Program of Study for Career
Academies and SLCs
Erin Fender, College & Career Academy Support
Network (CCASN), UC Berkeley
Chris Almeida, CTE Teacher/Coordinator
Folsom Cordova USD
Mike Gross, Career Education Coordinator
Junction City High School, Kansas
About CCASN
 CCASN promotes researched-based practice to improve students’
preparation for college and careers through direct technical
support to schools and districts
 Conducts practice-based research and documentation
 Has created 2 websites with over 20 guides, research reports,
national directory of academies, “toolbox” of downloadable
materials, videos, and more
 Informs local, state and national policy
http://casn.berkeley.edu
http://collegetools.berkeley.edu
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Today’s Objectives
 Define Programs of Study in the context of Career
Academies, SLCs and Career Technical Education (CTE)
 Develop or improve effective Programs of Study by using
research, data, best practices, community resources and
needs of the 21st century economy
Guidelines for this Session
 Be comfortable!
 Ask questions as they arise
 Meet your own physical needs immediately:
restroom, water, etc.
 Frame the content of this session within
your own school, community and students
Program of Study
 A document that outlines a series of courses that incorporates
and aligns high school and postsecondary
 Integrates academic and career technical content in a
coordinated progression of non-duplicative courses in an
industry sector
 Offers opportunity for HS students to acquire postsecondary
credits
 Leads to an industry recognized credential or certificate at the
postsecondary level, or an associate or baccalaureate degree.
What is a Program of Study
for a Career Academy?
Everything on the last slide and
• Integrates academic and technical curriculum
through interdisciplinary projects, work-based
learning and performance assessments
• Provides support services necessary to ensure all
students are successful
• Includes strong and sustained partnerships with
business, community and other stakeholders
• Incorporates career guidance and mentoring
opportunities
Career Academy POS
Goals
 Career AND college
 Leverage and expand
student interest/relevance
 Increase student
achievement during and
after HS
Structure
 Multi-grade articulation
 Cohort scheduling
 Physical location
 Breaks down the large HS
into smaller more
manageable size
Who decides what the POS will be?
A Committee
 Post-secondary representatives
 CTE teachers
 Academic teachers
 College and Career Center and/or Work-based
Learning representative(s)
 Counselors
 Industry representatives with a broad view
 Site and possibly District Administrator(s)
 Career and Technical Student Organization (CSTO)
representative
What will the POS committee do?
 Identify or develop the non-duplicative sequence of
both the CTE and academic courses at secondary &
postsecondary levels using the current state and
nationals standards
 Develop dual credit and/or articulation agreements
 Decide how to integrate college and career guidance
in the POS
 Decide how to integrate 21st century skills in the POS
 Identify PD/TA needs
 Engage in ongoing evaluation and improvement
So, how do you start?
Start with the end in mind
What career opportunities will exist for students?
For students who think they want to enter the workforce directly out of
high school?
For students who want to attend a short-term training program?
For students who want to go to a community college?
For students who want to go a 4-year school?
Exactly to what postsecondary programs will students matriculate?
What type of credentials and/or certificates can students earn both
in high school and beyond?
Career Clusters and/or
Industry Sectors
 What does your state use?
 16 Career Cluster defined by the National
Association of State Directors of CTE
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Career Clusters at-a-glance
Crossover between clusters more common
Examples
 Agriculture and Business
 Arts, Media & Entertainment and Info Tech
 Green Technology
– Natural Resource Management
– Manufacturing & Product Development
– Engineering & Design
– Energy & Utilities
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How to choose the
Career Clusters and pathways?
 Job growth / market data analysis – at the
regional, state and national levels
 What is already in place at the HS, ROP or
nearby community college that is strong
and could be built upon?
 What is in place that must be eliminated?
 What facilities are available? What
facilities need to be improved or
constructed?
 What post-secondary programs can be
articulated avoiding duplication?
 Student interest
Student Organizations
• www.californiahosa.org - Health Occupations
• www.tsaweb.org - Technology
• www.fbla-pbl.org - Business
• www.ffa.org - Agriculture
• www.cadeca.org - Marketing, Management, & Entrepreneurship
• http://www.hect.org/fhahero - Hospitality, Consumer & Family
Services (Home Economics)
• http://www.skillsusaca.org - Industrial/Trade/Tech
What you don’t want to do
Build a Program of Study
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Around one great teacher
Based on current staff and training
Based on current facilities
Based on current local employer whims
Examples: Staff Development
to Promote Effective Interdisciplinary POS
 Teacher Externships
 Project-Based Learning training and follow up time
to plan and improve PBL curriculum
 Regular conversations b/t academic, CTE and
industry representatives
 Use of technology to improve sharing of content
(ex. curriculum mapping)
When creating your POS or to stay current
Consider setting up Teacher
Externships for all the prospective
teachers both CTE and academic
A way to make connections in the
industry
May lead to recruitment of guest
speakers, advisory boards
members or visiting instructors
Teaching Credentials, defining CTE and technical
certifications: this can get interesting!
Is Anatomy & Physiology a CTE course?
