career, technical & agricultural education curriculum/career pathway:

Career, Technical & Agricultural Education Curriculum/Career Pathway:

Development to Implementation OverviewNortheast Georgia RESA

January 24, 2008

Career, Technical & Agricultural Education (CTAE)

• Curriculum Revision/Development

• Perkins IV Legislation

• Graduation Rule

Factors Influencing Achievement 1. Guaranteed and Viable Curriculum

2. Challenging Goals and Effective Feedback

3. Parent and Community Involvement

4. Safe and Orderly Environment

5. Collegiality and Professionalism

6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design

9. Home Environment10. Learning Intelligence/ Background Knowledge11. Motivation

Teacher

Student

School

Guaranteed and Viable CurriculumGuaranteed Curriculum

…“Operationally, this means that clear guidance is given to teachers regarding the content to be addressed in specific courses and at specific grade levels.” “Additionally, it means that individual teachers do not have the option to disregard or replace content that has been assigned to a specific course or grade level.”

Viable Curriculum

…“the content articulated in the curriculum for a given course or grade level can be adequately addressed in the time available.”

Re-Engineering Career, Technical and Agricultural Education (CTAE) Curriculum with

Performance Standards

Question: Are performance standards different from QCCs?Answer:

Performance standards go into much greater depth than the content standards used in the previous curriculum. They provide clear expectations for assessment, instruction, and student work. They define the level of work that demonstrates achievement of the standards, enabling a teacher to know “how good is good enough.” The performance standards isolate and identify the skills needed to use the knowledge and skills to problem-solve reason, communicate, and make connections with other information. Performance standards also tell the teacher how to assess the extent to which the student knows the material or can manipulate and apply the information.

What do you want students to know

and be able to do?

What performance leveldo you expect?

What is acceptable evidence?

How will you assess (students

and the instruction?)

What are thelearning experiences

and instruction?

BasicBackward

Design

Question: What is a career pathway?

Answer: A career pathway is established to help students align their academic and career, technical and agricultural studies to better prepare them for graduation, post-secondary education, and career opportunities.

Phase IPathway: Small Business DevelopmentPathway Courses:1.Business Essentials (BCS-BE)2.Legal Environment of Business (BCS-LEB)3.Entrepreneurial Ventures (BCS-EV)

Phase IPathway: ComputingPathway Courses:1.Computing in a Modern World (BCS-CMW)2.Beginning Programming (BCS-BP)3.Intermediate Programming (BCS-IP)Recommended Related Courses:A.AP Computer Science AB.AP Computer Science AB

Phase IIPathway: Financial Management-Accounting Pathway Courses:1.Business Essentials (BCS BE)2.Principals of Accounting I (BCS-PAI)3.Principals of Accounting II (BCS-PAII)

Phase IIPathway: Financial Management-ServicesPathway Courses:1.Business Essentials (BCS-BE)2.Banking & Investing (BCS-BI)3.Insurance & Risk Management (BCS-IRM) Recommended Related Courses:A.Financial Literacy (BCS-FL)

Phase IIPathway: Interactive MediaPathway Courses:1.Computing in the Modern World (BCS-CMW)2.Fundamentals of Web Design (BCS-FWD)3.Advanced Web Design (BCS-AWD)Recommended Related Courses:A.Introduction to Animation & 3D Design (BCS-IAD)

Phase IIIPathway: Administrative/Information SupportPathway Courses:

Business and Computer Science

CTAE Curriculum Revision Phase I

• Agriculture– Agriscience

• Architecture, Construction, Communications & Transportation– Transportation Logistical

Operations– Transportation Logistical Support

• Business & Computer Science– Computing– Small Business Development

• Engineering & Technology– Engineering

• Healthcare Science– Therapeutic Services - Nursing

• Marketing, Sales & Services– Marketing & Management

Eight Pathways

CTAE Curriculum Revision Phase II • Architecture, Construction,

Communications & Transportation– Construction – Engineering, Drawing and Design– Aircraft Support– Flight Operations

• Engineering & Technology– Electronics– Manufacturing– Energy Systems

• Business & Computer Science– Financial Management-Accounting– Financial Management-Services– Interactive Media

• Marketing, Sales & Services– Fashion Marketing– Marketing, Communications and Promotion

