Career, Technical & Agricultural Education
Curriculum/Career Pathway:
Development to Implementation
Grades 6-12
CTAE Directors
February, 2007
Factors Influencing Achievement
1. Guaranteed and Viable Curriculum
2. Challenging Goals and Effective Feedback
3. Parent and Community Involvement
School
4. Safe and Orderly Environment
5. Collegiality and Professionalism
6. Instructional Strategies
7. Classroom Management
Teacher
8. Classroom Curriculum Design
9. Home Environment
10. Learning Intelligence/ Background Knowledge
Student
11. Motivation
Guaranteed and Viable Curriculum
Guaranteed Curriculum
…“Operationally, this means that clear guidance
is given to teachers regarding the content to be
addressed in specific courses and at specific
grade levels.”
“Additionally, it means that individual teachers do
not have the option to disregard or replace
content that has been assigned to a specific
course or grade level.”
Guaranteed and Viable
Curriculum
Viable Curriculum
…“the content articulated in the curriculum for a
given course or grade level can be adequately
addressed in the time available.”
Question: Are performance standards
different from QCCs?
Answer:
Performance standards go into much greater depth than the
content standards used in the previous curriculum. They
provide clear expectations for assessment, instruction, and
student work. They define the level of work that demonstrates
achievement of the standards, enabling a teacher to know “how
good is good enough.” The performance standards isolate and
identify the skills needed to use the knowledge and skills to
problem-solve reason, communicate, and make connections
with other information. Performance standards also tell the
teacher how to assess the extent to which the student knows
the material or can manipulate and apply the information.
What performance level
do you expect?
What is acceptable
evidence?
What do you want
students to know
and be able to do?
Basic
Backward
Design
What are the
learning experiences
and instruction?
How will you
assess (students
and the instruction?)
CTAE Georgia
Performance Standards
•
•
•
•
•
Academic Alignment
Technical Skill Development
Workplace Readiness/Foundation Skills
Postsecondary Alignment – Statewide Articulation
Business & Industry Standards Alignment
Ensure RIGOR
Challenge all students with high expectations
Provide RELEVANCE
Help students connect their studies to
the real world
Build RELATIONSHIPS
Foster supportive relationships
between students and adults
Re-Engineering
CTAE Curriculum with Performance
Standards
The New Image of CTAE
How can rigorous CTAE programs
support high achievement levels
for all students?
Question: What is a career pathway?
Answer:
A career pathway is established to help
students align their academic and career,
technical and agricultural studies to better
prepare them for graduation, post-secondary
education, and career opportunities.
Question: How does a career pathway relate to the
definition of a “program of study”
as defined by the new Perkins IV Legislation?
Answer:
Programs of study are very similar to career pathways. In Georgia, career
pathways will become a program of study. A program of study, as defined by
the new Perkins IV Legislation, incorporates secondary education and postsecondary education elements; includes coherent and rigorous content
aligned with challenging academic standards and technical content in a
coordinated, non-duplicative progression of courses that align secondary
education with post-secondary education to adequately prepare students to
succeed in post-secondary education. Below see an outlined schedule for
career pathway implementation:
– Phase I: Development 05-06; Training 06-07; Implementation 07-08.
– Phase II: Development 06-07; Training 07-08; Implementation 08-09.
– Phase III: Development 07-08; Training 08-09; Implementation 09-10.
(Please see the CTAE Career Pathway Development document at
http://www.georgiastandards.org/career.aspx. )
Once the Georgia State Plan has been developed, it will create benchmarks upon
which career pathways will be developed for students.
Question: What is the implementation
schedule for Phase I Curriculum?
Answer:
Phase I of our new CTAE Georgia Performance Standards (GPS) is expected to
be implemented during the upcoming school year 2007-2008. Instructors who
will be teaching courses from the new Phase I curriculum will be expected to
teach to performance standards. We have received many questions about
Phase II Curriculum and its corresponding performance standards but urge you
at this time to concern yourselves only with Phase I implementation. As
referenced in an earlier answer, Phase II implementation will take place during
the 2008-2009 school year. Staff members are working diligently to ensure that
instructors get the necessary training beforehand to ensure a smooth transition
from the Georgia Quality Core Curriculum (QCC) to the new GPS during Phase I,
II, and III implementation. We encourage local systems to realize that there is
capacity in place to align courses that will build career pathways for students.
