Principals Guide to Career and Technical Education Curriculum

Principal’s Guide to Career and Technical Education • Curriculum and Instruction • Teacher Licensure, Endorsements, and Specific Course Training • Support Services • School-to-Career • Performance Data

Increase the Percentage of Students… • • • Completing Math II and III by end of Grade 11 Being promoted by grade level Enrolling in at least one honors, AP, or IB course Finishing a sequence of courses within a career cluster Graduate ready for College Graduating on time Graduating from low-performing groups Remaining in high school beyond the age of 16 Passing state-mandated tests Meeting growth targets in reading and math Engaging with increase community partners with high school

Just in: For 12 -13 the graduation rate for CTE Concentrators was 94. 5%. 83% of Concentrators we FRC 2 (College Tech Prep).

Career and Technical Education Essential Standards • An annual plan / application is submitted to receive funding and permission to offer Career and Technical Education. The Superintendent and School Board Chair sign Assurances and Certifications. • All CTE Courses are developed and supported by NCDPI • The school district submits an annual / plan describing: • Administration • Planning and Policy • Fiscal • Curriculum / Instruction • Personnel Development

Considerations for Programs and Course Offerings Career and technical education programs show documented need based on student demands, or for new job skill programs, based on student and labor market demands (S. 115 C-154. 1(4)); or, address high wage or high skill or high demand occupations. (F 122. c. 1. (I)) The career and technical education programs and courses are not duplicated within the LEA unless the LEA has data to justify the duplication or has a plan to redirect the duplicative program within three years. (S. 115 C-154. 1(2)) The programs in this plan will adhere to the most recent NC Career and Technical Education Standard Course of Study Guide. (S 115 C-154)

Considerations for Programs and Course Offerings Is there a comprehensive offering of courses that lead to a concentration and completion of a career cluster? • Teacher Licensure and required training for specific courses • Facility • Equipment • Instructional Materials When there is a vacancy, how can the CTE Office help?

Course Codes and Licensure

Licensure Requirements

Senate Bill 14

CMAPP Tools

CMAPP Tools Middle School

CMAPP Tools High School

CTE Support Services Career Development Coordinator (CDC) Special Populations Coordinator (SPC)

CTE Support Services Career Development Coordinator (CDC) Special Populations Coordinator (SPC)

• • Career Development Coordinator CDC Career development plan for each student Classroom, small group, and/or individual career planning activities Career and interest assessments Connecting strengths and attributes in relation to career opportunities Integrate career information into core academic and CTE curricula Encourage the relevance of CTE and core-academic courses Coordinate School-to-Career partnerships with businesses and community groups Servers as the “testing coordinator” for CTE Assessments and also provides support for CTE data collection.

Special Populations Services The SPC coordinates services for special populations students to ensure their access to, progress through, and success in the Career and Technical Education programs. • Academically Disadvantaged • Economically Disadvantaged • Limited English Proficient • Exceptional Children • Nontraditional

School-To-Career “Building A Competitive 21 st Century Workforce Through Business Partnerships

School-To-Career Initiatives �School-to-Career Mission The mission of Wake County School-to-Career is to prepare every student to make knowledgeable career choices through academic rigor and work-based learning experiences. This requires a systematic, comprehensive, community-wide effort.

The Three “Legs” of School-To-Career School-to-Career Council Leadership Team Business Alliance Leadership Team Career Academy Advisory Board Leaders Career Advisory Team Leader (Clusters) Business Alliances Career Academy Advisory Boards Career Advisory Teams High Schools and Middle Schools

Business Volunteers Jo Curriculum Enhancement St b. S aff De ha do ve lop wi ng CTE Courses Inte nt Students F er C are Core Academic Courses T Service Learning Classroom Speakers s air The r he c a e ch a e T Cooperative Learning me Practice Interviews ips h s rn Ap pre n Curriculum Relevance Business Volunteers tic es hip s

How to Get Involved with the Business Community: Use the local Chamber of Commerce Cross county lines Think about companies in your area and what skills they have to offer - Really explore with them and ask: “What skills can you offer? ” May want to have some examples of what they can do – career tours, teaching teachers, etc Build a relationship Be Creative / Think Outside the Box

Career Advisory Teams Teacher Leader Meeting April 30, 2013

Origin of CATs The ‘‘Carl D. Perkins Career and Technical Education Improvement Act of 2006’’ says… ‘‘(5) …describe how parents, students, academic and career and technical education teachers, faculty, administrators, career guidance and academic counselors, representatives of tech prep consortia (if applicable), representatives of the entities participating in activities described in section 117 of Public Law 105– 220 (if applicable), representatives of business (including small business) and industry, labor organizations, representatives of special populations, and other interested individuals are involved in the development, implementation, and evaluation of career and technical education programs assisted under this title, and how such individuals and entities are effectively informed about, and assisted in understanding, the requirements of this title, including career and technical programs of study…”

