Educating for Careers Presentation

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Educating for Careers Presentation

• California State Plan for
• Career Technical Education
• 2008 - 2012

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California State Plan

• Presents a vision for CTE that is both broad and
  bold
• Legislature asked that this be a plan for all of
  CTE not just Perkins
• Puts requirements for federal Carl D. Perkins
  funding within the larger context.

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Plan Features

• Focuses on rigorous and engaging curricula,
  supportive relationships, and demonstrated
  outcomes.
• Reshape and revitalize the role of career
  technical education as the nucleus of high school
  reform, workforce and economic development
• A dual purpose for CTE- providing seamless
  pathways that bridge secondary and postsecondary
  education.

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State Priorities

• CTE is woven into the fabric of education, NOT a
  separate system of education
• Programs are built on a demand-driven system that
  responds to real workforce needs, and state,
  regional, and local labor market realities
• All students have access to CTE courses, pathways
  and programs of interest.

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State Priorities Continued

• Learning spans from early childhood through
  adulthood with many transitions career
  awareness, exploration, and development occur
  throughout life
• CTE is can engage students and improve student
  outcomes focusing on rigor, relevance,
  relationships, and results
• CTE contributes to Californias economic future

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California State Plan

• 5 Chapters
• Chapter One Provides background information
  about the States current CTE structure and
  enrollments.
• Chapter Two A brief overview of the states
  demographic, economic, educational, and political
  context.
• Chapter Three Describes the vision, mission,
  guiding principles, goals, and 112 identified
  elements of an ideal, high-quality statewide CTE
  system.
• Chapter Four contains the Perkins state plan
  requirements, certifications, and assurances.
• Chapter Five Provides state policy on the
  administration and use of the Perkins IV funds.

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Vision

• CTE will engage every student in high-quality,
  rigorous, and relevant educational pathways and
  programs, developed in partnership with business
  and industry, promoting creativity, innovation,
  leadership, community service, and lifelong
  learning, and allowing students to turn their
  passions into paychecks their dreams into
  careers.

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Mission

• The mission of CTE is to provide industry-linked
  programs and services that enable all individuals
  to reach their career goals in order to achieve
  economic self-sufficiency, compete in the global
  marketplace, and contribute to Californias
  economic prosperity.

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CTE System Goals

• ALL students prepared for success in further
  education and/or immediate employment.
• Adults will be prepared with the skills and
  knowledge needed to reach career goals and
  self-sufficiency.

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CTE System Goals

• EVERY student will have the opportunity to
  complete a rigorous CTE pathway prior to
  graduation.
• Age appropriate career guidance.

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CTE System Goals

• Courses based on industry-endorsed standards.
• Programs that meet documented labor demands
  including new and emerging occupations.

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CTE System Goals

• Statewide Programs of Study including dual
  enrollment and articulated courses to facilitate
  smooth transitions at exit points.
• Business, industry and labor participation at the
  local, regional, and state levels

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CTE System Goals

• CTE teacher preparation and sustained
  professional development to ensure adequate
  supply of highly qualified teachers
• The use of data for program improvement, program
  accountability, measurement of system outcomes
  and research

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Eleven Elements of aHigh-Quality CTE System
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Common Themes

• Business and Industry as the Client
• Investment of Federal and State funds
• Demand driven new, emerging careers
• CTE as something more not something less
• CTE as the nucleus of school reform
• CTE to be industry-focused, student-centered, and
  performance- driven

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Academic Preparation
Career Preparation
Citizenship Preparation
Avocational Preparation
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Academic Preparation
Career Preparation
Citizenship Preparation
Avocational Preparation
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Academic Preparation
Career Preparation
Avocational Preparation
Citizenship Preparation
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CTE Helps toPrevent Dropouts

• Students who take two or more CTE courses are
  less likely to drop out of high school.

Federally funded CTE study, 2002 National
Center, The Ohio State University
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CTE IncreasesEarnings

• Student who took both a core academic curriculum
  and CTE greatest earnings.
• Seven years after graduation earnings - 2
  percent more annually for each CTE course they
  took.

NAVE Study, 2004, US Department of Education
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Job Outlook and Education Gap

• 18 of the 20 fastest growing occupations within
  the next decade will require Career and Technical
  Education.

U.S. Bureau of Labor Statistics
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Perkins IV Requirements for Local Recipients

• Section 134 Local Plan for CTE
• Due to CDE on October 31, 2008
• Reviewed by CDE staff
• Must be approved in order to spend 2008-09 funds

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Local Program Requirements for LEAs

• Based on Perkins IV Mandatory Program Elements in
  Section 135(b)
• Made more rigorous by committee who wrote CA
  State Plan
• Include requirements that are specific to
  California

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• As ACSA looks at the need to reform high
  schools, it is critical that we maintain academic
  rigor while enhancing relevance by integrating
  career technical education programs into these
  reforms.

Career Technical Education Position
Paper Association of California School
Administrators
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Questions

• What has been the impact of writing a local CTE
  plan in your district?
• What are the challenges that your district will
  face implementing the local CTE plan?
• Suggestions to address challenges

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Russell Weikle, AdministratorProgram and
Administrative Support Officerweikle_at_cde.ca.gov

• Thank You