Career, Technical & Agricultural Education Curriculum/Career Pathway:

1. Career, Technical & Agricultural Education Curriculum/Career Pathway: Development to Implementation Overview Northeast Georgia RESA January 24, 2008

2. Career, Technical & Agricultural Education (CTAE) • Curriculum Revision/Development • Perkins IV Legislation • Graduation Rule

3. Factors Influencing Achievement 1. Guaranteed and Viable Curriculum 2. Challenging Goals and Effective Feedback 3. Parent and Community Involvement 4. Safe and Orderly Environment 5. Collegiality and Professionalism School 6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design Teacher 9. Home Environment 10. Learning Intelligence/ Background Knowledge 11. Motivation Student

4. Guaranteed and Viable Curriculum Guaranteed Curriculum …“Operationally, this means that clear guidance is given to teachers regarding the content to be addressed in specific courses and at specific grade levels.” “Additionally, it means that individual teachers do not have the option to disregard or replace content that has been assigned to a specific course or grade level.” ViableCurriculum …“the content articulated in the curriculum for a given course or grade level can be adequately addressed in the time available.”

5. Re-Engineering Career, Technical and Agricultural Education (CTAE) Curriculum with Performance Standards

6. Question: Are performance standards different from QCCs? Answer: Performance standards go into much greater depth than the content standards used in the previous curriculum. They provide clear expectations for assessment, instruction, and student work. They define the level of work that demonstrates achievement of the standards, enabling a teacher to know “how good is good enough.” The performance standards isolate and identify the skills needed to use the knowledge and skills to problem-solve reason, communicate, and make connections with other information. Performance standards also tell the teacher how to assess the extent to which the student knows the material or can manipulate and apply the information.

7. What performance level do you expect? What is acceptable evidence? What do you want students to know and be able to do? Basic Backward Design What are the learning experiences and instruction? How will you assess (students and the instruction?)

9. Question: What is a career pathway? Answer: A career pathway is established to help students align their academic and career, technical and agricultural studies to better prepare them for graduation, post-secondary education, and career opportunities.

10. Business and Computer Science

11. Agriculture Agriscience Architecture, Construction, Communications & Transportation Transportation Logistical Operations Transportation Logistical Support Business & Computer Science Computing Small Business Development Engineering & Technology Engineering Healthcare Science Therapeutic Services - Nursing Marketing, Sales & Services Marketing & Management CTAE Curriculum Revision Phase I Eight Pathways

12. Architecture, Construction, Communications & Transportation Construction Engineering, Drawing and Design Aircraft Support Flight Operations Engineering & Technology Electronics Manufacturing Energy Systems Business & Computer Science Financial Management-Accounting Financial Management-Services Interactive Media Marketing, Sales & Services Fashion Marketing Marketing, Communications and Promotion Family & Consumer Sciences Early Childhood Education Education and Teaching Culinary Arts Nutrition and Food Science Healthcare Science Health Informatics Therapeutic Services-Emergency Services Therapeutic Services-Medical Services Agriculture Plant Science/Horticulture Forestry/Natural Resources CTAE Curriculum Revision Phase II Twenty-one Pathways

13. Architecture, Construction, Communications & Transportation Metals Graphic Communications Visual Communications Broadcasting & Digital Media Business and Computer Science Administrative/Information Support Computer Network Systems Marketing, Sales & Services Travel Marketing & LodgingManagement Sports & Event Marketing Family & Consumer Sciences Consumer Services Family/Community Services Interior Design Healthcare Science Biotechnical Research & Development Diagnostic Services Agriculture Animal Science Agricultural Mechanics Agribusiness Management Government & Public Safety Law and Justice Homeland Security & Emergency Services CTAE Curriculum Revision Phase III Eighteen Pathways

14. CTAE GeorgiaPerformance Standards(Litmus Test) • Academic Alignment • Technical Skill Development • Workplace Readiness/Foundation Skills • Postsecondary Alignment – Statewide Articulation • Business & Industry Standards Alignment

15. Making the Connection: Teaching Academic and Technical Standards through Career, Technical and Agricultural Education (CTAE)

16. Ensure RIGOR Challenge all students with high expectations Provide RELEVANCE Help students connect their studies to the real world Build RELATIONSHIPS Foster supportive relationships between students and adults

17. Step 1 Provide Rigorous Instruction Challenge all students with high expectations • Develop rigorous, standards-based courses that prepare • all students for college and careers • National standards • Interdisciplinary connections – academic standards • Honors and Advanced Placement (AP) • Articulation at two- and four-year colleges • Challenging sequence of standards-based courses

18. Step 2 Ensure Relevance in Curriculum and Instruction Help students connect their studies to the real world • Elements of leading-edge programs • Integrated application of academic content and skills in a problem-based learning environment • Partnership-supported educational experiences designed to connect classroom learning with the workplace • Career pathway options for all students that are based on interest and economic demands of the future

19. Step 3 Build Meaningful Relationships Foster supportive relationships between students and adults

20. Build Meaningful Relationships… Quality P-16 Educational System • Business Partners • Community Partners • Government Partners • Parents/Guardians • Teachers, Counselors, Administrators • Postsecondary Education Partners • State-of the-art work-based learning experiences, such as internships and apprenticeships, as part of a CTAE pathway program • Mentoring, job shadowing, etc. • Leadership development (CTSO’s)

21. Question: How does a career pathway relate to the definition of a “program ofstudy” as defined by the new Perkins IV Legislation? Answer: Programs of study are very similar to career pathways. In Georgia, career pathways will become a program of study. A program of study, as defined by the new Perkins IV Legislation, incorporates secondary education and post-secondary education elements; includes coherent and rigorous content aligned with challenging academic standards and technical content in a coordinated, non-duplicative progression of courses that align secondary education with post-secondary education to adequately prepare students to succeed in post-secondary education. Below see an outlined schedule for career pathway implementation: • Phase I: Development 05-06; Training 06-07; Implementation 07-08. • Phase II: Development 06-07; Training 07-08; Implementation 08-09. • Phase III: Development 07-08; Training 08-09; Implementation 09-10. (Please see the CTAE Career Pathway Development document at http://www.georgiastandards.org/career.aspx.) Once the Georgia State Plan has been developed, it will create benchmarks upon which career pathways will be developed for students.

