the entire CTE Staff Guide in one file
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CPS Career and Technical Education School-Based Leadership Guide Promoting High Performing CTE Programs & Academies 1 CTE School-Based Leadership Guide This guide is intended to be a supportive resource not a CTE compliance requirement. Each school and program is unique and each school leadership team will have a different approach to managing and supporting their teachers and students. As the same time, CTE recognizes that Principals are being asked to deliver more programs and services than ever before. Therefore, CTE developed this guide and online planning calendar to make the management of CTE programs as efficient and effective as possible. To create this guide, CTE interviewed all CTE department managers and a selection of CTE Principals. Questions focused on identifying key CTE management needs and resources. The recommendations and resources in this guide are segmented by 10 key CTE functional areas. These 10 functions are where Principal insight, planning, monitoring and participation would be influential. CTE is pleased that many of you have developed your own best practices and applaud your innovation. We are eager to hear your insights and share your best practices across the district. If you would like to make a contribution to future versions of this guide, please contact Veenu Verma, CTE Strategy, Planning, & Enrollment at (773) 553-3539 or VVerma1@cps.k12.il.us. # BEST PRACTICES DRIVING PERFORMANCE → GUIDE SECTIONS - FUNCTIONAL AREAS 1 Create strong, sustainable CTE program models → Program Evaluation, Support and Design 2 Advance rigorous and relevant curriculum → Programs of Study: Curriculum, Capstones, Assessments, Post-Secondary Articulation, Industry Certification, Work-Based Learning 3 Program students into individualized CTE + Core college and career pathways → Program of Study Maps 4 Schedule CTE students into their proper course sequences → Course Codes & Sequencing 5 Boost college and career access → College and Career Planning 6 Intervene with students early and often → Early Warning System 7 Recruit motivated students → Student Recruitment 8 Ensure new and veteran teachers have the required credentials → Teacher Hiring & ISBE/CTE Credential Requirements 9 Support the professional growth of new and veteran teachers → 10 Maximize your resources → CTE Teacher Professional Development Budgeting and Facilities CTE Guide Content & Resources This practical operations guide will help you design, manage and monitor high performing CTE programs and academies. I. This guide is different than other management handbooks. Instead of one “big book”, it is a compilation of targeted “one-pagers” that together make up an overall operations guide. Each page or section can stand alone a separate communication and planning tool. At first, reading in the “onepager” format may be unusual, but the utility of having targeted segments makes real-time use more practical. For example: You get a notification that the NOCTI assessment period is starting. You can easily jump directly to the NOCTI page, copy or download from the web, and distribute to your team. No cutting, pasting or editing. GUIDE CONTENT SECTIONS Detailed outlines of each section: Page 4 • CTE Overview • CTE Staff: Who Is Here To Support You • CTE Functional Areas Sections: Detailed Reference Sections on the 10 Best Practice Functional Areas II. ACTION & EVENT PLANNING CALENDAR (Available Online) Directions for using the Microsoft Excel spreadsheet Planning Calendar: Page 5 • Online CTE Action & Event Planning Calendar http://www.chooseyourfuture.org/cte/staff/cte-guide Easy to use spreadsheet listing all CTE related events and action items to support front-line management of CTE programs. Updated regularly. III. ADDITIONAL RESOURCES Supporting implementation of the guide • CTE Email Newsletter CTE will send a monthly or bi-monthly newsletter highlighting action items and events as represented in this guide as well as current updates and news. • Online Resource Section on Choose Your Future Website http://www.chooseyourfuture.org/cte/staff/cte-guide Will house all of the guide materials and any new materials developed over the course of the year. New materials added to the site will be highlighted in the monthly newsletter. 3 Guide Content by Page Number I. CTE STAFF • • • II. CTE Staff Unit Overviews: Who Does What, 6 CTE Industry Cluster Teams, 7 CTE Contact Lists, 8-9 CTE OVERVIEW • • • • CTE Goals & Theory of Action, 11 CTE FAQ, 12 CTE Program Offerings and Course Descriptions, 13-26 CTE National Standards, 27-28 III. FUNCTIONAL AREAS SECTIONS 1. 2. Program Evaluation, Support and Design • Program Evaluation, Support and Design Overview, 29 • Program Performance Reports, 30-31 • Program Site Visit Reports, 32 • Program Self-Assessment, 33 • Parent Engagement Recommendations, 34 • Academy Design Overview, 35 • CTE Academy Design Standards, 36-37 • CTE Academy Operating Guidelines, 38-41 • CTE New Academy Selection Process, 42 Programs of Study • Program of Study Overview, 43 • Curriculum Revitalization, 44 • College & Career Readiness Foundations Course, 45 • Capstones, 46 • CTE Student Assessment Approach, 47 • Employability Assessment, 48-51 • NOCTI Technical Assessment, 52 • CTE Student Industry Certifications Available, 53 • Post Secondary Articulation, 54 • Work Based Learning Program Overview and Milestone Timeline, 55-63 3. Program of Study Maps • Program of Study Maps for CTE Programs Entire Multi-Page Guide 4. Course Codes & Sequencing • Course codes and Sequencing per Cluster Entire Multi-Page Guide (Continued Reference Sections from left column) 5. College and Career Planning • College and Career Planning Overview & Metrics, 64 • Individual Learning Plans (ILP), 65 • College Planning Milestone Timeline, 66 6. Early Warning System • Early Warning System Overview, 67-68 • Progression Tool Overview , 69-70 • Graduation Tool Overview , 71-72 • College and Career Readiness Tool Overview, 73-74 • College and Career Planning Tool Overview, 75-76 7. Student Recruitment • Student Recruitment Process, 77 • Admissions Recruitment Planner, 78 • Student Recruitment Tracking Tools, 79 • Admissions Milestone Timeline, 80 8. Teacher Hiring & ISBE/CTE Credential Requirements • CTE Hiring Process and Credentials, 81 • CPS CTE Enhanced Credential Requirements Overview and Listing, by Program, 82(+list) 9. CTE Professional Development • Professional Development Overview, 83 • CTE Institute Planner (Sample 2011), 84 10. Budgeting and Facilities • Budgeting and Facilities Overview, 85 • Budgeting Milestone Timeline, 86 • Purchasing with CTE Program & Grant Codes, 87 • CTE Budgeting Codes, 88 • CTE Textbook Requirements/Prices by Program, 89-91 • CTE Maintenance and IT Work Order Process, 92 Each bullet represents a unique set of standalone overviews. Each overview has been turned into a separate PDF and is available online at: http://www.chooseyourfuture.org/cte/staff/ cte-guide 4 Action & Event Planning Calendar Detailed listing of all CTE action items and scheduled events. CTE wants to make managing your CTE action items and events as easy as possible. We have developed a simple Excel spreadsheet listing of all recommended action items and scheduled CTE events by date. We will update this resource in real-time and send major additions and changes to you via the CTE Email Newsletter. ALIGNMENT TO GUIDE: All action items and events are tagged by their functional area as outlined in this guide. STEPS TO USING CTE ONLINE ACTION & EVENT PLANNER 1. Go to http://www.chooseyourfuture.org/cte/staff/cte-guide 2. At the top, locate the section marked CTE Action & Event Planner 3. Click on Excel File. A copy will open to your desktop. 4. Save a version of the spreadsheet with the date downloaded in the name to help you keep track of what edition you are using 5. Review, Filter and Sort by item or area: Listed in order of Excel Headers (L to R) Start Date End Date Functional Area (Name of Tags aligned to CTE Functional Areas in guide) Action or Event: All items were identified as an Action Item or an Event. All Action Items start with a verb to help quickly assess the action needed Description of Action Item or Event Program Cluster (Where Applicable): This allows you to filter for only programs offered at your school Owner (s) Intended Audience: Persons targeted to attend the event or training Tentative Time Tentative Location Date Added: This will allow you to quickly find new additions Date Revised: This will allow you to quickly find updates 5 CTE Staff Unit Overviews Curriculum & Instructional Support Partnership Development • Oversees curriculum and assessment development/revision for CTE programs in partnership with Program Coordinators • Supports the integration of core academics into CTE content-areas • Administers and monitors completion of NOCTI and Employability Assessments and promotes the utilization of data-driven student improvements • Provides for the effective delivery of engaging instruction • Provides instructional leadership and technical assistance to teachers and manages the Teaching and Learning Enhancement (TALE) Teacher Mentoring program • Coordinates and facilitates CTE instruction-related professional development opportunities for teachers, coaches, counselors and other student support personnel. • Develops and implements the freshmen college and career readiness course • Works with businesses, non-profits, unions, and other agencies to provide CTE students with a range of work-based learning (WBL) opportunities • Collaborates with CTE Program Coordinators and teachers to align careerrelated activities to the curriculum as well as to develop targeted approaches to partner engagement • Participates in cluster-specific industry advisory boards • Helps schools adhere to guidelines and policies established for child labor practices and CPS risk management procedures Academy Coordination Program Coordination • • • • • • • • • • Manages the daily operations of the CTE College and Career Academies Monitors and manages programs to CTE key performance indicators Coordinates academy admissions processes and student recruitment Represents CTE as school point-person and liaison for CTE programs Facilitates parent engagement around CTE student requirements and opportunities Coordinates integrated instruction activities between core and CTE teachers Collaborates with CTE Partnership Development team to support workbased learning and service learning Collaborates with counselors to review, monitor and communicate student performance and identify needed interventions Aides in subject selection enforcing proper course sequencing by programmers Identifies and coordinates with central office to address teachers needs • Identifies and implements industry-based competencies and certifications • Provides input on Programs of Study, and curriculum • Identifies school based resource needs including Budgets, Facilities & Equipment • Collaborates with CTE Partnership Development team on identification and execution of appropriate work-based experiences for students • Designs and implements city-wide student capstone events, college and career fairs, and other CTE student-centered events • Establishes strong relationships with Principals, CTE teachers, and related school-based staff • Conducts quarterly school site visits and provides timely response to requests for support • Supports teacher professional development and enhanced credential attainment • Manages Industry Advisory Councils Planning, Strategy & Enrollment Business Operations • Monitors and supports the implementation of the CTE policies and procedures • Manages the Early Warning System • Manages program performance data and reporting • Manages the new academy selection process • Managing the hiring and candidate credential screening process to support schools in sourcing qualified candidates; develops e-bulletin position descriptions for job postings • Manages the CPS CTE Enhanced Credential Process and maintains a teacher credential database of current teacher status • Manages the CTE city-wide student admissions process for academies • Collaborates with school staff to ensure that proper CTE course sequences are offered and that students are scheduled appropriately • Serves as a liaison to Law and HR Departments for any issues that arise related to CTE Program delivery • Develops budget resources lists (equipments, textbooks, supplies..) used by program coordinators to create annual program budgets • Loads school budgets • Approves CTE purchases and ensures reimbursements, purchase orders, budget transfers and payroll are processed on a timely basis • Ensures ongoing maintenance and operations of CTE labs and classrooms 6 CTE Cluster Teams Program Coordinator Partner Development Liaison Curriculum & Instructional Support AGRICULTURE David Blackmon Jim Peterson Lolita Hardiman BROADCAST TECHNOLOGY & DIGITAL MEDIA Rashaan Meador Maji Ford-Steele Tinesha Woods BUSINESS & FINANCE Kye-Anne Wilborn Arabella Perez Tinesha Woods CONSTRUCTION & ARCHITECTURE Ayonna Patterson Jakki Dace Lolita Hardiman – Architecture Sarah Rudofsky – Construction CULINARY & HOSPITALITY David Blackmon Arabella Perez Lolita Hardiman EDUCATION & TRAINING Regine Rucker Arabella Perez Julia Flores HEALTH SCIENCE Regine Rucker Jim Peterson Julia Flores HUMAN SERVICES Regine Rucker Maji Ford-Steele Lolita Hardiman – Cosmetology Tinesha Woods – Barbering Brenda Wilkerson Maji Ford-Steele Karen Cushing – Oracle, Cisco, FIT, Gaming Tinesha Woods – Network Cabling Lolita Hardiman – Web Design (formerly Webmaster) Sandra Castillo Arabella Perez Karen Cushing Industry Cluster INFORMATION TECHNOLOGY LAW & PUBLIC SAFETY MANUFACTURING & ENGINEERING Veronica Martinez Jakki Dace Tinesha Woods – Machine Technology & Pre-Engineering Julia Flores – Equipment and Technical Institute TRANSPORTATION, DISTRIBUTION & LOGISTICS Veronica Martinez Jakki Dace Tinesha Woods – Logistics Lolita Hardiman – Automotive 7 Career & Technical Education Contact List LAST FIRST JOB TITLE GSR PHONE CELL EMAIL OCCP - CENTRAL OFFICE ADMINISTRATION avdhupelia@cps.k12.il.us Dhupelia Aarti Interim Officer 125 553-3903 McCune Bernard Deputy Director 125 553-4364/68 Sabatino Nicole Executive Assistant 125 553-5934 / 2108 CAREER AND TECHNICAL EDUCATION (CTE) Dhupelia Aarti Director, CTE Wright Aechari Executive Assistant Arnold Yvette 125 125 553-3903 553-3907 773-841-3033 avdhupelia@cps.k12.il.us adwright4@cps.k12.il.us YMArnold@cps.edu 125 553-2448 773-841-7997 drblackmon@cps.k12.il.us Blackmon David Bond Sheryl Castillo Cheatom Cushing Program Coordinator, Hospitality, Culinary, Ag. 773-841-3694 bmccune1@cps.k12.il.us nsabatino@cps.k12.il.us 47 535-5702 312-501-9052 SABond@cps.edu Sandra Sheryl Academy Coordinator Designee -Washington Program Coordinator, Law/CPFTA, WECEP, COOP Consultant 125 125 553-2485 553-2469 773-841-3752 773-841-3751 sacastillo@cps.k12.il.us scheatom1@cps.k12.il.us Karen L Specialist, CTE Instructional Support 125 553-1217 773-251-3239 kcushing@cps.k12.il.us Dace Jakki Partnership Development Liaison 125 553-5077 773-841-4991 jhdace@cps.k12.il.us Easterling-Smith Flores Jewel Julia Academy Coordinator-Orr Academy High School Curriculum Specialist 34 125 534-6444 553-3912 773 454-6950 JREasterling-Smith@cps.edu JFlores50@cps.edu Ford-Steele Maji Interim Manager, Partnership Development Liaison 125 553-5079 773-841-5009 mrford-steele@cps.k12.il.us Gardner Hardiman Henry Linda Lolita Sarah Academy Coordinator Designee-Harlan Specialist, CTE Curriculum Administrative Assistant 48 125 125 535-5400 553-2484 553-2496 773-255-8993 LDGardner@cps.edu lghardiman@cps.k12.il.us shenry@cps.k12.il.us Johnson Delisa Academy Coordinator Manley Career Academy 37 534-6903 Kelly Phillip Academy Coordinator -Crane 38 534-7550 x23095 Kurland Susan Lang DTJohnson@cps.edu 312-860-2296 Pkelly@cps.edu Chadra Interim Director Gallery 37 AAEP Academy Coordinator – Sullivan 32 534-2000 x27224 CLLang@cps.edu Lee Quenton Academy CoordinatorDunbar Career Academy 40 534-9189 QELee@cps.edu Martinez Veronica Program Coordinator, Transportation, Mfg., Eng. 125 553-2471 Meador Rashaan Program Coordinator, Broadcast & Digital Design 125 553-2474 Page Michael Academy Coordinator-Fenger 48 535-5323 Patterson Ayonna Program Coordinator, Arch. & Construction 125 553-2481 Patterson Rhonda Manager, College & Career Academy Coordination 125 553-2473 773-841-8742 rpatterson@cps.k12.il.us Perez Arabella Partnership Development Liaison 125 553-5078 773-841-4989 aperez12@cps.k12.il.us Peterson Jim Partnership Development Liaison 125 553-5069 773-841-4021 jepeterson@cps.k12.il.us Regine Program Coordinator, Health & Human Services 125 553-4336 773-330-0687 rrrucker@cps.k12.il.us Rucker 312-742-1460 slkurland@rcn.com 773-841-2380 vamartinez@cps.k12.il.us rkmeador@cps.k12.il.us 312-399-2091 mpage@cps.edu ampatterson1@cps.k12.il.us 8 Career & Technical Education Contact List LAST FIRST JOB TITLE GSR PHONE CELL EMAIL Rudofsky Sarah CTE Assessment and Articulation Specialist 125 553-2490 310-903-3272 serudofksy@cps.k12.il.us Russell Michelle Senior Manager, Curriculum & Instructional Support 125 553-3913 773-255-6935 mcrussell1@cps.k12.il.us Terry Clairene Academy Coordinator Designee -Schurz 29 534-3420 Turner Johnnie Senior Manager, CTE Program Administration 125 553-5404 312-493-9264 jturner@cps.k12.il.us Wilborn Kye-Anne Program Coordinator, Business/Fin., St. Enterprise 125 553-2461 312-914-6995 kwwilborn@cps.k12.il.us Wilkerson Woods Brenda Tinesha Program Coordinator, Information Technology Specialist, CTE Curriculum 125 125 553-2482 553-5030 773-972-9041 773-841-2410 bdwilkerson@cps.k12.il.us tmwoods@cps.k12.il.us 773-315-5788 mbraun@cps.k12.il.us melias1@cps.k12.il.us CTE Continued CTerry1@cps.edu PLANNING, STRATEGY & ENROLLMENT Braun Elias Mitchell Martha Manager, CTE Policy & Procedural Support CTE Admissions Coordinator 125 125 553-2480 553-3918 Regalado Alison Senior Analyst, CTE Planning & Strategic Initiatives 125 553-2106 Verma Veenu Senior Manager, CTE Strategy, Planning, & Enrollment 125 553-3539 aregalado@cps.k12.il.us 773-841-3293 vverma1@cps.k12.il.us DATA & ANALYSIS Perpignani Muhisani Leurquin Sandy Helen Randall Senior Program Development Analyst Senior Data Analyst Web Developer 125 125 125 553-2323 553-1658 553-1652 sgperpignani@cps.k12.il.us hmuhisani@cps.k12.il.us rjleurquin@cps.k12.il.us Reid Brian Coordinator - Web Development 125 553-2467 bjreid1@cps.k12.il.us BUSINESS OPERATIONS Medappa Anu Business Operations Manager 125 553-2489 amedappa@cps.k12.il.us Bennett Paschel Senior Business Operations Specialist 125 553-2475 pbennett@cps.k12.il.us Macias Brian Senior Business Operations Specialist 125 553-2465 bamacias1@cps.k12.il.us McGee Mina CTE Senior Operations Tish Specialist Washington Business Operations Specialist 125 125 553-2477 553-3607 ljmcgee2@cps.k12.il.us wmina@cps.k12.il.us COUNSELING Karpouzian Alvarez Boyd Barbara Joyce Marcia Director, Secondary School Counseling Administrative Assistant Manager, Citywide Program 125 125 125 553-5660 553-4317 553-2087 Van Zee Kevin Manager, Secondary School Counseling 125 553-3585 553-2134 773-841-6822 pwmilton@cps.k12.il.us 553-1950 /2108 773-618-9487 madavis11@cps.k12.il.us 773-793-3468 bakarpouzian@cps.k12.il.us jjalvarez@cps.k12.il.us mlboyd1@cps.k12.il.us Kvanzee@cps.k12.il.us COLLEGE AND CAREER SPECIALISTS Milton Patrick Director, Specialist and College and Career Coach 125 Davis Margie Administrative Assistant Specialists 125 9 CTE’s Transformation Success Arne Duncan recently cited CPS CTE as model of progress toward CTE reinvention “When I became CEO of the Chicago Public Schools in 2001…. Our CTE programs were absolutely stuck in their programmatic silos. Capital programs were not aligned with actual program needs. We had culinary equipment sitting on the roofs of schools for years, useless, because the internal plumbing, electrical, and carpentry work hadn't been aligned with the use of Perkins dollars to acquire the equipment. So, we launched an overhaul of Chicago's CTE program. To date, CPS has closed 50 low-performing CTE programs citywide. In their place, CPS built 12 College and Career Academy sites modeled after highperforming career and training academies that have flourished in other cities. CPS put $8 million into funding new labs and lab repairs. The district didn't stop there. We set out to develop 40 standardized curriculums over four years that integrated core academics and employability skills and were aligned with industry and postsecondary standards. The 10 new curriculums implemented by CPS last year included IT-Game Programming, Early Childhood Education, and Broadcast Technology. And CPS launched a novel Employability Assessment last fall that assesses student skills in areas like problem-solving abilities, work ethic, and computer literacy. Perhaps most important, we made CTE a program of choice. We established a citywide admission policy for our CTE programs. Last year, out-of-area students accounted for 75 percent of admission offers accepted by students. Like every other big-city district, Chicago's CTE system still has a long way to go. But it is making the transition to CTE 2.0. The number of industry certifications earned by CTE students in Chicago nearly tripled from 200809 to 2009-10, going from less than 1,000 students to almost 2,800 students. Internships citywide increased by about a third during the same time, from about 1,000 to almost 1,400. And the percentage of eligible programs offering certification jumped from 40 percent to 60 percent. Most important, the percentage of CTE graduates enrolled in college rose 2.3 percentage points during the most recent school year. In fact, CTE graduates in Chicago today are slightly more likely to have enrolled in college and be employed than other CPS graduates. At the national level, our vision for transforming CTE contains a number of the elements that Chicago and other districts have begun putting in place.” U.S Secretary of Education Arne Duncan's Remarks at the Release of the “Pathways to Prosperity” Report from the Harvard Graduate School of Education, Feb. 2 , 2011. 10 CTE Mission & Theory of Action The mission of CPS Career and Technical Education is to ensure that high school students graduate prepared for success in college & careers. CTE’s Mission To ensure that students graduate prepared for success in college and careers, by: Preparing students through rigorous, industry-focused technical instruction and work-readiness training that supplements the district's college prep core curriculum Engaging students in real-world, industry-relevant, hands-on work experience Exposing students to viable college and career options, along with the scholarship opportunities, credentials, and networks that increase student access to these options. CTE’s Theory of Action SUPPORT STUDENTS & TEACHERS PROGRAM INPUTS Student enrollment Certified teachers STUDENT OUTPUTS Program retention and completion Externally validated curriculum and third party skill assessments Skill-attainment Infrastructure, supplies, and materials Certification and licensure College & Career Coaches Counselors Academy Coordinators Professional development for all staff Postsecondary articulation Academic attainment College planning activities Career awareness and exploration activities DRIVE OUTCOMES STUDENT OUTCOMES High school graduation Postsecondary education enrollment and completion (certificate, associate's, bachelor's) Apprenticeship enrollment and completion Employment and earnings College credit earned in high school Work experience Concrete postsecondary plans Business partnerships 11 CPS Career & Technical Education FAQ What is CTE at CPS? Career and Technical Education (CTE) is an option for high school students interested in enhancing their preparation for college and career success. CTE programs provide industryfocused instruction through linked elective courses that supplement the CPS college prep core curriculum. CTE also engages students in real-world work experience such as job shadows and internships, and it provides access to college credit, industry certifications, and high-paying jobs. CTE students at CPS have higher graduation, college enrollment, and employment rates than non-CTE students. What is new or different about CTE at Chicago Public Schools? CTE is reorganizing its existing ~250 CTE programs across over 60 schools into ~100 College and Career Academies across ~35 schools. This plan is an effort to focus on quality over quantity in implementation in order to drive stronger student outcomes in terms of graduation, college enrollment, employment, and earnings. The reorganization will not reduce the number of students served in CTE, nor should it reduce the number of teachers in CTE; however, the reorganization will drive a more sustainable model for career education at CPS. The new model includes the following key changes: How can students participate in CTE? 9th grade students enrolled in a high school that has CTE programs may currently participate by working with their counselor to get the desired courses on their course schedule for the 10th through 12th grades. Students will have more choice and greater access to CTE programs using College & Career Academies’ citywide application process, which enables students to apply to high school based on their area of interest. Previously, students did not have easy access to CTE programs that were not offered in their neighborhood high schools. Students who want to attend a College & Career Academy must apply as an 8th grader, using the College & Career Academy High School application to indicate academy and location preferences. If an academy has more applicants than seats available, participants are chosen by lottery, with at least 30% of seats held for neighborhood students within a school’s attendance area, and preference given to students at or above grade level in their core subjects (i.e., standardized test score of Stanine 5 or above in math and reading) State of the art facilities, with the district committing How does CPS measure the success of CTE programs? Upgraded, standardized curriculum emphasizing rigor and CTE ultimately measures success by looking at the rate of CTE program completion and graduation, as well as college enrollment, employment and earnings of students who have enrolled in our programs. More information on CPS CTE can be found at www.chooseyourfuture.org by calling 773-553-2108. capital investment to build academy labs. Better trained teachers, as we are increasing the credentials required of CPS CTE teachers beyond the ISBE minimum requirements, and this will in turn increase students’ access to industry credentials. Better support for teachers, as at least 2 teachers will be in each academy (vs. the current state where many teachers work in isolation), and CTE will target additional PD and coaching supports to all teachers. relevance and developed in partnership with industry and postsecondary partners. In parallel, we also will work with college partners to establish college credit-earning course options. Heightened and more focused involvement of industry partners, resulting in more internships, job shadows, etc., with added support from Mayor Daley and the Chicago Workforce Investment Council (CWIC). Alignment of academy offerings with labor market analysis (i.e., focusing on industries where there are jobs). 12 CTE Programs Available at CPS • Most programs use a 3-year course sequence (10th through 12th grade) • Serves ~20K CPS high school students in 12 industries with 40 types of programs Program Industry Clusters Aligned to CTE State Standards Industry Clusters Agriculture Broadcast Technology & Digital Media Business & Finance Construction & Architecture Culinary & Hospitality Education & Training Health Science Human Services Information Technology Law &Public Safety Manufacturing & Engineering Transportation, Distribution, & Logistics Programs Horticulture Production Food Science Broadcast Technology Digital Media (Graphic Design & Communications) Entrepreneurship Accounting Landscape Architecture Agricultural Business & Finance Citywide Gallery 37 Advanced Arts Education Programs (AAEP) Finance Carpentry Plumbing Electricity Welding HVAC Architectural Drafting & Design Culinary Arts Hospitality Management Early Childhood Education & Child Care Teaching Allied Health Medical Assisting Medical & Health Careers Academy Citywide LPN Program Cosmetology Barbering Game Computer Programming Network Cabling Business Systems Networking Web Developer Cisco Oracle Database Programming Citywide Chicago Police & Firefighter Training Academy (CPFTA) Law & Public Safety Academy Pre-Engineering Machine Technology Electronics Equipment & Technical Institute Auto Body Repair Logistics Auto Technology Diesel Technology 13 Broadcast Technology & Digital Media BROADCAST TECHNOLOGY Certification: Final Cut Pro Level 1 Editing DIGITAL MEDIA Certification: Adobe Level 1 Photoshop, Flash, DreamWeaver Students are immersed in the culture of broadcasting, from using operating equipment to producing a final product of their own. They cover all steps in the process from scriptwriting to filming and video editing. Students gain the skills and hands-on experiences to become successful in the field. They complete the program prepared to handle many different professions in the industry. Students explore the world of digital media by mastering different design software, using their skills to see their visions come to life. They embark on projects of their own design and are able to maneuver systems to create real-world results including websites, artwork, movies, marketing materials, and more. Experiences in Digital Media foster the ability to create independent projects that will help in the many different fields available in the industry. Broadcast Technology I: This is the first course in a threeyear sequence of Broadcast Technology. You will develop the technical skills needed to operate broadcast equipment and complete in-studio and field productions. You will also develop research skills by investigating newsworthy topics for a potential news story. You will develop the necessary literacy skills of writing scripts and creating storyboards in order to be prepared for broadcast industry jobs. Broadcast Technology II: This is the second course in a threeyear sequence of Broadcast Technology classes. At this level you will write a script that conveys a clear message to the audience. You will also videotape productions and demonstrate acting skills. Additionally, you will explore nonlinear editing systems to edit videotaped material in order to select and assemble prerecorded video to create a finished program, applying sound and special effects as necessary. Broadcast Technology III: This is the third course in a threeyear sequence of Broadcast Technology classes. Mastering scriptwriting skills to convey a message and cause an intended effect in the audience will be an outcome of this course for you. You will also be able to utilize video production and editing techniques to create an intended effect for audiences. Researching, selecting, and applying for college will be another focus at this level. Digital Media I: This is the first course in a three-year sequence of Digital Media classes. In this course you will identify the basic principles of graphic design. You will acquire an understanding of high-resolution images and be able to differentiate between a raster and a vector image. Additionally, you will explore appropriate uses of typography (font), additive and subtractive color. Finally, you will embark upon career exploration for the graphics industry. Digital Media II: This is the second course in a three-year sequence of Digital Media classes. During the second year you will become proficient in Photoshop, InDesign and Illustrator. Applying basic principles of design, you will create live traced images; images for heat press (t-shirts) and build basic animations. You will apply filters, color correction, masking, clipping mask, and blending modes. As the course progresses, you will animate graphics in 2-D and 3-D. Digital Media III: This is the third course in a three-year sequence of Digital Media classes. You will demonstrate increased proficiency in multimedia skills and the application of design principles. At this level you will plan and develop a website, movie, and DVD through the import and manipulation of different file formats. 14 Business & Finance BUSINESS ACADEMY CTE has developed foundation courses that serve as the first and the second year course for CTE Business programs. Business Academy I: This is the first course for all Business Academy students. This course is designed to provide you with an introduction to business, marketing and management concepts. It includes an introduction to business principles, business communications and business computations. Over the course of three years, you will develop a portfolio in which you will collect lessons, projects and relevant career information. As a result of this introductory course you will: understand basic business and economic principles; identify types and of business organizations; organize and use financial data; understand the functions of the marketing mix; understand the role of law in business; demonstrate an understanding of business administration and apply production data for decision making. You will also understand business communications theory; develop skills in the mechanics of writing; develop familiarity with communications technology; keep cash and checkbook records; compute sales information; perform credit; interest and investment calculations; compute taxes; and compute insurance expenses. This course will provide preparation for the skill level courses that make up the Accounting, Business, Marketing and Entrepreneurship occupations programs. Business Academy II: This course is one of two business academy courses you will take during the junior year of your three-year sequence of business academy courses. It is an introduction to business principles course, providing a broad overview of the economic world. You will integrate current and relevant workplace skills into learning basic economic ideologies. You will gain a broad overview of the global economy while exploring business ownership and the relationship between labor and business. You will also learn the practical aspects of accounting and will solve problem situations on your own. You will prepare payroll reports and analyze financial reports. You will also explore the fundamentals of corporate accounting. You will identify the origins of money and banking while examining the early history of banking. You will also study the financial services industry and examine the services offered by companies in order to analyze how they earn profits. A primary function of this course is to integrate current and relevant workplace skills into learning basic banking/insurance ideologies. This course will prepare you for college Business Administration or Accounting majors. You will develop proficiency in computer systems and technology related to business and entrepreneurship skills to work towards to industry certification/credentialing Working in Support of Education – Financial Literacy (W!SE) certification. ENTREPRENEURSHIP Certification: NFTE, W!SE Financial Literacy Students are provided with practical hands-on experience needed to successfully operate a small business. Courses cover a wide variety of topics including return on investment, supply and demand, opportunity recognition, personal finance, cost/benefit analysis, and sales and marketing. The program goal is to write, present and defend a business plan through a series of competitions for seed money for businesses, culminating with the citywide business plan competition. Business Academy I Business Academy II: Concurrent with Entrepreneurship I Entrepreneurship I: This course is one of two business academy courses you will take during the junior year of your three-year sequence of business academy courses. You will further study and apply marketing foundation skills (such as business, management, entrepreneurship, communication and interpersonal skills) and marketing function skills (product/service, price, place/distribution and promotion). You will develop proficiency in computer systems and technology related to business and entrepreneurship skills to work towards to industry certification/credentialing from the Network for Teacher Entrepreneurship (NFTE) certification. Entrepreneurship II: The small business model will be utilized to demonstrate the interrelationship of marketing foundation and function skills with other business functions. The purpose of this course is to provide you with practical handson experience in the expertise needed to become a successful entrepreneur. It will cover a wide variety of topics including return on investment, supply and demand, opportunity recognition, personal finance, cost/benefit analysis, and sales and marketing. Project-based learning activities will integrate technology. You will complete individual and team projects, utilizing critical thinking, problem solving, interpersonal, and team communication skills. These projects will be presented to peers and-or representatives of industry. The capstone and program goal for the class is to write, present and defend a business plan through a series of competitions for seed capital prize money, culminating with the citywide business plan competition. 