career technical education master plan -...

Career Technical Education Master PlanReport and Recommendations of the Career Technical Education Advisory CommitteeJune 2010

http://www.dpol.net/

Dos Palos-Oro Loma Unified School DistrictSchool Board Members

Joe Castillo, PresidentMaria Davis, Clerk

Albert Catrina, MemberPaul Goodman, MemberThomas Pigg, MemberEric Fontana, Member

Dewayne Weagel, Member

School District Administration

Brian Walker, Ed.D., SuperintendentJan Wood, Assistant SuperintendentTim Zearley, Chief Business Officer

District Educational and Financial Advisors

Cathleen Dominico, Capitol Public Finance Group, LLCAlfred Dominico, Ed.D., Capitol Public Finance Group, LLC

Report Prepared by:

TABLE OF CONTENTS

INTRODUCTION......................................................................................................1BACKGROUND INFORMATION......................................................................................2

DISTRICT AND COMMUNITY INFORMATION................................................................2DESCRIPTION OF CAREER TECHNICAL EDUCATION.......................................................4PURPOSE OF A CAREER TECHNICAL EDUCATION MASTER PLAN......................................6

THE DISTRICT’S CURRENT CTE PROGRAM.....................................................................7CTE PROGRAM OVERVIEW...................................................................................7CTE VISION, MISSION & GOALS...........................................................................8DISTRICT DEMOGRAPHIC AND ACHIEVEMENT DATA.....................................................9CTE INDUSTRY SECTOR PATHWAY COURSES...........................................................15

CAREER TECHNICAL EDUCATION ADVISORY COMMITTEE...................................................18CTEAC GOALS...............................................................................................18CTEAC RESPONSIBILITIES.................................................................................18ANNUAL CTE ADVISORY COMMITTEE DISCUSSION TOPICS..........................................21

SUMMARY OF CTE COURSES OFFERED & LABOR MARKET DATA.......................................23AGRICULTURE AND NATURAL RESOURCES INDUSTRY SECTOR.......................................24ARTS, MEDIA & ENTERTAINMENT INDUSTRY SECTOR................................................27BUILDING TRADES AND CONSTRUCTION INDUSTRY SECTOR.........................................29EDUCATION, CHILD DEVELOPMENT AND FAMILY SERVICES INDUSTRY SECTOR..................31ENGINEERING AND DESIGN INDUSTRY SECTOR.........................................................33FINANCE AND BUSINESS INDUSTRY SECTOR............................................................34HOSPITALITY, TOURISM AND RECREATION INDUSTRY SECTOR......................................36INFORMATION TECHNOLOGY INDUSTRY SECTOR.......................................................38MARKETING SALES AND SERVICE INDUSTRY SECTOR.................................................40TRANSPORTATION INDUSTRY SECTOR....................................................................42GENERAL LABOR MARKET INFORMATION................................................................44

ONGOING EVALUATION OF CTE PROGRAMS.................................................................50CTE PROGRAM ASSESSMENT AND ACCOUNTABILITY GOALS........................................50

OVERVIEW OF THE DISTRICT’S CTE FACILITIES.............................................................51CTEAC EVALUATION OF CURRENT CTE FACILITIES...................................................52SUMMARY OF FACILITIES AND EQUIPMENT NEEDS FROM CTE TEACHERS........................53FUNDING SCHOOL FACILITIES AND EQUIPMENT IN CALIFORNIA.....................................55SCHOOL FUNDING...........................................................................................56

RECOMMENDATIONS..............................................................................................57APPENDIX A – GLOSSARY.......................................................................................A1APPENDIX B – COMPARATIVE TABLES TO BE UTILIZED IN CTE PROGRAM EVALUATION............B1APPENDIX C – CTE PROGRAM SAMPLE WORKSHEETS.....................................................C1APPENDIX D – CTE TEACHER WORKSHEETS SUMMARIZING COURSES OFFERED.....................D1APPENDIX E – SUMMARY OF BASIC BUSINESS/JOB EXPECTATIONS......................................E1APPENDIX F – MAP OF DOS PALOS HIGH SCHOOL.........................................................F1APPENDIX G – EVALUATION OF THE ADEQUACY OF CTE FACILITIES SAMPLE WORKSHEET........G1

INTRODUCTION

Career Technical Education (“CTE”) has become a national focus as a way to prepare students for the workforce. The Dos Palos-Oro Loma Unified School District (the “District”) understands the need for this type of curriculum and has made it a Board goal and focus to enhance the District’s CTE program and provide students with the specific skills needed to excel in future careers of their choice.

This CTE Instructional Master Plan will provide an overview of the District, community and CTE education statewide. It will further review the District’s current CTE programs and facilities and provide a vision and direction for the future program and facilities. Finally, this report will summarize the input and direction provided by the District’s Career Technical Education Advisory Committee (“CTEAC”) and share their short and long term recommendations for approaching the CTE programs and facilities at the District’s school sites.

A variety of educational terms will be utilized throughout this Report. A glossary of many of the terms is included as Appendix A.

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Career Technical Education Advisory

Committee MembersAlbert CatrinaApril HogueBret Ross

Chris HigleDarlene BondsDavid BorboaDavid CastilloFrank Cozzi

Garrett PedrettiGreg Thompson

Greg WilsonHeath Johnson

Jan WoodJaime JohnsonJenny HungerJoAnn BirdsallKaren GaminoLinda NicholsLisa CongerOscar AvilaRick Gong

Rob CalvertRose Anderson

Roy HartTim Zearley

Committee AdvisorsCathleen Dominico

&Alfred Dominico, Ed.D.

of Capitol Public Finance Group

BACKGROUND INFORMATION

DISTRICT AND COMMUNITY INFORMATION

The District is located in the heart of the San Joaquin Valley, near the geographic center of the state of California. The city of Dos Palos is located entirely in Merced County along the Fresno County/Merced County boundary lines. Dos Palos is a diverse community of approximately 5,000 people with approximately 40% Caucasian, 54% Hispanic, 4% African-American, and 2% American Indian. The District serves students from the communities of Dos Palos, Oro Loma, Firebaugh, Los Banos and El Nido.

The local citizens are largely economically and educationally disadvantaged. According to the 2000 census, 57% of Dos Palos citizens were high school graduates and 4.3% were college graduates. The 2008 the median household income was $34,701.

The economy is dependent on agriculture, with cotton, rice, sugar beets, alfalfa, corn, grains, tomatoes, melons and vegetable crops being the main commodities produced. Dairies and livestock are also part of the landscape. Most of the labor is directly involved in agriculture or agricultural related areas. The limited white-collar labor force is employed by public service agencies, local businesses, or the public school system.

The District is a small school district that serves the educational needs of the city of Dos Palos and the immediate rural areas surrounding the city. The District is composed of 6 school sites. Dos Palos Elementary, Marks Elementary and Oro Loma Elementary serve grades kindergarten through fifth grade. Bryant Middle School serves grades six through eight. Dos Palos High School incorporates grades nine through twelve. Alternative education is offered through George Christian Education Center, Dos Palos Community Day School, Independent Study, Westside Opportunity School and Adult Education. The District is governed by a seven member Board and a Superintendent.

The District serves approximately 2,500 students. Dos Palos High School (the “High School”) is the only comprehensive high school serving the District. The High School is located in the Dos Palos city limits, and has a 2009-10 enrollment of 841 students. The following chart shows a breakdown of the high school enrollment by grade level.

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9th Grade25430%

10th Grade23428%

11th Grade17321%

12th Grade18021%

Dos Palos High SchoolStudent Enrollment by Grade Level

English Learners 27%Students with Disabilities 11%

Other Characteristics of Student Enrollment

As shown in the following chart, at the High School, 71% of students qualified for free or reduced lunch. The free or reduced-priced meal subsidy goes to students whose family earned less than $38,203 in the 2007-08 school year. The parents of 37% of the students at the High School have attended college, and 16% have a college degree. This information can provide some clues to the level of literacy children bring to school.

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0%

10%

20%

30%

40%

50%

60%

70%

80%

Low-Income Indicator Parents with Some College Parents with College Degree

% o

f Stu

dent

s E

nrol

led

Dos Palos High SchoolFamily Income and Education

Dos Palos HS County Average State Average

DESCRIPTION OF CAREER TECHNICAL EDUCATION

California’s economy ranks as the eighth largest in the world, preceded only by the economies of the United States, Japan, Germany, China, the United Kingdom, France, and Italy. As with all other major global economies, developments in the way the world does business have demanded commensurate changes in the knowledge and skills of California’s workforce. Over the past two decades, external forces—including technological advances, intensified international competition, accelerating product cycles, and growing consumer interest in quality—have created an economic environment characterized by change, variety, higher standards, and uncertainty.

The keys to effective competition for students entering this labor market are flexibility, fast responses to market shifts, and continuous innovation. Such dynamic shifts have transformed the workplace, dramatically reducing the number of lower-skill jobs that provide wages and benefits sufficient to support a family. Today, good jobs require higher-level skills, changing what workers need to know and how they apply their knowledge and limiting the long-term value of any current stock of knowledge or skills.

Successful participation in the economy now requires fundamentally different skill sets, and the bar keeps rising. In response to the demanding requirements of the new global economy, CTE providers at all levels, public and private, are reexamining previous ideas about the knowledge and skills needed in the workforce. In California educators have responded with the impressive knowledge- and skills-based standards adopted by the State Board of Education.

California’s CTE model curriculum standards are presented in 15 industry sectors, or groupings, of related careers and broad industries, such as the Finance and Business industry sector and the Public Services industry sector. Each sector has two or more career pathways. Within each career pathway are identified standards detailing the knowledge and technical skills students need to succeed in the selected pathway. For example, the Building Trades and Construction industry sector contains four pathways: Cabinetmaking and Wood

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Products, Engineering and Heavy Construction, Mechanical Construction, and Residential and Commercial Construction.

The planned sequence of courses within the pathways may be represented at the local level in a selection of rigorous academic and CTE courses that prepare students for entry-level careers and lay the foundation for more advanced postsecondary training or education related to their career interest.

The pathways are not mutually exclusive. Many industry sectors require similar knowledge and capabilities, especially in the areas of more general work and life skills. Many careers draw on knowledge and skills classified under more than one pathway or more than one industry sector. For example, becoming an architect requires mastering the elements of the Arts, Media, and Entertainment industry sector and those of the Building Trades and Construction sector. And the Information Technology sector has crossed over into virtually every other industry.