• Family & Consumer Sciences– Early Childhood Education– Education and Teaching– Culinary Arts– Nutrition and Food Science

• Healthcare Science– Health Informatics– Therapeutic Services-Emergency

Services– Therapeutic Services-Medical

Services

• Agriculture– Plant Science/Horticulture– Forestry/Natural Resources

Twenty-one Pathways

CTAE Curriculum Revision Phase III • Architecture, Construction,

Communications & Transportation– Metals – Graphic Communications– Visual Communications– Broadcasting & Digital Media

• Business and Computer Science– Administrative/Information Support– Computer Network Systems

• Marketing, Sales & Services– Travel Marketing & Lodging Management– Sports & Event Marketing

• Family & Consumer Sciences– Consumer Services– Family/Community Services– Interior Design

• Healthcare Science– Biotechnical Research & Development– Diagnostic Services

• Agriculture– Animal Science– Agricultural Mechanics– Agribusiness Management

• Government & Public Safety– Law and Justice– Homeland Security & Emergency

ServicesEighteen Pathways

CTAE GeorgiaPerformance Standards

(Litmus Test)

• Academic Alignment• Technical Skill Development• Workplace Readiness/Foundation Skills • Postsecondary Alignment – Statewide Articulation • Business & Industry Standards Alignment

Making the Connection: Teaching Academic and Technical Standards through Career, Technical

and Agricultural Education (CTAE)

Ensure RIGORChallenge all students with high expectations

Provide RELEVANCE Help students connect their studies to the real world

Build RELATIONSHIPS Foster supportive relationships between students and adults

Step 1 Provide Rigorous Instruction

Challenge all students with high expectations

Develop rigorous, standards-based courses that prepare all students for college and careersNational standardsInterdisciplinary connections – academic standardsHonors and Advanced Placement (AP)Articulation at two- and four-year collegesChallenging sequence of standards-based courses

Step 2

Ensure Relevance in Curriculum and Instruction

Help students connect their studies to the real worldElements of leading-edge programs

Integrated application of academic content and skills in a problem-based learning environmentPartnership-supported educational experiences designed to connect classroom learning with the workplaceCareer pathway options for all students that are based on interest and economic demands of the future

Step 3 Build Meaningful Relationships

Foster supportive relationships between students and adults

Quality P-16 Educational System • Business Partners• Community Partners• Government Partners• Parents/Guardians• Teachers, Counselors, Administrators• Postsecondary Education Partners• State-of the-art work-based learning experiences, such as

internships and apprenticeships, as part of a CTAE pathway program

• Mentoring, job shadowing, etc.• Leadership development (CTSO’s)

Build Meaningful Relationships…

Question: How does a career pathway relate to the definition of a “program of study” as defined by the new Perkins IV Legislation?Answer:

Programs of study are very similar to career pathways. In Georgia, career pathways will become a program of study. A program of study, as defined by the new Perkins IV Legislation, incorporates secondary education and post-secondary education elements; includes coherent and rigorous content aligned with challenging academic standards and technical content in a coordinated, non-duplicative progression of courses that align secondary education with post-secondary education to adequately prepare students to succeed in post-secondary education. Below see an outlined schedule for career pathway implementation:

– Phase I: Development 05-06; Training 06-07; Implementation 07-08.– Phase II: Development 06-07; Training 07-08; Implementation 08-09.– Phase III: Development 07-08; Training 08-09; Implementation 09-10.

(Please see the CTAE Career Pathway Development document at http://www.georgiastandards.org/career.aspx. )

Once the Georgia State Plan has been developed, it will create benchmarks upon which career pathways will be developed for students.

Question: How does my system decide which pathways to offer?

Answer: Consideration should be given to current program offerings, industry/community needs, and the capacity to implement pathways based on the available resources, faculty, equipment, and facilities.

How does this differ for small and large systems?

Question: As a CTAE Director, what can I do presently to prepare for Phase I Implementation?

Answer: In preparation, your instructors in related program areas can collaboratively review the new standards to: – identify similarities to current programs; – identify differences from current programs; – identify changes/additions required in programs; – identify change/additions required in facilities and/or

equipment; – identify changes/additions required in resources; and, – generate questions.

