Developing Pathways to College and Career RoxMAPP



-914401-91440000Table of Contents TOC \o "1-2" DEVELOPING PATHWAYS TO COLLEGE AND CAREER ROXMAPP PAGEREF _Toc287090270 \h 4BACKGROUND PAGEREF _Toc287090271 \h 4PURPOSE OF THIS GUIDE PAGEREF _Toc287090272 \h 5DEVELOPING PATHWAYS: THE PROCESS PAGEREF _Toc287090273 \h 5ENDNOTES PAGEREF _Toc287090274 \h 16REFERENCES PAGEREF _Toc287090275 \h 16EXHIBIT 1: OVERVIEW OF INDUSTRIES PAGEREF _Toc287090276 \h 18OVERVIEW OF THE FINANCIAL INDUSTRY IN MASSACHUSETTS PAGEREF _Toc287090277 \h 18OVERVIEW OF TRANSPORTATION, LOGISTICS AND WAREHOUSE INDUSTRY IN MASSACHUSETTS PAGEREF _Toc287090278 \h 20OVERVIEW OF HEALTH CARE INDUSTRY IN MASSACHUSETTS PAGEREF _Toc287090279 \h 22OVERVIEW OF CONSTRUCTION INDUSTRY IN MASSACHUSETTS PAGEREF _Toc287090280 \h 24OVERVIEW OF HOSPITALITY AND TOURISM INDUSTRY IN MASSACHUSETTS PAGEREF _Toc287090281 \h 26OVERVIEW OF BIOTECH INDUSTRY IN MASSACHUSETTS PAGEREF _Toc287090282 \h 28EXHIBIT 2: CONSTRUCTION AND TECHNOLOGY MANAGEMENT CAREER PATHWAY PAGEREF _Toc287090283 \h 30CONSTRUCTION TECHNOLOGY AND MANAGEMENT CAREER PATHWAY PAGEREF _Toc287090284 \h 30EXHIBIT 3: HEALTH CAREERS PATHWAYS PAGEREF _Toc287090285 \h 33HEALTH CARE AND HEALTH SCIENCE PATHWAYS PAGEREF _Toc287090286 \h 33EXHIBIT 4: ROXMAPP SUMMER PATHWAYS INSTITUTE PAGEREF _Toc287090287 \h 36ROXMAPP SUMMER PATHWAYS INSTITUTE PAGEREF _Toc287090288 \h 36EXHIBIT 5: WORK-BASED LEARNING AT ROXMAPP PAGEREF _Toc287090289 \h 38WORK-BASED LEARNING WITH ROXMAPP PAGEREF _Toc287090290 \h 38EXHIBIT 6: ROXMAPP SCOPE AND SEQUENCE OPTIONS FOR HEALTH CAREERS PAGEREF _Toc287090291 \h 40THREE OPTIONS FOR EARNING DUAL CREDIT PAGEREF _Toc287090292 \h 40OPTION 1: 12 CREDITS PAGEREF _Toc287090293 \h 42OPTION 2: 15 CREDITS PAGEREF _Toc287090294 \h 44OPTION 3: 16 CREDITS PAGEREF _Toc287090295 \h 46EXHIBIT 7: COURSE ALIGNMENT EXAMPLE PAGEREF _Toc287090296 \h 48EARLY COLLEGE DESIGNS DATA USE TOOLKIT PAGEREF _Toc287090297 \h 48EARLY COLLEGE DESIGNS DATA USE TOOLKIT PAGEREF _Toc287090298 \h 50EXHIBIT 8: ROXMAPP MATH OUTCOMES PAGEREF _Toc287090299 \h 52ROXMAPP MATH CURRICULUM MAPPING SUBCOMMITTEE PAGEREF _Toc287090300 \h 52EXHIBIT 9: ROXMAPP ELA OUTCOMES PAGEREF _Toc287090301 \h 67ROXMAPP CURRICULUM MAP AT-A-GLANCE PAGEREF _Toc287090302 \h 67EXHIBIT 10: MPTVHS EXAMPLE LESSON PLAN GRADE 9 PAGEREF _Toc287090303 \h 81OVERVIEW PAGEREF _Toc287090304 \h 81LESSON INTRODUCTION PAGEREF _Toc287090305 \h 81EXHIBIT 11: MPTVHS EXAMPLE LESSON PLAN GRADE 10 PAGEREF _Toc287090306 \h 96OVERVIEW PAGEREF _Toc287090307 \h 96LESSON INTRODUCTION PAGEREF _Toc287090308 \h 96EXHIBIT 12: ROXMAPP RECOMMENDATIONS PAGEREF _Toc287090309 \h 105PROFESSIONAL DEVELOPMENT RECOMMENDATIONS FOR ROXMAPP PAGEREF _Toc287090310 \h 105EXHIBIT 13: POWERPOINT FROM PD SESSION ON OCTOBER 15, 2014 PAGEREF _Toc287090311 \h 107ROXMAPP CURRICULUM ALIGNMENT PAGEREF _Toc287090312 \h 107Developing Pathways to College and Career RoxMAPPBackgroundThe Roxbury Massachusetts Academic Polytech Pathway (RoxMAPP) program launched in 2013 as a partnership between the Commonwealth of Massachusetts and the City of Boston. RoxMAPP’s overarching goal is to increase graduation rates and improve students’ ability to succeed in college and secure employment through integrated educational pathway programs developed between Madison Park High School and Roxbury Community College that include a focus on work.Responding to projected labor shortages in high-demand industries such as health care, information technology and the life sciences, the RoxMAPP program instituted a 9-14 pathways approach, which addresses the challenges associated with a traditional approach to secondary and postsecondary education for young adults. According to the report Pathways to Prosperity: Meeting the Challenge of Preparing Young Americans for the 21st Century1, roughly half of all young Americans arrive in their mid-twenties without the skills or labor market credentials essential for success in today’s increasingly demanding economy. A reason is the nation’s overreliance on a single four-year college pathway to help young people make the transition from high school to working life. The foundational building block is a grades 9-14 career pathway that integrates high school studies, college-level work and work-based learning experiences. The results: students who graduate 9-14 programs with a high school diploma, college credit–and, in many cases, an Associate’s degree—as well as work experiences that bolster their employability. Critical to RoxMAPP’s success is the ability for all stakeholders to support the underlying principles of pathways programs, which include:A core belief that every student can succeed in college, and a mission that supports this belief.An engaging academic program that is aligned to state standards prepares students for college-level work and includes credit-bearing college courses.Work-based learning experiences that enable students to develop as employable candidates for in-demand prehensive wraparound student support system that enables all students to succeed in in rigorous coursework that directly connects to a college pathway.Professional development that supports teachers in their ability to enable students to succeed.Purpose of this GuideRoxMAPP, building on its pilot healthcare pathway, seeks to create pathways in other industries, such as construction and transportation. This guide has been written to help the RoxMAPP planning team as it develops future pathways. We acknowledge that no one guide will answer all of the possible questions or provide a complete roadmap for pathway development. The goal here is to provide as much concrete information as possible, so members of the RoxMAPP planning team can make substantial progress in future pathway development.Developing Pathways: The Process This guide assumes the pathway planning team is already in place, comprising representatives from MPTVHS, RCC, the Boston Private Industry Council, the Mayor’s Office and local employers (the Joint Industry Advisory Board – JIAB). The process for creating pathways should be highly collaborative. The team should be prepared to meet on a regular schedule, such as monthly, to ensure the development of a high-quality program that meets the multiple needs of the stakeholders involved. The process that follows is presented as a linear model with five steps. In reality, developing 9-14 pathways is iterative and many parts of the process overlap. It is presented in this way so that the planning team can see the process as a whole and to aid in setting planning milestones as the effort unfolds.The Pathways Development ProcessA critical part of the process is the development of communication tools that the planning team can use to confirm decisions made within the team and report its progress to other stakeholders (e.g. the Department of Elementary and Secondary Education). These communication tools will ensure continued alignment among the multiple stakeholders involved and also provide foundational information that may ultimately be used in marketing materials. There are suggested communication tools in each step of the process in the pages that follow as well as resources that can be accessed in the Dropbox folder. When an item is available in the Dropbox folder, it is noted as electronic resource. 1. Define the Pathway In this first step, the team will narrow down on the pathway it seeks to develop by:Selecting an industry area, andDefining the degree requirements.This will result from a number of inputs that the team will draw from depending on where it is in determining the pathway. These inputs may include the following:Analysis of labor trends: The U.S. Department of Labor’s Bureau of Labor Statistics has a number of reports: The Projections Central Site provides short and long-term employment projections by job role and by state: Firms such as Burning Glass offer products that allow users to analyze real-time jobs data on a regional, statewide or national basis, at a level of level of detail that highlights skills, knowledge, experience, and education. Local employer demand: Conversations with local employers that indicate projected labor shortages and future demand areas. These local employers may already be on the planning team.Degree requirements:RCC’s ability to offer a degree in the pathway field. The team should consider: Can RCC do so with existing faculty/resources? If not, will RCC be able to take the time necessary (1-2 years) to secure additional faculty/resources, develop curriculum and secure accreditation for a new degree offering?This will be a discussion that the team will likely revisit as it begins to flesh out the required skills needed for the particular pathway in the next step: 2. Determine Work-based Learning Experiences. All RoxMAPP career pathways will include a pre-requisite, multi-year college and career readiness course (3 college-level credits). MPTVHS will embed RCC and employee sponsored work-based learning experiences (career awareness, exploration, and immersion experiences) that also include RCC college-level career competencies. Each career pathway will create a course scope and sequence of all high school and college courses in the 9-14 pathway including at least 4 dual enrollment courses (English (2), Math, and Science for a total of 12 college-level credits, non-credit certificates (if applicable), terminal AA/AS degree, and pre-apprenticeships).As a group you should engage in a Degree Mapping Exercise that answers the following key questions:What non-credit certificates should be offered in this pathway? If offered at RCC, can the course be offered with existing faculty/resources? If not offered at RCC, does it align with future non-credit offerings? If so, what is timetable, cost to secure additional faculty/resources, and develop curriculum (if applicable). Where else is it offered (postsecondary institution, labor union, other)? Please list.What terminal AA/AS degrees should be offered in this pathway? If offered at RCC, can it be offered with existing faculty/resources? If not offered at RCC, does it align with future terminal degree offerings? If so, what is timetable, cost to secure additional faculty/resources, develop curriculum (if applicable), and secure accreditation for a new degree offering? Where else is it offered (postsecondary institution, labor union, other)? Please munication Tools:A. Overview of IndustriesAs the team is trying to narrow down to one or two pathway focus areas, discussions would benefit from having overviews of the industries that are being considered, based on the above inputs. These brief overviews should contain:A description of the projected demand in the industry area, with supporting numbers (e.g. “The Department of Labor projects a need for X# of Construction Managers in Massachusetts),Education Requirements, Current Local Demand: Cities with the highest number of job postings,Job titles that RoxMAPP graduates would be qualified to seek, andLocal employers who might be seeking to fill those positions.Exhibit Resources: Exhibit 1: Overview of Industries (document)Electronic Resources: Labor Market Info (folder with industry data in excel sheets)B. Pathway SummariesOnce the team selects one or two industry areas, it should begin developing a brief on the pathway that describes:The selected industry,Why it was selected,Potential job opportunities, andRequired courses: Required high school and college courses that enable students to earn their high school diploma and significant (at least 12) college credits toward the relevant pathway degree.Exhibit Resources:Exhibit 2: Construction and Technology Management Career PathwayExhibit 3: Health Careers PathwaysExhibit 4: RoxMAPP Summer Pathways Institute 2. Determine Work-based Learning ExperiencesIn this part of the process, the team will explore, in detail, the requisite knowledge and skills for the selected pathway as well as the types of experiences students can access to develop their capabilities, or example, job shadows, internships, and apprenticeships. Having an employer representative from the selected field present during these planning efforts is critical. This employer may only be one of many that ultimately participate in the RoxMAPP program, but having at least one on the team is crucial. The team should also involve Boston’s Private Industry Council (PIC), which helps Boston students secure summer jobs and internships as well as other work-based learning, during these defining discussions, to facilitate the involvement of other employers in the RoxMAPP program.Additionally, a question that the team should constantly be considering is “How can we leverage the vocational resources we already have in place at MPTVSHS?