career technical education

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

NASDCTEc Fall Conference

Career Technical Education Framework

for California Public Schools,

Grades Seven Through Twelve

JACK O’CONNELLState Superintendent of Public Instruction

CTE Model Curriculum Standards - Background

• Legislation in 2003 mandated the creation of CTE Standards and Framework

• Standards adopted May 2005

• Framework approved January 2007

• All standards are models

• CTE standards organized in 15 sectors (clusters) and 58 pathways


GoalsThe CTE standards are a tool to:

• Support mastery of essential employability skills and technical 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


CTE Standards are presented by Industry Sector and Pathway,

not by course or grade.

Why?

Course content, nomenclature and grade levels vary

Local industry needs may require customized pathway development

Some pathways require academic courses as prerequisites or as part of the pathway.


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 common knowledge and skills all students need to master within each industry sector that prepares them

for success in the workplace and readies them for postsecondary education and training


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.


Pathway Standards

Concise statements that reflect the essential knowledge and skills students are expected to master for success in specific career pathways


CTE Pathway StandardSector: 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.


Career Technical Education

Framework


Vision Statement

Career technical education (CTE) engages all students in a

dynamic and seamless learning experience resulting in their

mastery of the career and academic knowledge and skills necessary to become

productive contributing members of society.


Organization of Contents• Part I: Career Technical Education for

California’s Twenty-First Century– Chapter 1: Structuring a Standards-based

Curriculum

– Chapter 2: Standards-Based Education—Lesson Planning and Instruction

– Chapter 3: Administrative and Support Services

– Chapter 4: Community Involvement and Collaboration

– Chapter 5: CTE Foundation Standards Applications

• Part II: Industry Sectors• References, Glossary


Part I - Introduction

The unique qualities of CTE include the opportunities offered to all youths to:

1. Acquire the technical skills required for direct employment in business & industry.

2. Maximize achievement through contextual learning.

3. Learn to function efficiently in predictable and unpredictable circumstances.

4. Experience adult mentors


Part I - Introduction

The unique qualities of CTE include the opportunities offered to all youths to:

4. Gain employment experience and beginning references.

5. Increase potential for high school graduation.

6. Prepare for success in postsecondary training and education.


Chapter 1: Structuring a Standards-Based Curriculum

• Overview of CTE delivery structures

• Step-by-step discussion of how to create standards-based CTE programs

– Course Sequencing– Mapping Curriculum– Curriculum Delivery


California Career Technical Education Systems

Professional

Advanced Technical

Technical

Occupational

High School

Middle School

Elementary School

ROCP – RegionalOccupationalPrograms and Centers Grades 11To Adult

UC, CSU & Private

Colleges & Universities

Community Colleges and Post-secondary Technical Schools

Adult Education

Career Pathways, ROP, Career Exploration and Beginning Preparation

Career Awareness and Beginning Exploration

Career Concept and Beginning Awareness

Delivery Systems

Level of Preparation


Chapter 1 - Steps to Develop a Program and Curriculum

• Process for choosing program area - page 13

• CTE program planning pathways/courses - page 18

• Developing course sequences – page 20

• Defining the curriculum through the standards – page 24

• Mapping the curriculum to address the standards – page 28


Considerations in developing a

course sequence/program of study

StudentInterests

InstructorAvailability

CourseAvailability

Time &Transpor-

tation

Articulation

Resources

Business/Community

Needs

PROGRAM OF

STUDY


Chapter 2: Standards-Based Instruction and Assessment

• Creating standards-based lessons and units

• Integrating foundation and pathway standards in lessons and units– Reinforcing the learning of literacy

and math through CTE– Interdisciplinary projects


Unwrapping a Standard

• Analyze the standard collectively – what does it say in your terms?

• What do our students need to know and be able to do? - page 46

• How will attainment of this knowledge and skill be measured? – Page 49, Performance Task Rubric


Chapter 3: Administrative and Support Services – Page 70

• CTE Plan must be integrated into other school-wide plans (WASC, SSP), & include:– Universal Access

• ELL, Gender Equity, learning disabilities, economically disadvantaged, gifted

• Differentiated Instruction (pacing, grouping, complexity)

– Financial Support• Federal State and Private Grant funds• Local Business & Community Support• General Fund• Facilities & Equipment

– Internal & External Review• Cyclical assessment, data-base decision

making, continuous improvement


• Professional Development (making time, improve/develop curriculum, industry currency)

• Student Scheduling (examples of students completing full pathway, meeting A-G requirements, and of those requiring academic intervention

• Student Recruitment and Enrollment (ideas for marketing CTE and increasing awareness– Publication of information in all languages– Using a variety of venues: Website, brochures, tape

or CD, enclosure with annual course selection, letter to incoming middle school parents/students

– Presentations to Middle School students– CTE-focused Summer camps– CTE student displays at activities– Education & Career Plans to include academic and

career pathway course planning based on career interest survey

• Career Awareness and Guidance


Chapter 4: Community Involvement & Collaboration – Page98

• Roles of – Education Partners in creation &

maintenance of CTE program (school, district, families,students, postsecondary)

– Community Partners (business, labor, community & youth organizations, county offices, government & military, WIB, adult ed

• Articulation and alignment of CTE:– Middle to high school, high school to post-

secondary, high school to industry,role of P-16 councils

– Review & revision of course content, determination of advanced credit, public relations, data collection & review


Purpose & Roles of Advisory Committees:– Curriculum Development (technology,

performance tasks, labor market trends)– Program Evaluation (meeting industry

standards, need for new programs)– Community and Public Relations (marketing

plan, media coverage)– Recruitment & Job Placement (student

recruitment, ID job openings, hire grads)– Support Student Organizations (sponsor

scholarships, fund raising, judging at events)– Professional Development (recruit potential

staff, in-service activities, externships)– Resources (financial support, equipment, tours,

job shadowing, internships, speakers)– Legislation and Advocacy (Support with

Legislature, advocating for CTE programs)


Chapter 5: CTE Foundation Standards Applications – Page 115

• Strategies for integrating foundation standards into CTE courses

• Particular emphasis on Career Planning and Management

11 Foundation Standards:

Academics, Communications, Career Planning & Management, Technology, Problem Solving & Critical Thinking, Health & Safety, Responsibility & Flexibility, Ethics & Legal Responsibilities, Leadership & Teamwork, Technical Knowledge & Skills, Demonstration & Application


Part II: Industry Sectors – Page 139

• For each Sector, a description of:– The Sector in relation to the economy– The Pathways within the sector

• For all 58 Pathways, included are:– A sample course sequence– A sample of foundation & pathway standards

for a single course within the pathway– An unpacked standard in the sample course– A sample assignment that integrates

foundation & pathway standards– A sample scoring rubric to assess student

performance

• A Sample of Pathway Careers


Part II: 15 Industry Sectors• Agriculture and Natural Resources • Arts, Media, and Entertainment • Building Trades and Construction • Education, Child Development, and Family Services• Energy and Utilities • Engineering and Design • Fashion and Interior Design • Finance and Business • Health Science and Medical Technology• Hospitality, Tourism, and Recreation• Information Technology• Manufacturing and Product Development • Marketing, Sales, and Service• Public Services• Transportation


Questions


Thank YouPatrick Ainsworth

[email protected]

Or Contact

Karen [email protected]

Paul [email protected]

Website for Model Curriculum Standards:

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

For CTE Framework http://www.cde.ca.gov/be

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