plans, finding work-based learning opportunities, and plotting post-secondary education that will enable them to build successful, satisfying futures. Juneau’s Academic and Career Academies engage students in rigorous studies and help them make the connection between what they are learning in school and what they want out of life. 

Career academies will be housed in two facilities: Juneau-Douglas High School (downtown) and Thunder Mountain High School (valley), each with an open enrollment policy. Each academy will operate as a small, personalized, learning community that provides theme-based instruction in the core subjects (reading, writing, math, social studies, science) and career curricula. The academies, the content of which are to be determined, could include, but are not limited to, the following groupings: Business, Management, and Technology; Architecture, Engineering, and Construction; Health Services; Human Services; Arts and Communications; or Natural Resources and Sciences.

The curricula in each of the academies will meet state education and industry standards, community-based practices, and portfolio-based assessments. Practices will include shared collaboration with students, staff, community, college, trade, business, and K-14 curriculum alignment; mentoring, tutoring, and personalized guidance; flexibility in choice; professional development; and rigorous teacher evaluation.

The career academy system means all material even core English, math, science, and social science is now taught in the context of acquiring skills needed for successful careers.

Goals of Program Proposal

• Create an engaging learning environment around real world applications.
• Provide student choice based on individual interest.
• Maximize community involvement and expertise.
• Build work world skills and knowledge through rigorous standards based curriculum.
• Prepare ALL students for post-secondary education.
• Increase the graduation rate and student success in school.
• Acquire at least one college credit or professional certificate prior to graduation.
• Develop an individual career plan including the next steps to take after graduation.
• Provide a foundation for lifelong learning—and—lifelong earning.
• Provide guidance for career selection and a foundation for career pursuit.
• Provide a level playing field for students with different learning styles. 
  

What would the program look like from a student’s viewpoint?

Based on their own interest, students choose to enter a personalized learning community from one of six broad career pathways: Arts and Communication; Business, Management, and Technology; Health Services; Human Services; Architecture, Engineering and Construction; or Natural Resources and Sciences.  Students will have choices and have to make a choice. Flexibility is built into the options allowing students to choose a different pathway as their interests change.

Students are engaged in academically relevant and rigorous instruction in which they apply the concepts they have learned in the core content areas to hands on projects in their career pathways.  Students face or meet differentiated learning experiences designed to challenge them individually based on their learning style and unique talents.  Students work in teams and develop the skills which surveys show are most highly valued by employers:  critical thinking, problem solving, teamwork, interpersonal relations, and computer literacy. 
Students become aware of the broad range of careers in their pathway and have the opportunity
to observe workers and gain real work experience. 

Students develop a career portfolio — tracking the attainment of academic standards, work skills, and experience that includes a career plan identifying the next steps they will take after graduation. The entire pathway curriculum is articulated 9 – 14 in collaboration with our community partners:  UAS, trades groups, businesses, and agencies. Students have the opportunity to receive college credit through dual enrollment or articulation agreements. Each student is encouraged to complete at least one dual credit prior to graduating.

Provide students with the concrete steps needed to achieve career goals, including education, skill development, and experience. Pathways are available at various levels so a student can enter a career based on education and work experience.  By providing information for career awareness and planning, pathways allow for smooth transition from secondary to post-secondary institutions in preparation for a successful career.

Alignment with Best Practices & Research

Stanford University Research on the Features of Effective Design

• Personalization: Student choice, engagement, and empowerment are a centerpiece for the pathway model.
• Continuous Relationships:  Students have the choice of having a four-year relationship with the pathway learning community.
• Standards and Performance Assessment:  The pathways are aligned with state, national, and industry standards. The performance assessment is real world through students applying their knowledge and skills in authentic work environments. These are not mock simulations; this work is the real deal!
• Authentic Curriculum:  The pathways curriculum is the most authentic a curriculum can be.  Because of the partnership commitment through school, university, and businesses, the curriculum is continuously revised to respond to industry standards.  There is no more authentic curriculum than the career pathways. 
• Adaptive Pedagogy:  There are no “fake” projects; students are engaged in authentic problem solving and authentic work presented to authentic audiences.
• Anti-Racist Teacher:  The heart of the career path model is to level the playing field so that all students can fully participate based on their own learning style and talents. The personalized learning community and opportunities for students to truly work together provides the opportunity for a respectful community to develop.
• Collaboration and Development:  Teachers are continually challenged to adjust to new industry standards and to create rigorous instructional environments for students. The continued development of the teaching staff will require ongoing time to collaborate, and the provision of in context staff development support.
• Family/Community Connections:  There is a true partnership between community, students, and parents, which is nurtured through the four-year relationship available through the career pathway model.
• Democratic Decision-Making:  Teachers, students, parents, and partners are all members of the continuous improvement team that comprises the career pathway.  There is an advisory committee for each pathway, which includes all stakeholders.
  

Education Trust Research

• Everyone takes responsibility for student learning:  Pathway teaching team, community partners, students, parents.
• The school does not leave anything about teaching and learning to chance:  Curriculum, instruction, and assessment is based on alignment of state standards and industry standards. Rigorous differentiated curriculum is delivered and aligned for K-14 through articulation with the university and community partners.
• Insist on rigor all the way up the line. Clear focus on preparing student for life beyond high school, not just graduation: Career pathways and clusters — this is the model!
• Good teachers matter more than anything: Time and money is allocated to support ongoing professional development and continuous improvement of instruction that is responsive to both student need and industry standards. 
• Provide extra instructional time to students who need it:  The differentiated authentic learning model provides opportunities to address individual learning styles and abilities.

