The California Career Technical Education Model Curriculum Standards, Were adopted by the State Board of Education in 2005, providing educators with rigorous, balanced standards reflecting both the essential knowledge to achieve a seamless transition to careers and/or postsecondary education/training and the specific skills required for each of the state’s 58 career pathways. [i] The Career Technical Education Framework is the blueprint for educators to implement the career technical education model curriculum standards It provides context for the content laid out in the standards, discusses best practices, and explores important issues in implementation. The development and adoption of the framework was mandated by Senate Bill 1934 (McPherson), a companion bill to the earlier Assembly Bill 1412 (Wright), which required development of career technical education (CTE) model curriculum standards
NASDCTEc Fall Conference Career Technical Education Framework for California Public Schools, Grades Seven Through Twelve
The unique qualities of CTE include the opportunities offered to all youths to:
Gain employment experience and beginning references .
Increase potential for high school graduation.
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
California Career Technical Education Systems Professional Advanced Technical Technical Occupational Career Pathways, ROP, Career Exploration and Beginning Preparation Career Awareness and Beginning Exploration Career Concept and Beginning Awareness Delivery Systems Level of Preparation High School Middle School Elementary School ROCP – Regional Occupational Programs and Centers Grades 11 To Adult UC, CSU & Private Colleges & Universities Community Colleges and Post-secondary Technical Schools Adult Education
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 Student Interests Instructor Availability Course Availability 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
Thank You Patrick Ainsworth [email_address] Or Contact Karen Shores KShores@cde.ca.gov Paul Gussman [email_address] Website for Model Curriculum Standards: http://www.cde.ca.gov/re/pn/fd For CTE Framework http://www.cde.ca.gov/be