See two career pathway schedules below of a four-year schedule for a student
utilizing a block schedule and a student participating with a traditional sixperiod day:
Any Selected Pathway
Dual Seal/6-period a day/possible 24 units
9th
10th
11th
12th
English
English
English
English
Math
Math
Math
Math
Political Science (1/2
unit)/Health (1/2 unit)
W. History
American History
Economics (1/2 unit)/ PE
Physical Science
Biology
Chemistry/Physics
Elective
Foreign Language
Foreign Language
Fine Arts
Elective
CTAE
CTAE
CTAE
CTAE
(1/2 unit)
Any Selected Pathway
Dual Seal/Block/possible 32 units
9th
Semester I
9th
Semester II
English
Math
Health
Science
(1/2 unit)
10th
Semester I
English
Social
Studies
10th
Semester II
11th
Semester I
11th
Semester II
Math
English
Math
Science
Social
Studies
Science
12th
Semester I
12th
Semester II
English
Math
PE
Elective
(1/2 unit)
Foreign Language
Fine Arts
Foreign
Language
Elective
Elective
Elective
Elective
Elective
CTAE
Elective
CTAE
Elective
CTAE
Elective
CTAE
Elective
Question: How does my system decide
which pathways to offer?
How does this differ for small and large systems?
Answer:
Consideration should be given to current
program offerings, industry/community needs,
and the capacity to implement pathways based
on the available resources, faculty, equipment,
and facilities.
Phases II-III are DRAFT
Marketing, Sales & Service
Five (5) Pathways
Phase I
Pathway: Marketing & Management
Phase II
Pathway: Fashion Marketing
Pathway Courses:
Pathway Courses:
Phase II
Pathway: Marketing Communications &
Promotion
Pathway Courses:
1.Marketing Principles (MKT-MP)
2.Advanced Marketing (MKT-AM)
3.Entrepreneurship: Building a
Business (MKT-EN)
Recommended Fourth Related Courses:
Marketing Research (MKT-MR)
International Business & Marketing
(BCS-IBM)
1.Marketing Principles (MKT-MP)
2.Introduction to Fashion Marketing (MKT-FM)
3.Advanced Fashion Marketing (MKT-AFM)
1.Marketing Principles (MKT-MP)
2.Professional Sales and Promotion (MKT-PSP)
3.E-Marketing
Recommended Fourth Related Courses:
Marketing Research (MKT-MR)
Entrepreneurship: Building a Business
(MKT-EN)
International Business & Marketing
(BCS-IBM)
Recommended Fourth Related Courses:
Marketing Research (MKT-MR)
Entrepreneurship: Building a Business
(MKT-EN)
International Business & Marketing (BCSIBM)
Phase III
Pathway: Sports & Event Marketing
Phase III
Pathway: Travel Marketing & Lodging Management
Pathway Courses:
Pathway Courses:
1.Marketing Principles (MKT-MP)
2.Introduction to Sports & Event Marketing
3.TBD
1.Marketing Principles (MKT-MP)
2.Introduction to Travel Marketing &
Lodging Management
3. TBD
Phase II is DRAFT
Business and Computer Science
Five (5) Pathways
Phase I
Pathway: Small Business Development
Phase I
Pathway: Computing
Pathway Courses:
Pathway Courses:
1.Business Essentials (BCS-BE)
2.Legal Environment of Business (BCS-LEB)
3.Entrepreneurial Ventures (BCS-EV)
1.Computing in the Modern World (BCSCMW)
2.Beginning Programming (BCS-BP)
3.Intermediate Programming (BCS-IP)
Phase II
Pathway: Financial ManagementAccounting
Phase II
Pathway: Financial Management-Services
Pathway Courses:
Pathway Courses:
1.Business Essentials (BCS-BE)
2.Principles of Accounting (BCS-PAI)
3.Principles of Accounting II (BCS-PAII)
1.Business Essentials (BCS-BE)
2.Banking and Investing (BCS-BI)
3.Insurance and Risk Management (BCS-IRM)
Recommended Fourth Related Courses:
Financial Literacy (BCS-FL)
Phase II
Pathway: Interactive Media
Pathway Courses:
1.Computing in the Modern World (BCSCMW)
2.Fundamentals of Web Design (BCS-FWD)
3.Advanced Web Design (BCS-AWD)
Recommended Fourth Related Course:
Introduction to Animation and 3d Design
(BCS-IAD)
Question: As a CTAE Director, what can I do
presently to prepare for Phase I Implementation?