15 Business & Finance ACCOUNTING Certification: W!SE Financial Literacy Students explore the fundamentals of accounting through training and classroom projects. They use business skills, accounting software, real-world source documents, financial statements, and multimedia as they master corporate accounting. Business Academy I Business Academy II and Entrepreneurship I Accounting II: This is the last course in a three-year sequence of accounting classes. After successfully completing Accounting II, you will possess the skills and knowledge to excel in entry-level college accounting courses. After high school you will also possess the skills and knowledge to secure employment for entry-level bookkeeping and accounting positions. Students explore the fundamentals of accounting through training and classroom projects. They use business skills, accounting software, real-world source documents, financial statements, and multimedia as they master corporate accounting. FINANCE ACADEMY Certification: W!SE Financial Literacy Students integrate current workplace skills into learning economic, banking, and ethics ideologies. They gain a broad overview of the global economy while exploring the relationship between labor and business. Students study the financial services industry and examine the services offered by companies in order to analyze how they earn profits. Students also examine the significance of ethics, and evaluate common ethical situations. Business Academy I Business Academy II and Entrepreneurship I Finance II: Finance II is the third course in a three-year sequence of the Business, Finance and Career Academy Program. Finance II is a course presenting a survey of the principles and practices of financial planning and business ethics in the United States. You will examine the significance of ethics, investigate who bears responsibility for the monitoring of ethics, and evaluate common ethical situations. A primary function of this course is to integrate current and relevant workplace skills into learning fundamental financial planning and business ethics ideologies. 16 Construction & Architecture CONSTRUCTION ACADEMY INTRODUCTION CTE has developed this foundation course to serve as the first year course for all programs. HEATING AND AIR CONDITIONING Certification: OSHA, HEAT and Refrigeration Introduction to Construction I: This is the first course in a three-year sequence of Construction (Carpentry; Electrical; Heating, Ventilation, and Air Conditioning; or Plumbing) classes. You will identify safety hazards and corresponding precautions to take, identify and safely use basic hand tools and power tools and use measuring tools and calculate measurements. You will also interpret a drawing and construct the item it depicts and be able to develop an individual career plan identifying your interests and occupations that match those interests. Heating and Air Conditioning II: This is the second course of a three-year program in HVAC. In this course, you will fabricate various sheet metal projects from a pre-designed layout and complete a full medium efficiency forced air furnace installation complete with all duct, piping, venting, and electrical work. You will demonstrate competency in selected employability skills and be able to complete a business plan to start up an HVAC business. ELECTRICITY Certification: OSHA Introduction to Construction I Electricity II: This is the second course in a three-year sequence of electricity classes. You will complete an electrical safety project, interpret electrical symbols, and apply math to electrical construction. You will identify types of blueprints, and identify various raceway systems and their uses, and bend EMT for specific raceway systems. As a culminating project for this course, you will complete the postsecondary section of your individual career plan. Introduction to Construction I Heating and Air Conditioning III: This is the third course of a three-year program in HVAC. In this course, you will troubleshoot various HVAC problems and complete an installation of a central air conditioning and high efficiency forced air furnace followed by any retrofitting of duct, piping, venting, and electrical work. You will demonstrate competency in selected employability skills and revise your business plan (completed in junior year) and begin its implementation. At the end of this course, you will be fully prepared to pass three national certification exams. PLUMBING Certifications: OSHA Introduction to Construction I Electricity III: This is the third course in a three-year sequence of electricity classes. In this course, you will describe the key parts of the National Electrical Code (NEC), determine and install the appropriate raceway for residential settings, and prepare and present a portfolio documenting your electrical and employability skills. Plumbing II: This is the second course in a three-year sequence of Plumbing classes. In this course, you will identify commercial and residential plumbing drawings and determine your dimensions, complete a PVC pipe installation for a drainage, waste, and vent system, and to safely use tools. You will complete the postsecondary training section of your individual career plan. CARPENTRY Certification: OSHA Plumbing III: This is the third course in a three-year sequence of Plumbing classes. In this course, you will engage in project-based learning in commercial and residential plumbing. You will complete a PVC pipe installation for a drainage, waste, and vent system. Introduction to Construction I Carpentry II: This is the second course in a three-year sequence of carpentry classes. You will analyze the major factors that influence building design, apply the design/build theory, and “read” a blueprint. Additionally, you will identify and safely use, intermediate-level hand tools and power tools. In order to prepare for a career in Carpentry, you will complete the postsecondary training section of your individual career plan. Carpentry III: This is the third and final course in a three-year sequence of carpentry classes. You will design and begin the construction of a house, and apply the design/build theory at an advanced level. You will also identify, and safely use, advanced-level hand tools and power tools. ARCHITECTURE Certifications: Autodesk AutoCAD Students learn the basic principles of architecture, including how to bring their designs to life using 21st century architecture technology, such as CAD, and a comprehensive tutorial on developing complete architecture construction drawings. Architectural Design and Drafting I Architectural Design and Drafting I Architectural Design and Drafting I 17 Culinary & Hospitality CULINARY & HOSPITALITY INTRODUCTION CTE has developed this foundation course to serve as the first year course for all programs. Culinary Arts and Hospitality Management I: This serves as a foundational course in the fields of Culinary Arts and Hospitality Management for the development of competencies leading to entry-level hospitality industry employment. You will examine the topics of food safety, sanitation, security procedures, professional knife skills, basic nutrition, and menu planning. You will apply skills through project-based learning in the areas of: basic food preparation and use of industry equipment, procedures, terminology, and training. Throughout this course, vocational ethics, transition skills, and workplace skills are integrated. You will be evaluated on your proficiency by school and industry professionals. CULINARY ARTS Certification: Food Handler Sanitation, OSHA, ProStart Students learn to prepare, cook, present and serve high quality, nutritious meals by mastering food safety, sanitation, security procedures, professional knife skills, basic nutrition, menu planning, and more. Students receive real-world training that prepares them for careers in the industry. They will use skills learned to receive collaborative evaluations of competencies from school and industry professionals, eventually leading to earning industry-recognized certifications. Culinary Arts and Hospitality Management I Culinary Arts II: This is the second course in a three year sequence. You will review and continue work toward mastery of knife skills, safety/sanitation/security procedures, nutrition concepts, and menu planning. You will also work towards mastery of intermediate level food preparation and presentation as well as use of industry equipment, procedures, and terminology. Through project-based learning experiences and presentations, you will receive collaborative evaluations of competencies from school and industry professionals. HOSPITALITY MANAGEMENT Certification: Food Handler Sanitation, OSHA, ProStart Students investigate organizational structure, sanitation, food and beverage purchasing, inventory procedures, safety, security, opening and closing, and cost control. In addition, they will develop proficiency in computer systems and technology involved in the hospitality industry. Project-based learning will introduce students to front desk operation, guest services, housekeeping, marketing and sales, accounting, human resources, legal compliance, and public relation. This program culminates in a work-based learning experience and attainment of industry certification. Culinary Arts and Hospitality Management I Hospitality Management II: This course is designed for Hospitality Cluster students who express interest in the management aspect of the hospitality industry. You will investigate organizational structure, sanitation, food and beverage purchasing, inventory procedures, safety, security, opening and closing, and cost control, etc. You will also develop proficiency in computer systems and technology related to the industry. Competencies and skills introduced are based on current industry skill standards and lead to industry certification/ credentialing in the identified area. Hospitality Management III: This course will continue industry standards-based instruction in hotel and foodservice management for students who have followed the recommended hospitality course sequence. Industry standards-based instruction will be provided in the hotel and foodservice management areas. You will deepen your examination of organizational structure and you will identify and experience the roles and responsibilities related to front desk operation, guest services, housekeeping, forecasting, marketing and sales, accounting, personnel/ human resources, organizational policy, legal compliance, and public relations, etc. through project-based learning. Culinary Arts III: This is the final course in a three year sequence that will lead to the development of advanced intermediate level competencies and industry employment. You will focus on examining cost control, equipment operation, vocabulary, and sanitation license criteria, etc. You will also move to the advanced intermediate level of food preparation and presentation which will include entrée preparation, advanced baking and pastry, and advanced poultry/meat/seafood cookery. As a result of this course, you will attain industry certification and credentialing. 18 Education & Training | Human Services EARLY CHILDHOOD EDUCATION Certification: CPR, First Aid COSMETOLOGY Certification: Cosmetology State License Early Childhood Education delivers industry-standards based instruction that includes an in-depth study of human development, pediatric diseases and disorders, and social and community services. Students develop goals, objectives, and teaching strategies to provide instruction and care for children. Students practice hands-on skills in classroom simulated environments and placements in area daycare centers. Students gain the skills necessary for entry-level positions in cosmetology through training that includes classroom study, demonstrations, and practical application. Programs mirror a salon and spa environment giving students hands-on training utilizing equipment and skills currently found in the industry. Early Childhood Education I: This is the first course in a three-year sequence of Early Childhood Education classes. It includes the fundamentals of the physical, cognitive, social, emotional, and moral development of children from conception through six years of age. You will gain foundational experiences and skills for careers in early childhood education and services. Early Childhood Education II: This is the second course in a three-year sequence of Early Childhood Education classes. You will develop skills in the area of research in order to develop curriculum and activities for children while gaining a deeper understanding of child care and development. You will gain knowledge about careers in the field of child care and development. You will plan and lead activities for the three and four year-old children in an on-site preschool. Upon completion you will have the job-related competencies needed for employment at a child care site. Early Childhood Education III: This is the third course in a three-year sequence of early childhood education classes. You will develop professional skills by planning and leading activities for the three and four-year-old children in the onsite preschool based upon the curriculum you construct using the Early Learning Standards for Language Arts in practicum/lab experiences. You will complete a minimum of 15 (clock) clinical hours working with children in order to attain the job-related competencies needed for employment in a childcare site and for continuing in post-secondary education in a child-related field. TEACHER EDUCATION Certification: CPR, First Aid The Teaching Academy, launched in Fall 2010, is a four-year high school program designed to prepare students to enroll in a post-secondary program in education. Students within the Teaching Academy are introduced to the latest educational theories. Introduction to Teaching Cosmetology I: This is the first course in a three year sequence of courses in the field of Cosmetology. You will be introduced to all facets in the world of beauty, both theoretical and practical. Through project-based learning experiences you will become proficient in the areas of: hair dressing, hair treatments, facials, skin care, manicuring, nail care, methods of sterilization, sanitary rules and regulations, safety measures, sales, personal grooming, professional ethics, and workers' compensation and work relationship, first aid and the Illinois Beauty Culture Act. Additionally, you will develop proficiency in computer systems and technology related to the industry. Cosmetology II: This is the first course in a three year sequence of courses in the field of Cosmetology. Cosmetology II builds on skills developed in Cosmetology I and provides additional laboratory experiences. You will engage in project-based learning the following areas: roller placement, hot rollers, wig care, braids, marcelling, hair and scalp conditioning, shampooing, rinsing, chemical treatments, hair coloring, tinting, toning, bleaching; permanent waving, chemical relaxing, chemical hair care, chemical product knowledge; safety measures and first aid; sanitation, sales, electrical devices and business ethics. Cosmetology III: This is the final course in a three year sequence of courses in the field of Cosmetology. You will engage in project-based learning leading to a senior capstone student competition project in the following areas: hair dressing, creative hair styling and designing, wig styling, hair pieces, post stitches, wiglets, silking, pressing, air waving, blow drying; all measures of skin, scalp and hair care; lashes, arching; hair shaping, razor, scissors, clippers; manicuring, sculptured nails and decorations. You will also receive career counseling to prepare for employment opportunities, and to investigate future opportunities in salon management. BARBERING Certification: Barbering State License Beginning in the fall of 2012, Barbering will launch as a fouryear high school program. The program will be designed to provide interested students with the skills and real-world experience necessary for entry-level positions. Introduction to the History and Philosophy of Education 19 Health Science HEALTH SCIENCE INTRODUCTION CTE has developed this foundation course to serve as the first year course for all programs. Introduction to Health Occupations I: Introduction to Health Occupations is the first in a sequence of three courses. This curriculum provides an overview of health care systems, personal health care qualities, career exploration and legal responsibilities. MEDICAL ASSISTANT Certification: Bloodborne Pathogens, CPR, First Aid, RMA Introduction to Health Occupations I Medical Assistant I: This is the second course in a three-year sequence of Medical Assistant classes. In this course you will learn the foundational elements of a career as a Medical Assistant. You will complete a medical case study involving legal and ethical issues. You will also identify and demonstrate the employability skills necessary to manage the front office of an ambulatory care facility and develop the fiscal skills needed to operate a medical practice. Throughout the course, you will collect evidence of your learning and at the end of the course you will present a portfolio of select items developed and researched throughout the course. Medical Assistant II: This is the third course in a three-year sequence of Medical Assistant classes. In this course you will apply skills relative to patient needs and physician needs. You will identify and apply procedures for rooming a patient according to industry standards. You will also demonstrate the specific skills to assist physicians in at least thirteen specialty areas and perform laboratory tasks. As a result of your learning in this course, you will be able to either perform, or assist the physician with diagnostic procedures and will pass the practice exam for Registered Medical Assistant certification. PRACTICAL NURSING PROGRAM Certification: CPR, CNA, First Aid, LPN The Practical Nursing Program is an honors level citywide Health Sciences program for 11th and 12th graders. After your first semester, you are eligible to take the exam that will allow you to become a Certified Nurse Assistant (CNA). Once you successfully complete the program, you will be eligible to apply for and take the National Council Licensure Examination for Practical Nurses (NCLEX-PN) to become an LPN upon earning your high school diploma. Practical Nursing Theory I Practical Nursing Performance I Practical Nursing Theory II Practical Nursing Performance II ALLIED HEALTH Certification: Bloodborne Pathogens, CNA, CPR, First Aid, Pharmacy Technician License Introduction to Health Occupations I Allied Health I: This course prepares you for the transition to clinical or work based experiences in health care. You will demonstrate leadership qualities through participation in your organizations, such as Health Occupations Students of America (HOSA). In order to prepare for allied health careers, you will describe and use computer applications currently being used in today’s health care system; articulate basic rules of ethics, patient rights, and legal regulations that apply to patients and health care workers; and demonstrate competency in the performance of health care skills, including vital signs, body mechanics. At the conclusion of this course, you will successfully complete a certification and/or competency exam. Allied Health II: This final course of the Allied Health program focuses on practical application of skills and theories previously learned. You will focus on developing the skills to provide patient teaching and learning; communicate effectively with other members of the health care team; maintain and keep accurate records and participate in critical thinking activities surrounding ethical issues in health care. These skills will prepare you to participate in a culminating internship at a health care facility and complete a career portfolio. MEDICAL ACADEMY & HEALTH CAREERS Certification: Bloodborne Pathogens, CNA, CPR, First Aid, Pharmacy Technician License Introduction to Health Occupations I Medical Academy I: This is the second course in a three-year honors sequence of the Medical Academy classes. You will differentiate normal anatomy and physiology from pathological diseases and disorders. You will also complete a research project that describes the five health clusters with at least three examples of careers for each cluster. As a culminating project, you will create a portfolio demonstrates mastery of content from all of the major units. Medical Academy II: This is the third course in a three-year honors sequence of the Medical Academy pathway. In this course, you will analyze cellular malfunctions and abnormalities that result in diseases or disorders as well as describe current prevention and treatment modalities for those diseases. You will apply the skills gained in class by completing a clinical internship meeting departmental standards. Through the completion of coursework and internship process, you will complete a senior capstone project that meets departmental standards. You will earn CPR and Blood Borne Pathogen Certification. 20 Information Technology INFORMATION TECHNOLOGY INTRODUCTION CTE has developed this foundation course to serve as the first year course for all programs. GAMING Fundamentals of Information Technology I: This is the first course in a three year sequence of all Information Technology classes. This course sets a foundation in the core concepts which will prepare you to choose a strand specialization for your junior and senior years. In addition, this course includes up to six 4-week seminars in the strand focus areas offered at your school to introduce you to key IT concepts, software and hardware terminology, as well as hardware functionality in business and home technology. As a result of your experiences in this course, you will demonstrate competency in a core set of applications, including Microsoft Word, Excel and PowerPoint as well as develop proficiency in using the Internet and PC operating systems. Fundamentals of Information Technology I CISCO NETWORKING Certification: Cisco CCENT , A+, Net+ Fundamentals of Information Technology I Computer Networking II – Cisco – A+ Essentials: This is the second course in a three year sequence of the Network Management classes. The primary purpose of this course is to give you the preparation needed to successfully pass the CompTIA A+ Essentials, exam code 220-and CompTIA A+ Practical Application, exam code 220-702. Technical 701; understanding of computer technology, networking and security, as well as communication skills and professionalism are emphasized in this course. You will develop the skills of an entry-level IT Professional including; troubleshooting, repair and maintenance of hardware components of a PC, basic concepts of operating systems, software, networking, operational procedures, and security fundamentals. Students learn the essentials of game design and APPS development. Game Concepts I: This is the second course in a three year sequence of the Game Design classes. The primary purpose of this course is to prepare you to pursue careers in Business, Marketing, Accounting, Database Management, or other fields within information technology. You will create a game that has collisions and uses gravity physics; create a story board for a game and create a corresponding game. You will apply major project tasks to each stage of the System Development Life Cycle (SDLC) in order to create your game. Game Concepts II: This is the final course in a three year sequence of the Game Design classes. The primary purpose of this course is to prepare you to pursue careers in Business, Marketing, Accounting, Database Management, or other fields within information technology. In Game Concepts II, you will create a game for X box using C++ or C#; create a game using Python in Panda 3D; and collaborate in teams to create a two player game and a portfolio that uses a business model structure. Computer Networking II- Cisco – CCENT: This is the third course in a three year sequence of the Computer Science classes. The Cisco CCNA Discovery curriculum provides general networking theory, practical experience, and opportunities for career exploration and soft-skills development in order to develop the skills of an entry-level network technician position. You will complete the first two of the four element units of the CCNA Discovery Course – Networking for Home and Small Businesses and Working at a Small to Medium Business or ISP – which are necessary preparation for successfully passing the Cisco CCENT certification exam. You will develop the strategies to setup a personal computer system including; the operating system, interface cards, and peripheral devices. You will also plan and install a home or small business network with connection to the internet including; verifying and troubleshooting network and internet connectivity. 21 Information Technology ORACLE/DATABASE PROGRAMMING Certification: Oracle Certified Application Specialist (OCA) WEB DESIGN Students learn to design and develop databases in SQL and PL/SQL (computer languages). Fundamentals of Information Technology I Fundamentals of Information Technology I Web Site Design Fundamentals II Database Programming I – Oracle Database Design with Structured Query Language (SQL): This is the second course in a three year sequence of the Database Programming classes. The primary purpose of this course is to prepare you to pursue a career in Business, Marketing, Accounting, Database Management, or other fields within Information Technology. You will use data modeling in an Entity Relationship Diagram (ERD), produce queried output using Oracle Application Express (OAE), and apply major project tasks to each stage of the System Development Life Cycle (SDLC). Database Programming II - Database Programming with Procedural Language/Structured Query Language (PL/SQL): This is the third course in a three year sequence of Database Programming classes. The primary purpose of this course is to prepare you to pursue careers in Business, Marketing, Accounting, Database Management, or other fields within information technology. Data modeling forms the basis for identifying the information needs of businesses. You will differentiate the variations between SQL and PL/SQL; identify how to manage a database using PL/SQL; and troubleshoot conceptual and physical design concepts in project development. NETWORK CABLING Students build, test, and troubleshoot cabling systems that are the basis of today’s networking, cable television, home entertainment and satellite communications systems. Fundamentals of Information Technology I IT – Network Cabling II-III: The purpose of this course is to provide you with instruction on all of the elements of network cabling and termination. You will examine the transmission of data through patch-cords, faceplates, patch panels, fiber optic cable media and copper cable media. You will apply your content knowledge through hands-on experiences with terminating copper jacks and patch cords, examining fiber optic cable and analyzing a fully functional copper/fiber integrated network. You will certify your work using a variety of test devices and you will document your results in a final report on your work. Students learn how to design and develop websites. Web Site Design Fundamentals I BUSINESS SYSTEMS NETWORKING Certification: A+, N+ As a student you will learn how to build design and support computer networks. As part of your courses, you will be taught to design, install, configure and monitor computer networks and internet access. You will also get to use what you have learned in class to practice skills you will need for employment or advanced education such as manage user accounts and access, troubleshoot and secure live networks. Fundamentals of Information Technology I Computer Networking I Certified Networking Technician I COMPUTER PROGRAMMING As a student you will learn to use programming languages (Visual Basic, Java, HTML, C++) and elements of web site design to create computer applications that can solve problems. Studying Computer Programming will also include lesson on and practice with the fundamentals of system analysis and design as well as the systems development life cycle. Fundamentals of Information Technology I Computer Programming I Computer Programming II INFORMATION TECHNOLOGY (IT) APPLICATIONS Certification: Microsoft Certified Application Specialist (MCAS) As a student you will study the fundamentals of design, development and management necessary to support computer hardware and software. You will also learn various electronic business applications of Microsoft Office Suite and other advanced multimedia software. After you learn the basic fundamentals of the program you will have the opportunity to perfect those skills through practice by installing applications, designing web pages and creating information databases in your CTE computer lab. Fundamentals of Information Technology I Information Technology Applications I Information Technology Applications II 22 Law & Public Safety LAW AND PUBLIC SAFETY ACADEMY The program provides students with a high quality college preparatory education and in-depth exposure to career possibilities in the field of law, public safety, law enforcement, and criminal justice. The curriculum includes topics in: Juvenile Justice, Law Enforcement, the Court System, Family Law, the Psychology of Victims, and Forensic Science and Crime Scene Investigations. Law and Public Safety Academy I – Law in American Society: This is the first course in a four year sequence of Law and Public Safety classes. The course will focus on three main areas: the structure and operation of the legal system in the United States; the criminal justice system; and the fundamentals of trial procedure. You will learn the basics of American government and the criminal court system. You will also learn how to prepare and conduct trials to compete in two mock trial competitions in front of real judges in actual courtrooms. Law and Public Safety Academy II – Civil and Constitutional Law: This law course is the second in a four-year sequence of law classes and is divided into two sections. During the first semester, you will study the juvenile justice system as well as civil law and civil litigation. You will also study family law and tort law. In the second semester, you will make connections between consumer education and constitutional rights and responsibilities by studying landmark U.S. Supreme Court cases. You will also analyze the decision-making processes of the Court by participating in a civil mock trial competition. CPFTA Certifications: AED (Defibrillator), CPR, EMT, First Aid Chicago Police and Firefighter Training Academy (CPFTA) is a 2-year after school program that allows you to train at the Chicago Police and Fire Academies for a future career in law, public safety, fire science and more while earning school credit. As an 11th grade cadet you are introduced to basic law enforcement, public safety, and fire science with an emphasis in urban policing and urban firefighting. Your next year in the program, as a 12th grader, you learn about topics such as infectious disease control, high-rise firefighting, arson investigations, flashovers, back draft fires, fire tetrahedron, and effects of fire on various structures, and final physical training test. Chicago Police and Firefighter Training Academy I Chicago Police and Firefighter Training Academy I Law and Public Safety Academy III– Criminal Psychology: This law course is the third in a four-year law sequence. The course investigates the many ways in which psychology interacts with the American criminal justice system. You will describe the key parts of the major theories of the causes of crime, fundamental techniques of investigative procedures and evidence analysis. You will also make connections between forensic science and criminal investigations through participation in a citywide mock trial competition. Law and Public Safety IV - Academic Seminar and Legal Practicum/Internship: This course is the final component of a four-year sequence of law classes that is designed to give you authentic exposure to careers in the American legal system through two 13-week internship experiences. Before starting the internships, you will learn crucial job readiness skills including résumé writing, interviewing techniques, professional etiquette, effective communication, problem solving, and diversity training. Throughout your internship, you will maintain a written journal of experiences that you will use to complete your Senior Capstone project. You will also develop and implement individual plans for your senior year focusing on college applications, financial aid, college essays and college scholarships. 