THE STATE’S INDUSTRY SECTORS AND PATHWAYS

The State’s 15 industry sectors are as follows:

Agriculture and Natural Resources Industry Sector Arts, Media, and Entertainment Industry Sector Building Trades and Construction Industry Sector Education, Child Development, and Family Services Industry Sector Energy and Utilities Industry Sector Engineering and Design Industry Sector Fashion and Interior Design Industry Sector Finance and Business Industry Sector Health Science and Medical Technology Industry Sector Hospitality, Tourism, and Recreation Industry Sector Information Technology Industry Sector Overview Manufacturing and Product Development Industry Sector Marketing, Sales, and Service Industry Sector Public Services Industry Sector Transportation Industry Sector

Within each industry sector are various pathways to further refine the areas of focus for students.

PURPOSE OF A CAREER TECHNICAL EDUCATION MASTER PLAN

The primary purpose of a Career Technical Education Master Plan is to provide students with the skills and abilities to make a successful transition from school to a career,

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whenever that transition might occur. The District’s CTE plan reflects three key goals for the District:

1) Accelerate gains in student performance;

2) Provide parent, community and higher education support; and

3) Secure adequate funding for the design and development of the California CTE standards approved by the State Board of Education, including:

a. A relationship to the economy, b. Preparation for student success,c. Career planning and management

The District CTE Master Plan incorporates the District’s regional economy and employment by industry sector and occupation and describes the alignment of the District’s CTE programs to the state standards and the District’s CTE program structures. The District’s CTE Master Plan describes key features of the career preparation coursework and industry certifications offered, reviews assessment of student learning in career programs, universal student access, the District’s career counseling and guidance programs, and the professional development needs of CTE teachers and counselors. The CTE Master Plan reviews the need for up-to-date facilities and equipment, and the sources of funding for those resources. The District’s CTE Master Plan also identifies an ongoing overall program review process, including input from the Career Technical Education Advisory Committee (“CTEAC”), to enable the District to base CTE program decisions on solid research information about program needs and performance.

Finally, the District’s CTE Master Plan identifies annual implementation action steps, including (a) annual review of each CTE program, (b) professional development for teachers and counselors, (c) an annual CTE Advisory Committee review of the overall program and planning for program improvements as they relate to the District’s economic and occupational outlook, and (d) resource development and allocations. An annual report of the results of the review and planning processes will be prepared and distributed to District decision makers and stakeholders by the CTEAC.

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THE DISTRICT’S CURRENT CTE PROGRAM

CTE PROGRAM OVERVIEW

The District has established an obligation to prepare students to transition successfully from school to life. A significant part of that transition is the realization that ultimately every person needs to earn a living. Simply put, a student who is prepared for work is prepared for life.

In the past, CTE (or “vocational education”) has catered to those students whose goal was to transition directly from school to work. As needed then, the education and training were rather narrowly focused on very specific jobs.

Today, CTE is for all students regardless of ethnicity, socioeconomics and/or disabilities. CTE provides education and training for career pathways as opposed to specific jobs. Students are given the skills they need for success in any number of jobs within broad career pathways. Employers view skills such as communication, critical thinking, problem solving, and teamwork as essential prerequisites for work. The knowledge and experience gained from CTE programs provide students with the solid foundation and transferable core employability skills that will serve them for a lifetime of success in a chosen career. CTE is no longer a separate educational alternative; it is a part of our education delivery system across discipline areas.

The District has a strong commitment to making CTE programs accessible and relevant to the 7-12 grade students attending its middle and high schools. Although the CTE programs offered to 7-12 grade students is currently primarily a focus of the High School’s course offerings, there is a commitment by the District to expand CTE course offerings to students in grades 7-8. In addition, current CTE courses will be reviewed annually and enhancements, modifications, and additions will be made based upon the availability of personnel, facility and material resources.

Realizing that computer technology skills are critical skills to possess for future career and employment opportunities, the District is committed to providing the necessary facilities, hardware, software and personnel to ensure that all students in grades 7-12 have access to a sequence of computer courses that develop keyboarding, research, multi-media, internet/website access, business application and a myriad of software programs designed to equip students with the technological tools they need to participate fully in the world of work and an information driven global society.

In preparation for extended learning opportunities, students in grades 7-12 who qualify, participate in the AVID Program. This program is designed to support students who could benefit from tutorial support, setting personal achievement and career goals and encouragement and assistance in attending post-secondary training, certification, licensing and college degree programs.

As stated earlier, the primary focus of the CTE programs within the District has been at the high school level. The students at the High School have access to sequential pathway courses designed by the District and staff that expose and assign 9-12 graders with the career and core academic skills needed to transition from high school to continuing education opportunities and/or directly into a career. As summarized in the chart below, the High School offers one or more courses in twelve of the fifteen California Career Technical Education Sectors as presented in the State’s CTE Plan Guidelines. The following table shows the industry sectors and pathways in the District:

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Industry Sector Pathways

Agriculture and Natural Resources Agricultural Mechanics Agricultural Science Horticulture

Art, Media and Entertainment Media and Design Art

Building Trades and Construction Cabinetmaking and Wood Products Residential and Commercial Construction

Education, Child Development, Family Services Education

Engineering and Design Computer Hardware, Electrical and Networking Engineering

Finance and Business Accounting Services Banking and Related Services Business Financial Management

Hospitality, Tourism and Recreation Food Science, Dietetics and Nutrition

Information Technology Information Support and Services Media Support and Services Network Communications

Marketing, Sales and Service Professional Sales and Marketing

Transportation Collision Repair and Refinishing Vehicle Maintenance, Service and Repair

CTE VISION, MISSION & GOALS

VISION STATEMENT

To enhance and expand the middle school and high school CTE Programs so that all students in grades 7-12 have equal access to and opportunity to engage in a dynamic and seamless career development experience resulting in their mastery of academic knowledge and skills necessary to becoming productive, contributing members of society.

MISSION STATEMENT

To provide 21st century CTE Programs that prepare and provide opportunities for all students to become equipped with career skills that enable them to make a smooth and successful transition from school to career.

GOALS

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The following CTE goals reflect the primary focus points as identified by the Board, Superintendent and CTEAC:

Inclusion: Provide all students with full access to high-quality CTE offerings. The District is committed to ensuring that all students are aware of and given the opportunity to participate in CTE programs, activities and experiences.

Students and the Economy: Serve the career preparation needs and interests of students, industry, labor, and communities while promoting workforce and economic development.

Preparation for Success: Prepare students to master necessary technical, academic, employability, decision-making, and interpersonal skills to make the transition to meaningful postsecondary education & employment.

Career Planning and Management: Provide students with opportunities to develop & apply the skills to plan & manage their careers.

Integration: Incorporate instructional strategies to improve teaching and learning through rigorous academic content standards applied in real-world situations.

Programs of Study: Provide sequenced secondary curricular pathways that include career-related and academic content standards to prepare students for success in postsecondary education, careers and lifelong learning.

Innovation and Quality: Foster innovation and continuous improvement of instructional content & delivery.

Future Orientation: Demonstrate a forward-looking perspective that meets the contemporary & emerging needs of individuals, communities and the economy.

Collaboration: Partner with business, industry, labor, postsecondary education & the community to provide classroom and work-based learning opportunities that prepare all students for success.

Future: Annually review the CTE Plan to adjust & adapt the program pathways to meet the ever changing needs of our students, community & employment opportunities.

Expansion: Design and implement an updated CTE Plan that embraces the expansion of CTE course opportunities for students in grades 7-12.

With these goals at the forefront, the Board, Superintendent, CTEAC & High School staff collaborated in the development and implementation of relevant career education courses that are currently accessible to all 9-12 grade students.

DISTRICT DEMOGRAPHIC AND ACHIEVEMENT DATA

In order to evaluate the success of a CTE program it is important to evaluate demographic and achievement data related to students in CTE courses. The following pie charts show the assessments of Dos Palos High School Students compared to Statewide averages in various categories of evaluation. Such information is required as part of the District’s submittal for funding under the Carl D. Perkins Career Technical Education Improvement Act of 2006.

CHART 1:

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Dos Palos High School vs. Statewide 12th Grade Concentrators Meeting Proficient or Advanced Level on the English Language Arts Portion of CAHSEE in 2008-09

Chart 1 shows that almost 35% of Dos Palos High School seniors concentrating in CTE courses met proficiency or advanced level on the English Language Arts portion of the California High School Exit Examination (“CAHSEE”), compared to 23% statewide. Thus showing that Dos Palos High School seniors exceed State averages.

CHART 2:

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Met Proficiency Standards

23%

Did Not Meet Proficiency Standards77.00%

Statewide 12th Grade CTE Concentrators Meeting Proficient or Advanced Level on the English Language Arts Portion of CAHSEE in

2008-09

Dos Palos High School

Statewide

Met Proficiency Standards34.88%


Dos Palos High School 12th Grade CTE Concentrators Meeting Proficient or Advanced Level on the English Language Arts Portion

of CAHSEE in 2008-09

Dos Palos High School vs. Statewide 12th Grade Concentrators Meeting Proficient or Advanced Level on the Mathematics Portion of CAHSEE in 2008-09

Chart 2 shows that almost 50% of Dos Palos High School seniors concentrating in CTE courses met proficiency or advanced level on the Mathematics portion of the CASHEE, compared to only 22% statewide. Thus showing that Dos Palos High School seniors far exceed State averages.

CHART 3:

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Met Proficiency Standards

22%


Statewide 12th Grade CTE Concentrators Meeting Proficient or Advanced Level on the Mathematics Portion of CAHSEE in 2008-09


Statewide

Met Proficiency Standards48.83%


Dos Palos High School 12th Grade CTE Concentrators Meeting Proficient or Advanced Level on the Mathematics Portion of CAHSEE

in 2008-09

Dos Palos High School vs. Statewide CTE Concentrators Enrolled in Capstone CTE Courses Receiving an "A", "B" or "C" Grade in the Course, or Received an Industry-Recognized Certification, or Passed an End of Program Assessment Aligned with

Industry Recognized Standards

Chart 3 shows that 100% of Dos Palos High School students concentrating in CTE courses and enrolled in capstone CTE courses received a passing grade in the course or received an industry certification, compared to only 53% statewide. Thus showing that Dos Palos High School students far exceed State averages.