Answer:
In preparation, your instructors in related program
areas can collaboratively review the new standards to:
–
–
–
–
identify similarities to current programs;
identify differences from current programs;
identify changes/additions required in programs;
identify change/additions required in facilities and/or
equipment;
– identify changes/additions required in resources; and,
– generate questions.
CTAE Curriculum Review and Preparation
Reviewers/Department
Date
Program Area
Pathway
Courses
Similarities to Current Program
Differences from Current Program
Changes/Additions Required in
Program
Changes/Additions Required in
Facilities and/or Equipment
Changes/Additions Required in
Resources
Questions
Concerns
Question: Will course names and the
corresponding course numbers change?
Answer:
Due to most of the courses being revised to the GPS,
the majority of course numbers and titles will remain
the same. However, any new courses that will be
developed/or have been developed, will carry new
course numbers. For additional information on course
titles and numbers, see the CTAE Phase I Course
Information Guide at
http://www.georgiastandards.org/career.aspx.
Question: Will the Georgia Department of
Education require an end-of-pathway
assessment/certificate for every student?
Answer:
Career pathways and end-of-pathway assessments are being developed to
help local systems align career and academic students in a sequenced
academic study to increase student achievement. The intent of the pathways
is to create this alignment. Today it is not a requirement for every student to
be in a career pathway. We are attempting to create a sliding scale which
means that every system starting with the 2007-2008 school year should offer
at least one career pathway. Larger systems should make available several
pathways choices to students during the 2007-2008 school year. Since the
Georgia State Plan has not been developed, it is difficult determining exactly
how many pathways should be available to students based on school or
system size. We are aware, though, that the new legislation “does require”
pathways or programs of study. To support this, systems will be required to
identify the percentage of their students that will participate in career
pathways. Also, the legislation states that career pathways will determine the
foundation of programs including, but not limited to, the type of equipment to
be used in a particular program. It is our hope that the creation of career
pathways will assist with increasing the graduation rate.
• Career Pathway Certificate
– Validation
• Academic Skills, Technical Skills, Workplace Readiness
Skills
– Articulation
• Postsecondary and Industry
– Endorsements
• Governor’s Office of Workforce Development, Department
of Labor, Georgia Department of Education, Georgia
Department of Adult and Technical Education, Board of
Regents
– Recognition
• Georgia-specific industries and businesses
Sample Certificate
Sample Certificate
Courtesy of NOCTI
What is the plan for Middle School CTAE
Curriculum Revision?
Answer:
• A curriculum team was formed and has worked
to develop a preliminary document containing
standards for Career Development.
• Work will resume upon filling a position for a
Middle School Curriculum Coordinator.
Question: What is the proposed
implementation schedule for Phase II
Curriculum?
• Drafts to be presented as an item for
information in March, 2007
• Drafts to be posted for Public Review in April,
2007
• Request for Adoption to be in July, 2007
Rigorous CTAE programs
that support high achievement levels
for all students
Ann Hatchell
CTAE Curriculum Coordinator
Georgia Department of Education
1752 Twin Towers East
Atlanta, Georgia 30334
404-657-6845 office
478-719-7584 cell
ahatchel@doe.k12.ga.us
Phase I Curriculum
Roll-Out
 Eight Pathways
 20 Trainers
 2000 Teachers
 Pathway Specific Training
 Cutting Edge Technology
June 1, 2007
8 Pathways
•
•
•
•
•
•
•
•
Transportation Logistical Operations
Transportation Logistical Support
Engineering
Small Business Development
Computing
Marketing & Management
Therapeutic Services
Agriscience
20 Trainers
Selected By Program Specialist
Transportation Logistical Operations
Transportation Logistical Support
Mike Smith
North Metro Tech
20 Trainers
Selected By Program Specialist
Engineering
Dr. Roger Hill
UGA
20 Trainers
Selected By Program Specialist
Small Business Development
•
•
•
•
•
•
•
•
Donna Robinson
Sarah Heath
Cherri Hooks
Christi Thomas
Paula Davis
Diana Marquez
Donna Alexander
Johnnie Sue Moore
Fulton Co.