23 Manufacturing & Engineering ELECTRONICS Certification: IPC, MSSC (Safety) PRE-ENGINEERING As a student in the Electronics program you will receive training in the fundamentals of electrical and electronic systems and equipment. You will practice constructing basic and analog electric circuits, using electronic trainers and equipment, and soldering electronics. Students are exposed to all areas of the engineering industry, including design and drafting, structural concepts, product design and production technology. They design and create models, and are taught computer design software to analyze and evaluate plans. Students will ultimately use their skills to develop an original product or machine design. Electronics I Pre-Engineering I - Introduction to Engineering Design Electronics II Pre-Engineering II - Principles of Engineering Electronics III Pre-Engineering III - Digital Electronics Pre-Engineering IV - Civil Engineering & Architecture MACHINE TECHNOLOGY Certification: MSSC (Safety) ; NIMS (Job Planning, Bench Work & Layout; Manual Drill Press Operations; Manual Milling; Measurement, Materials & Safety) This course is designed to introduce students to various technical applications in a lab while working hands on with industrial equipment. All aspects of the industry will be examined in order to demonstrate to each student the overall relevance of the program. All course applications will be practical in nature, and reflect current industrial trends and established procedures. Machine Technology/CAM I Machine Technology/CAM II Machine Technology/CAM III Pre-Engineering IV - Design Development Pre-Engineering IV - Computer Integrated Manufacturing Pre-Engineering IV – Advanced Engineering Design (Students take one course from Level IV) EQUIPMENT & TECHNOLOGY INSTITUTE Certification: MSSC (Safety) This course will enable students to develop technical proficiency in the areas of electricity and hydraulics through a series of carefully articulated stages accompanied by exercises, simulations and practical experiences. Students will apply their knowledge when repairing and maintaining heavyduty equipment. Equipment and Technology Institute I Equipment and Technology Institute II Equipment and Technology Institute III 24 Transportation, Distribution, And Logistics AUTO BODY REPAIR Certifications: MAST (Steering & Suspension, Brakes, Engine Repair, Electrical) AUTOMOTIVE TECHNOLOGY Certifications: MAST, ASE, AC Delco,(Steering & Suspension, Brakes, Engine Repair, Electrical) Auto Body Repair: Students learn terminology and skills related to auto body collision and repair, such as how to identify the various parts of an automobile and methods of repairing vehicles. Safety rules and regulations are strictly enforced, and students apply environmental and hazardous waste procedures, corrosion applications, and customizing techniques throughout the program. This program provides and introduction to occupations related to the automotive service industry. Students learn skills based on the nationally recognized Automotive Service Education (ASE) program certification standards. The threecourse sequence focuses on the following four National Automotive Technicians Education Foundation (NATEF) areas: (1) Steering & Suspension; (2) Brakes; (3) Electrical/Electronic Systems; and (4) Engine Performance. Auto Body I: This is the first course in a three-year sequence of Automotive Body Repair classes. You will study shop math, fundamentals of automobile construction, shop language, hand tool identification, and power tool identification, usage and maintenance. You will apply basic auto body repair strategies and basic auto maintenance strategies. Additionally, you will master the skills related to gas tank protection, roughing out metal, cleaning a vehicle for delivery, replacing defective light bulbs, and replacing turn signals or flashers. This course will serve as a foundation for career preparation, post-secondary opportunities, and industry certification/credentialing. Auto Body II: This is the second course in a three-year sequence of Automotive Body Repair classes. You will integrate skills from Auto Body I to deepen your understanding of applied math, fundamentals of automobile construction, shop language, hand tool identification and usage, power tool identification usage and maintenance, and shop safety management. You will also demonstrate proficiency in computer systems and technology related to the industry in order to transfer those advanced technology skills to auto body and fender repair. This course will offer you project-based experiences which will allow you to apply skills that will lead to post-secondary opportunities, and industry certification/credentialing. Auto Body III: This is the final course in a three-year sequence of Automotive Body Repair classes. This advanced level course involves the study of advanced body shop power tools and equipment as well as diagnosing major collision damage. You will perform body alignment, panel preplacement, surface refinishing, preparation and application of primers and sealers, as well as color coats and theory as applied in the auto body industry. As a result of this course sequence, you will be prepared to enter the auto body field with the skills to secure an entry-level technician position. Automotive Technology I: This is the first course in a threeyear sequence related to the Automotive Technology industry. You will demonstrate the proper and safe usage of the tools and equipment of the trade. You will apply mathematics and measuring skills in order to analyze engine measurement and design. You will have the opportunity to investigate engine performance, tune-up procedures, electrical system performance and diagnosis, computer controlled fuel systems, throttle body injection and multi-point fuel injection. You will develop proficiency in computer systems and technology related to the industry and set the foundation for competencies and skills required for certification and credentialing in Automotive Technology. Automotive Technology II: The Automotive Technology II course is a training level course designed to expand the knowledge and skills you mastered in Automotive Technology I. You will participate in project-based learning to perform the process of preparation for new vehicles and to learn how to effectively service a vehicle. You will utilize technology to service suspension parts, rebuild steering columns, remove and replace rack and pinion steering assemblies, remove and replace heater cores, etc. You will also gain the skills needed to effectively inspect a vehicle. Automotive Technology III: This is the final course in a threeyear course sequence. Upon completion of this course, you will be prepared for an entry-level position in the automotive trades as a mechanic or technician. You will focus the skills that you gained in Automotive Technology I and II to prepare for specialization in; engine rebuilding, chassis, wheel alignment, wheel and tire servicing, air conditioning and heating, automotive electronics and computer controls. You will prepare and participate in a final capstone project which will support your mastery of the skills necessary to achieve Automotive Service Excellence (ASE) certification. . 25 Transportation, Distribution, And Logistics LOGISTICS Students will receive an overview of transportation, distribution and logistics as it applies to a global economy. A significant amount of problem-based learning activities will be implemented. Labor market data and careers in this field will also be studied. Program topics include warehousing and distribution operations, purchasing, packaging, routing and inventory management decision making strategies, logistics systems and advanced technology. Logistics I: This is the first course in a three-year sequence of the Logistics classes. You will be introduced to the concepts related to purchasing, packaging, and routing various materials. You will analyze and interpret companies related to transportation, distribution and logistics in a global economy. You will utilize the information gained from your analysis to identify the basic structure of the supply chain for retail products. Additionally, you will research the types of jobs that exist in logistics and companies that employ people in logistics. DIESEL TECHNOLOGY Certifications: Navistar Diesel Sponsored by Navistar International, this is an introductory course for students interested in careers related to Diesel Technology. Students receive a comprehensive overview of the industry, safety methods, hands-on maintenance, repair and replacement skills. Coursework also includes an introduction to the processes and procedures for maintaining, servicing and repairing heavy duty engines and other systems in a diesel truck. Students come out of the program understanding the important role that medium and heavy duty trucks play in our transportation system, and how essential they are to the relocation of goods and supplies. Diesel I Diesel II Diesel III . Logistics II: This is the second course in a three-year sequence of the Logistics classes. You will become adept at identifying and developing a warehouse system as well as determining the process in for product inventory. You will analyze methods of transportation and the technology that supports them. Additionally, through case studies, you analyze and develop a potential solution for a logistics problem. Logistics III: This is the third course in a three-year sequence of the Logistics classes. You will develop, monitor and adjust transportation plans including routes and schedules for transporting people and goods to meet customer requirements. You will also develop/revise short-term and long-term demand forecasts. Developing packaging and material handling solutions will be an additional learning outcome of this course. 26 Career Academy National Standards Organizations contributing to standards development: Career Academy Support Network, National Academy Foundation, National Career Academy Coalition National Center for Education & the Economy America’s Choice, Southern Regional Education Board High Schools That Work, Talent Development High Schools/Center for Research on Education of Students Placed at Risk I. Defined Mission & Goals • To focus on college and career. A career academy’s aim is to prepare students for college and careers. Academies enable students to complete college entrance academic requirements while exposing them to a vertical segment of the occupations within a career field, encouraging them to aim high. • To raise student aspirations and commitment. An academy seeks to increase the level of students’ motivation while in high school. The biggest limiting factor in many youths’ future plans is not their ability, but where they set their sights. • To increase student achievement. An academy provides support to its students to increase their achievement in high school. This comes through close relationships with teachers and fellow students; rigorous and relevant curriculum; and exposure to career and educational options outside the high school. II. Academy Structure • Cross-grade articulation. The academy incorporates at least two grade levels, ending in the senior year, with articulation in its teacher team, curriculum and instruction across grades. • Student selection. Entry to the academy is voluntary. The recruitment/selection process is written and widely available. New students are provided an orientation to the academy. Parents participate in this process and approve of their son or daughter’s choice. Academy enrollment reflects the general high school population. • Cohort scheduling. Academy classes are limited to academy students, who take a series of classes together each year. • Physical space. Academy classrooms are near each other in the high school building. The academy Coordinator has access to communication outside the high school. • Small size, supportive atmosphere. The academy maintains personalization through limited size, teacher teamwork, and a supportive atmosphere. III. Host District and High School • Support from the Board of Education and Superintendent. The district Board is aware of the academy and its mission and goals, and is on public record in support. Superintendent publicly endorses the academy and offers active support. Both serve as academy liaisons to the broader community. • Support from the Principal and high school administration. The high school Principal and other administrators are knowledgeable of the academy, public advocates for it, and are actively involved in its funding, staffing and support. They contribute to a positive academy profile within the school. • Adequate funding, facilities, equipment and materials. District and high school administrative support results in adequate academy funding, facilities, equipment and learning materials. These reflect a serious commitment from the district and high school to the success of the academy. IV. Faculty & Staff • Teacher Leader(s)/ Coordinator(s). One teacher (sometimes two) agrees to take the lead, serving as the academy Coordinator(s). This includes attending advisory board meetings, interacting with administrators and board members, managing the budget, helping to coordinate teacher professional development, and helping to coordinate employer, higher education, and parental involvement. Release time and/or a stipend is provided for this role. • Teachers are credentialed in their field, volunteers in the academy, and committed to its mission and goals. Since a career academy’s success rests on good teaching and good teamwork among a cross disciplinary group of teachers, they must be well qualified and willingly involved in this role. They understand and support the philosophy and purpose of the academy, work together as a team, teach a majority of their classes in the academy, and cooperatively share the duties of operating an academy. • Counselors, non-academy teachers, and classified staff are supportive. Non-academy staff are also important to its operation. Counselors understand the need for cohort scheduling and provide this for academy students. Nonacademy teachers understand the value of the academy and help in recruiting students for it and providing departmental support. Classified staff help support the academy facilities, equipment and learning materials. V. Professional Development • Common planning time. Academy teachers are provided regular common planning time within the regular high school schedule for purposes of program coordination, curricular integration, and resolution of student problems. • Teacher professional development. Academy teachers are provided with training in the academy structure, curricular integration, student support, and employer involvement, where necessary by experts from outside the high school. • Employee & parent orientation. Employee volunteers are adequately prepared for their roles as speakers, field trip hosts, mentors and internship supervisors. Parents are adequately prepared for their involvement (if any) as classroom aides, field trip chaperones and social event organizers. 27 Career Academy National Standards Cont. VI. Governance & Leadership. • Advisory board with broad representation. The advisory board has members from the district and high school administration, academy teaching staff, supporting employers and institutions of higher education. It may also include community representatives, and academy parents and students. The board incorporates viewpoints from all members. • Regular meetings. Meetings of the board are held at least quarterly, with defined agendas and outcomes. The board helps to set policies for the academy. It also serves as a center of resource development. • A healthy partnership. Both through the advisory board and other interactions, there is evidence of a partnership between the academy/high school and its host community. • A student voice. Students have avenues through which they can provide input to the academy policies and practices. VIII. Employer, Higher Education & Community Involvement. • Career theme fits the local economy. The academy career field is selected to fit with the community industries and employer base, to allow for adequate involvement of volunteer employees in certain of its activities. • Community involvement. Representatives of employers, higher education, and the community help to guide the academy’s curriculum, and provide speakers, field trip sites, job shadowing opportunities, mentors, student internships, community service opportunities, college tours and teacher externships. • Incorporates citizenship. The academy fosters a culture of respect for others and encourages student contributions as citizens. • Work/community based service learning. The academy offers work and/or community based service learning opportunities for all interested students either through paid internships or community service. VII. Curriculum & Instruction. • Meets external standards. The academic curriculum is framed around state or national standards, and the career curriculum around industry and SCANS standards. • Learning is rigorous and meets college entrance requirements. Coursework reaches high levels of English and math, generally four years of each, in addition to substantial coursework in science and social studies. Graduates are qualified to attend four-year colleges and encouraged to do so. • Curriculum is sequenced, integrated and relevant. Curriculum articulates from the beginning of an academy through the senior year, with a defined course sequence and at least two core academic classes and one career/theme class each year. Curriculum is integrated among the academic classes and between these and the career class. Learning illustrates applications of academic subjects outside the classroom, incorporates current technology, and includes authentic project-based learning. • Post-graduate planning. Students have access to career and college information, are provided counseling in these respects, and develop a written post-graduate plan by the end of their junior year. • Dual credit options. The academy has articulation agreements with local two-and four-year colleges, offers dual credit courses and/or college credit for upperclassmen, and articulates its upper level curriculum with relevant college programs. IX. Student Assessment. • Student data are collected. These data include those necessary to describe the student body within the academy (e.g., grade level, gender, race/ethnicity) and its relationship to the high school in general, as well as student performance on a variety of outcome measures. • Multiple academic measures are included. Measures include a variety of accepted indicators of performance (e.g., attendance, retention, credits, grade point averages, state test scores, graduation rates, college going rates). • Technical learning is assessed. Measures include knowledge of the field’s terminology, technical concepts, and ability to apply English, math, and other academic skills to authentic real world projects. Where appropriate, industry certification is incorporated. • Accurate reporting. Analyses of these data are reported accurately and fairly, regardless of the results. • Evidence of impact. These measures show whether, and how much, the academy improves student performance. X. Cycle of Improvement. • Academy implementation is examined. Program leaders regularly assess the academy’s functioning, studying its strengths and weaknesses. This involves gathering feedback from key stakeholders, including students. • Academy refinements are planned. These reviews lead to plans to address any problems. Such plans include timetables and benchmarks for improvement. • Changes reflect the academy’s mission and goals. The refinements refer back to the academy’s underlying mission and goals. 28 Program Evaluation, Support & Design Program Evaluation Tools Program Support Program Performance Reports Program Coordinator Support • Provides input to Programs of Study, Curriculum, Capstones, Student Certifications • Provides Teacher Professional Development • Support s Teacher Enhanced Credential Attainment • Manages Industry Advisory Councils • Develops and Monitors Budgets, Facilities & Equipment CTE Program Performance Reports provide a snapshot summary of CTE metrics in order to help assess a program’s overall implementation and student outcomes, and to highlight potential strengths and areas for improvement. The report should be reviewed by Principals, Counselors, Academy Coordinators, and Teachers to strategize on how to improve program performance. These reports are generated at the end of the school year. To access, log in on the left side of the screen with CPS email and login information. http://www.chooseyourfuture.org/report/2011-cte-programperformance. Program Site Visits Program Coordinators conduct site visits to each program 2-3 times per year. • Uses CTE’s Standard School Support Visit Form and collects teacher feedback • De-briefs with teachers following each site visits • Uploads site visit observations online • Reviews with manager within 1 week of visit • Resolves all action items identified during site visits • Shares site visit findings with Principals and CTE Senior Leadership National Standards of Practice Self Assessment The CTE Self Assessment is designed to assess how well an academy model is being implemented in your school, in order to identify strengths and potential focus areas to drive improvement. Assessment indicators are based on National Career Academy Standards of Practice. Based upon review of your Academy Self-Assessment, your academy will be classified in one of three areas: Model Academy, Intermediate/Emerging Academy, Apprentice Academy. 90% Model Academy - exhibits documentation for 90% or more of assessed criteria 70% Intermediate/Emerging Academy - exhibits documentation for 70% of assessed criteria 50% Apprentice Academy - exhibits documentation for 50% of assessed criteria Academy Coordinator Support • Represents CTE as school point-person and liaison for CTE programs • Coordinates academy admissions processes and student recruitment • Collaborates with CTE Partnership Development team to support work-based learning and service learning • Collaborates with counselors to review, monitor and communicate student performance and identify needed interventions • Coordinates integrated instruction activities between core and CTE teachers • Enforces proper sequencing by programmers • Facilitates parent engagement around CTE student requirements and opportunities Parent Support & Engagement • Parent School-Based Support • Parent Home-Based Support • Quarterly Parent Meeting • Parent Events Program Design for New College and Career Academies Detailed material included in guide. 1. Align to CPS CTE Academy Design Standards 2. Plan to CPS CTE Academy Operating Guidelines • Funding • Procurement • Facilities, Equipment, Supplies • Instructional Model • Staffing and Professional Development • Marketing, Student Recruitment, Admissions • Program Support and Progress Measurement • Work-Based Learning • Post-Secondary Articulation 3. Follow Application and Review Procedures 29 CTE Program Performance Reports Overview CTE Program Performance Reports provide a snapshot summary of CTE metrics in order to help assess a program’s overall implementation and student outcomes, and to highlight potential strengths and areas for improvement. The report should be reviewed by Principals, Counselors, Academy Coordinators, and Teachers to strategize on how to improve program performance. The reports are updated to reflect the most recent data available and to incorporate feedback from school staff that is received over the course of the year. Online Availability These reports are generated at the end of the school year. To access school reports, log in on the left side of the screen with CPS email and login information. http://www.chooseyourfuture.org/report/2011-cte-program-performance. Does the report provide data by specific program? There is a chart that lists each program and its individual performance metrics. Sum of 2010 Program Enrollment Sum of # Certified Programs % of students earning certifications in 2009-2010 (Report includes the entire table of metrics Accounting Graphic Design 18.4% How do my programs compare to other CTE programs? The breakdown of the percent of CTE programs in each category is represented on the a pie chart. 35.8% green yellow 2010 % Earning Certs 2008 % Not in college, earning >10K 2009 % Enrolled in College 2010 % FAFSA Completion 2010 % Complete 2010 % Retain 2011 Proper Enroll 2011 Shared course enrollment 2011 Unique enrollment Total Points Status Cluster Program Area The color groupings were created to provide you with a quick visual approximation of how a program is performing relative to other CTE programs. School Name What does it mean to be shaded a certain color? School id Gaming 20.3% 25.6% red New Questions or Feedback For additional questions or feedback contact Alison Regalado, Senior Analyst of CTE Planning and Strategic Initiatives, aregalado@cps.edu or (773) 553-2106. 30 Key to CTE Program Performance Report Category Definition Enrollment Student enrollment in a program (includes all 3 levels) Shared enrollment lists the enrollment of any programs that share an orientation (example: Hosp and Culinary share the first level course) Possible points to be awarded Cut points* 3 ≤60 students 60>x>72 students ≥72 Student Retention Students enrolled in each level of program (ORN, TRN, ATN), students are enrolled in the appropriate level (no 12th in ORN, no 10th in ATR) & at least 80% of students in ATR passed the TRN level Students who were enrolled in a CTE course in 2009 that enrolled in the same program at the next course level in 2010 (Students who graduated or transferred outside the district are excluded) divided by total number of students enrolled in ORN or TRN in 09 (excludes grads and transfers) Student Completion Students who enrolled in an training level course in school year 2009 and completed the training and advanced training for that program by end of year 2010 FAFSA Completion CTE completers who were seniors in 2010 with valid SSN and completed the FAFSA, divided by CTE completers who were seniors in 2010 with valid SSN 1 College Enrollment 2009 CTE completers who graduated and enrolled in college, divided by 2009 completers who graduated 1 Proper Course Sequence Employed, making over $10,000 Students earning certifications 2008 CTE completers who graduated, did not enroll in college and made over 10K between October 1 2008 October 1 2009, divided by 2008 completers who graduated and did not enroll in college The number of 2010 CTE students who earned at least one industry certification, divided by the total number of students in a program improper enrollment 3 proper enrollment ≤40% 40%<x<70% 70%≤x≤86% 3 >86% <17% 17%≤x<46% 46%≤x<75% 3 ≥75% <80% 80%≤x≤90% >90% <54% 54%≤x<70% ≥70% 0 0%≤ x < 20% 1 ≥ 20% No points awarded Program averages available Total Possible Points 15 KEY TO COLOR CODED REPORTS: How a Program performs compared to programs from other schools Green Programs in this grouping are top performers in terms of points earned on quantitative measures. Although they are performing well, there is always room for improvement and should focus future efforts on improving any lower scoring measures. Red Programs in this grouping fell in the middle of all programs in terms of points on quantitative measures. These programs have strengths but also have room for improvement and should focus on specific measures that are low. Programs in this grouping earned the least number of points on quantitative measures and have room for significant improvements in most or all measures. Blue Programs in this grouping are new and lack a robust data set. There is an overall score assigned to these programs, but since many measures lack data the programs are categorized as new rather than being rated as green, yellow, or red. Yellow <7 ≥7 and <11 ≥11 new and below 7 * Cut Points are re-evaluated each year with input from CTE program and school stakeholders. 31 Program Site Visit Report Overview Program Coordinators conduct site visits to each program 2-3 times per year. Program coordinators review four main program areas: Instruction, Facilities, Program Fundamentals, Work-Based Learning Online Availability These reports are generated within one month after school site visit. To access school reports online: https://www.chooseyourfuture.org/cte-site-visit/ Career and Technical Education Program: Coordinator: School: Teacher: Course: Date: INSTRUCTION FACILITIES PROGRAM FUNDAMENTALS Room # Visited Tech Coordinator Yes No Focus: Attendance Visited Business Manager Yes No Please review Top Sheet information with teacher - particularly any past action items that may still be outstanding Visited Counselor Yes No Visited Building Engineer Yes No Teacher participation in CTE initiatives Visited Programmer Yes No Visited Principal / Asst Principal Yes No GLOWS WORK BASED LEANRIN G School Support Visit Form 2011-2012 Always Usually Membership Sometimes Never GROWS Lesson objective posted: Using standard syllabus: Standard Curriculum is being implemented, if available: % of students on task Evidence of lesson plans OBSERVATIONS Yes No Yes No Yes No Yes No Student work quality: High Medium Low Professional High Medium Low development need: Technology: Excellent Good Fair Poor Equipment: Excellent Good Fair Poor Safety: Excellent Good Fair Poor Infrastructure: Excellent Good Fair Poor Work order(s) submitted: Yes No N/A Overall operational: Yes No # Textbooks remaining or Remaining Needed needed: #.......... #.......... % Supplies remaining: % budget expended: Certification eligible: Yes No Certifications offered: Yes No If YES, list the certifications and % of students on track for each certification 1. 2. 3. 4. 