CHART 4:

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Met Grade/ Certification/ Assessment Standards

53%

Did Not Meet Grade/

Certification/ Assessment Standards47.00%

Statewide CTE Concentrators Enrolled in Capstone CTE Courses Receiving an "A", "B" or "C" Grade in the Course, or Received an Industry-Recognized Certification, or Passed an End of Program

Assessment Aligned with Industry Recognized Standards


Statewide

Met Grade/ Certification/ Assessment Standards

100%

Dos Palos High School CTE Concentrators Enrolled in Capstone CTE Courses Receiving an "A", "B" or "C" Grade in the Course, or

Received an Industry-Recognized Certification, or Passed an End of Program Assessment Aligned with Industry Recognized Standards

Dos Palos High School vs. Statewide 12th Grade CTE Concentrators Earning a High School Diploma or Other State-Recognized Equivalent

Chart 4 shows that over 95% of Dos Palos High School seniors concentrating in CTE

courses earned a high school diploma or other State-recognized equivalent, compared to 85% statewide. Thus showing that Dos Palos High School seniors exceed State averages.

CHART 5:

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Received Diploma or Equivalent85.50%

Did Not Receive Diploma or Equivalent14.50%

Statewide 12th Grade CTE Concentrators Earning a High School Diploma or Other State-Recognized Equivalent


Statewide

Received Diploma or Equivalent95.34%

Did Not Receive Diploma or Equivalent

4.66%

Dos Palos High School 12th Grade CTE Concentrators Earning a High School Diploma or Other State-Recognized Equivalent

Dos Palos High School vs. Statewide 12th Grade CTE Concentrators That Entered Post-Secondary Education, or Advanced Training, Military Service or Employment

Chart 5 shows that over 90% of Dos Palos High School seniors concentrating in CTE

courses entered post-secondary education, or advanced training, military service or employment, compared to 78% statewide. Thus showing that Dos Palos High School seniors exceed State averages.

Additional data should also be collected and evaluated to monitor the effectiveness of the District’s CTE programs and to identify target areas for improvement. The tables included in Appendix B can be used as a comparative analysis summary of District enrollment information including demographic and achievement data between the overall school population and students enrolled in CTE courses in grades 7-12. Information in these tables can be tabulates, analyzed and reported annually to enable the Board, Superintendent, CTEAC, school staff, District staff, parents, students and other stakeholders to modify adapt and make adjustments in existing CTE programs or adopt new CTE programs to make courses accessible and relevant to all students in grades 7-12. At the conclusion of the 2009-10 school year, student demographic and achievement data can be inputted into these tables and used by staff, administration and the Board to evaluate the success of the CTE program and identify areas for improvement.

CTE INDUSTRY SECTOR PATHWAY COURSES

A variety of relevant pathway career development courses are provided for and

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Entered Post-Secondary

Activity78%

Did Not Enter Post-Secondary

Activity22.00%

Statewide 12th Grade CTE Concentrators That Entered Post-Secondary Education, or Advanced Training, Military Service or

Employment

Entered Post-Secondary

Activity90.69%

Did Not Enter Post-Secondary

Activity9.31%

Dos Palos High School 12th Grade CTE Concentrators That Entered Post-Secondary Education, or Advanced Training, Military Service or

Employment

Dos Palos High SchoolStatewide

accessible to students who attend grades 7-12. A full-time career technician works in the High School’s Career Center. Students have access to and assistance with the Eureka Program to research different occupations of interest. Sophomore counseling is given to all tenth grade students, along with their parents. They discuss with the counselor current and future credits, college/career interests and course requirements. High School students participate in career exploration activities each year, including an annual career fair, tenth grade job shadowing and a vast offering of vocational education courses.

In addition to the High School’s Career Counseling Program, a Regional Occupational Program (“ROP”) Coordinator is on site five days a week to assist with placing students in internships & summer jobs as well as more permanent jobs after graduation.

Research shows that rigorous CTE course work combined with challenging academic courses results in students being better prepared for success both in the world of work and in postsecondary education and training than many of their peers are with only academic preparation. The combination of preparation in both CTE and academic skills meets the California Department of Education definition of CTE as “a program of study that involves a multiyear sequence of courses that integrates core academic knowledge with technical and occupational knowledge to provide students with a pathway to postsecondary education and careers.”

At the High School, sophomores, juniors and seniors learn how to research potential employers, answer questions in interviews and write business letters and resumes as part of their English classes.

The CTE teachers at the High School provided a summary of the courses offered and identified the State standards met through such courses. The teachers further provided other relevant information through a standardized worksheet. A sample of the worksheet is provided as Appendix C and the information compiled and provided by the teachers is included as Appendix D.

The District has a partnership with the Merced County Office of Education’s (“Merced COE”) ROP which enables the District to offer ROP pathway courses various CTE Industry Sectors at the High School. The District will continue to expand these partnerships and apprentice programs.

The following flow chart demonstrates and summarizes the interface/linkage among the District’s CTE Programs, the Merced COE’s ROP and Merced Community College’s Associate Arts Certification Programs:

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Dos Palos – Oro Loma Unified School District

CTE Vision

CTE Mission

Board of Education CTE Goals

Superintendent

District CTE Advisory Committee

Dos Palos High School Agriculture & Natural Resource Industry Sector, Pathways and Courses

Merced County Office of Education ROP Programs

(offered at Dos Palos High School)

Community CollegeAssociate Arts Certification

ProgramsCTE COURSE SEQUENCING

Each career pathway is a sequence of CTE courses that integrate state academic content standards and career standards and skills that prepare students for career entry. The District offers a sequenced CTE program in the industry sectors that create clear CTE pathways at the High School. A program sequence in CTE has three parts: (1) a foundation course, (2) one or more intermediate courses and (3) a capstone course. These capstone courses may be offered through the ROP and may be eligible for college credit through the District’s articulation with the Merced Community College. In addition, many of the capstone courses also meet the “a-g” college entrance requirements for preparation to enter the University of California or the California State University system.

The District will ensure that all elements of a CTE sequence are equally available and relevant to students in articulated, comprehensive programs. District teachers, staff and the CTEAC will review the course sequence in each program to ensure that each has a viable sequence of courses that are accessible and relevant to students during seventh through twelfth grade and reflect rigor and high expectations for student achievement, while accurately reflecting the needs of the students, community, local businesses and industry.

The District recognizes several challenges to creating coherent course sequences in CTE programs, including: (a) the cost of establishing and maintaining facilities with up-to-date equipment; (b) finding instructors in high demand fields and (c) obtaining business and community support.

THE DISTRICT’S CTE PROGRAMS AND ALIGNMENT TO THE STATE CTE STANDARDS

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The CTE programs offered by the District have been developed to include sequences of courses that integrate and infuse career technical education with state academic content standards as defined by the State CTE Framework.

Before CTE teachers and advisory groups develop standards-based curricula, they determine which CTE foundation and pathway standards will be addressed in each course. This is the key to ensuring content rigor and course continuity. CTE educators and the CTEAC initially create and/or review the existing program by:

Creating the course sequences in target industry sectors, considering available resources and community needs.

Assigning foundation and pathway standards to each course in each sequence to ensure coherence and student mastery of key standards. Once the standards-by-course delineation is finished, CTE instructors will have clearly defined the key standards that will guide curriculum, instruction and assessment in their courses, allowing them to prepare students more consistently and at higher levels of rigor for subsequent courses and training in their field. Periodic review and adjustment of the standards by course will be required to keep courses up to date.

Developing a curriculum map for each course indicating what foundation and pathway standards will be taught and assessed in each grading period. In this step, CTE instructors first determine the sequence of the CTE foundation and pathway standards in their courses and develop a list of standards that represent the progression of instructional units. This progression of standards is incorporated into instructional units. The curriculum mapping is best accomplished by incorporating it into the professional development program.

All CTE coursework incorporates contextual learning, which may extend from hypothetical situations to simulated conditions, to projects that include hands on authentic activity, up to a full participation in a real-world experience. CTE courses at the intermediate and capstone levels include work based learning. All CTE and related ROP classes satisfy equivalent graduation course requirements and many provide post-secondary educational and career pathways.

Basic business and job expectation skills are incorporated in all CTE courses and are designed to enhance student preparation for the world of work and/or post-secondary training and/or future educational pursuits. See Appendix E for a summary list of basic business/job skills.

The industry sectors currently covered by the CTE courses at the High School are based upon local and regional labor market data, as well as the availability of facility, personnel and material resources and student interest. The local and regional labor market data, summarized by the tables in the following section of this report, is used annually by the Board, Superintendent, CTEAC, District staff and school staff to determine if current future CTE programs are responding to the real work training employment needs of local and regional demands.

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CAREER TECHNICAL EDUCATION ADVISORY COMMITTEE

The District has an active CTEAC as required by Education Code Section 8070. The CTEAC develops recommendations about the program and provides liaison between the District and potential employers. The CTEAC membership includes representatives of the general public who understand the needs of disadvantaged students, teachers, business, industry, school administration and the field office of the California Employment Development Department. A roster of the District’s Advisory Committee members is listed on page 1 of this report.

The CTEAC is required by the State in order for the District to receive State grant funds and acts as an advisory committee to the School Board. The Committee is required to address all industry sectors offered by the District. In order to do this, the CTEAC can meet on an ongoing basis, as needed, to evaluate the programmatic and facilities needs related to CTE.

CTEAC GOALS

1) Evaluate the needs of the community and region as it relates to the skills needed for employment.

2) Identify areas where the District can provide educational programs to fit the employment needs of the community and the region.

3) Make recommendations to the Board on programmatic needs related to Career Technical Education (“CTE”).

4) Evaluate whether the District’s facilities are adequate to serve the CTE programs offered.

5) Make findings related to the adequacy of existing facilities and the plan for future CTE facilities.

CTEAC RESPONSIBILITIES

The primary purpose of the CTEAC is to serve in an advisory capacity regarding all aspects of the CTE Plan and its programs for the District. The CTEAC will also assist the District by:

1) Monitoring, on an on-going basis, the procedures an programs as presented in modifications, additions or deletions in the plan and/or its programs.

2) Assisting in the development, implementation and assessment of the effectiveness of the CTE Instructional Master Plan.

3) Assisting in developing and implementing partnerships and/or apprenticeships with regional and local businesses, community colleges, colleges, universities and employers.

4) Monitoring, assessing, and making recommendations to the superintendent and district board of education regarding employment trends and opportunities locally and within the region in order for the District to adapt to these trends through modifications in its CTE Plan and/or programs.

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5) Assessing the status of the District’s CTE facilities and equipment needed to implement the CTE Plan and programs and make recommendations to the superintendent and school board on ways to improve, enhance and expand student access to state-of-the-art facilities and equipment.

6) Monitoring the District’s CTE Plan and programs to ensure that they comply with high school graduation requirements, community college, college and university admission prerequisites and certification programs.