Gwinnett Co.
Emanuel Co.
Coffee Co..
Fulton Co.
Henry Co.
Dekalb Co..
Jasper Co.
20 Trainers
Selected By Program Specialist
Computing
Barb Ericson
Deepa Muralidhar
Eddie Lindsey
GA Tech
Fulton Co.
Muscogee Co.
20 Trainers
Selected By Program Specialist
Marketing & Management
Beth Pitts
Rachael McClain
Yalanda Bell
Tiffany Flournoy
Hall Co.
Hall Co.
Gwinnett Co.
Houston Co.
20 Trainers
Selected By Program Specialist
Therapeutic ServicesNursing
Phyllis Dumas
Laura Mesmer
Dekalb Co.
Effingham Co.
20 Trainers
Selected By Program Specialist
Agriscience
Frank Flanders
GA DOE CTAE
Pathway Specific Training
What & Where & How & When
• What will be delivered?
– Detailed Look At Pathway
– Georgia Performance Standards
– CTAE Foundation Standards
– Academic Standards
– New Content Concerns
– Equipment Needs
– Suggested Resources
Pathway Specific Training
What & Where & How & When
• Where will training be delivered?
– All training will be delivered at the
13 Educational Technology Training
Centers (ETTC’S) located
strategicially throughout the state.
http://www.ga-edtech.org/
Pathway Specific Training
What & Where & How & When
• How will it be delivered?
– One Full Day Pathway Specific
– Max Capacity 25 per ETTC Site
– Using Content Specific Master Trainer
(multiple locations)
• Polycom
– Using Content Specific Trainer
– ETTC Technical Support Staff
• Using On-Line Resources
Pathway Specific Training
What & Where & How & When
• How will my teachers register?
– Only through the CTAE Resource Network
http://www.gvsdc.org
– Registration will be cut off automatically at 25 for
each event. ETTC must be able to provide computer
with on-line capability for each participant.
– Workshop Must be chosen by:
• Specific Pathway
• Specific Date
• Specific Location
Pathway Specific Training
What & Where & How & When
• How will this be paid for?
– Local systems will be responsible
for paying all travel expenses per
person.
– There are no registration cost, But
registration is mandatory for
participation.
Question: What about training for
potential new hires that will implement
Phase I next fall?
Answer:
• It is our objective to have the
training event for each pathway
video taped, so that it can be
accessed on-line through the
GA DOE CTAE website.
Question: Will teacher training for the
implementation of Phase I be offered
this summer?
Answer:
• At this time it is our plan to be completed with
the Phase I Roll-Out by June 1, 2007. There may
be specific topics concerning curriculum
discussed at the GACTE Summer In-Service or
Summer workshops, but they will not be
designed to look at the Phase I standards as a
whole.
Question: When will the GPS training
take place for Phase I Implementation?
Answer:
• CTAE Directors’ Training is being scheduled for 8:30 –
11:30:
– February 14 – South (Tifton)
– February 15 – Central (Forsyth)
– February 23 – North (Gwinnett)
• Trainers for Teachers have been identified and met
February 1 for training and scheduling.
Pathway Specific Training
What & Where & How & When
• When will training be delivered?
Dates are Tentative
•
Transportation Logistical Operations/Support
– TBA
•
Engineering
– TBA
•
Small Business Development
–
–
–
–
–
–
–
–
March 28th
April 10th
April 14th
April 17th
April 24th
April 28th
May 1st
May 5th
8 Locations
1 Location
3 Locations
4 Locations
2 Locations
1 Locations
1 Location
2 Locations
Pathway Specific Training
What & Where & How & When
• When will training be delivered? Continued
Dates are Tentative
•
Computing
– May 5th
– May 10th
•
6 Locations
6 Locations
Marketing & Management
– TBA
•
Therapeutic Services
–
–
–
–
•
March 15th
March 23rd
April 12th
April 19th
4 Locations
4 Locations
4 Locations
4 Locations
Agriscience
– April 10th
– April 11th
– April 12th
1 Location
1 Location
1 Location
Will lesson plans/units be provided?