5. Recruitment Activities: Capstone Activity: Capstone Date: Teacher follow-up: Always Usually Sometimes Never 32 CTE College & Career Academy Self-Assessment The CTE Self Assessment is designed to assess how well an academy model is being implemented in your school, in order to identify strengths and potential focus areas to drive improvement. Assessment indicators are based on National Career Academy Standards of Practice. ASSESSMENT CATEGORY Defined Mission & Goals To focus on college and career Academy Structure Cross-grade articulation Student selection Cohort scheduling Physical space Host District and High School Support from the Principal and high school administration Faculty and Staff Teacher Leaders/Coordinators Teachers are credentialed in their field, volunteers in the academy are committed to its mission and goals Counselors, non-academy teachers and classified staff are supportive Professional Development Common planning time Teacher professional development Parent Engagement Governance and Leadership A healthy partnership A student voice Curriculum & Instruction ASSESSMENT INDICATOR STATUS Yes No • Evidence of exposure to college and career prep, speakers, trips • • • • • • Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Academy pamphlet Integrated curriculum across academy classes and/or grade levels w/ academics and CTE Evidence of student selection and recruitment process (8th grade and 9th grade) Academy orientation student and parent materials Academy teachers and class lists are cross referenced with the list of academy students Academy has functioning, state of the art CTE Labs and Classrooms • Evidence of how the Principal and administration support the academy. (MOU) • Names of academy coordinator(s)/designees • Documentation of how academy coordinator(s)/designees provide guidance and support (AC Monthly Reports) • Roster and credentials of the academy team of teachers • Evidence of interaction and support from counselors and non-CTE teachers • Evidence of common planning time/ routine meetings for academy teachers • Professional development as evidenced by: sign-in sheets, agendas, reports, etc., college transcripts, shadowing or externship • Orientation for parents regarding academy mission and goals, expectations, potential involvement opportunities • Evidence of outreach to parents • Evidence of industry and community involvement in the academy • Partner agreement(s) on file • Documentation that demonstrates student input into academy policies and practices (i.e. advisory board members, creative solutions to issues, student assessments/surveys) • Classroom lessons/units emphasize English and math literacy • Evidence of the use of technology in project-based learning Curriculum is sequenced, integrated and • Evidence of students taking more rigorous courses relevant • Student utilization What's Next Illinois, Indiv. Learning Plan, college speakers, trips, etc. Post-graduate planning Employer, Higher Education, and Community Involvement • Evidence of academy students participation in a variety of community service projects Incorporate citizenship Student/parent contract • Evidence of work-based learning such as shadowing, internships, OJT, service learning Work/community-based service-learning Student Assessment Student data are collected using multiple • Academy Score Cards academic measures • Academy utilizes NOCTI assessment if no other industry certification available There is evidence that technical learning is assessed and students show mastery of terminology, technical concepts, application of knowledge of the field to real world Technical learning is assessed problems and projects Cycle of Improvement • Input from all stakeholders, including students, is gathered each year by means of a Academy implementation is examined survey, questionnaire, an interview, or 3rd party evaluator • A team is organized to analyze the evaluation results within the mission of the academy, Academy refinements determine needed improvements or changes, create an implementation plan • Academy teams make necessary improvements and/or changes Changes reflect the academy’s mission and goals 33 Parent Support & Engagement Objectives Recommended Parent Meeting Model Increase parent awareness around academy expectations Orientation - August • Academy Expectations • Parent & Student Agreement • School/CTE Lab Tour • Mini-CTE Workshop (optional) and outcomes. Collaborate with parents to encourage and monitor student’s overall performance and progress in the academy (e.g., grades, attendance, behavior, work-based learning participation). Seek and obtain parent commitment to academy activities and initiatives. Criteria for Successful Parent Engagement Measurable Outcomes Parent Attendance (min. 25% per activity) Minimum of 3 Parent Engagement Activities required per year Parent Evaluations/Feedback (80% or higher “Meets Expectations”) Proposed Recommendations for Parents Home Focused • Assist your child with homework/study time for a minimum of 2 hours per week • Discuss with your child once a week what they are learning in their CTE course • Assist your child with finding a volunteer opportunity in the community • Allow for a quiet study space for your child • Make sure your child attends school regularly • Make sure your child is prepared for classes daily • Monitor your child’s grades and attendance regularly School Focused • Get to know your child’s teacher(s) • Make sure you know what support services are available for your child • Attend at least 2 parent activities for the year • Make sure an adult is available for Report Card Pickup to check the status of your child • Know your child’s Academy Coordinator • Make sure you attend at least one college event/fair a year • Serve as a chaperone at least once per year Fall Semester Parent Meeting - 1st Quarter Check-In • Academy Expectations • Student Support Services • Student Early Warning • College Awareness/Preparation (seniors) • Student Professional Organizations/Memberships • WBL Opportunities (job shadows, winter internships, clinical/internships, fieldtrips) • Employability Assessment and Student Interest Survey • Academy Initiatives (service learning, integrated projects, student assessments, school open houses) Spring Semester Parent Meeting - 2nd Semester Follow-up • Student Support Services (tutoring, credit recovery) • Standardized Testing Information and Support – (PSAE, ACT) • College Awareness/Preparation (juniors) • FAFSA Completion and Academy Wrap-Up (seniors) • WBL Opportunities (summer internships, spring break internships, fieldtrips) • Student Professional Organizations (national competitions if applicable) • Employability Assessment and Student Interest Survey • Academy Updates (service learning, integrated projects, student assessments) • Student Progress (Early Warning Updates) • LSC Information/Application Additional Optional Parent Outreach Activities • Student/Parent Recognition/Parent Night Event • College Preparation • Mini CTE Workshops/ Lessons To Engage Parents (mirrors what students are learning in class such as a CPR class, cooking demos, MS Word and Excel training) • Report Card Pickup – Early Warning System Updaterecommended student support services; academy updates 34 Academy Design Overview School planning for rigorous CTE Academies should include all stakeholders including Principal, Core Teachers, Counselors, current CTE Teachers. Overview of College & Career Academies College & Career Academies are comprised of academically rigorous programs, focused on a specific Career & Technical Education (CTE) industry area, which prepare students for success in post-secondary education and careers. College & Career Academies are designed in partnership with local industry, community, and higher education partners, and in many cases lead students directly to earning industry-recognized credentials or college credit while in high school. School Expectations for College & Career Academies School ownership of College & Career Academy success is reflected in a variety of defined in the Guidelines for CTE College & Career Academies . These Guidelines must be agreed to and signed by any school Principal hosting academies as well as the school’s Chief Officer. Guideline details on the following pages. Expected Results CPS Supports Offered to College & Career Academies The CPS Office of College and Career Preparation will provide a variety of resources to approved College & Career Academies, including but not limited to: • • • • • • • • • • Capital investment to build state of the art facilities Split funding for a dedicated Academy Coordinator position for each school housing College & Career Academies for the first four years of academy operations Funding for required supplies, equipment, and industryrecommended instructional materials (excluding textbooks) Periodic industry-specific professional development for CTE teachers Day-to-day technical support from CPS CTE program coordinator with related industry expertise Instructional coaching and professional development for CTE teachers conducted by CTE instructional support team Access to industry relationships and support in identifying work-based learning opportunities for students Access to postsecondary relationships and support in identifying articulation opportunities, including dual credit, for students Teacher recruiting assistance, i.e., access to a pool of CTE teacher candidates pre-screened by CPS program coordinators with related industry expertise Technical support regarding ISBE CTE guidelines and other CTE policies and procedures (e.g., guidance on proper course programming procedures for CTE) College & Career Academy success is measured based on a variety of criteria, including but not limited to: • Student enrollment • Certified teachers • Business and postsecondary partnerships • Program retention and completion • Work experience • Skill-attainment / Certification and licensure / Dual credit • High school graduation • Postsecondary education enrollment and completion (certificate, associate's, bachelor's) • Employment and earnings Application Process for New Academies Applications may be requested from the CTE Office. Applications will be reviewed by the CTE selection committee, and finalists will be asked to participate in a facilities review. Final decisions are based on both the application and the facilities review. Phases of Academy Application 1. All stakeholders thoroughly review the Academy guidelines and application 2. Stakeholders analyze school resources and capacity to manage the budget, staff and facility implications 3. Complete Application 4. If selected to proceed, complete facilities review 5. Receive final decision 6. Plan for development and launch of academy For more details see page titled New Academy Selection Process 35 CPS CTE Academy Design Standards (page 1 of 2) Program Structure / Course Sequencing: Teacher Sustainability Every academy should enroll enough students to sustain at least 2 teachers, based on CPS entitlement formulas as defined by Office of Management & Budget: • Implies at minimum 2 programs in any academy (e.g., 1 section of students in Allied Health and 1 section of students in Medical & Health Careers could comprise a Health Science academy) • Or 2 sections of students in a given program (e.g., 2 sections of students in Allied Health could comprise an Allied Health academy). Course Sequence In most cases, each CTE program within a College & Career Academy follows a 3-year course sequence consisting of: • Orientation: 10th grade for one (1) period per day • Training: 11th grade for two (2) periods per day • Advanced Training: 12th grade for two (2) periods per day Curriculum Integration of College and Career Preparation: Rigor • High expectations exist for all students • All students complete college preparatory core curriculum as well as CTE course work. For each CTE program, a recommended Program of Study (POS) provided by the Office of College & Career Preparation will outline core academic courses that should be taken in tandem with CTE coursework (e.g., 4 years of Math is recommended for all CTE Pre-Engineering students). The POS will also describe opportunities that may exist to earn industry-recognized credentials and postsecondary credits in each program. • CTE curriculum meets or exceeds state standards, college entrance requirements, and industry standards • Collaboration occurs between core curricular and CTE teachers • Students get the help they need from industry-certified teachers Relevance Student Enrollments • This implies an academy should have at least 56 sophomores, 56 juniors, and 56 seniors in order to sustain 2 teachers when fully enrolled • Additional programs/sections of students would imply additional teachers Core Academics In addition, students in College & Career Academies must also pursue all core courses required for high school graduation (e.g., Math, English). Employability ‘Soft’ Skills Training Success in college and careers requires students to possess both industry-specific technical skills and more general ‘soft’ or employability skills. Soft skills include areas such as punctuality, accountability, problem solving, interpersonal communication, and attitude. Model College & Career Academies incorporate soft skills training into all of their CTE courses. • Academy industry focus is linked to local workforce needs • Academy provides pathways to post-secondary education • Students choose to enroll in academy based on life goals and career interests • Students are motivated by applied, contextual, projectbased teaching and learning • Workplace experience and/or community service are incorporated into students’ learning • Students develop skills critical to success in careers, life, and society – not just in academics Relationships • Small Learning Community (SLC) structures group students together over multiple years with teachers, allowing for students and teachers to know each other well • Employers serve as role models, mentors, and advisors Focus on High Demand, High Skill, High Wage Industries: Model College & Career Academies educate students for careers in sectors that are in high demand, are high skilled, and provide high wages based on Chicagoland labor market needs and global market/economic trends. 36 CPS CTE Program & Academy Design Standards (page 2 of 2) Offer Significant Work-Based Learning (WBL) Experiences: Model College & Career Academies provide internships during the school year and/or over the summer, thus providing students with exposure to the professional world and a chance to develop specific skills. Such extensive work-based internships build on “job-shadow,” “guest lecture,” and service-learning experiences. Internship opportunities enable faculty to connect their students to the outside world of work and encourage students to take their classroom work more seriously, as faculty recommend students for internship placements. In addition to employer outreach conducted by district administration, school faculty members develop their own relationships with employers as they supervise students, and this enriches and provides professional development to the school’s teachers. Offer Industry-Recognized Credentials Based on National Standards: High-paying jobs open to high school graduates place great value on industry credentials, as credentials offer an objective, standardized, external assessment of a student’s level of skill attainment. For most industry areas (or “career clusters”), College & Career Academies prepare students to earn industry-recognized credentials in their respective areas of study, either during high school or through a postsecondary program. Academy of Choice for Students: Every College & Career Academy is a program of choice, wherein a student must apply to attend based on his or her interest in a particular career path. City-Wide Academy Admissions Process Most High Schools with College and Career Academies enroll students into each Academy through a centrally managed citywide application and admissions process. Admissions • All interested students must apply during their 8th grade year. • Preference will be given to students that have a minimum stanine of 5 in math and reading on their seventh grade standardized tests. • Preference will also be given to students who reside within the school’s attendance or proximity boundaries, to achieve at least a 30 percent neighborhood component of the program’s enrollment. • Where there are more applicants than available seats, a computerized lottery process will be used when applying a preference category. • The district may reserve additional seats for students who reside within the school’s attendance boundaries based on an annual determination of anticipated building overcapacity. Medical & Health Careers, Law & Public Safety, Oracle Database Programming, and Cisco Networking will have additional, more selective application requirements. Citywide Boundaries: Industry and Postsecondary Partnership/Participation: Industry and postsecondary partnerships are built at the district- and school-level for College and Career Academies. Partners in model College and Career Academies assist with areas such as providing work-based learning experiences and dual credit opportunities for students; supporting curriculum development; offering teacher professional development and student mentoring; informing facilities development; and, general fundraising. College & Career Academies offer citywide boundaries so that any student within Chicago city boundaries may apply for the opportunity to enroll in the academy. The centralized admissions process reserves a minimum of 30% of seats for attendance area students, or a 2.5 mile radius proximity to the school if the school does not have an attendance area (note: this minimum may be raised above 30% based on annual analysis of school capacity utilization and projected enrollment). Page 2 37 Operating Guidelines for College & Career Academies TOPIC 1: FUNDING Goals: To ensure shared commitment by Principals and CTE to develop, sustain, and advance the success of College & Career Academies. To ensure expenditures conform to Perkins grant requirements. Item CTE Responsibility School Responsibility Staffing – CTE Teachers (Schools are entitled to teachers based on enrollment through Schools must provide .2s for CTE teachers who are teaching regular Budget process, which is not CTE specific.) 6 classes. CTE textbooks will be funded 100% by schools. Schools must provide enough textbooks to support CTE course enrollments. Supplies – Textbooks Supplies & Equipment (not including textbooks) OCCP will fund 100% of costs related to: • Instructional software • Workbooks • Supplies (<$500) • Food supplies for Culinary Arts programs • Equipment (>=$500) • Computers and printers • Postage • Printing • Repair – computer-related n/a Work-based learning trips (incl. site visits & educational learning opportunities) OCCP will fund 100% of costs related to: • Sub coverage for selected, OCCP-generated work-based learning trips • Student transportation for selected, OCCP-generated workbased learning trips Schools and/or students will fund 100% of field trip costs. Broadcast Technology Engineer (only applies to schools with Broadcast Technology programs) OCCP will provide the job description for the Broadcast Technology Engineer Position. For all schools hosting Broadcast Technology programs, the Broadcast Technology Engineer position will be required. This position will be funded 100% by the school. Staffing – CTE ACs OCCP will provide the job description (including roles & responsibilities) for the CTE AC position. OCCP will fund the CTE AC position as follows: Year 1 (2012-13): 60% Year 2 (2013-14): 50% Year 3 (2014-15): 50% Year 4 (2015-16): 25% Year 5 onwards (2016-17 onwards): 0% Academies are required to have a CTE AC position. It will be funded by the school as follows: Year 1 (2012-13): 40% Year 2 (2013-14): 50% Year 3 (2014-15): 50% Year 4 (2015-16): 75% Year 5 onwards (2016-17 onwards): 100% AC Professional Development OCCP will pay for 1 professional development conference/activity per AC per year (estimated at $1,000$1,500). Schools are required to pay for 1 professional development conference/activity per AC per year (estimated at $1,000$1,500). TOPIC 2: PROCUREMENT Goals: To ensure expenditures conform to Perkins grant requirements, and to enable timely and accurate procurement processing. Item CTE Responsibility School Responsibility Standard Operating Procedures OCCP will issue Fiscal Standard Operating Procedures to schools on an annual basis. Schools will abide by CTE-issued Fiscal Standard Operating Procedures (“SOPs”) including procurement procedures for supplies, transportation, textbooks, software, equipment, travel, repair & maintenance, consultant services. 38 Operating Guidelines for College & Career Academies TOPIC 3: USE OF FACILITIES/EQUIPMENT/SUPPLIES Guidelines for College and Career Academies Goals: To ensure proper utilization and maintenance of CTE facilities, equipment and supplies. Item CTE Responsibility School Responsibility Equipment - security CTE will cover Risk Management related costs that exceed the $2500 deductible. Equipment – program closures If a CTE program is closed, OCCP will schedule and coordinate moving of all related CTE equipment. Facilities & Equipment – damage Facilities & Equipment – usage CTE will cover Risk Management related costs that exceed the $2500 deductible. Classrooms Supplies OCCP will recommend standard supplies, including textbooks, to be used with standard curriculum (see Curriculum & Assessments) Schools are 100% responsible for the security of CTE equipment. Schools must ensure CTE equipment is secure and locked. If an item is stolen, school must immediately file: 1) Police report, 2) Incident report in Oracle system, 3) Asset Disposal form from Internal Accounts manual (if item value >$500). School will be subject to deductible of $2500 in order for Risk Management to replace items. If a CTE program is closed, schools will return all related CTE equipment to OCCP. Schools will be responsible for deductible costs for replacing or repairing damaged labs and/or equipment. Schools must maintain CTE labs and equipment to ensure it is in proper working order. Priority of CTE lab and equipment usage will be for CTE students and CTE courses. Any non-CTE usage must not interfere with CTE-related instruction or usage. Schools must identify classrooms to be used for CTE courses. CTE equipment must remain in designated CTE classrooms. Schools must utilize, at a minimum, OCCP-recommended supplies, including textbooks. Schools may opt to use other supplies in addition to OCCP-recommended supplies. TOPIC 4: INSTRUCTIONAL MODEL Goals: To ensure schools follow proper CTE course sequences and utilize standard CTE curriculum. Item CTE Responsibility School Responsibility Course sequencing Curriculum & Assessments 9th Grade College & Career Readiness Course Small Learning Communities (SLCs) & Integrated Instruction OCCP will ensure CTE course codes and recommended course sequences are available to all schools, and will provide technical support and PD to schools as needed to support proper programming. Schools will offer complete sequence of CTE courses for each program. Schools will appropriately schedule CTE students to ensure they can complete their course sequence (i.e. only students who have taken prerequisites or the equivalent should enroll in Junior/Senior level courses). Orientation level courses will include Sophomores only. Students should not take any CTE course as an “elective”. Exceptions may be made during academy phase-in only (year 1 & 2). In this situation, schools may enroll Juniors and Seniors in orientation-level courses in addition to a fully-enrolled Sophomore orientation-level course. OCCP will provide standard curriculum & assessments for each Schools will adopt OCCP-provided standard curriculum and assessments (e.g., industry certification exams, NOCTI CTE program. standard assessments, CPS employability assessment) as they become available. OCCP will provide curriculum and PD for a standard 9th grade Schools will implement OCCP-provided 9th grade College College and Career Readiness Foundations course that will and Career Readiness course for all CTE students, or educate students on college and career planning, financial receive approval from OCCP to implement alternative literacy, basic technology, and soft skills (e.g., punctuality, coursework to educate CTE students on these four ‘college professional communications, resume writing, business and career readiness’ topics. ethics). OCCP will provide CTE ACs with professional development to facilitate integrated instruction activities. Schools will be required to implement an SLC-type of structure (either informally or even formally through the SLC grant). In addition, schools will be required to show evidence of project based learning (e.g., competitions, capstone events, etc.) and curricular integration between core and CTE teachers (including but not limited to common planning times). 39 Operating Guidelines for College & Career Academies TOPIC 5: STAFFING & PD Goals: To increase sustainability of programs and to ensure highly qualified teachers. Item CTE Responsibility School Responsibility AC Hiring OCCP will maintain a pool of qualified AC applicants and will conduct initial “screen” of candidates to identify those who should be interviewed by the selection committee. OCCP will provide requirements, process, and materials for AC recruiting and selection. OCCP will review 20th day CTE teacher position closings for each school as required. Schools must follow OCCP-outlined process for AC recruiting and selection. This includes a selection committee comprised of OCCP staff, Principal and Principal designees. Schools will utilize OCCP-issued materials including interview rubrics. Schools will maintain enough CTE teacher positions to support CTE program enrollments. Proposed CTE position closures must be reviewed by OCCP leadership. Schools will ensure CTE teachers attend quarterly industryfocused PD sessions. Schools will allow CTE teachers to attend industry advisory council meetings at least twice per year, where relevant. Schools will ensure CTE teachers attend instructional PD sessions as offered. Schools will ensure CTE teachers attend Summer Institute sessions. CTE Teacher Positions Guidelines for College and Career Academies PD – All CTE Teachers PD – New CTE Teachers CTE Teacher Hiring & Credentialing OCCP will provide industry-focused PD for CTE teachers on a quarterly basis. OCCP will provide instructional PD for CTE teachers. OCCP will provide Summer Institute PD for CTE teachers.OCCP will provide sub coverage for teachers, counselors and coaches attending PD during school hours. OCCP will provide sub coverage for teachers attending industry advisory council meetings. OCCP will offer individualized coaching/PD for new CTE teachers. OCCP will work to maintain a pool of qualified teacher applicants. OCCP will provide requirements, process, and materials for teacher recruiting and selection. OCCP will mandate removal of improperly credentialed teachers . OCCP will issue Fiscal Standard Operating Procedures to schools on an annual basis, which include certification requirements. Schools will ensure new CTE teachers participate in district coaching/PD offered to new teachers. Schools must review CTE teacher candidate qualifications with OCCP before hiring any new teachers in order to ensure teachers have all the proper certifications. Schools must hire properly certified teachers. Certification requirements are outlined in the Fiscal SOPs. TOPIC 6: MARKETING, STUDENT RECRUITMENT AND ADMISSIONS Goals: To match student interests with school offerings which should prevent "dumping grounds" and improve completion rates. To maintain ideal program enrollment over time. Item CTE Responsibility School Responsibility CCA Application, Admissions OCCP will provide and manage CCA student application and & Enrollment related processes, including lotteries and student selection. Schools must enroll students who are selected through centrally managed student application process. Marketing Activities Schools will conduct Parent Information Sessions, outreach to Elementary Feeder Schools, and other marketing events. OCCP will provide marketing materials to Academy schools in September of each year. OCCP will provide representation and outreach for CTE Academies at the CPS High School Fair. OCCP will market CTE Academies at Elementary School Counselor meetings. Recruiting & Admissions PD OCCP will provide PD regarding student recruitment & admissions work for CTE ACs. Post-deadline open seats OCCP will maintain waitlists of potential applicants for open (pre- start of school for seats after application period deadline, but prior to start of incoming 9th grade cohort) school. OCCP will fill open seats during this period. Post-deadline open seats (post-start of school for incoming 9th grade cohort) Schools will send ACs to OCCP-provided PD. Schools must enroll OCCP-selected students for open seats after the application period deadline, but prior to start of school. Upon start of school, schools are responsible for filling open seats for each program cohort (i.e. when incoming 9th grade class starts high school in September, any open 9th grade seats in CTE programs will be filled by the school). Schools will give priority to students on the waitlist provided by OAE/OCCP. Transfers and open seats (after 9th grade) Schools will follow CPS Enrollment & Transfer Policy. http://policy.cps.k12.il.us/documents/702.1.pdf Schools will have discretion over student requests to transfer between programs as well as transfers out of a CTE program. Schools will be responsible for filling open seats in the sophomore CTE cohort with non-CTE students already enrolled at the school. Student absenteeism / attendance Schools will encourage CTE teachers to reach out by phone to students who are chronically absent. See CPS policy on Use of CPS Network. 40 Operating Guidelines for College & Career Academies TOPIC 7: PROGRAM SUPPORT & PROGRESS MEASUREMENT Guidelines for College and Career Academies Goals: To monitor program implementation and student outcomes, and develop focused improvement strategies. Item CTE Responsibility School Responsibility Site Visits CTE Program Coordinators will visit their respective school sites on quarterly basis, at a minimum, to provide support to CTE teachers. Schools must follow up on relevant action items noted during site visits (e.g., Business Manager must submit orders for additional materials as OCCP has provided the funds, etc.) Scorecard Reports OCCP will provide scorecard reports (including program and student outcome metrics) at least annually for each school. Principals must review scorecard reports with their CTE staff members as they are made available. Annual Progress Reviews OCCP (and CAOs if school/CAO prefers) will conduct annual progress reviews with each school's leadership in order to review past performance, discuss potential performance goals related to CTE metrics, and identify CTE improvement strategies. Schools must participate in annual progress reviews and meet at least once quarterly with AC to discuss progress and identify additional improvement strategies. Principals also should support coordination with other school staff as needed (e.g., Counselors, APs, College and Career Coaches, etc.) TOPIC 8: WORK-BASED LEARNING Goals: To increase the volume and quality of work-based learning opportunities offered to CTE students. To increase student participation in work-based learning opportunities. Item CTE Responsibility School Responsibility Employability Assessment and Industry Validated Technical Assessment OCCP will provide PD and regular communications to support employability skills assessments being completed for all students. Each year during the first week of class, CTE teachers must provide a brief review of the program’s goals and expectations including the use of an Employability Assessment and Industry Validated Technical Assessment. CTE teachers will complete the CTE employability skills assessment for all CTE students twice per school year. Employability skills workshops for students OCCP will provide curriculum and PD to prepare school staff to The Teacher, AC and/or College and Career Coach will deliver at least 6 employability skills workshops to all CTE deliver employability skills training. students each year, supporting their employability skills development and overall preparedness for WBL experiences (e.g., resumes, interview skills, interpersonal communication, accountability, timeliness, attire, etc.) Work-based Learning opportunities and placements OCCP will provide timely reporting on WBL placements so that The AC and Service-Learning Coordinator will collaborate school staff can monitor student WBL opportunities and to provide CTE pathway-related service-learning opportunities to all CCA sophomores and freshmen (at placements. least 20 hours). Schools will ensure CTE students and teachers check CPS email at least twice per week to enable access to WBL postings and updates. CTE Teachers will reinforce the need for student to use their CPS emails to access WBL opportunities. TOPIC 9: POST-SECONDARY ARTICULATION Goals: To improve post-secondary articulation such that CTE students will have increased access to college credit through CTE courses. Item CTE Responsibility School Responsibility Articulation Agreements Page 4 OCCP will establish articulation agreements with postsecondary institutions, including but not limited to City Colleges, local four-year institutions, etc. Schools must inform students of opportunities related to post-secondary articulation agreements. 41 New Academy Selection Process 2010-11 Application Process Step 1: Review school applications Interested schools submitted applications to review committee. Review committee consisting of CTE staff, retired CAO & retired Principals. Rubric consistent with national research on CTE critical success factors. • Program Focus (5 points) • Fit with School (e.g., community support, historical strong program performance, etc.) (30 points) • Evidence of Student Interest (10 points) • Facilities (5 Points) • Partnerships (15 points) • Marketing/Student Recruitment (5 points) • Curricular Integration & SLC Structures (15 points) • Academy Coordination (5 points) • College & Career Readiness Supplements (5 points) • Additional Information (5 points) Step 2: Add district portfolio lens Additional systems-level factors influence recommendations for each year’s investments: Student Industry Interests Priority Labor Market Industries Geographic Distribution Distribution of CTE opportunities among school performance levels • Ability to Provide Citywide Access • Other District Info: Assess pending school consolidations, closures, restructuring, building infrastructure issues, SLC progress to date, etc. • • • • Step 3: Assess capital investment requirements and finalize academy selections: Final recommendations should fit within CTE capital budget * Application Process may be refined for 2011-12 Application Process. Note: Application form and rubric have been vetted with CAOs, Principals, and teachers. 42 CPS CTE Programs of Study CPS Schools with CTE Academies and Programs all share similar features that make up a college and career preparatory “Program of Study”. CTE Program Components CPS CTE Integrated Programs Of Study (POS) CTE Programs extend far beyond what is considered a traditional classroom experience. CTE Programs of Study integrate a wide network of curricular, technical and human resources to create a robust 21st century college and career development educational program. Successful preparation for college and career requires an integration of academic, technical and employability skills that are taught inside the classroom and then tested in real work conditions. CTE is developing “Programs of Study” maps to serve as high school planning guides to ensure students are driven to their maximum potential at every level. Inputs to the CTE Program of Study Program of Study (POS) Maps include the following information: Rigorous and Relevant CTE Program Curriculum (Curriculum Revitalization) • Freshman College and Career Readiness Foundations Course Maps CPS Academic Core, CTE & Elective Courses Pathway Maps CPS Service Learning and Work-Based Learning • Three year CTE Course sequence: Orientation, Training, Advanced Training (Some exceptions apply) Maps College & Career Readiness Assessment Maps Potential Post-secondary Course Pathway Capstones College and Career Ready Assessments Lists available articulation agreements and industry certifications Lists Sample Post-Secondary Institutions Aligned To Pathway List Sample Occupations Aligned To Pathway • Employability Assessment • NOCTI Technical Assessment Industry Certifications Post-Secondary Articulation Career and Technical Education Student Organizations Work-Based Learning & Student Interest Survey Integration of Core Academics & CTE The development of a college and career ready student requires a comprehensive school approach where academic and CTE teachers work together to: 1. Integrate and enhance core academic learning in CTE Programs 2. Expand applied learning into the core classroom through project-based and work-based learning 3. Create vertically integrated academic/CTE curricula across a entire grade level of coursework Pathway Maps Included In Guide Broadcast Technology Culinary Arts Hospitality Management Early Childhood Education Allied Health Medical & Healthy Career Academy CISCO Gaming Network Cabling ORACLE Web Design Law & Public Safety Logistics Auto Body Repair In support of this goal, CTE is developing an Integrated Curriculum Team Approach to enable academic and CTE teachers to work together in planning and delivering integrated instruction. CTE staff will provide a program of sustained guidance to support this process. 