7) Monitoring the District’s CTE Plan and programs to ensure that they comply with the CTE framework and State curriculum content standards.

8) Suggesting methods for encouraging and expanding student participation in an accessibility to the District’s CTE programs.

The CTEAC considered both programmatic and facilities needs as they relate to current and future career technical education programs. The following Venn Diagram, summarizes the interaction of the two areas of focus for the CTEAC.

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CTE Instructional and Facilities Master Plan Issues Local/Regional/State Career Employment

Opportunities

Funding

CTE Facilities Master

Plan

CTE I nstructional

Master Plan

S T U D E N T S

Parents

Socioeconomic Issues

Student Assessments

State CTE/ Academic

Content Standards

Staff

Special Needs Students

Community Partnerships

County ROP Programs

Community College and College/ University

Programs

Language Issues

Board of Education Superintendent

Oversight/CTEAC

Architects

Contractors

Staff

Buildings

Parents

Equipment

Funding

State & Federal Building Codes

Oversight Advisory

Funding Feasibility For CTE Facilities

Board of Education Superintendent 20

ANNUAL CTE ADVISORY COMMITTEE DISCUSSION TOPICS

As an ongoing advisory committee to the District, the following suggested discussion topics should be reviewed and discussed at future CTEAC meetings. Discussion of these topics will: 1) assist with the development of the District’s CTE Mater Plan; 2) provide ongoing support for the students in grades 7-12 who are participating in current and future CTE programs; and 3) focus attention on CTE program needs and plans for the subsequent school year.

Future plans to modify, change, enhance or expand CTE course offerings and course accessibility for students in grades 7-12.

Review demographic information related to:o Local and state employment needs, trends and opportunitieso Projected student enrollment in CTE courses/programs for students in grades 7-

12, and consequently, adequacy of facilities and staffing.o District-wide growth trends and patterns (i.e., housing, student enrollment,

industrial/business development, etc.) in order to make recommendations regarding current and future CTE Master Plan and program needs and modifications.

Plans to expand, enhance or modify the following: mentorship programs, business partnerships, student apprenticeship opportunities and certification/licensing programs through business, community colleges or colleges and universities.

Plans to expand, enhance or modify joint course offerings between the District and ROP, as well as community college or college or university courses and determine which meet overall graduation requirements.

Discuss the feasibility of developing and implementing one or more of the following programs as elective courses, clubs or enhancement activities for students in grades 7-12.

o 4H Club – Students purchase and raise livestock to bring to market under the supervision of adult mentors.

o Junior Achievement Club – Students work with adult mentors and learn business skills

o Guest Speakers Bureau of local business men and women available to come to campus and speak to students regarding the world of work and related topics and to act as mentors to students.

o Career Day where local business representative come to campus to discuss the world of work and related topics.

o Student-run career work centers on campus where students can create a work environment under the supervision of certificated and/or classified staff of their school.

Publishing work center where students provide graphic design, publishing and copying services to certificated and classified staff and to students.

Student store which sells school supplies, snacks, school mascot items, etc.

Auto detailing work center where students wash, wax and detail vehicleso AVID projects to introduce and encourage students to go to community college,

college or university to earn certifications, licenses, credentials or degrees.o Child/Parent Evening Education Program which encourages students and parents

to attend high-interest evening classes together at the students’ school. High-

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interest classes could include: art, drama, instrumental music, choral music, folk dancing, woodshop, auto shop, gun safety, computer science literacy, business math, conversational Spanish, English as a second language. This program would enable students and parents to spend quality time together, while utilizing school staff and facilities, thus reinforcing the concept of “community schools”.

Conduct a needs assessment of existing school facilities to determine their adequacy for supporting CTE programs. Make recommendations for maintaining or improving existing facilities or building new facilities.

Review state, national and private foundation grant opportunities and applications to determine how to use these funding sources to supplement CTE programs.

Conduct and analyze student interest surveys which would reflect and determine current and future student interests in participating in CTE programs.

Assist with the development of the District’s CTE Master Plan and provide advice regarding its compliance with student, District, community and local and state business needs and trends.

Monitor the effectiveness of the articulation and linkage between middle and high school CTE programs and school staff teaching these courses.

Investigate the feasibility of establishing a District non-profit Education Foundation to raise funds to supplement State and Federal funds.

Investigate the feasibility of the District sponsoring a General Obligation Bond to raise funds for CTE facilities and equipment.

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SUMMARY OF CTE COURSES OFFERED & LABOR MARKET DATA

The primary focus of the CTE programs within the District has been at the high school level. The students at the High School have access to relevant sequential pathway courses designed by the District and staff that expose and assist 9-12 graders with the career and core academic skills needed to transition from high school to continuing education opportunities and/or directly into the career world.

In grades 9-12 Dos Palos High School currently offers courses meeting the state's CTE requirements for 10 of the state's 15 industry sectors.

Agriculture and Natural Resources Arts, Media and Entertainment Building Trades and Construction Education, Child Development and Family Services Engineering and Design Finance and Business Hospitality, Tourism and Recreation Information Technology Marketing, Sales and Service Transportation

The following summarizes the courses offered at the High School for each industry sector and pathway. Additionally, as labor market data can provide information related to the demand for the courses offered, such data is summarized by industry sector.

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AGRICULTURE AND NATURAL RESOURCES INDUSTRY SECTOR

Pathway Courses Offered

Agricultural Mechanics

Ag Mechanics 1 Ag Mechanics 2 Ag Mechanics 3/4 Welding and Fabrication Ag Small Engines

Agricultural Science Ag Earth Science Ag Biology Vet Science / Food Science ROP Art and History of Floral Design

Horticulture Ag Science 1 Ag Science 2 Environmental Horticulture ROP Art and History of Floral Design

COURSE SUMMARY

Agricultural Mechanics 1This beginning Agriculture Mechanics class exposes students to some of the basic skills needed to perform fundamental skills for job or future use. Some of the skills include shop safety, measurement, welding oxyacetylene welding and cutting, cold metal working, plumbing and basic carpentry skills. Students also learn record keeping skills, and become an automatic member of the FFA.

Agricultural Mechanics 2This class is designed to teach students more advanced skills in the field of welding and metalworking. Students learn to weld and cut metal using more advanced skills. The MIG-welder, plasma cutter, and other tools are used to give students a wider idea of how the industry works. Students also learn the basics of metal fabrication. Students will also become a member of the FFA.

Agricultural Mechanics 3/4(info needed on course description)

ROP Welding and FabricationsThis course is designed to provide students with the practical application to learn welding skills and knowledge in agriculture mechanics and welding technology. Classroom instruction as well as hands-on work experience is provided along with a required project using the welding skills taught in class. Students continue to expand their skills through hands-on projects where skills are applied to more complex projects.

Agricultural Small EnginesThis course is an excellent introductory course to our Auto classes or part of the Ag Mechanics pathway. This course introduces students to the theory of the internal combustible engine. Students work on engines to become acquainted with the parts and components of engines. Engine measurement specifications of motors, troubleshooting, and catalog reference are taught in class. Students learn efficient repair techniques and use theory to solve problems encompassed in small engine repair. Excellent class for future use

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of small engines, introduction class for Auto, or any student interested pursuing a career utilizing small equipment. Students will also become an active member of the FFA.

Agriculture Earth Science(info needed on course description)

Agriculture BiologyThis laboratory science course is designed for the college-bound student. The course emphasizes detailed knowledge of the biological principles of the following areas: molecular and cellular aspects of living things, structure and function of agricultural plants and animals, genetics, physiology, plant and animal diversity and principles of classification, ecological relationships, and animal behavior. Students will also become an active member of the FFA.

ROP Veterinary ScienceVeterinary Science is designed to provide students with an opportunity to student the science of veterinary medicine, including, animal anatomy and physiology, animal health, nutrition, and cause/prevention of disease. Students will also learn various veterinary laboratory skills, aseptic and surgical procedures, basic radiology, and scientific research and writing skills.

ROP Art/History of Floral DesignArt and History of Floral Design provides students with a basic knowledge of artistic perception, creative expression, historical and cultural context(s), aesthetic valuing and connections, relations, and application of the visual arts through the design of floral arrangements. Students will connect and apply what is learned in floral art to other art forms, subjects, and post-secondary educational experiences and careers. Students will also become an active member of the FFA.

Agriculture Science 1This course is designed to give students an introduction to the agricultural sciences. This course includes introductions to California agriculture, animal science, plant science, public speaking, leadership, & record keeping skills. FFA is an integral part of this course and all students are encouraged to become active members. Students will also become an active member of the FFA. FFA activities include B.I.G. Creed, and Opening/Closing Ceremonies.

Agriculture Science 2This course is for second year students who want to continue their education in plant and animal science. The class covers anatomy and physiology, digestion, genetics, feeds and feeding, and other livestock skills. Students also study germination of plants, herbicide, and pesticide uses. Students will continue their education in FFA, leadership skills, along with many others. Students will work in the greenhouse and have projects that they can take home as well as develop skills that will assist them in obtaining employment after graduation. Students will also become an active member of the FFA.

Environmental HorticultureThis course is designed to provide students with basic skills and technical knowledge that is used in the horticulture field. Students develop basic skills in conservation, energy use, the nitrogen cycle, fertilizers, organic vs. chemicals propagation methods, soils, plant nutrients, photosynthesis, and respiration. Personal responsibility is emphasized and practiced. The marketing of products as well as business management is covered. Students will also become an active member of the FFA.

LABOR MARKET DATA

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The production agriculture and the agriculture sales and service industries along with the manufacturing and processing industries directly connected to agriculture drive the economic base for the Dos Palos and Oro Loma communities. The community’s economic growth and development is directly related to the surrounding area’s agricultural growth and development. It is imperative that the District CTE plan incorporate a strong agriculture component to meet the needs of the local community.

Source: California Employment Development Department


As shown in the first table above, farm/agriculture related employment makes up over 14% of the total employment in Merced County and almost 12% of the employment in Fresno County. This is projected to remain fairly stable over the next 10 years.

Employment in farm and agriculture related occupations are projected to grow over the next 10 years in both Merced and Fresno Counties, as shown in the second table above. The District’s CTE courses are designed to enable students to obtain the knowledge necessary to excel in these careers.

