CTE ESSENTIAL STANDARDS & CLUSTERS

F R O M T H E 1 0 N C C A R E E R P A T H W A Y S T O 1 3 N C C A R E E R C L U S T E R S

S C O T L A N D C O U N T Y S C H O O L C T E

P R E S E N T E D B Y : C A M I L L E G O I N S , C A R E E R D E V E L O P M E N T C O O R D I N A T O R

J A N U A R Y 2 , 2 0 1 3

TERMS TO KNOW

Career Clusters Career Clusters prepare learners for a full range of

occupations/career specialties, focusing on technical, academic and employability knowledge and skills.

Career Fields/Professions A category of careers combining Career Clusters based on a set

of required knowledge and skills for career success. Essential Standards CTE Standard Course of Study Enhancements Courses Courses that enhance the foundational courses for a cluster.

TERMS TO KNOW Foundational Courses Courses that provide core content for a cluster. Future Ready Core Course of Study that will prepare all students for careers and

college learning in the 21st century. Initial Courses The first course that a student is advised to take in preparation of

study in a career field. Program of Study A sequence of courses used to get students from high school

entry to success in careers and postsecondary education/both academic and technical courses.

TYPICAL HIGH SCHOOL GRADUATING CLASS

81% PLAN to attend 2/4 year college 8/10

62% ACTUALLY attend 6/10

1 in 3 drop out 2/6

1 in 2 underemployed 2/4

20% have skills that meet Labor Market Demand 2/10

Only 56 percent of those enrolling in a four-year college attain a bachelor’s degree after six years, and less than 30 percent of those who enroll in community college succeed in obtaining an associate’s degree within three years (Pathways to Prosperity, February 2011)

Adapted from CORD/NCPN

VOCATIONAL EDUCATION VS. CAREER & TECHNICAL EDUCATION (CTE)

Vocational Education “Then”

Career and Technical Education “Now”

For Some Students For All Students

For a Few Jobs For All Careers

6 to 7 “Program Areas”

16 Clusters – 158 CTE Courses in 81 Pathways Program of Study

In Lieu of Academics Aligns and Supports Academics

High School Focused College Competitor

High School and College Partnerships

WHY DO WE NEED TO CHANGE?

The Economy has changed The Workplace has changed Our Students have changed

Jobs are disappearing….The “company” doesn’t provide

benefits. Work is based on projects. Workers are hired based on skill set for specific projects.

CORE/NCPN

NATIONAL PERSPECTIVE

System Philosophy for Career Clusters: Connects career development and guidance to delivery systems Career Clusters require CTE “programs” to quit thinking as

stand-alone and begin thinking as part of a seamless system Career Clusters require long-term commitment of every partner

in its role within the system Career Clusters support workforce preparation and economic

development

CAREER CLUSTER INITIATIVE The States’ Career Cluster Initiative provides direction and

organization to careers through knowledge and skill statements validated by industry.

And the initiative assures that students learn 21st century skills directly related to specific career requirements.

This initiative, like jobs in the real world, is constantly changing and being updated to reflect the changes in the workplace.

ESSENTIAL STANDARDS The Essential Standards document is comprised primarily of course descriptions

for the 158 CTE courses and other important information such as prerequisites and enrollment recommendations or requirements.

Key features of the Essential Standards are: − Developed − Adapted − Local Courses use Revised Bloom’s Taxonomy.

CTE integrates academic subjects, especially ELA and Math, and code the Essential Standards to show the relationships.

Some courses are shared across program areas if teachers have expertise in the subject. This allows great accessibility to students and flexibility in the LEA. − Example: Personal Finance, which can be taught by FACS, Business, and Marketing

teachers.

• CTE courses are designed in four-credit course sequences or concentrations to allow a student to build expertise in a specific area of study.

• This follows the recommended Future Ready Core Graduation Requirements of the State Board of Ed.