“The planning team will undertake the following activities in this step:Map the required pathway skills,Define work-based learning experiences, andBegin to recruit employers.The results of this part of the process will be important input into the curriculum design that takes place in the next part of the pathway development process. Communication ToolsA. Skills MapThe team will need to create a map that shows the required knowledge and skills for the selected pathway job roles that can be used to communicate those expectations. This will be frequently referenced as the work-based learning experiences are defined and the scope and sequence and curriculum design documents are developed. Additionally, having job profiles for jobs that students can potentially secure upon successful completion of RoxMAPP further helps to communicate expectations.Electronic Resources:Skills Mapping PresentationTech Apprentice Job ProfilesB. Work-based Learning Experiences Once the skills are defined, the team can now start to think about the types of work-based learning students can experience to develop in those areas. For 9-12th grades, RoxMAPP partners with the Boston PIC, labor trades, or employers directly to create documents that describe the expectations and types of experiences across the pathway that can aid in communicating to potential employer partners, students, faculty and parents. For RoxMAPP students that continue to RCC, RoxMAPP is partnering with employers and the Massachusetts Competitive Partnership (MACP) to expand the Learn and Earn program at RCC (credit-bearing field placements and/or paid internships). Employers will determine the number of students offered interviews and the number of union/per trade slots upon completion of their AA/AS or non-certificate program. Ultimately, the group wants to answer the central question to complete this phase: Based on skills mapping, what work-based learning experiences: career awareness, exploration, and immersion experiences [paid internships, co-ops, Learn and Earn, pre-apprenticeship, entry-level job lists]) can be offered in the 9-14 pathway? Exhibit Resources:Exhibit 5: Work-based Learning at RoxMAPPElectronic Resources:Financial Services Sample Job DescriptionsSummer Jobs One Sheet BostonMock Interview Week One SheetJob Shadow Day One Sheet Boston PIC3. Design a Rigorous CurriculumTo be successful in enabling students to be ready for college, RoxMAPP students need to be interacting with a rigorous curriculum, taught in a way that specifically builds college readiness, starting in ninth grade. Designing curriculum that incorporates an “early college” approach will get results. Jobs for the Future found that overall, 92 percent of students who entered early college high schools as 9th graders graduated in 2008 (JFF, 2011), which compares favorably to the 72 percent rate reported nationally (Editorial Projects in Education, 2011). In addition, 86 percent of graduates from Early College high schools enrolled in college in the fall following high school, compared with a national rate of 66 percent (JFF, 2011)2. Students in early college programs take accelerated and advanced classes that lead to and include college courses by their junior or senior years of high school. While some students may qualify for college courses as early as their first year or two, others need to catch up during these years. For example, some students enter the ninth grade below grade level in math; these students take an accelerated course to provide them with support in completing Algebra 1 by the end of the year, bringing them to grade level3.The curriculum should be designed with the ideal state in mind – assuming that each entering ninth grader will be ready for course work that will build their college readiness. Although this may not be the case in MPTVHS at the present time, that should not factor in when designing the curriculum. Enabling current MPTVHS students to close gaps in their ability to be ready for a rigorous curriculum can be achieved through support programs, such as tutoring, summer bridge programs and other interventions. These are discussed in Step 4. Develop Supporting Structures. However, when designing the pathway curriculum, remember to keep the ideal state in mind.Designing the curriculum should involve a number of inputs, as illustrated below:The RoxMAPP team will need to do the following to design a pathway curriculum (not necessarily in this order)Integrate the skills mapping and work-based learning experiences students can undertake to deepen their mastery of the pathway knowledge and skills. Define the scope and sequence of courses that students need to take at MPTVHS in order to be ready for credit-bearing courses at RCC, to earn their high school diploma, and to begin earning college credit at RCC in the pathway area.Develop the desired learning outcomes by mapping current MPTVHS and RCC outcomes in the pathway coursework areas, identifying gaps and creating a set of outcomes for MPTVHS courses.Develop curriculum material that is clearly mapped to the learning outcomes. It’s important to note that MPTVHS follows the Boston Public Schools scope and sequence, which is Common Core aligned and fully aligned to the outcomes identified through the curriculum alignment process. Teachers need to be teaching to rigorous outcomes regardless of any one program, so the RoxMAPP outcomes are not an additional thing teachers need to do, but simply provides the broader framework for their munication ToolsA. Scope and Sequence MapCreating a one-page Scope and Sequence Document can aid in communicating the expectations of the program and curriculum to multiple parties. At a minimum, the Scope and Sequence Map shows the required coursework as students’ progress through the program. Ideally, it also indicates the work-based learning experiences that are integrated into the pathway.Exhibit Resources:Exhibit 6: RoxMAPP Scope and Sequence Options for Health CareersExhibit 7: Course Alignment Example Electronic Resources: SYISS Spreadsheet Years 1-6SYISS Workbook Broken Out by YearDeveloping a Scope & Sequence for a P-TECH schoolB. Outcomes MapIf there is an understanding of the college courses students have to take to earn a college degree in a particular pathway field, then MPTVHS can better prepare students for the course work. Having a clear understanding of outcomes can also address the current MPTVHS challenge of many students not being prepared for college-level work and being placed into remedial classes. Curriculum alignment can address this issue by demystifying the requirements for college-level work. Exhibit Resources:Exhibit 8: RoxMAPP Math Outcomes Exhibit 9: RoxMAPP ELA Outcomes Electronic Resources:Example English Outcomes MapC. Curriculum DocumentsUltimately, RoxMAPP should develop a cohesive curriculum that is clearly mapped to the outcomes so that expectations can be communicated to teachers and students on a daily basis.The team can look at the following website as an example of a comprehensive curriculum that is clearly mapped to a set of defined standards:Engage NY Common Core CurriculumExhibit Resources:Exhibit 10: MPTVHS Example Lesson Grade 9 – this lesson was adapted from the Engage NY curriculum and incorporates a set of the RoxMAPP MPTVHS Math outcomesExhibit 11: MPTVHS Example Lesson Grade 10 – this lesson was adapted from the curriculum and incorporates a set of the RoxMAPP MPTVHS ELA outcomes4. Develop Supporting StructuresNo matter how well as pathway program is designed, it will not be successful if the associated supporting structures are not in place. These include support systems that enable all students to succeed in college and the world of work. These supporting structure include:Parent programs,Tutors,Mentors,Summer Bridge programs to close grade level gaps, and Orientation to get students acclimated to the programResources:Summer Bridge Outline5. Enable Teachers to Help Students SucceedProfessional development will be crucial to the success of the RoxMAPP program. Teachers at MPTVHS need to prepare for teaching to the mapped objectives and assessing using standard rubrics. Teachers at RCC need to understand how students are going to be prepared for college-level courses and how to adapt their teaching to these incoming students. Ideally, PD would happen throughout the summer and be followed-up with one-on-one coaching throughout the year.Exhibit Resources:Exhibit 12: RoxMAPP Recommendations.docx Exhibit 13: PowerPoint from PD session on October 15, 2014Note: Professional development needs to be an ongoing occurrence in order to see student success.Endnotes1 Pathways to Prosperity: Meeting the Challenge o f Preparing Young Americans for the 21s t Century, 2011 Harvard Graduate School of Education2 school-tough-enough-At-a-glance#sthash.4kqeOOa3.dpuf3 Making the Grade: Texas Early College High schools Prepare Students for College, Jobs for the Future, March 2011ReferencesBoston PIC. Financial Services Sample Job Descriptions. Boston, MA: Boston Private Industry CouncilBoston PIC. Mayor’s Summer Jobs Program. Boston, MA: Boston Private Industry CouncilBoston PIC. Mock Interview Week. Boston, MA: Boston Private Industry Council Boston PIC. Job Shadow Day. Boston, MA: Boston Private Industry Council Career Pathway. SIYSS Spreadsheet Year 1-6. Boston, MA: Jobs for the FutureCareer Pathway. SIYSS Workbook Broken Out by Year. Boston, MA: Jobs for the FutureDepartment of English and World Languages Master of Arts in English. 2013.Example English Outcomes Map. New York City, NY: New York UniversityECI: Early College Initiative at CUNY. 2014. Developing a Scope & Sequence for a P-TECH School. New York City, NY: City University of New YorkJobs for the Future. Construction Industry All Reports. Boston, MA: Jobs for the FutureJobs for the Future. 2014. Finance Industry All Reports. Boston, MA: Jobs for the FutureJobs for the Future. 2014. Health Care Occupations. Boston, MA: Jobs for the FutureJobs for the Future. Health Care all Reports. Boston, MA: Jobs for the FutureJobs for the Future. Hospitality and Tourism Occupations. Boston, MA: Jobs for the FutureJobs for the Future. Industry Group: Biomedical/Biotechnical (Life Sciences).Boston, MA: Jobs for the FutureJobs for the Future. Industry Overview from Cluster: Biomedical/Biotechnical (Life Sciences) in Massachusetts. Boston, MA: Jobs for the FutureJobs for the Future. Industry Overview: Hospitality and Tourism in Massachusetts.Boston, MA: Jobs for the FutureJobs for the Future. 2011. Making the Grade: Texas Early College High schools Prepare Students for College. Boston, MA: Jobs for the FutureJobs for the Future. Top Detailed Occupations: Biomedical/Biotechincal (LifeSciences). Boston, MA: Jobs for the FutureJobs for the Future. 2014. Transportation Industry. Boston, MA: Jobs for the FutureJobs for the Future. 2014. Transportation Industry All Reports. Boston, MA: Jobs for the FutureRoxMAPP. 2014. Summer Bridge Outline. Lesson Plans and Schedule. Roxbury, MA: Roxbury Community College Madison Park Technical High SchoolSymonds, W. C., Schwartz, R. B., & Ferguson, R. 2011. Pathways to Prosperity: Meeting the Challenge of Preparing Young Americans for the 21st Century. Cambridge, MA: Report issued by the Pathways to Prosperity Project, Harvard Graduate School of Education.Exhibit 1: Overview of IndustriesOVERVIEW OF THE FINANCIAL INDUSTRY IN MASSACHUSETTSIndustry OverviewEMSI suggest that the industry financial services is expected to increase overall by 28.8% from 2013-2023 in Massachusetts, compared to an increase of 24.5% nationwide. There are currently 653,918 jobs (full time and part time) in the area, with average earnings of $96,888. Please note this includes individuals with all education and experience levels. This industry has a location quotient of 1.18. This indicates that the industry makes up a significant part of Massachusetts economic base. There were 44,008 job postings in 2013. The top 3 in-demand occupations are tellers (2400 postings), personal finance advisors (1805 postings) and financial analyst (1756 postings).Location BreakdownThe top 3 cities with the most job postings are Boston, Worcester and Waltham.Education Requirements and CredentialsExperienceGraduate or professional degreeBachelor's degreePostsecondary or Associate's degreeHigh school8+ years of experience1314159245375 to 8 years of experience1460250592572 to 5 years of experience283781588041046Less than 2 years of experience808393110933416Majority of job postings requested a Bachelor’s degree with 2-5 years of experience (8,158).However, employers also requested individuals with a high school diploma with less than 2-5 years (3,416 postings).The top 3 skills requested were accounting (5,779 postings), sales (4029 postings) and underwriting (3163 postings). EmployersThe top 5 employers with the most job postings in 2013 were Citizens Financial Group (2,874 postings), Liberty Mutual (2,869 postings), Bank of NY Mellon (2,793 postings), Bank of America (2,780 postings) and State Street Bank (1,438 postings). OVERVIEW OF TRANSPORTATION, LOGISTICS AND WAREHOUSE INDUSTRY IN MASSACHUSETTSIndustry OverviewEMSI suggest that the industry transportation and warehousing is expected to increase overall by 6.3% from 2013-2023 in Massachusetts, compared to an increase of 13.7% nationwide. There are currently 99,266 jobs (full time and part time) in the area, with average earnings of $47,144. Of all transportation and warehousing related occupations, maintenance and repair workers show the greatest projected openings (4,127 openings) in the next 10 years. This occupation currently has an average earning of $21.02/hour with employees having a high school diploma and long-term on-the-job training.In 2013, there were 11,179 job postings. Out of this 11,179, heavy and tractor tailor truck drivers had the most job postings (3,572 postings). Location BreakdownThe top 3 cities with the most job postings are Boston, Worcester and Andover.Education Requirements and CredentialsExperienceGraduate or professional degreeBachelor's degreePostsecondary or Associate's degreeHigh school8+ years of experience1091645485 to 8 years of experience841672142 to 5 years of experience25875094258Less than 2 years of experience81359127810750 job postings required candidates to have a Bachelor’s degree and 2-5 year experience.810 job postings requested candidates to have at least a High school diploma and less than 2 years experience. It is important to note that 64% of job postings did not include a degree level. Civil engineering, which is the 5th largest projected occupation, has an education level of Bachelor’s degree. This occupation is expected to increase by 15% in the next 10 years. The top 3 skills requested by employers are repair (621 postings), inspection (557 postings), and sales (445 postings). Job Counts2007- 1.78% of job postings were in transportation.2010- 2.14% of job postings were in transportation.2011- 2.47% of job postings were in transportation.2012-2.09% of job postings were in transportation.2013- 2.27% of job postings were in transportation.Year to date- 4.20% of job postings are in transportation.EmployersThe top 5 employers with the most job postings in 2013 were United Parcel Services Inc (899 postings), Philips Electronics North America Corp (758 postings), FedEx (365 postings), C.R. England (329 postings) and United States Express Enterprises, Inc. (195 postings). OVERVIEW OF HEALTH CARE INDUSTRY IN MASSACHUSETTSIndustry OverviewEMSI suggest that the healthcare is expected to increase overall by 22.4% from 2013-2023 in Massachusetts, compared to an increase of 22.9% nationwide. There are currently 522,844jobs (full time and part time) in the area, with median earnings of $26.02/hour. Registered nurses are projected to increase by 21% (17,615 openings) from 2013-2023. This occupation currently has median earnings of $38.15/hour. Personal Aides are projected to increase by 42% (17,475 openings). In 2013, there were 107,131 job postings for healthcare occupations. Location BreakdownThe top 3 cities with the most job postings are Boston, Worcester and Cambridge.Education Requirements and CredentialsExperienceGraduate or professional degreeBachelor's degreePostsecondary or Associate's degreeHigh school8+ years of experience582527111385 to 8 years of experience75595662632 to 5 years of experience5149824920951652Less than 2 years of experience43317393569078738,249 job postings required candidates to have a Bachelors degree and 2-5 year experience.7,873 job postings requested candidates to have at least a High school diploma and less than 2 years experience. The top 3 skills requested by employers are patient care (14,687 postings), treatment planning (8,218 postings) and scheduling (6,546 postings). Job CountsThe numbers of job postings have increased over the years. 