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ARTS, MEDIA & ENTERTAINMENT INDUSTRY SECTOR


Media and Design Arts Computer Applications 2 – Intro Level Introductory Digital Design and Media ROP Graphic Arts and Design

COURSE SUMMARY

Computer Applications 2This course builds on a student’s experience in Computer Applications 1, to explore more advanced topics in computer technology, research and teamwork, as knowledge of computers and communications is put to work in areas related to other studies. This course also covers Virtual Design and maintains the school web site. Much of the day-to-day communications in this course is conducted via electronic mail. Students are expected to check your e-mail daily for announcements and assignments.

Digital Design and Multi-Media ProductionThis creative class gives instruction through Photoshop, Photoshop Lightroom, Photo Elements, Photoshop, Illustrator Video and Music Editing. Class provides an opportunity for students to demonstrate their passion for photography, video filming opportunities, integrating music and creative thought process. Students will develop a portfolio. Students will develop, film and edit 1 music video about a teen issue. Curriculum consists of job simulation situation.

ROP Graphic DesignThis course is designed to assist those interested in pursuing a career in the advertising industry. This course offers four areas of specialization over two years which includes Advertising Design, Computer Design, Graphic Communications and Video Production. Numerous job skills are taught which include: Macintosh computer and applicable software, creative and critical thinking, graphic design and layout, and typography, etc. Hands-on experience is provided through projects and production assignments. Off-campus training is available to advanced students. Emphasis is placed on leadership skills and active participation in SkillsUSA is encouraged.

LABOR MARKET DATA

The demand for Graphic Designers will continue to grow due to the expanding market for Web-based information and the expansion of the video entertainment market. Those with a bachelor’s degree and knowledge of computer design software will have the best opportunities.

In California, the number of Graphic Designers is expected to grow at an average rate compared with the total for all occupations. Jobs for Graphic Designers are expected to increase by 13.9%, or 5,100 jobs between 2006 and 2016.

In Fresno County, the number of Graphic Designers is expected to grow at an average rate compared with the total for all occupations. Jobs for Graphic Designers are expected to increase by 8.7%, or 40 jobs between 2006 and 2016.

In Merced County, the number of Graphic Designers is expected to grow much faster than average growth rate for all occupations. Jobs for Graphic Designers are expected to increase by 28.6%, or 20 jobs between 2006 and 2016.

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Geographic AreaEstimated

EmploymentProjected

EmploymentNumberic Change

Percent Change

Additional Openings Due

to Net Replacements

California 36,700 41,800 5,100 13.9 9,800Fresno County 460 500 40 8.7 120Merced County 70 90 20 28.6 20

Estimated Employment and Projected GrowthGraphic Designers


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BUILDING TRADES AND CONSTRUCTION INDUSTRY SECTOR


Cabinetmaking and Wood Products Wood Shop Wood Shop Advanced

Residential and Commercial Construction ROP Construction

COURSE SUMMARY

Wood ShopThe beginning woodshop course will begin with safety. Students will begin to identify and learn the basics about tools and equipment. Students will become aware of the types of tool and when and how to use them. Student will also learn to measure and learn the importance of fractions and geometry. Student will begin to sketch and draw plans for their beginning projects. This class will benefit students planning a future career in the areas of construction trades, architecture, or future home repair. Students will progress into more advanced projects after basic skills are acquired.

Wood Shop AdvancedThe Agricultural Wood Advanced course will start with safety and the safe operation of tools and equipment. Student will be introduced to basic drafting and drawing skills. Students will draw a scaled drawing of the project they will make and complete a bill of materials for their project. Students will also estimate a time of completion for their project. Students will then start construction on their project and complete the project as close to their time frame as possible. Students will become aware of estimating the time of their work similar to methods used by contractors in the industry.

ROP ConstructionThe Construction Technology course is designed to provide students with the opportunity to train in the field of Construction Trades, and to obtain specific technical skills necessary for both new construction and remodeling projects. Included in this course are classroom and community classroom experiences related to: 1)safety, 2)trade vocabulary, 3) construction related mathematics and communication skills, 4) blueprint reading, 5) building codes, 6) construction processes related to planning, layout, materials, assembling and finishing, 7) rough and finished carpentry standards, 8) building standards for residential and commercial construction, 9) construction materials, tools, and equipment, 10) landscaping, and 11) career opportunities.

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LABOR MARKET DATA



The construction industry tends to be very cyclical in nature. During economic downturns, Construction Laborers are subject to layoffs or reductions in hours.

In California, the number of Construction Laborers is expected to grow faster than average growth rate for all occupations. Jobs for Construction Laborers are expected to increase by 16.6%, or 28,500 jobs between 2006 and 2016.

In Fresno County, the number of Construction Laborers is expected to grow slower than average growth rate for all occupations. Jobs for Construction Laborers are expected to increase by 7.6%, or 300 jobs between 2006 and 2016.

In Merced County, the number of Construction Laborers is expected to decline between 2006 and 2016.

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EDUCATION, CHILD DEVELOPMENT AND FAMILY SERVICES INDUSTRY SECTOR


Education Foods/Child Development 1 Foods/Child Development 2 ROP Foundations in Education

COURSE SUMMARY

Food/Child Development 1 & 2This course is divided into two separate courses. The first semester consists of a unit on Food & Nutrition. Basic food handling skills, food sanitation and safety and well as basic nutrition concepts will be the focus. Developing skills to use in the food service/hospitality industry will also be introduced. The second semester consists of a unit on Child Development. The curriculum concentrates on skills that can be applied to the child care industry. Units taught will include child development principles and theories, physical, intellectual, and emotional growth, safe and healthy child care practices, and developing child care skills.3

ROP Foundations in EducationThis course is designed to introduce students to the theory behind learning and teaching. Emphasis is placed upon teaching; however support positions are also introduced. Classroom instruction will focus upon students observing, learning, and applying a variety of teaching practices. Students will also study the history of education and curriculum design. Students will be assigned to a classroom at a local school based on their individual interest area with a choice of preschool, elementary, or middle school. Leadership training is provided through Club-Ed or FHA-HERO. This is an outstanding course for any student with the desire to become a teacher.

LABOR MARKET DATA


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Due to large enrollment increases, job opportunities for Teachers will vary from good to excellent, depending on the locality, grade level, and subject taught.

In California, the number of Elementary School Teachers is expected to grow much faster than average growth rate for all occupations. Jobs for Elementary School Teachers are expected to increase by 26.7%, or 51,300 jobs between 2006 and 2016.

In Fresno County, the number of Elementary School Teachers is expected to grow faster than average growth rate for all occupations. Jobs for Elementary School Teachers are expected to increase by 12.0%, or 660 jobs between 2006 and 2016.

In Merced County, the number of Elementary School Teachers is expected to grow much faster than average growth rate for all occupations. Jobs for Elementary School Teachers are expected to increase by 20.9%, or 390 jobs between 2006 and 2016.

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ENGINEERING AND DESIGN INDUSTRY SECTOR

Pathway Courses OfferedComputer Hardware, Electrical and Networking Engineering IT Essentials

COURSE SUMMARY

I.T. EssentialsA class designed to prepare students for computer repair and maintenance. At the completion of one year the students will be eligible to take the A+ Certification Test. This class leads to a career certification with hands on experience which looks good on any resume. This class should be followed by CISCO Networking Academy.

LABOR MARKET DATA

Demand will continue to grow for Computer Support Specialists who are knowledgeable about the latest technologies and able to apply them to the needs of the organization. The rapid pace of improved technology will accelerate the demand for Computer Support Specialists.

In California, the number of Computer Support Specialists is expected to grow faster than average growth rate for all occupations. Jobs for Computer Support Specialists are expected to increase by 17.2%, or 10,500 jobs between 2006 and 2016.

In Fresno County, the number of Computer Support Specialists is expected to grow faster than average growth rate for all occupations. Jobs for Computer Support Specialists are expected to increase by 11.4%, or 90 jobs between 2006 and 2016.

In Merced County, the number of Computer Support Specialists is expected to grow faster than average growth rate for all occupations. Jobs for Computer Support Specialists are expected to increase by 8.3%, or 10 jobs between 2006 and 2016.

Geographic AreaEstimated

EmploymentProjected

EmploymentNumberic Change

Percent Change

Additional Opening Due to

Net Replacements

California 61,100 71,600 10,500 17.2 18,900Fresno County 790 880 90 11.4 250Merced County 120 130 10 8.3 40

Estimated Employment and Projected GrowthComputer Support Specialists


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FINANCE AND BUSINESS INDUSTRY SECTOR


Accounting Services Computer Applications 1a Computer Application 1b ROP Virtual Enterprise

Banking and Related Services Computer Applications 1a Computer Applications 1b ROP Virtual Enterprise

Business Financial Management Computer Applications 1a Computer Application 1b ROP Virtual Enterprise

COURSE SUMMARY

Computer Applications 1This class is a must for all students who want to use computers to be successful in high school as well as life. This course is designed to introduce keyboarding skills on the computer and then computer applications us Microsoft Office. The content of the course will include proper keyboarding fundamentals, word processing, spreadsheet, database, PowerPoint, and publisher.

ROP Virtual EnterpriseVirtual Enterprise is a simulated business that is set up and run by students. With the guidance of a teacher ("consultant") and real-world business partners, the students determine the nature of their business, its products and services, its management and structure, and engage in the daily operations of running a business. The Virtual Enterprise Program links students in a global business network. Emphasis is placed on using current business software, communications, and the Internet for business transactions.

LABOR MARKET DATA


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HOSPITALITY, TOURISM AND RECREATION INDUSTRY SECTOR


Food Science, Dietetics and Nutrition Food Science, Dietetics and Nutrition

COURSE SUMMARY

Food Science, Dietetics and NutritionFood Science applies fundamental scientific principles to the research, development, manufacturing, packaging, storage, and marketing of all types of food products including fruits and vegetables, meat and poultry, dairy products and further processed foods. This applied, laboratory-based course, with a focus on food processing, is designed to educate you about functional components of foods, food safety, nutrition, sensory evaluation, quality assurance, new product development, food chemistry, food processing, engineering, and much more. Through an active, hands-on laboratory experience, students will explore the role of food within various contexts, investigate the management of food quality and safety, explore the processes involved in food production from farming to the science and physics of various types of food production. Students will also become an active member of the FFA.

LABOR MARKET DATA


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INFORMATION TECHNOLOGY INDUSTRY SECTOR


Information Support and Services

Computer Applications 1a Computer Applications 1b Computer Applications 2 I.T. Essentials Cisco Academy A/B Cisco Academy C/D

Media Support and Services

Computer Applications 1a Computer Applications 1b Computer Applications 2 Cisco Academy A/B Cisco Academy C/D

Network Communications

Computer Applications 1a Computer Applications 1b Computer Applications 2 Cisco Academy A/B Cisco Academy C/D

COURSE SUMMARY

Computer Applications 1This class is a must for all students who want to use computers to be successful in high school as well as life. This course is designed to introduce keyboarding skills on the computer and then computer applications us Microsoft Office. The content of the course will include proper keyboarding fundamentals, word processing, spreadsheet, database, PowerPoint, and publisher.

