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Career Technical Education
Career Technical Education
Career Technical Education
Career Technical Education
Career Technical Education
Career Technical Education
Career Technical Education
Career Technical Education
Career Technical Education
Career Technical Education
Career Technical Education
Career Technical Education
Career Technical Education
Career Technical Education
Career Technical Education
Career Technical Education
Career Technical Education
Career Technical Education
Career Technical Education
Career Technical Education
Career Technical Education
Career Technical Education
Career Technical Education
Career Technical Education
Career Technical Education
Career Technical Education
Career Technical Education
Career Technical Education
Career Technical Education
Career Technical Education
Career Technical Education
Career Technical Education
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Career Technical Education

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  • 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
  • Transcript

    • 1. NASDCTEc Fall Conference Career Technical Education Framework for California Public Schools, Grades Seven Through Twelve
    • 2. 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
    • 3. Goals
      • The 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
    • 4. 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.
    • 5. 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
    • 6. 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
    • 7. 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
    • 8. 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
    • 9. Foundation Standards
      • 1. Academics (math, science, history-social science, VP arts)
      • 2. Communications (English Language Arts)
      • 3. Career Planning & Management
      • 4. Technology
      • 5. Problem Solving & Critical Thinking
      • 6. Health & Safety
      • 7. Responsibility & Flexibility
      • 8. Ethics & Legal Responsibilities
      • 9. Leadership & Teamwork
      • 10. Technical Knowledge & Skills
      • 11. Demonstration & Application
    • 10. 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.
    • 11. Pathway Standards
      • Concise statements that reflect the essential knowledge and skills students are expected to master for success in specific career pathways
    • 12. 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.
    • 13. Career Technical Education Framework
    • 14. 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.
    • 15. 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
    • 16. Part I - Introduction
      • The unique qualities of CTE include the opportunities offered to all youths to:
      • Acquire the technical skills required for direct employment in business & industry.
      • Maximize achievement through contextual learning .
      • Learn to function efficiently in predictable and unpredictable circumstances .
      • Experience adult mentors
    • 17. Part I - Introduction
      • 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.
    • 18. 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
    • 19. 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
    • 20. 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
    • 21. 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
    • 22. 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
    • 23. 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
    • 24. 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
    • 25.
      • 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
    • 26. 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
    • 27.
      • 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)
    • 28. 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
    • 29. 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
    • 30. 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
    • 31. Questions ?
    • 32. 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

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