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California Career Technical Education
Model Curriculum Standards
DRAFT
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Contents
Introduction ......................................................................................................................................4
Glossary .........................................................................................................................................10
Agriculture and Natural Resources Industry Sector ......................................................................11
A. Agricultural Business Pathway ...........................................................................................19
B. Agricultural Mechanics Pathway ........................................................................................21
C. Agriscience Pathway ...........................................................................................................24
D. Animal Science Pathway ....................................................................................................27
E. Forestry and Natural Resources Pathway ............................................................................29
F. Ornamental Horticulture Pathway .......................................................................................32
G. Plant and Soil Science Pathway ..........................................................................................34
Arts, Media, and Entertainment Industry Sector ...........................................................................37
A. Media and Design Arts Pathway.........................................................................................51
B. Performing Arts Pathway ....................................................................................................56
C. Production and Managerial Arts Pathway...........................................................................63
Building Trades and Construction Industry Sector ........................................................................65
A. Cabinetmaking and Wood Products Pathway .....................................................................77
B. Engineering and Heavy Construction Pathway...................................................................79
C. Mechanical Construction Pathway ......................................................................................81
D. Residential and Commercial Construction Pathway...........................................................82
Education, Child Development, and Family Services Industry Sector ..........................................85
A. Child Development Pathway ..............................................................................................97
B. Consumer Services Pathway .............................................................................................101
C. Education Pathway ............................................................................................................104
D. Family and Human Services Pathway ..............................................................................106
Energy and Utilities Industry Sector ............................................................................................110
A. Electromechanical Installation and Maintenance Pathway ...............................................118
B. Energy and Environmental Technology Pathway .............................................................119
C. Public Utilities Pathway ....................................................................................................120
D. Residential and Commercial Energy and Utilities Pathway .............................................122
Engineering and Design Industry Sector .....................................................................................125
A. Architectural and Structural Engineering Pathway ...........................................................138
B. Computer Hardware, Electrical, and Networking Engineering Pathway..........................139
C. Engineering Design Pathway ............................................................................................142
D. Engineering Technology Pathway ....................................................................................143
E. Environmental and Natural Science Engineering Pathway ...............................................146
Fashion and Interior Design Industry Sector ...............................................................................149
A. Fashion Design, Manufacturing, and Merchandising Pathway ........................................159
B. Interior Design, Furnishings, and Maintenance Pathway .................................................162
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Finance and Business Industry Sector .........................................................................................166
A. Accounting Services Pathway...........................................................................................179
B. Banking and Related Services Pathway ............................................................................180
C. Business Financial Management Pathway ........................................................................181
Health Science and Medical Technology Industry Sector ...........................................................182
A. Biotechnology Research and Development Pathway .......................................................191
B. Diagnostic Services Pathway ............................................................................................193
C. Health Informatics Pathway ..............................................................................................194
D. Support Services Pathway.................................................................................................195
E. Therapeutic Services Pathway...........................................................................................196
Hospitality, Tourism, and Recreation Industry Sector ................................................................198
A. Food Science, Dietetics, and Nutrition Pathway...............................................................207
B. Food Service and Hospitality Pathway .............................................................................209
C. Hospitality, Tourism, and Recreation Pathway .................................................................212
Information Technology Industry Sector .....................................................................................217
A. Information Support and Services Pathway ......................................................................229
B. Media Support and Services Pathway ...............................................................................231
C. Network Communications Pathway ..................................................................................232
D. Programming and Systems Development Pathway ..........................................................234
Manufacturing and Product Development Industry Sector .........................................................236
A. Graphic Arts Technology Pathway ...................................................................................247
B. Integrated Graphics Technology Pathway ........................................................................248
C. Machine and Forming Technology Pathway ....................................................................249
D. Welding Technology Pathway ..........................................................................................252
Marketing, Sales, and Service Industry Sector ............................................................................254
A. E-commerce Pathway .......................................................................................................267
B. Entrepreneurship Pathway.................................................................................................268
C. International Trade Pathway .............................................................................................269
D. Professional Sales and Marketing Pathway ......................................................................270
Public Services Industry Sector ...................................................................................................272
A. Human Services Pathway..................................................................................................285
B. Legal and Government Services Pathway.........................................................................286
C. Protective Services Pathway .............................................................................................288
Transportation Industry Sector ....................................................................................................291
A. Vehicle Maintenance, Service, and Repair .......................................................................300
B. Aviation and Aerospace Transportation Services Pathway ..............................................303
C. Collision Repair and Refinishing Pathway .......................................................................304
Appendix: Career Technical Education and Academic Standards Crosswalk ............................307
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Introduction
The California career technical education (CCTE) model curriculum standards are organized
in 15 industry sectors, or groupings, of interrelated occupations and broad industries. Each sector
has two or more career pathways. (See the accompanying chart for an overview of the sectors
and pathways.) A career pathway is a coherent sequence of rigorous academic and technical
courses that allows students to apply academics and develop technical skills in a curricular area.