2007- 19.82% of job postings were in health care.2010- 21.20% of job postings were in health care.2011- 20.17% of job postings were in health care.2012- 19.13% of job postings were in health care.2013- 21.75% of job postings were in health care.Year to date- 21.75% of job postings are in health care.EmployersThe top 5 employers with the most job postings in 2013 Partners HealthCare (5,462 postings), Mass General hospital (3,340 postings), Steward Health Care (3,309 postings), Beth Israel Deaconess Medical Center (3,180 postings) and Kindred HealthCare Inc. (2,592 postings). OVERVIEW OF CONSTRUCTION INDUSTRY IN MASSACHUSETTSIndustry OverviewEMSI suggest that the construction industry is expected to increase overall by 10% from 2013-2023 in Massachusetts.There are currently 243,233 (full time and part time) in the area, with median earnings of $28.33/hour. Construction laborers are projected to increase by 27% (5,756 openings) from 2013-2023. This occupation currently has median earnings of $17.24hour. In 2013, there were 3,502 job postings for construction occupations. The top 3 in-demand occupations are electricians (288 postings), construction managers (212 postings) and carpenters (177 postings).Location BreakdownThe top 3 cities with the most job postings are Boston, Woburn and WorcesterEducation and Experience ExperienceGraduate or professional degreeBachelor's degreePostsecondary or Associate's degreeHigh school8+ years of experience34115265 to 8 years of experience191053182 to 5 years of experience7432828182Less than 2 years of experience2313637108Job Counts2007- 0.81% of job postings were in construction.2010- 0.71% of job postings were in construction.2011- 0.70% of job postings were in construction.2012- 0.69% of job postings were in construction.2013- 0.71% of job postings were in construction.Year to date- 0.82% of job postings are in construction.EmployersThe top 5 employers with the most job postings in 2013 were American Towers Corp (175 postings), Shawmut Design (109 postings), Emcor Group (62 postings), Community Builders, Inc. (58 postings), ThyssenKrupp (35 postings). It is important to note than 48% of employers have been excluded because they don’t include an employer in the job postings. OVERVIEW OF HOSPITALITY AND TOURISM INDUSTRY IN MASSACHUSETTSIndustry OverviewEMSI suggest that the Hospitality and Tourism industry is expected to increase overall by 1.6% from 2013-2023 in Massachusetts compared to 1.9% increase nationwide. In 2013, there were 4,310,048 jobs (full time and part time) in the area, with average earnings of $24,989.In 2013, there were 39,606 job postings for hospitality and tourism occupations. The top 3 in-demand occupations are cooks (2,264 postings), restaurant managers (1,699 postings), host/hostess (1,506 postings). Location BreakdownThe top 3 cities with the most job postings are Boston, Worcester and CambridgeEducation and Experience ExperienceGraduate or professional degreeBachelor's degreePostsecondary or Associate's degreeHigh school8+ years of experience42444225 to 8 years of experience366222562 to 5 years of experience170757221829Less than 2 years of experience767153981903EmployersThe top 5 employers with the most job postings in 2013 were Dunkin’ Donuts (1,876 postings), Bertucci’s (1,581 postings) and Marriot International Incorporated (1,310 postings). OVERVIEW OF BIOTECH INDUSTRY IN MASSACHUSETTSIndustry OverviewEMSI suggest that the biotech industry is expected to increase overall by 23.4% from 2013-2023 in Massachusetts, compared to 20.8% increase nationwide. In 2013, there were 488,458 jobs in the state of Massachusetts and had an average salary of $76,985. In 2013, there were 42,890 job postings for biotech occupations. The top 3 in-demand occupations were Medical Scientist Except Epidemiologists (3,607 postings), Medical and Health Service Managers (2,294) and Biologist (1,175 postings).Location BreakdownThe top 3 cities with the most job postings are Cambridge, Boston and Lexington. Education and Experience ExperienceGraduate or professional degreeBachelor's degreePostsecondary or Associate's degreeHigh school8+ years of experience27152264215985 to 8 years of experience270629672291992 to 5 years of experience60347978619534Less than 2 years of experience24424822880900The top three skills requested are Biology (5,424 postings), collaboration. (5,427 postings) and chemistry (4,785 postings).EmployersThe top 5 employers with the most job postings in 2013 were Biogen Idec (1,785 postings), Genzyme (1,591 postings) and Novartis (1,319 postings). Exhibit 2: Construction and Technology Management Career PathwayCONSTRUCTION TECHNOLOGY AND MANAGEMENT CAREER PATHWAYAUGUST 18, 2014The construction industry is the second largest contributor to the gross domestic product in this country. Careers and jobs in this sector involve an array of opportunities in the commercial, industrial, heavy civil/highway, and residential sectors. The Associated General Contractors of America estimated that an investment of over $3 trillion would be needed in new construction to replace obsolete and crumbling structures over the next five years. This is in addition to the billions that will be needed for new highways, bridges and rapid transit construction to accommodate our growing cities and suburbs. Nationally, the construction industry is expected to grow by 25 percent from 2012 to 2022, which is much faster than the average of all occupations. All facets of this industry from laborers, helpers, managers and all related trades are expected to witness this vibrant growth. Massachusetts is no exception to this national trend. The construction industry in Massachusetts is expected to increase by over 10 percent from 2013 to 2023. Currently, there are 243,233 full and part-time jobs in Massachusetts with median earnings of $28.33 per hour. Construction laborers are projected to increase by 27 percent during this same time period. The median earning for this occupation is $17.24 per hour. The top three in-demand occupations in the construction industry are electricians, construction managers and carpenters. The median earnings for these occupations range from $14 - $60 per hour. While the construction industry is thriving with career and employment opportunities, there also exists a significant skills gap that causes many of these jobs to remain vacant. A nationwide survey conducted by the Associated General Contractors of America found that nearly three-fourths of the construction firms across the country reported having challenges finding qualified employees and expressed concern that these labor shortages will only get worse. This environment provides an excellent opportunity to develop a robust construction technology and management career pathway that would prepare students in RoxMAPP to be extremely competitive to fill this labor shortage in the construction industry.It is within the above context that RoxMAPP – in partnership with Roxbury Community College (RCC), Madison Park Vocational High School (MPTVHS) and business partners in the construction industry – is designing and implementing the pathways listed below. These pathways will position MPTVHS students to effectively compete with any student in the state, region, nation or world. Therefore, it is essential for MPTVHS students to be academically and socially prepared to complete the rigorous course work in their journey to a career in the construction industry.Below are some of the career opportunities that students at MPTVHS will be qualified to pursue if they participate in the RoxMAPP career pathways Initiative.CareerDegree / CertificateSalary RangeCarpentryAS / Apprenticeship$32,000 – 55,000Construction ManagerAS / AA $79,000 – 134,000ElectricianAS / Apprenticeship$36,000 – 61,000Facilities ManagerAS / AA$60,000 – 114,000This brief overview is designed to establish the framework for the RoxMAPP Construction Technology and Management career pathways. As illustrated above, this pathway has the potential to provide infinite career possibilities for students at MPTVHS. The success of this program will require an increased emphasis on literacy, mathematics and science throughout the curriculum at MPTVHS. Additionally, it will also require academic and social supports for students that assist them in developing college and career readiness skills to successfully participate in the program. Although those supports must be integrated throughout the school, it will also be necessary to develop robust summer programs that provide accelerated academic learning and career immersion opportunities and experiences for students. The proposed RoxMAPP Summer Pathways Institute has the potential to provide those opportunities.Exhibit 3: Health Careers PathwaysHEALTH CARE AND HEALTH SCIENCE PATHWAYSAUGUST 18, 2014Careers and employment in the Healthcare and Health Sciences pathway have the potential to provide enormous opportunities for students and adults over the next 20 to 30 years and beyond. This rich economic outlook has led numerous educational and training programs to scale up and redesign their programs to meet the rapidly growing demands of this fast paced industry. According to the U.S. Department of Labor, healthcare accounts for one-third of the 20 fastest growing industries. The Bureau of Labor Statistics has projected that careers in the healthcare industry will grow by a phenomenal 34.5 percent by 2020. Many factors contribute to this rapid and sustained growth, such as expanded and advanced healthcare opportunities, an aging population and other technological advances that prolong and save lives. Whatever the reason, this environment provides a unique opportunity for students to enter a career within the healthcare field that will provide higher than average salaries, career advancement opportunities and excitement.Massachusetts is no exception to the incontestable growth in the healthcare industry. Employment in the healthcare field in Massachusetts is expected to increase by 22.4 percent over the next ten years, propelling it to the top of the fastest growing industries and careers in the state. Currently, there are 522,844 healthcare related jobs in Massachusetts that have median earnings of $26.02 per hour. In 2013, there were 107,131 job postings for healthcare occupations. This growth should come as no surprise since Massachusetts is the home of world renowned medical institutions, such as Harvard, Boston General, UMass, etc.It is within the above context that RoxMAPP – in partnership with Roxbury Community College (RCC), Madison Park Vocational High School (MPTVHS) and business partners in the medical field – is designing and implementing the pathways listed below. These pathways will position MPTVHS students to effectively compete with any student in the state, region, nation and world. Therefore, it is essential that students entering these and other pathways at MPTVHS be prepared to complete the rigorous course work in their journey to becoming health care professionals. Below are some of the career opportunities that students at MPTVHS will be qualified to pursue if they participate in the RoxMAPP Career Pathway Initiative.CareerDegree / CertificateSalaryNursingAssociate in Science$36,00 - $80,000BiotechnologyAssociate in Science$52,000 - $72,000Radiologic TechnologistAssociate in Science$37,000 - $77,000BiomanufacturingAssociate in Science$48,000 - $53,000Medical Laboratory TechnicianAssociate in Science$35,000 - $53,000Medical Information ManagementAssociate in Science$32,000 - $84,000This brief overview is designed to establish the framework for the RoxMAPP Healthcare and Health Science pathway. As illustrated above, this pathway has the potential to provide infinite career possibilities for students at MPTVHS. The success of this program will require an increased emphasis on literacy, mathematics and science throughout the curriculum at MPTVHS. Additionally, it will also require academic and social supports for students that assist them in developing the college and career readiness skills required to successfully participate in this program. Although those supports must be integrated throughout the school, it will also be necessary to develop robust summer programs that provide accelerated academic learning and career immersion opportunities and experiences for students. The proposed RoxMAPP Summer Pathways Institute has the potential to provide those opportunities.The Healthcare and Health Sciences Pathway is designed to prepare students for an array of careers within the healthcare industry. Below are the core dual enrollment classes that that would prepare students to qualify to enter an array of careers in this pathway. Students would also graduate with 30+ credits in the Healthcare and Health Sciences pathway, which would allow them to pursue the following certificate and/or AA or AS degree programs. The majority of the dual enrollment courses below can be transferred to numerous institutions throughout the state and nation. The role of the counselor and college liaison is essential as students enter into this pathway. Every student must have an individual plan-of-work that can be used as a road map to guide him or her through this pathway to reach the career postsecondary goal that has been established. If this process is successful, many of these students will complete an associate’s degree and/or enough college credits to enter 4-year institutions as a junior. Required HS Subjects9th or 10th Grade11th Grade12th GradeEnglish/ESL – 4 yearsMathematics – 4 yearsHistory 1 & 2, Social Studies and CommunicationBiology 1 & 2ChemistryU.S. History I & 2 College Experience (3)College English 101 – (3)Mathematics 100 – (3)Intro to Sociology – (3)General Chemistry I – (3)Human Body I – (3)Biology I – (4) Intro to Speech – (3)General Psychology – (3)College English 102 – (3)English Lit (3)Calculus or Pre-Calculus – (3)Statistics – (3)Chemistry 2 – (3)Human Body 2 – (3)Biology 2 – (4)Exhibit 4: RoxMAPP