Computer Applications 2This course builds on a student’s experience in Computer Applications 1, to explore more advanced topics in computer technology, research and teamwork, as knowledge of computers and communications is put to work in areas related to other studies. This course also covers Virtual Design and maintains the school web site. Much of the day-to-day communications in this course is conducted via electronic mail. Students are expected to check your e-mail daily for announcements and assignments.

I.T. EssentialsA class designed to prepare students for computer repair and maintenance. At the completion of one year the students will be eligible to take the A+ Certification Test. This class leads to a career certification with hands on experience which looks good on any resume. This class should be followed by CISCO Networking Academy.

Cisco Academy A/BThe Cisco Networking Academy Program is a partnership between Cisco Systems, education, business, government, and community organizations around the world. The Networking Academy curriculum centers on teaching students to design, build, and maintain computer networks. The Program prepares students for the 21st Century workplace, while serving as a

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valuable model for e-learning. Cisco certification ensures high standards of technical expertise. Achieving Cisco certification --at any level-- means joining the ranks of skilled network professionals who have earned recognition and respect in the industry. A is first semester, B is second semester.

Cisco Academy C/DCovers the more advanced networks and router configurations that are needed in today's dynamic workplace. After completion of this program the student may take the Cisco Certified Network Administrator (CCNA) exam.

LABOR MARKET DATA


The previous graph shows the projected top ten fastest growing industries over the next 10 years, on a percentage basis. The top four industries are related to the Information Technology Industry Sector and the courses offered at the High School.

Throughout California and in the Central Valley, there is a high demand for Information Technology employment and it is a rapidly growing industry sector throughout the world. Per the California Employment Development Department, the “Professional, Scientific & Technical Services” industry sector is expected to gain over 293,000 jobs in the next 10 years. The largest component within this industry sector is the “Computer Systems Design & Related Services” industry, which is anticipating growth of over 87,000 new jobs.

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MARKETING SALES AND SERVICE INDUSTRY SECTOR

Pathway Courses OfferedProfessional Sales and Marketing ROP Business and Marketing

COURSE SUMMARY

ROP Business and MarketingThis course will provide students with the opportunity to learn through on campus clerical training and off-campus community placement where additional training will be received. Some students may also choose to train in a business office or in a marketing occupation site such as a local grocery store, flower shop, or other retail business. Students will be placed at a worksite four days a week and attend an on-campus class once a week.

LABOR MARKET DATA

Throughout California and in the Central Valley, there is a high demand for business-related employment. As shown in the following table, business related employment makes up almost 20% of the total employment in Merced County and almost 28% of the employment in Fresno County. This is projected to remain fairly stable over the next 10 years.


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Employment in business related occupations are projected to grow over the next 10 years in Fresno County and remain stable in Merced County, as shown in the previous table. The District’s CTE courses are designed to enable students to obtain the knowledge necessary to excel in these careers.

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TRANSPORTATION INDUSTRY SECTOR

Pathway Courses OfferedCollision Repair and Refinishing ROP Collision Repair and Refinishing

Vehicle Maintenance, Service and Repair

Auto 1 ROP Automotive Services

COURSE SUMMARY

ROP Collision Repair and Refinishing(info needed on course description)

Auto 1The major emphasis of this course is upon providing experience in laboratory activities including diagnosis and repair of engines, drive trains, brakes, suspension, and electrical systems. The course includes study of technical information related to owner-driver servicing of the automobile, with emphasis on scientific principles. Safety practices and maintenance related to environmental regulations are stressed. The course surveys general occupational information and provides opportunities for the student to gain the skills necessary to advance to Advance Auto or ROP Auto.

ROP Automotive ServicesThe Automotive Services Program is offered within the high school industrial arts career cluster. The course is structured to serve both the student who plans to seek employment immediately after high school graduation and the student who plans to pursue advanced training in a postsecondary automotive technology program. The purpose of the course is to equip students with the technical skills required in field of automotive services and repair. Instruction will be provided in automotive technology, engine design, computer systems, fuel and electrical systems, cooling and lubrication system, engine performance, and engine service and repair. Students will receive instruction in the classroom, shop, as well as practical application through community classroom or cooperative community classroom placement.

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LABOR MARKET DATA



The need for Automotive Service Technicians will remain very strong as the number of vehicles in operation increases, reflecting the continued growth in the number of multi-car families.

In California, the number of Automotive Service Technicians and Mechanics is expected to grow at an average rate compared with the total for all occupations. Jobs for Automotive Service Technicians and Mechanics are expected to increase by 14.2%, or 11,200 jobs between 2006 and 2016.

In Fresno County, the number of Automotive Service Technicians and Mechanics is expected to grow at an average rate compared with the total for all occupations. Jobs for Automotive Service Technicians and Mechanics are expected to increase by 7.9%, or 140 jobs between 2006 and 2016.

GENERAL LABOR MARKET INFORMATION

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In addition to considering specific labor market data by industry sector, an evaluation of the occupations with the most job openings as well as the fastest growing occupations both locally and regionally can provide the District with guidance and direction for CTE programs and curriculum. Such data should be evaluated regularly to ensure that instructional programs meet the needs of employers.

OCCUPATIONS WITH THE MOST JOB OPENINGS

The following charts summarize the occupations that are projected to have the most job openings over the next few years for Fresno County, Merced County and throughout California. This information is useful to guide students towards careers that have the most potential for hiring.

As shown above, in Fresno County it is expected that the most job openings, by far, will be in the agricultural field, with over 10,000 farmworker positions. Retail, health care, and education positions are also anticipated to be available.

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As shown above, in Merced County, like Fresno County, the most available occupations in the next few years will likely be in the agriculture field. Again, similar to Fresno County, other positions are expected to be available in retail, health care and education.

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Statewide, retail, health care and business occupations are expected to have a large number of job openings over the next few years.

FASTEST GROWING OCCUPATIONS

The following charts summarize the expected fastest growing occupations projected over the next few years for Fresno County, Merced County and throughout California. This information is useful to guide students towards up and coming careers and preparations for the employment demands of the future.

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As shown above, it is expected that in Fresno County technology and health care occupations will be the fastest growing over the next few years.

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In Merced County, as shown above, the fastest growing occupations are expected to be in health care, agriculture, public safety and education.

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Overall, statewide in California the fastest growing occupations are anticipated to be in technology and health care.

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ONGOING EVALUATION OF CTE PROGRAMS

CTE PROGRAM ASSESSMENT AND ACCOUNTABILITY GOALS

The District’s goal for assessment and accountability is to continue to refine our assessment and data collection process for the purpose of instructional and program improvement. The District expects 73% of students enrolled in CTE courses to complete a certificate program. This estimate is based on historical results at the High School. Based on historical percentages approximately 35% of students enrolled at CTE courses enter employment in a related industry, apprenticeship program or military. At a minimum the District expects this percentage to carry into the future. Additionally, 35% of CTE program students have historically transitioned into post secondary institutions for more advanced study. Again, the District expects that at a minimum this percentage will carry into the future.

Decisions guiding the instructional program, budget and facilities improvements are data-driven and research-based. Data evaluated includes the following:

The percent of students completing capstone CTE courses. The percent of students that are placed in apprenticeships, enroll in a community

college, four-year college or other advanced educational training or enter directly in to the workforce.

Student performance based on standardized tests, formative assessments, grades & industry certifications.

Instructors, administrative staff and the CTEAC will continue to monitor and improve student progress and accomplishment through the use of a variety of assessments, including standards-based tests, traditional paper-and-pen quizzes, midterms and finals, industry and project-based measurements to demonstrate mastery. Additionally, business, labor and industry data derived from the U.S. Bureau of Labor Statistics will be reviewed by key stakeholder committees to ensure program development in needed areas.

Partnerships with local businesses include consultations about career preparedness programs. The District invites input from professionals who support the High School and hire graduates. The High School also surveys students and parents every spring. This crucial feedback helps the District to maintain a high standard of success in preparing students for their working lives.

California Education Code Section 51228 states that “Districts are encouraged to provide all students with a rigorous academic curriculum that integrates academic and career skills, incorporates applied learning in all disciplines, and prepares all pupils for high school graduation and career entry.” As described throughout this document, the District’s entire CTE Program provides the career skills side of this integration and prepares students an opportunity to obtain entry level employment skills upon graduation from high school.

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OVERVIEW OF THE DISTRICT’S CTE FACILITIES

The District offers its CTE courses at Dos Palos High School. Shop classrooms are utilized to provide students with hands on training in areas of agriculture,

wood and automotives. Computer labs are provided for courses in information technology, networking digital design and other computer related curriculum. The remaining courses are taught in traditional classrooms. The map in Appendix F shows where the District’s CTE courses have been taught.

In the Fall of 2009, per the District’s Facilities Master Plan, adopted by the Board in 2008, the District applied for and received grants from the State specifically for improvements to CTE facilities. The District intended to construct new facilities to accommodate classroom and laboratory based courses in the Agriculture, Arts, Marketing and Information Technology Industry Sectors.

In December 2009, a fire completely demolished the agriculture, auto and wood shop classrooms at Dos Palos High School. The map in Appendix F also shows the buildings at the High School that were destroyed by the fire.

As the fire occurred midway through the school year, the District had to accommodate the CTE courses that were housed in the demolished buildings in standard classrooms and develop a plan to house those courses in the future.

The District has created to two phased construction plan to address the needs caused by the fire as well as the long-term needs of classrooms at Dos Palos High School. Phase 1 of the plan is to construct buildings that can be used on a temporary basis to house the shop classrooms that were lost in the fire. Phase 2 of the plan is to construct a permanent facility for CTE courses that will replace the buildings lost in the fire while providing updated facilities to meet the current educational programmatic needs of career

51

technical education in the 21st century. The buildings constructed as part of Phase 1 will then be converted to laboratories and classrooms to replace the Annex buildings on the High School Campus.

CTEAC EVALUATION OF CURRENT CTE FACILITIES

A thorough and comprehensive onsite review by CTEAC members, Dos Palos High School CTE staff and administration, District staff and Capitol PFG consultants of current CTE facilities, furniture and equipment being utilized for the purpose of teaching the ten industry sectors and related courses resulted in the following findings:

1) Due to a devastating fire in December that destroyed the Agricultural Laboratory, Auto Shop, Wood Shop, Information Technology Laboratory and several classrooms, these programs and related courses are currently being taught in woefully inadequate facilities, with inadequate furniture and equipment.

