Model Curriculum Standards Career Technical Education
California Education Code • 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)
California Education Code • Each school district shall offer • … 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)
Historical Dilemma: 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
Evaluation 6 Synthesis 5 Analysis 4 Application 3 Comprehension 2 Awareness 1 Rigor/Relevance Framework KNOWLEDGE 3 Apply knowledge across disciplines 4 Apply knowledge to real-world predictable situations 5 Apply knowledge to real-world unpredictable situations 1 Knowledge in one discipline 2 Apply knowledge in one discipline International Center for Leadership in Education APPLICATION
Goals 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 Organized in 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 The 15 Industry Sectors:
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
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 Career Pathway Examples
2 Types of Standards: -Foundation Standards -Pathway Standards
Foundation Standards The standards all students need to achieve to master workplace competencies both in the career technical education curriculum and in the workplace
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
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.
Example of Foundation Standard in 2.0 “Communications”Finance and Business Sector 2.2 Writing • 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.
Pathway Standards 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 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.
CTE Framework Organized by Themes: • Program Administration, Assessment, and Accountability • Standards-based Curriculum • Standards-based Instruction and Assessment • Support Services • Professional Development • Community Involvement and Collaboration
Education Productive and self sufficient students Postsecondary education Engagement in school Academic skills Technical skills Career management Quality of life Economy Skilled available workforce Increased productivity Improved economy Less public assistance Career ladders Innovation Better communities CTE Standards and Frameworks Laws Intend that CTE shall improve conditions for students and the economy:
"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
Patrick Ainsworth PAinswor@cde.ca.gov Karen Shores KShores@cde.ca.gov 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 Thank You.