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CALIFORNIA DEPARTMENT OF EDUCATIONJack O’Connell, State Superintendent of Public Instruction
Career Technical Education
Model Curriculum Standards
CALIFORNIA DEPARTMENT OF EDUCATIONJack O’Connell, State Superintendent of Public Instruction
Legislative History
JACK O’CONNELLState Superintendent of Public Instruction
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)
JACK O’CONNELLState Superintendent of Public Instruction
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)
JACK O’CONNELLState Superintendent of Public Instruction
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)
JACK O’CONNELLState Superintendent of Public Instruction
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)
JACK O’CONNELLState Superintendent of Public Instruction
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
JACK O’CONNELLState Superintendent of Public Instruction
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
JACK O’CONNELLState Superintendent of Public Instruction
California Career Technical Education Systems
Level of Preparation Delivery Systems
Professional Advanced Technical Technical Occupational
Grades 11-12
Career Pathways: Concentration and Integration
Grades 9-12
Exploration Grades 6-8
Awareness
Grades K-5
High School
Middle School
Elementary
Community Colleges
ROCP
Regional
Occupational Centers and Programs
University of California California State Universities
Private Colleges and Universities
Adult Education
JACK O’CONNELLState Superintendent of Public Instruction
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
JACK O’CONNELLState Superintendent of Public Instruction
Rigor/Relevance Framework
Assimilation – CStudents extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and create solutions.
Adaptation – DStudents 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.
Acquisition – AStudents gather and store bits of knowledge and information. Students are primarily expected to remember or understand this knowledge.
Application – BStudents 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.
Evaluation 6
Synthesis 5
Analysis 4
Application 3
Comprehension 2
Awareness 1
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
JACK O’CONNELLState Superintendent of Public Instruction
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
JACK O’CONNELLState Superintendent of Public Instruction
Structure of CTE Standards
Developed for use at secondary level, grades 7 – 12
Organized in
15 Industry Sectors
JACK O’CONNELLState Superintendent of Public Instruction
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
JACK O’CONNELLState Superintendent of Public Instruction
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
JACK O’CONNELLState Superintendent of Public Instruction
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
JACK O’CONNELLState Superintendent of Public Instruction
2 Types of Standards:
-Foundation Standards
-Pathway Standards
JACK O’CONNELLState Superintendent of Public Instruction
Foundation Standards
The standards all students
need to achieve
to master workplace competencies
both in the
career technical education curriculum
and in the workplace
JACK O’CONNELLState Superintendent of Public Instruction
Foundation Standards
1.Academics (math, science, history-social science, VP arts)2.Communications (English Language Arts)3.Career Planning & Management4.Technology5.Problem Solving & Critical Thinking6.Health & Safety7.Responsibility & Flexibility8.Ethics & Legal Responsibilities9.Leadership & Teamwork10. Technical Knowledge & Skills11. Demonstration & Application
JACK O’CONNELLState Superintendent of Public Instruction
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.
JACK O’CONNELLState Superintendent of Public Instruction
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.
JACK O’CONNELLState Superintendent of Public Instruction
Pathway Standards
Concise statements that reflect
the essential knowledge and skills
students are expected to master
to be successful
in the career pathway
JACK O’CONNELLState Superintendent of Public Instruction
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.
JACK O’CONNELLState Superintendent of Public Instruction
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
JACK O’CONNELLState Superintendent of Public Instruction
Laws Intend that CTE shall improve conditions for students and the economy:
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
JACK O’CONNELLState Superintendent of Public Instruction
"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
CALIFORNIA DEPARTMENT OF EDUCATIONJack O’Connell, State Superintendent of Public Instruction
Thank You.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