Career and Technical Education (CTE) Program Evaluation · Ms. Dana Morgan: Signature Date ... (HB)...

Career and Technical Education (CTE)

Program Evaluation

2010-11 to 2013-14

Office of Assessment and Evaluation Clear Creek Independent School District

Office of Assessment and Evaluation

Career and Technical Education (CTE) Program Evaluation

Presented to Board of Trustees on March 9, 2015

Ms. Dana Morgan:

Signature Date

Dr. Robert Bayard:

Signature Date

Mr. Scott Bockart:

Signature Date

Dr. Steven Ebell:

Signature Date

Dr. Gregory Smith:

Signature Date

2014‐2015 Board of Trustees Program Evaluation Team Win Weber, President Laura DuPont, Ph.D., Vice President Ken Baliker, Secretary Ann Hammond, Member Charles Pond, Member Page Rander, Member Dee Scott, Member Greg Smith, Ph.D., Superintendent

Steven Ebell, Ed.D., Deputy Superintendent, Curriculum & InstructionScott Bockart, Assistant Superintendent of Secondary Education Jennifer Chiles, Coordinator, Career and Technical Education (CTE) Dana Morgan, Director, Career and Technical Education (CTE) Robert Bayard, Ed.D., Director, Assessment and Evaluation Laura Gaffey, Data Analyst, Assessment and Evaluation Pat McKenna, Data Analyst, Assessment and Evaluation

Career and Technical Education (CTE) Program Evaluation 2010‐11 to 2013‐14

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Executive Summary

As part of the program evaluation process for the Clear Creek Independent School District (CCISD), the Office of Assessment and Evaluation has completed a program evaluation for the Career and Technical Education (CTE) program encompassing the four year period from 2010‐11 through 2013‐14.

CTE has evolved from Vocational Education (prior to 1998) to Career and Technology Education (CATE, 1998‐2006) to Career and Technical Education (CTE, 2006‐present). In contrast to the Vocational Education era in which courses such as Metal Wood Shop, Typing, and Home Economics were offered to students, CTE includes 16 federally defined Career Clusters that encompass numerous high demand, high skills, and high wage jobs. In 2012, the federal government designated four core principles to usher in a new era of rigorous, relevant, and results‐driven CTE programs: alignment with 21st century skills; collaboration among secondary and post‐secondary institutions, employers, and industry partners; accountability for improving student outcomes; and innovation in creating model programs.

CCISD offers students various pathways within 14 of the 16 federally defined career cluster beginning in intermediate school, with the two exceptions of Government and Public Administration and Law, Public Safety, Corrections, & Security. In addition to career clusters, CCISD also offers Career and Technical Student Organizations, Independent Study Mentorships, and specialized, high‐quality programs. The passage of House Bill (HB) 5 in 2013 gave students an opportunity to add an endorsement to their graduation plans, three of which are in CTE: STEM, Business and Industry, and Public Services.

Participation in CTE has increased from an average of 62.7% in 2010‐11 to 66.2% in 2013‐14 for students in grades 7‐12 in which overall demographics of students in CTE mirror the demographics of students in CCISD in the corresponding grade levels. Out of over 12,000 CCISD CTE students in 2013‐14, career clusters with three largest participation rates are STEM (14.3%), Human Services (13.2%), and Arts, Audio/Visual Technology (12.6%). The career clusters with three smallest participation rates in CCISD are Manufacturing (0.9%), Transportation, Distribution, and Logistics (0.6%), and Finance (0.3%).

For each CCISD demographic subgroup, the top five career clusters by area of participation are shown in the table below. For example, the top five career clusters for female students include: Agriculture, Food & Natural Resources; Career Development; Education and Training; Health Science; and Human Services.

F M HI AS BL WH ECO LEP SPD GT AR

Agriculture, Food & Natural Resources X X X X

Architecture & Construction X X X

Arts, Audio/Visual Technology & Communications X X

Business, Management, and Administration X X X X X

Career Development X X X X X

Education and Training X X

Finance X X X

Health Science X X X X

Hospitality and Tourism X X X X

Human Services X X X X X

Information Technology X X X

Manufacturing X X X X X

Marketing X X

Science, Technology, Engineering & Math (STEM) X X X

Transportation, Distribution & Logistics X X X X X

Summaries and updates, including Superintendent’s recommendations, of previously completed program evaluations within CTE (Longhorn Program and Robotics) are included in this evaluation (p. 22‐27).


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The Career and Technical Education program was evaluated through five questions:

1. What CTE programs are offered in CCISD?

Although Texas school districts are required by law to provide three out of 16 career cluster to students, CCISD offers over 120 CTE courses in 14 clusters, ranging from one‐half to three credits; 11 courses are offered at the intermediate level but not for high school credit. The two federal career clusters not offered to students in CCISD are Government and Public Administration and Law, Public Safety, Corrections, & Security. The 14 clusters that are offered to students in CCISD include: Agriculture, Food, and Natural Resources; Architecture & Construction; Arts, AV Technology, & Communications; Business Management and Administration; Education & Training; Finance; Health Science; Hospitality & Tourism; Human Services; Information Technology; Manufacturing; Marketing; Science, Technology, Engineering, and Math (STEM); and Transportation, Distribution, and Logistics.

In addition to determining the programs offered, the retention rate of students in CTE was also studied. Yearly retention of students from grades 9‐11 to grades 10‐12 in CTE has ranged from 83.9% to 87.7% between 2010‐11 and 2013‐14.

CCISD offers 13 Specialty CTE Programs of Study. These programs of study are campus specific, but available to high school students across the district and include: Automotive Technology; Biotechnology; Broadband Communications; Certified Nursing Assistant; Computer Maintenance and Networking; Construction Technology; Cosmetology; Culinary Arts; Dentistry; Hospitality; The Longhorn Program; Metal Manufacturing; and Robotics. An additional eight programs of study are offered at most high school campuses; these include: Agriculture; Audio/Video Production; Child Guidance; Engineering: Project Lead the Way; Graphic Design; Independent Study Mentorship (ISM); Pharmacy Technician; and Teacher Education Training.

There are five Career and Technology Student Organizations (CTSOs) from which students can participate: Business Professionals of America (BPA), Distributive Education Clubs of America (DECA), Future Farmers of America (FFA), Health Occupations Students of America (HOSA), and SkillsUSA. One of the primary partnerships for CTE is between CCISD and NASA for High School Students United with NASA to Create Hardware (HUNCH). Participation rates have increased from 42 students in 2010‐11 to a high of 150 students in 2012‐13. These students have created at least 15 significant projects such as: soft goods for NASA, single stowage locker, international space station program’s crew shower and clothes washer and dryer, and fabrication of half‐size cargo transfer bags.

2. What types of certifications and awards are available to students, and what is the process for earning them?

There are 15 certification opportunities available to students in CTE, five of which are not required to be reported to the state. Out of the 10 certifications that are reported to the state, the highest number of certifications earned were in: Core Construction Technology, Pharmacy Technician/Sterile Processing and Distribution Technician, and Certified Nurse Aide. Over the four‐year period of the evaluation, 962 certifications were earned out of 1,055 attempts (91.1% passing rate). No data were collected for the non‐reportable certifications, including: AED, CPR, First Aid, OSHA, and ServSafe.

In addition to receiving some of the few available and highly coveted internships in automotive technology, CTE students have won many regional, state, and national awards. A sampling of internships and awards is included in the evaluation for Automotive Youth Educational Systems (AYES), Business Professionals of America, Lemelson‐MIT InvenTeam, Distributive Education Clubs of America (DECA), Future Farmers of America (FFA), Health Occupations Students of America (HOSA), National Technical Honor Society, Real World Design Challenge, and Skills USA (pp. 52‐59).

3. How are students prepared for post‐secondary education and/or career paths?

CCISD students have opportunities to explore relevant real world experiences to enhance their post‐secondary education and/or career readiness through numerous community partnerships. From 2010‐11 to 2013‐14, 4,351 internships have been awarded to students through 19 courses within nine career clusters. The largest percentage of internships (54.9%) have been awarded to students in Independent Study Mentorship (ISM), Career


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Preparation, and Health Science Tech II Clinical Rotations. Two of the internship types pay students: Automotive Technology and Career Preparation.

Students can begin taking CTE courses in intermediate school. From 2010‐11 to 2013‐14, 5,111 students in grades 7‐8 have taken one or more CTE courses, although most courses were introductory rather than for high school credit. On average, approximately 83% of high school CTE students took one or two CTE courses per year ranging from one‐half to three credits per course.

Based on data from the Bureau of Labor Statistics, the Texas Workforce Commission, and the U.S. Department of Labor, Employment, and Training Administration, industries with the greatest three‐year employment changes, ten‐year growth rate in employment, and occupational salary averages are included for the Texas Gulf Coast, Texas, and United States. All of the represented industries are included within the current offerings of CCISD career clusters.

Surveys were sent to nearly 12,000 secondary students and 171 secondary teachers currently in the CTE program, generating a response rate of 44.1% and 57.3% for the student and teacher surveys, respectively. Both surveys addressed preparation for post‐secondary education and/or career paths. The top four career areas of interest to students are STEM (34.7%), Health Science (27.7%), Arts, A/V Technology, and Communication (23.5%) and Business Management & Administration (21.3%). The fifth highest career area of interest is in Law, Public Safety, Corrections, and Security (15.0%), one of the career clusters not offered in CCISD.

The three highest Likert scale scores for student responses were to the following questions: (13) I would recommend career related elective courses to other students who think I would benefit from them [3.99]; (9) I feel actively engaged in learning in my career related elective course(s) [3.90]; and (14) CCISD provides opportunities relevant to my career area(s) of interest [3.83].

The three lowest Likert scale scores for student responses were to the following questions: (5) My school counselor(s) has helped me determine which career area I would like to pursue after high school [2.82]; (6) My school counselor(s) has helped me determine which high school electives I should take to support that career path [2.93]; and (7) My career related elective course teacher(s) has helped me determine which career area I would like to pursue after high school [3.46]. All three questions had greater than 30% responses that were Neutral.

Students felt that CTE courses have helped them improve the most in the areas of responsibility, productivity, initiative/self‐direction, and problem‐solving. They also want more offerings in engineering, science, and graphic/game design courses as relevant to their career interests. They like having the ability to explore various careers through the courses offered and the learning opportunities in CTE. The aspects in which students would like improved are more interaction between teachers and students, a larger variety of courses/increased number of program options, and time extensions on projects/time management planning and tools.

All questions in the teacher survey generated a Likert score of greater than 4.1, with an average of 4.4. The highest rated responses were to questions: (11) I would recommend career related elective courses to students who I think would benefit from them [4.82]; (12) CCISD provides opportunities relevant to my students' career area(s) of interest [4.53]; (7) My students are actively engaged in learning in my career related elective course(s) [4.51]; and (9) I have had an impact on my students' abilities in becoming college and/or career ready [4.51].

CTE teachers were asked what they would like to see offered if CCISD does not currently provide a course or program. They indicated they would like the district to offer Law, Public Safety, Corrections & Security and more certifications for specific trades. The improvements they would like include areas of curriculum, equipment, textbooks/resources, more hands‐on real world experiences through internships and ISM courses, and flexibility on grade requirements that are difficult to have a minimum number of weekly grades when students work on ongoing projects.

CTE students have many real world experiences by providing service opportunities to CCISD and the community through many programs including: automotive technology, biotechnology, broadband communications, certified nursing, computer maintenance, cosmetology, culinary arts, dentistry (beginning in 2017‐18), hospitality, metal manufacturing, and robotics.


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4. What are the community events in which students participate?

CTE students participate in many community events, but four of the largest include: the CCISD Annual Livestock Show and Auction, Clear to Career, the Houston Livestock Show and Rodeo, and The Big Chef Show/Culinary Arts Extravaganza. Through these events, students have special opportunities to either interact with the public community, college representatives, and/or CCISD faculty/staff.

5. How is CTE funded, and what are the revenues and expenses for the CTE program?

According to Texas Education Code guidelines, a school district is eligible to receive weighted funding for each full‐time equivalent student in average daily attendance in an approved CTE program. The district is required to spend 58% of the allotment on direct instructional use in CTE (including teacher salaries), while the remaining 42% is designated for non‐instructional use in CTE. CCISD has received increased CTE allotments from $11.8 million in 2010‐11 to $14.4 million in 2013‐14. Expenditures per student average $90.73 from the general fund over the four‐year period and $114.49 from the general fund plus grants.


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Background Information on Career and Technical Education (CTE)

The purpose of evaluating programs in the Clear Creek Independent School District (CCISD) shall be multi‐faceted and shall result in findings, recommendations, and/or conclusions that:

Ensure program alignment with the District strategic plan;

Assess strengths and weaknesses of the program;

Measure the success of the program in meeting its expressed goals; and/or

Result in improvements in, revisions to, or discontinuation of the program.

As part of CCISD’s program evaluation process, the Office of Assessment and Evaluation has completed a program evaluation for the Career and Technical Education (CTE) program encompassing the four year period from the 2010‐2011 school year through the 2013‐2014 school year.

Appendix A details the alignment of the CTE program with CCISD’s Strategic Plan.

The History of CTE CTE has evolved from Vocational Education to Career and Technology Education (CATE) to the present day Career and Technical Education (CTE), according to Texas Genuine (2013). Prior to 1998, Vocational Education included the following limited areas of focus: Metal Wood Shop, Typing, and Home Economics. From 1998‐2006, Career and Technology Education (CATE) consisted of seven program areas including: Agriculture Science, Business Education, Family and Consumer Science, Health Science, Marketing, Technology Education, Trade and Industrial Education. From 2006‐the present time, Career and Technical Education (CTE) includes 16 federally defined Career Clusters1 that encompass numerous high demand, high skills, and high wage jobs, which are listed below:

Agriculture, Food & Natural Resources

Architecture & Construction

Arts, Audio/Visual Technology & Communications

Business, Management, and Administration

Education and Training

Finance

Government and Public Administration 2

Health Science

Hospitality and Tourism

Human Services

Information Technology

Law, Public Safety, Corrections, & Security2

Manufacturing

Marketing

Science, Technology, Engineering & Math (STEM) Transportation, Distribution & Logistics

1 A Career Cluster is a grouping of occupations and broad industries based on commonalities (www.careertech.org), which provides an organizing framework for Programs of Study. Districts are allowed to choose which clusters to offer based on needs of the students, community, and local economy; however, districts are required to offer courses under three of the 16 career clusters. CCISD offers 14 clusters with the exception of two federally defined clusters: Government and Public Administration and Law, Public Safety, Corrections, & Security. 2 Career clusters not offered in CCISD


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According to the Achieve Texas CTE Fact Sheet (Association for Career and Technical Education, 2013), “In Texas, 81% of all high school students take at least one CTE course, and one in four students takes three or more courses in a single program area. The shift from traditional vocational education to highly rigorous CTE programs inclusive of academic credit, student leadership organizations, college credit, and licensure and certification grew from a focused effort on alignment and preparation for college and the demands of today’s competitive workforce. In 2010, updated TEKS and all new CTE courses were implemented in districts throughout the state to support college and career readiness.”

According to the Association for Career and Technical Education (ACTE), “CTE is at the forefront of preparing students to be college‐ and career‐ready.” CTE equips students with:

core academic skills and the ability to apply those skills to concrete situations in order to

function in the workplace and in routine daily activities

employability skills (such as critical thinking and responsibility) that are essential in any career

area, and

job‐specific, technical skills related to a specific career path

Programs of Study Programs of Study are recommended coherent sequences of coursework for college and career preparation based on students’ interests and/or career goals. “A program of study is a comprehensive, structured approach for delivering academic and career and technical education to prepare students for postsecondary education and career success,” according to the U.S. Department of Education. According to the National Association of State Directors of Career Technical Education Consortium (2014), “The programs of study provide successful student transitions between secondary and postsecondary education. The Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV) calls upon states to create sequences of academic and career technical education (CTE) coursework to help students attain a postsecondary degree or industry‐recognized certificate or credential.”

Prior to 2014, each Program of Study “included a 4X4 core academic foundation enhanced with relevant CTE career‐related courses,” according to the Association for Career and Technical Education. House Bill (HB) 2201, which was passed in 2013, required the State Board of Education (SBOE) to approve a minimum of six new advanced CTE courses in order to satisfy a fourth credit in mathematics required for graduation.


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Effective CTE Programs According to Hanover Research’s3 article, Best Practices in Alternative and Career and Technical Education (2013), “Effective CTE programs create a culture of high academic achievement, foster strong partnerships with local businesses and educational organizations, and emphasize relevant, project‐based learning.” Furthermore, “In 2012, the White House sought to further enhance the country’s vocational programs though the reauthorization of the 2006 Perkins Act supporting technical education. In the proposed blueprint to transform career and technical education, the administration designated four core principles designed to usher in a new era of rigorous, relevant, and results‐driven CTE programs, including:

Alignment: CTE programs should effectively align their offerings to equip students with 21st‐century skills and prepare them for in‐demand occupations in high growth industry sectors.

Collaboration: Strong collaborations among secondary and postsecondary institutions, employers, and industry partners are essential to CTE programs’ success.

Accountability: Programs should be held accountable for improving student outcomes and should implement consistent and clear metrics of student success.

Innovation: Model programs should demonstrate increased focus on creating innovative programs in alignment with state policies and practices.”

“Educators are exploring hands‐on, project‐based learning as well as work‐based learning experiences that connect academic, technical, and workplace knowledge and skills” (Association for Supervision and Curriculum Development, 2014, pg. 5).

CTE in CCISD CCISD offers students various career pathways within 14 of the 16 federally defined career clusters. The two clusters which are not offered in CCISD are Government and Public Administration and Law, Public Safety, Corrections, & Security.

Starting in 7th grade, students have opportunities to explore hands‐on types of learning experiences through their participation in exploratory CTE courses. Students entering high school have numerous CTE courses to choose from which are designed to prepare them for postsecondary opportunities, career preparation and advancement, meaningful work, and active citizenship. Students learn the relationship between education and careers as well as the importance of making informed decisions about their futures.

Career and Technical Student Organizations (CTSOs) give students opportunities to interact with their peers, learn leadership skills, and gain valuable networking experiences.

Independent Study Mentorships (ISMs) and Career Preparation courses allow students multiple possibilities to gain real world work experience through internships specific to their interests.

CTE also offers specialized high‐quality programs at each high school campus which provides students with unique classroom labs that simulate work environments found in business and industry. CTE ensures that students have access to first rate programs that are performance‐based, student‐centered, and ultimately teach skills that are relevant and applicable to their future endeavors.

3 Hanover Research is a subscription to an online library of K‐12 public education reports


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Principles of Career and Technical Education (CTE) According to the National Association of State Directors of Career Technical Education Consortium, “In the spring of 2010, CTE leaders, advocates and partners committed to a new CTE vision to guide the future of education for all students. Its ultimate goal: to prepare students of all ages to succeed in education and careers.”

“The new CTE vision is defined by five guiding principles. Collectively, they serve as guideposts for the CTE community to set priorities and make decisions affecting CTE programs, policies and priorities—and to chart a new course for CTE and the nation in the 21st century.” (2014).

Principle 1: “CTE is critical to ensuring that the United States leads in global competitiveness.” CTE in CCISD builds collaborative connections around education, economic development, and workforce development to ensure alignment of policies and program delivery. Standards incorporated in the programs include rigorous, blended academic and technical content. Students enrolled in these programs are prepared to be global citizens with an innovative and entrepreneurial spirit that is ready to stimulate positive, universal economic change.

Principle 2: “CTE actively partners with employers to design and provide high‐quality, dynamic programs.” CTE aligns its programmatic offerings to current, emerging, and projected labor market needs. This is accomplished by partnering with business and industry organizations to ensure that the credentials earned by students enrolled in CTE programs are valued by the labor market and are, at a minimum, nationally portable.

Principle 3: “CTE prepares students to succeed in further education and careers.” CTE supports policies which require all students to have a personalized learning plan that clearly maps out a comprehensive strategy to achieve their education and career goals. CTE aspires to provide programs that are performance‐based, student‐centered, and support the goal of creating lifelong learners who continue to cultivate and grow their knowledge and skills through further education.

Principle 4: “CTE is delivered through comprehensive programs of study aligned to The National Career Clusters Framework.” CTE provides rigorous and all inclusive programs of study, delivered by highly qualified instructors, in a structured sequence of academic and CTE courses. Students are given opportunities to explore a myriad of career possibilities and have access to extensive career planning that empowers them to plan and prepare for a lifetime of career and educational choices. Relevant career‐based learning opportunities and leadership development offered through Career and Technical Student Organizations (CTSOs) are incorporated into the programs of study.

Principle 5: “CTE is a results‐driven system that demonstrates a positive return on investment.” CTE’s performance is measured by appropriate indicators that accurately reflect programmatic outcomes. Data is used to drive decisions on resources and programs, thus ensuring programs are aligned to the economy’s needs, and resources are directed toward areas of highest need. Furthermore, data demonstrates CTE’s positive impact through return on investment measured by fiscal returns or savings for government and employers, favorable societal impact, career benefits for individuals and a positive impact on regional, state, or national economies.

The U.S. Department of Education has transformed CTE from the traditional vocational education programs to now include the following characteristics: all students as the target population; designed for all careers; programs are based on sixteen different career clusters; an integrated, aligned curriculum; and the incorporation of college partnerships (Hanover, 2013, pg. 5).


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House Bill 5 Implications The passage of HB 5 (2013) impacted the future for CTE students. Students will now have an opportunity to add an endorsement to their Foundation High School Program (FHSP) graduation plan, which consists of 26 total credits (24 subject‐specific credit requirements and two electives). Students may also select the Distinguished Level of Achievement (DLA) graduation plan with the addition of Algebra II.

The following CTE endorsements are available: Business and Industry, Public Services, and STEM. According to TEA’s Graduation Toolkit (2014), “Endorsements consist of a related series of courses that are grouped together by interest or skill set. They provide students with in‐depth knowledge of a subject area.” During the freshman year, students must select an endorsement in which they choose to follow throughout the course of their high school career.

Business and Industry Endorsement For students pursuing the Business and Industry endorsement, the required courses include additional math and science courses, and they must select from one of the following Career Clusters: Agriculture, Architecture, Audio/Video Technology, Business, Finance, Hospitality, Information Technology, Manufacturing, Marketing, and Transportation. Students must also include courses directly related to the Business and Industry Career Cluster, Debate, Newspaper, or Yearbook.

Public Services Endorsement For students pursuing the Public Services endorsement the required courses include additional math and science courses, and they must select from one of the following Career Clusters: Education and Training, Health Science, and Human Services. Students must also include courses directly related to the Human Services Career Cluster or JROTC.

STEM Endorsement For students pursuing the STEM endorsement, the required courses include Algebra II, Chemistry, and Physics, and they must select the STEM Career Cluster with the inclusion of courses directly related to the STEM cluster, Science, or Advanced Math (above Algebra II).


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Texas Education Agency PEIMS Coding According to the Texas Education Agency, there are three CTE indicator codes, which can be found in the PEIMS reports. The CTE indicator codes are listed in the table below:

Description of CTE Participation PEIMS CTE Indicator Code

Not enrolled in any CTE courses 0

Enrolled in 1 CTE course in grades 6‐12 1

Enrolled in 2 or more CTE courses for 3 or more credits (Defined as a CTE Coherent Sequence)

2

Adapted from TEA’s CTE Texas Education Telecommunications Network (TETN)

On PEIMS reports, a total number of concentrators is listed, which is the number of students in CTE courses. A student listed as Code 1 is enrolled in at least one CTE course. A student listed as Code 2 must have a four year plan and be enrolled in two or more CTE courses for three or more credits. For purposes of this evaluation, all students enrolled in at least one CTE course were included in the evaluation.

