It’s a New Day in Alabama: 

New Clusters and a New Course of

Study

It’s a New Day in Alabama: 

New Clusters and a New Course of

StudyCareer Cluster InstituteJune 17, 2008

Presenters:Paggie McSpadden, Education Administrator,

SDEMeg Smith, Education Administrator, SDE

Conclusions from “Outside Education”

Conclusions from “Outside Education”

• “American high schools are obsolete. By obsolete, I mean that our high schools, even when they are working exactly as designed, cannot teach our kids what they need to know today. Training the workforce of tomorrow with high schools of today is like trying to teach kids about today’s computers on a 50-year old mainframe. It’s the wrong tool for the times…..” Bill Gates

Immigration is projected to account for more than half of our population growth between now and 2015.

Immigration is projected to account for more than half of our population growth between now and 2015.

• 47% of 16- to 24-year-olds are enrolled in neither high school nor college. (U.S. Bureau of Labor Statistics 2001)

Average Age of Postsecondary Student in

Alabama is

Average Age of Postsecondary Student in

Alabama is

29…..

According to former Secretary of Education

Richard Riley, the top 10 in-demand jobs in 2010

didn’t exist in 2004.

According to former Secretary of Education

Richard Riley, the top 10 in-demand jobs in 2010

didn’t exist in 2004.

“THIS WILL BE OUR GUIDE AS WE GO ABOUT THE

GOAL OF IMPROVING EDUCATION IN ALABAMA.

THESE GOALS SHOULD SERVE AS A COMMON

PLATFORM FOR ALL OF US BECAUSE AFTER ALL,

IT’S ALL ABOUT THE STUDENTS.”

JOSEPH B. MORTON, STATE SUPERINTENDENT OF EDUCATION

Career and Technical

Education Career and Technical

Education Career and Technical Education is a rigorous, progressive, and vital

part of the total education system that provides students with life skills and prepares them as a

workforce in which business and industry are confident.

Alabama is currently preparing students

for jobs in a competitive global

society that does not yet exist . . .

Alabama is currently preparing students

for jobs in a competitive global

society that does not yet exist . . .

using technologies that haven’t been invented . .

.

using technologies that haven’t been invented . .

.

in order to solve problems we don’t

even know are problems yet.

in order to solve problems we don’t

even know are problems yet.

Edit…..David Warlick – Connect Learning blog

So …

Vocational Education Career and Technical Education

For a Few Students For All Students

For a Few “Jobs” For All “Careers”

•6 “Program Areas” •Programs

•16 Career Clusters•51 Pathways•Programs of Study

In lieu of Academics Aligns/Supports Academics

High School Focused High School and Postsecondary Partnerships

THEN NOW

Alabama's Transition

Alabama CTE Alabama CTE • 240,213 Students• 2,138 Programs• 2,450 Teachers• 133 Local administrators + Data collectors• 133 Local and State Operated Education

Agencies (LEA)• $250 million/year

– State = 93%– Federal = 7%

Agriscience

Business/Marketing

Family and Human Services

Health Science

Technical

Arts, A/V Technology, and CommunicationManufacturing

Law, Public Safety, and SecurityScience, Technology, Engineering, and Math

Health ServicesHuman Services

Architecture and ConstructionArts, A/V Technology, and Communication

Human Services

Resources for Education and TrainingArts, A/V Technology, and CommunicationBusiness, Management & Administration

Hospitality and Tourism

Finance

Human ServicesFinance

Architecture and ConstructionBusiness, Management & Administration

Marketing, Sales & ServiceArchitecture, Food & Natural Resources

Marketing, Sales & ServiceInformation TechnologyHospitality and Tourism

Business, Management & Administration

Alabama Career Pathways National Career Clusters

ClusterCommon

Broad BasedKnowledge and Skills

PathwaySpecific

Knowledge andSkills

PathwaySpecific

Knowledge andSkills

PathwaySpecific

Knowledge and

Skills

Careers in designing, planning, managing, building and maintaining the built

environment

ClusterArchitecture

And Construction

Pathway

Design/Pre-Construction

Pathway

Construction

Pathway

Maintenance/Operations

Year 13

English Composition English Literature

Algebra or Trigonometry

Physics Psychology/ Interpersonal Skills

Year14Speech/ Oral Communication

Business Accounting or Calculus

Environmental Science

Sociology Business Law

Year 15 Continue courses in the area of specialization.

