Career, Technical & Agricultural Education
Curriculum/Career Pathway:
Development to Implementation Overview
Northeast Georgia RESA
January 24, 2008
Career, Technical & Agricultural
Education (CTAE)
• Curriculum Revision/Development
• Perkins IV Legislation
• Graduation Rule
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.”
Viable Curriculum
…“the content articulated in the curriculum for a given
course or grade level can be adequately addressed in
the time available.”
Re-Engineering
Career, Technical and Agricultural
Education (CTAE) Curriculum with
Performance Standards
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?)
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.
Business and Computer Science
Phase I
Pathway: Small Business Development
Pathway Courses:
1. Business Essentials (BCS-BE)
2. Legal Environment of Business (BCSLEB)
3. Entrepreneurial Ventures (BCS-EV)
Phase I
Pathway: Computing
Pathway Courses:
1. Computing in a Modern World (BCSCMW)
2. Beginning Programming (BCS-BP)
3. Intermediate Programming (BCS-IP)
Recommended Related Courses:
A. AP Computer Science A
B. AP Computer Science AB
Phase II
Pathway: Financial ManagementAccounting
Pathway Courses:
1. Business Essentials (BCS BE)
2. Principals of Accounting I (BCS-PAI)
3. Principals of Accounting II (BCS-PAII)
Phase II
Pathway: Financial Management-Services
Pathway Courses:
1. Business Essentials (BCS-BE)
2. Banking & Investing (BCS-BI)
3. Insurance & Risk Management (BCSIRM)
Recommended Related Courses:
A. Financial Literacy (BCS-FL)
Phase II
Phase III
Pathway: Interactive Media
Pathway: Administrative/Information
Pathway Courses:
Support
1. Computing in the Modern World (BCS- Pathway Courses:
CMW)
2. Fundamentals of Web Design (BCSFWD)
3. Advanced Web Design (BCS-AWD)
Recommended Related Courses:
A. Introduction to Animation & 3D Design
(BCS-IAD)
CTAE Curriculum Revision Phase I
• Agriculture
•
– Engineering
– Agriscience
• Architecture, Construction,
Communications &
Transportation
– Transportation Logistical
Operations
– Transportation Logistical Support
Engineering & Technology
•
Healthcare Science
– Therapeutic Services - Nursing
•
Marketing, Sales & Services
– Marketing & Management
• Business & Computer
Science
– Computing
– Small Business Development
Eight Pathways
CTAE Curriculum Revision Phase II
•
Architecture, Construction,
Communications & Transportation
–
–
–
–
•
Construction
Engineering, Drawing and Design
Aircraft Support
Flight Operations
Engineering & Technology
•
–
–
–
–
•
Business & Computer Science
– Financial Management-Accounting
– Financial Management-Services
– Interactive Media
•
Early Childhood Education
Education and Teaching
Culinary Arts
Nutrition and Food Science
Healthcare Science
– Health Informatics
– Therapeutic Services-Emergency
Services
– Therapeutic Services-Medical
Services
– Electronics
– Manufacturing
– Energy Systems
•
Family & Consumer Sciences
•
Agriculture
– Plant Science/Horticulture
– Forestry/Natural Resources
Marketing, Sales & Services
– Fashion Marketing
– Marketing, Communications and
Promotion
Twenty-one Pathways
CTAE Curriculum Revision Phase III
• Family & Consumer Sciences
• Architecture, Construction,
Communications & Transportation – Consumer Services
–
–
–
–
Metals
Graphic Communications
Visual Communications
Broadcasting & Digital Media
– Family/Community Services
– Interior Design
• Healthcare Science
– Biotechnical Research & Development
– Diagnostic Services
• Business and Computer Science
– Administrative/Information Support
– Computer Network Systems
• Agriculture
• Marketing, Sales & Services
– Travel Marketing & Lodging Management
– Sports & Event Marketing
– Animal Science
– Agricultural Mechanics
– Agribusiness Management
• Government & Public Safety
Eighteen Pathways
– Law and Justice
– Homeland Security & Emergency
Services
CTAE Georgia
Performance Standards
(Litmus Test)
•
•
•
•
•
Academic Alignment
Technical Skill Development
Workplace Readiness/Foundation Skills
Postsecondary Alignment – Statewide Articulation
Business & Industry Standards Alignment
Making the Connection: Teaching Academic and
Technical Standards through Career, Technical
and Agricultural Education (CTAE)
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
Step 1
Provide Rigorous Instruction
Challenge all students with high expectations
Develop rigorous, standards-based courses that prepare
all students for college and careers
National standards
Interdisciplinary connections – academic standards
Honors and Advanced Placement (AP)
Articulation at two- and four-year colleges
Challenging sequence of standards-based courses
Step 2
Ensure Relevance in Curriculum
and Instruction
Help students connect their studies to the real world
Elements of leading-edge programs
Integrated application of academic content and skills in a
problem-based learning environment
Partnership-supported educational experiences designed to
connect classroom learning with the workplace
Career pathway options for all students that are based on
interest and economic demands of the future
Step 3
Build Meaningful
Relationships
Foster supportive relationships
between students and adults
Build Meaningful Relationships…
Quality P-16 Educational System
• Business Partners
• Community Partners
• Government Partners
• Parents/Guardians
• Teachers, Counselors, Administrators
• Postsecondary Education Partners
• State-of the-art work-based learning experiences, such as
internships and apprenticeships, as part of a CTAE pathway
program
• Mentoring, job shadowing, etc.