Career pathways prepare students for successful completion of state academic and technical
standards and more advanced postsecondary course work related to the career in which they are
interested.
California Career Technical Education Industry Sectors
Industry Sector
Agriculture and
Natural Resources
Industry Sector
Arts, Media, and
Entertainment
Industry Sector
Building Trades and
Construction Industry
Sector
Education, Child
Development, and
Family Services
Industry Sector
Energy and Utilities
Industry Sector
Career Pathways










Agricultural Business
Agricultural Mechanics
Agriscience
Animal Science
Forestry and Natural
Resources
Ornamental Horticulture
Plant and Soil Science
Media and Design Arts
Performing Arts
Production and
Managerial Arts
Industry Sector
Career Pathways
Finance and Business
Industry Sector
 Accounting Services
 Banking and Related
Services
 Business Financial
Management
Health Science and
Medical Technology
Industry Sector
 Biotechnology Research
and Development
 Diagnostic Services
 Health Informatics
 Support Services
 Therapeutic Services
 Food Science, Dietetics,
and Nutrition
 Food Service and
Hospitality
 Hospitality, Tourism, and
Recreation
 Cabinetmaking and Wood
Products
 Engineering and Heavy
Construction
 Mechanical Construction
 Residential and
Commercial Construction
 Child Development
 Consumer Services
 Education
 Family and Human
Services
Hospitality, Tourism,
and Recreation
Industry Sector
 Electromechanical
Installation and
Maintenance
 Energy and Environmental
Technology
 Public Utilities
 Residential and
Commercial Energy and
Utilities
Manufacturing and
Product Development
Industry Sector
Information
Technology Industry
Sector
 Information Support and
Services
 Media Support and Services
 Network Communications
 Programming and Systems
Development
 Graphic Arts Technology
 Integrated Graphics
Technology
 Machine and Forming
Technology
 Welding Technology
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Industry Sector
Engineering and
Design Industry
Sector
Fashion and Interior
Design Industry
Sector
Career Pathways
 Architectural and
Structural Engineering
 Computer Hardware,
Electrical, and Networking
Engineering
 Engineering Design
 Engineering Technology
 Environmental and
Natural Science
Engineering
 Fashion Design,
Manufacturing, and
Merchandising
 Interior Design,
Furnishings, and
Maintenance
Industry Sector
Career Pathways
Marketing, Sales, and
Service Industry
Sector




Public Services
Industry Sector
 Human Services
 Legal and Government
Services
 Protective Services
Transportation
Industry Sector
 Automotive and Heavy
Equipment Services
Technology
 Aviation and Aerospace
Transportation Services
 Collision Repair and
Refinishing
E-Commerce
Entrepreneurship
International Trade
Professional Sales and
Marketing
Standards and Subcomponents
Standards serve as the basis for the curriculum framework, instructional materials, and
statewide assessments in all grades and content areas in California. The CCTE model curriculum
standards have been developed for use at the secondary level, grades seven through twelve.
There are two levels of detail in the standards: standards and subcomponents. Standards are
general expectations of what students should know and be able to do. Each standard has at least
two subcomponents that elaborate on the specific knowledge and skills encompassed by the
standard.
There are also two different types of standards in each sector: foundation standards and
pathway standards.