2) The courses being taught in the Art, Media and Entertainment Industry sector are housed in adequate facilities, however, upgrades are needed in the areas of multi-media hardware, computer hardware and software and classroom furniture.

3) The courses being taught in the Education, Child Development and Family Services Industry, and the Hospitality Tourism and Recreation Industry Sectors are housed in adequate facilities, however upgrades in equipment and storage space are needed.

4) The courses being taught in the Engineering Design and Information Technology Sectors are housed in inadequate facilities and need an upgrade in computer hardware, software, media equipment and classroom furniture.

5) The courses being taught in the Finance and Business Industry Sectors are housed in adequate facilities; however, there is a need to upgrade computer hardware, software, multi-media equipment and classroom furniture.

6) The coursed being taught in Marketing, Sales and Services are housed in adequate facilities, however additional classroom space would be helpful and upgrades in computer hardware and software and multi-media equipment are needed.

A sample worksheet used by the CTEAC to evaluate the adequacy of existing facilities is included as Appendix G.

Currently, the Dos Palos High School CTE teachers and administrative staff, District staff, Capitol PFG consultants, architects and construction/development companies are coordinating efforts to construct interim facilities to be in place for the 2010-11 school year, including the acquisition of the necessary furniture and equipment needed for the industry sectors and related courses displaced and affected by the fire that occurred in December. Long-range construction of permanent and any additional facilities, furniture and equipment needed are also being planned and coordinated and, pending funding, should be completed in 2012.

Upgrades in classroom space, and furniture and equipment for those industry sectors and courses not displaced or affected by the fire in December are being discussed with Dos Palos High School CTE staff and administration, District staff and Capitol PFG consultants and will be considered for implementation, pending funding.

SUMMARY OF FACILITIES AND EQUIPMENT NEEDS FROM CTE TEACHERS

52

Teachers in each CTE industry sector were asked to fill out information worksheets related to the current CTE facilities and to identify future facilities and equipment needs in order to enhance programs to meet the current career needs/demands. The following chart summarizes the facilities and equipment needs indicated by the teachers. Detailed worksheets, as submitted by the teachers are included as Appendix D.

Summary of Dos Palos High School Industry Sector, Facilities and Equipment Needs

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Industry Sector

Facilities Equipment

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Agriculture & Natural Resources

Ag Lab Small Engine Shop Greenhouse Computer Lab Cold Storage Greenhouse

Computers

Arts, Media &Entertainment

Computer Lab Art Classroom

Computers/Printers Media Computer Software Server Access LCD Projector/Docu-Cam Photo Printer Silk Screen Printer Scanners Art Supplies

Building Trades & Construction

Woodshop Classroom Space

Power and Hand Tools Computers Drafting/Design Computer Programs LCD Projector/Docu-Cam

Education, Child Development & Family Services

Standard Classroom Food Laboratory

Cooking Appliances LCD Projector/Docu-Cam

Engineering & Design Standard Classroom Computer Lab

Computers LCD Projector/Docu-Cam Computers to Read

Curriculum

55

Industry Sector

Facilities Equipment

56

Finance & Business Computer Lab Computers/Printers Server Access LCD Projector/Docu-Cam

Information Technology Computer Lab Standard Classroom

Computers/Printers Computer Programs Server Access LCD Projector/Docu-Cam Networking Equipment Lab Computers to Work

On Computers to Read

CurriculumHospitality, Tourism &

Recreation

Manufacturing & Product Development Computer Lab

Computer/Printers Photo Printer Digital Cameras Scanners Computer Software Programs (i.e. Photo

Shop, etc.)Marketing Sales &

Services

Transportation Auto Shop Classroom Space

Wheel Balancer Tire Machine Car Lifts Brake Lathe Drill Press Air Compressor Parts Cleaner Bead Blaster Floor Jacks Diagnostic Machine LCD Projector/Docu-Cam Paint Booth Spray Guns Air Dryers Paint Mixing Room Paint Respirators

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FUNDING SCHOOL FACILITIES AND EQUIPMENT IN CALIFORNIA

The school construction and funding process in California is unique and complex. There are numerous State agencies involved and typically, multiple funding sources are combined in order to implement a plan. Although it is desired by the District to bring facilities up to standards desired by the community, staff and administration, due to the high costs of school facilities, the District, as with most school districts, faces a distinct challenge in providing such facilities in a timely manner. Some of these challenges are described below.

Three main factors drive school construction costs in California:

1. Extensive State regulatory structures2. Local school district politics, practices &

design3. Regional market conditions

The State shares responsibility for capital costs associated with school construction. As a result, they set and enforce minimum design, construction and planning standards. There is a multi-agency facility approval process that involves six main agencies. The box on the right summarizes the State agencies involved and their role in the construction process. These agencies have a responsibility that all schools are compliant with the Field Act (which requires heightened structural safety standards) and prevailing wage laws (a minimum pay and benefits for all workers on public school projects).

Local school districts are responsible for the construction, operation and maintenance of schools, but must adhere to State standards. Buildings must meet both State and local building codes, other local ordinances and State and Federal environmental regulations.

Local policies determined by a school board and desired by the community can also have a significant impact on school construction costs. Such factors include school design, grade configuration, school size, classroom size and shape, classroom type, technology, location and infrastructure requirements.

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Main State Agencies Involved in School Construction

State Allocation Board (SAB) - Responsible for approving all State funding apportionments

Office of Public School Construction (OPSC) – Administrative arm of the SAB, responsible for allocating funds, reviewing eligibility and funding applications, and providing information and assistance to schools

Division of the State Architect (DSA) – Responsible for reviewing and approving construction plans while ensuring plans are in compliance with the Field Act

California Department of Education (CDE) – Responsible for approving school site and construction plans to determine “educational adequacy” of the proposed project

Department of Toxic Substances Control (DTSC) -Works with CDE to review any potential environmental hazards associated with the project

Department of Industrial Relations (DIR) – Responsible for ensuring that districts are in compliance with labor laws relating to contractors and employers

SCHOOL FUNDING

Schools are typically funded through a combination of funding sources. Available revenue sources include:

State Fundingo New Construction Fundingo Modernization Fundingo Career Technical Education Facilities Fundingo Facility Hardship Funding

Developer/Mitigation Fees Deferred Maintenance Funds Redevelopment Pass-Through Funds Taxes Assessments General Fund (typically the last resort)

The revenue sources listed above can be borrowed against where a school district essentially takes out a loan to be repaid from one or more of the revenue sources listed above. School districts are limited in the types of loans they are able to obtain. The following is a summary of borrowing/loan options available to school districts in California:

GO Bondso Repaid from GO Bond Taxes

SFID GO Bondso Repaid from GO Bond Taxes within an SFID

CFD Bondso Repaid from CFD Taxes on property within a CFD

Assessment Bondso Repaid from assessments on property within an Assessment District

Federal Tax Credit or Interest Subsidy Loanso Qualified Zone Academy Bondso Qualified School Construction Bondso Build America Bondso Clean Renewable Energy Bondso Qualified Energy Conservation Bonds

Lease-Purchase Financings Revenue Bonds Certificates of Participation

The CTEAC was presented with details on each of the revenue sources and funding options described above. In addition to these typical funding sources, due to the fire, the District will also be able to utilize insurance proceeds as a source of funding. For a full description of the revenue sources and funding options listed above, please see the District’s comprehensive Facility Master Plan. A chapter in that document is dedicated to school funding sources and will describe each of these items in detail.

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RECOMMENDATIONS

Based on a review of current programs, student demographics and labor statistics, the CTEAC developed the following recommendations related to the District’s CTE program.

1. Integrate information technology in all industry sectors since technological skills are basic to all future career, personal day-to-day and work experiences.

2. Integrate basic business/job expectations such as: punctuality; knowledge of career/job requirements; regular attendance; interpersonal communication skills; proper grooming/appearance; organization/leadership ability; positive attitude; and enthusiasm for and commitment to job and company in all CTE courses.

3. Increase opportunities for all CTE students to participate in apprenticeship, mentorship, work experience, work study, or work shadowing programs.

4. Investigate the feasibility of developing additional industry sector pathways and courses.

5. Continue to work on integrating industry sector pathways into sequential programs which lead to capstone courses which can be tied to programs at the community college level and local workforce.

6. Take advantage of programs/partnerships available with local businesses and employers to articulate high school course curriculum into jobs.

7. Provide as many hands on, shadowing, mentorship, apprenticeship and real work related experiences for all students, including those with special needs so they can have practical applications of information taught in pathway courses

8. Develop opportunities to enhance articulation between the Elementary Schools, Bryant Middle School and Dos Palos High School staff for the purpose of establishing CTE pathways early on and linking middle school CTE courses with industry sectors/pathways, and courses offered to 9-12 grade students.

9. Design flexible classroom space, lab and shop facilities, which can be adapted to changing and future program needs.

10. Provide teachers with release time and/or stipends for CTE staff to analyze data and use the results to edit, modify, adapt or create new CTE courses to meet the ever-changing academic, technical training/career needs of Dos Palos High School students.

11. Provide teachers with release time and/or stipends for CTE staff interested in attending professional development presentations related to career technical education.

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APPENDIX A – GLOSSARY

A-2

Academic Performance Index (API) : A range of test score expectations, established by the state and annually reported, that measures individual student and student subgroup skills on the California State Testing Program in Language Arts, Math, Science and Social Studies. Adequate Yearly Progress (AYP): A range of test score expectations, established through No Child Left Behind legislation by the federal government and annually reported, that measures individual student, student subgroup, grade level and school wide test scores in Language Arts and Math. Advanced Placement (AP): High school courses designed for high achieving students to gain college credits. Advancement Via Individual Determination (AVID) : A program designed to support students who could benefit from tutoring, setting personal achievement and career goals, and encouragement and assistance in attending postsecondary training, certification, licensing and college degree programs. Associated Student Body (ASB) : A representative student government advisory group that addresses school issues associated with student activities. Average Daily Attendance (ADA): A state designation referring to students in attendance at school on any given day. State educational funding per students is based upon school district ADA reported numbers. Annual Measurable Achievement Objectives (AMAO): California English Language Development Test (CELDT) : A series of tests designed to measure the language fluency of bilingual students in the areas of speaking, reading and writing English.

