# data[].attributes.headline
BARRIER:  LF capability to design seminar

# data[].attributes.subject
BARRIER:  LF capability to design seminar

# data[].attributes.body
SOLUTIONS: Training LF's on the different learning opportunities, model for/with LF's, LF's can try this on a specific topic, interest survey for LF's to help narrow a topic,

# data[].attributes.headline
 BARRIER:  Learners need to make choices about what they need/want to learn and how they want to learn it

# data[].attributes.subject
 BARRIER:  Learners need to make choices about what they need/want to learn and how they want to learn it

# data[].attributes.body
SOLUTION: Explicitly teach learners to self advocate (after ensuring that adults understand this concept), teach learners how to master content, leveraging goal setting and what we know about that--connection to level 4

# data[].attributes.headline
BARRIER:  LF time/schedule to support seminars and prepare them

# data[].attributes.subject
BARRIER:  LF time/schedule to support seminars and prepare them

# data[].attributes.body
SOLUTIONS:  Add additional days (10 or more) to the academic year that do not include learners so they are able to plan for this type of instruction--model example schedules and ways to work with seminars--connection to Empower, making it learner driven to navigate their path

# data[].attributes.headline
BARRIER:  There is a defined curriculum that is required learning-can this curriculum be a barrier

# data[].attributes.subject
BARRIER:  There is a defined curriculum that is required learning-can this curriculum be a barrier

# data[].attributes.body
SOLUTIONS: Greater flexibility as to when learners master and how learners master content--strong literacy based is needed to implement this--uninterrupted block of time to work--no pacing guide, more of a content guide

# data[].attributes.body
-Limited to only the types industries in our area
-Transportation
-Lack of mentorship program

(TB, RG, & MS)

# data[].attributes.body
Solution 1: Identify Friction and redesign that factor.
Solution 2: Create a variety of tutorials (Kahn Academy, Delta math, iReady practice)
Solution 3: LF monitors tutorials to intervene at first sign of tutorial NOT being friction free.

# data[].attributes.body
- limitations of partners limitations
- alignment with LUSD values
- Safety

# data[].attributes.body
LF time/schedule to support labs
Integration across content areas

# data[].attributes.body
Goal is to implement seminars

Barrier #1-

1. Interdepartmental collaboration

2. planning time and alignment

Potential Solution-

1. Common prep time

2. Specialized Scope and Sequences that integrate the LTs with a focus on flexibility

# data[].attributes.headline
Obstacle:  Entry point to learning is too high for it to be a tutorial

# data[].attributes.subject
Obstacle:  Entry point to learning is too high for it to be a tutorial

# data[].attributes.body
Solution 1:  Unpack the Learning Target, ensure the tutorial was not built based solely on Level 3 stated in Empower
Solution 2:  Unpack LT during achievement teams to ensure everyone is aligned to what is basic-foundational knowledge.
Solution 3: Analyze appropriateness of outcome.

# data[].attributes.body
LF time/schedule

# data[].attributes.headline
Experiment Labs are not used at the K-8 Level very often.  

# data[].attributes.subject
Experiment Labs are not used at the K-8 Level very often.  

# data[].attributes.body
Time is being dedicated to other content area.

# data[].attributes.body
Barrier #2- Timing in the sequence of the learning process for learners (foundational knowledge has to have been established)

Potential Solutions-

Use of formative assessments

Link to the tutorials structure

Language acquisition connections (i.e. vocabulary, etc.)

# data[].attributes.headline
Science Experiment discovery learning is not very frequent

# data[].attributes.subject
Science Experiment discovery learning is not very frequent

# data[].attributes.body
There is a lack, in some cases, of some LF's not having a strong background in the science area.

# data[].attributes.headline
Lindsay business partner limitations - solutions (Matt, Rachel, Adriel)

# data[].attributes.subject
Lindsay business partner limitations - solutions (Matt, Rachel, Adriel)

# data[].attributes.body
- online modality could be utilized to bring in experts
- honing in on the skill itself & identifying the complex reasoning or curriculum to create a successful program

# data[].attributes.body
-District busing
-Virtual meetings/fieldtrips
-Guest presentations at the school site

(TB, RG, & MS)

# data[].attributes.body
Barrier #3- Lack of motivation for learners and educators (outside the comfort zone)

Potential Solutions:

1. Provide the why

2. Learner voice in the creation/ focus of the seminars

3. LF voice in the creation/ focus of the seminars

4. Provide authentic models from other places

5. Give learners voice in scheduling and seminar choice

# data[].attributes.headline
Practice Labs-There has not been a lot of discussion regarding what the concept of a practice lab is.

# data[].attributes.subject
Practice Labs-There has not been a lot of discussion regarding what the concept of a practice lab is.