Foundation Standards
There are 11 foundation standards that all students need to master to be successful in the
career technical education curriculum and in the workplace. These standards are similar to the
Secretary’s Commission on Achieving Necessary Skills (SCANS) competencies. The foundation
standards are uniform in all sectors, although the subcomponents will differ. They cover the 11
areas essential to all students’ success:
1.0
2.0
3.0
4.0
Academics
Communications
Career Planning and Management
Technology
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5.0
6.0
7.0
8.0
9.0
10.0
11.0
Problem Solving and Critical Thinking
Health and Safety
Responsibility and Flexibility
Ethics and Legal Responsibilities
Leadership and Teamwork
Technical Knowledge and Skills
Demonstration and Application
Foundation standards 1.0, Academics, and 2.0, Communications, refer to the California
academic content standards (see http://www.cde.ca.gov/be/st/ss/). The academic foundation
standards are the relevant California content standards that individual sectors will integrate into
the pathway standards, support, and reinforce through application.
Most academic standards appear in foundation standard 1.0, Academics, although English–
language arts standards are generally listed under 2.0, Communications, as they are broad-based
enough to include most communication standards for the sector. This arrangement avoids the
need to restate the standards already adopted by the State Board of Education.
Within the chapters of this document, these first two standards are presented in a slightly
different format from the subsequent standards because of the extensive and official nature of
their content.
The following examples show how to cross-reference the notations in the CCTE foundation
standards with the California content standards:
Mathematics
Specific applications of number sense standards for grade seven (1.7)
Number sense is the strand; the grade level is stated (“grade seven”); and 1.7 is the number of
the standard referenced in the stated grade.
Specific applications of Algebra 1 standards (15, 24, 25)
Algebra 1 is the discipline heading (grades eight through twelve); and 15, 24, 25 are the
numbers of the standards referenced.
Science
Specific applications of physics standards (1.a, 3.a, 5.a, 5.b)
Physics is the discipline (grades nine through twelve); 1, 3, 5 are the numbers of the standards;
and (a) and (b) are the subcomponents of the standards.
History–Social Science
Specific applications of historical research, evidence, and point of view standards for grades nine
through twelve (1, 2, 4)
Historical research, evidence, and point of view is the skill area; the grade level is nine through
twelve; and 1, 2, 4 are the numbers of the standards.
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English–Language Arts
Reading: Specific applications of English–language arts standards for grades nine and ten (2.1,
2.3, 2.5)
Reading is the domain; the grade level is nine and ten; and 2.1, 2.3, 2.5 are the numbers of the
standards referenced.
Visual and Performing Arts
Dance standards at the proficient level (4.1)
Dance is the strand; the level is proficient; 4.1 is the number of the standard referenced.
Dance standards at the advanced level (5.3)
Dance is the strand; the level is advanced; 5.3 is the number of the standard referenced.
Pathway Standards
The pathway standards are concise statements that reflect the essential knowledge and skills
students are expected to master to be successful in the career pathway. These standards build on
existing career technical education standards, academic content standards, and appropriate
standards established by business and industry. Therefore, existing career technical standards;
California content standards in the core content areas; and national, regional, and association
standards (where available) were consulted as models of content description for technical
standards. Each career pathway comprises three to twelve standards with two to six
subcomponents per standard.
The Conceptual Model
The conceptual model for the CCTE Model Curriculum Standards was built on the Standards
Development Criteria adopted by the Superintendent’s Advisory Group.
CCTE standards:
• Are designed to support a seamless transition to postsecondary education and entry to a career.
• Support mastery of essential employability skills and rigorous academic content standards.
• Are concise statements that reflect the essential knowledge and skills students are expected to
master, and include foundation standards that apply to all industry sectors.
• Build on existing career technical education standards, appropriate standards established by
business and industry, and academic content standards.