CTAE Curriculum Review and PreparationReviewers/DepartmentDateProgram AreaPathwayCourses

Similarities to Current ProgramDifferences from Current ProgramChanges/Additions Required in ProgramChanges/Additions Required in Facilities and/or EquipmentChanges/Additions Required in ResourcesQuestionsConcerns

Question: Will course names and the corresponding course numbers change? Answer:

Due to most of the courses being revised to the GPS, the majority of course numbers and titles will remain the same. However, any new courses that will be developed/or have been developed, will carry new course numbers. For additional information on course titles and numbers, see the CTAE Phase I and Phase II Course Information Guide at http://www.georgiastandards.org/career.aspx?PageReq=PhaseI

http://www.georgiastandards.org/career.aspx?PageReq=PhaseII

Question: Will the Georgia Department of Education require an end-of-pathway assessment/certificate for every student?

Answer: Career pathways and end-of-pathway assessments are being developed to help local systems align career and academic students in a sequenced academic study to increase student achievement. The intent of the pathways is to create this alignment. Today it is not a requirement for every student to be in a career pathway. We are attempting to create a sliding scale which means that every system starting with the 2007-2008 school year should offer at least one career pathway. Larger systems should make available several pathways choices to students during the 2007-2008 school year. Since the Georgia State Plan has not been developed, it is difficult determining exactly how many pathways should be available to students based on school or system size. We are aware, though, that the new legislation “does require” pathways or programs of study. To support this, systems will be required to identify the percentage of their students that will participate in career pathways. Also, the legislation states that career pathways will determine the foundation of programs including, but not limited to, the type of equipment to be used in a particular program. It is our hope that the creation of career pathways will assist with increasing the graduation rate.

Question: Where can I access information regarding the CTAE Curriculum Revision process?

• Answer: CTAE Curriculum revision process information can be accessed at the following website: http://www.georgiastandards.org/career.aspx?PageReq=PhaseI

• PLEASE CHECK THIS SITE REGULARLY FOR UPDATES.

160-4-2-.48 HIGH SCHOOL GRADUATION REQUIREMENTS FOR STUDENTS ENROLLING IN THE NINTH GRADE FOR THE FIRST TIME IN THE 2008-09 SCHOOL YEAR AND SUBSEQUENT YEARS.

Section 14.1 Career Technical and Agricultural Education (CTAE) For ALL Students

(iii) AREAS OF STUDY. Units Required • (I) English/Language Arts* 4 • (II) Mathematics* 4 • (III) Science* 4 The 4th science unit may be used to meet

both the science and elective requirement • (IV) Social Studies* 3 • (V) CTAE and/or Modern Language/Latin and/or Fine Arts 3 • (VI) Health and Physical Education* 1 • (VII) Electives 4 TOTAL UNITS (MINIMUM) 23 *Required Courses and/or Core Courses

(V) CTAE/Modern Language/Latin/Fine Arts: A total of three units of credit shall be required from the following areas:

CTAE and/or Modern Language/Latin and/or Fine Arts.

Students are encouraged to select courses in a focused area of interest. I. Career, Technical and Agricultural Education (CTAE) Pathways: Students may earn three units of credit in a coherent sequence of CTAE courses through a self-selected pathway leading to college readiness and a career readiness certificate endorsed by related industries.

Section 14.10 Peach State Pathway: Education and Career Planning Tool

• Provided as an organizational tool for education and career planning for ALL students and their family

• Provided as an informational tool for education and career planning for ALL students and their family

• Provided as a conversational tool for ALL students and their family

• Provided as a visual tool for education and career planning for ALL students and their family

5. AREAS OF STUDY. (III) Science: Four units of credit in science shall be required of all students, including one full unit of Biology; one unit of either Physical Science or Physics; one unit of either Chemistry, Earth Systems, Environmental Science or an AP/IB course; and one additional science unit. The fourth science unit may be used to meet both the science and elective requirements. Any AP/IB science course may be substituted for the appropriate courses listed above.

Part 13: Areas of Study: Health/Physical EducationSection 13.2 JROTC Option• Student earns 3 credits in JROTC• Local Board of Education Approves• Key Elements of comprehensive HPE

Further CTAE Focused Discussions

Rigorous CTAE programs that support high achievement levels

for all students

Ann HatchellCTAE Curriculum Coordinator

Georgia Department of Education1752 Twin Towers EastAtlanta, Georgia 30334

404-657-6845 office478-719-7584 cell

ahatchel@doe.k12.ga.us