#NAFNext2014

Taking the Academy of Health Science Classroom to the Community

#NAFNext2014

Mr. Larry Gray ---- retired Educator --- Pathway Coach

Joanna Madrigal-Cerrillo --- student ---- graduate PAHS

Pamela Avila, FNP-BC, RN, MSN/Ed., PHN, DSE, DSD, DNP(c)

Takes a Village

• District Support/Pathway Support• Campus Support• Classroom Support• Industry Support• Partner Support• Student Interest

District Support• Vision• Financial• Direction• College Field Trip Approval• NAF• CONNECT-ED • Linked Learning• CPA

Why Pathways?

Create small communities of

engaged learners

Prepare students for both college and career

Connect academics to real-world applications

Improve student achievement

Pathways

Linked Learning Core Components

Challenging, rigorous academic core

Demanding technical core

Work-based learning

Intensive support services

Pathways

#NAFNext2014

Work Based Learning Experience

Pathway Student

PUSD Governing Board

K-8 Administration & Staff

Pathway Advisory Boards

Local / Regional Professional Partners

State / National Partners• National Academy Foundation• ConnectEd• James Irvine Foundation• California Partnership

Academies

Pathway Site • Administration• Staff• Counselor

PUSD District Superintendent & Cabinet

P8 Coalition

Post Secondary• Community Colleges• 4 – Year Colleges &

Universities

Pathway Department• Pathway Director• WBL Coordinator• Pathway Coaches• Pathway Mentor

Coordinator• Clerical & Technical

Support

PUSD System of Support

Campus Support• Good team• Common prep• Cohort Scheduling• Staff Education &Training• Dedication• Continuing Education

Industry Support

• Advisory Board• Healthcare provider Membership• Leadership• Direction• Classroom presentations• On-Site Visits

Partner Support

• Hospital• Clinics• Urgent Care• Ambulance• Fire Department• Private Offices

Classroom Support

• Team time• Integrated projects• Class Speakers from industry• Making it relative– English– Math– Science– CTE

Objectives versus SLOs

Objectives Outcomes

Discrete skills, tools, or content that a student will master by the end of the course.

Overarching skill that a student will be able to demonstrate by the end of a course.

Require the use of basic thinking skills such as knowledge, comprehension, and application (three lowest levels of Blooms).

Require the use of higher level thinking skills such as analysis, synthesis, and evaluation (three highest levels of Bloom’s).

Do not necessarily result in a product. Most often are synthesized or combined to produce something that measures an outcome.

Result in a complex product that can be measured or observed and assessed.

CTE Courses by Grade

• Freshmen – Career Explorations, Medical Ethics

• Sophomores – Biotechnology, Global Health/Medical Terminology

• Juniors – Medical Assisting, Essentials of Medicine

• Seniors – Sports Medicine, EMT

Authenticity Academic Rigor Applied Learning Active Exploration Adult Relationships Assessment Practices Teaching about moving from “Me World to a We World”

People Skills Social interaction Communication Collaboration Problem solving

Preparation for Clinical Time

The emphasis on establishing “Community Partners” builds on the fact that robust knowledge and understandings are socially constructed through talk, activity, and interaction around meaningful problems and tools (Vygotsky, 1978).

Teacher Guide

Supports

Define questions

Students Share the responsibility for critical thinking and doing

Distribute their intellectual activity by teaching

Community of practice Powerful context for constructing meaning

Challenging Students thoughts, beliefs and learning

Share and synthesize their knowledge

Why “Community Partner”?

#NAFNext2014

Expected Graduate Outcomes: As a result, all students will develop and demonstrate:

• Critical thinking and problem solving skills

• Cultural awareness and the ability to collaborate with diverse groups

• Technical skills in digital media applications and information management

• Effective communication skills of listening, speaking and writing

• Creativity and innovation

• Leadership, self-management and organizational skills obtained through real world

applications and community involvement

• Adaptability, responsibility and ethical behaviors

• The ability to navigate the global world of work and further their education

PUSD Graduate Profile

My PATHWAY STORY

Joanna CerrilloCERT trainingFirst Responder TrainingOxygen CertificationFire Suppression CertFirst Aide TrainingHealthcare CPR/AEDCNAEMT training Porterville MRCRecipient of Michele

Avila-Emerson Scholarship

Work Based Learning. . .at it’s best

• POD– Tulare County, California

• Statewide Disaster Training– Ventura County, California hosted– Medical Reserve Corp supported

• CPR– Sidewalk hands-only

Student Interest

SEE ONE! DO ONE! TEACH ONE!• Student Learning Outcomes

– Learn to provide high quality medical services for those in need.

– Educate the community to engage in a more health oriented lifestyle.

– Develop critical thinking and skills to better prepare for entry-level positions in career.

WHY DO STUDENTS NEED THIS?

• Guidance • Changing technology • Teach upcoming generations

SENARIO

You are dispatched to aid a 74-year-old male with a history of heart “issues.” Upon arrival, the scene is safe and you enter the home, you see the police officer doing compressions on the elderly man. The man’s wife is present and states he was just watching TV & she thought he’d just fallen asleep, because she had just been speaking with him. As soon as she noticed he was not breathing she called 911 . . .

THIS COULD BE YOUR FAMILY MEMBER

HOW TO RETAIN IT

• Imagine it • Actual use in the “Real World”• See it properly taught• Apply it• Teach it• “See one! Do one! Teach one!”• Now Retained

A STUDENTS PERCEPTION

• Detail is important– Anything can happen

• Must be prepared• Sunburn to severe accident• Cardiac arrest– Know the steps– Save a Life

• “ALWAYS ON DUTY”

TIME FOR

American Heart Association

HANDS ONLY CPR