DEVELOPMENT Each program area in CTE is guided by national standards CTE programs prepare students for a wide range of careers and subjects. Business and industry provides direction and its involvement is important. Government and Education partners are also important to CTE at both

the local and state level. Business and industry, government and education partners keep us

informed on new and emerging careers. NC State Statutes provide direction for CTE. The agency uses NC

Employment Security Data in planning the Essential Standards.

STEM FOCUS CTE is increasing its focus on STEM. CTE has been heavily invested in STEM

concepts for decades. Program area names reflect STEM: Family and Consumer Sciences, Health

Science, Technology Engineering and Design. Career Clusters bring focus on STEM as the names show with the Information

Technology Cluster and STEM Cluster. About 80% of CTE courses include a significant STEM component in the

Essential Standards and about 25% of those are composed primarily of STEM Essential Standards.

CTE is part of the Southern Region Education Board (SREB) initiative, Preparation for Tomorrow. NC is developing a four-course series in Project Management with special emphasis on integrating academic subjects.

STEM TRANSITIONS 61 integrated curriculum projects for use in math, science, and technical courses in the six STEM-related clusters, including: Agriculture, Food and Natural Resources Health Science Information Technology Manufacturing Science, Technology, Engineering and Mathematics

(STEM) Transportation, Distribution and Logistics

Stem Transitions

CTE ESSENTIAL STANDARDS SAMPLE

1/3/2013 15

Personal Finance-8726

This course prepares students to understand economic activities and challenges of individuals and families, the role of lifestyle goals in education and career choices, procedures in a successful job search, financial forms used in independent living, and shopping options and practices for meeting consumer needs. The course also prepares students to understand consumer rights, responsibilities, and information, protect personal and family resources, and apply procedures for managing personal finances. SKILLS: English language arts and mathematics are reinforced. Work-based learning strategies appropriate for this course include mentorship, school-based enterprise, service learning, and job shadowing. Apprenticeship and cooperative education are not available for this course. DECA (an association for Marketing Education students), Future Business Leaders of America (FBLA) and Family, Career and Community Leaders of America (FCCLA) competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences. COURSE NOTE: Recommended Maximum Enrollment: 25, Articulated Community College Course: BUS 125 Personal Finance

CREDIT: 1 TYPE: Regular GRADE: 9-12

FUTURE READY CORE FOR SCOTLAND COUNTY (FRESHMEN ENTERING SCHOOL YEAR 2013 AND BEYOND)

The Core (23 credits) 4 credits of English 4 credits of Mathematics 4 credits of Social Studies 3 credits of Science 2 credit of Health/Physical Education 6 Elective Credits (required) 2 credits from CTE, Arts, or Second Language 4 credit concentration (recommended) (28 Credits Required for Graduation)

CTE CONCENTRATORS We know CTE is important to high school students in NC In 2011, 89.6% of North Carolina’s students graduated from high

school when they completed a 4-credit CTE pathway compared to 77.9% for all graduates statewide. (NCACTE)

Concentration: (RECOMMENDS AT LEAST FOUR CREDITS IN ONE AREA) Career and Technical Education (CTE) – WorkKeys Arts/Music Education Junior Reserve Officers’ Training Corps (JROTC) Academic Other

CTE CONCENTRATORS/4-YEAR COHORT

GRADUATION RATE CTE Con.

4-year Cohort CTE Con.

4-year Cohort

CTE Con.

4-year Cohort CTE Con.

4-year Cohort

School Name 2008/09 2009/10

2010/11

2011/12

Scotland - School of Business 78.3%

Scotland - Health Science 95.3% 83.2% 98.9% 87.0% 98.5% 82.0%

Scotland - Math Science & Technology 96.8% 84.7% 100% 84.1% 100% 91.5%

Scotland - School of Leadership 100% 88.5% 94.9% 84.7% 91.4% 86.1%

Scotland Visual & Performing Arts 95.2% 80.8% 96.3% 87.8% 95.2% 91.9%

Scotland High School 99.2%

13 CAREER CLUSTERS

WHAT’S THE DIFFERENCE:

PATHWAY AND CLUSTER?