• Should a teacher with a biology degree but no Health Science
work experience teach this course? (HS Science teacher?)
• Could a teacher with technical expertise in Anatomy &
Physiology but does not have “traditional” teacher preparation
coursework/degree teach this course? (PA, Paramedic, RN?)
• Is this a course that teaches skills and knowledge that
lead to a career in Health Science/Medicine?
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Kansas State
HEALTH SCIENCE Course
Teaching Endorsement or Technical Certificate:
Health Science I
Biology, Chemistry, Family and Consumer Science, Health, Home Economics, Home Economics Voc St Apv Prog, Home Economics Vocational, Physical Education
Health Science II
Biology, Chemistry, Family and Consumer Science, Health, Home Economics, Home Economics Voc St Apv Prog, Home Economics Vocational, Physical Education
Home Health Care
Biology, Chemistry, Family and Consumer Science, Health, Home Economics, Home Economics Voc St Apv Prog, Home Economics Vocational, Physical Education
Emergency Medical Technology A
Biology, Chemistry, Physical Education
Care of Athletes
Sports Medicine I
Sports Medicine II
Biology, Chemistry, Physical Education
Biology, Chemistry, Health, Physical Education
Biology, Chemistry, Health, Physical Education
Human Body Systems
Biology, Chemistry, Health, Physical Education
Pharmacy Assistant
Biology, Chemistry, Health, Physical Education
Medical Terminology
Biology, Chemistry, Family and Consumer Science, Health, Home Economics, Home Economics Voc St Apv Prog, Home Economics Vocational, Physical Education
Biotechnology A
Biology, Chemistry, Health, Home Economics
Special Health Science Topics A
Biology, Chemistry, Family and Consumer Science, Health, Home Economics, Home Economics Voc St Apv Prog, Home Economics Vocational, Physical Education
Home Health Care B
Biology, Chemistry, Family and Consumer Science, Health, Home Economics, Home Economics Voc St Apv Prog, Home Economics Vocational, Physical Education
Emer. Med. Technology B
Pharmacy Assistant B
Biology, Chemistry, Health, Physical Education
Biology, Chemistry, Home Economics, Physical Education
Medical Terminology B
Biology, Chemistry, Family and Consumer Science, Health, Home Economics, Home Economics Voc St Apv Prog, Home Economics Vocational, Physical Education
Biotechnology B
Biology, Chemistry, Health, Physical Education
Spec. Health Sci. Topics B
Biology, Chemistry, Family and Consumer Science, Health, Home Economics, Home Economics Voc St Apv Prog, Home Economics Vocational, Physical Education
Health Science III
Biology, Chemistry, Family and Consumer Science, Health, Home Economics, Home Economics Voc St Apv Prog, Home Economics Vocational, Physical Education
Health Science IV (Work Exp. Only)
Biology, Chemistry, Family and Consumer Science, Health, Home Economics, Home Economics Voc St Apv Prog, Home Economics Vocational, Physical Education
Health Science V (Work Exp. Only)
Biology, Chemistry, Family and Consumer Science, Health, Home Economics, Home Economics Voc St Apv Prog, Home Economics Vocational, Physical Education
Health Science VI (Classroom & Work Exp)
Biology, Chemistry, Family and Consumer Science, Health, Home Economics, Home Economics Voc St Apv Prog, Home Economics Vocational, Physical Education
Health Science VII
Biology, Chemistry, Family and Consumer Science, Health, Home Economics, Home Economics Voc St Apv Prog, Home Economics Vocational, Physical Education
EMT (Emergency Medical Technician) LPSS - Medical + KS Board of EMS Training Officer II Certification
Licensed Personnel Guide, 2012-2013, Kansas State Department of Education, Teacher Education and Licensure , www.ksde.org
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The Standards
Standards for English Language Arts and Literacy in
History/Social Studies, Science and Technical Subjects
Mathematics
Next Generation Science Standards
http://www.careertech.org
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Which academic courses will be a part of the POS?
 What courses are a natural fit
 Which teachers want to do this type of work?
 What courses could be altered slightly to make it a
better fit?
– DaVinci Algebra
– Geometry by Design
– Applied Medical English
– Journey for Justice in America (US History in the
Public Services Career Cluster)
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To find more ideas and information
about integrated academic and CTE courses visit
UC Curriculum Integration (UCCI) Institute
website
 http://www.ucop.edu/ucci/welcome.html
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What about Advanced Placement ?
 The big hiccup is English and social studies
 Embedded Honors/AP with zero period and/or
afterschool support
 The amazing teacher that can do AP and embed a
career theme
 Double up – kids take both the themed and AP
version
 AP and articulated credit courses: can they coexist?
 What else?
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What about International Baccalaureate (IB)?
 New IB Career-related Certificate (IBCC)
 Built around three interconnected elements:
– at least two Diploma Programme courses
– an IBCC core that includes approaches to learning,
community and service, language development
and a reflective project
– an approved career-related study.