A student listed as Code 3 (prior to 2012‐2013) must have had a four year plan and a state approved Tech Prep program of study. As of 2010‐11, the Tech Prep Program was dissolved by TEA; however, the PEIMS coding was still reported as 3 for students who were enrolled as freshmen the 2009‐2010 year. Although students still have opportunities through the 2013‐14 school year to take courses that were originally specified for the Tech Prep program, they no longer receive college credit through an articulation agreement (local and statewide). This is attributed to two reasons: inconsistency across and within colleges, and the courses which constituted college credit varied year to year. College credit was only awarded if students earned a specific degree utilizing that course. In CCISD, Tech Prep program courses will no longer be offered beginning in the 2014‐2015 school year.


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CCISD Enrollment vs. CTE Participation in Grades 7‐12

CCISD Enrollment, Grades 7‐12

CTE Participation, Grades 7‐12

2010‐2011 N* N* % in CTE

Grade 7 2,994 752 25.1%

Grade 8 3,074 2,609 84.9%

Grade 9 3,197 1,637 51.2%

Grade 10 2,965 1,969 66.4%

Grade 11 2,906 2,041 70.2%

Grade 12 2,657 2,145 80.7%

Total 17,793 11,153 62.7%

2011‐2012

Grade 7 3,074 952 31.0%

Grade 8 3,024 2,549 84.3%

Grade 9 3,322 1,545 46.5%

Grade 10 3,074 2,057 66.9%

Grade 11 2,953 2,282 77.3%

Grade 12 2,713 2,365 87.2%

Total 18,160 11,749 64.7%

2012‐2013

Grade 7 2,998 948 31.6%

Grade 8 3,108 2,662 85.6%

Grade 9 3,273 1,612 49.3%

Grade 10 3,189 2,120 66.5%

Grade 11 2,960 2,325 78.5%

Grade 12 2,798 2,380 85.1%

Total 18,326 12,047 65.7%

2013‐2014

Grade 7 3,073 996 32.4%

Grade 8 3,050 2,539 83.2%

Grade 9 3,347 1,714 51.2%

Grade 10 3,107 2,194 70.6%

Grade 11 3,121 2,408 77.2%

Grade 12 2,762 2,369 85.8%

Total 18,460 12,220 66.2%

Grand Total 72,739 47,169 64.8% *N=unique number of students taking at least one CTE course Data Source: CCISD database Based on snapshot day

CTE participation has increased over the four years of this program evaluation by 3.5% (from 62.7% in 2010‐11 to 66.2% in 2013‐14). An overall percent of 64.8% of the CCISD 7th‐12th grade student population has taken at least one CTE course, with the 8th grade and senior classes of each year producing the largest percentage of students in CTE.


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Data Source: CCISD database Based on snapshot day

CTE participation has increased over the four years of this program evaluation by 3.5% (from 62.7% in 2010‐11 to 66.2% in 2013‐14). An overall percent of 64.8% of the CCISD 7th‐12th grade student population has taken at least one CTE course, with the 8th grade and senior classes of each year producing the largest percentage of students in CTE. While enrollment in CCISD has declined with the senior class of each year, CTE participation still remains high.

‐

500

1,000

1,500

2,000

2,500

3,000

3,500

2010‐11

2011‐12

2012‐13

2013‐14

2010‐11

2011‐12

2012‐13

2013‐14

2010‐11

2011‐12

2012‐13

2013‐14

2010‐11

2011‐12

2012‐13

2013‐14

2010‐11

2011‐12

2012‐13

2013‐14

2010‐11

2011‐12

2012‐13

2013‐14

Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

CCISD Enrollment vs. CTE Participation,Grades 7‐12

CCISD Enrollment CTE Participation


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CTE Demographics

N* Hispanic Asian Black White Male Female

2010‐2011

CTE 11,153 23.0% 9.2% 9.4% 55.4% 53.0% 47.0%

7th‐12th Grade 17,793 22.2% 9.5% 8.8% 56.5% 51.4% 48.6%

District 38,250 25.1% 9.8% 9.6% 53.8% 48.6% 51.4%

2011‐2012

CTE 11,749 23.6% 8.9% 8.9% 55.7% 53.2% 46.8%

7th‐12th Grade 18,160 23.2% 9.6% 8.8% 55.2% 51.3% 48.7%

District 39,037 26.0% 9.8% 8.3% 52.3% 51.3% 48.7%

2012‐2013

CTE 12,047 24.5% 9.3% 9.1% 54.1% 52.1% 47.9%

7th‐12th Grade 18,326 24.0% 9.8% 8.8% 54.1% 50.9% 49.1%

District 39,889 26.9% 9.8% 8.3% 51.3% 51.2% 48.8%

2013‐2014

CTE 12,220 25.1% 9.2% 9.0% 53.4% 52.3% 47.7%

7th‐12th Grade 18,459 24.9% 9.9% 8.8% 52.8% 50.9% 49.1%

District 39,998 28.0% 9.8% 8.2% 50.1% 51.1% 48.9%N=unique students Data source: CCISD database Grades 7‐12

N* ECO LEP SPED GT At Risk

2010‐2011

CTE 11,153 20.1% 1.9% 9.2% 6.4% 28.7%

7th‐12th Grade 17,793 19.3% 2.0% 8.4% 9.3% 27.0%

District 38,250 25.3% 7.8% 8.9% 7.8% 25.8%

2011‐2012

CTE 11,749 22.4% 1.7% 8.9% 5.9% 31.7%

7th‐12th Grade 18,160 21.9% 1.9% 8.8% 8.9% 30.1%

District 39,037 28.1% 8.1% 9.2% 7.9% 29.1%

2012‐2013

CTE 12,047 22.7% 1.8% 9.0% 6.2% 31.5%

7th‐12th Grade 18,326 22.1% 2.0% 8.7% 9.6% 29.0%

District 39,889 28.0% 8.5% 9.6% 8.4% 28.4%

2013‐2014

CTE 12,220 21.1% 2.1% 8.6% 7.2% 36.4%

7th‐12th Grade 18,459 21.0% 2.5% 8.6% 10.2% 35.4%

District 39,889 27.4% 9.2% 9.7% 8.9% 36.4% N=unique students Data source: CCISD database Grades 7‐12

The data in this program evaluation encompasses the four year period from 2010‐2011 through 2013‐14. In 2009, all CTE courses and TEKS were rewritten, and beginning in the 2010‐2011 school year, these updates were effective.

The Hispanic CTE population has slightly increased over the four year period of this program evaluation. The Asian and Black populations have remained fairly constant, whereas the White population has slightly decreased. The Male population has slightly declined while the Female population has slightly increased. There has been an increase in the ECO, LEP, and At Risk student populations. All special populations are actively recruited. A CTE representative is in attendance at all ARD, LPAC, and SST meetings in order to provide input as needed.


Page | 15

4 While Career Development is not a federally defined cluster, it is part of CTE and is included for the purposes of this evaluation


Number of Courses in CTE Career Clusters

Career Cluster 2010‐2011 2011‐2012 2012‐2013 2013‐2014 Agriculture, Food, and Natural Resources 13 14 13 14

Architecture and Construction 6 7 8 6

Arts, A/V Technology, and Communications 11 13 12 12

Business Management and Administration 5 8 10 9

Career Development4 5 4 4 4

Education and Training 3 5 4 6

Finance 2 4 4 3

Health Science 9 12 9 10

Hospitality and Tourism 9 8 8 10

Human Services 11 11 10 10

Information Technology 7 7 9 8

Manufacturing 5 4 5 5

Marketing 6 7 8 8

STEM 12 18 15 15

Transportation, Distribution, and Logistics 4 4 4 4

Total 108 126 125 124Data based on fall and spring semesters

The number of courses has slightly decreased between the 2011‐12 and 2013‐14 school years, which is attributed to adjustments made based on student demand and as industry needs evolved.

Career Cluster 2010‐11 2011‐2012 2012‐2013 2013‐2014

N* % N* % N* % N* %

Agriculture, Food, and Natural Resources 1,298 6.9% 1,786 8.5% 2,050 9.4% 2,227 10.1%

Architecture and Construction 895 4.7% 958 4.5% 902 4.1% 752 3.4%

Arts, A/V Technology, and Communications 1,721 9.1% 2,467 11.7% 2,378 10.9% 2,780 12.6%

Business Management and Administration 1,102 5.8% 1,191 5.6% 1,091 5.0% 1,075 4.9%

Career Development4 417 2.2% 378 1.8% 203 0.9% 379 1.7%

Education and Training 257 1.4% 368 1.7% 392 1.8% 549 2.5%

Finance 73 0.4% 45 0.2% 51 0.2% 62 0.3%

Health Science 1,625 8.6% 1,674 7.9% 1,917 8.8% 1,879 8.5%

Hospitality and Tourism 1,924 10.2% 2,353 11.1% 2,624 12.0% 2,676 12.1%

Human Services 2,762 14.6% 3,265 15.4% 3,331 15.3% 2,932 13.2%

Information Technology 3,056 16.2% 2,685 12.7% 2,714 12.4% 2,634 11.9%

Manufacturing 161 0.9% 264 1.2% 209 1.0% 197 0.9%

Marketing 518 2.7% 642 3.0% 672 3.1% 714 3.2%

STEM 2,963 15.7% 2,918 13.8% 3,161 14.5% 3,155 14.3%

Transportation, Distribution, and Logistics 110 0.6% 142 0.7% 123 0.6% 128 0.6%

Total 18,882 100.0% 21,136 100.0% 21,818 100.0% 22,139 100.0%Data based on fall and spring semesters *Not unique students

Throughout the 2010‐11, 2011‐12, and 2012‐13 school years, the following clusters produced the largest percentage of CTE participation: Human Services, Information Technology, and STEM. In the 2013‐14 school year, Human Services and STEM participation remained the highest while Arts, A/V Technology, and Communications participation outweighed the participation rate in Information Technology.


Page | 16

The following pages compare the CTE demographics by Career Cluster to the overall 7th‐12th grade district demographics.


Data based on snapshot day

The demographics of Clear Creek ISD have had little change over the four year period of this program evaluation (2010‐11 through 2013‐14) with regard to gender, Asian, and Black populations. The Economically Disadvantaged population has fluctuated a bit with an increase between 2010‐11 and 2012‐13 and a slight decrease in 2013‐14. Over the four year period, the Hispanic population has increased by 2.9%, and the White population has declined by 3.7%. The GT population has also increased by 1.1%.The At Risk population has increased from 25.8% in 2010‐11 to 36.4% in 2013‐14 with some fluctuations in minor decline in 2012‐13.

Data based on snapshot day

Female Male Hispanic Asian Black White ECO LEP SPED GT At Risk

51.4%

48.6%

25.1%

9.8%

9.6%

53.8%

25.3%

7.8%

8.9%

7.8%

25.8%

48.7%

51.3%

26.0%

9.8%

8.3%

52.3%

28.1%

8.1%

9.2%

7.9%

29.1%

48.8%

51.2%

26.9%

9.8%

8.3%

51.3%

28.0%

8.5%

9.6%

8.4%

28.4%

48.9%

51.1%

28.0%

9.8%

8.2%

50.1%

27.4%

9.2%

9.7%

8.9%

36.4%

District Demographics

2010‐2011 2011‐2012 2012‐2013 2013‐2014

Female Male Hispanic Asian Black White ECO LEP SPED GT At Risk

48.6%

51.4%

22.2%

9.5%

8.8%

56.5%

19.3%

2.0% 8.4%

9.3%

27.0%

48.7%

51.3%

23.2%

9.6%

8.8%

55.2%

21.9%

1.9% 8.8%

8.9%

30.1%

49.1%

50.9%

24.0%

9.8%

8.8%

54.1%

22.1%

2.0% 8.7%

9.6%

29.0%

49.1%

50.9%

24.9%

9.9%

8.8%

52.8%

21.0%

2.5% 8.6%

10.2%

35.4%

7th‐12th Grade District Demographics

2010‐2011 2011‐2012 2012‐2013 2013‐2014


Page | 17


CTE Demographics by Career Cluster in Comparison to District Demographics

Data source: CCISD database Grades 7‐12 Not unique students

During the four year period of this program evaluation, the female participation in Agriculture, Food, and Natural Resources has increased while there has been some fluctuation in the male participation. There has been an increase in Hispanic and Black students as well as an increase in the At Risk population.

The female participation in Architecture and Construction has slightly increased while the male participation has continued to slightly decrease. There has been an increase in At Risk students from 2012‐13 to 2013‐14.

F M HI AS BL WH ECO LEP SPD GT At Risk

48.5%

51.5%

18.7%

2.4%

5.9%

70.3%

17.8%

1.5%

16.2%

2.9%

39.1%

54.2%

45.8%

21.7%

3.6%

6.8%

65.2%

23.0%

0.8%

14.6%

3.6%

40.4%

57.6%

42.4%

22.1%

2.7%

6.9%

66.2%

20.0%

0.8%

15.2%

2.7%

40.8%

55.6%

44.4%

24.5%

2.6% 7.7%

62.0%

19.8%

1.3%

13.8%

3.5%

45.8%

2010‐11: 1,2892011‐12:1,7862012‐13: 2,0502013‐14: 2,227

Agriculture, Food, and Natural Resources

2010‐2011 2011‐2012 2012‐2013 2013‐2014


20.7%

79.3%

25.9%

7.6%

7.8%

55.2%

26.7%

2.0% 11.7%

2.7%

32.4%

22.1%

77.9%

28.1%

9.4%

6.2%

53.8%

27.3%

3.8% 11.5%

3.1%

34.0%

24.8%

75.2%

27.7%

7.9%

9.3%

51.9%

32.2%

2.5% 11.5%

3.7%

32.6%

25.5%

74.5%

25.8%

8.6%

8.1%

52.7%

30.1%

4.3%

9.0%

2.4%

47.5%

2010‐11: 8952011‐12: 9582012‐13: 9022013‐14:752

Architecture and Construction

2010‐2011 2011‐2012 2012‐2013 2013‐14

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐ 2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

48.6%

48.7%

49.1%

49.1%

51.4%

51.3%

50.9%

50.9%

22.2%

23.2%

24.0%

24.9%

9.5%

9.6%

9.8%

9.9%

8.8%

8.8%

8.8%

8.8%

19.3%

21.9%

22.1%

21.0%

19.3%

21.9%

22.1%

21.0%

2.0%

1.9%

2.0%

2.5%

8.4%

8.8%

8.7%

8.6%

9.3%

8.9%

9.6%

10.2%

27.0%

30.1%

29.0%

35.4%

At Risk

District Demographics, Grades 7‐12

White ECO LEP SPED GTFemale Male Hispanic Asian Black


Page | 18




During the four year period of this program evaluation, there has been an increase in the Special Education and At Risk participation in Arts, A/V Technology, and Communications.

The Asian and At Risk student groups in Business Management and Administration has slightly increased while the Economically Disadvantaged has fluctuated.


36.2%

63.8%

25.0%

8.5%

10.8%

52.2%

20.9%

2.8% 13.2%

4.0%

35.3%

38.7%

61.3%

24.0%

9.1%

10.3%

54.1%

22.9%

2.0% 12.6%

4.1%

36.0%

36.8%

63.2%

26.1%

10.3%

11.3%

50.2%

25.8%

3.5% 13.2%

4.4%

37.4%

35.0%

65.0%

26.7%

11.4%

10.4%

47.9%

21.9%

3.2% 13.6%

5.3%

40.3%

2010‐11: 1,1022011‐12: 1,1912012‐13: 1,0912013‐14: 1,075

Business Management and Administration

2010‐2011 2011‐2012 2012‐2013 2013‐14


45.6% 54.4%

24.5%

7.5%

10.1%

55.5%

21.6%

2.2%

9.8%

5.6%

34.7%41.6%

58.4%

23.2%

9.3%

8.8%

55.7%

22.1%

1.9%

10.1%

4.7%

37.1%44.2%

55.8%

25.2%

6.8%

8.5%

56.2%

20.9%

2.3%

12.1%

5.1%

37.3%43.2%

56.8%

25.9%

6.4% 10.4%

53.5%

21.4%

2.2%

12.2%

5.3%

40.9%

2010‐11: 1,7212011‐12: 2,4672012‐13: 2,3782013‐14: 2,780

Arts, A/V Technology, and Communications

2010‐2011 2011‐2012 2012‐2013 2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

48.6%

48.7%

49.1%

49.1%

51.4%

51.3%

50.9%

50.9%

22.2%

23.2%

24.0%

24.9%

9.5%

9.6%

9.8%

9.9%

8.8%

8.8%

8.8%

8.8%

19.3%

21.9%

22.1%

21.0%

19.3%

21.9%

22.1%

21.0%

2.0%

1.9%

2.0%

2.5%

8.4%

8.8%

8.7%

8.6%

9.3%

8.9%

9.6%

10.2%

27.0%

30.1%

29.0%

35.4%

At Risk




Page | 19




During the four year period of this program evaluation, there have been more females than males in Career Development; however, in 2013‐14, the female participation was on the decline, while the male participation was on the incline. There has been a decrease in the Special Education population; however, all other groups have shown some fluctuation. There is a large representation of females as opposed to males in Education and Training. There was an increase in the At Risk population during 2011‐12 and 2012‐13.


75.9%

24.1%

21.4%

5.8%

10.1%

59.9%

21.8%

2.3% 9.3%

5.8%

30.7%

75.0%

25.0%

26.1%

5.4% 11.7%

53.8%

27.2%

1.9% 12.2%

3.8%

38.3%

79.6%

20.4%

27.3%

5.4%

9.4%

56.1%

25.5%

0.8%

13.0%

3.8%

39.0%

77.8%

22.2%

28.2%

9.5%

9.7%

51.0%

22.6%

0.9% 10.4%

7.3%

35.2%

2010‐11: 2572011‐12: 3682012‐13: 3922013‐14: 549

Education & Training

2010‐2011 2011‐2012 2012‐2013 2013‐2014


56.6%

43.4%

17.0%

17.7%

3.1%

58.5%

11.8%

0.2%

3.6%

20.1%

24.7%

56.1%

43.9%

20.9%

16.4%

2.6%

56.9%

19.0%

0.0%

2.9%

15.9%

25.1%

57.1%

42.9%

22.2%

15.8%

3.9%

55.7%

12.8%

0.5%

2.0%

10.8% 23.2%

54.6%

45.4%

19.3%

19.0%

4.2%

54.4%

13.5%

0.3%

1.3%

20.6%

18.2%

2010‐11: 4172011‐12: 3782012‐13: 2032013‐14: 379

Career Development

2010‐2011 2011‐2012 2012‐2013 2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐ 2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

48.6%

48.7%

49.1%

49.1%

51.4%

51.3%

50.9%

50.9%

22.2%

23.2%

24.0%

24.9%

9.5%

9.6%

9.8%

9.9%

8.8%

8.8%

8.8%

8.8%

19.3%

21.9%

22.1%

21.0%

19.3%

21.9%

22.1%

21.0%

2.0%

1.9%

2.0%

2.5%

8.4%

8.8%

8.7%

8.6%

9.3%

8.9%

9.6%

10.2%

27.0%

30.1%

29.0%

35.4%

At Risk




Page | 20




During the four year period of this program evaluation, there has been some fluctuation in the female and male groups; however, the female participation has declined while the male participation has increased in Finance. The At Risk population increased between 2011‐12 and 2012‐13 but decreased in 2013‐14.

There is a larger representation of females as opposed to males in Health Science. There has been some fluctuation in the other groups; however, the Economically Disadvantaged and At Risk populations have increased since 2010‐11.


35.6%

64.4%

16.4%

13.7%

9.6%

56.2%

23.3%

0.0% 6.8%

5.5%

21.9%

46.7% 53.3%

28.9%

17.8%

6.7%

42.2%

8.9%

0.0%

0.0%

11.1% 22.2%

43.1%

56.9%

25.5%

19.6%

7.8%

45.1%

17.6%

0.0%

2.0%

0.0%

31.4%

37.1%

62.9%

33.9%

8.1%

8.1%

50.0%

8.1%

0.0%

3.2% 8.1% 16.1%

2010‐11: 732011‐12: 452012‐13: 512013‐14: 62

Finance

2010‐2011 2011‐2012 2012‐2013 2013‐2014


65.9%

34.1%

19.1%

23.0%

9.9%

45.0%

15.1%

0.6%

2.9% 10.4% 17.7%

66.1%

33.9%

21.1%

18.8%

7.9%

49.2%

18.0%

0.8%

3.0% 8.8%

23.6%

65.6%

34.4%

21.1%

20.1%

7.8%

47.7%

18.0%

0.5%

3.4% 9.9%

22.0%

69.9%

30.1%

22.3%

19.5%

8.4%

45.9%

17.5%

0.6%

2.7% 8.9%

24.3%

2010‐11: 1,6252011‐12: 1,6742012‐13: 1,9172013‐14: 1,879

Health Science

2010‐2011 2011‐2012 2012‐2013 2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐ 2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

48.6%

48.7%

49.1%

49.1%

51.4%

51.3%

50.9%

50.9%

22.2%

23.2%

24.0%

24.9%

9.5%

9.6%

9.8%

9.9%

8.8%

8.8%

8.8%

8.8%

19.3%

21.9%

22.1%

21.0%

19.3%

21.9%

22.1%

21.0%

2.0%

1.9%

2.0%

2.5%

8.4%

8.8%

8.7%

8.6%

9.3%

8.9%

9.6%

10.2%

27.0%

30.1%

29.0%

35.4%

At Risk




Page | 21




During the four year period of this program evaluation, there have been slightly more females than males in Hospitality and Tourism. The Hispanic population has increased between 2010‐11 and 2013‐14. LEP, GT, and At Risk populations have also increased over the four year period.

There is a larger representation of females as opposed to males in Human Services. The Asian population, LEP, SPED, GT, and At Risk groups have shown an increase over the four year period.


53.2%

46.8%

25.2%

7.0%

10.2%

53.8%

24.9%

1.7%

11.2%

3.5%

28.8%

50.7%

49.3%

23.5%

7.1% 11.0%

55.1%

24.9%

1.9% 9.7%

3.9%

32.4%

52.6%

47.4%

24.5%

8.3%

11.1%

52.7%

26.4%

2.3% 10.3%

4.2%

32.0%

52.5%

47.5%

28.8%

6.1%

10.0%

51.5%

25.1%

3.7% 10.5%

5.1%

38.5%

2010‐11: 1,9242011‐12: 2,3532012‐13: 2,6242013‐14: 2,676

Hospitality and Tourism

2010‐2011 2011‐2012 2012‐2013 2013‐2014


59.6%

40.4%

26.2%

6.5% 11.4%

53.5%

23.8%

2.2%

12.6%

2.7%

35.0%

57.9%

42.1%

26.0%

6.5% 12.5%

51.9%

26.7%

2.3%

12.1%

3.2%

38.5%

57.6%

42.4%

28.3%

6.5% 11.9%

49.7%

27.0%

2.2%

12.9%

3.3%

39.2%

57.1%

42.9%

28.1%

7.5% 12.8%

48.0%

25.7%

3.0%

13.1%

3.8%

44.8%

2010‐11: 2,7622011‐12: 3,2652012‐13: 3,3312013‐14: 2,932

Human Services

2010‐2011 2011‐2012 2012‐2013 2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

48.6%

48.7%

49.1%

49.1%

51.4%

51.3%

50.9%

50.9%

22.2%

23.2%

24.0%

24.9%

9.5%

9.6%

9.8%

9.9%

8.8%

8.8%

8.8%

8.8%

19.3%

21.9%

22.1%

21.0%

19.3%

21.9%

22.1%

21.0%

2.0%

1.9%

2.0%

2.5%

8.4%

8.8%

8.7%

8.6%

9.3%

8.9%

9.6%

10.2%

27.0%

30.1%

29.0%

35.4%

At Risk




Page | 22




During the four year period of this program evaluation, there have been more males than females in Information Technology. The Hispanic population has increased, while the Black population and SPED group has decreased. LEP, GT, and At Risk populations have increased.

