Career Technical Education Reporting in CALPADS

1. Career Technical Education Reporting in CALPADS

2. Why Should You Care about Course Completion and CTE Data?

3. Accountability • Career and • College Readiness • Indicator

4. Specifically… • Dual Enrollment Courses • Courses taken for COLLEGE CREDIT • MAY earn the student high school credit as well • CTE Postsecondary Articulated Courses • CTE Pathway Completers

5. Identifying Dual Enrollment CTE Courses • Select appropriate CTE course code (4000-5999) OR one of the specific “academic CTE courses” • Populate field 9.19 - Course Section Instructional Level Code with code 16 - College Credit

6. Academic CTE Courses • 2360 IB Music • 2370 AP Music theory • 2451 Computer programming • 2453 Computer science • 2455 Web design • 2465 IB Computer science • 2470 AP Computer science A • 2471 AP Computer science AB • 2601 Aerospace education • 2602 Aviation education • 2606 Zoology • 2609 Marine Science • 2617 Conservation • 2619 Energy education • 2655 Anatomy and Physiology • 2666 IB Design technology • 2674 AP Environmental science • 2732 Law-related education • 2766 IB Business and Management • 2860 IB Visual Arts • 2874 AP Studio Art: Drawing • 2875 AP Studio Art: Two Dimensional • 2876 AP Studio Art: Three Dimensional • 2960 IB Theatre

7. CTE Postsecondary Articulated Courses • CTE courses that have been articulated with a postsecondary institution • Allows the student to meet the prerequisite requirements for an upper division CTE course at the college

8. CTE Pathway Completers • Reported in the Student Career Technical Education (SCTE) file

9. Mapping and Reporting Career Technical Education Courses for State Reporting

10. Documentation

11. CTE Course Documentation • CALPADS Systems Documentation web page: http://www.cde.ca.gov/ds/sp/cl/systemdocs.asp • CALPADS Code Setsdocument • CALPADS Valid Code Combinationsdocument

12. CALPADS Codes Sets • The CALPADS Code Sets document is a document that contains all codes sets used when LEAs report to CALPADS. • Contains the course code numbers, names, and definitions • Does NOT contain information on the CTE pathway in which a particular CTE course belongs • Pathway information can be found in the CALPADS Valid Code Combinations document.

13. CALPADS Valid Code Combinations • The CALPADS Valid Code Combinations document is a document that contains several worksheets that outline codes that are valid when used with other codes in CALPADS. There are two worksheets in this document that contain CTE information: • CTE Pathway – CTE Industry Sect: This worksheet contains all CTE Pathway Codes and their associated Industry Sector Codes • Course Group Master Combos: This worksheet contains all state course codes and all associated attributes of those course codes, including several attributes specific to CTE

14. CTE Pathways and Sub-Pathways

15. Building a CTE Pathway 300 hours minimum Coming in 2017-18

16. 2016-17 State Course Code Restructuring Pilot State Course Codes in these sectors have been updated and are currently being piloted for (16-17): Agriculture and Arts, Media, and Natural Sciences Entertainment

17. AGR and ART (AME) Industry Sector Changes • State Course Codes have been: • Updated and streamlined • Generalized by pathway to allow more flexibility • Split into sub-pathways to further delineate content within a pathway • Split into distinct course content levels (intro, concentrator, capstone)

18. Why are we proposing this? • Local courses were difficult to map to existing CTE State Course Codes • Pathways were different at local and state levels • Names were too restrictive • Could not distinguish between intro, concentrator, and capstone courses

19. Example – Pathway Mismatch • Local Level • Introductory Entrepreneurship course = Marketing Pathway • State Level • Entrepreneurship and Innovation I (code 4125) = Entrepreneurship/Self-Employment Pathway

20. What do the changes look like? • Agriculture • Ornamental Horticulture • Ornamental Horticulture • Introduction to Ornamental Horticulture • Intermediate Ornamental Horticulture (concentrator) • Advanced Ornamental Horticulture (capstone) • Floral Design • Introduction to the Art and History of Floral Design • Intermediate Floral Design (concentrator) • Advanced Floral Design(capstone) Industry Sector Pathway Sub-Pathway Course Codes Sub-Pathway Course Codes

21. Examples of changes: • Local Course: Introduction to Digital Photography • Previous state course code mapping: • 5755 - Commercial Photography • NEW state course code mapping: • 5713 Introduction to Visual/Commercial Art • Local Course: Digital Photography II • Previous state course code mapping: • 5759 - Photography production and technology • NEW state course code mapping: • 5714 – Intermediate Visual/Commercial Art (3 course sequence) OR • 5751 – Advanced Graphic Communications (2 course sequence) – Will be Advanced Visual/Commercial Art for 2017-18

22. Where are we Going? • Revise remaining 13 sectors for 17-18 implementation

23. New Draft Codes for 13 Remaining Sectors • New 2017–18 DRAFT CTE Course Codes are available for your review (sent to you electronically). • New codes will be assigned a new numerical range (7000-8999)

24. Identifying Key Stakeholders

25. Involve Relevant Stakeholders

26. Involve Relevant Stakeholders

27. The Mapping Process

28. 1. Identify ALL your CTE Courses • Identify all CTE courses taught by your LEA • Even those courses that are not part of a pathway (stand-alone courses with CTE content) • Even schools who are not Perkins or CTEIG participants will have CTE courses