Answer:
• GDOE will work with the CTAE Resource
Network and Instructors to provide lesson plans
for Phase I Career Pathways by June, 2007.
• Resource development will continue.
Lesson Plan
Development
Project
The Goal
• A Set of Lessons for each CTAE Pathway
Course to Include:
– Internet Resources
• Web-Links
• Images
• Video Links
–
–
–
–
Student Assignments
Academic Tie-In
Grading Rubrics
Differentiation
How Will Lessons Be Created?
• All pathway specific instructors will be
encouraged to develop lessons.
• Lessons will be developed using a standard
delivery format.
• Lessons will be submitted to a team of pathway
specific Master Teachers for Jury and Query.
Georgia Department of Education
Question: Where can I access information
regarding the CTAE Curriculum Revision
process?
• Answer: CTAE Curriculum revision process
information can be accessed at the following
website:
http://www.georgiastandards.org/career.aspx.
• PLEASE CHECK THIS SITE REGULARLY FOR UPDATES.
Question: Will the new pathways have an impact
on program Industry Certification/Recertification?
• Answer:
–
Yes, as with any process, the new
Georgia Performance Standards will
become a part of this process. They will
be phased in gradually, and any
program currently in the process should
adhere to the guidelines that are
currently in place.
Skip Brown
CTAE Professional Learning Specialist
Georgia Department of Education
1752 Twin Towers East
Atlanta, Georgia 30334
404-656-3552 office
706-840-5156 cell
rbrown@doe.k12.ga.us
Tech Prep and Perkins IV:
Connecting the Partnership
for Student Success!
Pieces
Cathy Myers, State Tech Prep Coordinator
Tech Prep Transformation:
A Brighter Horizon
According to David Bond, Director, NTPN,
“Career Pathways,
the next step in the evolution of Tech Prep,
actively promote these three R’s.”
(Rigor, Relevance, Relationships)
Georgia’s Career Pathways
In the State of Georgia, career pathways will be an
umbrella initiative that incorporates and aligns all the
necessary educational and training components to align
with the Governor’s Strategic Industries and to assure
that Georgia’s current and future workforce can compete
in a knowledge economy. The structure will evolve
through time and align educational, economic, and
social entities that help students or workers obtain
the skills needed in the workforce. Building Georgia’s
career pathways system will be a process of adapting
existing programs and service and the possibility of
adding new ones that will enable all students to advance
to higher levels of education and employment.
Support of Career Pathways
• Building Leadership and Partnership Capacity
– Creating a new Education and Career Partnership
Model.
– Establishing new roles and responsibilities for all
partners (forthcoming).
– Providing training for all partners beginning in July
2007.
– Having a well-defined focus for grant funds based on
Perkins IV (Basic Grant).
That was then; this is now.
OLD
NEW
Tech Prep
Education and Career
Partnership
Title II – Separate Funding
Title I – Merged Funding
Consortia Structure with
50/25/25 membership
Partnership Structure with
25/25/50 membership
Restricted Ownership!
Shared Ownership!
Broad Grant Activities
Focused Grant Activities
Merged Funds and Title I (Basic Grant)
• Perkins IV allows “pooled” funding
• GaDOE and DTAE to use “reserve” funds (approx. 7.5%)
• Formula being created by both agencies (Sec. 112)
– Rural areas;
– Areas with high percentages of CTE students;
– Areas with high numbers of CTE students
• Equal allocations (50/50 split) between agencies
• Use of leadership funds (10%) for state positions
• Commitment to fund same amount as past (approx. 3 mil),
minus carry over
How does it work?
• LEAs receive allocation as grant (like others in Local Plan).
• All (secondary/postsecondary) must contribute to
partnership based on existing service area or forfeit funds.
• Funds “pass through” to designated fiscal agent and must
be identified and tracked “separately.
• Depending on selected fiscal agent by partnership,
accounting occurs through GOARS or People Soft and will
be uniquely “coded” like other Perkins grants for
identification purposes and tracking.
