Career & Technical Education - lodiusd.net … · Career & Technical Education Sequence of Courses Agricultural Science Academy (LHS) Agricultural Business Agricultural Mechanics

CTE Industry Sectors Career Pathways A = Articulated with Delta CollegeB = U.C. RequirementC = LUSD Academic Graduation RequirementD = Academy CourseF = ROP Course

Sites OfferingBCHS - Bear CreekLHS - Lodi HighLTA - Lincoln Technical AcademyMHS - McNairTHS - Tokay High

Academy

Agricultural Crafts 4035.00 D LHSEnvironmental & Spatial Technology or 5585.70 D, F LHSOrnamental Horticulture 4054.00 D LHSAgricultural Mechanics 4030.00 LHS, THSAgricultural Mechanics Advanced 4030.80 LHS, THSAgricultural Earth/Physical Science 4050.10 B (G), C LHS, THSAgricultural Biology or 4052.10 A, B, C, D LHS, THSGraphic Design 2855.10 B (F), C BCHS, LHS, MHS, THSMetal Sculpture 2822.00 C LHSVideo Production 2858.00 C LHSAdvanced Graphic Design 5751.70 B, F LHS, BCHSWeb Design 5750.70 A, F LTAWoodworking Introduction 5531.00 BCHS, LHSWoodworking Advanced 5531.80 BCHS, LHSWorking with Children 4400.00 D THSDevelopmental Child Psychology 4321.10 B (G), D THSCareers with Children 4400.70 D, F LTAIntro to Child 4353.40 D, B (Pending) LHSExploration in Education 4354.40 D LHSCareers in Education 4401.70 D, F LTA

Family & Human Services Human Relations/Parenting 4323.00 MHS

Drafting Introduction 5707.00 C LHSArchitectural Design Introduction 5703.00 C LHSArchitectural Design Advanced 5703.80 C LHSDrafting Introduction 5707.00 A LHSPre-Engineering I 5780.10 B (G), D BCHSDrafting Advanced or 5707.80 A LHSPre-Engineering II 5781.10 B (Pending) BCHSComputer Assisted Drafting Introduction 5705.00 BCHSPre-Engineering III 5782.10 B (Pending) BCHSFashion & Design or 4411.00 A BCHS, THSAdvanced Fashion & Design or 4411.80 A THS, BCHSRetail Sales/Fashion Merchandising 4410.70 F LTA

Engineering & Design

Education Academy for Preparing Professional Leaders in Education (Apple) (LHS)

Fashion Design, Manufacturing, & Merchandising

Agriscience

Children Centered Careers & Occupational Opportunities(C3O2) (THS)

Engineering Design Engineering & Technology Academy (BETA) (BCHS)

Arts, Media, and Entertainment

Media and Design Arts

Agriculture & Natural Resources

Building Trades & Construction

Cabinetmaking & Wood ProductsChild Development

Architectural & Structural Engineering

Education, Child Development, & Family Services

Fashion & Interior

Career & Technical Education

Sequence of Courses

Agricultural Science Academy (LHS)

Agricultural Business

Agricultural Mechanics

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CTE Industry Sectors Career Pathways A = Articulated with Delta CollegeB = U.C. RequirementC = LUSD Academic Graduation RequirementD = Academy CourseF = ROP Course

Sites OfferingBCHS - Bear CreekLTA - Lincoln Technical AcademyMHS - McNairTHS - Tokay High

Academy

Introduction to Business or 4650.00 MHSInformation Technology 4654.00 A MHSAccounting 4600.00 MHSHealth or 2535.00 BCHS, LHS, MHS, THSHealth Occupations 4298.70 F MHS, LTADental Assistant or 4234.70 F LTAMedical Assistant or 4242.70 F LTASports Medicine & Fitness Technician 4260.70 F LTAConsumer Foods & Nutrition I 4361.00 A BCHS, LHS, MHS, THSConsumer Foods & Nutrition Advanced 4361.80 THSFood Science 4471.00 MHSConsumer Foods & Nutrition I 4361.00 A BCHS, LHS, MHS, THSConsumer Foods & Nutrition Advanced 4361.80 THSCulinary Arts 4420.70 F MHS

Information Technology 4654.00 A MHSComputer Based Office Training 4615.70 A, F LTAInformation Technology 4654.00 A MHSWeb Design (ROP) 5750.70 A, F LTAInformation Technology 4654.00 A MHSCisco I 4618.70 A, F LTAComputer TechnicianService/Repair 5558.70 F LTAHome Technology 5558.70 F LTA

Manufacturing & Product Development

Machine & Forming Technology

Metals Advanced 5613.80 LHS

Information Technology or 4654.00 A MHSIntroduction to Business 4650.00 MHSAccounting 4600.00 MHSFire Science or 5833.70 A, F LTAAdministration of Justice 5847.70 F MHS, THSIntroduction to the Automobile 5652.00 A BCHS, LHS, THSAdvanced Automotive Technology 5652.80 A BCHS, LHS, THSAutomotive Services 5655.70 F BCHS

Transportation Vehicle Maintenance, Service & Repair

Automotive & Technology Academy (BATA) (BCHS)

Sequence of Courses

Information Support & Services

Public Services Protective Services

Health Career Academy (MHS)

Health Academy (LHS)

Health Science & Medical Technology

Therapeutic Services

Finance & Business Business Financial Management

Marketing, Sales & Service Professional Sales & Marketing

Information Services/Business Academy (MHS)

Hospitality, Tourism & Recreation

Food Service & Hospitality Culinary Arts Academy (MHS)

Food Science, Dietetics, & Nutrition

Media Support & Services

Information Technology

Network Communications

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Lodi Unified School District Regional Occupational Program Courses

Administration of Justice

Automotive Technology

Careers in Education

Careers With Children

Computer Based Office Training

Computer Repair/Home Technology

Culinary Arts

Dental Assistant

E.A.S.T.

Fashion Merchandising/Retail

Fire Science

Graphic Communications

Health Occupations

Horticulture

Medical Assistant (Clinical)

Medical Assistant (Administrative)

Sports Therapy Technician

Web Page Design

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LUSD Courses Articulated with Delta College Students earn FREE college credits while in high school:

High School Course Name Delta College Course Name College Units

Accounting 1 Bookkeeping 3

Administration of Justice I Criminal Justice in Society 3

Administration of Justice II Concepts of Criminal Law 3

Auto Mechanics Intro & Advanced Auto 9

Auto Mechanics Advanced Auto 9

Auto Services Basic Eng./brakes, suspension 9

Computer Aided Drafting & Design Computer Aided Drafting 3

Computer Based Office Training Microsoft 6

Drafting Introduction Engineering Drafting Skills 3

Drafting Advanced Engineering Drafting Skills 3

Fashion & Design Basic Industry Sewing 3

Fire Science Fire Behavior and Combustion 3

Information Technology Beginning Keyboard 3

Medical Assistant Med. Terminology & Speech 3

Medical Terminology & Speech Med. Terminology & Speech 3

Sports Medicine Med. Terminology & Speech 3 Web Design Graphic Design for WWW 5

Pre-Calculus Math 039 5

Statistics AP + Math 012 4

Calculus AP + Math 001 5

Trouble Shooting Computers 2.5 Computer Technician Service & Repair

Basic Electronic Computer Networks 4

Computer Technician Service & Repair Elect 041C & Elect 030A

6.5

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LUSD Career and Technical Course Enrollment 2007-2010

Change Change

2007-2008 2008-2009 2009-2010 2007-2010 2007-2010

LUSD CTE Enrollment Secondary ROP Secondary ROP Secondary ROP Secondary ROP

Male 1,136 282 741 188 662 104 -42% -63% Hispanic/Latino

Female 1,094 379 708 222 556 124 -49% -67%

Male 307 72 211 34 129 8 -58% -89% African American Female 340 80 172 53 141 17 -59% -79%

Male 1,134 368 812 219 607 154 -46% -58% White

Female 905 342 564 220 413 126 -54% -63%

Male 2,028 458 1306 296 1168 170 -42% -63% Economic Disadvantaged Female 1,789 632 1182 356 968 180 -46% -72%

Male 95 21 57 11 419 77 341% 267% Individual with Disability Female 54 13 41 11 321 97 494% 646%

Male 927 213 569 152 435 63 -53% -70% Limited English Proficiency Female 690 204 405 127 320 69 -54% -66%

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Lodi Unified School District 1305 E. Vine Street Lodi, CA 95240

Career and Technical Education

STRATEGIC PLAN 2006 – 2011 *

* Date amended to 2012 to coincide with 5 -year plan required for Carl Perkins Grant which expires in 2012.

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Mission Statement

Lodi Unified School District will ensure the best education for students to be successful in life.