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Career-themed Curriculum Database
 On the CASN website
 A national repository over 650 lesson plans,
units and projects that link academic
disciplines to specific industry sectors
 http://casn.berkeley.edu/curriculum.php
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Articulation & Industry Credentials
POS should provide opportunities for students to earn college
credit through credit-based transition programs and/or
industry credentials WHILE STILL IN HIGH SCHOOL
• Offer dual credit courses between high school & college
• Seek regular articulation to ensure students will not have to
repeat instruction
• Align high school & postsecondary courses by common
standards & competencies
• Apply for statewide articulation
• Help students obtain 1st level of industry certification (ex.
EMT, CISCO, ServSafe, NOCTI, ASE, NIMS, etc.
In the Resources section
of http://casn.berkeley.edu
Dual Enrollment for High
School Students
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www.statewidecareerpathways.org
Sample POS
Resources
Guides and Articles in the
Resources section, College
and Career Resources
http://casn.berkeley.edu
Typical Cluster Plan of Study at JCHS
Information Technology
9th Grade Required Courses:
English I (1)
Geometry (1)
Physical World (1)
Life Skills (1)
10th Grade Required
Courses:
English II (1)
Algebra II (1)
Biology (1)
World History (1)
11th Grade Required
Courses:
English III (1)
Pre-Calculus or Statistics (1)
American History (1)
General Chemistry (1)
12th Grade Required
Courses:
English IV (1)
American Government (1/2)
Economics (1/2)
Other Required Courses:
Health (1/2)
Physical Dimensions (1/2)
Computer Credit (1)
Humanities/Fine Art Credit (1)
Cluster Electives:
Web Pages
Advanced Web Pages
Software Applications
Spreadsheet Applications
Digital Imaging
Other Recommended
Electives:
Beginning Journalism
Newspaper Production
Computer Programming
Sports Writing
Computer Hardware
Computer Networking
Technical Writing
JROTC
Concurrent Enrollment
Courses:
English Comp I
College Algebra
Intro to Sociology
General Psychology
24 Credits Required for Graduation
35 Service Learning Hours Required for Graduation
Typical Cluster Plan of Study at JCHS
Information Technology
Careers in this Cluster:
•Software Engineer
•Network
Administrator
•Web Designer
•Database Manager
Post- Secondary Programs in this
Cluster:
Degree:
Computer Science
Programming
Associates Degree: Network
Information
Administration
Technology
Advanced Degree:
Systems Analysis
Computer
Engineering
Authentic Workplace Experience
Opportunities
Level I
Level III
Site Visit/Career Fair Internship
Discover Days (9th) (Pre-req required)
Level II
Job Shadowing
Level IV
MATC Articulation
MCSE Certification
Tech Degree:
CCNA
Baccalaureate
Interest, Aptitude, Achievement
Inventories:
eDiscover (9)
PLAN (10)
PSAT(10, 11)
ACT (11, 12)
SAT (11, 12)
Work Keys (11, 12)
Resources
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http://www.naf.org
http://www.careerclusters.org/
www.promisingpractices.net
www.cteonestop.org
www.cteonline.org
www.casn.berkeley.edu
www.californiacareers.info
www.cal-impac.org
www.connectedcalifornia.org
www.bie.org
www.mdrc.org
www.msscusa.org
http://web.jhu.edu/csos
www.fordpas.org
www.tc.columbia.edu
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www.ncacinc.com
www.ncee.org
www.neponline.org
www.ncn-npcpss.com
educationnorthwest.org
www.sreb.org
www.srnleads.org
www.wested.org
Individual Brainstorm
 Consider were you are in the process of developing POS based on the
info we just shared?
 Begin to make a list of what you need to gather and where you might
get it or ask one of us for where you can get the info you need.
Small Group Work Setup
 We will help the group divide into small groups based on
industry sectors and/or needs.
 Please introduce yourselves to each other
– Name
– Role
– Explain where you are at and what you would like to work
on in the group
Lunch Break
Questions That Have Come Up After Lunch
What do you need to know before you have a chunk of time
roll up your selves and dive into working on your Programs of
Study?
Facilitated Work Time
 If you feel working with your group will be beneficial, please
continue
 If you feel you need time to work as an individual, please do so
 Erin, Chris & Mike will circulate throughout the room to
answer questions, help and provide suggestions
Teams or Individuals Share Out
 What did you accomplish during the work time that may be
of interest or help others in the room?
 Ideas/Feedback from others in the room?
Remaining Questions
What can we help you with in this last bit of
time we have together?
Outreach and Engagement
• POS and their benefits lack value if no one is aware of them.
• Market and recruit students, parents, educational staff, and
the community.
• Continuous input and support from industry and postsecondary is essential for continuing the Programs of Study.
• Grant development should be pursued to support the
Programs of Study.
Ongoing Evaluation and Improvement
Systems and strategies to gather quantitative and qualitative
data on both Programs of Study components and student
outcomes are crucial for ongoing efforts to develop and
implement Program of Study.
Conclusion
The Programs of Study process is never finished.
Courses, requirements, industry standards and expectations are
constantly changing; so must your Program of Study.
Thank you
Erin Fender
efender@berkeley.edu
Chris Almeida
calmeida@fcusd.org
Mike Gross
MikeGross@usd475.org
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