29. 2. Identify Pathway Sequences • Group courses into pathway sequences • Courses should align to the CTE pathway standards • California Career Technical Education Model Curriculum Standards web page: • http://www.cde.ca.gov/ci/ct/sf/ctemcstandards.asp

30. 3. Assign Appropriate Staff • Ensure that all teachers assigned to courses within a CTE pathway are appropriately assigned. • Staff must hold a preliminary or clear Designated Subjects Career Technical Education Teaching Credential for a specific industry sector.The credentials are available in subjects, also known as industry sectors: • Agriculture and Natural Resources • Arts, Media, and Entertainment • Building and Construction Trades • Business and Finance • Education, Child Development, and Family Services • Energy, Environment, and Utilities • Engineering and Architecture • Fashion and Interior Design • Health Science and Medical Technology • Hospitality, Tourism, and Recreation • Information and Communication Technologies • Manufacturing and Product Development • Marketing, Sales, and Service • Public Services • Transportation

31. 3. Assign Appropriate Staff • California Commission on Teacher Credentialing Credentials Leaflet 888 (CL-888) http://www.ctc.ca.gov/credentials/leaflets/cl888.pdf

32. 3. Assign Appropriate Staff Additionally, holders of a Single Subject Credential in the areas below are allowed to teach within the respective CTE areas:

33. 4. Identify the Course Content Level • For each course in the pathway sequence, identify the course content level: • Introductory (can apply to many pathways in a sector) • Concentrator (SHOULD only be used for ONE pathway) • Capstone (can only be used for ONE pathway)

34. Selecting the Appropriate State Course Code • When mapping your courses, please keep the following considerations in mind: • Do not map courses based solely on the local course titles • Map based on the: • Pathway or sub-pathway the course is in. • Level of the content taught in the course. • Number of courses in the sequence

35. Do NOT…. • Use the same course in TWO different industry sectors • Use the same course as a concentrator course in one pathway and a capstone course in another pathway (within the same industry sector) • Each pathway has DISTINCT pathway standards • Pick the DOMINANT pathway

36. Mapping a 3-Course Sequence

37. Mapping a 2-Course Sequence • 2 Course sequences should always be mapped to concentrator and capstone courses

38. Mapping a 4-Course Sequence

39. Full-Year/Multi-Hour Courses • Minimum of 300 hours* • Contains a year of intro, concentrator, and capstone content • Should be mapped to the CAPSTONE-LEVEL course in a pathway *There are few exceptions (e.g., Certified Nursing Assistant licensure)

40. Identifying High Quality CTE Courses in CALPADS • CALPADS collects ALL CTE courses • Including courses offered by ROC/Ps • Even if they are stand-alone courses (not part of a pathway) • Even if the LEA is not participating in Perkins or CTEIG Programs • Courses funded through the Perkins and CTEIG programs should be HIGH-QUALITY CTE COURSES • Therefore, Perkins and CTEIG courses need to be identified in CALPADS

41. What is a High-Quality CTE Course? • The course is (or will be) part of a course sequence that meets the CTE Pathway Standards; and • The course is taught by an appropriately credentialed CTE teacher • The course meets the standards to be funded by Perkins or CTEIG (even if the LEA is not receiving funding through those programs)

42. Identifying High Quality CTE Courses in CALPADS • High quality CTE (Perkins or CTEIG fundable) courses should be marked in CALPADS Course Section Completion (CRSC) file as follows: • Field 9.10 should be left BLANK for any CTE courses offered at an LEA that are not “high quality”.

43. Code 154 =

44. Course Content Code 154 • Populating Code 154 means this course is being identified as a HIGH QUALITY CTE COURSE: • part of a course sequence that meets the CTE Pathway Standards; and • taught by an appropriately credentialed CTE teacher • Can also be populated on specific ACADEMIC courses that are taught by CTE-credentialed teachers

45. Course Content Code 154 Issues • Currently a COURSE-LEVEL attribute in CALPADS (2016-17) • Requires the creation of two local courses with distinct course IDs if one section of a course is high quality and the other is not • For 2017-18 we will identify high-quality courses at the COURSE SECTION LEVEL.

46. Potential Mapping Issues • Problem • My local introductory course maps to many State Course Codes in a sector • Solution • Choose ONE introductory pathway course to map to • Intro courses are only aggregated by industry sector and not by pathway

47. Potential Mapping Issues • Problem • I have a course that is a concentrator course in one pathway and the capstone course in another pathway • Solution • This course should only belong to ONE pathway • Create a distinct and separate course for the other pathway

48. Potential Mapping Issues • Problem • Our district offers a course that is offered at one school that is Perkins school, and another school that is not Perkins • Solution • Create TWO local courses with two distinct local course IDs • Can be mapped to same State Course Code • Course at Perkins school should be flagged as “154”

49. Potential Mapping Issues • Problem • Our school offers two sections of a course. One is taught by a CTE-credentialed teacher, the other is not. • Solution • Create TWO local courses with two distinct local course IDs • Can be mapped to same State Course Code • Course with credentialed teacher should be flagged as “154”

50. Example: Different Course Content Code Different Local Course ID Same State Course Code