43 Curriculum Revitalization CTE’s Curriculum Revitalization process aims to provide high-quality curricular resources to Chicago CTE educators and their students Curriculum Revitalization Overview Teacher-Engaged Writing Process The Curriculum and Instructional Support Unit of Career and Technical Education (CTE) is charged with implementing the Curriculum Revitalization (CR) project for 40 CTE Pathways in accordance with career clusters for the state of Illinois. CTE teacher-writers attend a rigorous five day training led by the Curriculum and Instructional Support Unit of CTE. This intensive training introduces teachers to the CR format for lesson units which follow the Understanding by Design framework and the tools/resources available online. As the culminating activity of the training, teachers affirm the industry task list for their pathway, complete the course mapping and benchmark lesson unit for their each grade level. The task list guides the development of a 3 to 4 year syllabi and therefore provides the foundation for the CR process. The CTE CR process aims to provide high-quality curricular resources to Chicago CTE educators and their students. The “revitalized” CTE curriculum is based on business and industry standards, including technical skills, academic competencies as well as employability skills. It is aligned to the Common Core Standards and the 21st Century National Educational Technology Standards (NETS). CR Project Goals For CTE, the goal of the CR is to provide high-quality, industryvalidated standardized curriculum to CTE teachers and students that aligns with industry-validated certifications and assessments. Designated teacher teams within each pathway are charged with the development of CTE curriculum for their pathway, in partnership with CTE staff. CTE Curriculum Components: • 3 year course syllabus aligned to an industry-vetted task list • A minimum of 10 lesson units for each year of the 3 year course sequence • A minimum of one standardized certification per pathway, if applicable • An industry-vetted assessment to occur annually per pathway • Incorporation of employability skills into each year to enhance students' career readiness. Standard Three Year Sequence The majority of pathways consist of a three year sequence: 1. Orientation level in sophomore year 2. Training level in junior year 3. Advanced Training level in senior year CTE curriculum will be developed for each pathway by curriculum writing teams composed of 2- 5 selected teachers in that pathway. The designated teacher writing teams receive intensive training in the CR process, work with a curriculum consultant and are supervised by one of the curriculum specialists in the Instructional Support Unit. COHORT 1 CTE PATHWAYS School Deployment 2010- 11 COHORT 2 CTE PATHWAYS School Deployment 2011-12 • • • • • • • • Early Childhood Education (Early Childcare) Culinary Arts Hospitality Management IT - Oracle IT - Gaming Logistics Law and Public Safety Academy (LPSA) • Broadcast Technology • Auto Body Repair • Freshman College and Career Readiness Foundations Course • Allied Health • Automotive Technology • Business – Accounting, Entrepreneurship, Finance • Construction – Carpentry, Electricity, HVAC, Plumbing • Cosmetology • Digital Media • IT - Certified Webmaster • IT - Cisco Networking • IT- Network Cabling • Medical and Health Careers • Medical Assistant COHORT 3 CTE PATHWAYS School Deployment 2012 -13 COHORT 4 CTE PATHWAYS School Deployment 2013 -14 • Architectural Drafting • Barbering • Equipment and Technical Institute (ETI) • Horticulture • Licensed Practical Nursing (LPN) • Machine Technology • Pre-Engineering • Teaching • Welding • Agricultural Business & Finance • Food Science • Landscape Architecture • Chicago Police and Firefighter Training Academy • Electronics • Diesel Technology • Gallery 37 Advanced Arts Education Program (AAEP) • Equipment and Technical Institute (ETI) (continued from Cohort 3) 44 New Foundations Course College and Career Readiness Foundations(CCRF) Course Overview Students admitted into Career and Technical Education (CTE) College and Career Academies should enroll in this 9th grade year-long, single-period course, where they will begin the process of planning for their future and mastering basic skills needed for college and career success. The course can also be offered in any interested high school that has space in their schedule – for example, some schools may choose to use this course to supplant their freshman Computer Information Technology course. Curriculum can be made available in modules allowing schools to use course content in a variety of class and program settings. Course Description: 4 Modules Basic Technology Skills: Students will be able to describe the computer operating system, conduct internet research, demonstrate internet citation format and acceptable use of intellectual property; and implement basic skills Microsoft Word, Excel, and PowerPoint applications. (Technology skills are also integrated into the three other course modules) College & Career Exploration: Students will research career options, explore career clusters, complete an inventory of interest areas and transferable skills, develop a college and job vision statement and a related high school course plan, along with preliminary budget for college. Students will research local businesses and a potential job shadow day and analyze how careers are impacted by current events and world change. Project-based learning will include application of critical thinking, writing and speaking skills, and goal setting. Basic Financial Literacy: Students will develop financial literacy through experience with budgeting and money management and the relationship of finances to life and career goals. Students will design a budget which demonstrates the benefits of saving and investing and the cost of credit. Basic strategies to avoid credit fraud and identity theft will be explored. College & Career Readiness / Employability: Students will develop employability skills in five areas, such as selfimprovement, interpersonal skills, communication and career preparation. Using small and whole group exercises, role play activities, student self-assessments, and situational judgment questions, students will explore the “soft skills” needed for success in all careers. Students will set short and long term life goals and begin identifying strategies to achieve those goals. Preferred Teacher certification: CTE recommends a business or information technology teacher, or a social science teacher with strong technology skills. Since the course is a non-core subject, NCLB does not apply in terms of requiring a certain type of teacher i.e., there is no specific teacher requirement. If a school is proposing someone with a different background, whoever is selected need to attends the CTE sponsored training regarding the course. Professional Development: Professional Development: CTE offers professional development for teachers programmed for College and Career Readiness. Alignment to Consumer Education: This course covers many but not all of the state mandated requirements for Consumer Education (CE). If a school would like this course to count for CE, the following additional topics would need to be covered: understanding simple contracts, subprime loans, and understanding of the roles of consumers interacting with agriculture, business, labor unions and government in formulating and achieving the goals of the mixed free enterprise system. Please contact CTE for more information. CTE Contact : If you are interested in offering the course or have additional questions Karen Cushing, CTE Instructional Support Specialist 773.553.1217 or kcushing@cps.k12.il.us. 45 Capstones Capstones are culminating experiences that allow students to synthesize learning into an activity, project and event. They require application and reflection. Capstones are an integral part of the CTE experience and participation is a graduation requirement. All CTE students will develop a Senior Capstone Project that will exhibit their knowledge of the course content and ability to apply the skills gained over the course of their three year sequence. Capstone projects can be developed at a school or citywide level. Schools not participating in citywide capstones must develop capstone projects at their school. Capstone Highlights from 2010-2011 School Year Business and Finance • • • • • • • • BPA (Business Professionals of America) Citywide Competition & BPA Citywide Awards Luncheon BPA National Conference & Competition – D.C. Accounting Development Day – Teachers & Students IIEE Entrepreneurship Regional Competition CEC Future Founders Citywide Business Plan Competition NFTE Citywide Entrepreneurship Business Plan Competition Semi Finals & Finals NFTE National Entrepreneurship Business Plan Competition –New York, NY Academy of Finance (AOF) Senior Graduation Culinary Passport on a Plate: An annual event creating eighteen grand buffets of international cuisines where students prepare a written presentation about their chosen country and represent that country in dress and action. Architecture The Newhouse Program and Architecture Competition Chicago Architecture Foundation: Recognizes outstanding student work at the Newhouse Awards ceremony. Competition and roughly 400 student projects are shown as part of the Exhibition. Top students earn paid-internships at Chicago firms, and a select group of teens participate in a week-long, allexpense paid program at Taliesin, Frank Lloyd Wright’s school of architecture in Spring Green, Wisconsin. Health Early Childhood Education Week of the Young Child: Students showcase at an annual national celebration sponsored by the National Association for the Education of Young Children (NAEYC) Two seniors from Curie were selected to present on a scholar in their field. Construction Construction Competition: A head-to-head carpentry skills competition held at Dawson Technical Institute of KennedyKing College. The teams will have to interpret the drawings and then delegate team tasks in order to attempt completion of the house in the allotted 2 hour time frame. Cosmetology A Night at the Hair Oscars: A hair show competition titled. Five seniors from each school will each compete in hair and five seniors will compete in make-up application. Five representatives from the local cosmetology industry and academic institutions participate as judges. Information Technology IT in The Business World: 12 CTE high schools present a variety of IT and CS skills demonstrating the multiple influence of IT for a panel of Judges. Students provide hands-on activities for 7th grade student guests demonstrating skills developed in Computer Programming, Business Systems Networking, Microsoft Applications, Game Programming Law and Public Safety Health Showcase: Each school showcases seniors and their knowledge obtained throughout the program. Students conduct a research project on a health-related topic and/or disease, including a research paper and oral presentation. Senior Law Academy Internship: Students participate in two 13-week internships for class credit with a sponsoring agency. Students develop a Semester Capstone Project to include a portfolio with company information, organizational chart, and presentation of the experience. Manufacturing and Transportation Broadcast Technology & Digital Design Student Projects Event: A demonstration of skills-based projects that students have either primarily designed or will repair based on a culmination of learning. Students use table top simulators/ trainers to demonstrate industry based skills that they have mastered. Celebrations of the Achievement: Hosted for seniors where awards were given out for outstanding work. Industry professionals attending focused on giving project feedback as well as advice on the next steps after high school. 46 CTE Student Assessment Approach CPS CTE’s 3-Dimensional Approach to Student Assessment addresses three components of college and career readiness as recommended by industry and university research. Skills ACADEMIC • • • • Reading Writing Math Science Assessments • CPS core grades • EPAS scores • WorkKeys scores TECHNICAL EMPLOYABILITY • Occupation-specific skills • Fundamentals • Character/ Work Ethic • Problem Solving • Interpersonal • Computer Literacy • CPS CTE grades / unit assessments • Industry certifications • National Occupational Competency Testing Institute (NOCTI) student assessments • CPS | CWIC (Chicago Workforce Investment Council) Employability Assessment Note: These skill categories are used by Association for Career and Technical Education to segment work-readiness skills. 47 Employability Assessment (EA) CPS|CWIC Employability Assessment: (EA) The CPS/ CWIC Employability Assessment (EA) is conducted twice a year in year in the first and third quarters. EA is an observed assessment of 16 core 21st century college and career skills. Employability Assessments measure behavioral skills required for college and career success. This CPS custom tool was created by the Chicago Workforce Investment Council after extensively researching industry, education and academic reports on career readiness. Assessment tool includes Online Assessment Scoring and Rubric, which is presented in the follow section. CPS | CWIC EMPLOYABILITY ASSESSMENT FUNDAMENTAL Appearance/Hygiene Timeliness Oratory/Speaking Key Characteristics of EA • OBSERVED: Uses an observed 3rd party rating of a student, much like a job performance review compared to a computerized or paper-based test • FREE: Tool is free and is low-cost to administer • FORMATIVE: Includes rubric with stages of development through which students could progress over time, and could be administered multiple times over multiple years • PRACTICAL: Focused on a core set of skills that could be quickly assessed so as not to over-burden teachers • ONLINE: Facilitates quick turnaround time in data availability and analysis • INDUSTRY-NEUTRAL: Applicable to all occupations YES or NO How EA Differs from other Assessments 1 = Below Standard/ Expectation 2 = Meets Standard/ Expectation 3 = Exceeds Standard/ Expectation WORK ETHIC / CHARACTER Attitude Accountability/Integrity Self Control Ambition/Initiative PROBLEM SOLVING Supervision Procedure/Rule Following Problem Solving Approach Information Management INTERPERSONAL Verbal Communication Active Listening Feedback Teamwork ≥2 people COMPUTER Computer Literacy Employability Assessment Data Uses • Use scores formatively to measure and monitor student progress over the three year CTE course sequence • Use Senior Q3 employability assessment scores as a summative metric of college and career readiness • Support data-driven instruction personalized to the needs of each student • Evaluate curriculum success in developing the 16 skills • Screen candidates for participation in work-based learning opportunities offered in Junior and Senior year • Existing market products are self assessments where a student takes an computer or paper-based test - rather than having skills observed and validated by an instructor or employer • These products can tell an instructor or an employer is a person understands the definition and function of a particular skill • The products can tell can tell an instructor or an employer if a person understands what to do in a particular scenario • BUT, self assessments cannot tell a employer whether to not a person demonstrates these skills in a real work scenario over a course of time Assessment Source Research • National work readiness assessments, skill catalogues and market tools • Recommendations from National Association of Career and Technical Education • Recommendations from national and state workforce advocacy groups, national industry organizations • Recommendations from the Department of Labor, Illinois State Board of Education, Illinois Department of Employment Security, Illinois Department of Commerce and Community Affairs 48 Employability Assessment Rubric FUNDAMENTAL YES or NO Appearance Dresses according to the defined norms of the workplace or school activity. Categories are business casual, business (coat and tie), and business formal (suit). Understands that appropriate appearance impacts cultural fit at the workplace. Timeliness Arrives on time and is rarely absent without cause. Understands the relationship between punctuality and how people perceive them. Oratory/Speaking Uses appropriate language, volume, clarity and tone based on the norms of the environment. Uses friendly tone and smiles when conversing with others. WORK ETHIC/ CHARACTER Fundamentals, Work Ethic/Character. Problem Solving Attitude 1 = Below Standard/Expectation Is often negative and struggles to reorient negative outlook into a positive outlook. Does not understand or is not concerned with how attitude affects performance and group dynamics. Rarely acknowledges responsibility for own actions and decisions. Does not complete Accountability/Integrity assignments and is not concerned with quality of work. Has a generally low standard of performance. 2 = Meets Standard/Expectation 3 = Exceeds Standard/Expectation Is usually optimistic and can reorient negative outlook into a positive outlook. Understands how attitude affects performance and group dynamics. Is optimistic and quickly reorients negative outlook into a positive outlook. Values how attitude affects performance and group dynamics and tries to positively influence conditions. Acknowledges responsibility for own actions and decisions. Completes assignments and is concerned with quality of work. Works towards a high standard of performance for self. Assumes responsibility for actions and decisions. Completes assignments and is concerned with quality of own work and that of peers. Works towards a high standard of performance. Self Control Does not have control over emotional reactions. Responds to difficult individuals or situations with an agitated and defensive manner. Struggles to keep personal matters from interfering with performance. For the most part, controls emotional Can suppress own reaction and remedy reactions. Responds to difficult individuals difficult individuals or situations with a calm or situations with a calm and nonand non-defensive manner. Keeps personal defensive manner. Usually keeps personal matters from interfering and maintains top matters from interfering with performance. performance. Ambition/Initiative Has difficulty setting and achieving short term goals. Rarely takes initiative and waits for others to give work. Is only motivated under excessive influence or threats. Has a low expectation for self. Can set and achieve short and moderate term goals. Takes initiative and does not wait for others to give work. Is self motivated but needs encouragement at times. Sets moderate expectations for self. PROBLEM SOLVING 1 = Below Standard/Expectation 2 = Meets Standard/Expectation Can set and achieve short and long term goals. Takes initiative and does not wait for others to give work. Is self motivated and can strive independently. Sets high expectations and strives to surpass them. 3 = Exceeds Standard/Expectation Supervision Needs constant supervision to complete tasks. Needs moderate supervision to complete Needs minimal supervision to complete tasks. tasks. Procedure/Rule Following Has difficulty following rules and procedures. Jumps into tasks without first reading the directions. Does not seek clarification when unclear. Does not see the relevance of procedures to performance. Follows rules and procedures. Reads all directions before starting. Can break down Follows rules and procedures. Reads all instructions and prioritize implementation. directions before starting. Checks for Checks for clarification when directions are clarification when unclear. Understands unclear. Appreciates relevance of relevance of procedures to performance. procedures to performance and contributes suggestions for new/better procedures. Problem Solving Approach Uses an advanced process for problem Uses a basic process for problem solving. Does not approach program solving with solving. (1) Identify the problem (2) (1) Understand the problem (2) Construct any process. Has difficulty constructing and Understand the problem (3) Construct a plan a plan to solve the problem (3) Execute the executing a plan. to solve the problem (4) Execute the plan (5) plan. Evaluate results Information Management Struggles to identify and acquire information needed to solve a problem. Has difficulty extracting and understanding information from charts and graphs. Has difficulty organizing information effectively. Can identify and acquire information to solve a problem. Can extract and understand information from charts and graphs. Can organize information effectively. Can identify, acquire, and analyze information across disciplines to solve a problem. Can extract and understand information from charts and graphs. Recognizes information most relevant to a situation. Can organize information effectively. Seeks opportunities to learn new information. 49 Employability Assessment Rubric 2 = Meets Standard/Expectation 3 = Exceeds Standard/Expectation Verbal Communication Does not effectively express his/her ideas in a clear and logical manner. Has difficulty building on information presented during a conversation. Usually responds with yes/no answers. Often uses communication destructively to gossip or cause harm. Effectively expresses his/her ideas in a clear and logical manner. Can have a twoway conversation building on information obtained during the conversation. Uses communication constructively to promote goals not to gossip or cause harm. Effectively promotes his/her ideas in a clear and logical manner. Supports his/her ideas with data and research versus personal opinion. Is a skilled conversationalist and can successfully engage others in brainstorming and conflict resolution. Uses communication constructively to promote goals not to gossip or cause harm. Active Listening Struggles to understand, interpret, and evaluate what he or she heard. Does not accurately recall information. Does not ask clarifying statements. Does not maintain eye contact. Does not use listening cues such as nodding and verifying statements. Can understand what he or she heard. Can accurately recall information. Asks clarifying statements. Maintains eye contact. Uses listening cues such as nodding. Can understand, interpret, and evaluate what he or she heard. Accurately recalls and summarizes information. Asks clarifying statements. Maintains eye contact. Uses listening cues such as nodding and verifying statements. Feedback Responds defensively to constructive criticism. Often deflects by providing excuses. Resists being redirected to appropriate behavior. Does not defer judgment. Responds civilly to constructive criticism. Absorbs feedback as a learning tool. Can be redirected to appropriate behavior. Reflects on feedback and defers immediate judgment. Proactively seeks feedback and responds positively to constructive criticism. Absorbs feedback and seeks new ways to perfect behavior or performance. Easily redirected to appropriate behavior. Reflects on feedback and defers immediate judgment. Teamwork ≥2 people Does not work well in a team situation. Does not share responsibility for team deliverables. Deflects workload onto other team members. Often seeks to reduce level of quality. Is critical of other team members. Disrespects other team members’ input. Is unwilling to compromise to achieve overall team success. Works with other team members to accomplish shared goals. Shares responsibility for team deliverables and accomplishes an equal portion of the workload. Respects and values other team members’ input. Willing to compromise to achieve overall team success. Works with other team members to accomplish shared goals and often takes on team leadership position. Shares responsibility for team deliverables and accomplishes an equal portion of the workload. Provides team members with constructive guidance, encouraging others to do high quality work. Respects and values other team members’ input. Supports negotiated compromise to achieve team success. Interpersonal - Computer INTERPERSONAL COMPUTER Computer Literacy 1 = Below Standard/Expectation 1 = Below Standard/Expectation Can operate a computer. Can connect to internet. Can use search engines. Can send/receive email. Has difficulty using word processing software. 2 = Meets Standard/Expectation Can operate a computer. Can connect to internet. Can use search engines. Can send/receive email. Can use word processing software. 3 = Exceeds Standard/Expectation Can operate a computer. Can connect to internet. Can use search engines. Can send/receive email. Can use word processing, presentation and spreadsheet software. 50 Employability Assessment Online System Online Assessment Tool : https://internal.etcchicago.com/admin/cteworkready.aspx Employability Assessment Online Tool CTE has developed an easy to use online assessment form that seamlessly integrates with IMPACT automatically linking a CPS login to a list of only students enrolled in a teacher's class. On average, it takes teachers less than 5 minutes to rate a student. Online Assessment Completion Tracking Using a CPS login, CTE staff and school Principals can access real-time status of Employability Assessment Completion. Use a CPS login. https://internal.etcchicago.com/admin/cteworkreadycompletion.aspx AREA SchoolID 26 609xxx 26 609xxx 26 609xxx SchoolName Teacher LName Teacher FName Prog Name Auto Body Repair Automotive Technology Cabinet Making Total Students Asses Comp_Q1 Asses CompPer Survey Comp Survey CompPer 75 72 96.00% 61 81.33% 66 64 96.97% 23 34.85% 85 83 97.65% 69 81.18% Importance of Tracking Assessment Completion for Work-Based Learning Placement Employability assessment scores are used to screen students for work-based learning opportunities. It is critical that schools reach 100% of teachers completing the assessment. Students without assessment scores will be ineligible from participating in a CTE Partner Development work-based learning opportunity. See Work-Based Learning Section for more details. 51 NOCTI Technical Assessment NOCTI Data Uses The National Occupational Competency Testing Institute, or NOCTI, delivers a series of assessments or standardized tests for students studying career and technical programs in high schools and technical colleges in the United States. The assessments, based on a job and task analysis process, incorporate input from subject matter experts representing different regions of the United States in secondary and postsecondary education as well as business and industry. The assessments are updated on a regular basis and are aligned with ONET (National Occupational Database), national academic standards (math, science and language arts) as well as business and industry standards. A number of the assessments are linked to industry certification programs. Assessment Blueprints are available for all NOCTI Job Ready Assessments. NOCTI website: www.nocti.org Schools will receive Duty Level scores that assess the student’s understanding of specific skills related to their program. For example, in Culinary Arts, students are measured on Knife Skills. These scores are reported per student, per class and benchmarked against national standards. Data comes in the form of raw scores and color-coded benchmarking charts. • Use scores formatively to measure and monitor student progress over the three year CTE course sequence • Use Senior Post-Test scores as a summative metric of technical expertise as well as college and career readiness • Support data-driven instruction personalized to the needs of each student • Evaluate curriculum success in developing the program specific technical skills • Determine the technical skills a student has mastered in order to allow for articulated credit Assessment Components The NOCTI Job Ready Assessment is an online assessment and consists of approximately two hundred multiple-choice items. It covers factual knowledge, technical information, understanding of principles, and problem-solving abilities related to the occupation. Tests are available in most CTE program areas. The test takes three hours to complete. Certification & Articulated Credit Alignment CPS CTE students may be able to earn articulated credit with post-secondary institutions with a NOCTI score that meets or exceeds the National average. Teacher Roles & Responsibilities NOCTI Administration & Benchmarking The NOCTI is given once a year in the third quarter. Sophomores and Juniors will be given the pretest and Seniors the post-test. NOCTI must be taken on-line in a computer lab conducive to standardized testing. Benchmark Scores • Sophomore pretest score ≥ 33% of national average • Junior pretest score ≥ 67% of national average • Senior post-test score ≥ 90% of national average CTE Contact: For information or assistance on NOCTI administration, please contact Sarah Rudofsky, CTE Assessment and Articulation Specialist at (773) 553-2490 or serudofsky@cps.k12.il.us • Communicate the purpose of NOCTI with students on a consistent basis • Plan student schedules during the Q3 assessment period to accommodate for the three hour length of the test • Schedule computer lab time and IT support in advance of assessment period • Participate in professional development to analyze student data and to communicate the results with students Student Preparation Teacher and students can review the blueprints that are available for each pathway on the NOCTI website. There are sample questions included. Study Guides are also available for purchase on the website. Individual secondary or postsecondary institutions are not allowed to review the actual assessments. Assessment Blueprints are available and may be shared with teachers and students to review. They are located on the NOCTI website: www.nocti.org 52 Industry Certifications Labor market projections reinforce the need for students to obtain a post-secondary credential. Certifications awarded through CTE are all industry recognized. Industry Clusters Programs Food Science Food Handler Sanitation CTEAgriculture is pleased to offer students the opportunity to obtain an industry credential as part of their CTE program. These certifications are not only attractive to employers but can be used to develop articulation agreements with colleges and Broadcast Technology Final Cut Pro Level 1 Editing Broadcast Technology & universities. Digital Media Business & Finance Construction & Architecture Culinary & Hospitality Education & Training Health Sciences Human Services Information Technology Law & Public Safety Manufacturing & Engineering Transportation, Distribution, & Logistics Digital Media Adobe: Flash, Photoshop, DreamWeaver Entrepreneurship NFTE, W!SE Financial Literacy Accounting W!SE Financial Literacy Finance Academy W!SE Financial Literacy Architecture Autodesk AutoCAD Carpentry, Electricity, Plumbing Occupational Safety & Health Administration (OSHA) Heating and Air Conditioning OSHA, HEAT and Refrigeration Culinary Arts Food Handler Sanitation, OSHA, ProStart Hospitality Management Food Handler Sanitation, OSHA Early Childhood Education CPR, First Aid Teacher Education CPR, First Aid Allied Health Bloodborne Pathogens, CNA, CPR, First Aid, Pharmacy Tech License Medical & Health Careers Bloodborne Pathogens, CNA, CPR, First Aid, Pharmacy Tech License Medical Assistant Bloodborne Pathogens, CPR, First Aid, RMA Licensed Practical Nursing CPR, CNA, First Aid, LPN Cosmetology Cosmetology State License Barbering Barbering State License Cisco Networking Cisco CCENT, A+, Net+ Oracle Database Programming Oracle Certified Associate (OCA) Business Systems Networking A+, Net+ IT Applications Microsoft Certified Application Specialist (MCAS) Network Cabling To be determined Web Design To be determined Chicago Police & Firefighter Training Academy AED (Defibrillator), CPR, EMT, First Aid Electronics IPC, MSSC (Safety) Equipment Technology Institute MSSC (Safety) Machine Technology MSSC (Safety), NIMS (Job Planning, Bench Work & Layout; Manual Drill Press Operations; Manual Milling; Measurement, Materials & Safety) Pre-Engineering To be determined. Auto Body Repair MAST (Steering and Suspension; Brakes; Engine Repair; Electrical) Automotive Technology MAST, ASE, AC Delco (Steering &Suspension; Brakes; Engine Repair; Electrical) Diesel Technology NaviStar Diesel 53 Postsecondary Articulation Establishing Pathways to Postsecondary via Certification and Articulation is an excellent way for CTE to drive increased college enrollment and career placement. HOW IT WORKS… Industry Certifications Postsecondary Articulation Agreements • CPS students complete High School 3 year CTE course and demonstrate competency via industry certification Earn City Colleges of Chicago credit at no cost while in High School • 1st program agreements to be completed: Health, Business, Hospitality, Construction • Additional pathways and colleges to follow CPS Business Academy 1 (Grade 10) CPS Business Academy 2 (Grade 11) CPS Accounting 2 (Grade 12) W!SE Financial Literacy Certification • CPS students access industry-recognized certifications while in high school CTE courses increases access to postsecondary education and employment after High School • Most CPS CTE programs should offer industry certifications; CTE is training teachers and standardizing curriculum to ensure this occurs Example Certifications Final Cut Pro A+ MCAS CCENT AutoCAD CNA LPN Cosmetology MSSC EMT NFTE certification See next page for complete listing per program. CCC – Business 111 AGREEMENTS PLANNED : Schools will be notified once agreements are confirmed. Chicago City Colleges (system-wide) Robert Morris University Medical Assisting Allied Health LPN Carpentry Electrical Accounting Business Management Finance Computer Information Systems Education Media Arts/ Web Design Plumbing HVAC Accounting Business Management Automotive Culinary Southern Illinois University University of Illinois Urbana-Champaign Construction Management Architectural Drafting 54 Career & Technical Student Organizations CTSO’s function as CTE “industry associations” allowing students to embrace their career identify and interests with a national cohort of CTE students. Students are encouraged to join CTSOs to: • • • • • Drive high academic and occupational standards Develop meaningful business partnerships Link school-based learning to the real world of work Develop industry and community leadership skills Enhance student self-esteem and self-confidence Contact your CTE Program Coordinator for more information about participation in a CTSO. Business Professionals of America Business Professionals of America has a history as a student organization that contributes to the preparation of a world-class workforce through the advancement of leadership, citizenship, academic, and technological skills for students at the Secondary and the Post-Secondary level. Through co-curricular programs and services, members of Business Professionals of America compete in demonstrations of their business technology skills, develop their professional and leadership skills, network with one another and professionals across the nation, and get involved in the betterment of their community through good works projects. Health Occupations Students of America Health Occupations Students of America (HOSA) is a national vocational student organization endorsed by the U.S. Department of Education and the Health Occupations Education Division of the American Vocational Association. HOSA's twofold mission is to promote career opportunities in the health care industry and to enhance the delivery of quality health care to all people. HOSA's goal is to encourage all health occupations instructors and students to join and be actively involved in the HOE-HOSA Partnership. National FFA FFA makes a positive difference in the lives of students by developing their potential for premier leadership, personal growth, and career success through agricultural education. National Postsecondary Agricultural Student Organization The National Postsecondary Agricultural Student Organization (PAS) is an organization associated with agriculture/ agribusiness and natural resources offerings in approved postsecondary institutions offering associate degrees or vocational diplomas and/or certificates. ACE Mentor Program The ACE Mentor Program seeks to engage, excite and enlighten high school students to pursue careers in the integrated construction industry through mentoring; and to support their continued advancement in the industry through scholarships and grants. ACE is a unique partnership among industry professionals — architects, interior designers, landscape architects, mechanical, structural, electrical, environmental and civil engineers, construction managers, college and university representatives, and other professionals from related corporations and professional organizations — who work together to attract young people to their professions. CTSO’s Planned for Future SkillsUSA SkillsUSA is a national organization serving high school and college students and professional members who are enrolled in technical, skilled and service occupations, including health occupations. National Young Farmer Educational Association National Young Farmer Educational Association is the official adult student organization for agricultural education as recognized by the United States Department of Education. With the goal of being America's Association for Educating Agricultural Leaders, the association features leadership training, agricultural career education and community service opportunities. Technology Student Association (TSA) The Technology Student Association (TSA) is the only student organization devoted exclusively to the needs of technology education students who are presently enrolled in, or have completed, technology education courses. Future Educators Association The Future Educators Association (FEA), sponsored by PDK International, is a student organization that provides students interested in education-related careers with activities and materials that help them explore the teaching profession in a variety of ways. FEA helps students develop the skills and strong leadership traits that are found in high-quality educators and significantly contributes to the development of the next generation of great educators. 