Model Curriculum Standards and Framework for Career Technical Education:

1
Model Curriculum Standards and Framework for
Career Technical Education Tools and Strategies
Ross Arnold Los Angeles County Office Regional
Occupational Program California Association for
Career and Technical Education
2
California Education Code
The governing Board shall prescribe separate
courses of study including, but not limited to, a
course of study to prepare prospective pupils for
admission to state colleges and universities, and
a course of study for career technical training.
(Section 51224, 1977)
3
California Education Code cont

• Each school district shall offer
• a course of study fulfilling the requirements
  for admission to the California public
  institutions of postsecondary education
• a course of study that provides the opportunity
  for those pupils to attain entry-level employment
  skills in business and industry

(Section 51228, 1983)
4
Historical Dilemma

• Secondary education in the United States was
  designed to separate
• Academic and Vocational
• Head from hand
• Knowing from doing
• Applied from the abstract
• Education from training

Berryman, Sue E., and Thomas R. Bailey. 1992
5
Current Status of CTE

• 1 million secondary students enrolled annually
• 332,072 adult students enrolled in ROCP and Adult
  Education CTE courses
• 85 of Career Technical Education students taking
  a sequence of courses graduated
• Enrollments in secondary CTE courses declined 15
  from 1997-98 to 2003-04
• Highest enrollment areas include Business and
  Administrative Services, Information Technology,
  Health, and Arts, Media Entertainment
• A-G approved CTE courses 4,024

6
California Career Technical Education Systems
Level of Preparation
Delivery Systems
Professional
University of CA - CA State University -
Private Colleges Universities
Advanced Technical
Community College
ROCP
Technical OccupationalGrades 11-12
Adult Education
High School
Regional OccupationalCenters Programs
Career Pathways Concentration
IntegrationGrades 9-12
ExplorationGrades 6-8
Middle School
AwarenessGrades K-5
Elementary
7
The CTE standards are a tool to

• Support mastery of essential employability skills
  and rigorous academic content standards
• Develop a highly skilled and educated workforce
  which contributes to economic prosperity
• Support a seamless transition to postsecondary
  education and/or career entry
• Improve student achievement

8
Students need to be able to

• Make informed career choices
• Integrate and apply academic and career concepts
• Prepare for successful participation in our
  global society
• Seek and love learning as a lifelong learner

9
Structure of CTE Standards

• Developed for use at
• secondary level
• Organized in
• 15 Industry Sectors

10
California Career Technical Education Model
Curriculum Standards

• Foundation for designing specific curricular and
  instructional strategies
• General expectations of what students should
  know and be able to do
• Provide flexibility in determining the best
  method to deliver the content

11
California Career Technical EducationModel
Curriculum Standards

• McRel Format for Standards
• Declarative Statements
• Information (facts, events, concepts, principles)
• Focus on higher-order thinking skills (what the
  student will know and understand)
• Clear concise statements
• Procedural Statements
• Application (what students will do with the
  information)

12
California Career Technical Education Model
Curriculum Standards

• The Student will know
• Knowledge
• the 4 Ps of Marketing
• Comprehension
• Explain each of the 4 Ps of Marketing
• Application
• Create a marketing plan using each of the 4 Ps

13
California Career Technical Education Model
Curriculum Standards

• The Student will understand
• Analysis
• Synthesis
• Evaluation

Acquisition of knowledge
Assimilation of knowledge
14
California Career Technical Education Model
Curriculum Standards

• The Student will understand
• Analysis
• compare / contrast
• Synthesis
• assimilate information
• Evaluation
• judge effectiveness

15
California Career Technical Education Model
Curriculum Standards

• Rigorous
• Integrate academic content standards
• Relevant
• Industry-specific knowledge and skill
• Prepare students for workplace
• and for post-secondary education

16
The 15 Industry Sectors

• Agriculture Natural Resources
• Arts, Media Entertainment
• Building Trades Construction
• Education, Child Development, Family Services
• Energy Utilities
• Engineering Design
• Fashion Interior Design

• Finance Business
• Health Science Medical Technology
• Hospitality, Tourism, Recreation
• Information Technology
• Manufacturing Product Development
• Marketing, Sales, Service
• Public Services
• Transportation

17
California Career PathwaysDefined

• Coherent sequence of rigorous courses
• Develop technical knowledge and skills
• Apply academic knowledge and skills
• Prepares students to master California academic
  and technical standards
• Prepares students for advanced post-secondary
  course work

18
2 Types of Standards

• -Foundation Standards
• -Pathway Standards

19
Foundation Standards

• The standards all students need to achieve to
  master workplace competencies both in the career
  technical education curriculum and the workplace.

20
Foundation Standards
1. Academics (math, science, history- social
science, VP arts) 2. Communications
(English/Language Arts) 3. Career Planning
Management 4. Technology 5. Problem Solving
Critical Thinking 6. Health Safety 7. Responsi
bility Flexibility 8. Ethics Legal
Responsibilities 9. Leadership
Teamwork 10. Technical Knowledge
Skills 11. Demonstration Application
21
Career Pathways

• A sequence of courses leading to a degree,
  certificate or licensure, and/or gainful
  employment.
• Two or more Career Pathways
• per Industry Sector
• There are 58 Career Pathways represented in the
  Standards

22
Pathway Standards

• Reflect the essential knowledge and skills
  students need to master to be successful in the
  career pathway.
• Build on existing CTE standards, academic content
  standards, and business/industry standards.