California High School Exit Exam (CAHSEE) : Test given to all high school students to determine if they possess adequate proficiency in Language Arts and Math to graduate from high school. California State Test (CST): A series of state tests given to various grade levels and designed to measure individual student, student subgroup, grade level and school wide proficiency in Language Arts, Math, Science and Social Studies. Career Pathway: A series of courses/pathways in a particular industry sector for students enrolled in Career Technical Education Programs that lead to work/career and/or post secondary educational opportunities. Career Technical Education (CTE) : A secondary academic program that provides courses to students in grades 7- 12 that prepare students for careers that lead to future educational or employment opportunities. Career Technical Education Advisory Committee (CTEAC) : A group of community, parent, business, district, and student representatives that advise the district regarding issues associated with the district’s Career Technical Education Plan. Economic Impact Aide (EIA): State Categorical Funds that are specifically used to supplement, not supplant, educational programs designed to serve English Language/Bilingual Learners. English Language Acquisition (ELA): Teaching methods designed to assist students in acquiring English speaking, reading and writing skills. English Language Advisory Committee (ELAC): A state required school advisory group composed of bilingual parents, school staff, students and community representatives that advise the school administration regarding facilities, programs and budgetary issues associated with bilingual students.

Glossary of Educational Acronyms

English Language Development (ELD) : Courses of study designed to improve bilingual student’s abilities to speak, read and write English. English Language Learner (ELL): Bilingual students identified through state testing as non- English, limited English, or fluent English students. Fluent English Proficient (FEP): Bilingual students who have fluent English speaking, reading and writing skills. General Obligation Bond (GOB): Special property assessment agreed upon by 55% of the registered voters in a given school district designed to provide funds to build, modernize or improve school facilities. Gifted and Talented Education (GATE) : State designated group of students in grades 2-12 that the district receives categorical funds for that are specifically used to supplement, not supplant, educational programs designed to serve GATE students. Individualized Education Plan ( IEP): A specific plan of educational goals/objectives designed to improve the speaking, reading, writing and math skills for designated special needs students. Limited English Proficient (LEP): Bilingual students who have limited English speaking, reading or writing skills. Parent Teacher Association (PTA): A nationally recognized school site advisory group and fund raising group of parents, teachers and schoo l ad min ist rat ive representatives that advise the school administration regarding facilities, programs, fund raising and budgetary issues. Parent Teacher Organization (PTO) : A nationally recognized alternate to the PTA.

Perkins IV Funds: Career Technical Education state categorical funds that must be used to supplement Career Technical Education Programs that meet state CTE guidelines and that are summarized in a CTE Master Plan. Redesignated Fluent English Proficient (RFEP) : Designation for a bilingual student who exits a bilingual instructional program based upon testing as being fluent in speaking, reading and writing English. School Improvement Program (SIP): State Categorical Funds that can be used to support educational programs. Cannot be added to General Funds for the purpose of negotiated salaries. School Site Council (SSC) : A state required school site advisory group of parents, staff, community and student representatives that advise the school administration regarding facilities, programs and categorical budgetary issues. Socially Economically Disadvantaged (SED) : A federal designation for families, and in turn their children, that meet certain income parameters determined by the federal government. Stanford Achievement Test (SAT): A nationally normed college admissions test to assess student proficiency in Language Arts and Math. Title I: Federal Categorical Program Funds that are specifically used to supplement, not supplant, educational programs designed to serve SED students. Title I I I : Federal Categorical Program Funds that are specifically used to supplement, not supplant, educational programs designed to serve English Language/ Bilingual Learners.

A-3

APPENDIX B – COMPARATIVE TABLES TO BE UTILIZED IN CTE PROGRAM EVALUATION

Grade

Number of 7-12 Students Enrolled

Number of 7-12 Students

Enrolled in CTE Courses

789101112

Total

Student Enrollment Grades 7-12TABLE 1:

7 8 9 10 11 12 7 8 9 10 11 12Male

AsianFilipinoHispanicAmerican Indian or Alaska NativeAfrican AmericanPacific IslanderWhite (non- Hispanic)

Total Male

FemaleAsianFilipinoHispanicAmerican Indian or Alaska NativeAfrican AmericanPacific IslanderWhite (non- Hispanic)

Total Female

Percentage of Total Student Population by Grade Percentage of CTE Student Population by GradeEthnicity

Student Enrollment Summary According to Ethnicity Grades 7-12TABLE 2:

B-2

GradeTotal

PopulationCTE

StudentsTotal

PopulationCTE

StudentsTotal

PopulationCTE

StudentsTotal

PopulationCTE

StudentsTotal

PopulationCTE

Students

789101112

Total

TABLE 3:

Excused AbsensesUnexcused

Absenses/ Truant Suspensions Expulsions Behavior Referrals

Comparison of Students Attendance Patterns for Students Enrolled in CTE Courses Versus Total School Population in Grades 7-12

Grade

Percentage of SEP Students in Total Population

Percentage of SEP Students in CTE Population

Percentage of Students with Diabilities in

Total Population

Percentage of Students with Diabilities in

CTE Population789101112

Total

Comparison of Percentage of SED Students and Students with Diabilities in Total 7-12 Grade Population and Students Enrolled

in CTE Courses

TABLE 4:

B-3

Grade FBB BB B P A FBB BB B P A FBB BB B P A FBB BB B P A789101112

Total

FBB= Far Below BasicBB= Below BasicB= BasicP= ProficientA= Advanced

TABLE 5:Comparison of API-CST Scores Between Percentage of Total 7-12 Student Population and Students

Enrolled in CTE Courses

Math - Total Student Population

Math - CTE Student Population

Reading - Total Student Population

Reading - CTE Student Population

10th Graders NP P A NP P A NP P A NP P AAfrican AmericanAmerican Indian or Alaska NativeAsianFilipinoHispanic or LatinoPasific IslanderWhite (non- Hispanic)

MaleFemale

SEDELLStudents with DisabilitiesStudents Receiving Migrant Ed Services

NP= Not ProficientP= ProficientA= Advanced

Comparison of Student Proficiency Scores on CAHSEE Between 10th Graders in Total School Population and Students Enrolled in CTE Courses 2007-08

TABLE 6:

English/ Language Arts - Total Student Population

English/ Language Arts - CTE Student Population

Math - Total Student Population

Math - CTE Student Population

B-4

Total Senior Student

Population

CTE Senior Student

Population

All StudentsAfrican AmericanAmerican Indian or Alaska NativeAsianFilipinoHispanic or LatinoPacific IslanderWhite (non- Hispanic)

Socioeconomically DisadvantagedEnglish LearnersStudents with Disabilities

Comparison of Percentage of Seniors Graduating in Total School Population and Seniors Enrolled in CTE

Courses

TABLE 7:

Group

B-5

APPENDIX C – CTE PROGRAM SAMPLE WORKSHEETS

APPENDIX D – CTE TEACHER WORKSHEETS SUMMARIZING COURSES OFFERED

APPENDIX E – SUMMARY OF BASIC BUSINESS/JOB EXPECTATIONS

One of the recommendations that was discussed by the CTEAC was to integrate business/job expectations in all CTE courses. The summary list of basic business/job skills below was taken from the Merced County ROP course description catalog.

I. Ethically & Socially Skilled Person Who:A. Work cooperatively as a team member and demonstrate respect for ALL co-workers.B. Arrive on time, stay on task, and follow attendance and other classroom policiesC. Model honesty, integrity and loyaltyD. Demonstrate initiativeE. Display leadership skillsF. Demonstrates the skills and resources to attain employmentG. Demonstrate appropriate grooming and hygiene

II. Productive and Safe Workers Who:A. Demonstrate the knowledge, skills and ability to competently complete the job.B. Demonstrate the ability to accept changeC. Read, write, speak and listen competentlyD. Identify, analyze, calculate, compute and apply informationE. Manage time, make decisions, and evaluate outcomesF. Utilize problem solving skillsG. Understand and follow safety rules and regulations

III. Lifelong Learners Who:A. Monitor personal, educational, and career goalsB. Adapt to personal learning styles and assess performance objectivelyC. Are motivated toward continued personal growth

IV. Users of Technology/Resources Who:A. Effectively select, apply, maintain, and troubleshootB. Adapt to ever-changing technologies and resources by identifying, learning, and

applying new skills to improve job performanceC. Demonstrate the ability to identify, plan, and allocate resourcesD. Demonstrate the ability to integrate technology and resources in the work

environment.E. Effectively acquire, gather, interpret, comprehend, and process relevant information

V. Effective Users of Systems Who:A. Understand the social structure and the general function of the workplaceB. Proficiently use equipment, tools, and terminology

E-2

APPENDIX F – MAP OF DOS PALOS HIGH SCHOOL

APPENDIX G – EVALUATION OF THE ADEQUACY OF CTE FACILITIES SAMPLE WORKSHEET

G-2

I ndustry Sector Current Course Titles Facilities

Adequate? Findings Furniture/Equipment Adequate?

Findings

Ag Mechanics 1 Ag Mechanics 2

Ag Mechanics 3/4 Welding and Fabrication

Ag Earth Science Ag Biology

Vet Science/Food Science ROP Art and History of Floral

Design Ag Science 1 Ag Science 2

Environmental Horticulture

Computer Application 2 - Intro Level

Introductory Digital Design and Media

ROP Graphic Arts and Design

Wood Shop Advanced Wood Shop

ROP Construction

Agriculture and Natural Resources

Arts, Media and

Entertainment

Building Trades and

Construction

Adequacy of Facilities for Current CTE Courses at Dos Palos High School - 2010 Purpose: Evaluate the adequacy of the CTE facilities for all current CTE courses and incorporate the findings in the DPOLJ USD’s Facilities Master Plan

Yes No Yes No

G-3

Industry Sector Current Course Titles Facilities


Findings

ROP Foundations in Education

Foods/Child Development 1 Foods/Child Development 2

IT Essentials

Computer Applications 1a Computer Applications 1b ROP Virtual Enterprise -

Capstone Level

Education, Child

Development and

Family Services

Engineering and Design

Finance and Business

Hospitality, Tourism and Recreation

Food Science, Dietetics and Nutrition

I ndustry Sector Current Course Titles Facilities


Findings

Computer Applications 1a Computer Applications 1b Computer Applications 2 -

Concentration Level IT Essentials - Capstone Cisco A/B - Capstone Cisco C/D - Capstone

ROP Business Marketing

ROP Collision Repair and Refinishing

ROP Automotive Service Auto 1

I nformation Technology

Marketing, Sales and Service

Transportation

career technical education master plan -...

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