career technical education

CALIFORNIA DEPARTMENT OF EDUCATIONJack O’Connell, State Superintendent of Public Instruction

Career Technical Education

Model Curriculum Standards


Legislative History

JACK O’CONNELLState Superintendent of Public Instruction

California Education Code

• The governing Board shall prescribe separate courses of study including, but not limited to, a course of study to prepare prospective pupils for admission to state colleges and universities, and a course of study for career technical training. (Section 51224, 1977)



• Each school district shall offer

… a course of study fulfilling the requirements for admission to the California public institutions of postsecondary education

…a course of study that provides the opportunity for those pupils to attain entry-level employment skills in business and industry (Section 51228, 1983)



The Governing Board shall adopt alternative means for pupils to complete the prescribed course of study, which may include practical demonstration of skills and competencies, supervised work experience, high school CTE, ROCP courses, interdisciplinary study, independent study, and credit earned at a postsecondary institution. (Section 51225.3 b, 1985)



Districts are encouraged to provide all students with a rigorous academic curriculum that integrates academic and career skills, incorporates applied learning in all disciplines, and prepares all pupils for high school graduation and career entry. (SB 1934, Section 51228, 2002)


Historical Dilemma:

Secondary education in the United States was designed to separate:

• Academic and Vocational• Head from hand• Knowing from doing• Applied from the abstract• Education from training

Berryman, Sue E., and Thomas R. Bailey. 1992


Current Status of CTE

• 1 million secondary students enrolled annually

• 226,575 adult students enrolled in ROCP and Adult Education CTE courses

• 85% of Career Technical Education students taking a sequence of courses graduated

• Enrollments in secondary CTE courses declined 15% from 1997-98 to 2003-04

• Highest enrollment areas include: Business and Administrative Services, Information Technology, Health, and Arts, Media & Entertainment

• A-G approved CTE courses = 4,024


California Career Technical Education Systems

Level of Preparation Delivery Systems

Professional Advanced Technical Technical Occupational

Grades 11-12

Career Pathways: Concentration and Integration

Grades 9-12

Exploration Grades 6-8

Awareness

Grades K-5

High School

Middle School

Elementary

Community Colleges

ROCP

Regional

Occupational Centers and Programs

University of California California State Universities

Private Colleges and Universities

Adult Education


CTE Standards and Frameworks

• AB 1412 Wright - Mandated the establishment of CTE standards

• SB 1934 McPherson - Mandated the development and adoption of a CTE curriculum framework

• Recognized the importance of CTE within K-12 system

• Requires that CTE programs are linked to current and future economy

• Standards adopted May 2005


Rigor/Relevance Framework

Assimilation – CStudents extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and create solutions.

Adaptation – DStudents have the competence to think in complex ways and to apply their knowledge and skills. Even when confronted with perplexing unknowns, students are able to use extensive knowledge and skill to create solutions and take action that further develops their skills and knowledge.

Acquisition – AStudents gather and store bits of knowledge and information. Students are primarily expected to remember or understand this knowledge.

Application – BStudents use acquired knowledge to solve problems, design solutions, and complete work. The highest level of application is to apply knowledge to new and unpredictable situations.

Evaluation 6

Synthesis 5

Analysis 4

Application 3

Comprehension 2

Awareness 1

1

Knowledge in one discipline

2

Apply knowledge in one discipline

3

Apply knowledge across disciplines

4

Apply knowledge to real-world predictable situations

5

Apply knowledge to real-world unpredictable situations

International Center for

Leadership in Education


Goals

The CTE standards are a tool to:

• Support mastery of essential employability skills and rigorous academic content standards

• Develop a highly skilled and educated workforce which contributes to economic prosperity

• Support a seamless transition to postsecondary education and/or career entry

• Improve student achievement


Structure of CTE Standards

Developed for use at secondary level, grades 7 – 12

Organized in

15 Industry Sectors


The 15 Industry Sectors:

• Agriculture & Natural Resources

• Arts, Media & Entertainment

• Building Trades & Construction

• Education, Child Development, & Family Services

• Energy & Utilities• Engineering & Design• Fashion & Interior

Design

• Finance & Business• Health Science &

Medical Technology• Hospitality, Tourism, &

Recreation• Information Technology• Manufacturing & Product

Development• Marketing, Sales, &

Service• Public Services• Transportation


Career Pathways

A sequence of courses leading to a degree, certificate or licensure,

and/or gainful employment.