Summer Pathways InstituteROXMAPP SUMMER PATHWAYS INSTITUTEThe primary goal of the RoxMAPP Summer Institute is to prepare students to be successful in their selected career pathway. Whether students select healthcare and health sciences or construction technology, they will receive the academic and social assistance to help them succeed in their career pathway. Therefore, it is essential that staff, students, parents and organizational and business partners understand and support the pre-pathway preparation program and the entire RoxMAPP pathway initiative.The RoxMAPP Summer Pathways Institute is a five-week summer program designed for entering freshmen and rising sophomores, juniors and seniors at MPTVHS. The program design reflects each group’s stage of development in the RoxMAPP pathways program. As stated earlier, the goal of this program is to prepare students to be successful in all facets of the RoxMAPP pathways, such as dual enrollment, internships, mentoring, social development and their academic and CTE program. Following is a rough outline of this program.RoxMAPP Summer Pathways Institute Five Week Summer InstituteRising-9th GradeRising-10th GradeRising-11th GradeRising-12th GradeOrientationCareer exploration Academic and career assessmentAcademic acceleration College prepField tripsSpeech and language developmentSoft skills developmentMentoring and coachingCareer developmentAcademic and career assessmentAcademic accelerationCollege prepField experiencesSpeech and language developmentSoft skills developmentMentoring and coachingAcademic and career assessmentAcademic accelerationPaid internshipMentoring and coachingSoft skills developmentAcademic assessmentAcademic accelerationPaid internshipMentoring and coachingSoft skills developmentExhibit 5: Work-based Learning at RoxMAPPWORK-BASED LEARNING with RoxMAPPWork-based Learning with RoxMAPP is designed to provide a seamless, supported pathway to the world of work and career over the course of the students’ six-years in the program. The work-based Learning sequence of coursework, job shadows, worksite visits, internships, and mentorships is intertwined with requirements for the AS/AA degrees at Roxbury Community College. As students gain skills in both their academic and technical coursework, they will be asked to apply that skill to a real need in a real work setting.As students move through the sequence, they steadily shift the balance of their time and focus from school to work, just as they simultaneously shift their balance from high school core requirements to college degree completion. Students will move from spending 100 percent of their work-based learning time at school to spending 100 percent of it in the real workplace, fully engaged by the needs of the employer.What are the work-based experiences I can offer?Students are exposed to a continuum of work-based learning experiences during the six-year program. The quality of the experiences depends on employer involvement, and employers can get involved in a variety of ways.In the first and second years, students begin to explore careers through career awareness activities, when they are made aware of the workplace and the specific careers they are being prepared to undertake. Employers can support this phase by engaging as guest speakers, sponsoring worksite visits through field trips, offering job shadows or participating in career fairs. Students are next exposed to activities addressing career exploration. This phase offers opportunities for students to advance their personalized education and career plan through an introduction to more real-world exposure. Here, employers can collaborate with RoxMAPP to offer job shadows, facilitate mock interviews with students, provide short-term or summer internships, or offer employee-facilitated mentorships.In the later years, students get involved in career immersion, during which they take what they have been exposed to in the exposure and preparation phases and begin to apply it in deeper, paid internships and then in an extended pre-apprenticeship training. Throughout their time in the six-year program, students are encouraged to be critical thinkers and problem-solvers through intentional curriculum design that includes real-world, project-based learning. Employers are relied upon to provide examples of real-world projects that teachers can use to inspire classroom projects that are connected to the world of work.-45720012065Career AwarenessCareer ExplorationCareer ImmersionGuest speakersField tripsCareer fairsJob shadowsProject-based learningJob shadowsMock interviewsEmployer sponsored internshipsProject-based learningLearn and Earn internshipEmployer sponsored or Co-OpsPre-apprenticeship trainingYear 1Year 6Year 2Year 3Year 4Year 5How students experience work-based learning00Career AwarenessCareer ExplorationCareer ImmersionGuest speakersField tripsCareer fairsJob shadowsProject-based learningJob shadowsMock interviewsEmployer sponsored internshipsProject-based learningLearn and Earn internshipEmployer sponsored or Co-OpsPre-apprenticeship trainingYear 1Year 6Year 2Year 3Year 4Year 5How students experience work-based learningIdeally, an employer will partner with RoxMAPP across the full spectrum of workplace experiences, which provides continuity to students and enables employers to get to know them as future employees. As a partner, the employer becomes a valuable collaborator, helping to shape curriculum, provide employee mentors, and more, to ensure that students are truly prepared to enter the world of work when they graduate.Depending on the size of your organization or the resources you have available, your organization may choose to start with one or two aspects of work-based learning experiences. For example, your business may want to start by offering guest speakers or participating at a RoxMAPP sponsored career fair. Regardless of what you as an employer are able to offer, we believe that partnering with RoxMAPP will not only provide the support your business needs to have meaningful working relationships with young professionals in the Boston community, but it will also provide you with continuous pipeline of highly qualified job candidates.Exhibit 6: RoxMAPP Scope and Sequence Options for Health CareersTHREE OPTIONS FOR EARNING DUAL CREDITAll options include:Diagnostic for incoming 9th graders conducted at end of 8th grade to identify gaps in Math and English.Summer institutes offered in summers prior to 9th and 10th grades to address significant gaps.Assumption that the schedule will be a two-semester schedule year vs. current four terms.Accuplacer (or other) test given at end of 10th grade to confirm readiness for credit-bearing college courses.Option 1: Earn 12 College CreditsOption 2: Earn 15 College CreditsOption 3: Earn 18 College CreditsGrade 101. College Experience1. College ExperienceGrade 111. College Experience2. English 101 2. English 1013. College Math (Major dependent):Intro to Stats., Quant Reasoning or Pre-calculus2. English 1013. College Math (Major dependent):Intro to Stats., Quant Reasoning or Pre-calculusGrade 123. College Math (Major dependent):Intro to Stats., Quant Reasoning or Pre-calculus4. General Psychology4. English 1025. General Psychology4. English 1025. General Psychology6. ScienceOPTION 1: 12 CREDITS8th gradeSummerGrade 9SummerGrade 10Grade 11Grade 12JuneAugustSEM 1SEM 2AugustSEM 1SEM 2SEM 1SEM 2SEM 1SEM 2AssessmentsMath/ Eng. diagnostic.Math/Eng. Summer Bridge ProgramMath/Eng. Summer Bridge ProgramAccuplacer testMathMath 1(Algebra 1/Geometry)Math 2(Geometry/Adv. Alg.)Math 3 (Adv. Alg/College Math prep)College math*:1.Intro to Stats*2.Quant. 3.Reasoning Pre-cal.College math***:1.Intro to Stats*2.Quant. 3.Reasoning Pre-cal.EnglishEnglish 9English 10Eng. 11Eng.101Eng.101**ScienceBiology IBiology IIChemistry HistoryU.S History IU.S. History IIWorld HistoryVocationalFreshman ExploratoryVocational programVocational ProgramVocational ProgramOther/ ElectivesPhysical EducationColl.Exp.Gen Psy. Red = RCC Dual Credit* Students select RCC math course based on major requirements. Most non-STEM majors require either Intro to Stats or Quant. Reasoning; STEM majors require Pre-calculus.** English 101 available in SEM 2 of 11th grade for those who may need to repeat it. *** College math courses available in SEM 1 of 12th grade and English 102 available in SEM 2 of 12th grade for those who may need to repeat it.OPTION 2: 15 CREDITS 8th gradeSummerGrade 9SummerGrade 10Grade 11Grade 12JuneAugustSEM 1SEM 2AugustSEM 1SEM 2SEM 1SEM 2SEM 1SEM 2AssessmentsMath/ Eng. diagnostic.Math/Eng. Summer Bridge ProgramMath/Eng. Summer Bridge ProgramAccuplacer testMathMath 1(Algebra 1/Geometry)Math 2(Geometry/Adv. Alg.)Math 3 (Adv. Alg/College Math prep)College math***1.Intro to Stats*2.Quant. 3.Reasoning Pre-cal.College math*1.Intro to Stats*2.Quant. 3.Reasoning Pre-cal.EnglishEnglish 9English 10Eng. 101Eng.101**Eng.. 102 Eng. 102***ScienceBiology IBiology IIChemistry HistoryU.S History IU.S. History IIWorld HistoryVocationalFreshman ExploratoryVocational programVocational ProgramVocational ProgramOther/ ElectivesPhysical EducationColl.Exp.Gen Psy. Red = RCC Dual Credit* Students select RCC math course based on major requirements. Most non-STEM majors require either Intro to Stats or Quant. Reasoning; STEM majors require Pre-calculus.** English 101 available in SEM 2 of 11th grade for those who may need to repeat it.*** College math courses available in SEM 1 of 12th grade and English 102 available in SEM 2 of 12th grade for those who may need to repeat it.OPTION 3: 16 CREDITS8th gradeSummerGrade 9SummerGrade 10Grade 11Grade 12JuneAugustSEM 1SEM 2AugustSEM 1SEM 2SEM 1SEM 2SEM 1SEM 2AssessmentsMath/ Eng. diagnostic.Math/Eng. Summer Bridge ProgramMath/Eng. Summer Bridge ProgramAccuplacer testMathMath 1(Algebra 1/Geometry)Math 2(Geometry/Adv. Alg.)Math 3 (Adv. Alg/College Math prep)College math***1.Intro to Stats*2.Quant. 3.Reasoning Pre-cal.College math*1.Intro to Stats*2.Quant. 3.Reasoning Pre-cal.EnglishEnglish 9English 10Eng.101Eng.101**Eng. 102 Eng.102***ScienceBiology IBiology IIChemistry ScienceHistoryU.S History IU.S. History IIWorld HistoryVocationalFreshman ExploratoryVocational programVocational ProgramVocational ProgramOther/ ElectivesPhysical EducationColl.Exp.Gen Psy. Red = RCC Dual Credit*Students select RCC math course based on major requirements. Most non-STEM majors require either Intro to Stats or Quant. Reasoning; STEM majors require Pre-calculus.** English 101 available in SEM 2 of 11th grade for those who may need to repeat it. *** College math courses available in SEM 1 of 12th grade and English 102 available in SEM 2 of 12th grade for those who may need to repeat it. Exhibit 7: Course Alignment ExampleEARLY COLLEGE DESIGNS DATA USE TOOLKITALIGNMENT OF COURSES: SAMPLE REQUIREMENTS FOR GRADUATIONBelow are two examples of academic plans that align high school and college courses. Each plan articulates which courses are offered for high school and for college credit, including dual credit (the same course results in both high school and college credit). The first chart shows how a combination of high school and college courses offered for dual credit can satisfy requirements for high school graduation. In these examples, students may meet requirements for four-years of science, English, social studies and mathematics by taking one or more college courses in each of these areas. The second example focuses on a STEM concentration in which students may take college science and math courses for both high school and college credit.Disciple Area# Of HS Credits# Of College CreditsCourse Meeting Requirements (College Courses in Bold)English33Social Studies33American Government; World History;HIS 101; HIS 102; ECO 101Science23Biology; Chemistry; Physics; College ChemistryMathematics23Algebra I; Algebra II; Geometry;StatisticsAdditional Math or Science3Performing/Fine Arts13Drawing; Choral; Band; Music;TheatreCollege Readiness1Introduction to CollegeComputer1Computer LiteracyPhysical Education2Weight Lifting; Swimming; Volleyball; CrewForeign Language21Spanish; French; Spanish 1; Spanish 2; French 1; French 2; Chinese 1; Chinese 2Elective26Foreign Language; Psychology; Sociology; Economics; Chemistry; Career Preparation; Computer Graphics; Creative Writing; Literary AnalysisTotal: 1726EARLY COLLEGE DESIGNS DATA USE TOOLKITALIGNMENT OF COURSES: SAMPLE SCOPE AND SEQUENCE LEADING TO 15-30 COLLEGE CREDITSGRADECOREOTHER REQUIREMENTSCOLLEGE STEM COURSES(May Be Substitute for HS Courses)9Language ArtsMathematicsScienceSocial StudiesElective (1)Fine Arts (1)Health Ed (.5)World Language (1)Phys. Ed (1)10Language ArtsMathematicsScienceSocial StudiesElective (1)Computer Science (1)World Language (1)Fine Arts (.5)Phys. Ed. (.5)11Language ArtsMathematicsScienceSocial StudiesElective (1)Financial Literacy (.5)Quantitative ReasoningCollege Algebra & TrigonometryIntro to Statistical InferenceCalculusGeneral ChemistryPhysics 12Language ArtsMathematicsScienceSocial StudiesApplied Technology/Internship/Work (1)Senior Project (1)Quantitative ReasoningCollege Algebra & TrigonometryCalculusIntro to Statistical InferenceGeneral ChemistryPhysics228600047879000Exhibit 8: RoxMAPP Math OutcomesRoxMAPP MATH CURRICULUM MAPPING SUBCOMMITTEEThe pages that follow provide the results of work completed by the RoxMAPP Math Curriculum Mapping Committee in November and December of 2013. The work of the committee was driven by the following assumptions: The RoxMAPP program seeks to enable students to take credit-bearing college-level math as early as second semester of 11th grade.To achieve this goal, a rigorous high school math curriculum, taught in a way that specifically builds college readiness, should be implemented. Integrating the Common Core State Standards into the math curriculum should provide the degree of rigor necessary to prepare students for credit-bearing college math courses.Although MPTVHS High’s current math curriculum is based on the Boston Public Schools’ Scope and Sequence guides, which are in turn based on the Common Core State Standards, most MPTVHS students are unable to pass the Accuplacer college placement exam and require remedial math college courses. Incoming 9th graders will take a diagnostic to identify academic gaps early, and will have access to summer bridge programs as well as Response to Intervention and tutoring programs that will address gaps in the 9th grade and subsequent years. Additionally, RCC may consider offering courses for those students