Value Statement We Value:

1. Every student 2. High student achievement and accomplishment 3. Parents as partners 4. Diversity 5. Contributions and commitments of teachers and all staff as educators 6. Trust, honesty, and respectful communication with each other

Vision Statement In Lodi Unified School District: 1. Each student realizes his/her maximum potential 2. There is no achievement gap between groups of students 3. We have a diverse staff that is highly qualified and enjoys its work 4. Schools are inviting and responsive to parents, engaging them as partners in their children’s education 5. We provide resources to support quality education and safe, attractive

learning environments in all of our schools 6. We have a trusting, working relationship among the Board of Education,

the school district, and the community

Goals

1. Meet Program Improvement requirements as all groups of students improve their performance, and make progress to eliminate the Achievement Gap.

2. Improve the engagement of parents/guardians as partners in their children’s education 3. Support an environment where diversity is valued 4. Maximize resources to improve the achievement of students in a safe and

positive learning environment

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Lodi Unified School District

Career and Technical Education

Strategic Plan

2006 -- 2011

Table of Contents:

Introduction Page 4

Chapter # 1: Mission and Vision Statements Page 7

Chapter # 2: CTE Core Values Page 8

Chapter # 3: Goals Page 9

Chapter # 4: Action Plans Page 10

Chapter # 5: CTE Industry Sectors/Career Pathways/Sequence of Courses

Page 20

Chapter # 6: Evaluation Plan Page 24

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Introduction:

The Lodi Unified School District has established an obligation to prepare students to transition successfully from school to life as a district outcome. A significant part of that transition is the realization that ultimately every person needs to earn a living. Simply put, a student who is unprepared for work is unprepared for life. Employability is at the heart of a quality life. In an effort to ensure that the district’s Career and Technical Education (CTE) programs are a leading contributor to a student’s transitional success and career preparation, a CTE Advisory Committee was established. The committee was charged with developing a Strategic Plan to provide direction for the future of CTE in the Lodi District. The committee is comprised of students, educators, administrators, business and industry representatives, and members of community based organizations. A true partnership, the committee meets twice a year to examine and evaluate CTE course offerings and approve of this CTE plan. Additionally, concepts from the Career Technical Education Master Plan from the Elk Grove Unified School District, located in Elk Grove, CA. were consulted.

Career or College Bound: No Longer an Either/Or Question:

The Committee recognized that Career and Technical Education programs have had a long and successful history of preparing students for the world of work. Of course, today CTE does much more. Career and Technical Education also prepares students to be contributing responsible citizens and life long learners.

In the past, CTE—then known as “vocational education”—served a more limited function of catering to those students whose goal it was to transition directly from school to work. As needed then, the education and training were rather narrowly focused on very specific jobs. That is no longer the case in the Lodi Unified School District. First of all, the function and purpose of CTE has greatly changed and expanded. CTE is for all students. For example, CTE is for the future doctor developing initial skills in high school by achieving the competencies included in our Health Care programs. CTE is for the future engineers who can begin their career in the Drafting Design and Technology program. CTE is also for the computer programmer who would start in our Business Information Technology programs. Clearly, CTE is critical for all students regardless of their immediate career plans. Today, CTE provides education and training for career pathways as opposed to specific jobs. Students are given the skills they need for success in any number of jobs within broad career pathways. The knowledge and experience gained from CTE programs provide students with the solid foundation and transferable core employability skills that will serve them for a lifetime of success. Employment Opportunities: The past division between preparation for college and preparation for work is no longer applicable. We know that our economy has shifted from predominantly unskilled jobs to a predominance of medium and high skilled jobs. As Figure # 1 below illustrates, 85% of the jobs in our economy now require some sort of post-secondary education. Every high school student must be prepared for both post-secondary education and the world of work.

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Figure 1: The workforce gap It is well to note that career success does not always require a four-year degree. Research indicates that 65% of the jobs in our economy require training that can easily be obtained at a technical school or community college. Student Motivation: Informing students about the education they need for the career they want is the role of career education. The CTE Advisory Committee strongly recommends that we strengthen our K-14 career education system so that students clearly recognize the education that is required for the career of their choice. Too often students fail to see the relevance of education. The result is disinterest, poor performance and in some cases withdrawal from school. The national trends are discouraging. High school graduation rates peaked over 30 years ago at just over 75% and have now slipped back to just over 70%. Of course, the graduation rate is far higher in the Lodi Unified School District. However, anything less than 100% is unacceptable. Our country is diminished to the extent that we fail to educate every child to his or her full potential.

The single most important question that students ask every day is: “Why do we need to learn this?” They seek relevance, and it is relevance that CTE contributes to education. The value of math suddenly makes sense when a student is required to apply it to engineering problems in a Drafting and Technology classroom. The value and importance of reading and writing makes considerable sense when a student is charged with preparing a marketing presentation in a Marketing program. The CTE Advisory Committee endorses every effort made to more fully integrate instruction in core academic subjects with Career and Technical Education. By doing so, we effectively bring both rigor and relevance to education. Numerous studies have documented the positive impact of CTE on school completion. Boesel (1994), Plank (2001), and others have shown conclusively that students involved in CTE programs complete K-12 education in higher numbers and go on to college in higher numbers than their non-CTE peers.

This is in part explained by the fact that CTE brings relevance to education. However, it is also made possible by a proven delivery system used in CTE. That system consists of four parts: classroom instruction, laboratory instruction, work-based learning, and Career and Technical Student Organization involvement. It is important that every effort be made to

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ensure that all CTE programs in our district take full advantage of all four elements of the delivery system. CTE Complete Package: The classroom is where the theory is presented. The laboratory—whether it is an automotive shop or biotechnology laboratory--is where the theory is put into practice. Work based learning—which includes cooperative education and internships—is where students are given the opportunity to bridge the gap between school and work. Career and Technical Student Organizations such as SkillsUSA, FFA, FBLA, FCCLA, and DECA are the vehicles used to develop the leadership and personal skills of CTE students. Taken together, it is a proven delivery system that encompasses all learning styles and appeals to children of all aptitudes. The Strategic Plan that follows is divided into chapters.

• Chapter One of this plan outlines the CTE Mission and Vision Statements.

• Chapter Two addresses our Core Values as a supplement to both.

• Chapter Three identifies the four established goals of the plan.

• Chapter Four aligns the action plans/objectives to achieve the stated goals.

• Chapter Five outlines Industry Sectors, Career Pathways, and Sequence of Courses in each Pathway.

• Chapter Six is a plan to evaluate the success of the objectives and/or action plans.

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Chapter

1 Mission and Vision Statement:

Career and Technical Education:

Mission: The Mission of the Career and Technical Education programs* in the Lodi Unified District is to provide students with the personal, interpersonal, career, and technical skills necessary to be lifelong learners and responsible citizens.

Vision: It is the Vision of the Career and Technical Education programs in the Lodi District to empower students to be lifelong learners who graduate with a relevant, industry-current, educational foundation and a genuine enthusiasm for a career path.

[*Please Note: A Career and Technical Education program of study is defined as: a multi-year sequence of courses that integrate core academic knowledge with technical and occupational knowledge leading to higher levels of skill attainment over time with a unifying career theme around which to organize the curriculum. (Brands, 2003)]

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Chapter

2 The Core Values for Career and Technical Education:

We believe in cooperative, professional, academic collaboration and integration.

a. Develop relevant curriculum with integrated rigorous content that is aligned to A-G U.C. requirements.

b. Deliver instruction to encourage lifelong learners.

c. Deliver instruction for CAHSEE preparation.

We believe in programs that include a focus on future careers and occupations.

a. Provide industry current training based upon research and market demands.

b. Establish an articulated, coherent, K-14 sequence of instruction.

We believe in programs that foster business, industry and community partnerships.

a. Articulate programs with technical training schools, community colleges and colleges/universities.

b. Develop, foster, maintain and expand partnerships with key stakeholders.

We believe in quality professional development.

a. Provide and encourage professional development opportunities.

b. Support and encourage participation in professional organizations.

We believe in comprehensive instruction and student services.

a. Design programs with quality instruction (classroom and laboratory), work-based learning, and participation opportunities in a related student organization.

b. Empower students with behaviors, knowledge, skills, and attitudes that lead to personal and professional success.

c. Service all student populations.

d. Provide realistic industry equipment and facilities.

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Chapter

3 Career and Technological Education:

Goal # 1: Student Achievement: To increase student participation and achievement.

Goal # 2: Instructional Strategies: To design a plan to help train staff in order to implement the highest quality of instruction.

Goal # 3: Continuous Improvement: To periodically evaluate, research best practices and plan for continuous program improvement.

Goal #4: Facilities Acquisition: Complete construction of the Lodi Career and Technical Education and Regional Occupational Programs Center and plan future CTE needs for housing educational training programs.

