CTE Review

1
CTE Review Rewrite

• Recommendations from the CTE Review Panel
• April 17, 2008

2
Opportunities

• Consolidate, eliminate courses
• Integrate academics ensure rigor
• Update industry content
• Simplify articulation process
• Qualify CTE courses to serve 4x4

3
Review Panel

• Agency established
• Review and recommend revisions to the CTE
  curriculum - SBOE process/Writing Teams
• Review and recommend revisions for the Advanced
  Technical Credit program in which high school
  students earn college credit

4
November 1, 2008

• Complete the review of the CTE curriculum and ATC
  program and make recommendations to the SBOE to
• Increase the academic rigor of the curriculum
• Improve and increase participation in the ATC
  program
• ADDITIONAL STAKEHOLDER MEETINGS NEEDED

5
Timeline Continued

• March 2009 SBOE Discussion
• May 2009 SBOE 1st Reading
• June 2009 Public Comment
• Sept. 2009 SBOE to adopt new TEKS
• Fall 2010 New TEKS in the classroom
• 2013 Textbook adoption
• 2014 Instructional materials in classrooms

6
Writing Teams

• Appointed by SBOE
• Meet for 10 months
• Direction from the Review Panel
• Labor market information and data from TWC
• Trends in postsecondary technical programs from
  TSTC

7
16 Clusters - 6 Panels

• Business Management Administration Finance
  Marketing, Sales Services
• Arts A/V Technology Communications IT
• Architecture Construction Manufacturing
  Science Technology, Engineering Math (STEM)
• Education Training Hospitality Tourism
  Human Services
• Agriculture, Food Natural Resources
  Transportation, Distribution Logistics
• Government Public Admin Health Science Law,
  Public Safety, Corrections Security

8
Working Panels15 Members Each

• 3 secondary CTE teachers
• 3 community college/technical faculty
• 3 university faculty
• 3 secondary administrators/counselors
• 3 business and industry

9
The Challenge

• Make CTE more rigorous
• Update the courses
• Eliminate
• Consolidate
• Develop
• Identify courses to satisfy 4 x 4

10
(No Transcript)
11
What is Rigor?

• Expanding students vocabularies, especially
  their ability to use technical terms and phrases
  to make precise, succinct statements
• Enlarging students ability to think in abstract
  terms, using symbolic representations of
  real-world situations to carry out formal
  operations of analysis, comparison and evaluation
• Increasing students skills in analyzing and
  comparing alternative explanatory models to
  account for past events and outcomes and predict
  future events

Commission for a College Ready Texas, 2007
12
What is Rigor?

• Improving students abilities to gather and
  evaluate data that form the basis for evaluation
• Enhancing students skills in translating among
  narrative, numeric, graphical, pictorial,
  symbolic and kinesthetic descriptions of things,
  processes and events, and using any of these
  models of expression to produce equivalent
  descriptions
• Developing students capacity to apply their
  knowledge to real-world problems, generalizing
  from previously learned principles and
  explanatory models to account for or anticipate
  new situations and events

Commission for a College Ready Texas, 2007
13
What Makes CTE Rigorous

• Develops student capacity to
• improve and expand their thinking and reasoning
  skills
• make use of content information in rigorous ways
• recognize real-world applications of these skills

14
What Makes CTE Relevant

• When teaching and learning supports the
  application of content taught in academic courses
  and support mastery of industry standards and
  skills

15
What is high-skill, high-wage, high demand? TWC
uses definitions established by Bureau of Labor
Statistics
16
High Skill

• require licensure, or
• require apprenticeship, or
• are identified by the Texas Skills Standards Board

17
High-wage

• Exceeds the median weekly wage threshold, Texas
  is 13.19 per hour, 27,443 annually

18
High-demand

• An occupation growing faster than average for all
  occupations in a 2004-2014 projections, which is
  17.6

19
Process

• Do we keep?
• Do we revise?
• Do we develop?

20
Process

• Begin with the cluster knowledge and skills
• Determine the need for courses based on
  enrollment, industry demand and relevance
• Consolidate, eliminate or update courses with
  outdated content, including introductory courses
• Develop or recommend new courses

21
Coherent Sequence Design for Skill Attainment
Specialized
Post secondary
Grades 9 - 12
Broad
Grades 6 - 8
Pre K - Elementary
22
Coherent Sequence Design Broad to Specific

• CTE courses for all students
• CTE courses introducing cluster areas
• CTE courses with advanced and specialized content
  within clusters
• Within this context, infuse cluster knowledge and
  skills, rigorous academics and college readiness
  standards

23
Coherent Sequence Design

• Support challenging academic and technical
  standards
• Support and reinforce cluster knowledge and
  skills
• Is built within requirements of the RHSP or DAP
• Align to postsecondary programs
• Expose students to high skill, high wage or high
  demand occupations in current or emerging fields
  
• Lead to technical skill attainment and
• Lead to an industry-recognized credential or
  certificate at the postsecondary level, or an
  associate or baccalaureate degree.

24
Content and Sequence

• Update technical content using competency based
  standards or certifications
• Identify and/or infuse academics
• Identify academic and technical prerequisites,
  but not prescribe
• Embed college readiness standards

25
4 x 4

• Identify or develop advanced courses to satisfy 4
  x 4 graduation requirements
• Ensure courses contain substantially rigorous
  academic content relevant to college readiness
  standards and career field

26
Next Steps

• Recommend quality innovative courses to be
  offered statewide
• Identify courses and TEKS appropriate for an
  accelerated review cycle
• Provide multiple opportunities for input from
  industry

27
Process
Evaluate current and emerging fields
Organize coherent sequences within clusters from
broad to specific Eliminate Consolidate Identif
y gaps
Develop/ Recommend
Crosswalk to cluster standards Imbed
employability skills
Industry review
Identify courses to satisfy 4 x 4
Update Content Infuse Academics Infuse CRS
Finalize
28
Timeline

• Feb 28 CTE Review Panel meeting
• Apr 3 CTE Review Panel meeting
• Apr 17 CTE Panel Meets with Writing Teams
• Apr 17-19 CTE Writing Teams meeting
• May 22 State Board of Education progress report
• Apr-Jan CTE Writing Teams working meetings 10
  months

29
Timeline

• July 25 Vertical Team meeting
• Aug-June TETNs
• Feb 2009 CTE TEKS go into rule text
• Mar 2009 SBOE discussion of CTE TEKS
• May 2009 First reading and filing in Texas
  Register
• July 2009 Second reading and adoption of CTE TEKS
  
• SBOE to approve CTE TEKS no later than Sept. 1,
  2009
• Sept-July 2010 Cluster professional development
• July 2010 Professional development

30
QuestionsDiscussion