Back to School 2013
Traci Terrill
ESC Region 15
CTE Specialist
traci.terrill@netxv.net
http://www.careertech.org/resources/videos.html
Back to School 2013
CTE: Learning that
Works for America
• The TEA envisions a comprehensive plan of action for
Career and Technical Education (CTE) that acknowledges
the fact that the state is facing a time of great demographic
and economic change. The public education systems must
take immediate action by addressing the following
challenges:
• Recognize the unique needs of a diverse student population;
• Prepare students for college and career success;
• Provide students with a quality education that prepares them to
be competitive within a global economy; and
• Recruit and retain qualified teachers.
Texas State Plan for CTE 2008-2013
http://www.tea.state.tx.us/index2.aspx?id=3367
Back to School 2013
Why Does CTE Matter?
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HB 5 and CTE
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STEM
Public services
Business and industry
Multidisciplinary studies
Arts and humanities
• Five elective credits that can include advanced CTE or
certification courses (part of 22 credit Foundation Program)
• Universal High School PGPs (expansion of 4 year plans)
• Additional CTE courses
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• Five endorsements (endorsement specific credit
requirements will be determined by SBOE – began meeting
Aug. 1 – hope to have info in 2014)
HB5 - Endorsements
science, including environmental science
technology, including computer science
engineering
advanced math
• Business and Industry Includes courses directly
related to:
database management
architecture
information technology
construction
communications
welding
accounting
logistics
finance
automotive technology
marketing
agricultural science
graphic design
HVAC
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• STEM Includes courses directly related to:
HB5 - Endorsements
health sciences and occupations
education and training
law enforcement
culinary arts and hospitality
• Arts and Humanities Includes courses directly
related to:
political science English literature
world languages history
cultural studies fine arts
• Multidisciplinary Studies
Allows a student to select courses from the curriculum of each
endorsement area and earn credits in a variety of advanced courses
from multiple content areas sufficient to complete the distinguished
level of achievement
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• Public services Includes courses directly related to:
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Each school district must make
available to high school students
courses that allow a student to
complete the curriculum
requirements for at least one
endorsement.
A school district that offers only one
endorsement curriculum must offer
the multidisciplinary studies
endorsement curriculum.
Back to School 2013
What is happening at
your campus to help
CTE students be
successful?
CTE and Academics:
Accountability Measures
• Thus, CTE teachers share responsibility for the academic
achievement of CTE students and take responsibility to
strengthen academic integration activities, based on
performance data generated by the accountability system.
• School districts are required to analyze performance data,
research effective integration strategies and develop a plan
to improve the academic performance of its CTE students.
A lot of the accountability
information is based on CTE
Student Indicator Codes 2 or 3
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• As soon as a CTE student enrolls in a CTE course that is part
of a sequence of courses, the accountability system
identifies the student as a CTE student.
Performance-Based Monitoring
Analysis System (PBMAS)
• CTE Indicator #1(i-v): CTE STAAR EOC Passing Rate
• CTE Indicator #2(i-v): CTE LEP STAAR EOC Passing Rate
• CTE Indicator #3(i-v): CTE Economically Disadvantaged STAAR EOC
Passing Rate
• CTE Indicator #4(i-v): CTE SPED STAAR EOC Passing Rate
• CTE Indicator #5: CTE Annual Dropout Rate (Grades 9-12
• CTE Indicator #6: CTE RHSP/DAP Diploma Rate
• CTE Indicator #7: CTE Graduation Rate
• CTE Indicator #8: CTE Nontraditional Course Completion RateMales
• CTE Indicator #9: CTE Nontraditional Course Completion RateFemales
2013 Manual
http://www.tea.state.tx.us/index2.aspx?id=3843&menu_id=2147483683
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• Career and Technical Education (CTE) Indicators (1 – 9)
• Who are the students that make up our class rosters?
• Our Career and Technical Student Organizations?
• Who is addressed on grant forms such as the Perkins and
the end of year Perkins PER?
• What group of students’ performance on academic success
and other accountable measures are reported within
PBMAS?
• Do CTE teachers actively participate in academic, special
education, postsecondary discussions that can affect the
students served in their programs?
• CTE teachers assist in preparing all students for high skill,
high wage, and high demand careers!
Big Picture!
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Demographics found in CTE
• individuals with disabilities;
• individuals from economically disadvantaged families,
including foster children;
• individuals preparing for non-traditional fields;
• single parents, including single pregnant women;
• displaced homemakers; and
• individuals with limited English proficiency.
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Special Populations
• Teach students language and strategies when they don’t
know what to say.
• Encourage students to speak in complete sentences.
• Randomize and rotate who is called on so students of all
language levels can participate.
• Use response signals for students to monitor their own
comprehension.
• Use visuals and a focus on vocabulary to build background.
• Have students participate in structured reading activities.
• Have students participate in structured conversation and
writing activities.
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LEP Students – Strategies
What are Nontraditional Fields?
• Nontraditional courses are defined as occupations or fields of work,
including careers in computer science, technology, and other
emerging high skill occupations, for which individuals from one
gender comprise less than 25 percent of the individuals employed in
each such occupation or field of work.
• The courses were selected because, for the most part, they are
occupationally specific courses in which the enrollment of one gender
falls below 25 percent.
• Gender enrollments in the courses are reviewed annually at the state
and local levels as part of the Carl D. Perkins reporting process.
• List on TEA website (2005)
• A more current list in the 2013 PBMAS Manual pg. 91
• Listed by gender and include PEIMS number and course name
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• The federal Carl D. Perkins law requires states to measure
participation in nontraditional courses.