Other related research

• Professional Learning Communities at Work/Best Practices in Enhancing Student Achievement by Richard DuFour and Robert Eaker
• Teaching with the Brain in Mind by Eric Jensen

Model for Program

This design is based on the following models:

• Indiana Career Majors Model
• Todd Beamer High School Model
• AVID Model
• Early College High Schools Model
• Small Learning Communities SLC Model

How Program Addresses Data and Implications

• The achievement gap will begin to close regarding minority graduation rate.
• More 9th, 10th, and 11th graders will commit to completing studies and graduate.
• Boys are becoming invisible; active learning and hands on projects will promote success for males.
• Personalized learning as well as academic and social support will bridge the gap for students without family support.
• Reading, Writing, and Math scores will improve, as students are required to read, write, and compute across the curriculum meeting content and industry standards.
• Starting college or post secondary vocational training while still in high school improves the rate of retention and the likelihood students will participate in future education and training opportunities.
• Many of Juneau’s secondary students achieve at high levels, this model will assure continued rigor by challenging each student to be prepared for post-secondary education. The early college and training options in this model provide students with the opportunity to participate in post-secondary education or training, as they are ready.
• Addresses the economic need to be job ready.
  

Description of Classroom Instruction

The academy system groups teachers and students in smaller schools-within-the-school based on career interests. Each academy will organize its instruction around a career framework in conjunction with community partners

• Pathway teachers collaborate to integrate curriculum and differentiate instruction
• Curriculum will be engaging and responsive to student needs
• Curriculum will make use of community-based learning opportunities
• Curriculum will be aligned with state education standards and post-secondary education expectations
• Career Counseling will be provided to support student career planning
• Curriculum will fully utilize technology as a learning tool
• Classroom instruction will include both core subjects and a full array of elective options that include, but are not limited to physical education, world languages, arts, life skills
• 9th graders will enter a Freshman Academy that prepares them for career pathways
• 10-12 grades will engage in career pathways. 
  

Best practices in teaching will be embedded in classroom practice through staff development, staff collaboration, teacher mentoring, and continuous improvement planning.  Note* Numerous models of Career Pathway curriculum have been designed in school districts in the state of Alaska. We don’t have to reinvent the wheel; the districts have offered their guides to us, we can adjust them to address our local context.  

Utilization of School/Community Facilities

This model will maximize the use of JSD high school facilities.  In addition through collaborative joint offerings for academic, technical and social functions UAS facilities will be maximized.   Articulation agreements with the trades unions and local public and private business will provide world of work experiences utilizing community and business facilities and technical laboratories. 

Because the two high schools will not be duplicating all course offerings, facility efficiencies will be met; at the same time a broader range of choices will be available to students. 

Section Two: Rationale for Program Proposal

Describe the Proposal’s Alignment with the following:

Action Belief Statements

This proposal directly addresses the following beliefs:

• Our main purpose is to create a learning environment that fosters success for all students.
• All members of our learning community deserve choices that ensure equity, challenges, and engagement in a personal, caring environment.
• Mutual respect, open communication, and shared responsibility are essential components of our learning community.
• Collaborative environments are necessary to support the process of continuous learning for staff and students.
• Attaining best practices in teaching through ongoing professional development is essential for success of schools.
  
• Family and community involvement is essential for the support of all school programs.
• Our graduates will be confident, responsible, resilient, and prepared with 21st century skills for careers and or educational opportunities in Alaska and beyond.

Interests of Community

This proposal directly addresses the following interests expressed by the Juneau Community in the forums:

• Students are confident
• Students are college ready
• Students show engagement
• Choice
• Flexibility
• High expectation for all students
• Equality between schools
• Relationships
• Staff support and professional development
• Smaller environments
• Addressing the unique needs of 9th, 10th, 11th, and 12th graders
• Recognizes the importance of athletics/activities
• Recognizes the importance of vocational/technical education
• Students are compassionate
• Students have the skills to be successful

District’s Strategic Plan, Goals, and work JDHS is currently undertaking

• Rigorous and Relevant Curriculum and Teaching
• Relationships
• Responsive Intervention 

• Creative, Perceptive Thinker
• Effective Communicator/Producer
• Knowledge Seeker
• Community and Global Contributor
• Self-Directed, Reflective Learner
• Wellness Advocate
• Respectful Collaborator

Section Three: Implementation and Other Factors

Describe how the Program Proposal will impact and provide guidance in making decisions around the following:

School Boundaries

This model is based on open enrollment. 

Note* Students will be provided flexibility in changing career paths as their interests change.Activities & Athletics    This model provides flexibility in how sports and activities could be offered through either a one-team model or a two-team model. 

What would be the recommendation for the beginning year and possible school enrollment?

There are many possible configurations for opening the school. One possible opening example

In the fall of 2008 all students in grades 9 & 10 would enter one of six Academic and Career Academies: three offered at one school site, and three offered at the other school site.  Special attention would be provided to all incoming 9th graders.

10th and 11th grades would remain at the JDHS campus remaining in their current education delivery model until they graduate. The 10th and 11th grade students would be provided opportunities for their own participation in career pathway dual enrollment courses and world of work opportunities as they are developed. 

Each following year the incoming 9th grade class would enter the Academies.  Complete implementation of the model would take place by the fall of 2010.

Overall, how will this program proposal meet the needs of all students in Juneau?

• Small, diverse learning communities with high academic standards for all.
• Safe and secure climate with respect, recognition, and trust for all.
• Acknowledgement of student interests, passions, and ability to make choices.
• Incentives to stay in school through the end of the senior year through dual credit and world of work opportunities.
• Teacher and student empowerment in small learning communities.
• Students are not labeled as “academic” or “vocational”; they are exposed to the full range of opportunities available through the differentiated instruction offered in each the pathways.
• All students develop 21st century technology skills.
• All students have the opportunity to meet the JSD goals.