There is a much larger representation of males as opposed to females in Manufacturing. The Black, ECO, and SPED populations have decreased, while the White and At Risk populations have increased.


44.0%

56.0%

23.6%

9.7%

10.4%

53.7%

22.6%

2.3% 10.1%

5.0%

25.2%

43.1%

56.9%

24.2%

8.8%

8.5%

55.3%

24.4%

2.0% 9.6%

5.6%

28.9%

43.4%

56.6%

25.5%

9.4%

8.7%

53.0%

23.9%

2.2% 9.7%

5.7%

30.1%

42.2%

57.8%

25.8%

10.5%

8.6%

51.8%

23.5%

3.1% 9.0%

7.4%

37.9%

2010‐11: 3,0562011‐12: 2,6852012‐13: 2,7142013‐14: 2,634


2010‐2011 2011‐2012 2012‐2013 2013‐2014


7.5%

92.5%

24.2%

5.0% 16.1%

50.3%

36.0%

1.2%

20.5%

2.5%

38.5%

7.2%

92.8%

24.6%

8.7%

12.9%

51.1%

34.5%

2.7%

20.1%

1.5%

36.0%

2.4%

97.6%

29.7%

5.3%

8.6%

54.5%

28.2%

2.9% 17.7%

2.9%

37.8%

9.1%

90.9%

27.9%

3.0%

6.1%

58.4%

27.9%

1.5% 14.2%

0.5%

52.3%

2010‐11: 1612011‐12: 2642012‐13: 2092013‐14: 197

Manufacturing

2010‐2011 2011‐2012 2012‐2013 2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐ 2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

48.6%

48.7%

49.1%

49.1%

51.4%

51.3%

50.9%

50.9%

22.2%

23.2%

24.0%

24.9%

9.5%

9.6%

9.8%

9.9%

8.8%

8.8%

8.8%

8.8%

19.3%

21.9%

22.1%

21.0%

19.3%

21.9%

22.1%

21.0%

2.0%

1.9%

2.0%

2.5%

8.4%

8.8%

8.7%

8.6%

9.3%

8.9%

9.6%

10.2%

27.0%

30.1%

29.0%

35.4%

At Risk




Page | 23




During the four year period of this program evaluation, there have been more males than females in Marketing. The Hispanic, Asian, Black, White, Economically Disadvantaged, and At Risk populations have fluctuated, while the LEP and SPED groups have declined.

There is a larger representation of males as opposed to females in STEM. The Asian and GT populations have increased, while the At Risk population has fluctuated between 21.6% in 2010‐11 to 30.3% in 2013‐14.


41.9%

58.1%

22.0%

5.8% 14.1%

55.6%

19.1%

1.0% 8.5%

1.7%

41.7%

41.1%

58.9%

25.4%

7.0% 13.6%

51.4%

20.4%

1.2% 8.3%

2.2%

42.5%

40.5%

59.5%

28.3%

3.9%

15.6%

50.9%

21.9%

0.9% 8.8%

2.2%

45.8%

40.1%

59.9%

23.5%

4.5%

14.0%

54.3%

18.9%

0.7% 6.7%

2.4%

42.2%

2010‐11: 5182011‐12: 6422012‐13: 6722013‐14: 714

Marketing

2010‐2011 2011‐2012 2012‐2013 2013‐2014


37.9%

62.1%

22.8%

7.6%

8.6%

58.2%

19.2%

1.6% 6.5%

6.8%

21.6%

34.9%

65.1%

23.0%

7.1%

7.7%

59.7%

19.8%

1.3% 6.4%

6.4%

25.2%35.8%

64.2%

23.7%

8.3%

7.8%

57.2%

19.9%

1.3% 6.6%

7.4%

23.3%33.8%

66.2%

23.2%

9.4%

7.9%

55.9%

18.8%

1.7%

5.9%

10.0%

30.3%

2010‐11: 2,9632011‐12: 2,9182012‐13: 3,1612013‐14: 3,155

Science, Technology, Engineering, and Math

2010‐2011 2011‐2012 2012‐2013 2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐ 2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

48.6%

48.7%

49.1%

49.1%

51.4%

51.3%

50.9%

50.9%

22.2%

23.2%

24.0%

24.9%

9.5%

9.6%

9.8%

9.9%

8.8%

8.8%

8.8%

8.8%

19.3%

21.9%

22.1%

21.0%

19.3%

21.9%

22.1%

21.0%

2.0%

1.9%

2.0%

2.5%

8.4%

8.8%

8.7%

8.6%

9.3%

8.9%

9.6%

10.2%

27.0%

30.1%

29.0%

35.4%

At Risk




Page | 24




During the four year period of this program evaluation, there have been more males than females in Transportation, Distribution, and Logistics. There has been an increase in the Economically Disadvantaged and At Risk populations. The LEP population has increased between 2010‐11 and 2013‐14.

For each CCISD demographic subgroup, the top five career clusters by area of participation are shown in the table below. For example, the top five career clusters for female students include: Agriculture, Food & Natural Resources; Career Development; Education and Training; Health Science; and Human Services.

F M HI AS BL WH ECO LEP SPD GT AR

Agriculture, Food & Natural Resources X X X X

Architecture & Construction X X X

Arts, Audio/Visual Technology & Communications X X

Business, Management, and Administration X X X X X

Career Development X X X X X

Education and Training X X

Finance X X X

Health Science X X X X

Hospitality and Tourism X X X X

Human Services X X X X X

Information Technology X X X

Manufacturing X X X X X

Marketing X X

Science, Technology, Engineering & Math (STEM) X X X

Transportation, Distribution & Logistics X X X X X


9.1%

90.9%

26.4%

5.5%

2.7%

62.7%

18.2%

0.9% 14.5%

2.7%

41.8%

4.9%

95.1%

23.9%

5.6%

9.2%

59.2%

20.4%

1.4% 12.7%

2.1%

44.4%

5.7%

94.3%

26.0%

8.1%

9.8%

54.5%

25.2%

0.8%

22.0%

1.6%

47.2%

5.5%

94.5%

25.8%

7.0%

4.7%

58.6%

25.8%

3.9% 14.8%

0.0%

46.9%

2010‐11: 1102011‐12: 1422012‐13: 1232013‐14: 128

Transportation, Distribution, and Logistics

2010‐2011 2011‐2012 2012‐2013 2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐ 2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

2010‐2011

2011‐2012

2012‐2013

2013‐2014

48.6%

48.7%

49.1%

49.1%

51.4%

51.3%

50.9%

50.9%

22.2%

23.2%

24.0%

24.9%

9.5%

9.6%

9.8%

9.9%

8.8%

8.8%

8.8%

8.8%

19.3%

21.9%

22.1%

21.0%

19.3%

21.9%

22.1%

21.0%

2.0%

1.9%

2.0%

2.5%

8.4%

8.8%

8.7%

8.6%

9.3%

8.9%

9.6%

10.2%

27.0%

30.1%

29.0%

35.4%

At Risk




Page | 25


Career and Technology Student Organizations (CTSOs)

The following Career and Technology Student Organizations currently exist in CCISD:

Business Professionals of America (BPA) Business Professionals of America is an organization for students who are pursuing careers in business management and administration, information technology, and other business related career fields (Business Professionals of America, 2013).

Distributive Education Clubs of America (DECA) According to the Texas DECA website (Distributive Education Clubs of America, 2014), “DECA enhances the preparation for college and careers by providing co‐curricular programs that integrate into classroom instruction, applying learning in the context of business, connecting to business and the community and promoting competition.”

Future Farmers of America (FFA) Future Farmers of America prepares students for careers in “global agriculture, food, fiber, and natural resources systems” (Texas Future Farmers of America, 2014).

Health Occupations Students of America (HOSA) Health Occupations Students of America helps students focus on the diverse needs of the health care community through “motivation, awareness, and recognition” (Health Occupations Students of America, 2012)

Skills USA Skills USA prepares students for public career and technical programs, such as the following trade industries: cosmetology, culinary arts, manufacturing, graphic design, and automotive technology. Through their experience in Skills USA (2014), students learn through educational experiences, such as teamwork, citizenship, and character development.

Career and Technology Student Organizations’ Demographics

CTSO N F M HI AS BL WH ECO LEP SPED GT At Risk

BPA5

2012‐13 666 31.8% 68.2% 6.1% 45.5% 0.0% 40.9% 4.5% 0.0% 0.0% 48.5% 1.5%

2013‐14 137 35.0% 65.0% 9.5% 48.2% 0.7% 38.0% 6.6% 0.0% 0.7% 48.9% 6.6%

DECA

2012‐13 215 55.8% 44.2% 14.0% 24.7% 7.4% 52.6% 6.5% 0.0% 0.9% 11.6% 14.9%

2013‐14 374 36.9% 63.1% 14.7% 22.7% 8.6% 51.3% 10.4% 0.0% 4.3% 10.7% 21.1%

FFA

2012‐13 399 67.2% 32.8% 16.0% 0.8% 4.8% 76.9% 13.3% 0.0% 10.8% 4.3% 31.8%

2013‐14 446 63.9% 36.1% 13.5% 0.7% 4.7% 77.8% 12.1% 0.0% 9.0% 5.8% 35.9%

HOSA

2012‐13 450 64.4% 35.6% 18.2% 37.6% 6.7% 34.0% 16.4% 0.7% 1.3% 14.2% 12.0%

2013‐14 430 66.5% 33.5% 19.1% 36.3% 7.0% 33.7% 16.3% 0.7% 1.9% 14.0% 15.3%

Skills USA

2012‐13 17 5.9% 94.1% 23.5% 17.6% 0.0% 58.8% 5.9% 0.0% 0.0% 0.0% 29.4%

2013‐14 24 8.3% 91.7% 12.5% 8.3% 0.0% 79.2% 8.3% 0.0% 4.2% 8.3% 33.3%Data source: CCISD teacher rosters & CCISD database

FFA and HOSA have the largest representation of student participation as compared to the other CTSOs. There is a large percentage of At‐Risk students in FFA and a large percentage of the Asian population involved in HOSA. A high percentage of males participate in Skills USA, and the At‐Risk population in Skills USA has increased over the two year period.

5 BPA has chapters at the following campuses: Clear Falls High School, Clear Lake High School, and Seabrook Intermediate School. 6 Clear Falls High School did not have a chapter during the 2012‐2013 school year.


Page | 26

Summary of Previous CTE Program Evaluations

Longhorn Program Evaluation Summary In February 2012, the Longhorn Program Evaluation was presented to the Clear Creek ISD Board of Trustees. In summary, thirty‐eight high school students participated in the Longhorn Program between 2007‐08 and 2010‐11, with an average of eight students participating in the program annually. Over 7,400 intermediate students and an estimated 1,600 elementary students have opportunities to participate in the Longhorn Program science lessons between 2008‐09 and 2010‐11.

The community partners associated with the Longhorn Program include the following, in addition to Clear Creek ISD: Johnson Space Center, Texas Longhorn Breeders Association of America (TLBAA), and the Houston Livestock Show and Rodeo.

Most of the teachers who completed the survey felt that the science lessons were beneficial to their students. All of the 2010‐11 high school students who participated in the Longhorn Program felt that it has helped them become more responsible.

The average annual cost per high school student ranged between $15,697 and $16,823, based on general funds and all funds, respectively.

Longhorn Program Updates The Longhorn Program continues to operate as it had during the timeframe of the previous program evaluation (2007‐08 to 2010‐11). A Moody Foundation Grant was received; however, these funds were used to support the continuation of existing operations.

The Longhorn Program has begun to conduct semi‐annual Bingo fundraisers, which generate approximately $6,000 in proceeds ($3,000 per Bingo fundraiser). While there is some support of these efforts by the Longhorn Development Board, most of the work is completed by CCISD employees. A member of the Longhorn Development Board has assisted in the application process of the Moody Foundation grant and a Houston Livestock Show and Rodeo grant. A member of the Longhorn Development Board has recently stepped into the fundraising lead position and has brought new ideas to the board on fundraising in order to move the Longhorn Program forward.

The recruitment of students is similar to the previous recruitment process. Each year, the Longhorn Program Manager along with existing Longhorn Program students visit FFA students on each comprehensive high school campus to share the program with them and encourage others to apply for a spot on the team.

While many CCISD elementary and intermediate students visit the Longhorn Program each year as part of a field trip experience, the cost benefit analysis has not been measured.


Page | 27

CTE Previous Program Evaluation Updates

Longhorn Program

Year

Grade Level Total

9 10 11 12

2010‐11 0 1 4 3 8

2011‐12 0 0 4 5 9

2012‐13 3 2 0 6 11

2013‐14 1 2 2 5 10

Level of Students who Visit the Longhorn Program

2010‐11 2011‐12 2012‐13 2013‐14 Total

Elementary 686 1,184 1,313 1,408 4,202

Intermediate 2,969 2,526 2,937 2,313 10,745

Total 3,655 3,710 4,250 3,721 14,947

The average number of students in the Longhorn Program is ten students over the four year period of this evaluation, with the majority of students in grades 11 and 12. As of the 2013‐14 school year, all five comprehensive high schools have had student representation.

An average of 3,737 elementary and intermediate students visit the Longhorn Program each year for science lessons.

0

2

4

6

8

10

12

2010‐11 2011‐12 2012‐13 2013‐14

8 9 11 10

Number of High School Students Participating in the Longhorn Program


Page | 28

CTE Previous Program Evaluation Superintendent Recommendations

Longhorn Program

1. CCISD will reduce funding contribution by $50,000 over a two year period.

Complete. The budget has been reduced through reductions in travel. A Bingo fundraiser is held twice each year, which generates approximately $3,000, in which all proceeds go toward student travel costs. The budget has been reduced by $25,000 per year (from $145,000 to $120,000 per year).

2. The Longhorn Program Development Board and non‐CCISD cooperating partners increase funding for the Longhorn Program and student travel expenses.

Complete. Two grants have been secured, totaling $75,000: a $25,000 Moody Foundation grant and a $50,000 Houston Livestock Show and Rodeo grant. A Longhorn Project Development Board member, along with the CCISD Project Manager, applied for and were awarded a $25,000 grant for the continued operations of the project through the 2014‐15 school year. A Longhorn Project Development Board member also applied for and was awarded a grant from the Houston Livestock Show and Rodeo. On Monday, February 16, 2015, The Longhorn Project Advisory Board received a check in the amount of $25,000. They have also stated that they will support the Longhorn Project with in‐kind donations as needed in value of up to $25,000.

3. Annually recruit and retain a 12 student longhorn show team that is representative of each high school to participate in the project.

Almost Complete. There are currently 11 students on the show team. Although the Longhorn Program is promoted to all CCISD high school FFA students, there has not been much interest among students. Some of the current members of the Longhorn Program have remained in the program for multiple years.

4. Establish and implement a process to collect data on student achievement related to participation in the program.

In Progress. Each year, a spreadsheet report on students’ successes is submitted to the district. A reporting process is currently in place in which data is collected and stored; however, this has not been connected to a measurable goal of academic achievement.


Page | 29


Robotics In April 2014, the Robotics Program Evaluation was presented to the Clear Creek ISD Board of Trustees. In summary, students have many opportunities to participate in various types of Robotics programs beginning in 2nd grade through high school, such as “Robo Camp,” FIRST‐For Inspiration and Recognition of Science and Technology (FIRST) Lego League BEST‐Boosting Engineering, Science, and Technology (BEST), VEX, and FIRST Robotics Competition (FRC).

The Robotics team has participated in the Regional as well as the FIRST Championship competitions each year between 2008‐09 and 2012‐13, and they have placed each year in various divisions as Regional Finalists, Regional Winners, and Champion Division Winners.

Students have taken advanced courses in intermediate and high school and have maintained high GPAs. Many students have continued their studies through post‐secondary opportunities.

In general, parents and students are pleased with the Robotics program, as demonstrated in the surveys.

The average cost per student is approximately $285. With additional assistance of grants, donations, and other funds, the average annual cost per student is $416.

Robo Camp Participants

Year Grade Level

Total 1st 2nd 3rd 4th 5th 6th 7th 8th

Summer 2013 0 0 37 99 76 49 22 7 290 Summer 2014 5 36 40 62 58 30 16 8 255

Robotics Participants

Year Program Number of Students Total Number of Students

2013‐14

BEST 80

520 FLL 230

FRC 60

VEX 150

2014‐15

BEST 24

784 FRC 68

VEX7 692

As of the 2014‐15 school year, FLL no longer exists; however, VEX has expanded to include elementary students

The Robotics programs shown in the table above are after school programs and are not courses. The number of students in Robotics after school programs has increased by 264 students, or 50.7% between 2013‐14 and 2014‐15, while participation in Robo Camp declined by 35 students, or 13.7%.

7 Includes elementary VEX IQ, intermediate, and high school VEX programs


Page | 30


Robotics Competitions and Awards

Year Type of

Competition Competition Award

2013‐14 FRC

2014 Alamo Regional Regional Winners‐Engineering Excellence Award sponsored by Delphi

Greater Kansas City Regional

Regional Winners‐Engineering Excellence Award sponsored by Delphi

Lone Star Regional Regional Winners

2014‐15

BEST

North Houston Hub 1st Place Robot

1st Place BEST Award

Texas BEST 2nd Place Most Robust Robot

1st Place in the Robotics Competition

VEX

Galena Park VEX

Tournament Finalists

Programming Skills Winner

Robot Skills Winner

Amaze Award

Volunteer of the Year

Conroe VEX

Excellence Award

Tournament Champions

Programming Skills Winner

Robot Skills Winner

Amaze Award

Space City VEX

Excellence Award

Tournament Champions

Robot Skills Winner

Since the Robotics program evaluation in the Spring of 2014, Robotics students have continued to participate in many regional and state competitions throughout each year and have earned many awards in 2013‐14 and 2014‐15 as detailed above.


Page | 31

CTE Previous Program Evaluation Superintendent Recommendations

Robotics

1. We will have an electronic system in place to track participants in the Robotics program by August 2014.

Complete. A google form has been created that must be completed by all students in order for them to participate in a Robotics program.

2. We will develop and implement a plan to achieve gender balance in the Robotics program by August 2015.

In Progress. There is currently a 26% female participation rate for the 2014‐15 school year, which is equal to the national average, based on information obtained from www.usfirst.org. Targeted recruitment has included posters featuring females in action.

3. We will develop a comprehensive curriculum for the district‐wide Robotics program, located at Clear Brook High School, by August 2015.

In Progress. CCISD is currently in the curriculum writing phase of this goal. In December 2014, the Robotics facilitator and team requested capital funds from the Board of Trustees to begin the equipment and material purchase for the program. The construction of this classroom is scheduled to be completed in August 2015.


Page | 32

Program Evaluation Questions

The following questions were determined by this program evaluation team to evaluate CTE:







Page | 33


According to the Association for Career and Technical Education’s (ACTE) Texas CTE Fact Sheet, “Texas ISDs are required by law to provide 3 out the 16 career clusters to students. 195 all new CTE courses, including 17 courses that satisfy academic credit requirements, were implemented in all districts in the fall of 2010” (2013).

CTE courses operate under two different sets of standards, which include the Texas Essential Knowledge and Skills for Career and Technical Education and the Texas Essential Knowledge and Skills for Career Development. CCISD, students may select courses based on the federally defined Career Clusters (ACTE, 2014). For consistency in this evaluation, “models/pathways” will be referred to as “career pathways,” as defined by AchieveTexas In Action: A College and Career Planning Guide. The Career Clusters, listed below, also have recommended sequences, which are fully detailed on TEA’s Texas Essential Knowledge Skills (TEKS) and Coherent Sequences webpage. Each sequence is concluded with a capstone course, or final course, in the recommended sequence. A coherent sequence of courses is defined as “two or more courses for three or more credits focused on knowledge and skills;” however, these courses are not limited to the same cluster, according to AchieveTexas In Action. The courses offered in the CCISD’s 2014‐15 Educational Planning Guide within each TEA recognized cluster are listed below:

Federally Defined Clusters & CCISD Course Listings (Number of credits listed in parentheses)

Agriculture, Food, and Natural Resources


Arts, AV Technology, & Communications

Business Management and Administration

Principles of Agriculture (1.0)

Exploring Construction Technology I & II (Intermediate)

Exploring Audio/Video Production I & II (Intermediate)

Principles of Business, Marketing, and Finance

(1.0)

Small Animal Management (0.5)

Interior Design (1.0) Intro to Audio/Video Production (1.0)

Business Law (0.5)

Wildlife Fisheries and Ecology Management (0.5)

Construction Technology I (1.0) & II* (2.0)

Audio/Video Production I* (2.0) & II* (2.0)

Keyboarding/Word Processing (0.5)

Livestock Production (0.5) Practicum in Construction

Management* (2.0) Animation I* (1.0) & II* (2.0)

Microsoft Computer Application Specialist I

(1.0) & II* (1.0)

Equine Science (0.5) Graphic Design and

Illustration I (1.0) & II* (2.0)

Principles and Elements of Floral Design (1.0)

Game Programming* (1.0)

Horticulture Science (0.5) Fashion Design (1.0)

Landscape Design & Turf Grass Management* (0.5)

Professional

Communications (0.5)

Agricultural Mechanics and Metal Technologies

(1.0)

Arts & Communications Technology Independent

Study* (1.0)

Agricultural Design and Fabrication* (2.0)

Veterinary Medical Applications* (1.0)

Advanced Animal Science* (1.0)

Practicum in Agriculture*(2.0)

Practicum in Veterinary Medicine* (2.0)

*Advanced CTE courses can be applied towards an endorsement but are not Advanced Academics courses.


Page | 34



Education & Training Finance Health Science Hospitality & Tourism

Introduction to Education

& Training (0.5)

Accounting I (1.0) & II* (1.0)

Health Science Technology I (1.0) & II* (Clinical Rotations) (2.0)

Exploring Culinary Arts I & II (Intermediate)

Teacher Education Training

I* (2.0) & II* (2.0)

Health Science‐Certified Nursing Assistant* (2.0)

Principles of Hospitality and Tourism (0.5)

Medical Terminology*

(0.5) Restaurant/Culinary Management (0.5)

Health Science‐Pharmacy

Technician* (2.0) Hospitality Services I (2.0)

& II (2.0)

Anatomy and Physiology*

(1.0) Culinary Arts I (2.0) & II

(2‐3)

World Health Research*

(1.0) Food Science (1.0)

Pathophysiology* (1.0)

Practicum in Culinary Arts (2.0)

Health Science Independent Study

Mentorship* (0.5‐1.0)

*Advanced CTE courses can be applied towards an endorsement, but are not Advanced Academics courses

Human Services Information Technology Manufacturing

21st Century Living8 (Intermediate) (1.0)

Digital & Interactive Multi‐Media(1.0)

Introduction to Metal Manufacturing (1.0)

Creative Innovations (Intermediate)

Web Technologies* (1.0) Metal Manufacturing I* (2.0) & II* (2.0)

Dollars and Sense (0.5) Computer Maintenance (2.0) Exploring Welding Technology I & II

(Intermediate)

Nutrition and Wellness (0.5) Telecommunications & Networking* (1.0)

Life and Relationships (0.5) Computer Technician* (2.0)

Child Development (0.5) Research in IT Solutions* (2.0)

Cosmetology I* (3.0) & II* (3.0) Computer Science/Programming

(1.0)

Child Guidance I* (2.0) & II* (2.0)

Computer Science/Programming/Pre‐AP/GT (1.0)

Computer Science A* (AP/GT) (1.0)

Computer Science Independent

Study* (1.0)

Computer Applications/Exploring

Careers (Intermediate) (0.5)

8 21st Century Living (listed under the Human Services Cluster) will be removed from the course offerings beginning the 2014‐2015 school

year. This course will be replaced with Life and Relationships and Nutrition and Wellness, which will be offered in intermediate and high school for high school credit.