CLUSTER– Common broad based knowledge and skills PATHWAY - Specific knowledge and skills.

UNDERSTANDING THE CLUSTER GUIDE

The pathways column is provided to enhance understanding of career areas within a Cluster. However, a student can complete a four-credit concentration within the Cluster and is not required to remain in a single pathway.

The foundation courses in the center of the document are exactly what they are named: the foundational information needed for a career area. Dotted lines are included to provide guidance about the best sequences of courses. The dotted lines, as opposed to hard lines, allow for flexibility in how sequences of courses are selected.

To be a concentrator, a student must earn four or more technical credits in a Career Cluster, at least one of which is a completer course. A completer course is identified with an asterisk. The student may earn all four credits from foundation courses or three from foundation and one from enhancement courses for the Career Cluster.

The enhancement courses are found in the far right column of the chart.

FOUNDATION COURSES To earn a concentration for graduation and CTE Federal

reporting purposes: The student must take at least four technical credits from among

the course listed in the Career Cluster. At least three of the technical credits must come from among the

Foundation courses listed. At least one of the Foundational courses must be at the completer

level, identified by an asterisk on the chart above. The fourth technical credit can be either a Foundational or

Enhancement Course. Enhancement courses can be from any program area identified in

the Career Cluster.

ENHANCEMENT COURSES

The fourth technical credit can be either a Foundational or Enhancement Course. Enhancement courses can be from any program area identified in the Career Cluster.

CLUSTER GUIDE FOR STUDENTS ENTERING HIGH SCHOOL IN SCHOOL YEARS 2009, 10, AND 11

CTE Cluster Guide for Students

entering high school years

2009, 10, and 11

CLUSTER GUIDE FOR STUDENTS ENTERING HIGH SCHOOL IN SCHOOL YEARS 2012 AND BEYOND

CTE Cluster Guide for Students

entering high school years

2009, 10, and 11

CTE PATHWAY SEQUENCE IMPORTANCE

CTE Teachers will benefit from teaching in a pathway sequence Example: Jane Doe will teach: MSIT, Principles of Business, Business Law* CTE Teachers are well versed in several curriculums within their area Purpose: Builds on the 3 R’s: Rigor, Relevance, Relationship CTE Courses that have not been previously offered at Scotland High school will need to be offered Example: Accounting I & II, Business Law, E-Commerce, Principles of Business

Personal Finance (8726) previously known as LIFE (7086) is recommended for all students CTE Courses are in line with Business/Industry as well as post-secondary opportunities (articulation) Partnerships Credentialing and Certification Available Examples: MSIT, NCCER, CNA, Early Childhood Lead Teacher, ServSafe, WorkKeys

SCOTLAND HIGH SCHOOL CLUSTER GUIDE (2012)

SAMPLE

*Denotes Completer/Concentrator Course +Denotes Community College Articulated Credit granted (B Average in Course + 93% on the CTE Postassessment)

PROGRAM OF STUDY

SAMPLE OF AGRICULTURE PROGRAM OF STUDY

IMPORTANT INFORMATION YOU SHOULD KNOW

Principles of Business is a prerequisite for Business Law (Level II Course) beginning 2012/13

Principles of Business, Personal Finance, and Marketing can serve as a Prerequisite to Entrepreneurship I.

MSIT-6417 and 6419 are Level I courses. Neither have a prerequisite.

FUTURE 4 KIDS

WHY IS FUTURE 4 KIDS IMPORTANT TO THIS?

Online career assessment and learning style assessments that align students to a program of study

Registration Students and parents are proactive in their course selection based on their

career interest

Educators understand student’s career aspirations

Partnerships from school to career to post-secondary education

Work-based Learning Opportunities

ACT/SAT Preparations

Resumes

COURSE PLANNER/COURSE SELECTION PROCESS

Graduati Trackin

Cluster Suggestion

COURSE TRACKING

Graduation Requirements

Cluster Tracking

CLUSTER TRACKING

Graduation Requirements

This student has met 3 of the 4 course

credit requirements in the Human Services Cluster

HOW CAREER ASSESSMENTS WITH REGISTRATION

Option to view their saved “Careers that Interest Me”.

