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Golden State Pathways Program�Train-the-Trainer

Outcome 1: Integrated Program of Study��Tulare County Office of Education�Lead Technical Assistance Center

April 9, 2026�

Funded by the California Department of Education (EC), Career and College Transition Division

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Listen first to understand
Active participation
Presume positive intentions
Honor confidentiality to build and maintain trust
Be clear on next steps and roles

Collaborative Norms

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GSPP Lead Technical Assistance Center

Tulare County Office of Education

Welcome and warm-up�Stand Up - Pair up with someone you haven’t had to connect with yet this week. If The Superintendent of Schools was the Easter Bunny, and left 3 golden eggs in your basket each fulfilling a wish, what would you wish for in each of the golden eggs?
Announcements

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Today’s TtT Outcomes

Shared understanding of critical components of a high-quality GSPP Integrated Program of Study
Assessment of high quality projects and programs of study
Access to resources and strategies to support grantees in Outcome 1: Integrated Program of Study

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CDE GSPP Framework

“Pathways should not be considered a separate or discrete program that stands apart from academics or other student experiences. Rather, pathways are an educational approach to better connect and align all aspects of instruction to support a unified strategy preparing students for college and career success. This creates an academic experience for all students that is a “whole greater than the sum of its parts.” LEAs should strive for integration and coherence in all aspects of their pathways � operation, from funding to programming to goals”.

Golden State Pathways Program Framework. 2024, p 5. California Department of Education.

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GSPP Outcome 1: Integrated Program of Study

“The core of each pathway is an integrated program of study which includes college preparatory academic coursework, opportunity for postsecondary credits, and CTE. In an integrated program of study, core academic and CTE courses … are intentionally connected and integrated, so that their content is mutually-reinforcing”.

Golden State Pathways Program Framework. 2024, p 6. California Department of Education.

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Mandates, separate and discrete programs, and GSPP outcomes, �… OH MY!

9:13 Script (2 min):

Participants share thoughts.

Imagine a typical pathway Ideally, pathway teachers should know where students access these important pieces. This is why “Pathways should not be considered a separate or discrete program that stands apart from academics or other student experiences”

Is there anything missing? Any questions or clarifications needed on any of these bubbles?

Intro - 15 minutes

Who are the individuals responsible for these circles (college and career elements)? – 10 minutes

List the various roles responsible for these elements.

Have 4 poster stations - 2 RTACs each - where they write their responses on the poster. - 15 minutes

How are you able to do this?

How do we work with pathways to unify these elements?

What are we doing to assess grantees in coherence of college and career prep?

Present out – 20 minutes

Examination of Duncan PBL - and ask them to bring an example - evidence of student choice and reflection. Industry partner input or role in the project? Subject area integration? What kinds of individual student support might be needed? -15 min.

Share out - 15 minutes

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Imagine the student perspective.��How can we build a system to bring it all together?

9:15: Script (2 min):

This is a visual of the 2nd sentence. If we continue to use Mr. Bagazyn’s as a example, this visual depicts how Mr. Bagazyn worked with the rest of his team to collaboratively connect and align all the different elements of their pathway. The elements in red are aligned by developing an integrated program of study and providing teachers with the resources needed to develop cross curricular learning activities. The elements in blue are strategically connected and aligned through the pathways WBL plan, and the elements in yellow are addressed by embedding both in and out of the classroom student supports. Please note that some pieces are not clearly defined into one element. For example, soft skill practice can be a WBL activity. In this example, it was placed as part of the integrated program of study, because the example given relates to presentations given as part of a project. But, what is important to note is that students are getting the opportunity to practice soft skills and everyone at the pathway knows where/ how students are given access to those opportunities.

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The whole is greater than the sum of its parts.

What coaching and resources can we provide grantees?

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Table Activity: Analyzing roles for coherence

Who are the individuals responsible for each of these college and career elements?

Take 10 minutes to think about and write down your responses.

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Table Activity: Analyzing roles for coherence

Gather with your assigned RTAC partner.�
With your partner record each unique role for each of the elements on the poster paper. You will be asked to share out.

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Table Activity: Analyzing roles for coherence

Share out
Group discussion: How do we work with pathways to unify these elements?
What are we doing to assess grantees and coach them in coherence of college and career prep?

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Artifact Examination

Move to your second assigned table group
Familiarize yourself with the provided integrated projects.
What roles identified in the earlier activity do you see playing a role in these projects?
What other forms of integration do you see?
What kinds of student support might be needed to ensure student success for all?

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Capacity Building Strategies

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Unified Strategy for College and Career Success

Visioning	Engaging	Transforming
Identify what pathway components need to be addressed to meet innovations of the pathway vision and ensure students are ready for college and career.	Align all pathway components, such as industry engagement, instruction, student supports, funding, and scheduling, to support the pathway’s program innovations to ensure student college and career success.	Ensure coherent and sustainable implementation of program innovations identified in the GSPP framework to support students’ postsecondary success.

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Sustainability

Visioning	Engaging	Transforming
Research successful high-quality pathways within your GSPP community of practice and create a team of stakeholders comprised of K-12, postsecondary and community.	Key stakeholders participate together in regional or statewide community of practice to continually improve pathway design.	Ensure strategies are in place to encourage distributive leadership and retention of pathway components and leaders.

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Policy and Advocacy

Visioning	Engaging	Transforming
Identify important district and state policymakers who have influence with college and career policymaking and interest in the pathway.	Develop and institute an advocacy plan to connect with district and state policymakers to ensure the pathway is supported.	Invite industry professionals, district, and state policymakers to observe classes, lesson plans, industry-informed projects, and school culture to provide additional support for the pathway’s continual growth.

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Closing Remarks

Next Up:

??

Thank you!

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Funded by the California Department of Education (EC), Career and College Transition Division