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Chapter

4

Action Plans

Career and Technological Education:

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LUSD Career and Technical Education

Strategic Planning 2006-2011 Goal # 1: To increase student participation and achievement. Objective # 1.1: Increase student participation. Performance Indicators: # 1.1.1.1-1.1.3.1

Activities Implementation Timeline

Person(s) Responsible

LUSD Goals Project Completed Budget

1.1.1 Ensure that all CTE Programs are available to any student enrolled in a district comprehensive high school.

7/05 – 6/11 Site Counselors Special Population Coordinator

C Ongoing

1.1.2 Establish a two course foundation sequence in Ag, Business (Technology), Health, FACE, & ITEC at all comprehensive high school sites. Establish one two course foundation sequence at alternative high school sites.

7/06-6/10 CTE Department Chairs, Site Principal, CTE Curriculum Coordinator

A Ongoing

1.1.3 Develop CTE courses that satisfy graduation requirements.

7/06-6/11 CTE Department Chairs CTE Curriculum Coordinator

A Ongoing

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Strategic Planning 2006-2011

Goal #1: To increase student participation and achievement. Objective # 1.2: To increase student achievement. Performance Indicator: # 1.2.1.1



LUSD Goals

Project Completed Budget

1.2.1 Integrate project-based activities in all the curriculum of CTE programs as appropriate.

7/06-6/11 CTE Department Chairs CTE Curriculum Coordinator

A Ongoing

1.2.2 Align CTE courses with U.C. A-G requirements when applicable.

7/06-6/08 CTE Department Chairs

A, C Ongoing

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Goal # 2: To design a plan to help train staff in order to implement the highest quality of instruction. Objective # 2.1: To provide and encourage professional development. Performance Indicator: # 2.1.1.1




2.1.1 Provide training on selected new technology.

7/06-6/11 CTE Curriculum Coordinator

C Ongoing

2.1.2 Provide industry competency training updates.


C Ongoing

2.1.3 Provide staff development on teaching strategies.

7/06-6/11 LUSD Staff Development Coordinator

A Ongoing

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Strategic Planning 2006-2011 Goal # 2: To design a plan to help train staff in order to implement the highest quality of instruction. Objective # 2.2: To incorporate integrated instruction. Performance Indicator: # 2.2.1.1




2.2.1 Provide training to CTE and academic teachers on the importance, benefit and types of integration.

7/06-6/11 CTE Curriculum Coordinator, LUSD Staff Development Coordinator

A, C Ongoing

2.2.2 Promote, expand and recruit teachers for participation in the STAR Program each year.


C Ongoing

2.2.3 Provide CTE/Academic Integration Grant opportunities for teams of teachers at each high school.

7/06-6/11 Site Principals A, C Ongoing

2.2.4 Include the California Academic Standards in all CTE curriculum.

7/06-6/11 CTE Department Chairs, CTE Curriculum Coordinator

A, C

Ongoing

2.2.5 Develop CTE teacher participation in the Small Learning Communities Grant activities.

7/06-6/11 Site Principals, CTE Curriculum Coordinators

A, C Ongoing

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Goal # 3: To periodically evaluate, research best practices and plan for continuous program improvement. Objective # 3.1: To develop program tactical plans.

Performance Indicators: # 3.1.1.1 Activities Implementation

Timeline Person(s) Responsible


3.1.1 Develop an Advisory Committee for every CTE program area.

7/06-6/11 CTE Curriculum Coordinator CTE Department Chairs

C Ongoing

3.1.2 Working with the Advisory Committee, review and evaluate CTE Strategic Plan, district curriculum and competencies.


A, C

Annually

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Goal # 3: To periodically evaluate, research best practices and plan for continuous program improvement Objective # 3.2: To provide students with rigorous and relevant curriculum. Performance Indicator: # 3.2.1.1




3.2.1 Have CTE teachers observe other teachers in the classroom, visit industry and school sites, and participate in articulation.

7/06-6/11 Community Liaison Coordinator

C Ongoing

3.2.2 Promote teacher externships.


C Ongoing

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Goal # 3: To periodically evaluate, research best practices and plan for continuous program improvement. Objective # 3.3: To develop, foster and expand program partnerships. Performance Indicator: # 3.3.1.1




3.3.1 Create, publish and disseminate a CTE Partnership Guide for fostering and sustaining business, industry and community partnerships that support:

a. CTE Strategic Plan and Goals

b. Business and Industry

c. The Community

7/06-6/08 Community Liaison Coordinator, CTE Curriculum Coordinator

C Annually

3.3.2 Conduct professional development seminars for CTE faculty.

7/06-6/11 LUSD Staff Development Coordiantor

C Ongoing

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Goal # 3: To periodically evaluate, research best practices and plan for continuous program improvement. Objective # 3.4: To design and implement a K-14 Career Development Plan. Performance Indicators: # 3.4.1.1–3.4.2.1




3.4.1 Establish a committee to research best practices for a K-14 Career Development Program. (K-6 Career Awareness, 7-8 Career Exploration and 9-14 Career Preparation.)


C Annually

3.4.2 Enhance and expand articulation/dual credit opportunities with the Community College District.


A, C Ongoing

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Goal # 4: To complete construction of the Lodi Career and Technical Education/Regional Occupational Program Center (Lincoln Tech) and plan future CTE need for housing educational training programs. Objective # 4.1: To establish a separate site for delivery of advanced CTE curriculum. Performance Indicators: # 4.1.1.1-4.1.2.1



LUSD Goals

Project Completed Budget

4.1.1 Open the CTE/ROP facility for all LUSD students.

7/06-4/07 ROP Principal C 4/07

4.1.2 Establish a committee to review future CTE facility needs.


C Annually

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Chapter

5 CTE Industry Sectors/Career Pathways/Sequence of Courses : Career and Technological Education:

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Career & Technical Education CTE Industry Sectors Career Pathways Sequence of Courses A = Articulated with Delta College

B = U.C. Requirement C = LUSD Academic Graduation Requirement D = Academy Course F = ROP Course

Sites Offering BCHS - Bear Creek LHS - Lodi High L. T. - Lincoln Technical Academy MHS - McNair THS - Tokay High

Academy

Agriculture & Natural Resources

Agricultural Business Agricultural Crafts Environmental & Spatial Technology or Ornamental Horticulture Agricultural Sales & Service

4035.00 5585.70 4054.00 4040.70

D D, F D D, F

LHS LHS LHS, THS LHS

Agricultural Science Academy (LHS)

Agricultural Mechanics

Agricultural Mechanics Agricultural Mechanics Advanced Agricultural Sales & Services

4030.00 4030.80 4040.70

F

LHS, THS LHS, THS LHS

Agriscience Agricultural Earth/Physical Science Agricultural Biology or Integrated Animal Sciences Agricultural Sales & Service

4050.10 4052.10 4020.10 4040.70

B (G), C A, B, C, D B (Pending) F

LHS, THS LHS, THS THS LHS

Arts, Media, and Entertainment

Media and Design Arts Graphic Design Adv. Graphic Communication Web Design

2855.10 5751.70 5750.70

B (F), C B, F F

LHS, THS, BCHS LHS, THS, BCHS LT

Building Trades & Construction

Cabinetmaking & Wood Products

Woodworking Introduction Woodworking Advanced Construction Technology

5531.00 5531.80 5502.70

F

LHS, THS, BCHS LHS, THS, BCHS THS

Education, Child Development, & Family Services

Child Development Life Management I or Life Management II or Working with Children Developmental Child Psychology Careers with Children

4350.00 4356.00 4400.00 4321.10 4400.70

D B (G), D D, F

BCHS, LHS, MHS, THS BCHS, LHS, MHS, THS THS THS LT

Children Centered Careers & Occupational Opportunities (C3O2) (THS)

Education Life Management I or Life Management II Child Development Exploration in Education Careers in Education

4350.00 4356.00 4353.40 4354.40 4401.70

D, B (Pending) D D, F

BCHS, LHS, MHS, THS BCHS, LHS, MHS, THS LHS LHS LT

Academy for Preparing Professional Leaders in Education (Apple) (LHS)

Family & Human Services

Life Management I or Life Management II Human Relations/Parenting

4350.00 4356.00 4323.00

BCHS, LHS, MHS, THS BCHS, LHS, MHS, THS BCHS, LHS

Engineering & Design Architectural & Structural Engineering

Drafting Introduction Architectural Design Introduction Computer Aided Drafting & Design Architectural Design Advanced

5707.00 5703.00 5705.70 5703.80

C C A, F C

BCHS, LHS, THS BCHS, LHS, THS LHS, THS BCHS, LHS, THS

Engineering Design Drafting Introduction Technology Core or Pre-Engineering I Drafting Advanced or Pre-Engineering II Computer Assisted Drafting Introduction Pre-Engineering III

5707.00 5970.00 5780.10 5707.80 5781.10 5705.00 5782.10

A B (G), D A B (Pending) B (Pending)

LHS, MHS, THS THS BCH, LHS THS BCHS LHS, MHS, THS BCHS

Engineering and Technology Academy (BETA) (BCHS)

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CTE Industry Sectors Career Pathways Sequence of Courses A = Articulated with Delta College B = U.C. Requirement C = LUSD Academic Graduation Requirement D = Academy Course F = ROP Course