• Core Indicators on Nontraditional CTE
• Participation in CTE programs preparing students for
nontraditional fields
• Completion of CTE programs preparing students for
nontraditional fields
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Perkins Act Accountability
• Are you a career and technical education teacher who works with
special populations? Do you have questions about how best to
implement best-practices with special education students?
• If so, the Career and Technical Special Populations Training and
Resource Education Center (CTSP Center) is a valuable resource for
you.
• We provide materials and resources on a variety of special needs and
CTE-related topics. Browse our site for self-paced online modules,
newsletters, external resources and more!
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Online Courses
Educational Resource Library
Helpful Links
Newsletter
Instructional Videos
Webcasts
Parent Resources
• http://ctsp.tamu.edu
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Special Populations Resources
Rigor
Relevance
Relationships
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HOW
students
learn has a
direct
impact on
WHAT they
learn!
High Expectations, High Outcomes
 Secondary CTE graduates
who have never enrolled
in postsecondary
education but worked
within 2 years of
graduating high school.
 Secondary CTE graduates
who never enrolled in
postsecondary education
or worked within 2 years
of graduating high school.
What do CTE Students
Do After High School?
1%
19%
Pursue
Postsecondary
Education
Work at least
some
Other
80%
http://www.careertech.org/
Back to School 2013
 Secondary CTE graduates
who enrolled in
postsecondary education
within 2 years of
graduating high school.
CTE Curriculum
Direct Link:
http://cte.wiki.netxv.net/Curriculum
• Statewide Instructional Resources Development Center
• http://cte.sfasu.edu/
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Career Development
Human Services
Education and Training
Hospitality and Tourism
• IMS/TEA
• http://tea.im.tamu.edu
• IMS is a service unit of the Department of Agricultural
Leadership, Education and Communications at Texas A&M
University
• Agriculture, Food and Natural Resources
• Transportation, Distribution and Logistics
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• University of Stephen F. Austin
CTE Curriculum
Direct Link:
http://cte.wiki.netxv.net/Curriculum
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Architecture & Construction
Arts, A/V & Communications
Business, Management and Administration
Finance
Government & Public Administration
Health Science
Information Technology
Law, Public Safety, Corrections & Security
Manufacturing
Marketing
Science, Technology, Engineering & Mathematics
Career Development
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• University of North Texas
• http://cte.unt.edu/
College & Career Readiness
Standards
• http://www.thecb.state.tx.us
• Up the Challenge - The Role of Career and Technical
Education and 21st Century Skills in College and Career
Readiness (ACTE) .pdf file
• Texas College and Career Readiness Profile Planning Guide
• http://txccrsc.org/
• Please contact Region 15 if you are interested
• Texas College & Career
• https://www.texascollegeandcareer.org/
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• Preparing students to transition without remediation to
postsecondary or to careers.
Shared Understandings
Critical Thinking
Creativity
Problem Solving
Skills in
Demand
Communication
Innovation
http://www.edutopia.org/stw-career-technical-education-overview-video
Back to School 2013
• All students need to
be college and career
ready.
• College and career
readiness requires
both knowledge and
skills.
• Students need skills to
be able to apply their
knowledge and
continue learning.
• Knowledge alone is not
enough!
Promote Your Program
• ACTE – Association for Career and Technical Education
• https://www.acteonline.org/ctemonth/#.UgqYWJJwc0k
• http://www.ctat.org/news-and-events/news/how-to-promotecte-month/
• Check with your professional organization for ideas and
resources
February is
CTE month
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• CTAT – Career and Technology Association of Texas
CTE Professional Organizations
• Agricultural Science and Technology Education
• Business Education
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Texas Business and Technology Educators Association (TBTEA)
Texas Computer Education Association (TCEA)
National Business Education Association (NBEA)
Association for Career and Technical Education (ACTE)
Play a vital role in
the recruitment and
retention of CTE
teachers.
• Family and Consumer Science Education
• Family and Consumer Sciences Teachers Association of Texas (FCSTAT)
• Association for Career and Technical Education (ACTE)
• Health Science Technology Education
• Texas Health Occupations Association (THOA)
• National Consortium on Health Science and Technology Education (NCHSTE)
• Association for Career and Technical Education (ACTE)
• Marketing Education
• Marketing Education Association (MEA)
• Association for Career and Technical Education (ACTE)
• Technology Education
• Association of Texas Technology Education (ATTE)
• International Technology Education Association (ITEA)
• Association for Career and Technical Education (ACTE)
• Trades and Industrial Education
• Texas Industrial Vocational Association (TIVA)
• Association for Career and Technical Education (ACTE)
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• Vocational Agriculture Teachers Association of Texas (VATAT)
• National Association of Agricultural Educators (NAAE)
• Association for Career and Technical Education (ACTE)
Stay Informed/Resources
www.texaswages.com
www.lmci.state.tx.us
http://cte.unt.edu
www.ctat.org
www.acteonline.org
www.careertech.org
http://ctsp.tamu.edu
www.achievetexas.org
www.texasgenuine.org
http://www.napequity.org
www.p21.org
TEA’s CTE page
• http://www.tea.state.tx.us/index2.as
px?id=4881
• ESC CTE wiki page
• http://cte.wiki.netxv.net/home
• Traci Terrill – ESC 15 CTE Specialist
• traci.terrill@netxv.net
• 325-481-4074
• Join CTE listserv at TEA (Look for
“Career & Technology Education
Directors” in list)
• http://www.tea.state.tx.us/index2.aspx
?id=5036
• Join CTE listerv at ESC 15 (Look for
“CTE” in list)
• http://www.netxv.net/Page/191
Back to School 2013
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