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CTE Review

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Determine the need for courses based on enrollment, industry demand and relevance ... Ensure courses contain substantially rigorous academic content relevant to ... – PowerPoint PPT presentation

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Title: CTE Review


1
CTE Review Rewrite
  • Recommendations from the CTE Review Panel
  • April 17, 2008

2
Opportunities
  • Consolidate, eliminate courses
  • Integrate academics ensure rigor
  • Update industry content
  • Simplify articulation process
  • Qualify CTE courses to serve 4x4

3
Review Panel
  • Agency established
  • Review and recommend revisions to the CTE
    curriculum - SBOE process/Writing Teams
  • Review and recommend revisions for the Advanced
    Technical Credit program in which high school
    students earn college credit

4
November 1, 2008
  • Complete the review of the CTE curriculum and ATC
    program and make recommendations to the SBOE to
  • Increase the academic rigor of the curriculum
  • Improve and increase participation in the ATC
    program
  • ADDITIONAL STAKEHOLDER MEETINGS NEEDED

5
Timeline Continued
  • March 2009 SBOE Discussion
  • May 2009 SBOE 1st Reading
  • June 2009 Public Comment
  • Sept. 2009 SBOE to adopt new TEKS
  • Fall 2010 New TEKS in the classroom
  • 2013 Textbook adoption
  • 2014 Instructional materials in classrooms

6
Writing Teams
  • Appointed by SBOE
  • Meet for 10 months
  • Direction from the Review Panel
  • Labor market information and data from TWC
  • Trends in postsecondary technical programs from
    TSTC

7
16 Clusters - 6 Panels
  • Business Management Administration Finance
    Marketing, Sales Services
  • Arts A/V Technology Communications IT
  • Architecture Construction Manufacturing
    Science Technology, Engineering Math (STEM)
  • Education Training Hospitality Tourism
    Human Services
  • Agriculture, Food Natural Resources
    Transportation, Distribution Logistics
  • Government Public Admin Health Science Law,
    Public Safety, Corrections Security

8
Working Panels15 Members Each
  • 3 secondary CTE teachers
  • 3 community college/technical faculty
  • 3 university faculty
  • 3 secondary administrators/counselors
  • 3 business and industry

9
The Challenge
  • Make CTE more rigorous
  • Update the courses
  • Eliminate
  • Consolidate
  • Develop
  • Identify courses to satisfy 4 x 4

10
(No Transcript)
11
What is Rigor?
  • Expanding students vocabularies, especially
    their ability to use technical terms and phrases
    to make precise, succinct statements
  • Enlarging students ability to think in abstract
    terms, using symbolic representations of
    real-world situations to carry out formal
    operations of analysis, comparison and evaluation
  • Increasing students skills in analyzing and
    comparing alternative explanatory models to
    account for past events and outcomes and predict
    future events

Commission for a College Ready Texas, 2007
12
What is Rigor?
  • Improving students abilities to gather and
    evaluate data that form the basis for evaluation
  • Enhancing students skills in translating among
    narrative, numeric, graphical, pictorial,
    symbolic and kinesthetic descriptions of things,
    processes and events, and using any of these
    models of expression to produce equivalent
    descriptions
  • Developing students capacity to apply their
    knowledge to real-world problems, generalizing
    from previously learned principles and
    explanatory models to account for or anticipate
    new situations and events

Commission for a College Ready Texas, 2007
13
What Makes CTE Rigorous
  • Develops student capacity to
  • improve and expand their thinking and reasoning
    skills
  • make use of content information in rigorous ways
  • recognize real-world applications of these skills

14
What Makes CTE Relevant
  • When teaching and learning supports the
    application of content taught in academic courses
    and support mastery of industry standards and
    skills

15
What is high-skill, high-wage, high demand? TWC
uses definitions established by Bureau of Labor
Statistics
16
High Skill
  • require licensure, or
  • require apprenticeship, or
  • are identified by the Texas Skills Standards Board

17
High-wage
  • Exceeds the median weekly wage threshold, Texas
    is 13.19 per hour, 27,443 annually

18
High-demand
  • An occupation growing faster than average for all
    occupations in a 2004-2014 projections, which is
    17.6

19
Process
  • Do we keep?
  • Do we revise?
  • Do we develop?

20
Process
  • Begin with the cluster knowledge and skills
  • Determine the need for courses based on
    enrollment, industry demand and relevance
  • Consolidate, eliminate or update courses with
    outdated content, including introductory courses
  • Develop or recommend new courses

21
Coherent Sequence Design for Skill Attainment
Specialized
Post secondary
Grades 9 - 12
Broad
Grades 6 - 8
Pre K - Elementary
22
Coherent Sequence Design Broad to Specific
  • CTE courses for all students
  • CTE courses introducing cluster areas
  • CTE courses with advanced and specialized content
    within clusters
  • Within this context, infuse cluster knowledge and
    skills, rigorous academics and college readiness
    standards

23
Coherent Sequence Design
  • Support challenging academic and technical
    standards
  • Support and reinforce cluster knowledge and
    skills
  • Is built within requirements of the RHSP or DAP
  • Align to postsecondary programs
  • Expose students to high skill, high wage or high
    demand occupations in current or emerging fields
  • Lead to technical skill attainment and
  • Lead to an industry-recognized credential or
    certificate at the postsecondary level, or an
    associate or baccalaureate degree.

24
Content and Sequence
  • Update technical content using competency based
    standards or certifications
  • Identify and/or infuse academics
  • Identify academic and technical prerequisites,
    but not prescribe
  • Embed college readiness standards

25
4 x 4
  • Identify or develop advanced courses to satisfy 4
    x 4 graduation requirements
  • Ensure courses contain substantially rigorous
    academic content relevant to college readiness
    standards and career field

26
Next Steps
  • Recommend quality innovative courses to be
    offered statewide
  • Identify courses and TEKS appropriate for an
    accelerated review cycle
  • Provide multiple opportunities for input from
    industry

27
Process
Evaluate current and emerging fields
Organize coherent sequences within clusters from
broad to specific Eliminate Consolidate Identif
y gaps
Develop/ Recommend
Crosswalk to cluster standards Imbed
employability skills
Industry review
Identify courses to satisfy 4 x 4
Update Content Infuse Academics Infuse CRS
Finalize
28
Timeline
  • Feb 28 CTE Review Panel meeting
  • Apr 3 CTE Review Panel meeting
  • Apr 17 CTE Panel Meets with Writing Teams
  • Apr 17-19 CTE Writing Teams meeting
  • May 22 State Board of Education progress report
  • Apr-Jan CTE Writing Teams working meetings 10
    months

29
Timeline
  • July 25 Vertical Team meeting
  • Aug-June TETNs
  • Feb 2009 CTE TEKS go into rule text
  • Mar 2009 SBOE discussion of CTE TEKS
  • May 2009 First reading and filing in Texas
    Register
  • July 2009 Second reading and adoption of CTE TEKS
  • SBOE to approve CTE TEKS no later than Sept. 1,
    2009
  • Sept-July 2010 Cluster professional development
  • July 2010 Professional development

30
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