Academy

Fashion & Interior Design

Fashion Design, Manufacturing, & Merchandising

Life Management I or Life Management II Fashion & Design or Environmental Design Advanced Fashion & Design or Retail Sales/Fashion Merchandising

4350.00 4356.00 4411.00 4430.00 4411.80 4410.70

A B (Pending) A F

BCHS, LHS, MHS, THS BCHS, LHS, MHS, THS BCHS, LHS, MHS, THS LHS, BCHS, THS THS, BCHS LT

Finance & Business Business Financial Management

Introduction to Business or Information Technology Accounting Virtual Enterprise Banking & Money Management Careers

4650.00 4654.00 4600.00 4121.70 4103.70

A F, G

MHS, THS BCHS, LHS, MHS, THS MHS, THS MHS LT

Health Science & Medical Technology

Therapeutic Services Health or Health Education & Promotion or Health Occupations Dental Assistant or Medical Assistant or Medical-Dental Office Occupations or Sports Medicine & Fitness Technician

2535.00 2538.00 4298.70 4234.70 4242.70 4620.70 4260.70

F F F F F

BCHS, LHS, MHS, THS LHS BCHS LT LT LT LT

Health Career Academy (MHS) Health Academy (LHS)

Hospitality, Tourism & Recreation

Food Science,, Dietetics, & Nutrition

Life Management I or Life Management II Consumer Foods & Nutrition I Consumer Foods & Nutrition Advanced Food Science

4350.00 4356.00 4361.00 4361.80 4471.00

A

BCHS, LHS, MHS, THS BCHS, LHS, MHS, THS BCHS, LHS, MHS, THS BCHS, MHS, THS LHS, MHS, THS

Food Service & Hospitality

Life Management I or Life Management II Consumer Foods & Nutrition I Consumer Foods & Nutrition Advanced Culinary Arts

4350.00 4356.00 4361.00 4361.80 4420.70

A F

BCHS, LHS, MHS, THS BCHS, LHS, MHS, THS BCHS, LHS, MHS, THS BCHS, MHS, THS MHS

Culinary Arts Academy (MHS)

Information Technology Information Support & Services

Information Technology I Tech I and I Tech II I Tech III and I Tech IV or Computer Based Office Training

4654.00 4625.00 4626.00 4627.00 4628.00 4615.70

A A, F

BCHS, LHS, MHS, THS MHS MHS MHS MHS LT

Media Support & Services

Information Technology Web Page Design Web Design (ROP)

4654.00 4635.00 5750.70

A F

BCHS, LHS, MHS, THS MHS LT

Network Communications

Information Technology Cisco I and/or Cisco II and/or Cisco III and/or Cisco IV

4654.00 4618.70 4618.71 4618.72 4618.73

A A, F A, F A, F A, F

BCHS, LHS, MHS, THS LT LT LT LT

Manufacturing & Product Development

Machine & Forming Technology

Metals Introduction Metals Advanced

5613.00 5613.80

LHS LHS

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CTE Industry Sectors Career Pathways Sequence of Courses A = Articulated with Delta College B = U.C. Requirement C = LUSD Academic Graduation Requirement D = Academy Course F = ROP Course


Academy

Marketing, Sales & Service

Professional Sales & Marketing

Information Technology or Introduction to Business Accounting Virtual Enterprise

4654.00 4650.00 4600.00 4121.70

A F, C

BCHS, LHS, MHS, THS MHS, THS MHS, THS MHS

Information Services/Business Academy (MHS)

Public Services Protective Services Fire Science or Administration of Justice

5833.70 5847.70

A, F F

LT LHS

Transportation Vehicle Maintenance, Service & Repair

Introduction to the Automobile Advanced Automotive Technology Automotive Services

5652.00 5652.80 5655.70

A A F

BCHS, LHS, THS BCHS, LHS, THS BCHS

Automotive & Technology Academy (BATA) (BCHS)

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Chapter

6 Evaluation Plan: Career and Technological Education:

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Evaluation Plan: Career and Technical Education:

Lodi Unified School District

Evaluation Planning Document

Program Name:

Lodi Unified School District: Career and Technical Education (CTE) Program.

Program’s Mission:

The Mission of the Career and Technical Education programs in the Lodi District is to provide students with the personal, interpersonal, career and technical skills necessary to be lifelong learners and responsible citizens.

Program’s Annual Budget:

Each year the Career and Technical Education Programs receive funding from a variety of sources. The five major funding sources are: School Site Block Grants, Carl D. Perkins Grants, Agriculture Incentive Grants, Tech Prep and the Regional Occupational Program. Each funding stream has a definite purpose with clear guidelines for allowable expenditures.

Population Served:

The Career and Technical Education Programs begin with all seventh and eighth grade students in the Technology Lab at the junior high level, continues with a diverse course offering available to any student enrolled in one of the district’s high schools, and culminates with articulated agreements with local community colleges for specific program completers. All CTE programs are available to any student.

Annual Number of Participants:

Statistics for the 2005-2006 school year indicate that the Lodi Unified School District reported a 9-12 high school enrollment of 7,769 students. Of that total number, the number of CTE 9-12 participants was 6,879 (duplicated count). Additionally, 1,045 students were enrolled in ROP classes. District wide 906 students (11%) were listed as Completers. Some 1,417 (18%) were listed as CTE Concentrators

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Summary of Program Goals and Objectives:

Goal # 1: To increase student participation and achievement.

Objective 1.1 To increase student participation:

1.1.1.1 All CTE programs will report an increased percentage of students enrolling in a course annually.

1.1.2.1 All comprehensive sites will offer a two course foundation sequence in Ag, Business, Health, FACE, and ITEC.

1.1.3.1 All sites will develop CTE courses that will satisfy graduation requirements.

Evidence: Performance Indicators:

1.1.1.1 As reported in the districts’ Completer/Leaver Report submitted to California Department of Education.

1.1.2.1 As reported in the districts’ Completer/Leaver Report submitted to California Department of Education.

1.1.3.1 The Pathfinder will reflect changes.

Objective 1.2 To increase student achievement.

1.2.1.1 All sites attempt to align CTE courses with U.C. requirements.


1.2.1.1 CTE courses will receive U.C. approval for qualifying courses.

Goal # 2: To design a plan to help train staff in order to implement the highest quality of instruction.

Objective 2.1 To provide and encourage professional development.

2.1.1.1 In addition to the existing district provided training, the CTE Department will encourage, support, fund opportunities and provide stipends for CTE teachers to participate in a variety of approved professional development activities. Included in that development will be support for active participation in professional organizations.

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Evidence: Performance Indicator:

2.1.1.1 District professional development records will be on file.

Objective 2.2 To incorporate integrated instruction.

2.2.1.1 The CTE Department will provide resources to enable teachers to design, develop and implement integrated curriculum and instruction which incorporate the California academic standard.


2.2.1.1 District integrated instruction grants and projects will be on file.

2.2.1.2 A record of CTE activities and training related to instructional strategies will be on file with the CTE Curriculum Coordinator.

Goal # 3: To periodically evaluate, research best practices and plan for continuous program improvement.

Objective 3.1 To develop Program Tactical Plans.

3.1.1.1 The CTE Department will support, provide resources and require that every CTE program develop a Program Tactical Plan that aligns with the Lodi Unified School District’s Plan, California State Standards, and current Business and Industry standards.


3.1.1.1 Program Plans developed and will be on file.

Objective 3.2 To provide students with rigorous and relevant curriculum.

3.2.1.1 Teachers will be asked to visit other sites, classrooms, and other teachers.


3.2.1.1 Records of teacher visits will be on file.

Objective 3.3 To develop, foster and expand program partnerships.

3.3.1.1 Every CTE program will establish and maintain a working relationship with school-based resources, parents, advisory committee, business, industry and community organization partners.

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3.3.1.1 A completed partnership guide will be published and disseminated.

Objective 3.4 To design and implement a comprehensive K-14 Career Development Plan.

3.4.1.1 A committee will design a coherent sequence of career awareness activities which incorporate workplace skill and technology standards.

3.4.2.1 Using existing program partnerships, CTE programs will develop career path programs that extend beyond high school.


3.4.1.1 A course sequence will be developed for each CTE area.

3.4.2.1 Articulation agreements will be developed and approved with Delta College.

Goal # 4: To complete construction of the Lodi Career and Technical Education/Regional Occupational Program Center (Lincoln Tech) and plan future CTE needs for housing educational training programs.

Objective 4.1 To establish a separate site for delivery of advanced CTE curriculum.

4.1.1.1 Design, plan, and construct an ROP center that will specialize in providing the capstone offerings for Technology and Health.