Year 16

SECONDARY

9English Algebra I Earth or Life or

Physical Science

World History

10English Geometry Biology U.S. History to 1900

11English Algebra II Physics US History to the

Present

College Placement Assessments-Academic/Career Advisement Provided

12

English Trigonometry or Pre-Calculus

Chemistry Government / Economics

**Introduction to the Built Environment

**The Language of Architecture and Construction **Information Technology Applications

**Safety, Health and the Workplace Environment

Principles of Design and Pre-Construction

Introduction to Architectural TechnologyDesign and Pre-Construction Internship

Design/Pre-ConstructionDesign/Pre-Construction

Year 13English Composition English Literature

Algebra or Statistics

Physics Psychology/ Interpersonal Skills

Year14Speech/ Oral Communication

Business Accounting or Pre Calculus

Environmental Science

Sociology Business Law

Year 15 Continue courses in the area of specialization.

Year 16

SECONDARY

9

English Algebra I Earth orLife or Physical Science

World History

10 English Geometry Biology U.S. History to 1900

11 English Algebra II Physics US History to the Present

College Placement Assessments-Academic/Career Advisement

12

English Construction Math or Statistics

Chemistry Government / Economics

Introduction to the Built Environment

The Language of Architecture and Construction Information Technology Applications

**Safety, Health and the Workplace Environment

Application in Construction.

Construction Construction

Year 13

English Composition

English Literature

Dependent on chosen pathway

Physics Psychology/ Interpersonal Skills

Year14

Speech/ Oral Communication

Dependent on chosen pathway

Environmental Science

Sociology Business Law

Year 15 Continue courses in the area of specialization.

Year 16

SECONDARY

9

English Algebra I Earth or Life orPhysicalScience

World History

10 English Geometry Biology U.S. History to 1900

11 English Algebra II Physics US History to the Present

College Placement Assessments-Academic/Career Advisement

12

English Dependenton chosen pathway

Chemistry Government / Economics

**Introduction to the Built Environment

**The Language of Architecture and Construction **Information Technology Applications

**Safety, Health and the Workplace Environment

Continue courses pertinent to the pathway selected.

Maintenance/Operations Maintenance/Operations

Cluster Electives

•Workforce Essentials Senior ProjectEntrepreneurship Work-Based Experience Seminar Personal Finance

Supporting Pathways

Power, Structure, and

Technical Systems

Cluster Knowledge and Skill-

based Courses

Introduction to Drafting Design

Intermediate Drafting DesignAdvanced Drafting DesignIntroduction to Architectural Design

Intermediate Architectural Design

Advanced Architecture Design

Three-Dimensional Solid Model Design I

Three-Dimensional Solid Model Design II

Structural DraftingSafety and Health Regulations

Construction: Site Preparation and FoundationsConstruction: FramingConstruction: Finishing and Interior SystemsCabinetmaking I Cabinetmaking IICabinetmaking IIICarpentry ICarpentry IICarpentry for Industrial SpecialtiesCarpentry for Commercial SpecialtiesCarpentry for Residential InteriorsCarpentry for Residential ExteriorsIntroduction to MasonryBlock Wall ConstructionResidential Masonry IResidential Masonry IIComposite Masonry ConstructionCommercial MasonryMasonry in High-Rise ConstructionMasonry Special Applications and FinishesSpecialty Masonry ConstructionSafety and Health Regulations

Electrical TechnologyBasic Wiring Residential WiringIndustrial WiringCommercial WiringMotor ControlAdvanced Motor ControlNational Electrical Code and Journeyman’s Preparation

Direct CurrentAlternating Current Electromechanical ControlsIntroduction to WeldingApplied Welding I with Plasma Arc Cutting

Applied Welding II with Carbon Arc Cutting

Applied Welding III with Groove Welds and Inspection

Applied Welding IV with Advanced Groove Welds and Testing

Gas Metal Arc WeldingFlux Core Arc WeldingGas Tungsten Arc Welding I Gas Tungsten Arc Welding II

Plumbing and Pipefitting IPlumbing and Pipefitting IIPlumbing and Pipefitting IIIElectrical TechnologyBasic WiringResidential WiringIndustrial WiringCommercial WiringMotor ControlAdvanced Motor ControlNational Electrical Code and Journeyman’s Preparation

Direct Current Alternating Current Electromechanical ControlsBasic Compression RefrigerationIntroduction to Heating, Ventilation, Air-Conditioning, and Refrigeration

Heating, Ventilation, Air-Conditioning, and Refrigeration Maintenance

Introduction to Electricity for Heating, Ventilation, Air-Conditioning and Refrigeration Systems

Heating, Ventilation, Air-Conditioning and Refrigeration Electrical Components and Controls

Refrigerants Commercial Refrigeration Heating and Heat Pump SystemsSafety and Health Regulations

Foundation Course: Architecture, Construction, and Manufacturing

Pathway

Design and Preconstruction

Construction Operation

Middle School and Junior High School Exploration Optional Course: Career Cluster Technologies I, Career Cluster Technologies II, Career Cluster Explorations

Architecture and Construction Cluster Course Offerings

– 1st - Labor market demand

– 2nd - Alignment of existing resources to labor market demand

– 3rd - Student interest

Will each school system support 16 clusters?

