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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)
… 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)
California Education Code
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)
California Education Code
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)
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
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 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 KNOWLEDGE APPLICATION Application – B Students 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. Acquisition – A Students gather and store bits of knowledge and information. Students are primarily expected to remember or understand this knowledge. Adaptation – D Students 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. Assimilation – C Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and create solutions. Evaluation 6 Synthesis 5 Analysis 4 Application 3 Comprehension 2 Awareness 1
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
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
Manufacturing & Product Development
Marketing, Sales, & Service
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
Example of Foundation Standard in 1.0 “Academics” Building Trades & Construction Sector
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
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.
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
A6.0 Students understand the use of computer-aided drafting and design (CADD) in developing architectural designs:
A6.1 Know various CADD programs that are commonly used in architectural design.
A6.2 Use CADD software to develop a preliminary architectural proposal.
Organized by Themes:
Program Administration, Assessment, and Accountability
Standards-based Instruction and Assessment
Community Involvement and Collaboration
Laws Intend that CTE shall improve conditions for students and the economy:
Productive and self sufficient students
Engagement in school
Quality of life
Skilled available workforce
Less public assistance
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_address] Karen Shores [email_address] 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