4.1.2.1 Establish a CTE Facility Committee.


4.1.1.1 All ROP programs will be established with curriculum approved.

4.1.2.1 A facilities committee will meet once each year.

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CONTENTS

Introduction ...............................................................................................................................39

Chapter 1: Career Technical Education in the Local Education Agency............................ 40

Chapter 2: Building High-Quality Career Technical Education Programs .......................... 42

Chapter 3: Responses to Satisfy the Requirements of Perkins IV and the State Plan....... 45

Section 1: Alignment of the Career Technical Education program ....................................... 45 Section 2: Support and Services for Special Populations ..................................................... 53

Section 3: Guidance and Counseling.................................................................................... 56 Section 4: Comprehensive Professional Development Provided to Teachers, Counselors,

and Administrators .............................................................................................. 58 Section 5: Accountability and Evaluation of Career Technical Education (CTE) Programs..61 Section 6: Use of Funds ........................................................................................................ 63

Program of Study Worksheet .................................................................................................. 29

Identification of the CTE Sequence of Courses ..................................................................... 66

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Introduction

1. Provide a clear and specific introductory statement of the plan, what it is about, and

the importance of this plan for your agency. Response: The Lodi Unified School District (LUSD) has established an obligation to prepare students to transition successfully from school to life as a district outcome. A significant part of that transition is the recognition that ultimately, every person needs to earn a living. Simply put, a student who is unprepared for work is unprepared for life. Employability is at the heart of a quality life. The LUSD intends to leverage Perkins’ funds to improve the Career and Technical Education system to move toward a more cohered delivery system that serves as the primary engine for the communities’ workforce and economic development, and as the key vehicle to engage students in learning rigorous academic concepts within the context of career education. In an effort to ensure that the district’s Career and Technical Education (CTE) programs are a leading contributor to a student’s transitional success and career preparation, a CTE Advisory Committee was established. The committee was charged with developing a Strategic Plan to provide direction for the future of CTE in the district. The committee is comprised of students, educators, administrators, business and industry representatives, and members of community based organizations. A true partnership, the committee meets twice a year to examine and evaluate CTE course offerings and approve of the CTE plan. The committee recognized that CTE programs have had a long and successful history in preparing students for the world of work. In the past, CTE, then known as “vocational education,” served a more limited function of catering to those students whose goal it was to transition directly from school to work. As needed then, the education and training were rather narrowly focused on very specific jobs. That is no longer the case. In the LUSD the function and purpose of CTE has greatly changed and expanded. CTE is for all students and provides education and training for career pathways, as opposed to specific jobs. Students are given the skills they need for success in any number of jobs within broad career pathways. For example, CTE is for the future doctor or medical assistant developing initial skills and competencies included in our Health Care programs. CTE is for the future engineer or technician who can begin their career in the Drafting Design and Technology Program. CTE is also for the computer programmer who would start in our Business Information Technology Programs. Employers view skills such as communication, critical thinking, problem solving, and teamwork as essential prerequisites for work. The knowledge and experiences gained from CTE programs provide students with the solid foundation and transferable, core, employability skills that will serve them for a lifetime of success. CTE can therefore, no longer continue to exist as a separate educational alternative, it must be a part of our comprehensive educational delivery system that prepares students to be contributing responsible citizens and life long learners.

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Chapter One Career Technical Education in the Local Education Agency

1. Describe the current status of the career technical education (CTE) delivery system,

in the local and regional area. Response: LUSD uses a proven delivery system. The system consists of four parts: a) classroom instruction, b) laboratory instruction, c) work-based learning, and d) Career and Technical Student Organization involvement. The district has worked hard to ensure that all CTE programs take full advantage of all four elements of the delivery system. The district’s current CTE delivery system is comprised of introductory CTE programs at all middle schools (7th-8th grades). This program consists of technology labs at each of the middle schools that contain sixteen (16) CTE exploratory stations that students rotate through every two weeks. The stations consist of units in Alternative Energy, Environmental Management, Video Production, Electronics and Control Systems, Mechanisms, Graphic Design, Manufacturing and Automation, Desktop Publishing, Engineering, Structures, Road Transportation, Aerospace, Waste Management, Communications, Power and Energy, Laser and Fiber Optics and Construction and CAD. Students in our district begin their career counseling in our middle schools. Students are given a career interest assessment, as well as, academic counseling during their 7/8 grade counseling sessions CTE sequenced courses (classroom and laboratory instruction) are delivered at our four comprehensive high schools with articulation agreements in place with San Joaquin Delta College (Delta College). Introductory and concentrator courses are offered at the high school sites. Capstone courses are offered through Regional Occupational Program (ROP) at a district center, which offers twenty-three (23) completer classes. The district sub-contracts with San Joaquin County Office of Education which provides funding for district offered ROP classes. Counseling and guidance services are an integral part of the CTE system with each student working with staff and parents to develop an individual career plan by the 10th grade. Work-based learning occurs in several forms through internships, mentoring, cooperative education and job placement. These opportunities provide students with a vehicle to connect academic training with “real world” application. Linking the classroom to work settings through work-based learning is another instructional strategy that results in an integration of learning. Lastly, Career and Technical Student Organizations such as SkillsUSA, Future Farmers of America (FFA), Future Business Leaders of America (FBLA), Vocational industrial Clubs of America (VICA), Future Homemakers of America-Home Economics Related Occupations (FFA-HERO), Health Occupations Students of America (HOSA) are the mediums used to develop the leadership and personal skills of CTE students.

2. Provide information regarding the participation of students in CTE programs as

compared to total district enrollment. Information should include enrollment,

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demographics, and achievement data. Response: The district enrollment for 2007/08 was 8,648 high school students. (See attachment A.)

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Chapter Two Building High-Quality Career Technical Education Programs

1. Provide your agency’s vision and mission for the delivery of career technical

education (CTE) in the future. Response: It is the vision of the Career and Technical Education Programs in the LUSD to empower students to be lifelong learners who graduate with a relevant, industry-current, educational foundation and a genuine enthusiasm for a career path. The mission of the Career and Technical Education Programs in the LUSD is to provide students with the personal, interpersonal, career, and technical skills necessary to be lifelong learners and responsible citizens.

2. List the goals and expected outcomes for CTE as defined by all stakeholders.

Response: Goal # 1: Student Achievement: To increase student participation and achievement.

• All students completing high school will be prepared for success in post-secondary education employment and long-term careers.

• Every student will have the opportunity to complete a rigorous CTE course or pathway prior to graduating from high school.

Goal # 2: Instructional Strategies: To design a plan to help train staff in order to implement the highest quality of instruction.

• All CTE courses and programs will be based on industry-endorsed standards. • All CTE teachers will receive sustained professional development training.

Goal # 3: Continuous Improvement: To periodically evaluate, research best practices and plan for continuous program improvement.

• All CTE courses and programs will meet documented labor demands. • All CTE programs will be evaluated with a comprehensive data collection system.

3. Provide information regarding the participation of students, parents, business/

industry representatives, and community leaders in the development of this plan. Response: The CTE Advisory Committee was charged with the development of the Local Plan. Chaired by business representatives, the committee is comprised of students, parents, educators, post-secondary education representatives, administrators, business and industry representatives, and members of community based organizations. It is this partnership of stakeholders that insures a comprehensive, high-quality, consistent and relevant career-focused plan.

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4. Provide a list of the CTE industry sector(s) and career pathway(s) to be assisted

with the Perkins IV funds and designed to be consistent with the overall CTE vision and meet or exceed the state adjusted levels of performance. (This response could be a table.) Response:

Industry Sector Career Pathways Agriculture and Natural Resources • Agricultural Business

• Agricultural Mechanics Arts, Media, and Entertainment • Media and Design Arts Building Trades and Construction • Cabinetmaking and Wood Products Education, Child Development, and Family Services

• Child Development • Education

Engineering and Design • Architectural and Structural Engineering • Engineering Design

Fashion and Interior Design • Fashion Design, Manufacturing, and Merchandising

Finance and Business • Business Financial Management Health Science and Medical Technology • Therapeutic Services Hospitality, Tourism, and Recreation • Food Science, Dietetics, and Nutrition

• Food Service and Hospitality Information Technology • Information Support and Services

• Media Support and Services • Network Communications

Marketing, Sales, and Service • Professional Sales and Marketing Public Services • Protective Services Transportation • Vehicle Maintenance, Service, and Repair 5. Describe the process and rationale for determining the CTE program(s) to be

assisted with Perkins IV funds. Response: In order to help students achieve at the highest levels, a rigorous process has been put into place. CTE teachers and staff initiate the proposed programs to be assisted with Perkins IV funds. Each program sequence is reviewed with post-secondary options and labor market information. Then each completer ROP course holds a separate advisory meeting (made up of business partners, community representatives, students, parents and educators) to approve curriculum, review labor market information and approve hours of instruction. Once these steps have been concluded, final recommendations are sent to the District Advisory Committee for input and approval.

6. Describe how labor market information is used to determine the CTE programs

offered by the Local Educational Agency. (State Plan) Response: Current and projected labor market information is critical to the CTE program decisions.