22. Question: How does my system decide which pathways to offer? Answer: Consideration should be given to current program offerings, industry/community needs, and the capacity to implement pathways based on the available resources, faculty, equipment, and facilities. How does this differ for small and large systems?

23. Question: As a CTAE Director, what can I do presently to prepare for Phase I Implementation? Answer: In preparation, your instructors in related program areas can collaboratively review the new standards to: • identify similarities to current programs; • identify differences from current programs; • identify changes/additions required in programs; • identify change/additions required in facilities and/or equipment; • identify changes/additions required in resources; and, • generate questions.

25. Question: Will course names and the corresponding course numbers change? Answer: Due to most of the courses being revised to the GPS, the majority of course numbers and titles will remain the same. However, any new courses that will be developed/or have been developed, will carry new course numbers. For additional information on course titles and numbers, see the CTAE Phase I and Phase II Course Information Guide at http://www.georgiastandards.org/career.aspx?PageReq=PhaseI http://www.georgiastandards.org/career.aspx?PageReq=PhaseII

26. Question: Will the Georgia Department of Education require an end-of-pathway assessment/certificate for every student? Answer: Career pathways and end-of-pathway assessments are being developed to help local systems align career and academic students in a sequenced academic study to increase student achievement. The intent of the pathways is to create this alignment. Today it is not a requirement for every student to be in a career pathway. We are attempting to create a sliding scale which means that every system starting with the 2007-2008 school year should offer at least one career pathway. Larger systems should make available several pathways choices to students during the 2007-2008 school year. Since the Georgia State Plan has not been developed, it is difficult determining exactly how many pathways should be available to students based on school or system size. We are aware, though, that the new legislation “does require” pathways or programs of study. To support this, systems will be required to identify the percentage of their students that will participate in career pathways. Also, the legislation states that career pathways will determine the foundation of programs including, but not limited to, the type of equipment to be used in a particular program. It is our hope that the creation of career pathways will assist with increasing the graduation rate.

27. Question: Where can I access information regarding the CTAE Curriculum Revision process? • Answer: CTAE Curriculum revision process information can be accessed at the following website: http://www.georgiastandards.org/career.aspx?PageReq=PhaseI • PLEASE CHECK THIS SITE REGULARLY FOR UPDATES.

28. 160-4-2-.48 HIGH SCHOOL GRADUATION REQUIREMENTS FOR STUDENTS ENROLLING IN THE NINTH GRADE FOR THE FIRST TIME IN THE 2008-09 SCHOOL YEAR AND SUBSEQUENT YEARS.

29. Section 14.1 Career Technical and Agricultural Education (CTAE) For ALLStudents

30. (iii) AREAS OF STUDY. Units Required • (I) English/Language Arts* 4 • (II) Mathematics* 4 • (III) Science* 4 The 4th science unit may be used to meet both the science and elective requirement • (IV) Social Studies* 3 • (V) CTAE and/or Modern Language/Latin and/or Fine Arts 3 • (VI) Health and Physical Education* 1 • (VII) Electives 4 TOTAL UNITS (MINIMUM) 23 *Required Courses and/or Core Courses

31. (V) CTAE/Modern Language/Latin/Fine Arts: A total of three units of credit shall be required from the following areas: CTAE and/or Modern Language/Latin and/or Fine Arts. Students are encouraged to select courses in a focused area of interest. I. Career, Technical and Agricultural Education (CTAE) Pathways: Students may earn three units of credit in a coherent sequence of CTAE courses through a self-selected pathway leading to college readiness and a career readiness certificate endorsed by related industries.

32. Section 14.10 Peach State Pathway: Education and Career Planning Tool • Provided as an organizational tool for education and career planning for ALL students and their family • Provided as an informational tool for education and career planning for ALL students and their family • Provided as a conversational tool for ALL students and their family • Provided as a visual tool for education and career planning for ALL students and their family

35. 5. AREAS OF STUDY. (III) Science: Four units of credit in science shall be required of all students, including one full unit of Biology; one unit of either Physical Science or Physics; one unit of either Chemistry, Earth Systems, Environmental Science or an AP/IB course; and one additional science unit. The fourth science unit may be used to meet both the science and elective requirements. Any AP/IB science course may be substituted for the appropriate courses listed above.

36. Part 13: Areas of Study: Health/Physical EducationSection 13.2 JROTC Option • Student earns 3 credits in JROTC • Local Board of Education Approves • Key Elements of comprehensive HPE

37. Further CTAE Focused Discussions

38. Rigorous CTAE programs that support high achievement levels for all students

39. Ann Hatchell CTAE Curriculum Coordinator Georgia Department of Education 1752 Twin Towers East Atlanta, Georgia 30334 404-657-6845 office 478-719-7584 cell ahatchel@doe.k12.ga.us