Role of CATs in NC and Wake County NCDPI and WCPSS Assurances and Certifications requires… D. The LEA will involve parents, students, teachers, representatives of business and industry, labor organizations, and representatives of special populations, as appropriate, in the development, implementation, and evaluation of career and technical education programs authorized under this title. (F. 134. b. 5)

Role of CATs in NC and Wake County All career and technical education programs are responsive to technological advances, including characteristics of the work force, and the academic, technical, and attitudinal development of students. (S. 115 C-154. 1(5)) • • • WCPSS will be audited for: Employment demand/trends Scope and sequence/Career Cluster pathways Student interest/Anticipated enrollment Business and industry advisory committee Links to postsecondary

School-to-Career Provides School-to-Career Council Structure Leadership Team Business Alliance Leadership Team Career Academy Advisory Board Leaders Career Advisory Team Leaders Business Alliances Career Academy Advisory Boards Career Advisory Teams High Schools & Middle Schools

CTE Focus for 2013 -201 1. Improve technical attainment for all students 2. Improve numeracy and literacy application in CTE 3. Prepare for implementing the revised CTE Essential Standards 4. Increase involvement of business and community groups 5. Increase community awareness of the benefits of CTE 6. Increase the number of industry recognized credentials earned

Purpose of CATs 1. Advisory for CTE Programs 2. Curriculum Enhancement 3. Assist with; instructional materials, tours, WBL, interpreting labor market information 4. Recommend improvements in facilities, technologies, and instructional activities 5. Help businesses meet labor market demand 6. Validate industry recognized certifications for students 7. Recommend changes in program /course offerings

Expectations: Teacher Leaders, Business Leader, CTE Office

Career and Technical Education Student Organizations CTSO’s • Nationally affiliated student professional organizations that are conducted as an integral part of the specific CTE program area curriculum. • Teaching tools that enhance, enrich, complement instruction.

Career and Technical Education Student Organizations CTSO’s • • Strengthen leadership abilities Strengthen thinking skills Enable members to work democratically in groups Strengthen creativity Strengthen self-confidence Improve study and instruction Strengthen knowledge, skills, and attitudes that lead to successful employment and further education • Are fun!!!!!!!

Career and Technical Education Student Organizations CTSO’s • DECA-An Association of Marketing Students: Marketing Education Students • FFA: Agricultural Education Students • Family, Career, and Community Leaders of America (FCCLA): Family and Consumer Sciences Education Students • Future Business Leaders of America (FBLA): Business and Information Technology Education Students • Health Occupations Students of America (HOSA): Health Occupations Education Students • Skills. USA: Trade and Industrial Education Students • Technology Student Association (TSA): Technical Education Students

Career and Technical Education Student Organizations CTSO’s http: //blogs. wcpss. net/ctenews

Support for Teachers Program Area(s) Senior Administrator Instructional Specialist Agricultural Education, Family and Suzanne Lujan, (919) 431 -7448, Consumer Sciences Education, and Health slujan@wcpss. net Sciences Education Reno Palombit, (919) 431 -7449 rpalombit@wcpss. net Business, Finance and IT Education, and Marketing and Entrepreneurship Education Tonya Jarrett Long, (919) 431 -7178, tlong@wcpss. net Danna Wilson, (919) 431 -7179, dwilson 2@wcpss. net Career Development Education, Technology Engineering and Design Education, and Trade and Industrial Education Gayenell Gull, (919) 431 -7447, ggull@wcpss. net Mamie Cotten, (919) 431 -7177, mcotten@wcpss. net

CTE Funds

CTE Funds

CTE Performance Indicators 1. Academic Attainment – Reading/Language Arts Percent of CTE Concentrators who … have met the proficient or advanced level on the statewide high school reading/language arts assessment (English 9 and Grade 10 Writing Test) 2. Academic Attainment - Mathematics Percent of CTE Concentrators who … have met the proficient or advanced level on the statewide high school mathematics (Algebra I EOC) 3. Technical Skill Attainment Proficiency on CTE post assessments or received selected industry recognized credentials. 4. Secondary School Completion Percent of CTE Concentrators leaving secondary education in the reporting year will have earned a diploma. 5. Student Graduation Rates Percent of CTE Concentrators will count as graduated in the state’s computation of its cohort graduation rate for NCLB.

CTE Performance Indicators 6. Secondary Placement Percent of CTE Concentrators who will be in postsecondary education, military, or employment 7. Nontraditional Participation Percent of students enrolled in nontraditional gender-designated CTE Courses 8. Nontraditional Completion Percent of the students enrolled in nontraditional gender-designated CTE completer courses

How to access your school’s Career and Technical Education Performance Data

http: //ctelps. dpi. state. nc. us Click on Login

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From this page, all parts of the plan can be viewed from here. 1. Click on LEA Map Click on Wake

From this page, all parts of the plan can be viewed from here. Part II Contains the Performance data.

Viewing school specific data Click on Performance Indicators

Viewing school specific data Click on LEA and School

Viewing school specific data Navigate to Wake County Schools and click to expand

Viewing school specific data Click on school to expand

Viewing school specific data Click on Performance Indicator

Items that do not Meet benchmarks by 5 or more points are GOFIs