55 Work-Based Learning (WBL) Work-Based Learning advances student skills development and prepares students to make wellinformed college and career choices. Role of Work-Based Learning (WBL) CTE Recommended WBL Sequence In order to improve academic performance and postsecondary outcomes, students should have access to developmentally appropriate work-based learning experiences that build upon their academic and career interests. Programs should provide meaningful opportunities for students to demonstrate skills and knowledge. 10th Grade Service Learning: Students learn and develop through active participation in thoughtfully organized service that is conducted in and meets the needs of a community while advancing a students' personalized education and career plan. Unlike volunteerism, service learning is integrated into and enhances the academic curriculum and strongly emphasizes structured reflection on learning. CTE has developed a Operations Guide to Work-Based Learning compiling information on 11 WBL activities from 200+ resources. Recommendations comply with all CPS and CTE requirements and align to the State of Illinois’ P20 Illinois Pathways Initiative. The WBL Guide can be downloaded at: http://www.chooseyourfuture.org/cte/staff/resources Recommended WBL Sequence WBL activities are “stacked” developmentally, where each WBL activity provides the skills foundation for the next activity. 12TH CO-OP College & Career Readiness INTERNSHIPS GUEST SPEAKERS PROJECT-BASED LEARNING 11th Grade - Job Shadows Students accompany an outside volunteer to a workplace setting where they observe and learn about roles, responsibilities, and required skill sets associated with an occupation within a cluster and pathway aligned to their personalized plan of study. In addition, Job Shadows provide students with opportunities to expand their professional network. 11th & 12th Grade - Internships Students participate in a work-related experience in a company setting where they perform the roles and functions of one or many occupations specific to a cluster and pathway that aligns with their personalized plan of study. Students should have clearly defined goals for how the internship advances their skill sets and allows them to demonstrate their knowledge through applied learning. CTE focuses mainly on placing students in summer internship but does offer a smaller number of winter and spring break opportunities. 11TH JOBS SHADOWS INTERNSHIPS GUEST SPEAKERS PROJECT-BASED LEARNING 10TH GUEST SPEAKERS PROJECT-BASED LEARNING SITE VISITS INDIVIDUAL/GROUP SERVICE PROJECT 9TH GROUP SERVICE LEARNING PROJECT SITE VISITS 8TH CAREER EXPOS, SITE VISITS CAREER–THEMED AFTER SCHOOL PROGRAMS 8TH through 9th 10th 11th Optional Senior Year - Cooperative Education A experiential, independent study course co-engineered by students, teachers and outside partners that is designed to advance a student's personalized plan of study as they engage in advanced pathway courses within a given cluster pathway. Program consists of a CTE classroom course and a employer onsite work experience. All Years - Project Based Learning Project-Based Learning (PBL) is focused experiential learning organized around student-centered investigation and resolution of real-world problems identified with input from outside stakeholders. PBL organizes curriculum around this holistic problem, enabling student learning in relevant and connected ways. PBL creates a learning environment in which teachers coach student thinking and guide student inquiry, facilitating learning toward deeper levels of understanding while entering the inquiry as a co-investigator. 12th 56 WBL Placement Process Job Shadow & Internship Placement Process WBL Placement Coordination Job Shadow & Internships: Coordinated by the CTE Partnership Development Liaisons (PDL) If your school conducts its own programs, please coordinate with Partnership Development so that we can support and record your achievements. CTE’s Partner Development teams manages a comprehensive opportunity sourcing and placement program for all interested, work-ready eligible students Teachers complete online Employability Assessment for all students based on observations over the quarter Students complete online Student Interest Survey (SIS) securing interest and availability data Students rated “Work-Based Learning Eligible” are made WBL offers through CPS Email from a partner Development Liaison o Service Learning: Coordinated by Academy Coordinators in partnership with school based service learning coordinators. Eligibility criteria below does not apply. Students who were not assessed and did not complete the survey will not be offered a placement o Co-op: Coordinated by Schools in partnership with Sandra Castillo, CTE Program Coordinator. o Student who respond and accept offers in a timely manner will receive confirmation of their placement. Students will receive an Offer Sheet. WBL Placement Eligibility & Terms Student who are unresponsive will be re-prioritized below other eligible candidates Work-Ready: CTE students whose Employability Assessment scores are “Yes” on all fundamentals and ≥ 2 on all WorkEthic/Character Skills. Students who have accepted offers will attend a preworkshop or orientation before the start date or event Student arrive on time at the placement site on the proper start date Work-Based Learning (WBL) Eligible: CTE work-ready students who on the Student Interest Survey expressed that they were interested in their program pathway and are available to participate (no other scheduling conflicts such as sports, summer school, etc) Student who no show to the placement will receive a call. Each school has authority to design their own response. No Show students will not be prioritized for future workbased learning opportunities CTE Recommends that Principals monitor Employability Assessment completion, Student Interest Survey Completion and WBL Placements as part of student performance management. Online Employability Assessment and Student Interest Survey (SIS) Completion Tracking Use a CPS login. https://internal.etcchicago.com/admin/cteworkreadycompletion.aspx EA AREA SchoolID 26 609xxx SchoolName Teacher LName Teacher FName SIS Prog Name Total Students Asses Comp_Q1 Asses CompPer Survey Comp Survey CompPer Auto Body Repair 75 72 96.00% 61 81.33% Online Work-Based Learning Placement Tracker 02/04/2011 No Response Luster Job Products 03/16/2011 Shadow Inc. Teacher Program PDL Email PDL Act Type Act Date OrgName Placement Status Student Response Activity Date Offer Date Fname Lname SID School SchoolId Use a CPS login. https://internal.etcchicago.com/admin/studenttrackingplacements.aspx Chitty, VRChitty@cps. Finance Vera Academy k12.il.us 57 Work-Based Learning Milestones by Date SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY FEBRUARY Present an overview of Employability Skills to new sophomores Conduct Q1 Employability Assessment & Student Interest Survey Make offers and placements for winter break internships Make offers and placements for March job shadow day Make offers and placements for Spring Break Internships MARCH Job Shadow APRIL MAY JUNE JULY AUGUST Job Shadow Evaluation Conduct Q3 Employability Assessment & Student Interest Survey Make offers and placements for Summer internships Internship Orientation Summer Internship Internship Evaluation 58 CTE Service Learning Action-based citizen education where students directly impact community as well as their own self development. CTE COMMITMENT TO SERVICE LEARNING CTE values service learning as a critical component to a student’s educational development. Service learning is one of the most powerful forms of work-based learning due to its ability to drive academic, technical, employability and social/emotional development outcomes. CTE is positioning service learning at the 9th and 10th grades to intervene at a critical time when students are beginning to question the value of their education in the real world. CTE believes service learning can help students connect how classroom curriculum, both academic and technical, can directly impact social issues in their own community. As students begin to see themselves as active change agents not passive recipients, they will be less likely to drop out. COMMUNITY PARTNERSHIPS CTE is excited to harness the passion, commitment and intelligence of its students towards well-structured, well-researched service learning projects. Building quality community relationships will be critical to the success of this service learning vision. CTE is unique in that its students are enrolled in career programs where they are learning specific technical skills related to a industry occupation. CTE looks to source and develop service learning projects that align to these occupations making the direct connection between career and community development. Service Learning provided students a chance impact the issues they care about, in their own way, with their own voice. SERVICE LEARNING MISSION AND GOALS • Definition: Service-learning is a powerful, hands-on teaching and learning strategy that integrates meaningful service and classroom content. The process creates authentic learning opportunities while teaching civic responsibility through service to others with reciprocal benefits for all involved. • Mission: Service-learning will deepen and extend classroom instruction for CPS high school students in all subject areas to improve academic achievement, build social skills, and develop civic skills and attitudes. Through participation in curriculum-integrated service-learning projects, students will have opportunities to work toward the common good as they develop a strong sense of social responsibility and civic awareness. • Goals: All schools generate opportunities for classroom-integrated service-learning experiences with students. All students participate actively in service-learning experiences to build higher order academic skills, strengthen relationships, and develop civic skills. Community organizations partner with schools to provide authentic servicelearning experiences. • Core Educational Criteria: Investigation, Planning, Action, Reflection, Demonstration SERVICE-LEARNING GRADUATION REQUIREMENT: CLASSROOM INTEGRATED SERVICE PROJECTS Beginning with the 2010-11 academic year, a cohort of opt-in CPS high schools will provide support and guidance to enable all students to complete a revised project-oriented service-learning graduation requirement. The graduation requirement for all high school students will be the completion of three substantive, high quality service-learning projects during their four years in high school. These projects will create the foundation for continued civic engagement during high school, college and beyond. 59 CTE Job Shadows Job Shadows are one-day deep dives into a specific career where students engage in hands-on occupational exploration and learning. CTE IS COMMITTED TO HELPING STUDENTS EXPAND THEIR OPPORTUNITY NETWORK CTE believes that students should have every opportunity to explore multiple paths to their future. CTE works diligently to provide opportunities for students to explore their career interests in both classroom and real-world environments. Many CTE students have not directly experienced a professional work environment leaving major knowledge gaps in career awareness and work-culture norms. Often students do not experience this until their first job when the stakes are high. A job shadow is a safe and supportive way to provide students a window into the professional world working alongside a caring professional mentor who is genuinely interested in the student’s future. CTE JOB SHADOWS OCCUR WHEN STUDENTS ARE BEGINNING TO TEST VARIOUS CAREER IDENTITIES CTE programs are delivered over a three-year continuum from sophomore to senior year. Job Shadows are scheduled in March of the Junior year. By this point, CTE students have completed 1.5 years of CTE curriculum where they focused on technical and employability skills development. During this instructional period, CTE teachers use project-based learning to simulate real-world context while still providing a scaffolded learning environment. The job shadow serves a real-world one-day deep-dive into a work environment where classroom learning comes alive in a new context. During the day, a student partners with an industry professional who serves as part coach, part teacher and part mentor. The mentor serves as a new sounding board for students’ career and educational interests without the pressure of teacher or parent expectations. A job shadow creates a critical link between students and their future by providing a “day in the life” of a desired career. GOAL: BUILDING BRIDGES Students rate participating in hands-on work activity as a critical job shadow success factor • Allow students to connect with a professional career mentor who is genuinely interested in their career goals • Expand horizons by creating a breadth of opportunities for students to engage in various Dept.al activities • Demonstrate connection between school and career by showing what skills are in demand • Discuss how you use lifelong learning (informal and formal) to build your skills while on the job • Create a list of potential leading questions that encourage the student to reflect on their interests, skills, and aspirations • Provide an opportunity for student to build on their industry network by engaging persons across deptartments • Get to know students’ career and educational goals and provide feedback on goal setting and planning • Demonstrate a caring, professional adult relationship based on mutual respect PROGRAM DESIGN: INTERACTIVE - NOT PASSIVE LEARNING • Job shadow program is explicitly designed to integrate with academic, technical and employability curriculum, and likewise the curriculum develops the skills necessary to maximize the job shadow experience • Job shadow visits have structure and a specific learning agenda to allow for learning as well as social interaction • Student matches are based upon their employability assessment scores and specific career interests • Students are provided pre-shadow workshops focused on employability skills • Students conduct independent research on their specific company and occupation of their shadow mentor • Shadow mentors should be a credible source of career information and have an expressed interest in participating • Shadow mentor should be encouraged to allow youth to actively participate in day’s work activity, not just observe • Teachers should conduct well-planned post-visit classroom activities to reinforce the school trip experiences • Teachers must establish direct consequences for students who do not act professionally during site visit 60 CTE Internship Programs Internships provide full career immersion with responsibility for real, necessary tasks that matter to an employer. CTE IS COMMITTED TO OFFERING CHALLENGING AND EMPOWERING REAL-WORLD APPLICATION OF ITS CAREER PROGRAMS CTE is committed to providing every work-ready student the opportunity to apply their skills in a high impact internship. Internships are a powerful form of work-based learning involving meaningful work with responsibility and accountability. An internship should challenge the student to apply and build on their academic, technical and employability skills. Unlike youth employment, internships are highly structured learning programs where workplace supervisors are responsible for student development and workplace performance. Balancing this dynamic is what transforms entry-level work into a powerhouse of learning and development. CTE INTERNSHIPS TARGET THE JUNIOR SUMMER WHEN COLLEGE AND CAREER GOALS BECOME EMINENTLY IMPORTANT CTE programs are delivered over a three year continuum from sophomore to senior year. Internships target the summer after Junior year. By this point, CTE students have completed two years of CTE curriculum where they focused on technical and employability skills development. During this instructional period, CTE teachers use project-based learning to simulate real-world context while still providing a scaffolded learning environment. The internship marks the transition from a highly structured classroom to an independent workplace where student s apply their skills to real tasks that have meaning for their internship host and supervisor. Students work with their supervisor to complete concrete work tasks and are held accountable for their work and behavioral performance. Internships are on the critical path to students’ development, marking entrance into the adult world of external accountability. STUDENT GOALS: STUDENTS EMBRACING THEIR NEW PROFESSIONALISM Youth are engaged in meaningful, responsible adult work supporting their path to maturity Youth increase their career preparedness and knowledge of the habits (skills and competencies) of compensated work Youth understand their own interests and abilities as they relate working in the 21st century economy Youth are motivated to be successful in school as they contextualize their work in a results-oriented environment Youth build an understanding of themselves as lifelong learners and apply this to their future schooling and careers Youth understand the relationship between work, personal income and lifelong earning Youth strengthen and improve their academic, technical and employability skills Youth understand the importance of relationships with people different from themselves Youth increase their sense of civic engagement and responsibility. They understand how work addresses a community or public purpose in addition to the commercial and profit-seeking aspects • Youth build self-confidence and maturity by working with adults in a business environment • Youth include their families in the learning experience. Youth help build pride among family members for their involvement in learning and new opportunities, leading to higher expectations for lifelong achievement. Youth and families receive support to make internships a collective learning experience • • • • • • • • • Source: National Academy Foundation | Preparing Youth for Life: The Gold Standards for High School Internships MODEL INTERNSHIP PROGRAMS Model internships are planned, structured, and evaluated by the intern, internship coordinator, internship site supervisor, and parents when possible. Effective internships provide interns with the opportunities to develop an understanding of the career area duties and responsibilities, terminology, climate, protocol, and other information that will enable interns to meaningfully analyze and revise their future plans. 61 CTE Co-Operative Education (Co-op) Co-op is a year-long, employer-based work study program for CTE’s most promising seniors. GOAL OF COOPERATIVE EDUCATION AT CTE Cooperative education (a.k.a. ‘coop’ or ‘work study’) is intended as a year-long, work-based learning experience for CTE’s most promising senior CTE students. Cooperative education programs are designed to give on-the-job advanced skills training in a chosen CTE pathway. TOP ELEMENTS OF A SUCCESSFUL COOPERATIVE EDUCATION PROGRAM Aligns with Student Interests: Students are more apt to be engaged and perform well on the job when their work experience closely links to their personal and career interests Considers Employer Needs: The best cooperative placements are mutually beneficial and serve both the student’s interests and the goals of the employer Includes Strong Employer Mentorship/Supervision: Students are most successful when placed with an appropriate workplace mentor defined as someone comfortable working with youth and capable of providing the needed training, guidance, and feedback Incorporates Strong Teacher Supervision: Students (especially those new to a workplace environment) benefit from the support of coaching; CPS requires at least 1 site visit/quarter and 1 point of contact with the employer per month Based on Written Training Plan / Agreement: Developing a well defined training agreement agreed upon by the employer, teacher, student, and parent/guardian is critical to ensure training expectations are clear for all parties Cooperative education programs are designed to give on-the-job advanced skills training in a chosen CTE pathway. PURPOSE & BENEFITS OF COOPERATIVE EDUCATION Employers often express concern that the education system does not prepare people with the type of work readiness and technical skills to meet their business needs. Students on the other hand are disengaged in classroom learning because it lacks real world relevancy. When both students and employers can collaborate to combine classroom learning with the application of knowledge and skills in the workplace, education becomes more engaging to students and better serves the needs of the business community. BENEFITS TO STUDENTS • • • • • • See firsthand the connection between classroom education and work Explore interest in a particular career area Further develop work readiness skills Build resume and improve future employability Explore career choices prior to making long-term college and career investments Earn wages while learning from skilled professionals BENEFITS TO EMPLOYERS • • • • • Discover and pre-screen potential employees Secure reliable part-time help Improve the skill level of future workers Improve community relations by helping local youth with employment and education Support provided certified training liaison (cooperative education teacher) 62 Project-Based Learning Student-directed investigations that are complex in nature and have no pre-determined correct answer. GOAL: CREATE LIVING CLASSROOMS • • • • • Organize learning around projects that include complex tasks based on challenging questions or problems that involve students in design, problem solving, decision-making or investigative activities Allow students to take the lead, making critical choices and decisions in a supported learning environment Train students to draw on multiple disciplines to solve problems and deepen understanding Require students to develop and demonstrate essential skills and knowledge Build in opportunities for reflection and self-assessment PROGRAM: PROJECTS LIBERATE TEXTBOOK CONTENT Centrality: the project is the central teaching strategy; students encounter and learn the central concepts of the subject via the project; projects in which students learn things that are outside the curriculum are not applicable; projects that simply serve to provide illustrations, examples, additional practice, or practical applications for material taught initially by direct classroom instruction are not applicable Driving question: the project is focused on questions or problems that "drive" students to encounter (and struggle with) the central concepts and principles of a discipline; definition of the project (for students) must be crafted to make a connection between activities and the underlying conceptual knowledge Constructive Investigations: an investigation is a goal-directed process that involves inquiry, knowledge building, and resolution; the central activities of the project must involve the transformation and construction of knowledge (by definition: new understandings, new skills) by students; investigations may be design, decision-making, problem-finding, problem-solving, discovery, or model-building processes Autonomy: the project is not, in the main, teacher-led, scripted, or packaged; laboratory exercises and instructional booklets are not examples of PBL, even if they are problem-focused and central to the curriculum; projects do not end up at a predetermined outcome or take predetermined paths; projects incorporate a good deal more student autonomy, choice, unsupervised work time Realism: the project incorporates real-life challenges where the focus is on authentic (not simulated) problems or questions and where solutions have the potential to be implemented Thomas, John W. Ph. D, A Review of Research on Project-based Learning, March, 2000 MANAGEMENT: SUPPORTING EDUCATIONAL SELF-SUFFICIENCY □ □ □ □ □ □ □ □ □ □ □ □ □ □ Teachers are trained in new management strategies that focus on sustaining student autonomy and motivation Project rubrics are designed to demand academic, technical and employability skill development Project scenarios are evaluated to ensure alignment to learning guidelines and are not simply team class assignments Explicit approval is given by Principal and CTE program coordinator to use PBL to augment standardized curriculum A range of scaffolds is in place from teachers, peers, and technology that will aid students in the process; this can include workshops on information gathering, team building, problem-solving Teachers ensure proper time is allotted for the completion of the project according to the established requirements; learning decreases when students are hurried through learning and project stages There should be a concrete kick-off to the project-based learning cycle Phase 1, teachers ensure that students question the validity of their original question before jumping into investigation Phase 2, teachers ensure that students create research designs that are adequate to answer their driving questions Phase 3, teachers ensure that students develop complete plans for data collection Phase 4, teachers ensure that students carry out plan systematically Phase 5, teachers ensure that students use data to substantiate their conclusions versus using personal opinion Host a presentation of learning at close of project; parents and industry partners should be invited to attend Report the success of your event to the Principal, CTE program coordinator and other school staff 63 College & Career Planning College and Career planning and preparation at CPS is driven by school-based support and the completion of critical student milestones. Evidence-based Counseling Implementation Plan Individual Learning Plans The Counseling Department has developed a “Evidence-based Counseling Implementation Plan” tool to help school organize around meeting the goals of college and career preparation, as well as other key counseling functions. An ILP is a formalized plan and process that involves students setting goals based on personal, academic and career interests, beginning in 9th grade in continuing throughout high school with the close support of adult mentors that include parents, counselors, coaches, and teachers (Adapted from the New Jersey Department of Education). Students with concrete plans are more likely not only to graduate from high school but also to enroll in postsecondary education. This guide was developed using American School Counselor Association best practices converted into planning and action items. Schools should schedule common planning time for counselors to work with key school leadership and staff to set up an annual roadmap for meeting student college and career readiness metrics and milestones. Metrics are listed below. Milestones are embedded in grade-specific Individual Learning Plans. http://www.chooseyourfuture.org/support-staff/ascanational-model Students’ digital ILP portfolios are housed in What’s Next Illinois. Activities and milestones are recommended for each grade level. www.whatsnextillinois.org College & Career Planning Metrics: As Defined by Counseling Department FOCUS AREAS College Enrollment College Access College Match Work-Based Learning What’s Next Illinois Parental Engagement EXPECTED OUTCOME 2 -3% increase in number of students that enroll in two-year, four-year colleges, trade schools, or certification programs in quality postsecondary institutions that are the best fit. 5% increase each, in number of students that: - complete 3+ college applications (75% min) - complete 3+ college match applications - receive 1+ college acceptance to - complete 1+ scholarship application - complete the FAFSA (75% min) 5% increase in number of students eligible for a selective or highly selective institution that: – complete 3+ college match applications 8 - 10% increase in number of CTE students particular (but open) that: - complete professional leadership workshops to develop employability skills - complete a resume - develop and engage in service learning projects - access and engage in job shadow/internships 50% minimum and 5% increase in number of students using What’s Next Illinois to build a 4-year postsecondary portfolio which include: - minimum of 3 saved career options (9th) - minimum of 1 saved program per career (10th) - minimum of 5 saved colleges (11th) - minimum of 3 saved scholarships (11th) - minimum of 3 tracked applications (12th) - uploaded experiences and individual plans 5% increase in number of parents that attend college and career awareness, financial aid and literacy, or FAFSA workshops 64 Individual Learning Plans: New from Counseling Students with plans are more likely to enroll in postsecondary education: 74% of CPS students with a concrete plan enrolled in college compared to the overall college enrollment rate of 54.5%. (2009) Overview of ILP ILP Implementation Research shows that students with concrete plans are more likely not only to graduate from high school, but also to enroll in postsecondary education. The ILP Milestone Tools support students taking the steps they need to succeed in high school and plan a path for their future. The ILP provides a roadmap that reflects each student’s unique set of interests, needs, graduation requirements, and college/career goals. These document combine to create a Student’s Digital Portfolio. Students’ digital ILP portfolios are housed in What’s Next Illinois. Activities and milestones are recommended for each grade level. www.whatsnextillinois.org Milestones Driven Individual Learning Plans located in What’s Next Illinois have two sets of features: Students, in consultation with responsible adults (parent/guardian, school counselor, college/career coach, and advisor/teacher) will establish academic, career, and personal/social goals. In addition students will develop action steps to achieve these goals, and reflect on their progress each year. School Counselors will coordinate and provide structured activities across all three American School Counselor (ASCA) domains, based on ASCA’s National Standards, to assist students in developing and reviewing their Individual Learning Plans. • Teachers/Counselors are required to complete the Standard Success Metrics Phased Roll-Out • Teachers/Counselor can customize metrics developed by school 1. Phase I begins with all rising 9th graders attending Freshman Connection in CPS High Schools this summer 2. Phase II continues the rollout this fall with ALL Freshmen in the class of 2015 who attend CPS High Schools. School Counseling departments will be responsible for coordinating this effort at their school sites, in collaboration with teachers, coaches, and administrators. 9TH GRADE MILESTONES Short term goals EXPLORE Your Plan of Study Interest Profiler Saved Careers Activities Awards, Distinctions, Honors • 9th Grade reflection • • • • • • • 10TH PLAN Short term goals School Finder Interest Profiler Resume Your Plan of Study Activities Awards, Distinctions, Honors • 10th Grade reflection • • • • • • • • 11TH GRADE MILESTONES Short term goals Interest Profiler Resume Your Plan of Study Saved Scholarships EFC Calculator Test Prep Saved Programs & Majors ACT Activities Awards, Distinctions, Honors • 11th Grade reflection • • • • • • • • • • • GRADE MILESTONES Monitoring The district will use What’s Next Illinois to monitor and track student completion of activities. There is a reporting dashboard in the WNI Professional Center. 12TH GRADE MILESTONES ACT Final Personal Statement Apply to College Resume EFC Calculator Complete & File FAFSA Saved Scholarships Financial Aid Wizard Intent to Register Awards, Distinctions, Honors • 12th Grade reflection • • • • • • • • • • For More Information: • Material Handouts & Implementation Guide http://www.chooseyourfuture.org/supportstaff/individual-learning-plan-resources • General ILP Inquiries: ilp@cps.k12.il.us • Barbara Karpouzian: Director of Counseling BAKarpouzian@cps.k12.il.us • Marcia Boyd: What’s Next Illinois Manager mlboyd1@cps.k12.il.us • Kevin Van Zee: Career Counseling Manager KVanzee@cps.k12.il.us 65 College & Career Planning Milestones by Date SEPTEMBER OCTOBER EXPLORE/PLAN Testing NOVEMBER DECEMBER JANUARY FEBRUARY EXPLORE/PLAN Results Review Pre-SAT Testing Remind students test deadlines Order FAFSA Forms ACT /PSAE Test Prep Sessions Financial Aid Workshops Distribute FAFSA Forms Assist Students/Parents with Completing FAFSA College Research: Seniors Scholarship Research MARCH APRIL College Applications: Seniors MAY JUNE JULY AUGUST Assist Students/Parents with Completing FAFSA College Research: Juniors Scholarship Research College Applications: Seniors Scholarship Research Register Students for Summer School & Enrichment PSAE PSAE/ACT results review College Board AP Testing Freshman Connection 66 CTE Early Warning System HOW THE CTE EARLY WARNING SYSTEM ASSISTS YOU About the CTE Early Warning System Chicago Public Schools staff now have access to an Early Warning System that tracks the progress of Career & Technical Education (CTE) students and identifies when students need additional support to successfully complete high school with the skills they need to succeed in college or in the workplace. The CTE Early Warning System is comprised of six individual tools that flag student or program progress using existing data. Each tool includes comprehensive information on specific activities that contribute to student achievement, as shown by research and CPS staff experience. The data in each of the tools are organized so that staff can quickly view which students require interventions in order to graduate on time and be prepared to succeed in life. The Tools Student-Level Data Tools Four of the tools provide student-level information so that staff can easily identify the students in danger of falling behind. The information allows staff to make adjustments and recommend a course of action to improve students’ likelihood of graduating on time, in good academic standing, and prepared for college and careers. The CTE Progression Tool details students’ CTE scheduling status; their academic performance in CTE courses and English, mathematics, science, and social science; and their attendance. The Graduation Tool documents students’ progress toward graduation, including the number of credits accumulated, the courses completed toward graduation, and their academic performance. Program-Level Data Tools The two additional tools provide information on program implementation and operations for administrators to improve the quality and outcomes of CTE programs. The Curriculum and Instruction Tool provides information on student outcomes, curriculum implementation, and professional development including teacher participation in institutes and symposiums and the percentage of students assessed with CTE core assessments. The Program Fundamentals Tool details teacher credentials, facilities, and budget information. Accessing the Tools CPS staff who work with CTE students—including teachers; academy coordinators; counselors; college and career coaches; area, central office, and school administrators—are able to access the CTE Early Warning System. The information will be in a Web-based system, and each tool will be accessed from the same online location. A license is not required to access or use the data. Staff can export the data to Excel and use them for tracking purposes or for school-level discussions and planning. Understanding the Tools CPS staff who work with CTE students—including teachers; academy coordinators; counselors; college and career coaches; area, central office, and school administrators—are able to access the CTE Early Warning System. The information will be in a Web-based system, and each tool will be accessed from the same online location. A license is not required to access or use the data. Staff can export the data to Excel and use them for tracking purposes or for school-level discussions and planning. The College & Career Readiness Tool documents the development of the three dimensions of college and career readiness in CTE: academic skills, technical skills, and employability skills. . The College & Career Planning Tool describes students’ steps toward their postsecondary path (e.g., resume, college application, and FAFSA completion). 