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Labor market information will initially be reviewed by CTE teachers and staff; and then again by the respective ROP Advisory Committee that must provide input and approval. Finally, the CTE Advisory Committee is assembled with participation from the local Chamber of Commerce, San Joaquin County WorkNet (the local Workforce Investment Act provider), business representatives from industry sectors, parents, students, teachers and administrators. The CTE Advisory Committee reviews the labor market information, makes recommendations, and ultimately approves the plan.

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Chapter Three Responses to Satisfy the Requirements of Perkins IV and the

State Plan Section 1: Alignment of the Career Technical Education program

1. All interested individuals are informed about the State Plan and Perkins IV

requirements.

A. Describe how parents, students, academic, and CTE teachers, faculty, administrators, career guidance and academic counselors, representatives of business and industry, labor organizations, representatives of special populations, and other interested individuals are involved and participate in the ongoing development, implementation, and evaluation of local CTE programs. (Perkins IV Section 134[b][5], State Plan)

Response: The LUSD has a CTE Advisory Committee that consists of parents, students, academic and CTE teachers, administrators, career guidance and academic counselors, business and industry partners, labor organization representatives, special population partners, State of California Employment Development Department representative, and other interested individuals that meet twice a year. The Advisory Committee members provide input on required workplace skills, the local labor market, and on specific technical skill standards. In addition, committee members assist with recruiting fellow employers to 1) provide opportunities such as classroom speakers, job shadowing and internships, 2) assist with resource development, including cash and material donations, and 3) provide program advocacy. The CTE Advisory Committee approves course offerings, curriculum, and course sequences. The committee also evaluates programs, makes recommendations for articulation, and monitors special populations’ access and achievement.

B. Describe how such individuals and entities are effectively informed about, and assisted in understanding the requirements of the State Plan and the Perkins Act, including the requirement for CTE programs of study. (Perkins IV Section 134[b][5], State Plan)

Response: Several venues offer information to stakeholders. School Board - a yearly presentation/report is made to the School Board informing them of Perkins requirements. The minutes are posted on the district web site and available to the public. Administrators - a yearly presentation is made to the high school principals informing them of Perkins requirements and examples of allowable expenditures.

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CTE Advisory Committee - the committee meets twice a year. In the spring the committee reviews, adjusts and approves the Perkins vision, mission, and goals for the year. In the fall, programs are evaluated and recommendations for changes are made. CTE Teachers - CTE teachers meet four times per year. At each of these meetings Perkins requirements (including programs of study) are discussed and issues addressed. Students and Parents – Course catalogs list information regarding requirements for CTE programs of study.

2. Describe how the appropriate courses of not less than one CTE program of study will

be offered. A program of study as described in Perkins IV Section 122(1)(A) and the State Plan;

• Incorporates secondary education and postsecondary education elements

• Includes coherent and rigorous content aligned with challenging academic standards and relevant CTE content aligned with the California CTE Standards and Framework in a coordinated, non-duplicative progression of courses that align secondary education with postsecondary education to adequately prepare students to succeed in postsecondary education

• May include the opportunity for secondary education students to participate in dual or concurrent enrollment programs or other ways to acquire postsecondary education credits and

• Leads to an industry-recognized credential or certificate at the postsecondary level or an associate or baccalaureate degree (California Education Code [EC] 51224, Perkins IV Section 135[b][2])

NOTE: A Program of Study Worksheet (page 17) must be completed for at least one program of study. Response: The following LUSD Program of Study provides a strong example of the bulleted elements listed above.

Information Technology – Network Communications

Program of Study

The Information Technology Career Path has been a focus of the district since the 2000-01 school year. LUSD originally started with a sequence of courses that included Keyboarding, Internet, and Nortel Networking. With input from an advisory group comprised of local teachers, community college teachers, parents, and industry partners, the following current course sequence was developed. This sequence includes: Information Technology, Internet, Cisco I, Cisco II, with completion of the certification

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coming from Delta College (Cisco III and Cisco IV). An articulation agreement is in place with Delta College for Cisco I and Cisco II. Each year the Advisory Committee evaluates the program, makes changes in curriculum and appropriate hours of instruction, approves textbooks, approves placement sites and offers occupational outlook prospectives. The new foundation course, Information Technology, was offered at all of our comprehensive high schools beginning 2008/09. The capstone Cisco course will be offered at a central ROP site with access for all students. Our ROP Cisco course is articulated with San Joaquin Delta College and students that successfully complete testing are granted Cisco Networking Certification. (See page 29.)

3. Describe how students will be provided with strong experience in, and

understanding of, all aspects of the industry in which they are studying. (Perkins IV Section 134[b][3][c], Section 135[b][3], State Plan) NOTE: All aspects of the industry include; planning, management, finances, technical and production skills, underlying principles of technology, labor and community issues, health and safety, and environmental issues related to that industry. See the Instructions and Guidelines document (pages 22-24) for further explanation of all aspects of industry.

Response: The California Career Technical Education (CCTE) Model Curriculum Standards serve as the basis for the curriculum frameworks, instructional materials and statewide assessments for the district. A strong experience and understanding of all aspects of an industry is incorporated into the state’s CTE model curriculum standards. As teachers develop a sequence of courses in a pathway, they are required to identify (on a matrix) where and how instruction of each aspect will be delivered. All aspects must be covered in the pathway sequence. All CTE teachers will attend state sponsored workshops that will provide detailed information related to the “all aspects” requirement, including the a) importance of this instruction, b) strategies for its provision, c) types of knowledge and skills that encompass each of the eight aspects and the performance objectives for each, and d) matrix that illustrates how the needed experience and understanding can be spread over the entire sequence of courses developed for the program.

4. Describe how students participating in CTE programs are taught to the same

coherent and rigorous content aligned with challenging academic standards as are taught to all other students. (Perkins IV Section 134[b][3][D], State Plan) Response: All courses (academic and CTE) are aligned with the California Standards and Frameworks, and thus, are taught to the same coherent and rigorous content aligned standards. LUSD does not offer any academic courses that are not college preparatory. All students are scheduled into courses without regard to CTE or general education status.

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5. Describe how CTE students at the secondary level are encouraged to enroll in rigorous and challenging courses in core academic subjects (as defined in section 9101 of the Elementary and Secondary Education Act of 1965). Include the implementation and alignment of the CTE Content Standards and Framework. (Perkins IV Section 134[b][3][E], State Plan) Response: Since all academic courses are college preparatory, CTE students are enrolled in rigorous and challenging courses in core academic subjects. All students are given courses that align with California Standards and Frameworks, both academic and CTE. Counselors work with students and parents to develop a career plan. Students are encouraged to develop a plan of study that includes a progression of college preparatory and CTE classes.

6. Describe in detail the CTE curriculum and instructional strategies used to deliver

the CTE courses that foster “essential employability skills” such as; the ability to work in a team, critical thinking, problem solving, and leadership skills, referenced in the eleven “foundation standards” in the California CTE Model Curriculum Standards. (State Plan) Response: CCTE Model Curriculum Standards serve as the basis for the curriculum frameworks and instructional strategies for the district. LUSD offers many academies that offer rigorous, integrated technical and academic content courses focused on careers that are intrinsically interesting to students, and is delivered through applied, performance and project-based teaching strategies that facilitate understanding and mastery. The instructional strategies that support integrated curricula differ from conventional subject-matter instruction or the traditional CTE focused technical skill development. They draw more broadly upon the essential transferable skills and attitudes that are the foundation for success in the workplace: problem identification, problem solving, self-regulation, teamwork, effective communication, follow-through, creativity, and confidence to make decisions. Linking the classroom to real-world work settings through work-based learning is another instructional strategy that results in an integration of learning. Work-based experiences facilitate learning by promoting engagement, motivation, and relationships with adult professionals who model what is required to succeed in the workplace. Work-based learning, as well as, other forms of integrated curriculum and high-quality CTE strategies, accommodates various learning styles by teaching and assessing mastery in multiple ways, including the use of performance tasks. This strategy highlights, reinforces, and strengthens academic content through learning activities that authentically represent the knowledge, skills, and attitudes needed to succeed in the workplace. The classroom is where the theory and information are presented. The laboratory, e.g., an automotive shop or biotechnology laboratory, is where the theory is put into practice. Work based learning, which includes cooperative education and internships provide students an opportunity to bridge the gap between school and work. Career and Technical Student Organizations such as SkillsUSA, Future Farmers of America (FFA),

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Future Business Leaders of America (FBLA), Vocational industrial Clubs of America (VICA) are the vehicles used to develop the leadership and personal skills of CTE students. Collectively, it is a proven delivery system that encompasses all learning styles and appeals to students of all aptitudes.