Agriculture &

Natural Resources

Architecture & Construction

Arts, Audio/Video

Technology, & Communications

Business &

Administration

Education &

Training

Finance

Government &

Public Administration

Health Science

Hospitality &

Tourism

Human Services

Information Technology

Law &

Public Safety

Manufacturing

Retail/Wholesale Sales & Service

Scientific Research

& Engineering

Transportation, Distribution, &

Logistics

– 1st - Labor market demand

– 2nd - Alignment of existing resources to labor market demand

– 3rd - Student interest

Will each school system support all pathways within a cluster?

Career clusters in Alabama include courses that identify academic and technical knowledge and skills needed for students to pursue a wide range of career opportunities. Courses provide rigor and relevance for students by linking school-based learning with career-related experiences. Career clusters provide the framework for what students need to know and be able to do for success in the twenty-first century.

Cluster

Electives

Workforce EssentialsEntrepreneurshipPersonal Finance

Senior Career Pathway ProjectCooperative Education Seminar

Supporting

Pathways

AccountingBanking ServicesInsuranceMarketing Communications and Promotion

Legal ServicesVisual ArtsRecreation, Travel, and Tourism

Visual Arts

Cluster

Knowledge and Skill-

Based Cours

es

Commerce CommunicationAccountingLaw In SocietyManagement Principles

Commerce CommunicationManagement PrinciplesBusiness FinanceInformation Technology Support and ServicesComputer Management and Support

Business Technology Applications—AdvancedMultimedia DesignInformation Technology Support and ServicesComputer Management and Support

Foundation Courses: Business Technology Applications or Business Essentials

Pathways

Corporate and General Management Administrative Services Business Information Technology

Middle and Junior High School Optional Courses: Career Cluster Explorations, Computer Essentials

Cluster Course Offerings

Courses of StudyCourses of Study

• State Mandate

• Curriculum Development– Committee– Courses of Study– Plans of Instruction

Accounting Accounting is a one-credit course designed to help students understand the basic principles of the accounting cycle. This course provides a comprehensive introduction to basic financial accounting, including analyzing and recording business transactions, preparing and interpreting financial statements, demonstrating generally accepted accounting principles, and performing banking and payroll activities. Future Business Leaders of America-Phi Beta Lambda (FBLA-PBL) and the Association for Marketing Students (DECA) are cocurricular components of this course. Student organizations enhance classroom instruction, develop leadership skills, and provide opportunities for professional growth and service.

Technology Students will:

1. Use technologies needed to perform job functions in the field of accounting. Examples: accounting software, computer numeric keypad, spreadsheets, income

tax software

Career Opportunities

2. Determine career and entrepreneurial opportunities, responsibilities, and educational and credentialing requirements related to accounting professions.

Accounting Procedures

3. Differentiate among sole proprietorship, partnership, and corporation accounting operations as they relate to service and merchandising businesses.

4. Apply steps of the accounting cycle for service and merchandising businesses using

manual and electronic methods.

5. Analyze the accounting equation for the purpose of relating it to the accounting cycle. Examples: journalizing and posting transactions, reporting financial statements

6. Interpret data from a variety of financial statements, including verifying data for business reports and creating charts and graphs for accurate reporting.

7. Explain accounting functions of fixed assets and depreciation.

8. Utilize research results to analyze current accounting practices as they relate to service,

manufacturing, and merchandising businesses.

Ethics

9. Distinguish between ethical and unethical business decisions in the accounting profession.

Banking and Cash Control Functions

10. Apply banking and cash control functions to checks, deposits, reconciliation, petty cash, online and electronic banking, and related journal entries.

Payroll Functions

11. Apply payroll functions to employee and employer records. Examples: calculating gross pay and deductions, journalizing and posting tax and payroll entries

Tax Preparation

12. Demonstrate correct procedures for completing federal, state, and local income tax forms.

General Accepted Accounting Principles

13. Interpret generally accepted accounting principles (GAAP). Examples: adequate disclosure, business entity

Leadership 14. Demonstrate skills in communication, leadership, and teamwork. Applying problem-solving and critical-thinking skills to resolve workplace conflict

Course Title: (The title of the course as stated in the course of study.)

Unit: The title/topic that describes the content being taught in the unit.