67 CTE Early Warning System Review Timeline x x x x x x x x x x x x x x x x x JUN MAR x MAY FEB x APR JAN x DEC x NOV x OCT SEP POTENTIAL OWNERS AUG TOOLS & METRICS JUL The CTE Early Warning System is a tool intended to support staff in preparing students to graduate high school prepared for postsecondary success. Because the tool contains vast amounts of information, CTE developed this timeline as a guide to help schools utilize the system at optimal times and identify key metrics for different groups of users. However, each school has its own goals, priorities, and strategies so if this timeline does not match your school’s plans, you should adjust it to fit the needs of your school and your students. All dates have been added to the CTE Action and Event Calendar. x x x x x x x x x x x x x x CTE Progression Scheduling Info Previous Year Final CTE Grade Student Course Performance # of Core Course Semester Failures Making Expected Progress Toward Graduation Attendance Graduation Credit Accumulation Student Course Performance Attendance College & Career Readiness AC, CTE Teacher, Programmer, Counselor Counselor, Teacher Counselor, Teacher Counselor, Teacher Counselor, Teacher Counselor, Teacher Counselor, Teacher Counselor,Teacher Counselor, Teacher GPA AC, Counselor, CTE Teacher, CTE Dept. Head, Principal Latest EPAS Score (Explore, Plan, ACT) AC, Counselor, CTE Teacher, CTE Dept. Head, Principal CTE Grade AC, Counselor, CTE Teacher, CTE Dept. Head, Principal NOCTI Score Employability Skills Student Interest Survey Completed Resume Completed Service Learning Hours Job Shadow Status Internship Status College & Career Planning Interest Profiler Completed Plan of Study Completed Goal Setting Completed College List Completed Financial Plan Completed # College Apps # College Match Apps # Scholarship Apps FAFSA AC, CTE Teacher, CTE Dept. Head, Principal AC, CTE Teacher, CTE Dept. Head, Principal AC, CTE Teacher, CTE Dept. Head, Principal AC, CTE Teacher, CTE Dept. Head, Principal AC, CTE Teacher, CTE Dept. Head, Principal AC, CTE Teacher, CTE Dept. Head, Principal AC, CTE Teacher, CTE Dept. Head, Principal AC, C&C Coach, Counselor AC, C&C Coach, Counselor AC, C&C Coach, Counselor AC, C&C Coach, Counselor AC, C&C Coach, Counselor AC, C&C Coach, Counselor AC, C&C Coach, Counselor AC, C&C Coach, Counselor AC, C&C Coach, Counselor X x x(E) x(E) x x x x x x x x x x x x x x x x x x x x x x x Explore Explore & Plan & Plan PSAE x (E) x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x For additional information on the CTE Early Warning System, go to www.chooseyourfuture.org/cte/earlywarningsystem 68 CTE Early Warning System CTE PROGRESSION TOOL About the CTE Progression Tool Scheduling The CTE Progression Tool is one of six tools that comprise the Career & Technical Education (CTE) Early Warning System. CTE created the Early Warning System to increase the number of students enrolled in CTE programs who graduate on time, in good academic standing, and with the training needed to succeed in college or the workplace. . Students can receive one flag related to the number of credits accumulated Each tool provides comprehensive information on specific activities that contribute to program quality and students’ successful completion of the program, as shown through research and CPS staff experiences. The CTE Progression Tool documents the current status of students enrolled in CTE programs by detailing: • Students’ CTE scheduling status relative to the recommended CTE course sequence • Academic performance in CTE courses and English, mathematics, science, and social science • Attendance These variables influence whether a student is on track for CTE program completion and graduation in four years with sufficient credits and solid academic preparation. Data in the CTE Progression Tool are organized so that staff can quickly view which students require intervention to complete the CTE sequence and meet the academic requirements for graduation. Students flagged with a yellow cell require attention because: • They are enrolled in a CTE sequence and are not scheduled. • They have been admitted into CTE via application but are not scheduled. • They are enrolling in a CTE course at a point in which the sequence cannot be fully completed. • They are changing programs at a point in which the CTE sequence cannot be fully completed. Students flagged with a grey cell require further investigation because they are scheduled into a different CTE program or are not expected to enroll in a CTE program or sequence and are Course Performance Students can receive up to four flags – one for English, mathematics, science, and social science - related to course performance. How the CTE Progression Tool Works Students flagged with a red cell require immediate attention because: • They received a D or F grade in a core or CTE course. • Their grades have slipped to a D or F over the last fiveweek grading period. The CTE Progression Tool flags students who are not currently on the correct path to complete a CTE sequence by the time they graduate for scheduling or performance reasons. The CTE Progression Tool identifies students: Students flagged with a yellow cell require attention because their grades in a core course have slipped to a C during the last five-week grading period. • Who are improperly scheduled or taking courses out of sequence, which threatens their ability to graduate on time with the correct number and type of credits. • Who are failing a CTE or core course. • Whose progress has slipped by one or more letter grades to a C during the previous grading period. Students can be flagged up to six times across two main areas in the CTE Progression Tool. 69 PROGRESSION TOOL (page 2 of 2) Connecting the Data to Appropriate Interventions The CTE Early Warning System is designed for program staff to take action on the information and target the appropriate interventions to struggling students. Strategies and responses to students who are struggling with progressing in their CTE programs include: • Providing early exposure to CTE to all students and parents. • Create opportunities for prospective and current parents and students to visit a program using CTE students as mentors. • Hold annual CTE parents’ meetings to publicize the expectations of the program. • Fostering collaboration between CTE teachers, counselors, coaches, and academy coordinators to: • Identify students at risk of dropping out of CTE. • Monitor student attendance by program and identify struggling students. • Increasing individual attention to students. • Deploy school-based CTE staff to mentor students • Contact CTEInstructionalSupport@cps.edu to discuss CTE credit recovery options. CTE Early Warning System Review Timeline x x x x x x x x x x x JUN MAR x MAY FEB x APR JAN x DEC x NOV x OCT SEP POTENTIAL OWNERS AUG TOOLS & METRICS JUL The CTE Early Warning System is a tool intended to support staff in preparing students to graduate high school prepared for postsecondary success. Because the tool contains vast amounts of information, CTE developed this timeline as a guide to help schools utilize the system at optimal times and identify key metrics for different groups of users. However, each school has its own goals, priorities, and strategies so if this timeline does not match your school’s plans, you should adjust it to fit the needs of your school and your students. x x x x x x x x x x CTE Progression Scheduling Info Previous Year Final CTE Grade Student Course Performance # of Core Course Semester Failures Making Expected Progress Toward Graduation Attendance AC, CTE Teacher, Programmer, Counselor Counselor, Teacher Counselor, Teacher Counselor, Teacher Counselor, Teacher Counselor, Teacher X x x(E) x x x x x x x For additional information on the CTE Early Warning System, go to www.chooseyourfuture.org/cte/earlywarningsystem 70 CTE Early Warning System GRADUATION TOOL About the Graduation Tool Credits Accumulated The Graduation Tool is one of six tools that comprise the Career & Technical Education (CTE) Early Warning System. CTE created the Early Warning System to increase the number of students enrolled in CTE programs who graduate on time, in good academic standing, and with the preparation needed to succeed in college or the workplace. Students can receive one flag related to the number of credits accumulated Each tool provides comprehensive information on specific activities that contribute to program quality and students’ successful completion of the program, as shown through research and CPS staff experiences. The Graduation Tool is aligned with the Freshman On-Track report methodology and documents students’ progress toward graduation by detailing: • Students’ credit accumulation toward the graduation requirement of 24 credits • Students’ course progress toward meeting required graduation course requirements • Academic performance in core courses, including English, mathematics, science, and social science • Attendance These variables influence whether a student is on track for graduating in four years with sufficient credits and solid academic preparation. Data in the Graduation Tool are organized so that staff can quickly view which students require intervention to meet the academic requirements for graduation. How the Graduation Tool Works The Graduation Tool flags students who are not currently on the correct path to complete CPS graduation requirements. The Graduation Tool identifies students: • Who are not accumulating the appropriate number of credits to graduate on time, based on their current grade level. • Who are not completing the appropriate courses required for graduation in the appropriate time frame. • Who are failing a core course. • Whose progress has slipped by one or more letter grades to a C or below over the previous grading period in a core course. Students flagged with a yellow cell require attention because they have accumulated less than the expected number of credits for their grade level based on the most recent semester grading results. in an advanced training level course and scored below 90 percent of the national average score for their respective NOCTI test. Course Progress Students can receive up to seven flags - one for each of the required courses - related to course progress toward graduation. Students flagged with a yellow cell require attention because they have earned less than the expected number of credits based on their grade level in English, mathematics, science, social sciences, world language, fine arts, and/or physical education. The flag is based on the most recent semester grading results and a program of study meeting all graduation requirements. Course Performance Students can receive up to four flags – one for English, mathematics, science, and social science - related to course performance. Students flagged with a red cell require immediate attention because: • They received a D or F grade in a core course. • Their grades have slipped to a D or F over the last fiveweek grading period. Students flagged with a yellow cell require attention because their grades in a core course have slipped to a C during the last five-week grading period. Students can be flagged up to twelve times across three main areas in the Graduation Tool. 71 GRADUATION TOOL (page 2 of 2) Connecting the Data to Appropriate Interventions The CTE Early Warning System is designed for program staff to take action on the information and target the appropriate interventions to struggling students. Strategies and responses to students who are struggling with graduating on-time and prepared to succeed include: • Direct students struggling in academic courses to tutoring services. Some options include: • AIM High • SES Tutoring • Identifying core credit recovery options that increase students’ chances to graduate on time and complete their CTE program. Options include: • Evening school • Virtual Learning Information about these options can be found on choose your future.org • Connect students to core credit recovery options as early as possible • Refer students to the Instructional Leadership Team CTE Early Warning System Review Timeline x x x x x x JUN x MAY x x x APR x MAR FEB x x JAN x x x DEC x(E) NOV Counselor, Teacher Counselor,Teacher Counselor, Teacher OCT POTENTIAL OWNERS SEP Graduation Credit Accumulation Student Course Performance Attendance AUG TOOLS & METRICS JUL The CTE Early Warning System is a tool intended to support staff in preparing students to graduate high school prepared for postsecondary success. Because the tool contains vast amounts of information, CTE developed this timeline as a guide to help schools utilize the system at optimal times and identify key metrics for different groups of users. However, each school has its own goals, priorities, and strategies so if this timeline does not match your school’s plans, you should adjust it to fit the needs of your school and your students. x x x x x For additional information on the CTE Early Warning System, go to www.chooseyourfuture.org/cte/earlywarningsystem 72 CTE Early Warning System COLLEGE & CAREER READINESS TOOL About the College & Career Readiness Tool The College & Career Readiness Tool is one of six tools that comprise the Career & Technical Education (CTE) Early Warning System. CTE created the Early Warning System to increase the number of students enrolled in CTE programs who graduate on time, in good academic standing, and with the preparation needed to succeed in college or the workplace. Each tool provides comprehensive information on specific activities that contribute to program quality and students’ successful completion of the program, as shown through research and CPS staff experiences. The College & Career Readiness Tool documents the development of the three dimensions of college and career readiness as defined by the national Association of Career & Technical Education – academic skills, technical skills, and employability skills – by detailing students’: • Academic Skills: GPA and Scores on EPAS • Technical Skills: CTE course grade, scores on the National Occupational Competency Testing Institute (NOCTI) test CTE pathway specific test • Employability Skills: Employability Assessment results • Participation in work-based learning opportunities including project-based learning, job shadowing, and internships These variables influence whether a student is on track to graduate prepared to succeed in college and the workplace. Data in the College & Career Readiness Tool are organized so that staff can quickly view which students require intervention. How the College & Career Readiness Tool Works The College & Career Readiness Tool flags students who are not currently on the path to being prepared for college and career. The College & Career Readiness Tool identifies students: • Who have not acquired the appropriate level of technical skills for the program in which he or she is enrolled. • Who do not have the required employability skills recommended for a CTE student. • Who were not successful in their work-based learning experiences. Students can be flagged up to thirteen times across three main areas in the College & Career Readiness Tool. Technical Skills Students can receive two flags in the technical skills section based on their CTE grade and the NOCTI score. Students flagged with a red cell require immediate attention because: • They received a D or F grade in their CTE course for the past two grading periods or their CTE grades slipped to a D or F over the last five-week grading period. • They are enrolled in an advanced training level course and scored below 90 percent of the national average score for their respective NOCTI test. • They are enrolled in a training level course and scored below 50 percent of the national average score for their respective NOCTI test. Students flagged with a yellow cell require attention because: • Their grades in a CTE course have slipped to a C during the last five-week grading period. • They are enrolled in an advanced training level course and scored below 100 percent (but above 90 percent) of the national average score for their respective NOCTI test. • They are enrolled in a training level course and scored below 67 percent (but above 50 percent) of the national average score for their respective NOCTI test. • They are enrolled in an orientation level course and scored below 33 percent of the national average score for their respective NOCTI test. Employability Skills Students can receive up to eight flags in the employability skills section based on the most recent employability assessment (EA). Students flagged with a red cell require immediate attention because they are in 11th or 12th grade and: • Do not meet all of the EA fundamental skills. • Do not meet all of the EA character skills. • Are determined not to be overall work ready. • Have not completed the student interest survey. • Have not completed a resume. Students flagged with a yellow cell require attention because: • They are in 9th or 10th grade and do not meet all of the EA fundamental skills. • They are in 9th or 10th grade and do not meet all of the EA character skills. • They are in 10th grade and determined not to be overall work ready. • They do not meet all EA problem solving skills. • They do not meet all EA interpersonal skills. • They do not meet all EA computer skills. 73 COLLEGE & CAREER READINESS TOOL (page 2 of 2) Latest EPAS Score (Explore, Plan, ACT) AC, Counselor, CTE Teacher, CTE Dept. Head, Principal CTE Grade AC, Counselor, CTE Teacher, CTE Dept. Head, Principal NOCTI Score AC, Counselor, CTE Teacher, CTE Dept. Head, Principal Employability Skills Student Interest Survey Completed AC, Counselor, CTE Teacher, CTE Dept. Head, Principal x x x JUN MAY APR MAR FEB JAN TOOLS & METRICS POTENTIAL OWNERS College & Career Readiness AC, Counselor, CTE Teacher, CTE Dept. Head, Principal GPA DEC The CTE Early Warning System is a tool intended to support staff in preparing students to graduate high school prepared for postsecondary success. Because the tool contains vast amounts of information, CTE developed this timeline as a guide to help schools utilize the system at optimal times and identify key metrics for different groups of users. However, each school has its own goals, priorities, and strategies so if this timeline does not match your school’s plans, you should adjust it to fit the needs of your school and your students. NOV Students flagged with a grey cell require further investigation because they declined a job shadow or internship opportunity. CTE Early Warning System Review Timeline OCT Students flagged with a yellow cell require attention because they: • Are in 12th grade and have less than 30 service learning hours • Are in 11th grade and have less than 20 service learning hours • Are in 10th grade and have less than 10 service learning hours • Were tardy to a job shadow or internship. SEP Students flagged with a red cell require immediate attention because they : • Are in 10th, 11th, or 12th grade and do not have any service learning hours. • Are a job shadow candidate and did not respond to a job shadow request, did not attend job shadow opportunity, or were identified as having a professional issue. • Are an internship candidate and did not respond to internship requests, did not attend an internship opportunity, or were identified as having a professional issue. The CTE Early Warning System is designed for program staff to take action on the information and target the appropriate interventions to struggling students. Strategies and responses to students who are struggling with graduating prepared to succeed in college and careers include: • Review NOCTI data to determine the duties in which students are most deficient. Focus more classroom time on those duties. • Provide extra in-class curriculum focused on employability skills, utilizing Transitions lessons and CTE Employability workshops. • Actively encourage teachers to use Work-Based Learning Tracker. • School staff can review internship and job shadow status daily and encourage students to respond to opportunities. AUG Students can receive up to three flags based on their most recent work based learning experience. Connecting the Data to Appropriate Interventions JUL Work-based Learning x x Explore Explore & Plan & Plan PSAE x (E) x x x x AC, Counselor, CTE Teacher, CTE Dept. Head, Principal x x x Resume Completed AC, Counselor, CTE Teacher, CTE Dept. Head, Principal Service Learning Hours AC, Counselor, CTE Teacher, CTE Dept. Head, Principal x Job Shadow Status AC, Counselor, CTE Teacher, CTE Dept. Head, Principal x Internship Status AC, Counselor, CTE Teacher, CTE Dept. Head, Principal x x x x x x x x x x x x x x x x x x x x x For additional information on the CTE Early Warning System, go to www.chooseyourfuture.org/cte/earlywarningsystem 74 CTE Early Warning System COLLEGE & CAREER PLANNING TOOL About the College & Career Planning Tool College Applications The College & Career Planning Tool is one of six tools that comprise the Career & Technical Education (CTE) Early Warning System. CTE created the Early Warning System to increase the number of students enrolled in CTE programs who graduate on time, in good academic standing, and with the preparation needed to succeed in college or the workplace. Students can receive up to two flags based on the number of college applications completed in 12th grade. Each tool provides comprehensive information on specific activities that contribute to program quality and students’ successful completion of the program, as shown through research and CPS staff experiences. The College & Career Planning Tool documents the progress students are making toward planning for their future so that they will enter college prepared and ready to succeed in their postsecondary studies and in the workplace by detailing: • Completion of the interest profiler, plan of study, resume, and goal setting activities • The steps taken toward selecting, applying, and paying for college These variables influence whether a student is on target to enter college and the work place prepared to succeed. Data in the College & Career Planning Tool are organized so that staff can quickly view which students require intervention. How the College & Career Planning Tool Works The College & Career Planning Tool flags the progress a student is making toward entering college prepared and ready to succeed in their postsecondary studies and in the workplace. The College & Career Planning Tool identifies students who have not completed the recommended activities to: • Select an appropriate college. • Apply for college. • Pay for college by identifying scholarships and completing the FAFSA. Students can be flagged up to four times in the College & Career Planning Tool. Students flagged with a red cell require immediate attention because: • They are in 12th grade and have not applied to any colleges • They are in 12th grade and have not applied to any match colleges. Students flagged with a yellow cell require attention because: • They are in 12th grade and have submitted less than three college applications. • They are in 12th grade and have submitted less than three match college applications. Scholarship Applications Students can receive one flag based on the number of scholarship applications completed in 12th grade. Students flagged with a red cell require immediate attention because they are in 12th grade and have not submitted any scholarship applications. Students flagged with a yellow cell require attention because they are in 12th grade and have submitted less than three scholarship applications. FAFSA Students can receive one flag based on the completion of FAFSA. Students flagged with a red cell require immediate attention because they are in 12th grade, have not completed the FAFSA, and it is after January 1st. 75 COLLEGE & CAREER PLANNING TOOL (page 2 of 2) Connecting the Data to Appropriate Interventions The CTE Early Warning System is designed for program staff to take action on the information and target the appropriate interventions to struggling students. Strategies and responses to students who are struggling with preparing for college include: • Ensure time is allocated in the first semester for each grade level to complete What’s Next Illinois activities.. • Target class time immediately before the marking period or in the week before winter break. • Link EPAS data to students’ What’s Next Illinois (WNI) interest inventory. • Promote the connection between a student’s interest inventory results, course load, and plans for college. Work with students to ensure information in the WNI inventory is aligned with information in EPAS inventory. • Monitor and promote Individual Learning Plan (ILP) completion. • Create a scholarship newsletter. • Encourage students to apply for scholarships by forming scholarship clubs CTE Early Warning System Review Timeline APR MAR FEB JAN DEC NOV x x x x x x x x x x x x x x x x x x x x x x x x JUN AC, C&C Coach, Counselor AC, C&C Coach, Counselor AC, C&C Coach, Counselor AC, C&C Coach, Counselor AC, C&C Coach, Counselor AC, C&C Coach, Counselor AC, C&C Coach, Counselor AC, C&C Coach, Counselor AC, C&C Coach, Counselor OCT POTENTIAL OWNERS MAY College & Career Planning Interest Profiler Completed Plan of Study Completed Goal Setting Completed College List Completed Financial Plan Completed # College Apps # College Match Apps # Scholarship Apps FAFSA SEP TOOLS & METRICS AUG JUL The CTE Early Warning System is a tool intended to support staff in preparing students to graduate high school prepared for postsecondary success. Because the tool contains vast amounts of information, CTE developed this timeline as a guide to help schools utilize the system at optimal times and identify key metrics for different groups of users. However, each school has its own goals, priorities, and strategies so if this timeline does not match your school’s plans, you should adjust it to fit the needs of your school and your students. x x x x x x x x For additional information on the CTE Early Warning System, go to www.chooseyourfuture.org/cte/earlywarningsystem 76 Student Recruitment Process for CTE Academies Managing Your Admissions Cycle School Based Admissions Activities This overview lists the major milestones where Principal insight, planning or monitoring has the greatest impact. 1 CTE Academy Coordinators develop a volunteer admissions team of teachers, school staff, student representatives and parent representatives. Team meets regularly to develop and execute the admissions outreach plan. CTE candidates are enrolling in both a CTE program AND the school. It is important that Academic Teachers and non-CTE school staff are part of the admission outreach process. 2 Conduct a beginning of year Admission Team planning session to lay out activities, roles, dates and responsibilities for executing on the years admissions goals. This plan should align to the Admissions Milestone Timeline. Student Admissions Criteria • All interested students must apply during their 8th grade year. • Preference will be given to students that have a minimum stanine of 5 in math and reading on their seventh grade standardized tests. • Preference will also be given to students who reside within the school’s attendance or proximity boundaries, to achieve at least a 30 percent neighborhood component of the program’s enrollment. • Source student enrollment data from prior admissions cycles. Identify “feeder” patterns that highlight which schools are your best recruitment sources. • Where there are more applicants than available seats, a computerized lottery process will be used when applying a preference category. • Use the Admissions Calculators to estimate the size of your current enrollment pool. Use historical data to estimate the overall pool of application you will need in order to meet your enrollment numbers. This will tell you how much additional non-feeder school outreach you will need to do to meet your goals. • The district may reserve additional seats for students who reside within the school’s attendance boundaries based on an annual determination of anticipated building overcapacity. • Develop an outreach program to your feeder schools that includes school visits, Principal-to-Principal outreach, counselor open houses, parent open houses, CTE investigation days and other activities. Ensure that a broad. Medical & Health Careers, Law & Public Safety, Oracle Database Programming, and Cisco Networking will have additional, more selective application requirements. CTE Admissions Support for Schools • Develop an outreach plan for citywide admissions marketing. Open Houses, brochure mailings, Community based organization outreach, CTE investigation days ,advertising, etc. CTE supports the admissions process of all schools by providing the following support and marketing resources: • Centrally manages the city-wide application and acceptance process providing real-time weekly reporting to schools • Represents CTE at citywide High School Information Sessions • Prints and disseminates professional CTE brochure 3 Work closely with Martha Elias, CTE Admissions Manager, to track your applications and acceptances. Martha will send out weekly updates. Schedule Admission Team planning meetings periodically to review. Dates marked on the Admissions Milestone Timeline. 4 Host informational events for students that have applied. CTE does not allow for admissions interviews where students are screened out of the lottery process by being discouraged to apply. Schools can conduct informational interviews to support admissions process transparency and informative decision making. 