who may not be ready for the required RCC math courses in 11th grade. (e.g. the Carnegie Foundation’s Quantway & Statway courses, which are year-long courses that combine remediation with one semester of college credit) Given the above factors, the curriculum alignment committee sought to create a math scope and sequence and set of outcomes that would best prepare RoxMAPP students to be ready for credit-bearing college-level math courses in the second semester of 11th grade. To achieve this, the committee:Confirmed that the Common Core State Standards that are addressed in the BPS Scope and Sequence guides will effectively prepare students for RCC’s required math courses. Considered how RCC’s developmental math outcomes could be woven into the RoxMAPP learning outcomes, where appropriate, to provide cohesion across the curriculum. Created a map showing BPS course outcomes and RCC Developmental math outcomes to the Common Core State Standards.Developed a set of learning outcomes for grades 9-11 that explicitly pulls in some of the specific Common Core Standards for Mathematical Practice, which could help to guide teachers in developing rubrics, assessments and teaching strategies that build college readiness. Recommended learning outcomes, by gradeThe committee recognizes that what follows is simply a set of outcomes. If these outcomes are not taught using strategies that explicitly build college readiness, the program will not be successful. Critical to this is providing high-quality professional development that will help teachers to integrate effective teaching approaches such as developing rubrics, creating authentic assessments, integrating literacy, techniques, and using project-based learning to achieve objectives, to name a few, rather than relying too heavily on the traditional lecture and textbook-based lesson plans. Integrating student accessible technology that acknowledges different learning styles will also enhance all students’ learning.MPTVHS also has the unique opportunity to integrate all of these types of teaching strategies across the academic and vocational areas. Providing common planning time for academic and vocational teachers would provide a wealth of opportunity to build college readiness across the entire MPTVHS student experience. We also recognize that these outcomes may need to be adjusted as new information is provided, such as testing requirements for PARCC/Common Core assessments, to ensure that the RoxMAPP students are also meeting high school diploma requirements.Grade 9 outcomes:Be the end of the course, students should be able to:Solve real life and mathematical problems using numerical and algebraic expressions and equations.Analyze proportional relationships and use them to solve real-world and mathematical problems.Solve and graph linear equations, inequalities and functions.Solve equations and inequalities, with and without absolute value.Apply knowledge of equations and inequalities to real-world situations and use them to solve problems.Determine whether a relation is a function. Explain the concept of a function as an input-output model.Construct and graph linear equations.Interpret intercepts and slopes in various contexts.Solve, graph and use systems of equations and inequalities in two-variables to solve problems.Select from among linear, quadratic and exponential functions to model phenomena. Compare the key characteristics of quadratic functions to those of linear and exponential functions.Anticipate the graph of a quadratic function by interpreting various forms of quadratic expressions.Use models to represent data and assess how well a model fits the data.Interpret solutions in the context of the situation.Perform arithmetic operations on polynomials. Fluently factor quadratics using a graphing calculator. Describe the relationship between the zeros and factors of a polynomial.Solve, graph and apply quadratic functions and equations to real-world scenarios.Recognize exponential functions and use them to model growth and decay.Use statistics to represent and compare data sets.Apply function-related skills to make sense of data.Use graphical representations and knowledge of context to make judgments about the appropriateness of linear models.Use Excel or other computer software program to visually represent simple data sets. Interpret key features of a graph and use the information to better understand the relationship between the variables.Describe how the math concepts being studied can be useful in the real-world and identify careers that are related to their use.Seek the meaning of a problem and look for efficient ways to represent and solve it.Reflect on and explain how themselves as well as others have solved a problem, and debate whether it can be better solved another way. Use precise language to communicate effectively and as a tool for understanding and solving problems.Use precise language to communicate effectively and as a tool for understanding and solving problems.Use stated assumptions, definitions and previously established results in constructing arguments.Analyze situations by breaking them into cases and recognize and use counterexamples.Identify important quantities in a practical situation and map their relationships using such tools as physical representations or manipulative, diagrams of geometric figures, graphs and formulas.Routinely interpret mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.Identify and use tools that are appropriate to the problem being solved (e.g. pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, dynamic geometry software). Source relevant external mathematical resources, such as digital content located on a website, and use them to solve problems.When working to solve a problem, maintain oversight of the process, while attending to the details. Grade 11 outcomes:By the end of the course, students should be able to:Explain how functions model real-world behavior. Solve systems of equations, quadratic functions and polynomials both graphically and algebraically.Solve quadratic, polynomial, exponential, logarithmic, rational, radical and trigonometric functions both graphically and algebraically.Simplify complex expressions, sequences and statistics.Describe how trigonometry can model real-world phenomena. Analyze givens, constraints, relationships and goals before determining a solution.Use the rules of probability to compute probabilities of compound events in a uniform probability model.Explain correspondences between equations, verbal descriptions, tables and graphs.Draw diagrams of important features and relationships, graph data, and search for regularity or trends.Make inferences and justify conclusions from sample surveys, experiments, and observational studies.Describe, both orally and in written form, how others approach solving problems and identify correspondences between different approaches. Detextualize: to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents.Contextualize: to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Create a coherent representation of a problem, considering the units involved, attending to the meaning of quantities, not just how to compute them and knowing and flexibly using different properties of operations and objects. Make conjectures and build a logical progression of statements to explore the truth of their conjectures.Reason inductively about data, making plausible arguments that take into account the context from which the data rose.Respond to the arguments of others, deciding whether they make sense or are plausible and asking useful questions to clarify or improve the arguments.Feel comfortable making assumptions and approximations to simplify a complex situation; understanding revisions may be needed later.Routinely interpret mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.Use technological tools to explore and deepen understanding of concepts.Describe how the math concepts being studied can be useful in the real-world and identify careers that are related to their use.The table that follows shows the Common Core Math Standards and the RCC developmental math outcomes that are addressed in the above grade 9-11 outcomes. If the outcomes are taught and assessed using proven teaching strategies that build college readiness, students should have the foundation they need to succeed in any of the required RCC credit-bearing college math courses included in the RoxMAPP Scope and Sequence: Intro to Statistics, Quantitative Reasoning or Pre-calculus. The committee also developed a more detailed excel spreadsheet that provides a greater level of detail under each Common Core Standard. This may be helpful to reference as detailed syllabi, rubrics, assessments and lesson plans are developed. Conceptual CategoryCommon Core StandardRCC outcomes (MAT 087, 088, 099)9th grade10th grade11th grade Number & QuantityExtend the properties of exponents to rational exponents. (HSN-RN.A)XXUse properties of rational and irrational numbers. (HSN-RN.B)Apply operations on rational numbers and mixed numerals (087.2)XReason quantitatively and use units to solve problems. (HSN-Q.A)XXPerform arithmetic operations with complex numbers. (HSN-CN.A)XUse complex numbers in polynomial identities and equations. (HSN-CN.C)XAlgebraWork with radicals and integer exponents. (8.EE.A)Understand the structure of a decimal number system and apply the basic operations of decimals (087.3)XAnalyze and solve linear equations and pairs of simultaneous linear equations (8.EE.C)Solve linear equations and graph linear relationships (099.1)XInterpret the structure of expressions. (HSA-SSE.A)XXWrite expressions in equivalent forms to solve problems. (HSA-SSE.B)XXPerform arithmetic operations on polynomials. (HSA-APR.A)XXUnderstand the relationship between zeros and factors of polynomials. (HSA-APR.B)XXRewrite rational expressions. (HSA-APR.D)XCreate equations that describe numbers or relationships (HSA-CED.A)Solve and graph linear equations, inequalities and functions (088.3)XXUnderstand solving equations as a process of reasoning and explain the reasoning. (HSA-REI.A)Perform arithmetic operations with real numbers (088.1)XXSolve equations and inequalities in one variable. (HSA-REI.B)Perform arithmetic operations with real numbers (088.1)Solve and graph linear equations, inequalities and functions (088.3)XXSolve systems of equations. (HSA-REI.C)Solve two simultaneous linear equations by several methods (088.6)XXRepresent and solve equations and inequalities graphically. (HSA-REI.D)Solve and graph linear equations, inequalities and functions (088.3)Solve linear equations and graph linear relationships (099.1)XXFunctionsDefine, evaluate, and compare functions (8.F.A)Solve and graph linear equations, inequalities and functions (088.3)XUse functions to model relationships between quantities. (8.F.B)Solve and graph linear equations, inequalities and functions (088.3)XUnderstand the concept of a function and use function notation. (HSF-IF.A)XXInterpret functions that arise in applications in terms of the context. (HSF-IF.B)XXAnalyze functions using different representations. (HSF-IF.C)XXBuild a function that models a relationship between two quantities. (HSF-BF.A)XXBuild new functions from existing functions. (HSF-BF.B)XXConstruct and compare linear, quadratic, and exponential models and solve problems. (HSF-LE.A)Use linear functions to model real-world relationships (099.2)Solve quadratic equations and graph parabolas (099.3)Use quadratic functions to model real-world relationships (099.4)Solve systems of linear equations and use them to model real-world relationships (099.5)XXInterpret expressions for functions in terms of the situation they model. (HSF-LE.B)XXExtend the domain of trigonometric functions using the unit circle. (HSF-TF.A)XModel periodic phenomena with trigonometric functions. (HSF-TF.B)XProve and apply trigonometric identities (HSF-TF.C)XGeometryDraw, construct, and describe geometrical figures and describe the relationships between them. (7.G.A)Find the perimeter, area and volume of geometric figures in standard units (087.7)XSolve real-life and mathematical problems involving angle measure, area, surface area, and volume. (7.G.B)XExperiment with transformations in the plane. (HSG-CO.A)XUnderstand congruence in terms of rigid motions. (HSG-CO.B)XProve geometric theorems. (HSG-CO.C)XMake geometric constructions. (HSG-CO.D)XUnderstand similarity in terms of similarity transformations. (HSG-SRT.A)XProve theorems involving similarity. (HSG-SRT.B)XDefine trigonometric ratios and solve problems involving right triangles. (HSG-SRT.C)XXUnderstand and apply theorems about circles. (HSG-C.A)XFind arc lengths and areas of sectors of circles. (HSG-C.B)XTranslate between the geometric description and the equation for a conic section. (HSG-GPE.A)XXUse coordinates to prove simple geometric theorems algebraically. (HSG-GPE.B)XExplain volume formulas and use them to solve problems. (HSG-GMD.A)XVisualize relationships between two-dimensional and three-dimensional objects. (HSG-GMD.B)XApply geometric concepts in modeling situations. (HSG-MG.A)XStatistics & ProbabilitySummarize, represent, and interpret data on a single count or measurement variable. (HSS-ID.A)XXSummarize, represent, and interpret data on two categorical and quantitative variables. (HSS-ID.B)XXInterpret linear models. (HSS-ID.C)XUnderstand and evaluate random processes underlying statistical experiments. (HSS-IC.A)XMake inferences and justify conclusions from sample surveys, experiments, and observational studies. (HSS-IC.B)XUnderstand independence and conditional probability and use them to interpret data. (HSS-CP.A)XUse the rules of probability to compute probabilities of compound events in a uniform probability model. (HSS-CP.B)XExhibit 9: RoxMAPP ELA Outcomes RoxMAPP CURRICULUM MAP AT-A-GLANCEThe 9th and 10th grades will serve to scaffold skills that will prepare students to take English 101 at RCC in 11th grade. Built into these grades are remedial outcomes that will address skills gaps from earlier grades. These skills gap are addressed in RCC’s remedial courses, which most students at MPTVHS place into. The Common Core outcomes are also addressed in order to ensure rigor is included in the grades and acceleration is happening. Below are the specific Common Core Anchor Standards addressed from 9th to 10th grade. CC Anchor Standard (9-10 ELA)RCC Outcome (Courses 90, 91, 98, 99)9th10thDetermine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.Learn word