Content Standard(s) and

Depth of Knowledge

Level(s):

A content standard is the statement that identifies what the student will know and be able to do at the completion of the course. DOK identifies the Depth of Knowledge level of the content standard(s) as indicated by the number assigned to each level. (Level 1, 2, 3, or 4)

Learning Objective(s) and

Depth of Knowledge

Level(s):

A learning objective is the expected behavior of the learner as he/she engages in learning the content knowledge and skills included in the unit that leads to the mastery of the content standard(s). DOK identifies the Depth of Knowledge level of the learning objectives as indicated by the number assigned to each level. (Level 1, 2, 3, or 4)

Essential Question(s):

An Essential Question is a question that narrows the focus of learning. Essential Questions are written in a way that challenges higher order thinking and promotes in-depth investigation. Therefore, they are not questions that can be answered with a simple “yes” or “no”. They are limited in number.

Content Knowledge Suggested Instructional Activities

Rigor & Relevance Framework (Quadrant) Suggested Materials, Equipment, and

Technology Resources The major topics/content to be taught in the unit.

The methods/instructional activities used to teach the course content in the unit. RRF identifies the Quadrant from the Rigor and Relevance Framework for each learning activity in the unit. (Quadrant A, B, C, or D)

The necessary materials, equipment, and technology resources used in the unit to teach the content knowledge and skills required in the unit.

Unit Assessment:

The strategies used to evaluate the students mastery of content, content standard(s), and learning objective(s) included in the unit.

Unit/Course CTSO Activity:

A CTSO activity/learning experience/project integrated into the unit or course.

Unit/Course Culminating Product:

The final assessment piece for the unit or course. It is both a demonstration of a student’s learning and extension of that learning.

Course/Program Credential(s): Credential Certificate Postsecondary Degree University Degree Other: The credential or certificate awarded to the student at the end of the high school course/ program or the credential, certificate, or degree awarded at the end of a postsecondary/higher education course/ program. Note: To check the appropriate box, double right click on the box and then change “Not checked” to “Checked” and then click ok.

Course Title: Accounting

Unit: Technology, Career Opportunities and Leadership

Content Standard(s) and

Depth of Knowledge

Level(s):

The student will: 1. Use technologies needed to perform job functions in the field of accounting. Examples: accounting software, computer numeric keypad, spreadsheets, income tax software 2. Determine career and entrepreneurial opportunities, responsibilities, and educational and credentialing requirements

related to accounting professions. 14. Demonstrate skills in communication, leadership, and teamwork.

Applying problem-solving and critical-thinking skills to resolve workplace conflict

Learning Objective(s) and

Depth of Knowledge

Level(s):

The student will: 1. Research and identify the jobs that correspond with the field of accounting. 2. Access how personal interests and skills, values, and lifestyle goals affect one’s career choices. 3. Describe an entrepreneur and entrepreneurial opportunities in the accounting field. 4. Demonstrate skill in communication.

Essential Question(s):

What information do students need in order to evaluate, analyze, and apply before making accounting career decisions?

Content Knowledge Suggested Instructional Activities Rigor &

Relevance Framework (Quadrant) Suggested Materials, Equipment and

Technology Resources I. Accounting Careers

1. Certified Public Accountants 2. Managerial Accountants 3. Financial Accountants 4. Accounting Clerks/Bookkeepers

II. Educational or Credentialing Requirements

III. Entrepreneurial Opportunities (opening

or maintaining a business)

5 + 1 Group Investigation Collaborative Learning Fieldtrips/Virtual Fieldtrips Guest Speakers Research Note taking Oral Presentation--2 minute talk Video S.W.O.T. Analysis KWHL

Textbooks/Workbooks Presenters Presentation & Word Processing Software Rubrics S.W.O.T. Form Interactive Whiteboards Videos Internet Sites: census.gov DOL.gov salaries.com United Streaming Podcasting

Unit Assessment:

Short Investigations, Research Projects, Learning Logs, Exhibitions, Oral Presentations, Participation in Discussion, Project and Project Presentation, Quizzes, and Tests

Unit/Course CTSO Activity:

FBLA/DECA members will participate in Job Shadow Day experience. FBLA/DECA members will sponsor or participate in a Job Fair.

Unit/Course Culminating Product:

PowerPoint presentation on accounting careers

Course/Program Credential(s): ×Credential Certificate Postsecondary Degree University Degree Other:

Teacher Working Teacher/Student Working

Student Thinking Student Thinking & Working

Resources for you and your students:

Resources for you and your students:

• www.careerclusters.org The National Career Cluster Website

• www.AlabamaMentor.com Employment, career information, college information and links, interest inventory

• www.alcareertech.org Alabama Career and Technical website

• www.altechprep.org Alabama Tech Prep website (career information)

www.alsde.edu