The California Department of Education sought a research-based standards model that:
• Encompassed these guidelines
• Reflected the national movement away from codifying activities and tasks toward a broad
curriculum capturing the underlying knowledge and skills
• Included both the core academic content and technical skills taught in a career pathway
• Reflected how students learn, recall, and transfer knowledge
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The work of John R. Anderson at Carnegie Mellon University demonstrated that students learn
through the interaction of declarative and procedural knowledge: declarative knowledge provides
information (facts, events, concepts, and principles); procedural knowledge provides the
application, or what the learner is able to do with the information. The interaction with these two
types of knowledge will give students the ability to adapt and use information and skills in realworld situations, such as noted in the Adaptation or “D” quadrant of the “Rigor/Relevance
Framework” (see the accompanying chart) developed by Dr. Willard Daggett and the staff of the
International Center for Leadership in Education.
Rigor/Relevance Framework
Evaluation 6
K
N
O
W
L
E
D
G
E
Synthesis
5
Analysis
4
Application 3
Comprehension 2
Awareness 1
Assimilation
Adaptation
C
Acquisition
D
Application
A
1
Knowledge
in one
discipline
B
2
Apply
knowledge
in one
discipline
3
Apply
knowledge
across
disciplines
4
Apply
knowledge to
real-world,
predictable
situations
5
Apply
knowledge to
real-world,
unpredictable
situations
APPLICATION
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The Department also screened academic foundation standards by using Dr. Willard Daggett’s
ratings, reflecting how readily an academic standard can be incorporated into technical
instruction.
Dr. John Kendall and Dr. Robert Marzano of the Mid-continent Research for Education and
Learning (McREL), under the regional educational laboratory contract from the U.S. Department
of Education, serve as national leaders in standards-based educational practice. The model
developed at McREL incorporates a research-based format for writing content standards and
subcomponents that:
• Incorporates both declarative and procedural statements
• Focuses on the higher-order declarative statements, often expressed as what the student
“understands” or “knows”
• Uses clear, concise statements of the underlying (declarative) knowledge and skills and the
main, overarching performance requirements (procedural), resulting in fewer but more
important standards
The Advisory Group adopted the McREL format as the basis for development of the CCTE
Model Curriculum Standards.
Framework
During Phase II of the project, the CCTE framework will be developed for publication in June
2006. The framework will provide a blueprint on which districts can build course sequences and
organize instruction to give every child the opportunity to meet or exceed the standards. It will
guide the implementation of the standards through discussions of equity, articulation, sequence,
and scope. The framework will provide guidelines for implementing standards-based career
technical education instructional programs in such a way as to ensure optimal benefits for all
students, including those with special learning needs (e.g., English learners, students with
learning disabilities and reading difficulties, and advanced learners).
The ultimate goal of the standards and the framework is captured in State Superintendent
O’Connell’s statement:
The job of K–12 education in California must be to ensure that all our students
graduate with the ability to fulfill their potential—whether that takes them to higher
education or directly to their careers. Unfortunately, . . . too many of our students are
not adequately prepared for either. By raising our expectations for our students, we can
and will begin to change that.
—Jack O’Connell
The Sacramento Bee, March 14, 2004
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Glossary
industry sector. A grouping of interrelated occupations and broad industries based on
commonalities.
career pathway. A coherent sequence of rigorous academic and technical courses that allows
students to apply academics and develop technical skills in a curricular area. Career pathways
prepare students for successful completion of state academic and technical standards and more
advanced postsecondary course work related to the career in which they are interested.
declarative knowledge. Information (facts, events, concepts, and principles).
foundation standards. The standards all students need to achieve to master workplace
competencies both in the career technical education curriculum and in the workplace. The
Secretary’s Commission on Achieving Necessary Skills refers to these essentials as
“foundation skills.”
pathway standards. Concise statements that reflect the essential knowledge and skills students
are expected to master. Each career pathway comprises three to twelve standards, with two to
six subcomponents per standard.
procedural knowledge. Skills (applied abilities or knowledge).
secondary level. A term that describes students’ second level of education; elementary education
is the first level. Although the secondary level of education is commonly associated with high
school, it may cover grades seven through twelve.
standards. General expectations of what students should know and be able to do.
subcomponents. The specific knowledge and skills encompassed by the standard. These
statements are listed below the standard and describe the knowledge and skills expected of
students as they move toward mastery of the career technical education standard.
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