Page | 35



Marketing Science, Technology, Engineering,

and Math (STEM) Transportation, Distribution, &

Logistics

Sports and Entertainment Marketing (0.5)

Technology Education‐Modular Lab (Intermediate)

Introduction to Automotive Technology (0.5)

Advertising and Sales Promotion (0.5)

Gateway to Engineering: Advanced Design and Fabrication (Intermediate) (0.5)

Automotive Technology I* (2.0) & II* (2.0)

Fashion Marketing (0.5) Gateway to Engineering : Aeronautics and Robotics

(Intermediate) (0.5)

Automotive Technology Internship* (2.0)

Entrepreneurship (1.0) Exploring Robotics (Intermediate) Marketing Dynamics I* (2.0‐3.0) &

II* (2.0‐3.0) Introduction to Engineering Design (PLTW9 & Adv. Academics) (1.0)

Principles of Engineering* (PLTW &

Adv. Academics) (1.0)

Digital Electronics* (PLTW & Adv.

Academics) (1.0)

Architecture and Engineering*(PLTW & Adv. Academics) (1.0)

Aerospace Engineering* (PLTW &

Adv. Academics) (1.0)

Engineering Design and Problem

Solving* (1.0)

Engineering Design and Development* (Adv. Academics)

(1.0)

Scientific Research and Design‐

Independent Study* (1.0)

Forensic Science*10 (1.0)

Biotechnology (1.0)

Advanced Biotechnology*(1.0)

Scientific Research and Design in

Biotechnology* (1.0)

Broadband Communications I*

(2.0) & II* (2.0) Practicum in Biotechnology* (2.0)

*Advanced CTE courses can be applied towards an endorsement, but are not Advanced Academics courses.

The only intermediate CTE courses which offer high school credit are the following: 21st Century Living (Human Services cluster), which has been replaced with Life and Relationship and Nutrition and Wellness (as of the 2014‐15 school year), Computer Applications/Exploring Careers (Information Technology cluster), Gateway to Engineering‐Advanced Design and Fabrication, and Gateway to Engineering‐Aeronautics and Robotics (STEM cluster).

9 PLTW‐Project Lead The Way, the nation's leading provider of STEM (Science, Technology, Engineering, and Math) programs. 10 Forensic Science is listed under the federally defined Cluster Law, Public Safety, Corrections, and Security; however, since CCISD does not offer that particular cluster and for purposes of this program evaluation, this course is grouped under the STEM cluster.


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Course Listing by Number of Credits

One Half Credit One Credit

Advertising and Sales Promotion Business Law Child Development Computer Applications/Exploring Careers (Intermediate) Dollars and Sense Equine Science Fashion Marketing Gateway to Engineering (Intermediate) Health Science Independent Study Mentorship11

Horticulture Science Introduction to Automotive Technology Introduction to Education & Training Keyboarding/Word Processing Landscape Design & Turf Grass Management Life and Relationships Livestock Production Medical Terminology Nutrition and Wellness Principles of Hospitality and Tourism Professional Communications Restaurant/Culinary Management Small Animal Management Sports and Entertainment Marketing Wildlife Fisheries and Ecology Management

21st Century Living (Intermediate) Accounting I & II Advanced Animal Science Advanced Biotechnology Aerospace Engineering (PLTW & Adv. Academics) Agricultural Mechanics and Metal Technologies Anatomy and Physiology Animation I Architecture and Engineering (PLTW & Adv. Academics) Arts & Communications Technology Independent Study Biotechnology Computer Science A (AP/GT) Computer Science Independent Study Computer Science/Programming Construction Technology I Digital & Interactive Media Digital Electronics (PLTW & Adv. Academics) Engineering Design and Development (Adv. Academics) Engineering Design and Problem Solving Entrepreneurship Fashion Design Food Science Forensic Science Game Programming Graphic Design and Illustration I Health Science Independent Study Mentorship11 Independent Study Mentorship

Health Science Technology I Interior Design Intro to Audio/Video Production Introduction to Engineering Design (PLTW & Adv. Academics) Introduction to Metal Manufacturing Marketing Dynamics I & II Microsoft Computer Application Specialist I & II Pathophysiology Practicum in Construction Management Principles and Elements of Floral Design Principles of Agriculture Principles of Business, Marketing, and Finance Principles of Engineering (PLTW & Adv. Academics) Scientific Research and Design in Biotechnology Scientific Research and Design‐Independent Study Telecommunications & Networking Veterinary Medical Applications Web Technologies World Health Research

11 These courses are available for various numbers of credits


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Course Listing by Number of Credits (continued)

Two Credits Three Credits

Audio/Video Production I & II Agricultural Design and Fabrication Animation II Automotive Technology I & II Automotive Technology Internship Broadband Communications I & II Career Preparation I & II11 Child Guidance I & II Computer Maintenance Computer Technician Construction Technology II Culinary Arts I Culinary Arts II Graphic Design and Illustration II Health Science Technology II (Clinical Rotations) Health Science‐Certified Nursing Assistant Health Science‐Pharmacy Technician Hospitality Services I & II Marketing Dynamics I & II11 Metal Manufacturing I & II Practicum in Agriculture Practicum in Biotechnology Practicum in Culinary Arts Practicum in Veterinary Medicine Research in IT Solutions Teacher Education Training I & II

Career Preparation I & II11 Cosmetology I & II Culinary Arts II10 Marketing Dynamics I & II11

The following eleven intermediate CTE courses are offered, but students do not earn high school credit for them:

Creative Innovations

Exploring Audio/Video Production I & II

Exploring Construction Technology I & II

Exploring Culinary Arts I & II

Exploring Robotics

Exploring Welding Technology I & II

Technology Education: Modular Lab

11These courses are available for various numbers of credits


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In addition to the fourteen career clusters, CCISD also offers Career Development courses at the high school level. The specific courses offered are listed below, as well as the number of credits (in parentheses):

High School Level Career Development Courses

Career Preparation I* (2.0/3.0) & II* (2.0/3.0)

Independent Study Mentorship (ISM) (1.0) *Advanced CTE courses can be applied towards an endorsement but are not Advanced Academics courses.

Career Preparation I provides opportunities for students to participate in learning experiences that combine classroom instruction with paid business and industry employment experiences. Students are instructed on employability skills in a classroom setting as a group; however, individual training plans address specific skills and knowledge pertaining to their jobs. Students are required to work a minimum of ten hours weekly for two credits or fifteen hours weekly for three credits.

Career Preparation II extends and enhances the content from Career Preparation I. Students continue to acquire specific knowledge and skills in their industry through a combination of classroom instruction and real‐world on the job experiences. As with Career Preparation I, students are required to work a minimum of ten hours weekly for two credits or fifteen hours weekly for three credits.

The Independent Study Mentorship (ISM) course allows students to leave campus to work with community professionals in order to receive individualized instruction. Students work closely with their mentor and high school facilitator. Students document three to five hours of weekly work, submit documentation logs of work, meet with their mentor on a regular basis, and present a final project. This is a one semester course, but students have the opportunity to take the course twice for a maximum of two credits in ISM.


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Retention in CTE

2010‐11 Cohort

2010‐11 N 2011‐12 N 2012‐13 N 2013‐14 N

Grade 9 1,637 Grade 10 1,096 Grade 11 1,094 Grade 12 1,060

Grade 10 1,969 Grade 11 1,523 Grade 12 1,520

Grade 11 2,041 Grade 12 1,654

Grade 12 2,145

N in CTE 7,792 4,273 2,614 1,060

N enrolled in CCISD 7,792 5,100 3,016 1,208

% Retention 83.8% 86.7% 87.7%

2011‐2012 Cohort

2011‐12 N 2012‐13 N 2013‐14 N



Grade 11 2,282 Grade 12 1,842

Grade 12 2,365

N in CTE 8,249 4,409 2,561

N enrolled in CCISD 8,249 5,523 2,995

% Retention 83.9% 85.5%

2013‐2014 Cohort

2013‐14 N

Grade 9 1,714

Grade 10 2,194

Grade 11 2,408

Grade 12 2,369

N in CTE 8,685

N enrolled in CCISD 8,685

2012‐2013 Cohort

2012‐13 N 2013‐14 N

Grade 9 1,612 Grade 10 1,086

Grade 10 2,120 Grade 11 1,666

Grade 11 2,325 Grade 12 1,809

Grade 12 2,380

N in CTE 8,437 4,561

N enrolled in CCISD 8,437 5,372

% Retention 84.9%Data source: CCISD database Based on snapshot

2010‐11 Cohort: In the 2011‐12 school year, 4,273 10th‐12th grade students who were enrolled in at least one CTE course the previous year (2010‐11) out of 5,100, who were still enrolled in CCISD, were enrolled in at least one CTE course for a retention rate of 83.8%. In the following year (2012‐13), 2,614 11th and 12th grade students who had been enrolled in at least one CTE course the previous year (2011‐12) out of 3,016, who were still enrolled in CCISD, were enrolled in at least one CTE course for a retention rate of 86.7 %. In the 2013‐14 school year, 1,060 12th grade students out of 1,208, who were still enrolled in CCISD, were enrolled in at least one CTE course for a retention rate of 87.7%.


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2011‐12 Cohort: During the 2011‐12 school year, there were 8,249 9th‐12th grade students enrolled in at least one CTE course. The following year (2012‐13), 4,409 10th‐12th grade students out of 5,523 students, who were still in CCISD, were enrolled in at least one CTE course, for a retention rate of 83.9%. In 2013‐14, 2,561 11th and 12th grade students out of 2,995, who were still enrolled in CCISD, were enrolled in at least one CTE course for a retention rate of 85.5%.

2012‐13 Cohort: During the 2012‐13 school year, there were 8,437 9th‐12th grade students enrolled in at least one CTE course. The following year, 4,561 10th‐12th grade students out of 5,372 students, who are still in CCISD, were enrolled in at least one CTE course, for a retention rate of 84.9%.

2013‐14 Cohort: Participation in CTE of 9th‐12th grade students increased in 2013‐14 by 248 students, or 2.9% increase. Every grade level, with the exception of 12th grade, experienced growth when compared to the previous year’s cohort.

The data shows that while there is a high retention rate for the each of the cohorts, there are fewer 9th grade students taking at least one CTE course than 10th, 11th, and 12th grade students , which could be attributed to the rigidity of students’ 9th grade schedules.


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Specialty CTE Programs of Study Clear Creek ISD offers opportunities for students to participate in CTE specialty programs, which are housed at different campuses throughout the district. These specialty programs are district‐wide for 11th and 12th grade students who must participate in an application process in order to be accepted into the program. Upon acceptance into the specialty program of their choice, students have the option of traveling to the campus in which the program is offered, or they may choose to apply for a transfer to become a student at that particular high school campus. Applications are available from the campus career specialists and are due at course selection time.

Automotive Technology The Automotive Technology program is housed at Clear Springs High School and is designed to prepare students for a career in the automotive industry. Students participate in the following sequence of courses throughout the program: Introduction to Automotive Technology, Automotive Technology I, Automotive Technology II, and Automotive Technology Internship. Students begin the program researching different types of careers within the automotive industry. Students progress through the courses learning about various components of automotive technical skills, such as safety, brake systems, electronic systems, suspension, steering, and engine performance; gaining hands‐on experience in computer diagnostic programs, automotive tools and equipment; and receiving in‐depth instruction in the areas of automotive education. In the capstone course, or the internship, students participate in either a paid or unpaid internship, depending on the facility, where they are assigned to a mentor. Students are eligible to take the Automotive Service Excellence (ASE) certification exam once they have completed two years of on the job training or one year of on the job training and a two‐year degree in automotive repair.

Biotechnology The Biotechnology program is housed at Clear Falls High School and is designed to prepare students for a career in the technology and applied science industry, such as medical, clinical, scientific, and/or law enforcement forensic laboratories. Students participate in the following sequence of courses throughout the program: Biotechnology, Independent Study in Biotechnology, Advanced Biotechnology, and the Practicum in Biotechnology. According to the CCISD CTE department website, “Advanced Biotechnology enriches student knowledge of agricultural, environmental, economic and political roles of bioenergy and biological remediation. Nanoscience and nanotechnology in biomedical research are also explored.” In the capstone course, or the internship, students are given the option of working with a mentor or choosing an independent laboratory project in biotechnology.

Broadband Communications Broadband Communications is housed at Clear Brook High School and is an innovative two year program, open to all juniors and seniors in CCISD beginning the 2014‐15 school year. Students participate in the following sequence of courses throughout the program: Broadband Communications I and Broadband Communications II. This program provides students with opportunities to obtain up to 6 certifications recognized by industry. Students learn about telecommunications technologies, fiber and copper‐based cabling, and the design and installation of audio and video systems for both residential and commercial uses. They assemble, test and troubleshoot audio, visual, wired and wireless connectivity. They work with multi‐zoned and single zoned arrangements, learn speaker placement and sound staging methodologies as well as interpreting blue prints to determine audio equipment placement. They design and install voice over IP telephone and communication systems and explore concepts in green technologies by learning energy saving strategies that can then be passed on to the client. Students are given the opportunity to connect to area businesses for potential employment and learn job search, preparation, and interview techniques.


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Certified Nursing Assistant The Certified Nursing Assistant program is housed at Clear View High School and is designed to prepare students for a career in healthcare. Students participate in the following sequence of courses throughout the program: Health Science Technology I and Health Science Certified Nursing Assistant; however, students are encouraged to consider other elective options within the Health Science cluster. Students learn about ethical and legal responsibilities associated with the health care field, as well as patient care, safety, first aid, and CPR. Students in the Health Science‐Certified Nursing Assistant course acquire the skills needed to be successful on the Certified Nursing Assistant (CNA) certification exam.

Computer Maintenance and Networking The Computer Maintenance and Networking program is housed at Clear Falls High School and is designed to prepare students for post‐secondary options, such as IT certification programs, two and four year degree programs, and industry careers. Students participate in the following sequence of courses throughout the program: Computer Maintenance, Computer Technician, Telecommunications and Networking, and Research in IT Solutions. Students learn about the maintenance, repair, and upgrade processes involved with desktop computers, laptops, as well as networks. They also learn skills in the management, installation, and configuration of network infrastructures. In the Computer Technician course, students acquire the skills needed for the A+ Computer Technician certification exam.

Construction Technology The Construction Technology program is housed at Clear Creek High School and is designed for students who would like to enter the construction industry, including careers in carpentry, masonry, electrical work, HVAC, and plumbing. Students participate in the following sequence of courses throughout the program: Construction Technology I, Construction Technology II, Practicum in Construction Management, and Architecture and Engineering. Students learn about the many components of construction, including but not limited to concrete and brickwork, interpretation of construction blueprints, electrical wiring, and plumbing systems. In the Construction Technology II course, students are given the opportunity to earn certifications in Occupational Safety and Health Administration (OSHA) and the National Center for Construction Education and Research (NCEER).

Cosmetology The Cosmetology program is housed at Clear View School and is a two‐year program designed to prepare students for careers in cosmetology. Students participate in the following sequence of courses throughout the program: Introduction to Cosmetology, Cosmetology I, and Cosmetology II. Students learn about the art of hair design, including cutting, styling, and coloring, and they also learn about skin and nail care in a cosmetology lab setting. Students may earn their cosmetology license through the Texas Department of Licensing and Regulation upon successful completion of the state cosmetology exam.

Culinary Arts The Culinary Arts program is housed at Clear Springs High School and is designed to provide students with the real world skills and experiences needed for careers in the food service industry. Students participate in the following three year course sequence throughout the program: Restaurant/Culinary Management, Culinary Arts I, Culinary Arts II, and the Practicum in Culinary Arts. Students learn about food handling and preparation, menu creation, and restaurant equipment and technology. Upon completion of Culinary Arts II, students have the opportunity to take the ServSafe certification exam.


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Dentistry In the fall of 2014, the CCISD Board of Trustees approved a new Dentistry program to be offered at Clear Creek High School beginning the 2017‐18 school year. This open enrollment program for juniors and seniors will prepare students for the dentistry profession through the completion of the following sequence of courses: Dental Assistant (implemented in the 2017‐2018 school year) and the Dental Assistant Practicum (implemented in the 2018‐19 school year). Upon completion of the two‐year program, students will be eligible to earn certification as a dental assistant through the state.

Hospitality The Hospitality program is housed at Clear Lake High School and is designed to help students develop the necessary skills needed for a career in the hospitality industry, including but not limited to restaurant management, catering, sales/marketing, accounting, and guest services. Students participate in the following sequence of courses throughout the program: Principles of Hospitality and Tourism, Hospitality Services I, and Hospitality Services II. Students learn about the many facets of the hospitality industry through their visits with various departments at local hotels and facilities, such as the Nassau Bay Hilton, NASA, and the South Shore Harbour Resort.

The Longhorn Program The Longhorn Program is housed at the Center for Agriculture, Science, and Engineering (CASE) and began in 1996 as a joint educational effort between the NASA Johnson Space Center and Clear Creek ISD. NASA Johnson Space Center initiated this agreement that allows Clear Creek ISD students to raise and breed longhorn cattle on a 60‐acre tract of land located at Johnson Space Center. Various area breeders, who must be current members of the Texas Longhorn Breeders Association of America (TLBAA) and the Texas Longhorn Breeders Gulf Coast Association (TLBGCA), donate calves for the project each year. Breeders agree to incur the financial obligations including: food, hay, entry fees, the trimming of hooves, and veterinary fees. Students’ obligations include daily visits to monitor the longhorns’ health, follow a feeding schedule, provide water, and allow daily opportunities to exercise the longhorn.

Students participate in various livestock shows, such as the Ark‐La‐Tex Show, CCISD Livestock Show and Rodeo, San Antonio Stock Show, Houston Livestock Show and Rodeo, Texas Longhorn Breeders Gulf Coast Association, Texas Longhorn Breeders Association of America, and the Autobahn Show. Typically, these shows occur between October and August; however, the show schedules depend upon the district’s budget, including funding for transportation to and from the events.

Elementary and intermediate students have opportunities to visit the Longhorn Project as part of their science curriculum. Over 4,000 CCISD students visit the area each year. (TLBGCA, 2014)


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Metal Manufacturing The Metal Manufacturing program is housed at Clear Creek High School and prepares students to enter the high demand areas of welding and precision metal manufacturing. This program began in the 2014‐15 school year. Students participate in the following sequence of courses throughout the program: Introduction to Metal Manufacturing, Metal Manufacturing I, and Metal Manufacturing II.

Students develop advanced skills in setting up and operating machine tools to produce precision parts to specifications and develop the required skills in preparation for automated manufacturing. Students learn all required areas of manual machining before embarking on the high tech skills of Computer Numerical Control (CNC) machine tools. Students are involved in all aspects of the machining process, from blueprint reading and interpretation, precision measuring, through material removal. Students learn to operate mills and lathes, hydraulic shears and punch machines as well as pneumatic press brakes and manual mills. Welding instruction includes learning the basics of gas tungsten arc welding (Tungsten Inert Gas, or TIG), gas metal arc welding (Metal Inert Gas, or MIG) and shielded metal arc welding (Stick). These skills provide students with opportunities to work with more than 130 chemical manufacturers, refineries and supporting distribution facilities located minutes away from CCISD.

Robotics Robotics exposes students to the field of engineering, provides hands‐on engineering opportunities, and increases awareness of engineering education. Students at all levels (elementary, intermediate, and high school) have multiple opportunities to take part in the CCISD Robotics program through their campus as well as district‐wide teams, which participate in a variety of competitions. Students in grades 3‐8 can also participate in Robotics by attending a summer camp known as “Robo Camp” in CCISD. The CCISD Robotics program is based on four national and international competitions – FIRST Lego League (FLL), FIRST Robotics Competition (FRC); Boosting Engineering Science and Technology (BEST); and VEX.

Robotics is also part of the CCISD curriculum. Courses begin at the intermediate level and extend through high school. Robotics education is also embedded in Project Lead the Way Engineering courses. A new Robotics specialty program (featuring Robotics I and Robotics II courses) will be offered at Clear Brook High School beginning in the 2015‐16 school year. While this program will be housed at Clear Brook High School, it will be open for all juniors and seniors in the district.


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Additional High School CTE Programs of Study In addition to the previously listed CTE specialty programs offered at select high school campuses throughout the district, seven other programs are offered at all high school campuses, with the exception of one—Child Guidance, which is offered at three out of the five comprehensive high schools.

Agriculture While Agriculture is not an official program in CCISD, there are many opportunities for students to explore Agriculture, Food, and Natural Resources through a variety of opportunities. Students can create a program of study in the area of agriculture, which allows them to personalize their learning, focusing on a specific sequence of courses.

Audio/Video Production The Audio/Video Production program is designed for students who would like to enter the media production and film industry. Students participate in the following sequence of courses throughout the program: Digital and Interactive Multimedia, Introduction to Audio/Video Production, Audio/Video Production I, Audio/Video Production II, and Independent Study: Arts and Communications Technology. Students learn about various types of production, including pre‐ and post‐production, lighting and sound effects, graphics, editing, and directing.

Child Guidance The Child Guidance program is offered at Clear Brook High School, Clear Creek High School, and Clear Falls High School. Each campus has a different name for their three to five year old student programs. Clear Brook High School’s program name is Little Friends; Clear Creek High School’s program name is Trooper School; and Clear Falls High School’s program name is Camelot Kids. High school students participate in the following sequence of courses throughout the program: Child Development, Introduction to Education and Training, Child Guidance I, and Child Guidance II. High school students learn how to interact with and teach preschool aged students in order to prepare them for kindergarten through real world experiences in onsite laboratory classrooms. The learning experiences high school students gain prepare them for post‐secondary careers in education.

Engineering: Project Lead the Way The Engineering: Project Lead the Way program is designed for students who would like to enter the engineering career industry. Students participate in the following sequence of courses throughout the program: Introduction to Engineering Design, Principles of Engineering, Digital Electronics, Aerospace Engineering, Architecture and Engineering, and Engineering Design and Development. Students learn real world problem solving processes as well as the importance of communication, teamwork, organizational skills, and critical thinking skills. Furthermore, students design and test theories and hypotheses and have opportunities to work with mentors in the industry.

Graphic Design The Graphic Design program is designed for students who would like to pursue a career in the graphic and/or web design industry. Students participate in the following sequence of courses throughout the program: Graphic Design and Illustration I, Graphic Design and Illustration II, Animation I, Animation II, Web Technologies, Independent Study: Arts and Communications Technology. Students develop and analyze “visual solutions for public communication,” (CCISD, 2014, p. 60) including graphics development for print and digital media. Students also learn technical skills, including video production, and 2‐dimensional and 3‐dimensional animation techniques.


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Independent Study Mentorship (ISM) Students who choose to enroll in an ISM course must participate in an application process in order to be considered a candidate for the ISM. If accepted into the program, students will design their research project, select their field of interest, plan and implement goals, work closely with and under the supervision of their mentor, and complete a final product which should exhibit a collegiate and/or professional level. Teacher facilitators and community professionals will serve as mentors. Students have the opportunity to repeat the course one time for a total of one state credit.

Pharmacy Technician The Pharmacy Technician program is designed for students who would like to pursue a career in the professional pharmacies. Students participate in the following sequence of two courses throughout the program: Health Science I and Health Science‐Pharmacy Technician. Students learn first aid, CPR, safety precautions, and patient care protocol. The Health Science‐Pharmacy Technician course helps students acquire the skills needed for the Pharmacy Technician certification exam.