23
Career Pathway Examples
Manufacturing Product Development
Arts, Media Entertainment

• Media Design Arts (p. 52)
• Performing Arts (p. 57)
• Production Managerial Arts (p. 63)

• Graphic Arts Technology (p. 291)
• Integrated Graphics Technology (p. 293)
• Machine Forming Technology (p. 294)
• Welding Technology (p. 297)

24
Career Pathway Examples
Transportation
Finance Business

• Aviation Aerospace Transportation Services (p.
  356)
• Collision Repair Refinishing (p. 358)
• Vehicle Maintenance, Service, Repair (p. 361)

• Accounting Services (p. 201)
• Banking Related Services (p. 203)
• Business Financial Management (p. 204)

25
Pathway Standards

• Concise statements that reflect the essential
  knowledge and skills students are expected to
  master to be successful in the career pathway.

26
Standards Interpretation

• What This Means To Me
• How I Teach This
• How This Is Reflected In Student Work

27
NOW AVAILABLE
28
CTE Framework Vision Statement

• Career technical education (CTE) engages all
  students in a dynamic and seamless learning
  experience resulting in their mastery of the
  career and academic knowledge and skills
  necessary to become productive contributing
  members of society.

29
CTE Framework

• Provides a blueprint for educators to implement
  the CCTE Model Curriculum standards (a hands-on
  tool)
• Provides context for the content of the standards
• Discusses best practices
• Explores important issues in implementation

30
CTE Framework

• Organized by Themes
• Chapter 1-Structuring a Standards-based
  Curriculum
• Chapter 2-Standards-based Education Lesson
  Planning Instruction
• Chapter 3-Administrative Support Services
• Professional Development
• Chapter 4-Community Involvement and Collaboration
• Chapter 5-Foundation Standards

31
11.0 Demonstration and ApplicationDemonstrate
and apply the concepts contained in the
foundation and pathway standards.
32
Rigor/Relevance Framework

• Critical Thinking Skills
• Real-world Applications
• Student Thinks / Applies / Adapts
• Teacher Facilitates

33
CTE Framework

• Part IIIndustry Sectors
• Description of each sector in relation to the
  economy and projected labor market
• A list of the pathways for each sector
• Selected examples of standards-based
  curriculum/lesson planning for each pathway

34
CTE Framework Part II

• Sequence of Courses in Pathways
• Sample Appropriate Standards for a Course
• Sample of Unpacking a Standard
• Sample Performance Task including Rubric
• Sample Pathway Occupations

35
Part IIInformation Technology Sector
Information Support and Services Pathway Sample
of Pathway and Sequence of Courses
36
Part IIInformation Technology SectorNetwork
Communications Pathway Sample Foundation
Standards
37
Part IIInformation Technology SectorInformation
Support and Services Pathway Sample Pathway
Standards
38
Part IIMarketing, Sales, and Service
Entrepreneurship Pathway Sample Analysis of a
Standard
39
Part IIMarketing, Sales, and ServiceEntrepreneur
ship PathwaySample Performance Task
40
Part IIMarketing, Sales, and Service
SectorEntrepreneurship Pathway Sample Assignment
41
Part IIMarketing, Sales, and Service Sector
Entrepreneurship PathwaySample Partial Rubric
42
Instruction and Assessment in Different
Educational Systems
STANDARDS-BASED
TRADITIONAL
Select and analyze standard(s) to be met
Select a topic from the curriculum
Design/select an assessment through which
students can demonstrate performance level
Design instructional activities
Design and give an assessment
Identify what students must know/be able to do to
perform well on the assessment
Plan and deliver lessons
Give grade and/or feedback
Assess students and examine results to plan
further instruction or individual support, if
needed, and grade their work
Move on to new topic
43
Designing Standards-Based Curriculum

• It does not mean that all existing units should
  be scrapped
• There is more than one way to do it
• It includes content standards, benchmarks and
  performance indicators, learning and teaching
  activities, and comprehensive assessments

44
Revising Existing Units

• What standards does the unit address?
• What activities should be added to ensure student
  success in attaining standards?
• Which activities are not central to attaining the
  standards? Should those activities be dropped?
• Do additional standards need to be added to
  achieve balance and focus the unit?
• Considering the unit as whole, are the activities
  doable, or should some be changed or omitted?

45
Making Standards and Assessments Work in the CTE
Classroom

• Challenge Your Mindset
• Open yourself up to all the standards.not just
  the ones in your subject area.
• Let the standards guide the development of your
  instruction.
• Learn how to design standards-based assessments
  and learning opportunities.
• Incorporate performance levels and standards into
  your reports to students parents.

46
Part IIFinance and Business Sector Accounting
Services PathwaySample of Pathway Occupations
47
Program of Study

• New Requirement for Perkins IV

48
Program of StudyIdentification of Competencies
Standards

• Convene CTE and academic instructors,
  counselors, administrators and employers to
  review existing competencies and standards (both
  educational and industry-based)
• Sequence the identified competencies into a
  continuum beginning with basic skills and moving
  to advanced skills
• Validate the identified competencies on a regular
  basis

49
Program of Study

• Identify
• high school general ed requirements
• community college general education requirements
• UC-CSUgeneral education requirements

50
Program of Study
51
COURSE SEQUENCING
52
Program of Study

• New or existing courses leading to the
  certificates and degrees identified for each
  pathway
• Develop new courses through collaborative efforts
  between secondary and postsecondary institutions
  that reflect the competencies/standards needed
  for entry, technical and professional levels

53
Program Articulation
Outcome A document showing the course sequences
and articulated courses within the career pathway
from secondary to postsecondary levels
54
54
_______ _____ __ ______
stay calm, cool, and collected on top paddle
like heck underneath!
55
Questions?

• Ross Arnold
• 562-922-6850
• Arnold_ross_at_LACOE.EDU