7. Summarize progress to date in achieving academic and CTE integration and

describe planned activities to continuously improve progress in this area over the next five years. Response should address activities such as staff development, curriculum development, collaborative program planning and implementation, and team teaching. (Perkins IV Section 135[b][1]) Response: Achieving academic and CTE integration in the district is a work in progress. There are currently twelve (12) academies/smaller learning communities throughout the four (4) comprehensive high schools. LUSD has plans to replicate our successes and provide staff development and training to our remaining teaching staff. Teachers will be provided with release time to visit our successful programs, and other recommended programs. Successful teachers will be asked to provide workshops and trainings for other district CTE teachers. The California Partnership Academy model will be replicated at all comprehensive high schools.

8. Describe how students are being encouraged through counseling and guidance to

pursue the coherent sequence of courses in the CTE program areas of their interest. (Perkins IV Section 134[b][11], EC 51228, State Plan) Response: The career exploration process begins in the middle schools with counselors administering interest surveys and conducting career exploration activities. In the spring, eighth graders meet with high school counselors to discuss their career interests, goals for the future and possible academies that might be of interest. Students and parents are encouraged to begin exploring career interests, pathways, CTE programs and ROP courses. In ninth/tenth grade students/parents meet with counselors to continue dialoguing about what CTE courses might be of interest, and an individual career plan is developed. LUSD has many sequential pathways and academies for students. Articulation agreements with our local community college provide the opportunity during their high school years to earn college credits and to begin fulfilling college classes that will be required toward their certificate programs or degrees.

9. For each CTE program that will be assisted with Perkins IV funds, complete and

include a Career Technical Education (CTE) Sequence of Courses worksheet that appears as the last page of the template. (Perkins IV Section 135 [b][2])

NOTE: The State Plan describes a coherent sequence of courses as a minimum of two or more CTE courses offered in a single CTE program area totaling at least 300 hours of instruction or a single multi-hour course consisting of a minimum of 300 hours of instruction. Program sequences must include a capstone course.

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Secondary CTE programs may include a Regional Occupation Center/Program (ROCP) course as the “capstone” course.

Response: See pages 30-48.

10. Linkages between secondary and postsecondary educational institutions include;

California Community Colleges, State Universities, UC’s, private postsecondary agencies, and apprenticeship programs.

Summarize progress made in developing formal written articulation agreements with CTE programs in grades 11-14 and with local workforce preparation systems, i.e., (WIA Boards). Include copies of any formal articulation agreements along with a current list of articulated courses making up the program of study. (Perkins IV Section 135[b] [2], State Plan) Response: LUSD has partnered with San Joaquin Delta College to develop a systematic process for articulation. This partnership has developed over several years of hard work; after much struggle, Delta College and district teachers are meeting on a regular basis (at least once a year) to develop and renew articulation agreements. In the past year we have been able to articulate five programs, a thirteen percent (13%) increase from last year. (See attachment B.)

11. Describe methods to be used to coordinate CTE services with relevant programs

conducted under the WIA, ROCP, and other state or local initiatives, including cooperative arrangements established with local workforce investment boards, and community-based organizations, in order to avoid duplication and to expand the range of and accessibility to CTE services. (State Plan) Response: In order to maximize the expansion and range of CTE services, LUSD has centralized its coordination of CTE, ROP and Adult Education. This results in maximum coordination and articulation between programs, services, and courses. In addition, the district meets with workforce investment agencies, e.g., California Human Development, San Joaquin County WorkNet, to coordinate programs in ROP and Adult Education.

12. Indicate plans to offer additional programs of study.

Response: The LUSD is in the process of moving all their sequenced pathways into articulated programs of study. Program of study pathways will include: Agricultural Business Agricultural Mechanics Agriscience Architectural and Structural Engineering Business Financial Management

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Cabinetmaking and Wood Products Child Development Engineering and Design Fashion Design, Manufacturing and Merchandising Food Service and Hospitality Information Support and Service Media and Design Arts Media Support and Service Network Communication Professional Sales and Marketing Protective Services Therapeutic Services Vehicle Maintenance, Service and Repair

13. Describe the activities related to the use of technology. Such activities may include:

• Training of career technical teachers, faculty, and administrators to use technology, which may include distance learning

• Providing CTE students with the academic and career technical skills

(including the mathematics and science knowledge that provides a strong basis for such skills) that lead to entry into the technology fields

• Encouraging schools to work with technology industries to offer voluntary

internships and mentoring programs, including programs that improve the mathematics and science knowledge of students (Perkins IV Section 135 [b][4])

Response: Activities related to the use of technology to improve CTE programs and student preparation are occurring on several levels. Teachers and CTE staff receive will continue to receive training that uses technology in the following areas: a) training in selected new technology in a particular industry area, e.g., a) CTE Business teachers will receive five days of in-service technology training to update and align to the model curriculum; b) CTE Technology teachers received technology training in the All Data System; c) Agriculture and Media CTE teachers will receive technology training specific to their industry that will promote, and improve curriculum delivery and effectiveness; and d) all CTE teachers will attend a California CTE Model Curriculum Standards and Framework workshop and then meet by departments to use technology to develop and align curriculum to standards and to develop pathways. Teacher externships are an important part of keeping current on the latest technology used in industry. The CTE Community Liaison coordinates teacher visits to industry, thus enabling teachers on a regular basis to keep current with industry standards and the latest technology software and equipment. LUSD trains and requires all teachers to evaluate student performance and outcomes using technology. The district uses the Cycle of Inquiry to evaluate the success of the curriculum delivered. Each teacher will be trained in the use of Data Director, the district adopted data and assessment management system that allows teachers to view, disaggregate, and analyze data to focus on student outcomes.

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Students have an array of opportunities to use and learn about technology skills and industries. All CTE programs, pathways, academies and courses have technology integrated into the curriculum. Technology skills are critical to the success of any field. The district’s ROP provides many of the capstone courses that result in industry/state certification. For example, a student can take courses that will result in being state certified in the Medical Assisting field. A second example is the opportunity for students to receive CISCO certification (1 and 2) at the high school and then articulate to San Joaquin Delta College for the advanced CISCO certification (3 and 4). A critical component in all of the CTE programs, pathways, academies and courses is the time spent at an industry site. Whether it is an internship or work-based project or activity, students receive invaluable information regarding the latest technology software and equipment and current industry practices.

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Section 2: Support and Services for Special Populations

NOTE: The term "Special Populations" means: individuals with disabilities; individuals from economically disadvantaged families, including foster children; individuals preparing for nontraditional fields; single parents, including single pregnant women, displaced homemakers, and individuals with limited English proficiency. 1. Describe the extent to which CTE programs provide full and equitable participation

of individuals who are members of special populations. (Perkins IV Section 135[b][9]) Response: LUSD affirms its continuing commitment to provide and ensure equal access to CTE programs to members of special populations. The district will assess the needs of members of special populations, promote preparation for nontraditional fields, and provide instructional and/or support programs. All district programs and services are open to all special population students. Special population teachers and students meet with the Special Population Coordinator, site Career Center Technician and site Counselors to objectively determine proper placement of students. Individual Special Populations’ Coordinators provide support services and leverage resources so that students will successfully complete programs.

2. Describe the strategies adopted to overcome the barriers that result in lowering

rates of access to or lowering success in the assisted programs for special populations. (Perkins IV Section 134[b][8][A]) Response: Several strategies are in place to address the barriers that result in lowering the success of special populations’ students. The district has taken a pro-active stance by addressing and planning for student needs prior to enrolling in programs. School policy requires that the Vocational Resource Teacher, a Special Needs Teacher and Counselor work out a plan for each student to ensure successful participation. This includes addressing support services and resources. Course offerings and career paths are given to all students before entering high school with assistance from English Language Development and Special Education staff, and again before each year of high school. The Special Education Program Coordinators and CTE staff have met and are addressing the goals relating to full participation of special populations. The CTE Curriculum Coordinator meets annually with Special Education Resource Specialist Program staff and English as a Second Language teachers to discuss ways to increase participation of students and to develop a plan to assist special populations’ students. CTE teachers modify curriculum, provide differentiated instruction and use the Cycle of Inquiry method of evaluation to assess the progress of special populations’ students. The district provides childcare and transportation services to CTE students. Students are also provided transportation to participate in ROP classes at five district sites. The Special Populations Coordinator provides the Pregnant Teen Program with career development, job seeking skills, and interest and ability assessment for all students.

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3. Describe in detail how CTE programs that are designed to enable special population

students meet the local adjusted levels of performance will be provided. (Perkins IV Section 134[b][8][B]) Response: LUSD will continue to develop and use a variety of programs that lead to improved organizational and instructional strategies to motivate, engage and assist special population students to meet the levels of performance. All students are required to pass the California High School Exit Exam (CAHSEE) which requires all CTE teachers to participate in academic instruction. All district teachers are trained in the a) Cycle of Inquiry Methods, b) Differentiated Instruction, and c) California Standards as part of the district initiatives. Additional support for students to gain knowledge regarding specific industry clusters and acquire leadership skills is provided through student organizations and other student leadership activities. LUSD CTE staff will attend all state sponsored professional development workshops.