Teacher Education Training The Teacher Education program is designed for 11th and 12th grade students who would like to pursue a career in elementary, intermediate, high school, or post‐secondary education. Students participate in the following sequence of courses throughout the program: Introduction to Education and Training, Teacher Education Training I, and Teacher Education Training II. Students observe effective teaching practices throughout campuses in the district and begin their work with a mentor teacher. Students plan and implement lessons and begin to assemble a portfolio for their future career.


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Career and Technology Student Organizations (CTSOs) In addition to CTE Career clusters and Programs of Study, the United States Department of Education (TEA CTSOs, 2014) “recognizes educational programs and philosophies embraced by…the Career and Technical Student Organizations (CTSOs) as being an integral part of career and technical education (CTE) instructional programs. The responsibility for CTE instructional programs and related activities, including CTSOs, rests with state and local education agencies. The USDOE allows states to use Federal Carl D. Perkins funds to provide leadership and support for the CTE student organizations (SEC 124).” CTSOs help prepare students for leadership in their communities “by providing unique programs of career and leadership development, motivation, and recognition for students enrolled, or previously enrolled, in CTE programs” (ACTE, 2013)

The following CTSOs currently exist in CCISD:

Business Professionals of America (BPA) Business Professionals of America began as The Office Education Association (OEA) in 1966, was later renamed BPA in 1988 and is an organization for students who are pursuing careers in business management and administration, information technology, and other business related career fields. BPA’s mission is to contribute to the preparation of a world‐class workforce through the advancement of leadership, citizenship, academic, and technological skills,” according to the Business Professionals of America Texas Association (2013). BPA chapters exist at Clear Falls High School, Clear Lake High School, and Seabrook Intermediate School.

Distributive Education Clubs of America (DECA) DECA was founded in 1946, and its mission is to prepare “emerging leaders and entrepreneurs in marketing, finance, hospitality, and management… DECA enhances the preparation for college and careers by providing co‐curricular programs that integrate into classroom instruction, applying learning in the context of business, connecting to business and the community and promoting competition. Student members leverage their DECA experience to become academically prepared, community oriented, professionally responsible, experienced leaders” (DECA, 2014). DECA chapters exist at all five comprehensive high schools.

Future Farmers of America (FFA) Future Farmers of America (2014) was founded by a group of farmers in 1928 and prepares students for careers in “global agriculture, food, fiber, and natural resources systems.” FFA is based on a three‐part educational model, which consists of classroom instruction, supervised agricultural experiences (SAEs), and the FFA organization. FFA is committed to making a positive difference in the lives of students through the development of leadership skills, personal growth, and career success through the education of agriculture. FFA chapters exist at all five comprehensive high schools.

Health Occupations Students of America (HOSA) Health Occupations Students of America, or HOSA, (2012) officially began in 1976; however the Texas chapter began in April of 1972 (Texas Association of Health Occupations Students) prior to its national expansion and name change. HOSA helps students focus on the diverse needs of the health care community through “motivation, awareness, and recognition.” HOSA encompasses a curricular program of student led activities designed to develop leadership and technical skills in future health care profession leaders. HOSA chapters exist at all five comprehensive high schools and Clear View High School.


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Career and Technology Student Organizations (CTSOs)

SkillsUSA SkillsUSA (2014) was founded in Texas in 1948 and became a national partnership in 1965. SkillsUSA prepares students for public career and technical programs. Through their experience in SkillsUSA, students learn through educational experiences, such as teamwork, citizenship, and character development. Self‐confidence, attitudes regarding work, and communication skills are built and reinforced. SkillsUSA was formerly known as VICA, or Vocational Industrial Clubs of America, and is a “partnership of students, teachers, and industry working together to ensure America has a skilled workforce.” Sponsors for SkillsUSA Texas include Lowe’s, San Jacinto College District, Supercuts, Texas State Technical College, Airgas, Johnson & Wales University, Conroe police, and Del Mar College.

Each year, CCISD, part of SkillsUSA Texas District 9, offers opportunities for students to participate in a local (two day) Skills and Leadership Contest, which was held in February of 2014 at San Jacinto College Central. The fee for contest participation is $25 per student. Local contests that CCISD students participated in for the 2013‐14 school year included the following areas of interest: culinary arts, automotive service technology, commercial baking, entrepreneurship, food and beverage service, mobile electronic installation, action skills, and job skill demonstration. Skills USA chapters exist at Clear Falls High School and Clear Springs High School.

High School Students United with NASA to Create Hardware (HUNCH) CCISD has partnered with NASA for a program known as High School Students United with NASA to Create Hardware (HUNCH, 2014), which is an instructional partnership between NASA employees and high school students. A select number of campuses participate in HUNCH. HUNCH began its partnership at Clear Creek High School with the Metal Manufacturing program and has expanded each year to include unique facets of the CTE program, including the creation of cargo bags with students in the Fashion Merchandising program and future plans to incorporate a variety of food in space for students in the Food Services program. Students work with NASA employees for hands‐on experiences with equipment and materials, which is provided by NASA. In addition to Clear Creek High School, HUNCH has expanded to include Clear Lake High School, Clear Brook High School, and Clear Springs High School.

HUNCH allows students opportunities “to design and build a project that tests different concepts using the microgravity environment. The students then fly on the Zero‐G plane with their projects and conduct their research alongside NASA personnel. During the entire process, students are required to create and maintain thorough documentation, which is then submitted to NASA HUNCH. Students must be at least 18 years old to fly on the Zero‐G plane, but younger students can participate as part of the ground crew” (CCISD Press Release, 2014).

Each December and May, students attend a design and prototype fair at the Johnson Space Center (JSC) where they display their projects and have opportunities to collaborate with astronauts and engineers. A NASA/HUNCH recognition ceremony is held for all HUNCH students and teachers each April at the Gilruth Center near JSC. Also in early April, flight week occurs, which is an opportunity for students to be selected to fly and test their extreme science projects aboard the plane, Zero G.


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HUNCH

Year N HUNCH Projects

2010‐11 42 Soft Goods for NASA; Crew Quarters personal organizer; Plant Growth Experiment to fly on the Zero G plane; Single Stowage Locker

2011‐12 119

Crew Quarters personal organizer; Plant Growth Experiment to fly on the Zero G plane; Single Stowage Locker; Express Rack Mock‐Ups and NanoRacks for astronaut training; Cargo Transfer Bags

2012‐13 150 International Space Station Program’s Crew Shower and Clothes Washer and Dryer; Multi‐Use Tool Sizer; Cargo Transfer Bags

2013‐14 115 Experiment to fly on the Zero G plane; Design of Inventor parts and the fabrication of small parts on the 3D modeler; Fabrication of half‐size cargo transfer bags

The HUNCH projects listed above are determined by NASA astronauts and are based on necessity for use in the International Space Station. Representatives from NASA present a list of project needs to HUNCH students, and the students are tasked with deciding which project(s) to design. Some of the projects may take longer than one year to complete, depending on the type of project selected.


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Certifications

The AchieveTexas CTE Industry Certification Guide (2007) states, “Earning an industry certification has many benefits. It gives students a sense of accomplishment, a highly valued professional credential, and helps students become more employable with higher starting salaries. Valid reliable certifications are also evidence of technical skill attainment. Industry certifications, therefore, are an important component of a CTE program of study. Certification opportunities are one avenue through which CTE fulfills its goals under the state law: Section §29.181 Texas Education Code, Each public school student shall master the basic skills and knowledge necessary for: (1) managing the dual roles of family member and wage earner; and (2) gaining entry‐level employment in a high‐skill, high‐wage job or continuing the student’s education at the postsecondary level.”

“The students participating in effective CTE programs graduate with industry certifications or licenses and postsecondary certificates or degrees that employers use to make hiring and promotion decisions. These students are positioned to become the country’s next leaders and entrepreneurs. And they are empowered to pursue future schooling and training as their educational and career needs evolve” (U.S. Department of Education, 2012, pg. 2).

In CCISD in 2013‐2014, sixteen certifications were available for students to earn, which are listed in detail below.

A+ This two‐part exam certification certifies competent service technicians in the computer industry. Applicants must be able to install, configure, upgrade, troubleshoot, and repair microcomputer hardware, and they must have basic knowledge of desktop and portable systems, basic networking concepts, and printer capabilities. Each exam costs $188. (NCS Pearson, 2014).

Automotive Service Excellence (ASE) In addition to passing an ASE Certification test, automotive technicians must have two years of on the job training or one year of on the job training and a two‐year degree in automotive repair in order to qualify for certification. The CCISD Automotive Technology Program enables students to get a jump start on working towards their ASE certification. The exam costs $36 for the registration fee and a test fee of $33. (National Institute for Automotive Service Excellence, 2014).

Broadband Communications Students taking Broadband Communications will have the opportunity to earn up to six industry recognized certifications at no cost to the student. All students can earn the following certifications during class time.

Telecommunications Technology

Students earning this certification will have the knowledge and skills to set up a home office including networking and fine‐tuning home theatre sound systems.

Network Cabling Specialist Copper‐Based Systems

This certification will enable students to earn entry‐level employment in the telecommunications connectivity field. Student will be able to install and maintain copper networking systems including data, voice, and video for both commercial and residential applications.

Network Cabling Specialists Fiber Optic‐Based Systems

Students earning this certification will be able to seek employment positions involving fiber optic connectivity as found in commercial and residential applications. Students will understand fiber optic transmission systems as well as effective fiber cable termination and splicing.


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12 These certifications are not end of program certifications and are not reported to the state


Voice Over Internet Protocol (VoIP) Technician

Earning this certification will give students the knowledge and skills to install and operate today’s most advanced VoIP systems. Students will have the tools needed to become System Program Administrators and be able to install, test, program, and maintain the operation and security of digital telephone systems.

Smart Home Professional‐‐Audio/Video Systems

This certification will provide students with the ability to connect whole‐house audio systems and home theaters. They will be able to install, test, and troubleshoot audio and video connectivity systems and devices. Students will understand how to link flat panel displays and how to place speakers and subwoofers to create exceptional sound quality.

Smart Home Professional‐‐Energy Management System

Students earning this certification will be able to configure, install, program, and troubleshoot various types of Energy Management automation systems using green technology. Students will have the skills to complete home energy audits and provide energy saving suggestions to customers.

Certified Nursing Assistant (CNA) This two‐part exam certificate is through the National Nurse Aide Assessment Program (NNAAP, 2014) and prepares students for quality care in long term care facilities. Students must complete a state approved nurse aide training program within the past 24 months and submit a completed application to the National Association of Credential Evaluation Services (NACES) in order to be eligible to apply for the exam. Students must also complete a criminal background check in order be in compliance with the Health and Safety Code. The two‐part exam costs $95.

Certified Cardiopulmonary Resuscitation (CPR)12, First Aid12, and Automated External Defibrillator (AED)12 CPR, First Aid, and AED are separate certifications, which are available through the Health Science Technology I course, so there is no fee associated with these certifications since the certifications are part of the curriculum (American Red Cross, 2014).

Cosmetology This license authorizes students to become beauty operators in the area of cosmetology through the Texas Department of Licensing and Regulation (2014). Students must be at least 17 in order to apply for licensure, have earned a high school diploma or equivalent, or have passed a valid exam administered by a testing agency that measures a student’s ability to benefit from training. The student permit costs $25 (including law and rules book), and the licensure costs $53. The license must be renewed every two years for $53.

Dental Assistant The Dental Assistant registration process can be completed online through the Texas State Board Of Dental Examiners (TSBDE, 2015). The application process consists of five steps, and the application fee costs $36. Each applicant must submit required documentation in addition to their application and fee, including a copy of their social security card, current CPR card, Dental Assistant course completion document, and background information documentation (if needed). Annual certificate renewal is required.


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12 These certifications are not end of program certifications and are not reported to the state


Floral Design This two‐part certification is for students who wish to be certified for entry‐level floral design through the Texas State Florists’ Association (TSFA, 2014). Students must successfully complete a program of study in Agriculture, Food, and Natural Resources and pass a written and hands‐on exam in order to be certified. The two‐part exam costs $100; however, TSFA scholarships are offered.

National Center for Construction Education and Research (NCCER) Core Construction Technology, Carpentry, and Electrical All three certifications are entry‐level certificates for all construction‐related trades. In order to apply for certification, students must have been taught by a NCCER certified craft instructor in a NCCER accredited shop. Students must successfully pass the Core Construction Technology Certification exam prior to gaining eligibility for the NCCER Carpentry and/or Electrical certification. Each test fee is $15. (Texas Education Agency, 2007).

Occupational Safety and Health Administration (OSHA) This certification, offered through CareerSafe (2014), affirms that students have completed an Occupational Safety and Health Administration (OSHA)‐approved ten hour general industry advanced safety‐training program, which educates students on workplace hazards, their rights, and their contribution to our nation’s productivity. The training and associated processing fees cost $18.

Pharmacy Technician This certification provides students with the knowledge and skills in order to prepare, distribute, label, and package pharmaceuticals. Students must be enrolled in a health program of study in an accredited Texas high school and may be designated as a pharmacy technician trainee for up to two years provided that the work is concurrent with their enrollment in a health science technology program. Pharmacy Technicians must have a high school diploma or equivalent or be working towards it, have a signed letter from the high school principal attesting to the student’s graduation date, have passed a board approved pharmacy technician certification exam, and register with the board annually or as instructed by the Texas State Board of Pharmacy. The test fee for an initial two year registration is $99. Certification must be renewed every two years ($96), and twenty continuing education contact hours must be completed. (Texas State Board of Pharmacy, 2014).

ServSafe12

This certification provides students with training in basic food safety concepts, prevention of food‐borne illness outbreaks, and the reduction of liability in the food service industry. This certification is through the Texas Restaurant Association Education Foundation. The test fee is $55 for a proctored exam. (Texas Restaurant Association, 2014).

Sterile Processing and Distribution (SPD) Technician This certification promotes the education of sterile processing and distribution in healthcare facilities to ensure safe and effective levels of practice to protect the public. The cost for this exam is $125 and is available through the National Commission for Certifying Agencies (NCCA, 2014).

Veterinary Medical Assistant This certification authorizes students to assist veterinary staff in the essential skills and knowledge in the veterinary settings, such as clinics, labs, and grooming centers. This certification costs $125 and is available through the Texas Veterinary Medical Association (TVMA, 2014).


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13 For the 2010‐11 school year, the number of Carpentry and Core Construction Technology certifications were inadvertently switched. The actual number of NCCER Carpentry certifications was 89; the actual number of NCCER Core Construction Technology certifications was 12. 14 Includes students certified in Sterile Processing and Distribution as well as Pharmacy Technician. These certifications were separately

reported beginning in the 2011‐12 school year.


Certifications

Type of Certification 2010‐11 2011‐12 2012‐13 2013‐14

A+ Certification (Computer Technician) N/A 5 1 0

AED NR NR NR NR

Certified Nurse Aide 38 35 37 36

Cosmetology 5 5 5 9

CPR NR NR NR NR

First Aid NR NR NR NR

Floral Design Certification 1 0 1 1

NCCER‐‐Carpentry 1213 19 10 12

NCCER‐‐Core Construction Technology 8913 98 63 68

NCCER‐‐Electrical N/A N/A 3 0

OSHA NR NR NR NR

Pharmacy Technician 9014 16 32 40

ServSafe NR NR NR NR

Sterile Processing and Distribution Technician N/A 58 76 60

Veterinary Medical Assistant 11 3 11 11

Total Attempted Certifications 274 252 262 267

Total Passed Certifications 246 239 240 237

Passing Rate 89.8% 94.8% 91.6% 88.8% Certification data obtained through the Perkins e‐grants submitted annually by CCISD’s CTE Department N/A=Not available in CCISD as a certification NR=Not Reportable to the state

Beginning the 2014‐15 school year, the following six additional certification opportunities are available to students through the Broadband Communications Program of Study at Clear Brook High School: Telecommunications Technologies, Network Cabling Specialist – Copper, Network Cabling Specialist – Fiber Optics, Smart Home Professional – Audio/Video, Smart Home Professional –Energy Management System, and Voice Over Internet Protocol (VoIP).

In addition to the certifications listed in the table above, the CCISD Automotive Technology Program prepares students for the ASE certification by enabling them with a jump start through hands‐on experiences in high school. Automotive technicians are not eligible for certification until they have obtained two years of on the job training or one year of on the job training and a two‐year degree in automotive repair.

The number of students who have attempted and/or earned certifications has fluctuated throughout the four year period of this program evaluation; however, the passing rate on CTE certification exams has ranged from 88.8% to 94.8%.


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CCISD Student Certifications

The chart below shows the demographic breakdown of students who have attempted certifications over the past four years. This information was obtained from the Perkins e‐grant applications which are submitted each year by the CTE department.

Year N Female Male Hispanic Asian Black White Eco LEP Sped

2010‐2011 274 41.6% 58.4% 25.2% 20.4% 9.1% 45.3% 26.6% 0.7% 9.9%

2011‐2012 252 38.9% 61.1% 29.8% 7.1% 6.7% 56.3% 31.7% 0.4% 10.7%

2012‐2013 262 48.1% 51.9% 27.4%15 13.4% 8.4% 50.8% 25.6% 1.5% 9.2%

2013‐2014 267 50.9% 49.1% 19.1% 13.9% 9.7% 54.7% 26.6% 1.9% 9.0%

The graph below shows the demographic breakdown of students who have attempted certifications over the past four years. This information was obtained from the Perkins e‐grant applications which are submitted each year by the CTE department.

Source: Perkins e‐grant applications provided by CCISD’s CTE department annually

Over the four year period of this program evaluation, there has been an increase in the White, LEP, and Female populations, while there has been a decline in the Hispanic and Male populations. There have been fluctuations in the Asian, Black, and Economically Disadvantaged groups; however, the SPED group closely mirrors the district demographics.

15 There was representation of the Hispanic subpopulation during the 2012‐2013 school year; however, it was mistakenly reported to the

state as 0%. The correct percentage is shown in the table above.

Female Male Hispanic Asian Black White ECO LEP SPED

41.6%

58.4%

25.2%

20.4%

9.1%

45.3%

26.6%

0.7%

9.9%

38.9%

61.1%

29.8%

7.1%

6.7%

56.3%

31.7%

0.4%

10.7%

48.1%

51.9%

27.4%

13.4%

8.4%

50.8%

25.6%

1.5%

9.2%

50.9%

49.1%

19.1%

13.9%

9.7%

54.7%

26.6%

1.9%

9.0%

Demographics of Students who Attempted Cetifications

2010‐2011 2011‐2012 2012‐2013 2013‐2014


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CCISD Student Certifications

The chart below shows the demographic breakdown of students who have earned certifications over the past four years. This information was obtained from the Perkins e‐grant applications which are submitted each year by the CTE department.

Year N* Female Male Hispanic Asian Black White Eco LEP Sped

2010‐2011 246 41.1% 58.9% 22.0% 22.4% 8.1% 47.6% 26.4% 0.4% 7.7%

2011‐2012 239 40.2% 59.8% 29.3% 7.1% 5.9% 57.7% 32.2% 0.4% 9.6%

2012‐2013 240 48.8% 51.3% 27.0%15 12.9% 7.5% 52.5% 23.3% 1.7% 7.9%

2013‐2014 237 51.5% 48.5% 18.1% 14.8% 10.1% 54.4% 27.4% 1.3% 8.9% *There was representation of the Hispanic subpopulation during the 2012‐2013 school year; however, it was mistakenly reported to the state as 0%. The correct percentage is shown in the table above.

The graph below shows the demographic breakdown of students who have earned certifications over the past four years. This information was obtained from the Perkins e‐grant applications which are submitted each year by the CTE department.

Source: Perkins e‐grant applications provided by CCISD’s CTE department annually

Over the four year period of this program evaluation, there has been an increase in the Female population and a decrease in the Male population. There have been fluctuations in the remaining groups; however, the SPED group closely mirrors the district demographics.

15There was representation of the Hispanic subpopulation during the 2012‐2013 school year; however, it was mistakenly reported to the

state as 0%. The correct percentage is shown in the table above.

Female Male Hispanic Asian Black White ECO LEP SPED

41.1%

58.9%

22.0%

22.4%

8.1%

47.6%

26.4%

0.4% 7.7%

40.2%

59.8%

29.3%

7.1%

5.9%

57.7%

32.2%

0.4%

9.6%

48.8%

51.3%

27.0%

12.9%

7.5%

52.5%

23.3%

1.7% 7.9%

51.5%

48.5%

18.1%

14.8%

10.1%

54.4%

27.4%

1.3%

8.9%

Demographics of Students who Earned Certifications

2010‐2011 2011‐2012 2012‐2013 2013‐2014


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Awards Over the years, CTE students have won many regional, state, and national awards. The following list of awards represents a sampling of some recent awards that students have earned in CTE.

Automotive Youth Educational Systems Automotive Youth Educational Systems (AYES) is a new approach for hiring and training automotive technicians. “It is a national partnership of automobile manufacturers and dealers and education departments in many states around the country. Together these groups are helping fill the many open service positions by preparing students for entry‐level positions in dealerships all over the country.” The AYES model is a 320 hour internship, which typically occurs the summer between the students’ junior and senior year. During this internship, students work alongside their mentors, who are usually ASE‐certified Master Technicians, in order to help prepare them for entry‐level positions or advanced studies in automotive technology. AYES students are also enrolled in the National Automotive Technicians Education Foundation (NATEF16, 2013) accredited automotive service and collision repair programs and participate in the Skills USA CTSO.

CCISD has hosted the annual signing events in order to recognize AYES mentors. In June 2013, seven CCISD students began internships at the following local dealerships:

Discount Tire

McRee Ford

Norman Frede Chevrolet

Ron Carter Autoland

Taylor Automotive

16 NATEF was founded in 1983 and is an independent, non‐profit organization whose mission is to improve the quality of nationwide automotive technician training programs at the secondary, post‐secondary, public and proprietary schools.


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Business Professionals of America

Year Place BPA Awards

2013‐2014

1st Regionals ‐ Computer Modeling

3rd Regionals ‐ Computer Security

1st Regionals ‐ Database Applications

2nd Regionals ‐ Digital Media Production

2nd Regionals ‐ Financial Analyst Team

2nd Regionals ‐ Fundamentals of Web Design

1st Regionals ‐ Global Marketing Team

1st Regionals ‐ Graphic Design Promotion

2nd Regionals ‐ Human Resource Management

2nd Regionals ‐ JAVA Programming

3rd Regionals ‐ Legal Office Procedures

1st Regionals ‐ SQL Database Fundamentals

1st State ‐ Fair Trade Challenge

1st State ‐ Mobile Applications

2nd State ‐ Small Business Management Team

1st State ‐ Website Design Team

Lemelson‐MIT InvenTeam The Lemelson‐MIT Program (2014) “celebrates outstanding inventors and inspires young people to pursue creative lives and careers through invention.”

The InvenTeam at Clear Lake High School is a team of “students, teachers, and mentors that receive grants up to $10,000… to invent technological solutions to real‐world problems. Each InvenTeam chooses its own problem to solve.” In 2012, the InvenTeam invented a multifunctional medical unit that generates power, sterilizes water, and stores medical equipment. The invention cost $2,500, and was designed to provide clean drinking water for the people of Bangladesh. The mentors the team worked with included the University of Texas Medical Branch (UTMB), Indus Instruments, NASA Johnson Space Center, Lockheed Martin, Boeing, Industrial Tech, and Jacobs Engineering. CLHS’s InvenTeam received the grant in the amount of $9,925.