• Additional funding sources can be identified “outside total
grant amount.”
School Site (District)
State-Wide SPECIFIC Pathway
Team*
Committee
State-Wide SPECIFIC Pathway
Committee
Ed & Career
School Site (District)
Team*
Specialist
State-Wide SPECIFIC Pathway
Committee
School Site (District)
Team*
Executive Committee
State-Wide SPECIFIC Pathway
Committee
State-Wide SPECIFIC Pathway
Committee
State-Wide SPECIFIC Pathway
Committee
State-Wide Ed & Career Partnership Steering Committee:
GaDOE; DTAE; Economic Dev agencies; B/I; expand to
others as CP initiative grows
Task Committee
Programs of Study
School Site (District)
Team*
Task Committee
Community Teaming
Local Ed & Career Partnership: Sec; PS;
B/I; local Economic Dev; Chamber; DOL;
etc
Task Committee
Postsecondary Credit
Opportunities
School Site Team*: Adm; Counselors;
Academic; Technical; can be part of
existing school teams (school
improvement team; curriculum dev team;
CTAE advisory committee)
Task Committee
Career Dev.
Task Committee: As needed and can be
expanded, i.e., Data Collection,
Communications, etc,
State-Wide Specific Pathway: Business/Industry specific
Task Committee
Prof. Dev.
Shared Ownership
•
•
•
•
•
Joint Leadership
Shared Resources
More Flexibility
Customer Engagement
Alignment with
Economic Development
• More Accountability
• System vs. Institution
• Benefits the Student!
Alignment with Economic Development
• Conducting needs assessments through use of local resources
–
–
–
–
Local Economic Development
Economic Development Division of Technical Colleges
Chamber of Commerce
Department of Labor
• Conducting needs assessments within school setting
– Surveys
• Aligning career pathways with community/economic needs
• Filling gaps by maximizing resources
– Articulation
– Dual Enrollment
The Past
The Future
Tech Prep Grant Areas
FY08 Partnership Components
Leadership and Commitment
Programs of Study and Career
Pathways
Community Teaming
Curriculum Integration
Curriculum Alignment
Career Guidance
Postsecondary Credit
Opportunities
Career Development
Professional Development
Professional Development
Evaluation and Assessment
Professional
Dev.
Career
Mentors
Curriculum Enhancement
Career Activities
Career
Pathways
Needs Assessments
Workbased Learning
Communication
Postsecondary Credit Opportunities
For complete details go to: http://www.gsfc.org/Main/dsp_main.cfm.
Alignment/
Articulation
-Course taught by secondary-
Dual Enrollment
-Course taught by postsecondaryA high school student taking
postsecondary courses for BOTH
high school AND postsecondary
credit
A high school student taking HS
courses aligned with PS courses
that have been locally
approved for advanced credit
upon completion of HS
and entrance into PS
Dual Enrollment
Dual Enrollment
Certificate and Diploma
Programs
Degree Programs
Joint Enrollment
-Course taught by postsecondaryA high school student taking
postsecondary courses for
postsecondary credit ONLY
Methods of Payment:
Methods of Payment:
Methods of Payment:
HOPE-Tuition paid by HOPE -must
follow guidelines as outlined www.dtae.org/dualenrollment
Accel –Accel Program is funded by
GA Lottery for Education
HOPE-Tuition paid by
HOPE
Other-Tuition paid by some source
other than Accel Program
Other-Tuition paid by some
source other than HOPE
Other-Tuition paid by some source
other than HOPE
In 1999, there were 21
“statewide” articulation
agreements.
In 2006, there were 1,066
“local” articulation
agreements.
It is no longer enough to simply create
agreements. We must honor agreements by
ensuring that students, not only are aware of the
“prize” (
) but take advantage of
the “prize.”
FY2006 Tech Prep Data
Areas
Secondary
Total Tech Prep
Students
15,505 (dual)
18,573 (T/C seal)
Postsecondary
9,984
Dual Enrollment
6,239
Joint Enrollment
953
Articulated Credits
Of the 34,078 total
students, how many had
the “potential” for
articulated credits upon
graduation based on the
1,066 total articulation
agreements?