# data[].attributes.body
Without a shared vision of a practice lab it is not feasible to implement.

# data[].attributes.headline
Tutorials/Obstacles (Manny, Cheri, Brian, Lupe)

# data[].attributes.subject
Tutorials/Obstacles (Manny, Cheri, Brian, Lupe)

# data[].attributes.body
Mapping curriculum to resources

LF’s need to be able to break down tutorials by skill needs so that it covers multiple content levels

Time and Logistics

Monitoring the Progress, Learner Understanding, Proficiency Reteach

Technology Vs. Hands-on Interactions and supports

What Prerequisite Skills do learners need/ Flipped Model what will need to be learners prior

Procedural Use of Tutorials creating Learner Process to seek clarity and understanding
Understanding of What Tutorials are by All LF's

# data[].attributes.headline
Partner alignment & organizational planning of mentorship opportunities - solutions (Matt, Rachel, Adriel)

# data[].attributes.subject
Partner alignment & organizational planning of mentorship opportunities - solutions (Matt, Rachel, Adriel)

# data[].attributes.body
- Building a continuous alignment & the start and throughout mentorship
- Needs to be relevant and involve complex thinking leading to thinking about what are the main focuses (declarative goals)
- Must build strong partners

# data[].attributes.headline
Obstacle:  Accountability to completing tutorials

# data[].attributes.subject
Obstacle:  Accountability to completing tutorials

# data[].attributes.body
Solution 1:   Add an outcome; empower quiz, edupuzzle.
Solution 2:  Building time into the school day for LF accountability to be present.
Solution 3: Have stations set up when learners are on site (1 station for learners who did not complete the tutorial, 1 for next level opportunities, 1 fun station at the end which you would not reach if you came into the LE unprepared)

# data[].attributes.headline
Obstacle:  Building capacity of LFs and time for creating sustainable tutorials

# data[].attributes.subject
Obstacle:  Building capacity of LFs and time for creating sustainable tutorials

# data[].attributes.body
Solution 1:  During creation, be frugal with paid sites/curriculum.
Solution 2:  Cross site collaboration when creating tutorials.
Solution 3:  Vertical collaboration as tutorials are being built.
Solution 4:  Common bank of tutorials in Empower
Solution 5:  Unpack playlists and revise to ensure a friction free tutorial is part of the playlists OR ensure accountability to a tutorial before playlist is assigned.

# data[].attributes.body
* Build Labs into Empower
* Build Lab time into daily and/or weekly schedule
* Dedicated LFs and/or Learning Environment that develop labs and learners are sent to that LF when ready
* LF collaboration time to develop labs
* Learner voice and choice in lab design and selection

# data[].attributes.headline
Project Labs-There is some work with this in LUSD.

# data[].attributes.subject
Project Labs-There is some work with this in LUSD.

# data[].attributes.body
Project Based Learning is practiced by some LF's, but it seems to be sporadic. There is project based learning in many CTE classes and some academic areas at LHS.

# data[].attributes.headline
Possible Solution: redefining mentorship (Matt, Rachel, Adriel)

# data[].attributes.subject
Possible Solution: redefining mentorship (Matt, Rachel, Adriel)

# data[].attributes.body
Workforce skill development is very valuable but so is having the transitional development reassurance from content level to content level. Intra-district opportunities exposing learners to other learners throughout the district to allow them to give them insight

# data[].attributes.body
Solution #1:Building Capacity with the LF's so they can facilitate instruction in which at least 1/2 of the time is learners spent doing the doing.
This could be a focus on what learners are doing during instructional time.
Solution #2: Complete walk through data gathering to analyze the percentage of time learners spend actively engaged in the thinking.

# data[].attributes.headline
Solutions/Building Capacity (Manny, Cheri, Brian, Lupe)

# data[].attributes.subject
Solutions/Building Capacity (Manny, Cheri, Brian, Lupe)

# data[].attributes.body
1. Building Capacity: Providing Support for Learning facilitators to Understand the true purpose of Tutorials
a. Tutorials need to be identified as a priority by Curriculum and Instruction and a model needs to be established.
b. The purpose and the why need to be mapped out and established.
c. Professional Learning needs to be delivered.
d. Establish Monitoring and Feedback Cycle
e. Empower LF Sharing Platform for prerequisite skills
f. LF's need to know the specific skills L's need to know in order to be successful with learning concepts and standards (Understanding of Outcomes)

2. Time and Logistics
a. Efficient and effective way to deploy learners
b. Preparation of Materiels (Time, Extra Prep this can be viewed as an intervention) Revisiting Planning Time as a Site or additional amount for plan time, not prep time
e. Allocated time for Tutorials, Seminars, Labs, and Mentorships
c. Developing this as Part of our Core Instructional Model
d. Template needs to be created and provided for instructional planning
e. System for accountability/Card Scanning QR Code

# data[].attributes.headline
Overcoming Barriers: Lack of Mentorship Program

# data[].attributes.subject
Overcoming Barriers: Lack of Mentorship Program

# data[].attributes.body
-Create win-win for private business and school system
-Synergize with existing school programs that are established (C.O.S. and others)

(TB, RG, & MS)