Statewide Course
Equivalency Frameworks
OSPI
CTE Program Supervisors
WHY WERE THESE COURSE
FRAMEWORKS DEVELOPED?
E2SSB 6552
The legislation passed in the 2014 session which amended
RCW 28A.700.070, RCW 28A.230.097, and RCW
28A.230.010, required the development of statewide course
equivalencies in Mathematics and Science for 21 CTE
courses to enable districts to increase options for student
choice in meeting graduation requirements.
HOW WERE THESE
COURSE FRAMEWORKS
DEVELOPED?
EQUIVALENT
FRAMEWORK COURSES
CTE Statewide Course Equivalencies
Mathematics Equivalencies
CIP Code
CTE Course/Framework
Credit Equivalency
149991
Engineering Design 1
190401
Consumer and Family Resources
270301
Applied Algebra 1
270305
Financial Math
100304
Animation Technology Video Graphics*
110803
Video Game Design/Digital Computer
Animation*
460201
Residential Carpentry*
270301
Applied Algebra 2
Algebra 2
110201
Computer Programming
1 Credit Beyond
Geometry
279998
Business Statistics
Statistics
• 540 Hour Skill Center Course
• 360 HR High School or 540 Skill Center
Algebra 1
Geometry
CTE Statewide Course Equivalencies
Science Equivalencies
CIP Code
CTE Course/Framework
Credit Equivalency
010901
Animal Science
011101
Plant Science
030101
Natural Resources
030201
Natural Resources Management & Policy
190504
Food Science, Dietetics, and Nutrition
260102
Biomedical Sciences
260103
Biomedical-Body Systems
510808
Veterinarian Assistant*
511614
Nursing Assistant*
400891
Principles of Technology Applied
Physics or Lab Science
110201
Computer Programming
Science
* 540 Hour Skill Center Course
Biology or Lab
Science
Lab Science
WHERE TO FIND THE
FRAMEWORKS?
http://www.k12.wa.us/CareerTechEd/default.aspx
WHAT ARE THE
COMPONENTS OF THE
FRAMEWORK?
Note: Unit Summary: Not included in all units of all frameworks
The leadership alignment and performance assessments
must be completed prior to submission to OSPI
Standards may be added to these sections,
but not removed
WHERE ARE THE
STANDARD
RESOURCES?
Science Standards
• The 2013 Washington State Science Standards ARE the Next
Generation Science Standards
• The standards and background information can be found at
www.nextgenscience.org/
• The science standards are aligned at the performance
expectation level “HS.LS1-1” which reflects an integration of
the three domains (Science and Engineering Practices-SEP,
Disciplinary Core Idea-DCI, Crosscutting Concept-CCC) – This
level is the alignment expectation for summative assessments
• Additional SEP’s, CCC’s, and DCI’s may be aligned to formative
assessments but must be integrated
Math Standards
• The Washington State K-12 Mathematics Learning Standards
are the Common Core Math Standards
• The math standards can be found
http://k12.wa.us/Mathematics/Standards.aspx
• Math alignment has been completed at the cluster level
• If a course has been passed as a statewide science
equivalent, there will not be math standards present
Educational Technology
• Some frameworks include educational technology alignment
• The standards for educational technology are designed as
grade level expectations for the use of digital technologies.
They work compatibly, and practically, within Washington’s
teaching and learning environment
• The educational technology standards can be found at:
http://k12.wa.us/EdTech/Standards/default.aspx
• If not already included, it is not required to add these
standards into your statewide framework
CTE Industry Standards
Each program area has unique Industry Standards. Information
for specific Industry Standards can be found on the Framework
Resource Companion in the standards and competencies section.
The Framework Resource Companion is located on the OSPI-CTE
website:
http://www.k12.wa.us/CareerTechEd/A-Z.aspx
WHAT MAY I ADD OR
CHANGE ON THE
FRAMEWORKS?
Performance Assessment
• Should reflect the summative and/or formative assessments
used in the course
• Should specifically show how student demonstrates
understanding and competency related to the academic and
industry standards
• Specific projects, labs, quizzes, tests, activities and
certifications are appropriate to include
• Should clearly articulate alignment with the standards – tip:
Pay attention to the SEP within the science standards to
ensure the learning experienced is aligned
• Must be developed locally prior to being submitted
Leadership Alignment
• Leadership alignment is required prior to submission of the
state equivalent frameworks
• Utilizing CTSO activities and curriculum is permissible if ALL
students within the course are taking part in the event, during
class time
• Leadership alignment must include the activity/assignment/
learning experience MATCHED to the 21st Century Skill specific
to the unit of instruction. (Skill definitions at p21.org)
• Example: “Students will communicate clearly and work effectively in
teams by completing their careers in industry group verbal presentation”.
Additional Standards
Any additional academic or industry standards
if you teach and assess them in the course.
“Two-for-One” Policy
• WAC 180-51-067
• Rule change in effect for students in
the graduating class of 2016
• Students who take CTE equivalent
courses may satisfy two graduation
requirements while earning one credit
for a single course
COMMON
CONCERNS/QUESTIONS
Frequently Asked Questions
Do we have to use these frameworks when submitting
within these CIP areas?
No! Do not use statewide equivalents unless you can assure that
the standards reflected are being taught and assessed within the
course- local frameworks may still be developed and achieve local
equivalency.
My locally approved science or math equivalent CIP code
isn’t on the list- does that mean I lose my equivalency?
No! Local equivalents remain as local equivalents, the statewide
adopted and approved list does not replace any locally approved
equivalents.
Why is my CIP code area not reflected, it should totally be an
equivalent in math/science?!
The first group of statewide equivalents needed to represent both high
school and skill center, exploratory and preparatory, and each program
area to allow for diversity of choice. Once potential courses were
identified by OSPI staff, class counts were taken into consideration to
maximize the impact.
How should these courses be transcripted?
• The course should be recorded on the student’s transcript using the
equivalent academic high school department designation and title.
• Work with the appropriate school personnel to ensure that the courses
are accepted as equivalents by post-secondary institutions. Animal
Science courses that are Biology equivalents should be transcripted as
biology. Transcripting is a LOCAL issue, suggestion is to ensure there is an
academic and occupational state course code.
• Information can be found in the Equivalency Credit Tool Kit 3.3 at:
http://www.k12.wa.us/CareerTechEd/Forms/EquivalencyCreditToolkit.pdf
How will this impact NCAA approval?
NCAA looks at course titles and may request course descriptions – all
is handled at the local level.
Is my district required to use these frameworks?
No, you may continue to use your locally developed framework.
However, for statewide equivalency you must use the newly
developed framework for credit equivalency.
Does my district have to offer an equivalency?
E2SSB 6552 amended the RCW to say that districts must provide
access to at least one CTE course equivalent to math or science.
OSPI Contacts
Name
Program Area
E-mail
Lance Wrzesinski
Business and Marketing
lance.wrzesinski@k12.wa.us
Marianna Goheen
Health Sciences
marianna.goheen@k12.wa.us
Mary Nagel
Family and Consumer Sciences mary.nagel@k12.wa.us
Dennis Wallace
Skilled and Technical Sciences
dennis.wallace@k12.wa.us
Clarence Dancer
STEM
clarence.dancer@k12.wa.us
Becky Wallace
Agriculture
rebecca.wallace@k12.wa.us
Anne Gallagher
Mathematics Director
anne.gallagher@k12.wa.us
Ellen Ebert
Science Director
ellen.ebert@k12.wa.us