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Distributive Education Clubs of America (DECA)

Year Place DECA Awards

2013‐2014

1st Regionals ‐ Business Finance Series

1st Regionals ‐ Business Law and Ethics

1st Regionals ‐ Buying and Merchandising Operations Research

1st Regionals ‐ Buying and Merchandising Team Decision Making

1st Regionals ‐ Community Service Project

1st Regionals ‐ Entrepreneurship Innovation Plan

1st Regionals ‐ Entrepreneurship Participating Independent Business

1st Regionals ‐ Entrepreneurship Written Event

1st Regionals ‐ Hospitality and Tourism Operations

1st Regionals ‐ Human Resources Management Series

1st Regionals ‐ International Business Plan

1st Regionals ‐ Principles of Business Management and Administration

1st Regionals ‐ Principles of Finance

1st Regionals ‐ Principles of Hospitality and Tourism

1st Regionals ‐ Principles of Marketing

1st Regionals ‐ Retail Merchandising Series

1st Regionals ‐ Sports and Entertainment Marketing Team Decision Making

1st Regionals ‐ Travel and Tourism Team Decision Making


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Future Farmers of America (FFA)

Year Place FFA Awards

2013‐2014

1st District ‐ Jr. Quiz Team

1st District ‐ Lonestar Degree

1st District ‐ Star Greenhand

1st District ‐ Agricultural Advisory

1st District ‐ Jr. Chapter Conducting

1st District ‐ LDE Sweepstakes

1st District ‐ Senior Chapter Conducting

1st District ‐ Senior Quiz Team

3rd District ‐ Jr. Quiz Team

5th Cibilo Creek Dairy Competition

Best of Show Ag Mechanics

Best of Show Floral Design

Best of Show Food Science

Best of Show Horticulture

Best of Show Visual Arts

Grand Champion Broilers

Grand Champion Goats

Grand Champion Lambs

Grand Champion Market Rabbits

Grand Champion Steer

Grand Champion Swine

Grand Champion Turkeys

Reserve Grand Champion Goats

Reserve Grand Champion Broilers

Reserve Grand Champion Lambs

Reserve Grand Champion Market Rabbits

Reserve Grand Champion Steer

Reserve Grand Champion Steer

Reserve Grand Champion Swine

Reserve Grand Champion Turkeys


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Health Occupations Students of America (HOSA)

Year Place HOSA

2013‐2014

1st Regionals ‐ Forensic Medicine

1st Regionals ‐ Biomedical Debate

1st Regionals ‐ Biotechnology

1st Regionals ‐ CERT Skills

1st Regionals ‐ Community Awareness

1st Regionals ‐ Creative Problem Solving

1st Regionals ‐ Extemporaneous Health Poster

1st Regionals ‐ Human Growth & Development

1st Regionals ‐ Job Seeking Skills

1st Regionals ‐ Medical Math

1st Regionals ‐ Medical Spelling

1st Regionals ‐ Nursing Assisting

1st Regionals ‐ Nutrition

1st Regionals ‐ Parliamentary Procedure

1st Regionals ‐ Physical Therapy

1st State ‐ Biomedical Debate

1st State ‐ Extemporaneous Health Poster

1st State ‐ Forensic Medicine

1st State ‐ Human Growth & Development

1st State ‐ Medical Math

1st State ‐ Medical Spelling

1st Nationals ‐ Human Growth & Development


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National Technical Honor Society The National Technical Honor Society (NTHS), which began thirty years ago in 1984, “honors the achievements of top CTE students, provides scholarships to encourage the pursuit of higher education, and cultivates excellence in today’s highly competitive, skilled workforce” (2014). The NTHS serves over 200,000 student members annually, and in 2014, awarded over $160,000 in scholarships to career and technical education students, nationally. Students are highly encouraged to become a member of the NTHS, which is a one‐time fee of $2517. With the membership fee, students receive a custom certificate, presentation folder, member pin, ID card, window decal, white tassel, official NTHS diploma seal, and general (customized) letter of recommendation for each student’s career portfolio. Additionally, students will gain access to the NTHS’ online career center up to one year after graduation.

Year N F M HI AS BL WH ECO LEP SPED GT At Risk

2010‐11 350 62.0% 38.0% 14.9% 24.0% 6.6% 52.0% 10.6% 0.0% 1.4% 14.0% 7.7%

2011‐12 400 66.0% 34.0% 15.8% 19.0% 9.3% 55.3% 11.5% 0.3% 2.0% 11.3% 14.5%

2012‐13 414 61.8% 38.2% 17.9% 19.3% 7.0% 53.4% 10.6% 0.0% 1.7% 13.3% 11.6%

2013‐14 452 60.8% 39.2% 19.7% 21.5% 5.8% 50.0% 10.0% 0.0% 1.8% 11.9% 11.1%

Total 1,616 62.6% 37.4% 17.2% 20.9% 7.1% 52.6% 10.6% 0.1% 1.7% 12.6% 11.3%

Participation in the National Technical Honor Society has increased over the four year period of this program evaluation. There has been an increase in the Hispanic population, a decrease in the Asian population, and an increase in the At Risk population. There is a large percentage of females, as compared to their male counterparts

17 Chapters may add local dues in addition to the $25 student membership fee to cover the cost of the induction ceremony and any other

expenses that could be incurred.


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Real World Design Challenge The Real World Design Challenge (RWDC) is an annual competition for students in grades 9‐12, which provides unique and thought‐provoking opportunities. Students are given a challenge to address, which is one that “confronts our nations’ leading industries. Students will utilize professional engineering software to develop their solutions and will also generate presentations that convincingly demonstrate the value of their solutions. The RWDC provides students with opportunities to apply the lessons of the classroom to the technical problems that are being faced” in the Science, Technology, Engineering, and Mathematics workplace. The Real World Design Challenge partners with NASA, the Department of Defense, and the National Governors Association, to name a few.

The challenge for 2013 was “to design Small Unmanned Aircraft Systems (SUAS), which includes one or more aircraft and control station, and to develop a business plan in support of commercial applications based on the following mission scenario. Teams had to design an aircraft system to search for a missing, injured and immobilized child with a blue jacket in a designated 2‐mile radius circular search area. The team then refined the vehicle design, sensor payload selection, search pattern, best altitudes for the selected sensor payload, and associated ground equipment to find the child in the minimum time while also minimizing cost. The final product was an engineering notebook including the business plan” (RWDC, 2014).

Clear Lake High School’s 2013 RWDC team, which consisted of five students (four juniors and one senior), represented the 2013 Texas State Champions and advanced to the National Championship in Washington, DC, which was held in April 2013. (The National Championship was an all‐expenses paid trip). The challenge at the national level was to refine the team’s initial design to find the child in the minimum amount of time while also minimizing costs. Once their design was completed, the students presented “their final designs and business plan to a panel of industry experts.”(Clear Lake Today, 2013)


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Skills USA

Year Place Type of Competition Skills USA

2012‐2013

1st

Automotive Technology

District ‐ Auto Service Technology

1st State ‐ Auto Service Technology

1st Nationals‐ Auto Service Technology

2013‐2014

1st District ‐ Auto Quiz Bowl

1st District ‐ Customer Service

1st District ‐ Diesel Service

1st District ‐ Job Interview

1st District ‐ Job Skill

1st District ‐ Marine Service

1st District ‐ Mobile Electronics Installation

1st District ‐ Motorcycle Service

1st District ‐ Welding Applications

4th State ‐ Auto Quiz Bowl

1st State ‐ Diesel Service

2nd State ‐ Marine Service

3rd State ‐ Mobile Electronics Installation

4th State ‐ Motorcycle Service

3rd State ‐ Welding Applications

12th Nationals ‐ Diesel Service

1st Regionals ‐ Cosmetology Quiz Bowl

1st Cosmetology Regionals ‐ Cosmetology Skills

3rd Regionals ‐ Cosmetology Skills

1st

Culinary Arts

Regionals ‐ Culinary Arts

2nd Regionals ‐ Culinary Arts

3rd Regionals ‐ Culinary Arts

2nd Regionals ‐ Commercial Baking

3rd Regionals ‐ Commercial Baking

1st Regionals ‐ Food and Beverage Service

3rd Regionals ‐ Food and Beverage Service

3rd Regionals ‐ Customer Service

1st Regionals ‐ Culinary Projects

1st Regionals ‐ Culinary Quiz Bowl Team


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Students have opportunities to explore relevant real world experiences through the various partnerships that exist within the community, including internships. Multiple internship opportunities are available for students who choose to participate in the cluster areas listed below:

Cluster Course Name of Internship

Agriculture, Food, and Natural Resources Practicum in Agriculture

Practicum in Veterinary Medicine

Career Development

Career Preparation I

Career Preparation II

Independent Study Mentorship (ISM)

Practicum in Culinary Arts

Education & Training Teacher Education Training I

Teacher Education Training II

Health Science

Health Science Certified Nursing Assistant (CNA)

Health Science Pharmacy Technician

Health Science Technician II: Clinical Rotations

Hospitality & Tourism Hospitality Services I

Hospitality Services II

Human Services Child Guidance I

Child Guidance II

Marketing Marketing Dynamics I

Marketing Dynamics II

STEM Practicum in Biotechnology

Transportation, Distribution, & Logistics Auto Technician Internship

2010‐11 2011‐12 2012‐13 2013‐14

Type of Internship N % N % N % N %

Agriculture 23 2.2% 14 1.3% 28 2.4% 28 2.6%

Automotive Technology ‐‐ ‐‐ ‐‐ ‐‐ ‐‐ ‐‐ 7 0.6%

Career Preparation 130 12.4% 109 10.4% 100 8.6% 131 12.0%

Child Guidance 99 9.5% 115 10.9% 124 10.7% 106 9.7%

Health Science Certified Nursing Assistant 38 3.6% 42 4.0% 41 3.5% 43 3.9%

Health Science Pharmacy Technician 85 8.1% 97 9.2% 91 7.8% 95 8.7%

Health Science Tech II Clinical Rotations 119 11.4% 118 11.2% 114 9.8% 125 11.5%

Hospitality Services 14 1.3% 16 1.5% 11 0.9% 14 1.3%

ISM 344 32.9% 325 30.9% 443 38.1% 342 31.4%

Marketing 110 10.5% 122 11.6% 106 9.1% 88 8.1%

Practicum In Biotechnology18 N/A N/A N/A N/A 12 1.0% 9 0.8%

Teacher Education Training 82 7.8% 92 8.7% 91 7.8% 105 9.6%

Total 1,045 100.0% 1,053 100.0% 1,164 100.0% 1,089 100.0%

ISM has had the largest enrollment all four years of this program evaluation, which increased by 7.2% between 2011‐12 and 2012‐13. Automotive Technology and Career Preparation internships are the only paid internships.

18 The Biotechnology program is housed at Clear Falls High School. The first year in which the Biotechnology Practicum was offered was the

2012‐13 school year. ‐ ‐Data masked if fewer than 5 students


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Based on snapshot Data source: CCISD database

ISM has had the greatest percentage of internships all four years of this program evaluation, while Automotive Technology has had the fewest percentage of internships; however, our partnership with local dealerships remains strong, and those intern positions are highly coveted.

Examples of Career Preparation internships are any cooperative type of part time work experiences (10‐15 hours per week), which includes retail or other service‐oriented types of jobs, such as McDonald’s, Jimmy John’s, Sonic, Barnes and Noble, Dark Water Yachts, Space Center Houston, Stone Gym’s daycare, and Tarp Depot.

Examples of Independent Study Mentorships include various jobs at local places of business, in which students must document three to five hours of work weekly.

0% 10% 20% 30% 40%

Automotive Technology

Career Preparation

Child Guidance

Health Science Certifed Nursing Assistant

Health Science Pharmacy Technician

Health Science Tech II Cinical Rotations

Hospitality Services

ISM

Marketing

Practicum In Biotechnology

Agriculture

Teacher Education Training

Internships

2013‐14 2012‐13 2011‐12 2010‐11


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Internship Demographics

2010‐2011 N F M HI AS BL WH

Automotive Technology ‐‐ ‐‐ ‐‐ ‐‐ ‐‐ ‐‐ ‐‐

Career Preparation 130 50.8% 49.2% 23.8% 6.2% 3.8% 63.1%

Child Guidance 99 79.8% 20.2% 30.3% 1.0% 10.1% 56.6%

Health Science Certified Nursing Assistant 38 86.8% 13.2% 50.0% 0.0% 5.3% 42.1%

Health Science Technology II‐Clinical Rotations

119 63.0% 37.0% 14.3% 21.8% 5.9% 57.1%

Hospitality 14 78.6% 21.4% 7.1% 14.3% 7.1% 71.4%

ISM 344 60.2% 39.8% 13.1% 25.0% 3.2% 55.2%

Marketing 110 47.3% 52.7% 19.1% 9.1% 5.5% 63.6%

Pharmacy Technician 85 57.6% 42.4% 10.6% 44.7% 9.4% 34.1%

Teacher Education Training 82 78.0% 22.0% 18.3% 3.7% 8.5% 67.1%

Veterinary Medicine 23 91.3% 8.7% 4.3% 4.3% 17.4% 73.9%

Total 1,045 62.9% 37.1% 18.1% 16.7% 5.8% 56.8% *Not unique students. Some students participated in more than one internship course over the course of a year. ‐ ‐Data masked if under 5 students

2010‐2011 ECO LEP SPED GT AR

Automotive Technology ‐‐ ‐‐ ‐‐ ‐‐ ‐‐

Career Preparation 13.8% 0.8% 8.5% 3.8% 39.2%

Child Guidance 18.2% 0.0% 11.1% 2.0% 47.5%

Health Science Certified Nursing Assistant 18.4% 0.0% 0.0% 0.0% 47.4%

Health Science Technology II‐Clinical Rotations 8.4% 0.0% 3.4% 15.1% 10.1%

Hospitality 21.4% 0.0% 0.0% 0.0% 21.4%

ISM 9.3% 0.0% 1.2% 28.2% 15.7%

Marketing 14.5% 0.0% 6.4% 2.7% 34.5%

Pharmacy Technician 16.5% 0.0% 0.0% 9.4% 8.2%

Teacher Education Training 14.6% 0.0% 2.4% 7.3% 30.5%

Veterinary Medicine 8.7% 0.0% 8.7% 4.3% 43.5%

Total 12.6% 0.1% 3.9% 13.4% 25.5% *Not unique students. Some students participated in more than one internship course over the course of a year. ‐ ‐Data masked if under 5 students

A large percentage of females completed internships in 2010‐11. There is a high Asian population, GT population, and At Risk population who participated in internships during the 2010‐11 school year.


Page | 67






Child Guidance 115 74.8% 25.2% 25.2% 4.3% 11.3% 58.3%


Health Science Technology II‐Clinical Rotations 118 74.6% 25.4% 16.1% 22.9% 8.5% 52.5%

Hospitality 16 43.8% 56.3% 12.5% 6.3% 12.5% 68.8%

ISM 325 62.5% 37.5% 19.7% 24.0% 1.8% 50.8%

Marketing 122 50.0% 50.0% 27.0% 6.6% 12.3% 51.6%




Total 1,053 64.1% 35.9% 20.3% 15.1% 6.7% 55.5%*Not unique students. Some students participated in more than one internship course over the course of a year. ‐ ‐Data masked if under 5 students




Child Guidance 19.1% 0.0% 9.6% 1.7% 43.5%



Hospitality 18.8% 0.0% 25.0% 0.0% 56.3%

ISM 16.3% 0.0% 1.5% 22.2% 18.5%

Marketing 14.8% 0.0% 6.6% 2.5% 42.6%




Total 16.3% 0.1% 4.6% 10.3% 29.5%*Not unique students. Some students participated in more than one internship course over the course of a year. ‐ ‐Data masked if under 5 students



Page | 68





Biotechnology Practicum 12 83.3% 16.7% 16.7% 0.0% 0.0% 83.3%


Child Guidance 124 87.1% 12.9% 26.6% 4.0% 8.1% 59.7%



Hospitality 11 36.4% 63.6% 9.1% 0.0% 18.2% 63.6%

ISM 443 63.0% 37.0% 13.8% 24.6% 2.9% 56.7%

Marketing 106 52.8% 47.2% 27.4% 2.8% 8.5% 61.3%




Total 1,164 67.5% 32.5% 20.2% 15.0% 5.5% 57.0% *Not unique students. Some students participated in more than one internship course over the course of a year. ‐ ‐Data masked if under 5 students



Biotechnology Practicum 8.3% 0.0% 0.0% 16.7% 8.3%


Child Guidance 24.2% 0.0% 10.5% 0.8% 39.5%



Hospitality 0.0% 0.0% 27.3% 9.1% 45.5%

ISM 7.4% 0.2% 0.5% 19.9% 11.3%

Marketing 25.5% 0.0% 8.5% 1.9% 48.1%




Total 13.7% 0.2% 4.2% 9.9% 24.8% *Not unique students. Some students participated in more than one internship course over the course of a year. ‐ ‐Data masked if under 5 students



Page | 69




Automotive Technology 7 14.3% 85.7% 14.3% 28.6% 0.0% 57.1%

Biotechnology Practicum 9 77.8% 22.2% 33.3% 11.1% 0.0% 55.6%


Child Guidance 106 89.6% 10.4% 28.3% 0.9% 12.3% 54.7%



Hospitality 14 42.9% 57.1% 21.4% 0.0% 7.1% 57.1%

ISM 342 58.2% 41.8% 13.5% 30.7% 2.6% 50.6%

Marketing 88 47.7% 52.3% 19.3% 6.8% 4.5% 68.2%




Total 1,093 68.5% 31.5% 20.5% 17.0% 6.5% 52.6%

*Not unique students. Some students participated in more than one internship course over the course of a year. ‐ ‐Data masked if under 5 students


Automotive Technology 14.3% 0.0% 0.0% 0.0% 42.9%

Biotechnology Practicum 11.1% 0.0% 0.0% 22.2% 11.1%


Child Guidance 23.6% 0.0% 10.4% 0.9% 43.4%



Hospitality 14.3% 0.0% 14.3% 0.0% 50.0%

ISM 6.4% 0.0% 0.6% 28.1% 9.1%

Marketing 18.2% 0.0% 6.8% 4.5% 40.9%




Total 16.2% 0.2% 3.6% 11.3% 23.2%

*Not unique students. Some students participated in more than one internship course over the course of a year. ‐ ‐Data masked if under 5 students

A large percentage of females completed internships in 2013‐14 There is a high Asian population, GT population, and At Risk population who participated in internships during the 2013‐14 school year.

Over the four year period of this program evaluation, there has been a total of 4,355 internships. The Hispanic population has increased, while the Asian and Black populations have fluctuated a bit, and the White population has slightly declined. The Female participation in internships has remained higher than the Males all four years. The SPED, GT, At Risk, ECO, and At Risk populations have fluctuated over the four year period.


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According to TEA’s 2014‐2015 Student Attendance Accounting Handbook (2014), “a student may enroll in as many CTE courses as his or her schedule permits” (pg. 161). The majority of CTE students have taken one to two courses each year of the program evaluation. 85% of students took one to two CTE courses in 2010‐11; Approximately 83% of students took one to two CTE courses in 2011‐12, 2012‐13, and in 2013‐14.

The following table shows the number of intermediate students who enrolled in CTE courses which offer no high school credit, but still expose intermediate students to career related elective course material.

Enrollment by Number of Intermediate CTE Courses

# of courses

2010‐11 2011‐12 2012‐13 2013‐14

# of students

% # of

students %

# of students

% # of

students %

1 544 48.8% 556 42.5% 368 27.9% 423 30.9%

2 484 43.4% 661 50.6% 837 63.4% 848 62.0%

3 54 4.8% 38 2.9% 51 3.9% 53 3.9%

4 26 2.3% 48 3.7% 63 4.8% 42 3.1%

5 7 0.6% ‐‐ ‐‐ ‐‐ 0.2% ‐‐ ‐‐

Total 1,115 100.0% 1,307 100.0% 1,321 100.0% 1,368 100.0%

The majority of students at the intermediate level who have chosen to enroll in CTE courses for no high school credit have taken two courses on average each year.


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Number of Courses and Credits Earned

2010‐11 2011‐12 2012‐13 2013‐14

# of courses and credits

# of students

% # of

students %

# of students

% # of

students %

1 course 4,963 49.4% 4,504 43.1% 4,776 44.5% 4,853 44.7%

# of credits:

0.5 1,523 15.2% 1,574 15.1% 1,544 14.4% 1,526 14.1%

1.0 3,030 30.2% 2,549 24.4% 2,802 26.1% 2,883 26.6%

2.0 341 3.4% 326 3.1% 359 3.3% 367 3.4%

3.0 69 0.7% 55 0.5% 71 0.7% 77 0.7%

2 courses 3,492 34.8% 3,997 38.3% 3,968 37.0% 3,958 36.5%

# of credits:

0.5 998 9.9% 989 9.5% 1,061 9.9% 988 9.1%

1.0 843 8.4% 1,246 11.9% 1,125 10.5% 1,088 10.0%

1.5 803 8.0% 864 8.3% 833 7.8% 841 7.7%

2.0 587 5.8% 564 5.4% 628 5.9% 707 6.5%

2.5 44 0.4% 53 0.5% 56 0.5% 51 0.5%

3.0 154 1.5% 210 2.0% 217 2.0% 218 2.0%

3.5 14 0.1% 14 0.1% 10 0.1% 14 0.1%

4.0 46 0.5% 56 0.5% 37 0.3% 50 0.5%

3 courses 1,278 12.7% 1,448 13.9% 1,408 13.1% 1,385 12.8%

# of credits:

0.5 176 1.8% 120 1.1% 148 1.4% 110 1.0%

1.0 25 0.2% 23 0.2% 37 0.3% 21 0.2%

1.5 517 5.1% 471 4.5% 371 3.5% 350 3.2%

2.0 305 3.0% 475 4.5% 481 4.5% 493 4.5%

2.5 127 1.3% 164 1.6% 153 1.4% 174 1.6%

3.0 70 0.7% 108 1.0% 134 1.2% 151 1.4%

3.5 19 0.2% 36 0.3% 39 0.4% 35 0.3%

4.0 24 0.2% 27 0.3% 29 0.3% 31 0.3%

4.5 6 0.1% 8 0.1% 5 0.0% 8 0.1%

5.0 ‐ ‐ ‐ ‐ 12 0.1% 9 0.1% 9 0.1%

‐ ‐Data masked if less than 5 students

Data source: CCISD database

The majority of students have taken one CTE course, ranging from a total of 0.5 to 3.0 total credits earned, with the majority earning 1.0 credits. For students enrolled in two CTE courses (ranging from 0.5‐4.0 total credits), the majority of them have earned 1.0 credits for both courses. For students who enrolled in three CTE courses (ranging from 0.5‐5.0 total credits) the majority of them have earned 1.5‐2.0 total credits.


Page | 72


Number of Courses and Credits Earned

2010‐11 2011‐12 2012‐13 2013‐14

# of courses and credits

# of students

% # of

students %

# of students

% # of

students %

4 courses 254 2.5% 401 3.8% 469 4.4% 560 5.2%

# of credits:

0.5 74 0.7% 99 0.9% 145 1.4% 198 1.8%

1.0 0 0.0% ‐ ‐ ‐ ‐ 5 0.0% ‐ ‐ ‐ ‐

1.5 17 0.2% 20 0.2% 12 0.1% 9 0.1%

2.0 44 0.4% 69 0.7% 80 0.7% 89 0.8%

2.5 36 0.4% 61 0.6% 73 0.7% 74 0.7%

3.0 46 0.5% 99 0.9% 102 1.0% 120 1.1%

3.5 15 0.1% 25 0.2% 23 0.2% 30 0.3%

4.0 13 0.1% 19 0.2% 15 0.1% 28 0.3%

4.5 ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ 7 0.1% 3 0.0%

5 courses 43 0.4% 75 0.7% 97 0.9% 83 0.8%

# of credits:

0.5 7 0.1% 6 0.1% 5 0.0% 7 0.1%

1.0 0.0% ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐

1.5 10 0.1% 11 0.1% 15 0.1% 7 0.1%

2.0 0.0% ‐ ‐ ‐ ‐ 0.0% 0.0%

2.5 ‐ ‐ ‐ ‐ 5 0.0% 5 0.0% 6 0.1%

3.0 7 0.1% 20 0.2% 33 0.3% 29 0.3%

3.5 5 0.0% 18 0.2% 13 0.1% 11 0.1%

4.0 7 0.1% 5 0.0% 7 0.1% 15 0.1%

4.5 ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ 9 0.1% 3 0.0%

6 courses 9 0.1% 17 0.2% 7 0.1% 12 0.1%

# of credits:

4.0 ‐‐ 0.0% ‐‐ 0.0% ‐‐ 0.0% 6 0.1%

‐ ‐Data masked if less than 5 students

Data source: CCISD database

For students enrolled in four CTE courses (ranging from 0.5‐4.5 total credits), the majority of them have earned 0.5 total credits for all four courses. For students who enrolled in five CTE courses (ranging from 0.5‐4.5 total credits) the majority of them have earned 3.0 total credits.