roots, prefixes and suffixes through small group vocabulary games.XDemonstrate understanding of figurative language, word relationships and nuances in word meanings.XPrepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.Model active reading and group active reading practice.XXIntegrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.XXEvaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.Distinguish fact from opinion.XXPresent information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.XAdapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.XRead closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.Annotate a text.Make inferences, draw conclusions and make generalizations related to text.XXDetermine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.Identify main ideas/supporting details in a variety of texts and recognize different modes of development.Make inferences, draw conclusions and make generalizations.Identify main ideas, supporting details and organizational patterns.Summarize, react to textXXAnalyze how and why individuals, events, and ideas develop and interact over the course of a text.Read a variety of texts including newspaper and magazine articles, short stories and essays.Read fiction and non-fiction whole books.React appropriately in writing to a variety of print material.Summarize, react to textXInterpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.Read and understand figurative language.Learn word roots, prefixes and suffixes through small group vocabulary games.XXIntegrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.XXDelineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.XXAnalyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.Read fiction and non-fiction whole plete reading comprehension exercises.XXRead and comprehend complex literary and informational texts independently and proficiently.Read short passages, whole books, newspapers, magazines both independently and together in class.Discuss themes, styles, point of view, issues, characters, context and other critical aspects of the books.Engage in independent reading.XXWrite arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.Write a paper that integrates more than one source.Write a minimum of 5-7 essays with editing and revision, using drafts.XXWrite informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.Write a minimum of 5-7 essays with editing and revision, using drafts.XDevelop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.Revise/Engage in writing as a plete worksheets and exercises for pre-viewing, skimming, outlining, writing, notes in margins, predicting, questioning, underlining, highlighting and accessing prior knowledge.Write a minimum of 5-7 essays with editing and revision, using drafts.XXUse technology, including the Internet, to produce and publish writing and to interact and collaborate with others.Learn to navigate internet in search of quality, college-level materials.Use the internet to access information that is current, authoritative, and academic in scope.XXConduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.Select and narrow topic and locate sources.Learn to navigate internet in search of quality, college-level materialsUse the internet to access information that is current, authoritative, and academic in scope. Choose a research topic.Learn strategies to narrow topic.XXGather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.Select and narrow topic and locate sources.Learn to navigate internet in search of quality, college-level materials.Use the internet to access information that is current, authoritative, and academic in scope. XXDraw evidence from literary or informational texts to support analysis, reflection, and research.Use direct quotes with attribution.XWrite routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and plete individual reader response journals.XXDetermine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.Identify main ideas/supporting details in a variety of texts and recognize different modes of development.Make inferences, draw conclusions and make generalizations.Summarize, react to textXXAdditions to current BPS scope and sequence to accommodate remedial English and other important outcomes not explicitly stated in the BPS documents (such as technology-related outcomes or grammar and punctuation outcomes). If these skills are incorporated in the 9th and 10th grade along with any intervention programs for students who are significantly below grade level then we have a chance to succeed. Note that many of these remedial skills also map to the Common Core. Refer to Excel spreadsheet for more detailed alignment information.Additional OutcomesRCC Outcome (Courses 90, 91, 98, 99)9th10thWrite grammatically correct sentences with correct punctuation.Create and combine sentences using sentence creation exercises.Write grammatically correct sentences with correct punctuation.Review and edit according to the standards of grammar.XRecognize and write a variety of sentences, clauses and phrases.Recognize and write a variety of sentences, clauses and phrases.XUse a variety of strategies to enhance vocabulary.Use a variety of strategies to enhance vocabulary.XRecognize root words, prefixes and suffixes in order to enhance vocabulary and to make meaning.Learn word roots, prefixes and suffixes through small group vocabulary games.XUse a variety of reference materials to enhance writing and vocabulary.Practice using dictionary and thesaurus.XWrite topic sentences.Identify a topic sentence.XEngage in daily journal plete individual reader response journals.XXSelect and narrow research topic.Select and narrow topic and locate sources.XXChoose a research topic.Select and narrow topic and locate sources.XXUse library and Internet to conduct research and locate sources.Use library resources and internet research.Learn to navigate internet in search of quality, college-level materials.Use the internet to access information that is current, authoritative, and academic in scope.XXWrite persuasive essays that integrate valid reasoning and cite relevant sources.Use direct quotes with attribution.Write a research paper that integrates at least 3 sources.XUse technology to draft writing projects.XWrite a variety of paragraphs according to standard paragraph development strategies.Recognize and write a variety of sentences, clauses and phrases.Write paragraphs and short essays with smooth transitions and a minimal amount of grammar, punctuation, sentence structure, syntax and spelling errors.Write a variety of paragraphs according to standard paragraph development formats.XWrite coherent paragraphs using transitions.Write coherent paragraphs using transitions.XXWrite at least three compositions.Write at least two compositions.Write in response to readings.XUse graphic organizers to plan plete worksheets and exercises for pre-viewing, skimming, outlining, writing, notes in margins, predicting, questioning, underlining, highlighting and accessing prior knowledge.XXSummarize and paraphrase assignments.Summarize and paraphrase assignments.Write a summary.Summarize and react to text.XDiscuss themes, styles, point of view, issues, characters, context and other critical aspects of the books in small and large groups.Discuss themes, styles, point of view, issues, characters, context and other critical aspects of the books.XEngage in active reading in small groups and in large groups.Model active reading and group active reading practice.Use active reading techniques and strategies.XEngage in independent reading.Engage in independent reading.XXPresent literary or persuasive arguments in small and large groups.Engage in class discussions in small groups.Make inferences, draw conclusions and make generalizations.XXDiscuss and debate current events.Read a variety of texts including newspaper and magazine articles, short stories and essays.Read newspapers and participate in class discussion on issues.XXVisit library/RCC library.Use library resources.Visit RCC library/Become familiar with RCC databases.XXSummarize the key supporting details and ideas.Summarize, react to textXWrite short summaries in response to literature, current events, non-fiction, film and art.React appropriately to text.XDemonstrate command of the conventions of standard English grammar and usage when writing or speaking.XRespond to fiction using a variety of media and methods.Aesthetic responses to fiction (acting out dramatic scenes, monologues, letters to characters, etc.).XSummarize the key supporting details and ideas using quotes and citations to back up ideas.Write a summary with quotes, paraphrases, and /or summaries and appropriate attribution. XDraft and review writing by organizing ideas in a way that makes sense for the purpose.Review and revise to ensure cohesion, logic, and organization.XDevelop an essay by building sequentially organized and focused paragraphs.Develop an essay by building sequentially organized and focused paragraphs.XUse standard that builds into a five-paragraph essay (integration of introduction, body, and conclusion).Use standard that builds into a five-paragraph essay (integration of introduction, body, and conclusion).XWrite a minimum of 5-7 essays with editing and revision, using drafts.Write a minimum of 5-7 essays with editing and revision, using drafts.XEvaluate arguments and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence individually and with peers.XEvaluate the quality of writing for different audiences and purposes.XPrepared by Jobs for the FutureExhibit 10: MPTVHS Example Lesson Plan Grade 9 MPTVHSLesson Plan: Grade 9 MATHOverviewThis lesson was developed to show how the MPTVHS College Ready Outcomes could be used to guide your lesson planning. The JFF College Ready Instructional Strategies are also incorporated into this sample lesson to provide information on how you can teach the content to allow for more student Engagement, which is key to developing high academic achievement and college readiness.This lesson was adapted from the Engage NY curriculum, and is part of a larger unit and module sequence for Math. To explore the comprehensive curriculum and find other lesson plans to adapt, visit: IntroductionNote: = Indicates instructional notes for the teacher.Students began their study of data in Grade 6 with dot plots, histograms, and box plots. In Grade 6, they learned how to construct a graph and how to summarize a distribution by its center and variability. This lesson looks back at the graphs students previously studied as an introduction to this module. Students are also asked to unpack what a graph communicates. They are reminded that a graph is not only a representation of data but also a summary of a data story. Each of the graphs presented in the exercises will be encountered in the lessons that follow in this module. This lesson asks students to start thinking about what the data indicate, how they might have been collected, and what they tell us. This is a lesson pulled from a larger unit. By connecting this lesson to the next, you can scaffold and reinforce skills and knowledge.Statistics is all about data. Without data to talk about or to analyze or to question, statistics would not exist. There is a story to be uncovered behind all data—a story that has characters, plots, and problems in the data. This module is about stories that begin with data.MPTVHS Math Outcomes Addressed (Grade 9): Analyze proportional relationships and use them to solve real-world and mathematical problems.Use models to represent data and assess how well a model fits the data.Interpret solutions in the context of the situation.Use statistics to represent and compare data sets.Apply function-related skills to make sense of data.AssessmentAssessment(s) Student learning is assessed through class participation in pairs, the KWL chart and an exit ticket given at the end of the lesson. Lesson Overview (50 Minute Lesson)Review the different types of graphs that students have previously studied (dot plots, box plots, and histograms). Convey the following:Think of each graph as telling a story;Graphs of distributions are often the starting point in understanding the variability in the data;The graphs in the following exercises will be analyzed in more detail in the lessons that follow.MaterialsCopies of the Exercises and Problem Set for each studentCopies of Exit Ticket for each student College Ready Instructional Strategies UsedScaffoldingCollaborative Group WorkClassroom TalkExercises (30 minutes)Ask students to start a KWL chart similar to the one below:KWhat do you know?WWhat do you want to learn?LWhat questions still linger?This is not a standard KWL in that the “L” does not represent the word “Learned” as is typical on a standard KWL. The purpose of this change is to provide a mechanism for students to identify outstanding questions and for the teacher to make sure all students are on pace with the lesson since these skills are necessary for success in future lessons.Write the terms: Data Plots, Histograms and Box Plots on the board.Ask students to individually fill out the first two columns on what they know and want to learn about data plots, histograms and box plots.Once they have finished, pass out the example shown below of the three types of graphs. Ask them if they remember these graphs from their previous work with data and what they recall about these graphs using their KWL chart to guide them. Engage in a brief discussion around these graphs.ClassworkExample 1: GraphsExample 1: GraphsData are often summarized by graphs; the graphs are the first indicator of variability in the data.Dot plots: A plot of each data value on a scale or number line.139827011620500Histograms: A graph of data that groups the data based on intervals and represents the data in each interval by a bar.1817370-1841500Box plots: A graph that provides a picture of the data ordered and divided into four intervals that each contains approximately 25% of the data. 1074420-234950Direct the students to read the exercises shown below. After students have been provided time to read the questions, pair students up to work together on solving the problems. Conduct a brief discussion with students after they have developed answers for the questions. The graphs and the questions are summarized in the teacher notes along with possible responses and discussion items that students might address. In most cases, the questions do not have exact answers. For this lesson, encourage students to make