When a student saves a career in their

portfolio it helps guide them through registration.

SAMPLE PROGRAM OF STUDY

Students can view a sample program of study in

high school based on their career selection

SO WHAT ARE THE BENEFITS?

Enhances academics by providing real-world relevance

Provides opportunities to explore multiple pathways and relates high profile careers to real life situations

Relationships among educational institutions Sets them apart from the “pack”

BENEFITS FOR LEARNERS

BENEFITS FOR TEACHERS/FACULTY

• Curriculum can be tailored to the needs of the community

• Opportunity to integrate CTE and traditional academics

• Opportunity to enhance academic achievement for all students

BENEFITS FOR POSTSECONDARY

Learners who have established a career path

Learners with better academic skills and in need of less remediation

Avenue to connect with high school

BENEFITS FOR COUNSELORS/ADVISORS

Provides structure for advisement Provides context to discuss enrollment, assessment

and future transitions/career plans Provides information for parents to partner in

planning process Provides connection to business and industry and

demand careers

BENEFITS FOR PARENTS Smoother entry into postsecondary

education Students can make better career

decisions Students have a plan for high

school completion and college

BENEFITS FOR WORKFORCE DEVELOPMENT AND BUSINESS

Provides a well qualified workforce which can quickly adapt to changing needs Opportunity for input in school curriculum Framework for cross-training or re-tooling the workforce Credentialing and Certifications for students

Workforce development

http://www.bracrtf.com/development.php

WHICH WAY DO I GO?

When students select a Career Cluster it helps guide their program of study for the next 4 years.

To choose your concentration classes in CTE – you must understand Career Clusters!

REMEMBER…… Courses that teach knowledge and skills to reach

industry standards for specific careers NEED TO BE ADDED to the student program of study

• Airplane Pilots/Co-Pilots • Air Traffic Controllers • Aviation Inspectors • Bus Drivers-School • Bus Drivers—Transit and Intercity • Civil Engineers • Dispatchers-Bus or Rail • Engineering Technicians • Environmental Compliance Inspectors • Flight Engineers • Flight Attendants • Freight Inspectors • Locomotive Engineers • Motor Vehicle Inspectors • Railroad Inspectors • Marine Cargo Inspectors • Public Transportation Inspectors

• Railyard Conductors and Yardmasters • Railyard Engineers • Sailors • Ship and Boat Captains • Ship Engineers • Surveying and Mapping Technicians • Subway and Streetcar Operators • Taxi Drivers and Chauffeurs • Traffic Engineers • Traffic Technicians • Transportation Managers---Rail • Transportation Managers—Water • Traffic Managers • Transportation Managers—Air • Transportation Managers—Mass Transit • Truck/Bus/Taxi Traffic Managers • Truck Drivers-Heavy • Truck Drivers-Tractor-Trailer • Urban and Regional Planners • Vessel Traffic Control Specialists

Possible Careers

When you begin a journey, the most important thing to remember is to plan

for the trip. Your destination may change along the way, but you must have an idea of all the ways you can arrive at

exactly where you want to be!

RESOURCES America’s Career Resource Network www.acrnetwork.org Belinda McCharen, Ed.D, LPC, NCC, NCCC Turtle Endowed Chair for Occupational Studies College of Education Oklahome State University belinda@mccharen@okstate.edu Brac Regional Task Force http://www.bracrtf.com/development.php Career Clusters and Pathways http://www.ncpublicschools.org/cte/publications/career/ Career Cruising: http://www.careercruising.com/ Career and Technical Education http://www.ncpublicschools.org/cte/ College Tech Prep Partnership http://www.systemtechprep.com/careerclusters.html

CORD: Career Pathways Leadership. www.cord.org Pathways to Prosperity. Pathways to Prosperity Project. February 2011 National Career Development Association www.ncda.org

Stem Transitions http://www.stemtransitions.org