Page | 73


National Workforce Information: Highest Paid Occupations

Highest Paid Occupations by Median Hourly and Annual Wages‐Nationally

Occupation Median wages, 2013

Hourly Annual

1. Anesthesiologists $90.00+ $187,200+

2. Obstetricians and Gynecologists $90.00+ $187,200+

3. Oral and Maxillofacial Surgeons $90.00+ $187,200+

4. Orthodontists $90.00+ $187,200+

5. Physicians and Surgeons, All Other $90.00+ $187,200+

6. Surgeons $90.00+ $187,200+

7. Internists, General $89.83 $186,800

8. Psychiatrists $86.03 $178,900

9. Family and General Practitioners $84.87 $176,500

10. Chief Executives $82.50 $171,600

11. Dentists, All Other Specialists $78.58 $163,400

12. Pediatricians, General $75.78 $157,600

13. Nurse Anesthetists $72.64 $151,100

14. Dentists, General $70.36 $146,300

15. Petroleum Engineers $63.62 $132,300

16. Architectural and Engineering Managers $61.62 $128,200

17. Computer and Information Systems Managers $59.59 $123,900

18. Marketing Managers $59.24 $123,200

19. Air Traffic Controllers $58.31 $121,300

20. Pharmacists $57.35 $119,300

21. Podiatrists $56.83 $118,200

22. Judges, Magistrate Judges, and Magistrates $56.80 $118,100

23. Natural Sciences Managers $56.17 $116,800

24. Airline Pilots, Copilots, and Flight Engineers N/A $115,200

25. Lawyers $54.95 $114,300 Data source: CareerOneStop, which is sponsored by the US Department of Labor, Employment, and Training Administration

Nationally, the medical field occupations listed in the table above (1‐6) are among the highest paying occupations, based on 2013 data.


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Texas Workforce Information: Highest Paid Occupations

Highest Paying Occupations by Median Hourly and Annual Wages‐Texas

Occupation Median wages, 2013

Hourly Annual

1. Anesthesiologists $90.00+ $187,200+

2. Internists, General $90.00+ $187,200+

3. Obstetricians and Gynecologists $90.00+ $187,200+

4. Oral and Maxillofacial Surgeons $90.00+ $187,200+

5. Orthodontists $90.00+ $187,200+

6. Physicians and Surgeons, All Other $90.00+ $187,200+

7. Psychiatrists $90.00+ $187,200+

8. Surgeons $90.00+ $187,200+

9. Chief Executives $89.39 $185,900

10. Dentists, General $87.38 $181,800

11. Family and General Practitioners $86.58 $180,100

12. Dentists, All Other Specialists $78.63 $163,600

13. Nurse Anesthetists $74.49 $154,900

14. Pediatricians, General $74.49 $154,900

15. Architectural and Engineering Managers $70.37 $146,400

16. Petroleum Engineers $68.85 $143,200

17. Geoscientists, Except Hydrologists and Geographers

$67.25 $139,900

18. Marketing Managers $62.20 $129,400

19. Computer and Information Systems Managers $62.01 $129,000

20. Air Traffic Controllers $61.11 $127,100

21. Mining and Geological Engineers, Including Mining Safety Engineers

$60.01 $124,800

22. Compensation and Benefits Managers $59.61 $124,000

23. Airline Pilots, Copilots, and Flight Engineers N/A $120,000

24. Pharmacists $57.15 $118,900

25. Sales Managers $56.44 $117,400 Data source: CareerOneStop, which is sponsored by the US Department of Labor, Employment, and Training Administration

In Texas, the medical field occupations listed in the table above (1‐8) are among the highest paying occupations, based on 2013 data.


Page | 75


National Workforce Information: Industry Employment Changes

Industry CCISD Cluster 3 year Change

3 year% Change

Accommodation and Food Services Hospitality 664,478 5.6%

Administrative and Support and Waste Management and Remediation Services


587,636 7.3%

Agriculture, Forestry, Fishing and Hunting Agriculture, Food, and Natural Resources

42,503 3.6%

Arts, Entertainment, and Recreation Arts, A/V, Technology, and Communication

66,243 2.8%

Construction Architecture and Construction 90,563 1.6%

Education Services Education and Training ‐60,288 ‐0.5%

Finance and Insurance Finance 76,851 1.4%

Health Care and Social Assistance Health Science 595,345 3.2%

Information Information Technology ‐30,289 ‐1.1%

Management of Companies and Enterprises Business Management and Administration

148,297 7.4%

Manufacturing Manufacturing 418,750 3.5%

Mining Manufacturing 146,526 18.4%

Other Services (except Public Administration)


181,508 4.0%

Professional, Scientific, and Technical Services

STEM 438,691 5.5%

Public Administration Business, Management, and Administration

‐274,209 ‐3.8%

Real Estate and Rental and Leasing Business, Management, and Administration

27,247 1.4%

Retail Trade Marketing 381,988 2.6%

Transportation and Warehousing Transportation, Distribution, and Logistics

168,351 3.3%

Utilities Architecture & Construction ‐3,681 ‐0.5%

Wholesale Trade Marketing 190,218 3.4% Source: Bureau of Labor Statistics, Quarterly Census of Employment and Wages, 2014

The industry with the largest growth over the three year period is the Mining industry with 18.4% change, while the industry with the greatest decline over the three year period is the Public Administration industry with ‐3.8% change.


Page | 76


Texas Workforce Information: Industry Employment Changes

Industry CCISD Cluster 3 year Change

3 year% Change

Accommodation and Food Services Hospitality 77,783 8.0%

Administrative and Support and Waste Management and Remediation Services


72,634 10.3%

Agriculture, Forestry, Fishing and Hunting Agriculture, Food, and Natural Resources

‐20 0.0%

Arts, Entertainment, and Recreation Arts, A/V, Technology, and Communication

1,300 1.0%

Construction Architecture and Construction 18,913 3.1%

Education Services Education and Training ‐17,984 ‐1.6%

Finance and Insurance Finance 22,296 4.7%

Health Care and Social Assistance Health Science 65,647 4.6%

Information Information Technology 890 0.4%

Management of Companies and Enterprises Business Management and Administration

8,166 9.3%

Manufacturing Manufacturing 53,497 6.2%

Mining Manufacturing 65,462 24.2%

Other Services (except Public Administration) Business, Management, and Administration

14,020 4.5%

Professional, Scientific, and Technical Services STEM 54,167 8.7%

Public Administration Business, Management, and Administration

‐20,103 ‐4.6%

Real Estate and Rental and Leasing Business, Management, and Administration

8,762 4.8%

Retail Trade Marketing 51,530 4.3%

Transportation and Warehousing Transportation, Distribution, and Logistics

26,714 6.0%

Utilities Architecture & Construction ‐336 ‐0.4%

Wholesale Trade Marketing 43,576 8.1%Source: Bureau of Labor Statistics, Quarterly Census of Employment and Wages, 2014

The industry with the largest growth over the three year period is the Mining industry with 24.2% change, while the industry with the greatest decline over the three year period is the Public Administration industry with ‐4.6% change.


Page | 77


National Workforce Information: Projected Growth

Fastest Growing Occupations, Nationally‐2012 and Ten Year Projections

Occupation Employment Expected

Growth 2012 2022

1. Industrial‐Organizational Psychologists 1,600 2,500 56%

2. Personal Care Aides 1,190,600 1,771,400 49%

3. Home Health Aides 875,100 1,299,300 49%

4. Insulation Workers, Mechanical 28,900 42,400 47%

5. Interpreters and Translators 63,600 92,900 46%

6. Diagnostic Medical Sonographers 58,800 85,900 46%

7. Helpers‐‐Brickmasons, Blockmasons, Stonemasons, and Tile and Marble Setters

24,400 34,900 43%

8. Occupational Therapy Assistants 30,300 43,200 43%

9. Genetic Counselors 2,100 3,000 41%

10. Physical Therapist Assistants 71,400 100,700 41%

11. Physical Therapist Aides 50,000 70,100 40%

12. Skincare Specialists 44,400 62,000 40%

13. Physician Assistants 86,700 120,000 38%

14. Segmental Pavers 1,800 2,400 38%

15. Helpers‐‐Electricians 60,800 83,300 37%

16. Information Security Analysts 75,100 102,500 37%

17. Occupational Therapy Aides 8,400 11,400 36%

18. Health Specialties Teachers, Postsecondary

190,000 258,600 36%

19. Medical Secretaries 525,600 714,900 36%

20. Physical Therapists 204,200 277,700 36%

21. Brickmasons and Blockmasons 71,000 96,200 36%

22. Orthotists and Prosthetists 8,500 11,500 36%

23. Nursing Instructors and Teachers, Postsecondary

67,800 91,800 35%

24. Nurse Practitioners 110,200 147,300 34%

25. Audiologists 13,000 17,300 34% Data source: CareerOneStop, which is sponsored by the US Department of Labor, Employment, and Training Administration Based on 2013 data

Nationally, the fastest growing occupations with the largest employment rate and expected growth are personal care aides, home health workers, physical therapists assistants, physician assistants, information security analysts, health specialties teachers (post‐secondary), medical secretaries, physical therapists, brickmasons and blockmasons, and nurse practitioners; however, organizational psychiatrists are projected to have the largest overall growth at 56%.


Page | 78


Texas Workforce Information: Projected Growth

Fastest Growing Occupations in Texas‐2010 and Ten Year Projections

Occupation Employment Expected

Growth 2010 2020

1. Biomedical Engineers 1,440 2,490 73%

2. Diagnostic Medical Sonographers 3,560 5,410 52%

3. Derrick Operators, Oil and Gas 7,190 10,860 51%

4. Home Health Aides 82,420 123,970 50%

5. Personal Care Aides 133,820 199,970 49%

6. Service Unit Operators, Oil, Gas, and Mining 17,870 26,460 48%

7. Special Education Teachers, Middle School 6,170 8,950 45%

8. Rotary Drill Operators, Oil and Gas 7,160 10,340 44%

9. Roustabouts19, Oil and Gas 17,800 25,580 44%

10. Biochemists and Biophysicists 420 610 43%

11. Medical Secretaries 59,790 85,600 43%

12. Geographers 130 180 43%

13. Helpers‐‐Extraction Workers 7,200 10,270 43%

14. Medical Scientists, Except Epidemiologists 4,940 7,030 42%

15. Interpreters and Translators 5,240 7,450 42%

16. Transportation Security Screeners 3,770 5,340 42%

17. Occupational Therapy Assistants 1,990 2,820 41%

18. Middle School Teachers, Except Special and Career/Technical Education

80,450 113,480 41%

19. Elementary School Teachers, Except Special Education 166,090 233,860 41%

20. Cardiovascular Technologists and Technicians 3,260 4,580 41%

21. Kindergarten Teachers, Except Special Education 13,760 19,350 41%

22. Market Research Analysts and Marketing Specialists 17,830 25,060 41%

23. Bicycle Repairers 560 790 40%

24. Industrial Machinery Mechanics 31,020 43,480 40%

25. Logisticians 9,620 13,460 40% Data source: CareerOneStop, which is sponsored by the US Department of Labor, Employment, and Training Administration (2013)

In Texas, the fastest growing occupations with the largest employment rate and expected growth are home health aides, personal care aides, medial secretaries, elementary and middle school teachers, and industrial machinery mechanics; however, biomedical engineers are projected to have the largest overall growth at 73%.

19 Roustabout‐a laborer who performs a variety of jobs in the oil and gas industry


Page | 79


Regional Workforce Information: Texas’ Gulf Coast Projected Growth

Industry Employment Expected

Growth 2012 2022

1. Outpatient Care Centers 7,860 13,140 67.2%

2. Machinery & Equip. Rental & Leasing 6,680 10,360 55.1%

3. Warehousing & Storage 9,200 13,090 42.3%

4. Medical & Diagnostic Laboratories 4,760 6,750 41.8%

5. Oil & Gas Extraction 53,930 75,160 39.4%

6. Individual & Family Services 14,520 20,230 39.3%

7. Home Health Care Services 46,520 64,440 38.5%

8. Offices of Physicians 46,410 63,310 36.4%

9. Services to Buildings & Dwellings 44,520 60,660 36.3%

10. Utility System Construction 29,210 39,680 35.8%

11. Other Fabricated Metal Product Manufacturing 14,920 20,160 35.1%

12. Employment Services 71,610 96,560 34.8%

13. HVAC & Commercial Refrigeration Equipment Manufacturing

3,200 4,310 34.7%

14. Agriculture, Construction, & Mining Machinery Manufacturing

40,750 54,810 34.5%

15. Office Administrative Services 20,210 27,080 34.0%

16. Freight Transportation Arrangement 9,650 12,880 33.5%

17. Computer Systems Design & Related Services 26,970 35,990 33.4%

18. Residential Building Construction 9,080 12,020 32.4%

19. Remediation & Other Waste Services 2,810 3,720 32.4%

20. Other Ambulatory Health Care Services 3,990 5,280 32.3%

21. Beer, Wine, & Liquor Stores 2,940 3,890 32.3%

22. Restaurants & Other Eating Places 191,000 252,410 32.2%

23. Alcoholic Beverage Merchant Wholesalers 3,480 4,580 31.6%

24. Electrical Equipment Manufacturing 4,510 5,900 30.8%

25. Wholesale Electronic Markets & Agents & Brokers 18,720 24,460 30.7% To be included in this list, Industries must have had greater than or equal to 2,500 or more employment in 2012. Data source: Texas Workforce Commission, 2014

In Texas’ Gulf Coast, the fastest growing industries with the largest employment rate and expected growth are oil and gas extraction, home health services, physician offices, services to buildings and dwellings, employment services, agriculture, construction, & mining machinery manufacturing, and restaurants.


Page | 80


CTE Student Survey Response rate=44.1%

N=5,289 out of 11,984 student email addresses

Question

1. Current Campus

BSIS BIS CCI CLIS CIS

2.3% 3.7% 5.1% 4.2% 2.9%

LCIS SIS SCIS VLIS WIS

0.5% 5.0% 2.6% 2.5% 1.5%

CCHS CBHS CFHS CHECHS CLHS

8.7% 13.4% 17.9% 3.2% 6.2%

CSHS CVHS

18.9% 1.3%

7th 8th 9th 10th

2. What is your current grade level?

2.2% 27.7% 14.6% 16.7%

11th 12th

18.7% 20.1%

Female Male

3. Gender 48.0% 52.0%

Agriculture, Food, and Natural

Resources

Architecture &

Construction

Arts, A/V Technology,

and Communication

Business Management & Administration

4. In which of the following career areas are you most interested?

(Select all that apply).

14.0% 14.1% 23.5% 21.3.%


Finance Government &

Public Administration

Health Science

14.4% 8.5% 5.3% 27.7%

Hospitality & Tourism

Human Services


Law, Public Safety, Corrections, and

Security

8.9% 12.2% 7.6% 15.0%

Manufacturing Marketing STEM Transportation, Distribution, and

Logistics

7.1% 13.4% 34.7% 4.7%


Page | 81


CTE Student Survey

Question Strongly Disagree

(1)

Disagree (2)

Neutral (3)

Agree (4)

Strongly Agree (5)

Significant Difference

Mean Score

5. My school counselor(s) has helped me determine which career area I would like to pursue after high school.

16.4% 21.0% 34.7% 20.3% 7.6%

Yes

(7th‐8th: 3.06 9th‐10th: 2.70 11th‐12th: 2.72)

2.82

6.

My school counselor(s) has helped me determine which high school electives I should take to support that career path.

14.3% 20.0% 32.2% 25.1% 8.2%

Yes

(7th‐8th: 3.08 9th‐10th: 2.88 11th‐12th: 2.86)

2.93

7.

My career related elective course teacher(s) has helped me determine which career area I would like to pursue after high school.

6.2% 10.9% 30.8% 34.6% 17.5%

Yes

(7th‐8th: 3.51 9th‐10th: 3.31 11th‐12th: 3.55)

3.46

8.

My career related elective course teacher(s) has helped me determine which high school electives I should take to support that career path.

6.1% 10.3% 30.4% 36.3% 16.9%

Yes

(7th‐8th: 3.52 9th‐10th: 3.37 11th‐12th: 3.52)

3.48

9. I feel actively engaged in learning in my career related elective course(s).

3.0% 4.4% 20.9% 43.4% 28.4%

3.90

10.

My internship or independent study/mentorship has helped prepare me for the career area in which I would like to work in the future.

50.1% of students surveyed participated in an internship or ISM.

1.2% 4.9% 34.3% 37.6% 22.0%

Yes

(7th‐8th: 3.66 9th‐10th: 3.65 11th‐12th: 3.86)

3.74

11.

My career related elective course teacher(s) has had an impact on my ability in becoming college and/or career ready.

4.4% 7.1% 30.8% 39.9% 17.9%

Yes

(7th‐8th: 3.57) 9th‐10th: 3.48 11th‐12th: 3.72)

3.60

12. Career related elective courses meet my individual learning needs.

2.7% 5.7% 27.4% 47.0% 17.2%

Yes

(7th‐8th: 3.65 9th‐10th: 3.67 11th‐12th: 3.77)

3.70

13. I would recommend career related elective courses to other students who I think would benefit from them.

2.0% 2.7% 20.1% 44.3% 30.9%

Yes

(7th‐8th: 3.89 9th‐10th: 3.99 11th‐12th: 4.07)

3.99

14. CCISD provides opportunities relevant to my career area(s) of interest.

3.6% 4.4% 22.4% 44.8% 24.7%

3.83


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CTE Student Survey

Question

Career related elective courses have helped me to improve in the following areas:

Strongly Disagree

(1)

Disagree(2)

Neutral (3)

Agree (4)

Strongly Agree (5)

Significant Difference

Mean Score

15. Time Management 3.2% 8.2% 30.9% 42.3% 15.5%

Yes

(7th‐8th: 3.61 9th‐10th: 3.47 11th‐12th: 3.66)

3.59

16. Collaboration 2.3% 4.4% 27.2% 45.1% 20.9%

Yes

(7th‐8th: 3.74 9th‐10th: 3.70 11th‐12th: 3.87)

3.78

17. Initiative/Self‐Direction 2.1% 4.3% 23.6% 46.0% 24.1%

Yes

(7th‐8th: 3.84 9th‐10th: 3.78 11th‐12th: 3.93)

3.86

18. Productivity 2.0% 3.6% 22.0% 47.7% 24.6% 3.89

19. Problem‐Solving 2.1% 4.4% 23.6% 45.2% 24.6%

Yes

(7th‐8th: 3.83 9th‐10th: 3.81 11th‐12th: 3.92)

3.86

20. Responsibility 2.3% 3.3% 18.4% 42.7% 33.4%

Yes

(7th‐8th: 4.07 9th‐10th: 3.95 11th‐12th: 4.03)

4.02

21. Leadership Skills 2.9% 5.3% 26.0% 38.2% 27.6%

Yes

(7th‐8th: 3.87 9th‐10th: 3.72 11th‐12th: 3.87)

3.82

Mean Score (questions 5‐21) 3.66

Current CTE students in grades 7‐12 completed a CTE student survey. Questions 5‐21 were measured with a Likert scale of 1‐5 with 1 being “Strongly Disagree” and 5 being “Strongly Agree.” For questions 5‐21, Likert scale scores were averaged to determine an average score per question and an overall average of questions 5‐21.

Average Likert scale scores for questions 5‐21 ranged from 2.82 to 4.02. The overall average Likert scale score was 3.66. In general, students are satisfied with the CTE program and would recommend CTE courses to other students.

Using an ANOVA statistical analysis between the three grade bands of students (7th‐8th, 9th‐10th, and 11th‐12th) who are currently enrolled in a CTE course versus the overall average of all grade levels, there was a significant difference in 14 of the 17 Likert scale questions between the three groups.


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CTE Student Survey

Junior College

4 year College/ University

Trade School

Work Military Other:

22. What are your plans after high school?

(Check all that apply)

17.7% 76.9% 2.3% 5.3% 3.7%

4.3% (Undecided,

professional sports player, acting,

music production)

The following open ended questions from the survey are listed below along with the top five frequently occurring responses:

23. If CCISD does not provide a course or program that is relevant to your career area(s) of interest, please indicate below what you would like to see offered:

More engineering courses

More science courses

Graphic and/or game design courses

More elective course offerings based on students’ career interests

More medical‐related courses

24. What aspects of career related elective courses do you like best? Briefly explain your response.

The ability to explore various careers through the courses offered

The learning opportunities afforded to the students in CTE courses

The ability to enroll in a variety of courses which will directly affect their future careers

The hands‐on learning experiences in which they participate

Preparation for their future

25. What aspects of career related elective courses would you like to see improved? Briefly explain your response. Overall, many students don’t see a need for improvement; however, students mentioned a need for the following:

More interaction between teachers and students/greater knowledge base of teachers in their specific career area

Larger variety of courses and an increased number of program options Need for time extension on projects as well as time management planning and tools More science courses offered (computer and health science, in particular) More projects in CTE courses and more opportunities for collaboration for those projects

26. Why did you choose to enroll in one or more career related elective courses?

Helped students decide which career area of interest they would like to pursue

To take courses that interest them

To prepare for their future (in college and in their career)

To help students learn more about their career area of interest(s)

Students felt that they have benefitted from the experience in their course‐specific field of interest


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CTE Teacher Survey Response rate=57.3%

N=98 out of 171 teacher email addresses

Question

1. Current Campus

BSIS BIS CCIS CLIS CIS

1.0% 5.1% 2.0% 4.1% 1.0%

LCIS SIS SCIS VLIS WIS

2.0% 3.1% 2.0% 3.1% 2.0%

CCHS CBHS CFHS CHECHS CLHS

10.2% 17.3% 12.2% 2.0% 11.2%

CSHS CVHS

15.3% 6.1%

Agriculture, Food,

and Natural Resources


Arts, A/V Technology, and Communication

Business Management & Administration

2.

In which of the following career areas do you teach? (Select all that apply).*

*Note that many teachers teach multiple clusters.

7.1% 9.2% 20.4% 16.3%


Finance Health Science Hospitality & Tourism

12.2% 7.1% 14.3% 15.3%

Human Services Information Technology

Manufacturing Marketing

13.3% 8.2% 4.1% 11.2%

STEM Transportation, Distribution, and

Logistics

25.5% 1.0%

Female Male

3. Gender 71.4% 28.6%


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CTE Teacher Survey

Question Strongly Disagree

(1)

Disagree (2)

Neutral (3)

Agree (4)

Strongly Agree (5)

Mean Score

4. I have helped my students determine which career area they would like to pursue after high school.

1.0% 2.0% 7.1% 50.0% 39.8% 4.26

5. I have helped my students determine which elective courses support that career path.

1.0% 2.0% 11.2% 42.9% 42.9% 4.24

6.

My students' experience in career related elective courses has contributed to their growth in developing future college and/or career goals.