summaries based on what information the graphs convey about the data presented. More formal analysis of the data will be developed in the next set of lessons of this module.Exercises Answer the following questions that accompany each graph to begin your understanding of the story behind the data. Transportation officials collect data on flight delays (the number of minutes past the scheduled departure time that a flight takes off).Consider the dot plot of the delay times for sixty BigAir flights during December 2012.What do you think this graph is telling us about the flight delays for these sixty flights?Most flights are delayed for 15 minutes; some are delayed for a longer time.Can you think of a reason why the data presented by this graph provides important information? Who might be interested in this data distribution?If flights are late, travelers would not select this airline. BigAir and travelers using this airline would be interested in this information.Based on your previous work with dot plots, would you describe this dot plot as representing a symmetric or a skewed data distribution? (Recall that a skewed data distribution is not mound shaped.) Explain your answer.Skewed; it has a tail to the right. (Students are introduced to this in Grade 6.)A random sample of eighty viewers of a television show was selected. The dot plot below shows the distribution of the ages (in years) of these eighty viewers.What do you think this graph is telling us about the ages of the eighty viewers in this sample? The typical age of viewers is between 60 and 70 years old; the show appeals to a wide range of ages.Can you think of a reason why the data presented by this graph provides important information? Who might be interested in this data distribution?This data is important in understanding the audience of the show. If the show is paid for by commercials, then the distribution is important for sponsors.Based on your previous work with dot plots, would you describe this dot plot as representing a symmetric or a skewed data distribution? Explain your answer.Skewed; it has a tail to the left.The following histogram represents the age distribution of the population of Kenya in 2010. What do you think this graph is telling us about the population of Kenya?A large percentage of the people of Kenya are ages 10 or younger. Why might we want to study data represented by this graph?It tells us about Kenya and its challenges based on its population and demographics. Caring for and educating young people are major challenges for this country. Based on your previews work with histogram, would you describe this histogram as representing a symmetrical or a skewed distribution? Explain your answerSkewed; it has a tail to the right. The following histogram represents the age distribution of the population of the United States in 2010.What do you think this graph is telling us about the population of the United States? The percentage of the population is about the same in each interval until the age range of 60 to 65 years old. Then the percentages decline.Why might we want to study the data represented? Population data are used to determine health care challenges (for 65 years and older) or education challenges (for 0 to 20 years old). Businesses (like insurance) use it.Thirty students from River City High school were asked how many pets they owned. The following box plot was prepared from their answers.What does the box plot tell us about the number of pets owned by the thirty students at the River City High school? 50% of the students own between 1 and 5 pets. Why might understanding the data behind this graph be important?Understanding the data is important for planning special events involving pets and understanding the interests of a group of people. Twenty-two juniors from River City High school participated in a walkathon to raise money for the school band. The following box plot was constructed using the number of miles walked by each of the twenty-two juniors. What do you think the box plot tells us about the number of miles walked by the twenty-two juniors?50% of the juniors walked between 4 and 9 miles. 25% walked between 0 and 4 miles; 25% walked between 9 and 11 miles.Why might understanding the data behind this graph be important?It provides an indication of the participation of the junior class. Sponsors of the event may be interested in the dataClosing (10 minutes)Pose at least two of the following questions; allow a few student responses for each: What are reasons that a scheduled airline flight might be delayed? What are some of the favorite television shows of the students in your class? List some of the most memorable commercials that are shown during those shows. In your opinion, do the commercials connect with the viewers?You walk into a store. You estimate that most of the customers are between fifty and sixty years old. What kind of store do you think it is?If you asked students in your class how many pets they owned, what do you think would be a typical value?You are selected to take a trip to Kenya. Do you think you will meet several people ninety or older? Why or why not?Lesson SummaryStatistics is about data. Graphs provide a representation of the data distribution and are used to understand the data and to answer questions about the distribution. Ask students to look back at their KWL charts and fill in the last column. What questions still linger for them about graphs? Exit Ticket (10 minutes)Name ___________________________________________________Date____________________Lesson 1: Distributions and Their Shapes Exit Ticket69850454660Sam said that a typical flight delay for the sixty BigAir flights was approximately one hour. Do you agree? Why or why not?Sam said that 50% of the twenty-two juniors at River City High school who participated in the walkathon walked at least ten miles. Do you agree? Why or why not?349250353060Sam said that young people from the ages of 0 to 10 years old make up nearly one-third of the Kenyan population. Do you agree? Why or why not?4889500Exit Ticket Sample Solutions1. Sam said that a typical flight delay for the sixty BigAir flights was approximately one hour. Do you agree? Why or why not? Most of the flight delays are less than 60 minutes; therefore, 60 minutes is not a typical description of minutes a flight is delayed.210820-13576302. Sam said that 50% of the twenty-two juniors at River City High school who participated in the walkathon walked at least ten miles. Do you agree? Why or why not?213360-2806065It would not be accurate to indicate that 50% walked 10 or more miles. The upper quartile indicates that 25% of the 22 students walked 9 or more miles.3. Sam said that young people from the ages of 0 to 10 years old make up nearly one-third of the Kenyan population. Do you agree? Why or why not?140970204470The first two bars of the Kenya graph represent people between 0 and 10 years old. The first bar represents approximately 17% of the population (0 – 5 year olds), and the second bar represents approximately 15% of the population (5 -10 year olds). Therefore, approximately 32%, or nearly one-third of the Kenyan population, is between 0 and 10 years old.Problem Set Sample Solutions1.Twenty-five people were attending an event. The ages of the people are indicated below: 3, 3, 4, 4, 4, 4, 5, 6, 6, 6, 6, 6, 6, 6, 7, 7, 7, 7, 7, 7, 16, 17, 22, 22, 25a.Create a histogram of the ages using the provided axes. b.Would you describe your graph as symmetrical or skewed? Explain your choice.This graph is skewed with a tail to the right. Most of the ages are in the younger intervals.c.Identify a typical age of the twenty-five people. A typical age could be any age in the interval of 5 to 10. For example, 6 years old or 7 years old.d.What event do you think the twenty-five people were attending? Use your histogram to justify your conjecture. The 22 ages were obtained from a story time hour at a library. Most of the ages were the children attending the event. The older ages represent some of the caretakers and the storytellers. Discuss any conjectures in which the younger age intervals would likely represent most of the people attending the event, with some older people to help out with the event. 2.A different forty people were also attending an event. The ages of the people are 6, 13, 24, 27, 28, 32, 32, 34, 38, 42, 42, 43, 48, 49, 49, 49, 51, 52, 52, 53, 53, 53, 54, 55, 56, 57, 57, 60, 61, 61, 62, 66, 66, 66, 68, 70, 72, 78, 83, 97Create a histogram of the ages using the provided axes. b.Would you describe your graph of ages as symmetrical or skewed? Explain your choice. This histogram is nearly symmetrical.c.Identify a typical age of the forty people. A typical age is approximately 55 years old.d.What event do you think the forty people were attending? Use your histogram to justify your conjecture. The ages were obtained from people attending a family reunion. This is obviously not necessarily what you would expect from all family reunions. Discuss any conjectures in which a nearly symmetrical data distribution of ages could be a possibility.e.How would you describe the differences in the two histograms? The two age distributions differ primarily in shape (skewed and symmetrical) and in center (tidal age).Prepared by Jobs for the FutureExhibit 11: MPTVHS Example Lesson Plan Grade 10MPTVHSLesson Plan: Grade 10 ELAOverviewThis lesson was developed to show how the MPTVHS College Ready Outcomes could be used to guide your lesson planning. The JFF College Ready Instructional Strategies are also incorporated into this sample lesson to provide information on how you can teach the content to allow for more student engagement, which is key to developing high academic achievement and college readiness.This lesson was adapted from the Engage NY curriculum, and is part of a larger unit and module sequence for ELA. To explore the comprehensive curriculum and find other lesson plans to adapt, visit: IntroductionNote: = Indicates instructional notes for the teacher.In this first lesson of the module, students read and analyze the salutation and first paragraph of Martin Luther King Jr.’s “Letter from Birmingham Jail” (from “My dear fellow clergymen” to “what I hope will be patient and reasonable terms”), in which King addresses the clergymen to whom he is writing and introduces one of his purposes for writing the letter. For most of the lesson, students listen to a reading of the letter, pausing to note their initial questions and reactions. Students also engage in a small group discussion about how King opens the letter. This lesson’s learning is assessed in a short writing assignment on the following prompt: How do specific words and phrases contribute to the impact of King’s opening? For homework, students read paragraphs 1–5 of the letter and annotate for King’s reasons for being in Birmingham. Students also identify and define unfamiliar words from the next lesson’s reading.This is a lesson pulled from a larger unit. By connecting this lesson to the next, you can do a lot of scaffolding of skills and knowledge and reinforcement of skills such as annotation.Questions and activities in this unit are designed to reveal why King is writing the letter. It is not necessary for students to read or hear a summary of the historical context of the letter or to read the statement to which King is responding before beginning the study of the letter as outlined in this unit. MPTVHS ELA Outcomes Addressed (Grade 10):Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.Use a variety of strategies to enhance vocabulary.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.AssessmentAssessment(s)Student learning is assessed through class participation in pairs, the short writing assignment and an exit ticket given at the end of the lesson. Students answer the following prompt, citing textual evidence to support analysis and inferences drawn from the text.How do specific words and phrases contribute to the impact of King’s opening?A rubric and a checklist for the short writing assignment are included. High Performance Response(s)A High Performance Response should:Identify specific word or phrases in the opening of the letter (e.g., “my,” “fellow,” “dear,” “clergymen,” “confined,” “jail,” etc.).Analyze the impact of specific words or phrases (e.g., The words “my” and “fellow” show that King considers himself part of the same group of people to whom he is writing; The word “dear” shows that he is either fond of and/or respectful towards the people to whom he is writing; The word “clergymen” reveals that both King and his addressees are religious leaders; The words “confined” and “jail” creates sympathy about King and interest about why he is in jail; etc.).VocabularyVocabulary to provide directly (will not include extended instruction)Fellow (adj.) – belonging to the same class or group; united by the same occupation, interests, etc.; being in the same conditionClergymen (n.) – religious leaders Vocabulary to teach (may include direct word work and/or questions)Confined (adj.) – unable to leave a place because of illness, imprisonment, etc.Lesson OverviewStudent-Facing Agenda% Of LessonText:Text: “Letter from Birmingham Jail” by Martin Luther King, Jr. ) salutation and paragraph 1–39Learning Sequence:Introduction Reading, Listening, and AnnotatingReading, Discussion, and Short Writing ResponseClosingNote: this lesson can be adapted to fit your class timing and structure.10%65%20%5%MaterialsCopies of “Letter from Birmingham Jail” for each student (with paragraphs numbered 1–39)Copies of the Short Response Rubric and Checklist for each student (see end of this document)College Ready Instructional Strategies UsedCollaborative Group WorkScaffoldingWriting-to-learnQuestioningActivity 1: Introduction of the Lesson 10%Begin by outlining the goals for the lesson. Explain to students that the module relies on informational texts to analyze how central ideas about human rights develop and interact within a text. The module also allows students to explore the impact of authors’ choices regarding how to develop and relate elements of a text. In this first unit of the module, students analyze Martin Luther King Jr.’s historical “Letter from Birmingham Jail.” Introduce and handout the Short Response Rubric and Checklist (located at the end of this document) and let students know they will be used during the lesson to check and assess their workAsk students to take a minute to individually review the rubric and checklist, taking notes on any questions