5 If you did not receive sufficient applications or acceptances to meet your enrollment goals, plan for additional outreach to drive a Round 2 admissions process. Dates marked on the Admissions Milestone Timeline . describing city-wide CTE opportunities by program • Prints and disseminates professional Industry Cluster marketing one-pagers on each industry cluster and its programs • Helps school to design and print school specific brochures highlighting their specific academies • Designs and underwrites CTA placard campaign on CTE school bus and train routes CTE Admissions Contacts For more information on the admissions process please contact your Academy coordinator or CTE Admissions Manager: Martha Elias, CTE Admissions Manager, melias1@cps.k12.il.us or 773.553.3918 77 CTE Academy Sample Recruitment Planner Activity Freshman Orientation Brief Description of Activity Date (Mo/Yr) Aug Program displays, informational presentations, student testimonials; Program Power point by AC; classroom visits; brochures, interest survey Resources Owners/Support AV equipment, brochures, Prog Teachers; interest surveys, buckets Counselors, Coaches, Administration for security Open House 9th Grade CTE Career Fair Showcase Displays of the Programs 7th & 8th Grade Recruitment Sep Program displays, informational presentations, student testimonials; Program Power point by AC; classroom visits; brochures, interest survey Business Partners Mixer/Meeting Students Presentations & Testimonials Band members, Cheerleaders, School teams, clubs Perform, presentations, testimonials, Faculty/Staff Business Partners Budget, AV Equipment, logistics, agenda, promotional items Community Reps (brochures, pens, key chains, etc.) Post-sec Partners Floor plans, seating charts Industry standards, WBL opportunities, work readiness skills Service Learning Opportunities; mentorships College Prep requirements, admission & enrollment, FAFSA, personal statements Teachers & Students Highlight programs Support Staff Logistics, trouble-shoot, culture of calm, Oct– Publicize the events through the following: May Intercom announcements; auto calls to home; marquee displays; letters home signed by Principal; flyers for teaches to discuss and display in classrooms; flyers for home; posters and banners to put up around school; ads in school newsletter; ads on school website Teachers Disseminate information Engineers Place items on marquee Administration Approve items, coordinate staff involvement (i.e. engineers, newsletter rep, etc.) Feeder & Designated School Recruitment Oct-Dec Brochures & promotional materials, AV equipment, school tokens, budget Counselors Market School ACs Promote CTE Programs Week of Budget, promotional Oct 18 materials, agenda, power point presentations CTE Central Office NovDec ACs, Administration, Counselors Support, Coordination, facilitation Students Presentations, Testimonials Teachers Market program ACs, Administration Support, Coordination, facilitation CTE Investigation Invite Elementary Day 8th Grade Counselors’ Breakfast Culture of Calm AV equipment, brochures, Administration Policies & Practices info hand-outs ACs, Program Teachers & CTE Programs & Col/Car Prep Counselors, Coaches Late Oct Budget: Food, Program displays, informational promotional items, prizes presentations, student testimonials; Program Power point by AC; classroom visits; brochures, interest survey Interactive demonstrations; exhibits, displays, Dec presentations Highlight Programs; CTE Selection Form; Col/Car Pathways Engineers, Custodial Staff; Trouble shoot; IT Manager Logistics Security Freshman Parent Night Responsibility Meal; presentations; raffle & prizes; student presentations; promotional materials & souvenirs; games & prizes Budget, agendas, Power point presentation Budget, agendas, Power NovHighlight the opportunities students have point presentation with the Business community. Job Shadows; Dec Apr-May internships; Soft Skills; WBLs ACs, Counselors Students Presentations, Testimonials Teachers Market program 78 Student Recruitment Tracking Tools CTE’s citywide academy admissions process provides school with an opportunity to market their programs to a wide audience of interested, motivated students. For more information on using these tools please contact Academy Coordinator or CTE Admissions Manager: Martha Elias, CTE Admissions Manager, melias1@cps.k12.il.us or 773.553.3918 CTE Feeder School Calculator (Microsoft Excel File with formulas) High School School name School name School name School name Associated Feeder Schools Elementary School Name Elementary School Name Elementary School Name Elementary School Name # of Divisions 5 2 2 1 estimated # 8th graders 75 36 31 24 CTE Academy Admission Calculator (Microsoft Excel File with formulas) Name of School 2011-2012 Program Applicants Seats Calculator Est % Enrollment Yield Recommendation # Offers Expected Yield Needed To if All are Fill Seats Accepted % Seats Filled Accept All % of Seats Filled Recommended # Based on Historical Offers Yield Program Name Program Name Name of School Historical Data Program # of 2010 Offers # of 2010 2010 % Acceptances Acceptance # Enrolled 2010 Enrollment Yield (%) Enrollment Yield (2011 Est #) % Seats Filled (2011 Est %) Program Name Program Name Instructions: Enter estimated enrollment yield into column (Est % Enrollment Yield) . Keep in mind the following: 1) Enrollment yield is the % of students who get an offer that enroll in the program 2) Utilize historical CTE Academy data where applicable 3) Utilize any additional school insights from other programs 4) Remember to take into account any students that may drop off over the summer 79 Admissions Milestone Timeline 2011-12 OWNER KEY : M= Martha Elias, CTE Admissions Manager, melias1@cps.k12.il.us or 773.553.3918 AC = School Academy Coordinator All dates have been added to the CTE Action and Event Planning Calendar. OwnerTask/Event M HS Information Sessions M PIN generation begins Application Period Begins M M M Application Processing PIN generation deadline HS App Support Sessions M AC AC M M AC M AC M M M M Send school applicant/interview lists Schools interview, if applicable School outreach to applicants Application deadline Application modification deadline Final applicant list to schools Application list to Demographics for geocode Final scores from schools Rank ordered list to schools Cut scores from schools Run mock lotteries Run final lotteries Mail notifications Lists to schools with applicant statuses AC School outreach to "offered" students Sep Oct Nov Dec 20,22,24 27,29 Round 1 Application Period 28 1 Jan Oct 1 - Jan 5 (Round 1) 2 5,8 3,6 4,10,18, 2,9,16, 25 23 Nov 9 - Feb 3 Nov 4 - Feb 17 16 3 6 10 Feb Mar Apr May Jun Mar 9 - Apr 6 (Round 2) 4 7 9 10 14 17 21 Feb 21 - Mar 8 (no mailings after Feb 29) 9 Confirmation deadline Round 2 Application Period AC M AC M M M M Application opens Applicant/interview list to schools Interviews conducted, if applicable School outreach to applicants Applications due Final scores from schools Rank ordered list to schools Cut scores from schools Mock lotteries Final lotteries Mail notifications Lists to school with applicant statuses AC School outreach to "offered" students M AC AC 12 16,23, 30 6 Mar 21-Apr 19 Mar 16 - Apr 27 30 20 24 25 26 27 27-30 30 Apr 30 - May 18 (no mailings after Apr 8) 18 Confirmation deadline Wait List M Waitlist information to schools 8 80 CTE Hiring Process & Credentials CTE is pleased to support the teacher hiring process for schools to ensure that all candidates have the required ISBE and CTE credentials and experience. CTE Supported Hiring & Screening Process CTE Hiring Contact: Mitchell Braun mbraun@cps.k12.il.us 773.553.2480 CTE can serve as an excellent asset in the candidate hiring and selection process. CTE can manage the initial posting and qualifications screening allowing schools to focus limited time and resources interviewing only pre-screened candidates. CTE Proposed Hiring and Selection Process CTE - Mitchell Braun Mitchell Braun posts position e-bulletin on CPS and industry job sites (e-bulletins available online) Mitchell Braun receive resumés Mitchell Braun reviews resumés to ensure sufficient evidence of credential requirements. Reach-out to candidate for clarification and evidence on requirements for position • ISBE certification (apply for Provisional Certificate is no current ISBE Certification) • State licenses if required • Industry Certification • Industry experience Mitchell Braun passes along vetted candidates to appropriate CTE Program Coordinator (PC) Program Coordinator Identify teacher vacancy and notify Mitchell Braun PC reviews resumés and selects interview candidates based on their industry expertise PC conduct a 15 minute pre-interview on candidates industry experience PC select up to seven (7) candidates to send to school and sends all forwarded candidate resumés to Mitchell Braun School ALL School reviews resumés School sets up interviews - to include school team and appropriate CTE Program Coordinator School contacts references/employers School conduct interviews School selects desired candidate School notifies Mitchell Braun School receive language from Mitchell Braun to include in offer letter School sends offer letter to candidate ISBE Provisional Certificate Application For ISBE Uncertified CTE Applicants CTE Support Contact: Mitchell Braun mbraun@cps.k12.il.us 773.553.2480 Illinois State Board Of Education (ISBE) Forms 1. ISBE form 73-23 ‘Provisional Vocational Certificate’ (2 originals) 2. ISBE form 73-03C ‘Teaching Certificate’ (2 originals) To download these forms: • Go to the ISBE website http://www.isbe.net • Click on Certification • Click on Certification Forms (Quick Link on right) • Click on the specific form you need Supporting Documentation List o Official college transcripts (three sets from each school) o Letter(s) from employer(s) detailing work experience(s) that are directly related to the content that the applicant will teach. The experience must : • Be paid and outside of the education or teaching profession • Include dates of employment • Include number of hours of experience directly related to the content to be taught • Include description of specific duties directly related to the content to be taught. (OR) • If any employer can no longer be reached, you may submit a signed and notarized affidavit in the employer’s place. See attached documents of use as a guide for obtaining the employment letters or submitting an affidavit o Provide proof of State Licensure as required o Letter from school Principal (the school will provide this documentation to our office) o A money order or cashier’s check in the amount of $30 (non-refundable application fee) made payable to the State Superintendent of Education Registering an ISBE Certificate Upon Receipt of ISBE Certificate, applicant must be register it with ISBE https://secqa1.isbe.net/ecs/ and Chicago Public Schools’ Human Resources Department http://www.cpshumanresources.org/Employee/Forms/SalAdm/ certregfrm.pdf 81 CPS CTE Enhanced Credentials: Addition to ISBE CPS CTE Enhanced Credential Requirements ensure CTE teachers hold the qualifications and certifications necessary to lead high quality CTE programs. Background on CPS CTE Credential Expectations Central to CTE efforts is ensuring that our CTE programs offer modern, industry-relevant training, which includes offering students industry-validated curriculum and, in many cases, the opportunity to earn industry-recognized credentials. In order to ensure that students are able to access industryvalidated curriculum and have the opportunity to earn industryrecognized skills and credentials in their CTE programs, CPS will be establishing enhanced CTE teacher credential requirements – these enhanced CPS CTE teacher credential requirements were defined in collaboration with industry partners, and the requirements will be in addition to the Illinois State Board of Education (ISBE) CTE teacher credential requirements. Specifically, CPS’ enhanced requirements will ensure that CPS CTE teachers hold the same industry credentials and training that students are expected to gain in their respective CTE programs. Enhanced Credential Roll-Out The enhanced CPS CTE teacher credential requirements will go into effect within two years. CPS CTE is committed to supporting existing CTE teachers in earning the required training and credentials in advance of that time. CTE will be organizing a range of professional development opportunities to provide teachers the opportunity to earn their appropriate industry credentials. Depending on the program, some training may be online/self-directed, some may occur on CPS staff development days, and some may occur out of school time. While CPS will not fund teacher time in professional development outside of regular work hours, the district will fund the actual cost of professional development and industry certification. Key to CTE Enhanced Credential Chart Each bulleted number corresponds to a header on the CPS CTE Enhanced Credential Chart. (L to R) 1. CTE Cluster: Industry Cluster that represents the grouping of a particular set of industry programs. For example: Information Technology includes Gaming, Oracle, Computer Engineering, etc. 2. CTE Program: Industry program such as Gaming or Oracle that is part of a cluster 3. Agency: Agency requiring the specific degree, certification or experience (ISBE or CTE) 4. Certificate Type: “09” with coursework in related field 5. Degree required: Degree or a certain number of college credits 6. Hours Paid Non-Education Industry Related Experience: Work experience in the area covered by the specific CTE program where the person is seeking a position 7. Industry Certification: In certain cases, a particular certification is required because the certification is offered to CTE students in the CTE course 8. Preferred: Additional degree or certification preferred by CTE 82 CTE Teacher Professional Development Teacher professional development is a priority for CTE. CTE’s Curriculum and Instructional Support team delivers high quality training and coaching programs to support teacher success. CTE Professional Development Programs CTE’s comprehensive Professional Development (PD) Plan will include ongoing professional development offered at a variety of time and locations in efforts to address the diverse needs of CTE stakeholders. Dates and locations for these programs are included in the CTE Action and Event Planning Calendar as well as CTE Email Newsletters. CTE Coaching Program One-on-One coaching available through CTE’s Teaching and Learning Enhancement (TALE) Project for new and at-risk teachers. Teaching and Learning Enhancement (TALE) The goal of the CTE Curriculum and Instructional Support Unit Teaching and Learning Enhancement (TALE) Project is to enhance CTE teachers’ instructional skills and ensure rigor and quality instruction for CTE students. Major Professional Development Programs • Annual CTE Institute: Over 25 high impact workshops. This Institute is hosted at the end of August each year in preparation for the new school year. • Saturday Symposium: Two times per year offering multiple in-depth 2 hours long sessions • Teacher Cluster Meetings: Quarterly cluster meeting designed by each Program Coordinator and hosting a board range of professional development topics. Meeting also allows cluster teachers to network and collaborate on common topics. Sample of Training and Webinars Topics • Integrated Interdisciplinary Curricula • Student Engagement • Classroom Management • Data-driven Instruction • Project-Based Learning • Work-Based Learning • Common Planning Time • CTE Revitalized Curriculum • Employability Skills • NOCTI Training • Serving Students with Disabilities • Low-Tech and High Tech Teacher Resources TALE Phase 1: • CISU identifies teachers to be included in Phase 1. New CTE teacher with 3 or fewer years of experience are automatically included in Phase 1. Teachers may self-refer for TALE support, or be referred by Program Coordinators, Academy Coordinators, school administrators. • During Semester 1, TALE support for new teachers, and other CTE teachers identified as “high need” begins with mentor/coaches interviewing, observing, and identifying the specific instructional needs of the CTE teachers. Each coach provides a summary report of recommendations for future support. TALE Phase 2: • During Semester 2, experienced mentor/coaches address teachers’ areas of challenge via individualized mentoring. During half-day support sessions, they provide targeted support which may include in-classroom coaching, modeling, team teaching, and/or assistance with planning, classroom management and/or instructional strategies. The mentor/coach has a confidential relationship with the teacher and does not share specifics with school administrators. • At the end of Phase 2, mentor/coaches evaluate teacher progress using a rubric. All teachers that participate in Phase 2 are visited again the next year to assess continued progress. The ultimate outcome of TALE support is more effective teachers who ensure that CTE students are well-prepared for future employment and post-secondary opportunities in their chosen career paths. To make a referral, contact Karen Cushing at 773.553.1217 or kcushing@cps.k12.il.us. 83 CTE Institute School Planner The CTE Institute is an excellent time to have cross-functional CTE staff engage in team building and professional development. The following is an example of the 2011 CTE Summer Institute School Planner. This document is provided to schools so that they can plan a team approach to the event. Teacher can attend different workshops and then host internal staff training to share what they have learned with both CTE and School staff. SCHOOL TEAM WORKSHOP PLANNING SHEET SCHOOL NAME: During the Institute, each participant will only have an opportunity to attend 5 or 6 breakout sessions despite the variety of sessions offered. It is recommended that teachers from the same schools discuss their planned attendance at sessions so that you can divide and conquer, collaborate, take notes, and debrief together with your school administrators and support staff in the first week of the school year. Workshop Titles Session # School Room Assignment Academy Coordination: Providing Strategic Support And Instruction To Impact Student Performance And Outcomes CTE Business Operations: What CTE Staff Need To Know About Budget & Operational Policies & Procedures CTE Curriculum Revitalization In CPS: What Do We Want Of Our CTE Program Graduates To Know And Be Able To Do? CTE Outreach And Recruitment Differentiated Instruction: Meeting The Individual Needs Of Students Difficult Conversations: How To Discuss What Matters Most Everything You Always Wanted To Know About CTE At City Colleges FAFSA Made Easier Gaming Curriculum Online Getting Your Students Industry Experience Through Work-based Learning In 2011-2012 Integrating Employability Skills And Assessment Into The Curriculum Instructional Modifications For Special Needs Students The Interactive Lecture And Other Strategies For Student Engagement Introduction To CTE Early Warning System The Joy Of Teaching: Best Practices In CTE Make It Real, Make It Work: Integrated Interdisciplinary Curricula NOCTI 101: Introduction To The NOCTI Assessment Preparing Effective Personal Statements Preparing Students For Life After High School: Certifications And Student Organizations Project-based Learning – Building Teams….And Trust! The Role Of College And Career Coaches In CTE Strategies To Support English Language Learners In CTE The Struggling Reader: Integrating Reading Into CTE Instruction Supporting Classroom Management With Principles Of Teaching And Learning Teacher Resources – Low Tech And High Tech Teaching Students How To Fish: Helping Students Develop College & Career Plans With What’s Next Illinois, Part 2 Using Students’ NOCTI Data To Inform Instruction Working With Unengaged Students: Techniques For Counselors And Teachers To Use In Addressing Resistance And Motivating Students To Succeed 84 Budget Information The purpose of CTE funds is to develop more fully the academic and career and technical skills of secondary education students who elect to enroll in CTE programs. CTE Program Resource Requirements Spend Deadlines Outline of program specific equipment and materials can be found online at: http://chooseyourfuture.org/cte/staff/resources • • • 60% of funds must be spent by January 1, 2012 100% of funds must be spent by May 1, 2012 Failure to meet these deadlines may result in the funds being swept from school lines and reallocated Purchasing • Purchases can be processed at your school as needed without prior approval from CTE office, but items ordered must be for student use and program-specific. Quotes and other documentation must be maintained by the school and kept on file for audit purposes. • School-based personnel, as assigned by the Principal, and working in conjunction with CTE teachers, will be responsible for purchasing. Teachers are responsible for obtaining quotes and submitting appropriate documentation as required by internal school processes. • The requisitions will flow through the approval process to the Principal before the requisitions are routed to CTE approver for final approval. • Requisitions will be monitored by CTE budget personnel ensuring that items ordered comply with grant guidelines. • The designated school-based personnel that entered the requisition must check his/her notifications regularly in the event that more information is requested from CTE Other Key Budget Notices • Funds for repair & maintenance services (account 56105) are not included but are available if requested. All requests for repair & maintenance services will require a quote to be submitted to the appropriate Program Coordinator before funds can be transferred to the school. • 100% of FY12 textbook allocations are the responsibility of the school and need to be purchased based on the CTE Program Textbook Requirements. Requirements are included in this guide. • Funds for equipment, software and some supplies have been allocated for specific items in accordance with our CTE Program Baseline Resource Requirements. • PAVE FUNDS (program # 140050), per CTU Contract, are loaded at the beginning of the fiscal year; however, the individual teacher allocations based on enrollment will not be available until mid to late October and funds should not be used until that time. Other available program funds can be used since they are loaded in August. Access under Student Level Reports on www.chooseyourfuture.org/research What Expenses CTE Covers • • • • • • • • • Instructional software Workbooks Supplies (<$500) Food supplies for Culinary Arts programs Equipment (>=$500) Computers and printers Postage Printing Repair – computer-related What Expenses CTE Does Not Cover • Student expenses or direct assistance to students • Entertainment • Awards and memorabilia • Memberships • College tuition, fees, books • Fines and penalties • Insurance • Expenses that supplant • Audits except single audit • Contributions and donations • Facilities and furniture • Alcohol • Fund raising • General advertising Budget Loading All CTE budget allocations will be fully loaded (100%) at the beginning of the school year. • Software • Supplies • Food supplies • Equipment • Transportation The following accounts will NOT be loaded at the schools and will require a quote or other documentation: • Conference Travel • Conference leave application (8 weeks in advance) • Funds transferred to school • Requisition/Reimbursement entered at school • Consultant Services/PD for teachers entered from Central Office • Student Certifications entered from Central Office • Non-Computer Repair & Maintenance entered from Central Office 85 Budgeting Milestones by Date SEPTEMBER OCTOBER NOVEMBER JANUARY DECEMBER FEBRUARY PAVE Funds become available 60% of Funds Expended Teachers notify Principals of FY12 textbook needs (SIPAAA) PCs perform school visits to begin FY12 budget process MARCH APRIL MAY JUNE JULY AUGUST 100% of Funds Expended (CTE purchasing deadline) PC’s collects orders needed 1st day Budgets finalized and funds loaded to school lines 86 Purchasing with CTE Program & Grant Codes Make sure the item you want is allowable. If you are unsure contact Brian Macias at (773) 553-2465 or bamacias1@cps.k12.il.us Check to make sure the item you want is budgeted and that you have enough money to cover the costs. If you are unsure, contact your Program Coordinator. CULINARY ARTS Manley Baseline Quantity Item Supplies: Handwashing Sink Utility Carts Ice Cream Maker Toaster w/stand Sprayer Nozzle 5 QUART Mixer w/std attach Immersion stick hand mixer Blender Printer Total Supplies: 1 4 6 1 1 8 2 6 2 Unit Cost $ $ $ $ $ $ $ $ $ 125 235 250 345 363 399 445 456 500 Current Quantity Quantity Needed 1 3 6 1 1 4 1 2 1 0 1 0 0 0 4 1 4 1 Total Cost $ $ 235 $ $ $ $ 1,596 $ 445 $ 1,824 $ 500 $ 4,600 Check to see if the expenditure requires a board report. Account for items in the following manner. School Oracle Unit Number Fund number (369) Account number (supplies/ buses/ etc.) Program number (distinctive number for each CTE program) Grant number (474552 or 322015) 87 CTE Budgeting Codes ALL USE FUND # 369 Agriculture & Horticulture – David Blackmon, Program Coordinator; ph. 553-2448 Agriculture Academy/Agricultural Sciences Horticulture Production Architecture & Construction – Ayonna Patterson, Program Coordinator; ph. 553-2481 Architecture Drafting Carpentry Cabinet-Making Electrician HVAC Plumber Welding Business – Kye-Anne Wilborn, Program Coordinator; ph. 553-2461 Accounting Finance Academy Entrepreneurship/Product Marketing A/V Technology & Communications – Rashaan Meador, Program Coordinator; ph. 553-2474 Broadcast Technology Graphic Communications & Design Culinary Arts & Hospitality – David Blackmon, Program Coordinator; ph. 553-2448 Culinary Arts Hospitality Health Care – Regine Rucker, Program Coordinator; ph. 553-4336 Allied Health Practical Nursing (LPN) Medical Assistant Medical Health Career Academy Human Services, Education & Training – Regine Rucker, Program Coordinator; ph. 553-4336 Child Care Worker/Early Childhood Teaching Cosmetology Information Technology – Brenda Wilkerson, Program Coordinator; ph. 553-2482 Business Systems Networking* Computer Programming Information Technology Applications *Includes the following new programs: Cisco Gaming Network Cabling Oracle Project Management Web Development Manufacturing & Pre-Engineering – Veronica Martinez, Program Coordinator; ph. 553-2471 AEDF/ETI Machine Operator Pre-Engineering Transportation – Veronica Martinez, Program Coordinator; ph. 553-2471 Auto Body Repair Automotive Mechanic Diesel Technology Logistics NON-CLUSTER SPECIFIC BUDGET CODES Software Supplies Food supplies Culinary Arts, Food Science, and Early Childhood programs only) Equipment Student transportation PROGRAM # GRANT # 140101 140102 474555 474555 144601 144606 144603 140345 140630 144611 144603 322016 322016 322016 322016 322016 322016 322016 149005 149003 149014 322016 322016 322016 140205 147601 474555 474555 140505 140006 474555 474555 148001 147801 141701 148002 474555 474555 474555 474555 140005 140225 474555 474555 140004 146006 140007 322016 322016 322016 140004 140004 140004 140004 140004 140004 322016 322016 322016 322016 322016 322016 144809 144805 141501 474555 474555 474555 140705 144701 144904 144905 474555 474555 474555 474555 CODE # 53306 53405 53205 55005 54210 88 CTE Textbook Requirements & Prices As previously communicated, 100% of FY12 textbook allocations are the responsibility of the school and need to be purchased based on the CTE Program Baseline Resource Requirements listed below. CTE PROGRAM Accounting Accounting Accounting Allied Health Allied Health Allied Health Allied Health Allied Health Architectural Drafting Architectural Drafting Architectural Drafting Architectural Drafting Auto Body Auto Technology Auto Technology Business Academy (Introduction) Business Academy (Introduction) Business Academy (Introduction) Carpentry I Carpentry I Carpentry II Carpentry II Cisco Cisco Cisco College and Career Readiness Foundation College and Career Readiness Foundation College and Career Readiness Foundation Construction Construction Culinary Culinary Culinary Culinary Culinary Culinary CTE REQUIRED TEXTBOOK Century 21 Accounting: General Journal (Green) Textbook Gilbertson/Lehman 9th Edition Student Edition --OR-Century 21 Accounting: Multicolumn Journal (Blue) Textbook Gilbertson/Lehman 9th Edition Student Edition Century 21 Accounting: General Journal (Green) --OR-Century 21 Accounting: Multicolumn Journal (Blue) Century 21 Accounting: General Journal (Green) Wraparound Teachers Edition (no charge if purchased w/student books) --OR-Century 21 Accounting: Multicolumn Journal (Blue) Wraparound Teachers Edition (no charge if purchased w/student books) Diversified Health Occupations (Simmers) 7th Edition Medical Terminology: A Living Language 3rd Edition Medical Terminology: A Programmed Systems Approach Career Development For Health Professions Taber’s Medical Dictionary Chicago Architecture Foundation Mastering AutoCAD® Architecture 2010 Revitt Textbooks Learning Autodesk 3ds Max Design 2010 Automotive Excellence Modern Automotive Service Technician Automotive Excellence Intro to Business Textbook Dlabay/Burrow/Kleindl – 7th Edition Business Finance Textbook Dlabay/Burrow– 1st Edition Business Finance Annotated Teacher's Edition (no charge if purchased with student books) L1 Carpentry Fundamentals L1 Annotated Instructor’s Guide L2 Carpentry Framing and Finishing L2 Annotated Instructor’s Guide A+ Guide to Maintaining and Managing your PC, 7th Edition Network+ Guide to Networks, 5th Edition A+/Net+ curriculum kit – student manual TEXTBOOK COST $76.00 $34.75 (Green) $33.00 (Blue) $114.50 $76.00 $35.00 $112.00 $44.71 $45.00 $50.00 $90.00 $36.00 $25.00 $50.00 $50.00 $50.00 $70.25 $64.50 $114.50 $64.00 $90.00 $90.00 $90.00 $80.00 $80.00 $350.00 Student text $46 Workbook Teacher Edition (1 teacher edition supplied to teachers attending the training) All Pathways Intro Course – Core Curriculum: Introductory Craft Skills All Pathways Intro Course - Core Curriculum Annotated Instructor’s Guide ProStart 1 ProStart 2 Culinary Essentials On Baking On Cooking Culinary Math $14 $60 $49.00 $46.00 $50.00 $50.00 $70.12 $84.97 $91.42 $40.00 89 CTE Textbook Requirements & Prices CTE Textbook Requirements CTE PROGRAM Logistics Machine Operator Machine Operator Machine Operator Machine Operator Machine Operator Machine Operator Machine Operator Machine Operator Medical & Health Career Academy Medical & Health Career Academy Medical & Health Career Academy Medical & Health Career Academy Medical & Health Career Academy Medical & Health Career Academy Medical & Health Career Academy CTE REQUIRED TEXTBOOK Beginnings and Beyond: Foundations in Early Childhood Education, 7th Edition - Textbook Children: The Early Years, Celia Anita Decker Working with Young Children, Judy Holt L1 Electrical L1 Electrical Annotated Instructor’s Guide L2 Electrical L2 Electrical Annotated Instructor’s Guide Entrepreneurship: Owning Your Future Student Edition - Textbook Entrepreneurship: Owning Your Future Teacher Edition – Textbook Video Game Foundations Textbook Health Careers Today - Textbook Medical Terminology: A Programmed Systems Approach – 3rd Edition Medical Terminology: A Living Language 3rd Edition Taber’s Medical Dictionary L1 HVAC L1 HVAC Instructor’s Guide L2 HVAC L2 HVAC Annotated Instructor’s Guide Law Novels Criminal Justice in America Street Law Textbook Psychology Core Concepts Psychology & Legal System Book ACT Prep Book Basics of Inventory Management Fundamentals of Warehousing Basics of Supply Chain Management Contemporary Logistics, 9th Edition Entrepreneurship How to Start & Operate a Small Business, 10th Edition SurfCam Velocity Series MSSC Hi-Performance Manufacturing Mastercam X3 Machining Fundamentals Precision Machining Technology Machine Trades Print Reading Blueprint Reading for the Machine Trades Machinery Handbook copies Health Care Science Technology: Career Foundations Diversified Health Occupations 6th Edition The Human Body In Health and Disease Medical Terminology: A Living Language 3rd Edition Medical Terminology: A Programmed Systems Approach Career Development For Health Professions Taber’s Medical Dictionary Medical Assistant Medical Assistant Medical Assistant Medical Assistant Medical Assistant Medical Assistant Thompson Delmar Learning’s Comprehensive Medical Assisting: Administrative and Clinical Competencies, 3rd Ed. Glencoe Administrative Procedures for Medical Assisting, 2nd Ed. Medical Terminology: A Living Language 4th Edition Medical Terminology: A Programmed Systems Approach Career Development For Health Professions Taber’s Medical Dictionary Early Childhood Education Early Childhood Education Early Childhood Education Electrical I Electrical I Electrical II Electrical II Entrepreneurship Entrepreneurship Gaming Health Science (Introduction) Health Science (Introduction) Health Science (Introduction) Health Science (Introduction) HVAC I HVAC I HVAC II HVAC II Law & Public Safety Law & Public Safety Law & Public Safety Law & Public Safety Law & Public Safety Law & Public Safety Logistics Logistics Logistics Logistics TEXTBOOK COST $60.00 $60.00 $75.00 $64.00 $62.00 $90.00 $90.00 $46.00 $60.00 $67.00 $62.00 $112.00 $70.40 $45.00 $62.00 $62.00 $90.00 $90.00 $22.99 $19.99 $50.00 $70.00 $7.80 $90.00 $9.14 $20.00 $25.00 $80.00 $55.00 $75.00 $50.00 $60.00 $55.00 $55.00 $21.00 $30.00 $58.00 $95.36 $38.83 $49.95 $70.40 $79.16 $44.71 $45.00 $65.58 $84.06 $51.40 $27.99 $44.71 $45.00 90 CTE Textbook Requirements & Prices CTE PROGRAM CTE REQUIRED TEXTBOOK TEXTBOOK COST Network Cabling Cabling Conquest Teacher’s Guide $35.00 Network Cabling Cabling Conquest Student Manual $20.00 Network Cabling Fiber Instructor Manual $125.00 Network Cabling Fiber Instructor Training Manual $750.00 Network Cabling Green Instructor Manual $75.00 Network Cabling Green Student Manual Network Cabling Home Entertainment Instructor Manual (A-M100) $150.00 Network Cabling Home Entertainment Instructor Manual (A-T100) $600.00 Plumbing I L1 Plumbing $62.00 Plumbing I L1 Plumbing Annotated Instructor’s Guide $90.00 Plumbing II L2 Plumbing $90.00 Web Design Entry Level PM books $29.00 Welding (all levels) ALL WELDING LEVELS Additional TestGen Software Access Code Cards $100.00 Welding I L1 Welding $64.00 Welding I L1 Welding Annotated Instructor’s Guide $62.00 Welding II L2 Welding $90.00 Welding II L2 Welding Annotated Instructor’s Guide $90.00 CTE Textbook Requirements $400 91 CTE Facilities: Maintenance & IT Facility Maintenance Work Orders Entered from Central Office by: Letitia “Tish” McGee, CTE Senior Operations Specialist ljmcgee2@cps.k12.il.us or 773-553-2477 Issues that would typically be addressed by the school engineer such as missing/damaged tiles, wall repairs, raceway repairs, etc. 1. 2. 3. 4. 5. 6. Teacher calls Tish McGee to report facility issue Tish McGee enters the requested repair into the internal work order system and DESIGNATES IT AS A “CTE WORK ORDER” The work order is then routed to the Principal for approval, and then the engineer for repair (if approved) Immediately Tish McGee will being the process of monitoring the progress of the open repair issue If work order is rejected by the school; the work order will be routed back to the “initiator” (in this case Tish McGee ) who will follow up immediately to understand why the request was denied, and to determine the best course of action. Upon resolution or final disposition, the work order will be automatically closed out of the system by Oracle ad routed back to the “initiator” (in this case Tish McGee ) IT Repair Issues The Office of Information Technology Services (ITS) now handles all of CTE’s computer related repair issues. CTE has also established a “CTE IT Issues” mailbox so that the CTE team can provide additional assistance and advocacy in resolving open IT repair issues in CTE classrooms- cte.it.issues@cps.k12.il.us The process for repairing issues with CTE computer labs is as follows: 1. 2. 3. 4. When you have an IT-related repair issue, please report it directly to ITS by calling 3-EXCL (3925). Please be prepared with the serial number of the computer or printer that is in need of repair. ITS will issue a Service Ticket directly to you via email. Once you receive this form ITS, as an optional step, if you would like your CTE Program Coordinator (PC) to track your issue, please forward the ticket to : cte.it.issues@cps.k12.il.us For any forwarded Service Ticket remaining open for more than 5 days, your PC will follow up with ITS to understand the status and to attempt to expedite the repair. Once equipment is fixed and the issue is resolved, ITS will send you an email indicating that the Service Ticket has been closed. Program Coordinator Contacts by Cluster Facility Maintenance Issues Entered by Teacher at School Blackmon David Culinary & Hospitality Agriculture 5532448 drblackmon@cps.k12.il.us Schools may continue to enter work order requests. The process is as follows: Castillo Sandra Law & Public Safety CPFTA, WECEP, COOP 5532485 sacastillo@cps.k12.il.us Martinez Transportation, Distribution, Logistics Manufacturing & Veronica Engineering Meador Rashaan 1. 2. 3. 4. 5. 6. Teacher requests the school Engineer/Business Manager or Principal to enter the repair request into the internal work order system The Engineer/Business Manager enters the requested repair into the internal work order system and DESIGNATES IT AS A “CTE WORK ORDER”. (Note is this is step is not followed, your PC will not be able to track the repair) The work order is then rounded to the Principal for approval, and then the engineer for repair (if approved) If work order is rejected by the school; the work order will be routed back to the “initiator” (in this case the Engineer/Business Manager ) Monthly, your PC will generate a CTE Work Order Report to review all CTE issues (open/closed/denied) and will follow up to ensure appropriate resolution is reached Upon resolution or final disposition, the work order will be automatically closed out of the system by Oracle ad routed back to the “initiator” (Engineer/Business Manager) 5532471 vamartinez@cps.k12.il.us Broadcast & Digital Design 5532474 rkmeador@cps.k12.il.us Patterson Ayonna Construction & Architecture 553- ampatterson1@cps.k12.il. 2481 us Rucker Regine Health & Human Services Education & Training 5534336 rrrucker@cps.k12.il.us Wilborn Kye-Anne Business & Finance Wilkerson Brenda Information Technology 5532461 kwwilborn@cps.k12.il.us 5532482 bdwilkerson@cps.k12.il.us 92