Two or more Career Pathways

per Industry Sector

There are 58 Career Pathways represented in the Standards


Career Pathway Examples

Health Science & Medical Technology Industry Sector

• Biotechnology Research and Development

• Diagnostic Services• Health Informatics• Support Services• Therapeutic Services

Information Technology Industry Sector

• Information Support & Services

• Media Support & Services

• Network Communications

• Programming & Systems Development


2 Types of Standards:

-Foundation Standards

-Pathway Standards


Foundation Standards

The standards all students

need to achieve

to master workplace competencies

both in the

career technical education curriculum

and in the workplace


Foundation Standards

1.Academics (math, science, history-social science, VP arts)2.Communications (English Language Arts)3.Career Planning & Management4.Technology5.Problem Solving & Critical Thinking6.Health & Safety7.Responsibility & Flexibility8.Ethics & Legal Responsibilities9.Leadership & Teamwork10. Technical Knowledge & Skills11. Demonstration & Application


Example of Foundation Standard in 1.0 “Academics”

Building Trades & Construction Sector

1.2 Science

Specific applications of Physics (grades nine through twelve)

(3.a) Students know heat flow and work are two forms of energy transfer between systems.

(3.g) Students know how to solve problems involving heat flow, work, and efficiency in a heat engine and know that all real engines lose some heat to their surroundings.

(5.b)Students know how to solve problems involving Ohm’s law.


Example of Foundation Standard in 2.0 “Communications”

Finance and Business Sector 2.2 Writing• Specific applications of English-language arts

(grades eleven and twelve)– (2.6) Deliver multimedia presentations:

• a.Combine text, images, and sound and draw information from many sources (e.g., television broadcasts, videos, films, newspapers, magazines, CD-ROMs, the Internet, electronic media-generated images).

• b.Select an appropriate medium for each element of the presentation.

• c.Use the selected media skillfully, editing appropriately and monitoring for quality.

• d.Test the audience’s response and revise the presentation accordingly.


Pathway Standards

Concise statements that reflect

the essential knowledge and skills

students are expected to master

to be successful

in the career pathway


CTE Pathway Standard

Sector: Engineering & Design

Pathway: Architectural & Structural Engineering

Standard: • A6.0 Students understand the use of

computer-aided drafting and design (CADD) in developing architectural designs:

Subcomponents:– A6.1 Know various CADD programs that

are commonly used in architectural design.

– A6.2 Use CADD software to develop a preliminary architectural proposal.


CTE Framework

Organized by Themes:

• Program Administration, Assessment, and Accountability

• Standards-based Curriculum• Standards-based Instruction and

Assessment• Support Services• Professional Development• Community Involvement and

Collaboration


Laws Intend that CTE shall improve conditions for students and the economy:

Education• Productive and self

sufficient students• Postsecondary

education• Engagement in

school • Academic skills• Technical skills • Career management• Quality of life

Economy• Skilled available

workforce

• Increased productivity

• Improved economy

• Less public assistance

• Career ladders

• Innovation

• Better communities

CTE Standards and Frameworks


"Sometimes we don't just need to think outside the box, we need an entirely new box to think in.”

– Ray McNulty, International Center for Leadership in Education, 2005 High School Reinvention Symposium


Thank You.Patrick Ainsworth

[email protected]

Karen Shores

[email protected]

Website for final version of Career Technical Education Model Curriculum Standards

available by end of January 2006:

http://www.cde.ca.gov/re/pn/fd

career technical education

Education

acquired knowledge

adult education cte

extensive knowledge

structure of cte standards

secondary cte courses

abstract education

career skills

secondary students