they may have about the expectations for the upcoming activity. After a minute or two, ask them to turn to a partner and discuss the questions they noted. After 3 minutes of discussion, ask students if there are any questions that they could not resolve with their partners. Elicit questions then ask other students to respond to the outstanding questions first before you respond to any. The inclusion of partner work and questioning ensure that all students have the requisite knowledge and understanding needed for this assignment. If you find that students have more questions than understandings, you may need to review some key ideas and phrases.Activity 2: Reading and Listening65%Have students volunteer to take turns to stand in front of the class and read aloud paragraphs 1–39 of “Letter from Birmingham Jail,” (from “My dear fellow clergymen” to “Yours for the cause of Peace and Brotherhood, Martin Luther King, Jr.). Choose the first volunteer then inform students that they will follow along and pause at six points during the letter (after paragraphs 5, 11, 18, 21, 25, and 39) and will be given the opportunity to write down their initial questions and reactions to the letter.After each student volunteer reads their paragraphs (have each pause after paragraphs 5, 11, 18, 21, 25, and 39), ask each volunteer to sit back down then instruct all students to write down their initial reactions and questions to what they just heard. Lead a brief class share out of students’ initial reactions and questions. King uses the word “Negro” to describe African Americans throughout the letter. Students should use King’s language when reading or citing textual evidence, but they should avoid using the word “Negro” in discussion when they are not quoting from the letter. King uses the term “Negro” throughout his letters and speeches, but subsequent leaders in the Civil Rights Movement objected to the term because of its association with slavery and segregation. Activity 3: Reading, Discussion, and Writing-to-Learn20%Instruct students to form small groups of three. Post or project the questions below for students to discuss.Intentionally group students if you know there are some students who are farther along with the content and some students who may need more support. Instruct student groups to reread the salutation and first paragraph of the letter (from “My dear fellow clergymen” to “what I hope will be patient and reasonable terms”) and answer the following questions before sharing out with the class. How does King begin the letter? Why does he begin the letter that way? What is the impact of King’s choices? What words could replace confined as King uses it in the first sentence of the letter? What is the impact of the opening phrase of the letter?How do specific words and phrases contribute to the impact of King’s opening?Instruct students to look at their annotations to find evidence. Provide students with the following definitions: fellow means “belonging to the same class or group; united by the same occupation, interests, etc.; being in the same condition” and clergymen means “religious leaders.” Ask students to keep a vocabulary journal and write the vocabulary words there.Explain to students that throughout this unit the recipients of King’s letter are referred to either as his addressees or his “fellow clergymen” so as to distinguish them from the wider audience who has read this letter since it was published just after King wrote it.Lead a brief whole class discussion of student responses. Make sure each group responds. Incorporate strategies to ensure that each student in the group participates and that each group is prepared to respond. Here are some strategies to consider:Tell students that you will randomly choose one member of their group to report out, so it’s up to them to ensure that every member of the group can respond if called upon. Make sure to follow-through by choosing students who may not typically volunteer to report out.Assign different questions per group, so each group is responsible for a particular question.Instruct students to respond briefly in writing to the following prompt:How do specific words and phrases contribute to the impact of King’s opening?Instruct students to look at their annotations to find evidence as well as what they heard from the report outs from each small group. Ask students to use this lesson’s vocabulary wherever possible in their written responses. Remind students to use the Short Response Rubric and Checklist to guide their written responses. Activity 4: Closing5%Display and distribute the homework assignment. For homework, instruct students to read paragraphs 1–5 (from “While confined here in the Birmingham city jail” to “left the Negro community with no other alternative”) and annotate for King’s reasons for being in Birmingham. Also, instruct students to box any unfamiliar words from paragraphs 1–5 and look up their definitions. Instruct students to choose the definition that makes the most sense in the context, and write a brief definition above or near the word in the text.HomeworkFinish short writing assignment if they did not finish in class.Read paragraphs 1–5 and annotate for King’s reasons for being in Birmingham.Box any unfamiliar words from paragraphs 1–5 and look up their definitions. Choose the definition that makes the most sense in the context, and write a brief definition above or near the word in the textLooking AheadThe homework assigned will prepare students for the next lesson. In the next lesson of the unit, students read and analyze paragraphs 1–5 of Martin Luther King, Jr.’s “Letter from Birmingham Jail,” in which King explains why he is in Birmingham and why he believes the demonstrations are necessary. Students engage in small group discussions to analyze how King unfolds his reasons for being in Birmingham. To support their analysis, students analyze the impact of King’s figurative language and word choices.Short Response RubricAssessed Outcome(s): 2-Point Response1-Point response0-Point ResponseInferences/ClaimsIncludes valid inferences or claims from the text.Fully and directly responds to the prompt.Includes inferences or claims that are loosely based on the text.Responds partially to the prompt or does not address all elements of the prompt.Does not address any of the requirements of the prompt or is totally inaccurate.AnalysisIncludes evidence of reflection and analysis of the text.A mostly literal recounting of events or details from the text(s).The response is blank.EvidenceIncludes relevant and sufficient textual evidence to develop response according to the requirements of the Quick Write.Includes some relevant facts, definitions, concrete details, or other information from the text(s) to develop an analysis of the text according to the requirements of the short writing assignment.The response includes no evidence from the text.ConventionsUses complete sentences where errors do not impact readability.Writes grammatically correct sentences with correct punctuation.Includes incomplete sentences or bullets.Includes some grammatically incorrect sentences and incorrect punctuation.The response is unintelligible or indecipherable.Short Response ChecklistAssessed Outcome(s): Does my writing…Did I…?Include valid inferences and/or claims from the text(s)?Closely read the prompt and address the whole prompt in my response?26797017970500Clearly state a text-based claim I want the reader to consider?26797017970500Confirm that my claim is directly supported by what I read in the text?26797017970500Develop an analysis of the text(s)?Did I consider the author’s choices, impact of word choices, the text’s central ideas, etc.?26797017970500Include evidence from the text(s)?Directly quote or paraphrase evidence from the text?26797017970500Arrange my evidence in an order that makes sense and supports my claim?26797017970500Reflect on the text to ensure the evidence I used is the best evidence to support my claim?26797017970500Use complete sentences, correct punctuation, and spelling?Reread my writing to ensure it means exactly what I want it to mean?26797017970500Review my writing for correct grammar, spelling, and punctuation?26797017970500Exhibit 12: RoxMAPP Recommendations For discussion purposes onlyProfessional Development Recommendations for RoxMAPPThe math and English sub-committees mapped the 9th-12th grades curriculum at MPTVHS to RCC and to Common Core. We believe that students will be ready for college-level courses by the 11th grade if they can meet the identified outcomes in the 9th and 10th grades. In order for students to be able to meet the identified outcomes, there are some things that need to be in place including a plan for professional development. For professional development to be effective, some other things need to be in place such as:Plan for roll-out: There should be a plan for roll-out to MPTVHS and RCC staff. We need to build understanding, buy-in and excitement around the partnership and around the work. We also need to give staff the opportunity to question and weigh-in on the outcomes. We should be updating staff now on our progress and giving them an outline of what the plan going forward will be.Standard rubrics: Based on the curriculum map, standard rubrics for assessing student work should be developed. The key for success here is making sure students are meeting the stated objectives. This can happen if we are clear in what we mean when we say students have met the objectives. Standard rubrics will help demystify this process.Administration Alignment: Administration at MPTVHS and RCC need to be aligned in their understanding of this initiative. Ideally, leadership is doing daily walkthroughs using a checklist mapped to the stated outcomes and/or the agreed upon instructional strategies to ensure fidelity.Professional Development: Professional development will be crucial to rolling this out properly. Teachers at MPTVHS need to prepare for teaching to the mapped objectives and assessing using standard rubrics. Teachers at RCC need to understand how students are going to be prepared for college-level courses and how to adapt their teaching to these incoming students. Ideally, PD will happen throughout the summer and be followed-up with one-on-one coaching throughout the year. Professional development would include:4-day institute in the summer focusing on effective instructional strategies that prepare students for college-level work in 11th grade. In the Institute, we would review the Common Instructional Framework, a framework of 6 effective instructional strategies that accelerate learning (group work, writing-to-learn, questioning, literacy groups, scaffolding, and classroom talk). Teachers will engage in hands-on learning where all of these strategies are modeled during the workshop, deconstructed then applied to their own lessons. The goal would be to walk away from the Institute with lesson plans that demonstrate effective instructional strategies and are mapped to the identified outcomes.During the year, one-on-one coaching would happen to ensure there is support for fidelity to the instructional strategies and effective assessment of outcomes.Additional workshops and professional development opportunities will be identified throughout the year as other needs are identified.Note that all Institutes and workshops will include invitations to RCC staff in order to build a community and build coherence. Exhibit 13: PowerPoint from PD Session on October 15, 2014RoxMAPP CURRICULUM ALIGNMENTAligning Curriculum Between Madison Park High school and Roxbury Community College to Ensure Student Postsecondary Success October 2014Roxbury Massachusetts Academic Polytech PathwayOur vision is to close the opportunity divide by improving access to economic prosperity for students from Madison Park Technical and Vocational High school (MPTVHS) and Roxbury Community College (RCC).Our mission is to ensure that all students have the support, experience and preparation needed to access high-demand career and postsecondary pathways through a seamless early college partnership called RoxMAPP.Overview of Curriculum AlignmentIn September 2013, a RoxMAPP Curriculum Alignment Subcommittee was formed to:Define the scope and sequence of courses that students need to take at MPTVHS in order to be ready for credit-bearing courses at RCC.Develop the desired learning outcomes for RoxMAPP students by mapping current curriculum and identifying gaps in instruction based on outcomes.The subcommittees met on Monday afternoons in October, November and December, splitting into two areas: (1) Math and (2) English Language Arts, and included faculty from RCC and MPTVHS.Guiding principles included:To set RoxMAPP students up for success, college readiness instruction should begin with incoming ninth graders.Student supports should be developed and implemented to support students throughout their experience at MPTVHS and RCC.To effectively implement the recommended scope and sequence and learning outcomes, MPTVHS teachers will need time and support to develop lessons and assessments tied to the outcomes.RCC faculty would benefit from professional development opportunities along with MPTVHS to create a cohesive experience for all involved.Approach Determined which RCC Math and English courses would be most appropriate for dual credit. Gathered all syllabi, course objectives and scope and sequence documents from MPTVHS and RCC. Created 3 Scope and Sequence options for multiple majors (STEM, non-STEM) and varying credit-earning scenarios. Confirmed that the Common Core State Standards that are currently addressed will effectively prepare students for RCC’s required Math and English courses. Considered how RCC’s developmental course outcomes could be woven in to provide cohesion across the curriculum and to demystify what is required.Created a map showing BPS course outcomes to the Common Core State Standards. Developed a set of learning outcomes for grades 9-11 based on all of the above.Added outcomes to further ensure college readiness, innovation and technology integration.Specific OutcomesReview Specific OutcomesMath and ELA See page 35 to page 52College Readiness StrategiesCommon Instructional FrameworkScaffoldingWriting-to-LearnLiteracy GroupsClassroom TalkQuestioningCollaborative Group WorkThe 9-14 ModelContact Information Caesar Mickens: cmickens@Elizabeth Santiago: esantiago@548640043853101600200126111000 ................
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