1.0% 0.0% 6.1% 34.7% 58.2% 4.49

7. My students are actively engaged in learning in my career related elective course(s).

2.0% 1.0% 6.1% 25.5% 65.3% 4.51

8.

My students' internship or independent study/mentorship has helped prepare them for the career area in which they would like to work in the future. 56.1% of teachers surveyed had students who have participated in an internship or ISM.

1.8% 1.8% 16.4% 27.3% 52.7% 4.27

9. I have had an impact on my students' abilities in becoming college and/or career ready.

1.0% 0.0% 5.1% 34.7% 59.2% 4.51

10. Career related elective courses meet my students' individual learning needs.

1.0% 0.0% 4.1% 44.9% 50.0% 4.43

11. I would recommend career related elective courses to students who I think would benefit from them.

1.0% 0.0% 1.0% 12.2% 85.7% 4.82

12. CCISD provides opportunities relevant to my students' career area(s) of interest.

1.0% 0.0% 2.0% 38.8% 58.2% 4.53

13. Professional learning in CTE has provided me with new and innovative ways of teaching.

1.0% 4.1% 15.3% 41.8% 37.8% 4.11


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CTE Teacher Survey

Question

Career related elective courses have helped my students to improve in the following areas:

Strongly Disagree

(1)

Disagree (2)

Neutral (3)

Agree (4)

Strongly Agree (5)

Mean Score

14. Time Management 1.0% 1.0% 10.2% 58.2% 29.6% 4.14

15. Collaboration 1.0% 0.0% 4.1% 42.9% 52.0% 4.45

16. Initiative/Self‐Direction 1.0% 0.0% 5.1% 41.8% 52.0% 4.44

17. Productivity 1.0% 0.0% 6.1% 43.9% 49.0% 4.40

18. Problem‐Solving 1.0% 0.0% 3.1% 48.0% 48.0% 4.42

19. Responsibility 1.0% 0.0% 6.1% 43.9% 49.0% 4.40

20. Leadership Skills 1.0% 1.0% 7.1% 48.0% 42.9% 4.31

Mean Score (questions 4‐20) 4.40

Current CTE teachers of grades 7‐12 completed a CTE teacher survey. Questions 4‐20 were measured with a Likert scale of 1‐5 with 1 being “Strongly Disagree” and 5 being “Strongly Agree.” For questions 4‐20, Likert scale scores were averaged to determine an average score per question and an overall average of questions 4‐20.

Average Likert scale scores for questions 4‐20 ranged from 4.11 to 4.82. The overall average Likert scale score was 4.40. In general, teachers are satisfied with the CTE program and feel that they have had an impact on their students becoming college and career ready.

21. If CCISD does not provide a course or program that is relevant to your students' career area(s) of interest, please indicate below what you would like to see offered.

Law, Public Safety, Corrections & Security

Certifications for specific trades

More program availability

Medical billing and coding/Phlebotomy courses

22. What aspects of career related elective courses would you like to see improved? Briefly explain your response.

Curriculum, equipment, textbooks/resources

More hands‐on, real world experiences through internships and ISMs

Grade requirements (number of weekly grades required) make it difficult when students work on ongoing projects

Counselor support and attention to class size

23. Why did you choose to teach one or more career related elective courses?

Love sharing my expertise with my students

To help prepare students for college and/or careers

To encourage and challenge students through hands‐on, real‐life experiences


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CTE Teacher Survey 24. What aspects of career related elective courses do you like best? Briefly explain your response.

Hands‐on, real life experiences

Project‐based learning

Opportunity for students to have choices in their course selections

Real World Experiences

Students in CTE participate in real world, hands‐on experiences through service opportunities in CCISD which prepare them for their post‐secondary lives, and as evidenced through the survey responses, is one of the pieces of the CTE program that students like best.

Automotive Technology Students who participate in the Automotive Technology program at Clear Springs learn to service vehicles for regular maintenance as well as collision and body repair through the hands‐on experiences provided to them in CCISD. These services are available to CCISD employees.

Biotechnology Students in the Biotechnology program experience technology and applied science as they work alongside mentors in medical, clinical, science, and/or law enforcement forensic labs. They participate in hands‐on experiences including the preparation of buffers, centrifugation, and spectrophotometry20.

Broadband Communications Students in the Broadband Communications program have opportunities to interact with local businesses for potential employment in telecommunications technology, fiber and copper‐based cabling, and in the design and installation of audio/visual systems for residential and/or business use.

Certified Nursing Assistant Students in the Certified Nursing Program develop skills through hands‐on experiences which will prepare them for a future in the medical/health care industry. All students in this program earn certification in First Aid and CPR.

Computer Maintenance Students have hands‐on opportunities to build, maintain, repair, and upgrade computers, including desktops, laptops, and networks, in a lab setting.

Cosmetology The View, CCISD’s Cosmetology program housed at Clear View High School, offers salon services to CCISD employees, students, and community members each Monday from 1:00‐8:00 pm, which enables juniors and seniors to gain clock hours needed for potential certifications. The Cosmetology program offers skin and nail services as well as hair chemical and styling services. Monthly specials are advertised on CCISD’s website, and appointments can be made via phone or email ([email protected]).

Culinary Arts The Culinary Arts program at Clear Springs High School offers students hands‐on experiences, which will prepare them for their future careers in the food and restaurant industry. These students learn how to prepare full course meals through their hands‐on, practical experiences in the classroom as well as the skills necessary to operate a restaurant. The Big Chef Show, held each spring semester, gives students opportunities to alongside professional chefs for a night of food and entertainment.

20 Spectrophotometry‐the study of the production or recording of a spectrum (used for measurement of wavelength intensity)


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Dentistry Beginning in the 2017‐18 school year, junior and senior students in the Dentistry program will explore the dentistry profession through a sequence of courses and hands‐on experiences which will prepare them for the Dental Assistant certification.

Hospitality Students in the Hospitality program explore a variety of venues in the community to learn about restaurant management, sales and marketing, accounting, catering, and guest services.

Metal Manufacturing Students in the Metal Manufacturing program participate in hands‐on experiences, such as various types of welding and precision metal manufacturing in order to prepare them for a career as a welder or chemical manufacturer at local refineries and/or supporting distribution facilities.

Robotics Students in the Robotics program participate in hands‐on construction, engineering, computer programing, and electronics activities in the community and often have opportunities to work with NASA‐JSC engineers.


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CCISD Annual Livestock Show and Auction

Each Spring semester, CCISD hosts their annual Livestock Show and Auction. Students exhibit livestock and non‐livestock projects, such as steers, heifers, goats, swine, rabbits, turkeys, broilers, steer, floral designs, visual arts, and agriculture mechanics. The chart below displays the total amount of funds CCISD students earned over the course of the four years of this program evaluation:

CCISD Livestock Show and Auction Sales

Year Amount

2010‐2011 $148,000.00

2011‐2012 $150,000.00

2012‐2013 $155,000.00

2013‐2014 $ 247,000.00 Proceeds directly benefit students

Data provided by CTE department

Clear to Career

Clear to Career is an event held each spring, which allows students to attend informational sessions led by college representatives and high school career specialists discuss opportunities available to students post high school. Students also have the opportunity to speak to business and industry personnel from various fields. Clear to Career sessions include the following:

Business, Finance, and Marketing Careers

Health Science Careers

Information Technology, Arts, A/V Technology, Communications Careers

Manufacturing/Maritime/Transportation Careers

Public Service

STEM: Engineering and Math Careers

STEM: Science and Technology Careers

Workforce Development

Houston Livestock Show and Rodeo

The Houston Livestock Show and Rodeo (HLSR) held each Spring provides students opportunities to show their livestock. In 2014, nineteen students sold their livestock in the auction to various buyers, which ranged from $1,700 to $21, 000. Students’ livestock included rabbits, broilers, goats, lambs, steer, and swine. In addition to livestock, students also show non‐livestock projects, such as food science, floriculture, horticulture, visual arts and agriculture mechanics. Seven students were Grand Champions; five students were Best of Show; and seven students were Reserve Champions.

The Big Chef Show/Culinary Arts Extravaganza

Each April, Clear Springs High School hosts “The Big Chef Show,” formerly known as “The Culinary Arts Extravaganza,” sponsored by Tyson Foods in 2014, which allows Culinary Arts students to showcase their talents at this annual event. Guest chefs also work alongside the aspiring student chefs to present an entertaining epicurean evening. Tickets cost $40, and tables of eight can be reserved for $320. Tickets must be purchased in advance, which are available at all CCISD high schools and the Education Support Center.


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According to the Association for Career and Technical Education’s (ACTE) Texas CTE Fact Sheet, “Approximately 70% of funding for Texas CTE programs comes from the state and 30% from the federal Perkins Grant…Funds are used by districts for the following:

Enhance and expand CTE programs inclusive of college credit and opportunities to earn certification/licensure

Ensure CTE teachers are adequately trained to teach industry level academic and technical skills required for a variety of career options

Maintain strong industry partnerships to support curriculum development, teacher training, job shadowing, student internships and employment

Procure up‐to‐date instructional materials, equipment and kits for hands‐on learning

Establish comprehensive education planning and career guidance to students based on their interests and goals”

The federal Perkins funds are provided to each district, and the criteria for the use of funds is listed below:

Academic/CTE Integration

Link to Postsecondary CTE

All Aspects for an Industry

Expansion of Technology Use

Providing Professional Learning

Evaluation of Perkins‐funded programs

Expansion of Quality CTE programs

Sufficient Size, Scope, and Quality of CTE

Activities for Special Populations

According to the Texas Education Agency, “Under the Texas Education Code (TEC), §42.154, a school district is eligible to receive weighted funding for each eligible full‐time equivalent (FTE) student in average daily attendance (ADA) in an approved CTE program. In addition to this weighted funding, a school district is also eligible to receive a flat amount of $50 for each FTE student enrolled in two or more advanced CTE courses for three or more credits or an advanced CTE course ... Together, these funding elements make up the district's total CTE allotment. The allotment applies to students in grades 9–12 enrolled in CTE programs…” The district is required to spend 58% of this allotment for direct instructional use in CTE; the remaining 42% is designated for non‐direct instructional use in CTE.

Year CTE FTEs Total FTEs

CTE Allotment %21 of

Allotment Final CTE Allotment

2010‐11 1,648.51 9,892 $11,849,564 60% $7,109,738.40

2011‐12 1,830.56 10,983 $13,147,847 58% $7,625,751.26

2012‐13 1,839.19 11,035 $13,192,498 58% $7,651,648.84

2013‐14 1,938.32 11,629 $14,435,394 58% $8,372,528.52 Data Source: Foundation School Program (FSP) Funding Texas Schools Summary of CTE Finances for CCISD

The final CTE allotment has increased over the four year period of this evaluation by $2,585,830. The percentage required to be spent on direct instructional CTE use has decreased from 60% in 2010‐11 to 58% in 2011‐12, 2012‐13, and 2013‐14. This allotment also includes teacher salaries.

21 Districts must spend 58%‐60% of amount listed, which is intended for direct instructional use; the remaining percentage is for indirect use

of funds


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General Funds and Grant Expenses

Year N General Fund Expenses

Expenditures/ Student

CTE Grant Expenses

General Funds + CTE Grant Expenses

Expenditures/Student

2010‐11 11,153 $1,142,328.44 $102.42 $239,091.57 $1,381,420.01 $123.86

2011‐12 11,749 $1,029,940.31 $87.66 $281,514.01 $1,311,454.32 $111.62

2012‐13 12,047 $1,071,587.44 $88.95 $323,350.42 $1,394,937.86 $115.79

2013‐14 12,220 $1,035,687.83 $84.75 $276,978.27 $1,312,666.10 $ 107.42

Total 47,169 $4,279,544.02 $90.73 $1,120,934.27 $5,400,478.29 $114.49

All Expenses

Year N All Expenses All Receipts Total Expenses

(Expenses‐Receipts) Expenditures/

Student

2010‐11 11,153 $2,030,902.76 $683,619.24 $1,347,283.52 $120.80

2011‐12 11,749 $2,094,672.73 $736,640.20 $1,358,032.53 $115.59

2012‐13 12,047 $2,194,317.49 $808,262.31 $1,386,055.18 $115.05

2013‐14 12,220 $2,202,071.61 $942,258.33 $1,259,813.28 $103.09

Total 47,169 $8,521,964.59 $3,170,780.08 $5,351,184.51 $113.45

Based on data provided by CCISD’s Finance Department, the average expenditures per student for CTE participation has averaged $113.45‐$114.49 over the four year period of this program evaluation.

General fund expenditures include supplies, textbooks, furniture, equipment and equipment repair, travel, membership dues, food, insurance, and extra duty pay. Grant expenditures include textbooks, supplies, furniture and equipment, extra duty pay, part‐time and substitute salaries, travel, and insurance. Based on general funds, the average expenditures per student for CTE participation has ranged from $107.42 to $123.86 over the four year period of this program evaluation.

Activity funds, which are included in the table labeled “All Expenses” include student organization membership dues, CTE course fees, and funds raised through fundraisers.

Based on all expenses, which include general funds, CTE grant expenses, secondary campus activity funds, and CTE district activity funds, the average expenditures per student for CTE participation has ranged from $103.09 to $120.80 over the four year period of this program evaluation.


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Appendix A

CCISD’s Strategic Plan includes the following seven strategies, and the CTE Program aligns with each strategy as detailed below:

I. We will inspire learning through an array of personalized opportunities and experiences. Students who enroll in CTE courses experience personalized learning opportunities tailored to their career interests through community partnerships, such as internships. Students also engage in real life, hands‐on learning experiences in career related elective courses beginning in 7th grade. Students stated in the survey that they would like to have more opportunities for project‐based learning, which provides them with more choices and opportunities for personalized learning to occur.

II. We will provide student support to meet the needs and aspirations of each student. Teachers and counselors provide college and career readiness support to students throughout their intermediate and high school experience. Mentorship opportunities are available to students in the CTE program, and ongoing projects are available in many CTE courses, which provide enrichment of the curriculum by allowing students to explore a particular topic, or topics, through a variety of means.

III. We will ensure safe and nurturing learning environments. As conveyed in the student and teacher surveys, students and teachers enjoy the hands‐on, real life experiences and the learning outcomes shared as a result. Teachers have a passion for the career area in which they teach, and share that passion through the gift of teaching. Students internalize the project‐based learning opportunities and outcomes available to them through the collaborative efforts in CTE courses as well as CTE internships.

IV. We will ensure each student understands and assumes his or her role as a productive citizen. Throughout students’ high school experience, their class time is valued in each of the career related elective courses as they gain career‐related experiences needed beyond the course curriculum, which supports and expands upon their productivity in the community. Furthermore, students utilize technical skills in CTE courses; they have opportunities to participate in internships, and as evidenced through the surveys, they are developing character traits and life skills, such as time management, collaboration, and productivity through their CTE courses.

V. We will broaden and strengthen connections within our communities. Community professionals support students within their career area of interest as they serve as mentors to students and provide access to real life work related experiences. Opportunities for enrollment in CTE courses begins in 7th grade, and, as evidenced in the retention of the CTE program, many students are remaining in CTE throughout their high school careers, which demonstrates a strong relationship between the intermediate and high school communities.

VI. We will ensure mutual understanding and support through effective communication. Each spring, local college representatives and community professionals offer college and career readiness sessions at Clear to Career, a community event available to students who would like to explore post‐secondary opportunities. These representatives communicate opportunities and requirements to students as they consider post‐secondary options. Teachers and counselors also communicate post‐secondary options to students and support the paths which will lead to those options.


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Appendix A

VII. We will build capacity for organizational change.

Through the district‐wide Robotics and Broadband Communications programs at Clear Brook High School and the future Dentistry program at Clear Creek High School, teachers, CTE staff, and students have begun to reap the rewards of organizational change, which in turn, will build capacity in students, allowing them opportunities to explore, imagine, and create, while preparing for the future. Furthermore, CTE teachers will continue to undergo job‐embedded professional learning, which will result in the exploration of innovative changes which will directly impact staff and students.


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Appendix B

CTE Acronyms

ACTE‐Association for Career and Technical Education

ASE‐Automotive Service Excellence

AYES‐Automotive Youth Educational Systems

BEST‐Boosting Engineering, Science, and Technology

BPA‐Business Professionals of America

CASE‐Center for Agriculture, Science, and Engineering

CNA‐Certified Nursing Assistant

CTE‐Career and Technical Education

CTSO‐Career and Technology Student Organizations

DECA‐Distributive Clubs of America

FFA‐Future Farmers of America

FIRST‐For Inspiration and Recognition of Science and Technology

FRC‐FIRST Robotics Competition

FTC‐Full time equivalent

HOSA‐Health Occupations of America

HUNCH‐High School Students United with NASA to Create Hardware

ISM‐Independent Study Mentorship

NATEF‐National Automotive Technicians Education Foundation

NCCER‐National Center for Construction Education and Research

NTHS‐National Technical Honor Society

OSHA‐Occupational Safety and Health Administration

PLTW‐Project Lead the Way

RWDC‐Real World Design Challenge

SPD‐Sterile Processing and Distribution

STEM‐Science, Technology, Engineering, and Math

TLBAA‐Texas Longhorn Breeders Association of America

TLBGCA‐Texas Longhorn Breeders Gulf Coast Association


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References

American Red Cross (2014). First aid, CPR, and AED certification. Retrieved from http://www.redcross.org/take‐a‐class/program‐highlights/cpr‐first‐aid

Association for Career and Technical Education (2013). CTE research: Fact sheets. Retrieved from https://www.acteonline.org/factsheets/#.VEAdPp0o671

Association for Supervision and Curriculum Development (2014). Career readiness: Bridging the gap between education and workforce preparation. Policy Priorities, 20(3), pages 2‐7.

Automotive Youth Educational Systems (2013). Tomorrow’s technicians today. Retrieved from www.ayes.org

Bureau of Labor Statistics (2014). Total employment by industry sector. Retrieved from http://www.careerinfonet.org/Industry/Ind_Employment_Data.aspx?id=8,1&nodeid=50&stfips=48&from=Employment

Business Professionals of America (2013). Business professionals of America: Today’s students. Tomorrow’s business professionals. Retrieved from http://www.bpa.org/about

CareerOneStop: Pathways to Career Success (2014). America’s career infonet. Retrieved from http://www.careerinfonet.org

CareerSafe Online (2014). CareerSafe OSHA 10‐hour construction industry. Retrieved from http://www.careersafeonline.com/index.php/osha‐10‐hour‐construction‐industry

Clear Creek Independent School District (2014). Educational planning guide. League City: CCISD.

Clear Creek Independent School District (2012). Career & technical education: The longhorn project. Retrieved from http://www.ccisd.net/departments/career‐technical‐education/specialty‐programs/longhorn‐case

Clear Creek Independent School District’s Press Release (2014) CCISD high schools experience zero gravity with NASA HUNCH. Retrieved from http://www.ccisd.net/departments/communications/district‐news/2014/05/14/ccisd‐high‐schools‐experience‐zero‐gravity‐with‐nasa‐hunch

Clear Lake Today (2013). Clear Lake high school design teams win at real world design challenge. Retrieved from http://www.clearlaketoday.com/newsarchives/archivedetails.cfm?id=6166

Distributive Education Clubs of America (2014). DECA: Our Mission. Retrieved from http://www.deca.org/about/

First Robotics Challenge (2015) Facts About FIRST: The Science of Celebration. Retrieved from http://www.usfirst.org/sites/default/files/uploadedFiles/About_Us/Media_Center/FIRST_Facts_Assets/Facts_About_FIRST_mini.pdf

Hanover Research (2013) Best practices in alternative and career and technical education, pages 1‐27.

Health Occupations Students of America (2012). About HOSA. Retrieved from http://www.hosa.org

High School Students United with NASA to Create Hardware (2014). HUNCH program. Retrieved from http://www.nasahunch.com/

Lemelson‐MIT (2014). InvenTeams: Inspiring a new generation of inventors. Retrieved from http://lemelson.mit.edu/inventeams


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References

National Association of State Directors of Career Technical Education Consortium (2014). Programs of study. Retrieved from http://careertech.org/programs‐study

National Commission for Certifying Agencies (2014). SPD technician certification exam: CSPDT. Retrieved from http://www.sterileprocessing.org/technician.htm

National Institute for Automotive Service Excellence (2014). ASE certification tests. Retrieved from http://www.ase.com/Tests/ASE‐Certification‐Tests/Certification‐Testing/Dates‐Fees‐Test‐Times.aspx

National Nurse Aide Assessment Program (2014). National nurse aide assessment program. Retrieved from https://www.ncsbn.org/1721.htm

National Technical Honor Society (2014). National technical honor society: About us. Retrieved from www.nths.org

NCS Pearson (2014). CompTIA marketplace certification exam voucher. Retrieved from http://www.comptiastore.com/product‐p/comptiaa.htm

Real World Design Challenge (2014). Real problems, real tools, real roles, real contributions. Retrieved from www.realworlddesignchallenge.org

Skills USA, Inc. (2014). Overview of skills USA. Retrieved from http://skillsusa.org/about/overview/

Texas Department of Licensing and Regulation (2014). Cosmetologists. Retrieved from http://www.tdlr.texas.gov/cosmet/cosmet.htm

Texas Education Agency (2007). AchieveTexas: Career and technical education industry certification guide. Retrieved from http://schools.birdville.k12.tx.us/cms/lib2/TX01000797/Centricity/Domain/2804/TX_CERT_GUIDE_1107.pdf

Texas Education Agency CTSOs (2014). Career and technical education‐student organizations. Retrieved from http://www.tea.state.tx.us/index2.aspx?id=3369

Texas Education Agency’s Graduation Toolkit (2014). Information for planning your high school years and beyond. Retrieved from http://www.tasanet.org/cms/lib07/TX01923126/Centricity/domain/175/external/graduation.pdf

Texas Education Agency (2014). 2014‐2015 student attendance accounting handbook, pages 1‐288. Retrieved from http://www.tea.state.tx.us/index2.aspx?id=7739

Texas Future Farmers of America Association (2014). Texas FFA association: About. Retrieved from https://www.texasffa.org/

Texas Genuine (2013). Career and technical education: Texas genuine. Retrieved from http://texasgenuine.org/

Texas Longhorn Breeders Gulf coast Association (TLBGCA) (2014). NASA longhorn project. Retrieved from http://www.tlbgca.com/Default.aspx?id=47009&Title=NASALonghornProject

Texas Restaurant Association (2014). ServSafe proctored exams. Retrieved from https://www.restaurantville.com/training/servsafe/proctored‐exams

Texas State Board of Dental Examiners (2015). Dental assistant registration application. Retrieved from: http://www.tsbde.state.tx.us/documents/Dental‐Assistant‐Registration‐Application‐V5‐A.pdf


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References

Texas State Board of Pharmacy (2014). Texas state board of pharmacy. Retrieved from http://www.tsbp.state.tx.us/files

Texas State Florists’ Association (2014). Certification. Retrieved from http://www.tsfa.org/floraldesigncertification.html

Texas Workforce Commission (2014). Texas labor market information. Retrieved from http://www.tracer2.com/publication.asp?PUBLICATIONID=809

U.S. Department of Education (2012). Investing in America’s future: A blueprint for transforming career and technical education, pages 1‐15. Retrieved from http://www2.ed.gov/about/offices/list/ovae/pi/cte/transforming‐career‐technical‐education.pdf


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Superintendent’s Recommendations

1. We will develop a system to track all CTE certifications earned by students by June 2015. 2. We will establish partnerships with entities to support payment of certification fees for

students who are Economically Disadvantaged by May 2016. 3. We will collaborate with the Longhorn Project Advisory Board and determine if their

501 (c) 3 status could parallel that of the Education Foundation by becoming an independent and self‐sustaining program by November 2016.

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