• Leadership development (CTSO’s)
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: 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.
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 and Phase II
Course Information Guide at
http://www.georgiastandards.org/career.aspx?PageReq=PhaseI
http://www.georgiastandards.org/career.aspx?PageReq=PhaseII
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.
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?PageReq=PhaseI
• PLEASE CHECK THIS SITE REGULARLY FOR UPDATES.
160-4-2-.48 HIGH SCHOOL GRADUATION
REQUIREMENTS FOR STUDENTS
ENROLLING IN THE NINTH GRADE FOR
THE FIRST TIME IN THE 2008-09 SCHOOL
YEAR AND SUBSEQUENT YEARS.
Section 14.1 Career Technical and Agricultural
Education (CTAE)
For ALL Students
Rigorous Curriculum
Leadership
CTAE
Opportunities
Work-based Learning
Experiences
Industry-Validated
Credentialing
(iii) AREAS OF STUDY.
Units Required
• (I) English/Language Arts*
4
• (II) Mathematics*
4
• (III) Science* 4 The 4th science unit may be used to meet
both the science and elective requirement
• (IV) Social Studies*
3
• (V) CTAE and/or Modern Language/Latin and/or Fine Arts 3
• (VI) Health and Physical Education*
1
• (VII) Electives
4
TOTAL UNITS
(MINIMUM) 23
*Required Courses and/or Core Courses
(V) CTAE/Modern Language/Latin/Fine Arts:
A total of three units of credit shall be required from
the following areas:
CTAE and/or
Modern Language/Latin and/or
Fine Arts.
Students are encouraged to select courses in a
focused area of interest.
I. Career, Technical and Agricultural Education
(CTAE) Pathways: Students may earn three units of
credit in a coherent sequence of CTAE courses
through a self-selected pathway leading to college
readiness and a career readiness certificate
endorsed by related industries.
Section 14.10 Peach State Pathway:
Education and Career Planning Tool
• Provided as an organizational tool for education and
career planning for ALL students and their family
• Provided as an informational tool for education and
career planning for ALL students and their family
• Provided as a conversational tool for ALL students and
their family
• Provided as a visual tool for education and career
planning for ALL students and their family
5. AREAS OF STUDY.
(III) Science:
Four units of credit in science shall be required
of all students, including
one full unit of Biology;
one unit of either Physical Science or Physics;
one unit of either Chemistry, Earth Systems,
Environmental Science or an AP/IB course;
and
one additional science unit.
The fourth science unit may be used to meet both
the science and elective requirements. Any AP/IB
science course may be substituted for the
appropriate courses listed above.
Part 13: Areas of Study:
Health/Physical Education
Section 13.2 JROTC Option
• Student earns 3 credits in JROTC
• Local Board of Education Approves
• Key Elements of comprehensive HPE
Further CTAE Focused Discussions
Date
2/14/08
2/25/08
3/3/08
Time
Topic
Link
9:00
am
Education and
Career Planning
through Teachers as
Advisors
http://elluminate.gavirtualschool.org:80/doe/joi
n_meeting.html?meetingId=1198179714656
9:00
am
Education and
Career Planning
through Career
Related Education
http://elluminate.gavirtualschool.org:80/doe/joi
n_meeting.html?meetingId=1198179829453
9:00
am
Education and
Career Planning
through Post
Secondary Credit
Opportunities and
CTSO's
http://elluminate.gavirtualschool.org:80/doe/joi
n_meeting.html?meetingId=1198179926109
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