How many of the 9,984 are
coded in Banner with AC?
Capturing Articulation Data
• Efforts to turn “Can’t” into “Can” at local level in gathering
student data.
• 37 Coordinators being asked to complete articulation/dual
enrollment reports this year.
• Promising results already (for example):
– 365 graduates (2006) of Camden County with total of 710
articulated courses with 85 grade and above per course.
– If each secondary course equaled 3 credit hours at 174.00
cost per class, this would mean a savings of $123,540.00!
FYI: Website Resources
Dual Enrollment Matrix
Posted on Website
Laddering for Career Advancement
Bachelors
Associates
Diploma
TCC
Promote Rigor, High
Expectations, and Long
Term Goal Setting:
Compare admission
requirements and course
requirements
Dual Enrollment Update
• Process being developed for courses to be
added to the matrix.
• Will involve local review with sign offs by all
parties before state review.
• “If approved,” course will be added.
• “If not approved,” local school systems will
submit DE Form 0287 to GaDOE by November 1
annually.
Funding?
•
State-approved course number
•
Courses do not supplant others (except
when secondary course exceeds state
class size guidelines)
Exclusion of academic courses
Monitored/supported by secondary staff
person:
•
•
– Georgia certified;
– Employed by the secondary
school system;
– Available during time course is
offered.
•
FTE “K Weight” for six
instructional segments
– Replacement costs of equipment and
materials 50 percent higher than
those needed for a regular general
education class, except for
cooperative work study laboratories,
pre-apprenticeship programs and
apprenticeship programs.
– Students spend a minimum of 25
percent of the instructional time in
‘hands-on” activities.
– All equipment, software, materials,
etc. used in the lab are in place and
operational on the day of the FTE
count.
– Students are enrolled in grades 9-12.
Counts Toward Hope Grant?
(HB 1325)
•
In summary, students may only received the HOPE
Grant for a total of 95 quarter hours or 63 semester
hours of attempted coursework unless his/her diploma
program is designed to be more than 95 hours or 63
semester hours, but the absolute maximum for the
HOPE Grant is 130 quarter hours attempted or 86
semester hours attempted or the amount required for
graduation-whichever is less.
Career Development:
• Support Peach State
• Emphasize deliverables:
Career Pathways:
– Individual Education and
Education and Planning
Career Plans for students
Tool.
– Comprehensive Career
• Establish structured
Development Plans in
approach to delivering
school systems.
education and career
– Teachers as Advisors
planning.
– Career activities for
students
Professional Development
• Legislation emphasizes “high quality, sustained, and
intensive” programs that go beyond one-day or
short-term workshops or conferences.
• Partnerships target other program components.
• Partnerships focus on continuous program
improvement.
• Partnerships use “strategic plan” as roadmap.
Planning for Change
Timeframe
Involvement
February 27 – March 1
Winter Training - Tech Prep Coordinators
March-April
CTAE Directors’ Update – Workshop for Counselors and TP
Coordinators
April
Technical Assistance Visits (FY08 partnership grant)
April 15 – May 15
Partners meet, plan and decide:
Education and Career Specialist, chairperson, fiscal agent,
executive committee, funding, strategic plan, budget
May 15
ECP Grant Due Electronically (as part of Local Plan)
June 1
Education and Career Partnership Grant Application DUE
Systemic Planning and Training Transitional Year
Timeframe
Partners and Focus
July 2007 (GACTE Conference)
ECP Specialist and Executive Committee
(roles/governance)
September 2007
ECP Specialist and Chairperson and Fiscal
Agent (roles/governance)
October 2007 (NTPN Conference)
ECP Specialists and Executive Committee
(Strategic Plan)
January 2008
ECP Specialists – Monitoring Strategic Plan
Progress
March 2008
ECP Specialists – Evaluation/Data and Grant
Preparation
Others….
TBA
Value of Partnership Restructure
•
•
•
•
•
•
•
Support Georgia’s Career
Pathways.
Involve all stakeholders
Support all partners collectively.
Join forces for clear and defined
focus on program components.
Create a strategic plan for the
partnership that reflects “shared
ownership.”
Focus on data collection and
evaluation outcomes.
Strive for ongoing and continuous
program improvement.