4. Describe the planned activities to prepare special populations, including single

parents and displaced homemakers who are enrolled in CTE programs, for high skill, high wage, or high demand occupations that will lead to self-sufficiency. (Perkins IV Section 134[b][8][C]) Response: The district will collaborate with WorkNet, the Workforce Investment Act (WIA) services provider in San Joaquin County, to provide a year round work/education program for two hundred (200) special population students. This collaboration enables numerous agencies to provide students with comprehensive services such as a) online access to current employment information and job skills requirements, b) job search preparation and techniques, and c) meetings with faculty, counselors, career center technicians, and instructional support personnel to effectively guide students in making informed career choices, including nontraditional, high skill, high wage, or high demand occupations that lead to self-sufficiency and/or toward a baccalaureate degree or higher.

5. Describe how individuals who are members of special populations will not be

discriminated against on the basis of their status as members of the special populations. (Perkins IV Section 134[b][9]) Response: LUSD’s CTE Advisory Committee examines statistical data (E-1 and E-2) to determine access and success levels of special populations’ students. This committee also reports to the district’s Special Populations Committee with any suggestions or additions that will improve student access and success in all programs.

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6. Describe strategies to identify, recruit, retain, and place male and female students who desire training for nontraditional fields. (Perkins IV Section 134[b][10])

NOTE: Nontraditional fields are those in which one gender comprises less than 25 percent of the total number of employees. Examples: cosmetology is a nontraditional occupation for males; construction is a nontraditional occupation for females. CTE programs for these occupations are classified as nontraditional programs.

Response: LUSD will continue to implement strategies that identify, recruit, retain and place students into nontraditional fields and programs. Consistent delivery of information is key, as staff, e.g., teachers, counselors, career technicians etc., share nontraditional fields and programs with students. This information is reinforced in the course catalogs at each of the comprehensive high schools. Students will be offered several opportunities to a) observe industry sites, b) observe ROP demonstrations, c) participate in career fairs and d) receive community classroom placements to practice skills. Last year 129 students interested in non-traditional fields took advantage of these events.

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Section 3: Guidance and Counseling

1. Describe how ongoing career guidance and academic counseling will be provided

to students regarding CTE, including linkages to future education and training opportunities. (Perkins IV Section 134[b][11], EC Sections 51224 and 51228, State Plan) Response: It is critical that career guidance and academic counseling include and integrate CTE as possibilities for students. In order to do this effectively, there must be an infrastructure that supports the ongoing communication between counseling and CTE. LUSD has all counseling representatives (7-12) meet monthly with the Curriculum Coordinator of CTE, in an effort to coordinate CTE opportunities district-wide. Students in our district begin their career counseling in our middle schools. Students are given a career interest assessment, as well as, academic counseling during their 7th and 8th grade counseling sessions. High school students meet with their counselors on a number of occasions to plan and discuss their student career plan. At that time, students are encouraged to participate in pathways, academies, and ROP courses. Students are counseled to take articulated (advanced) courses that further their career skill base. District ROP courses provide capstone course offerings that frequently result in certifications and/or college credit. The Special Populations Coordinator, in conjunction with the high school counselors, provides career assessment, career fair planning, ROP demonstrations, and suggestions for CTE course refinement and placements. Special workshops and trainings have been offered to all counselors throughout the district to review and utilize the newest career exploration materials software.

2. Describe how local career guidance and academic counseling efforts are aligned

with other state efforts, i.e., Senate Bill 70, 10th Grade Counseling, other counseling and guidance funds. (State Plan) Response: There are a number of processes in place that align career guidance and academic counseling efforts with other state efforts. High school counselors visit middle schools to help students understand all of the course opportunities that are offered. At this time, high school schedules are planned and parents are encouraged to participate and must sign-off on student schedules. Comprehensive site counselors meet with students and parents during a 9th grade evening program. High school counselors meet individually with parents and students during 10th grade counseling sessions to develop an individual student career plan. Counselors will use the program of study worksheets that teachers have developed to plan a postsecondary plan of action. As part of AB1802 funding, counselors meet with students and parents to discuss academic progress, pupil’s educational options, coursework and academic progress necessary for the pupil’s satisfactory completion of high school, the student’s passage of CAHSEE, and student options in Career Technical Education and postsecondary plans, to

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include Regional Occupation programs and other alternatives within the District.

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Section 4: Comprehensive Professional Development Provided to Teachers, Counselors, and Administrators

1. Describe professional development activities for CTE teachers that go beyond

those activities offered to all teachers through the use of district funds. (State Plan) Response: Throughout each school year CTE teachers are offered opportunities to continually receive training that will enable them to stay current with academic integration and aspects of their industry. All CTE teachers will receive professional development on the implementation of California CTE Standards and Frameworks. Trainings are scheduled for the fall of 2008/09 school year, and will continue each year until fully implemented. A number of CTE teachers have attended workshops on academic integration with the remaining educators to attend in 08-09 and 09-10. All CTE Business teachers will receive five days of in-service technology training geared at updating their Business curriculum in the 08-09 and 09-10 school years. The state plan discusses workshops that will be delivered in the near future; all CTE teachers will attend these state sponsored workshops.

2. Describe the professional development activities implemented or planned for the

implementation that focus on the California CTE Model Curriculum Standards and Framework. (State Plan) Response: On October 13, 2008 all CTE teachers will attend a California CTE Model Curriculum Standards and Framework workshop. Don Borges, a state consultant from Modesto Junior College, will provide the training. After this initial training, CTE teachers will meet by departments to develop and align curriculum to standards and to develop pathways. CTE teachers from each pathway will develop a coherent sequence of courses, which will include career awareness activities that incorporate work place skills and technology standards. Each pathway will develop a program of study that will extend beyond high school.

3. Describe the ongoing professional development initiative(s) made to effectively

integrate and use challenging academic and CTE standards that is provided jointly with academic teachers. Include any professional development activities conducted in conjunction with secondary and postsecondary agencies. (Perkins IV Section 135[b][5][A][i]) Response: All comprehensive high schools within the district have effective academies and/or smaller learning communities. These CTE clusters, made up of both academic and CTE teachers, have and will continue to meet regularly to develop curriculum that effectively integrates academics and CTE subject areas. Infrastructure has been designed to offer teachers common prep periods to integrate CTE and academic standards. The district will continue to replicate this model as we receive positive data on student achievement, including increased attendance, decreased drop-out rates, and increased enrollments.

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This is supported with ongoing professional development initiatives such as the training in the use of Cycle of Inquiry which evaluates the success of curriculum delivered.

4. Describe the pre-service and in-service training provided to staff in effective

teaching skills based on research that includes promising practices. (Perkins IV Section 135[b][5][A][ii]) Response: LUSD continues to offer staff a number of training opportunities. For the past two years staff in-service days have focused on the training and implementation of the Cycle of Inquiry method. Every teacher is asked to evaluate student progress and make appropriate curriculum adjustments. Teachers and administrators have also been trained on a) state adopted teaching standards, b) differentiated instruction, c) English Language Development delivery strategies, and d) TAASA, (Through Adaptations, All Students Achieve), which addresses student accommodations and modifications that will improve academic outcomes.

5. Describe the in-service and pre-service training provided to staff in effective

practices to improve parental and community involvement. (Perkins IV Section 135[b][5][A][iii]) Response: LUSD has provided little staff training that results in getting parents and community involved in programs (other than parent orientations and school site councils). There has been consistent success in getting parents and community involved in academies and student organizations. For example, Pre-Academy Night welcomes parents interested in learning more about academies and especially, incoming 10th grade parents to spend an evening learning about the academies, student career plans and the opportunities, links and resources to work-based activities and post-secondary options. CTE district staff will consult with the District’s Advisory Committee and ask for direction and guidance regarding this issue. There will also be a CTE Partnership Guide that will be created, published and disseminated to foster and sustain business, industry and community partnerships that support the CTE plan and goals.

6. Describe the in-service and pre-service training provided to staff in the effective use

of scientifically based research and data to improve instruction. (Perkins IV Section 135[b][5][A][iv]) Response: LUSD trains and requires all teachers to use the Cycle of Inquiry to evaluate the success of the curriculum delivered. Each teacher will be trained in the use of Data Director, the district adopted data and assessment management system that allows teachers to view, disaggregate, and analyze data to focus on student outcomes.

7. Describe the professional development programs for teachers of CTE and other

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public school personnel who are involved in the direct delivery of educational services to CTE students, to ensure that such teachers and personnel stay current with all aspects of an industry. (Perkins IV Section 135[b][5][B]) Response: LUSD has a CTE Community Liaison who coordinates teacher visits to industry, thus enabling teachers to keep current with industry standards on a regular basis. The district will also send all teachers to state sponsored workshops and trainings as discussed in the state plan. The district will provide release time for teachers to attend industry related workshops, coordinate guest industry speakers, attend industry sites, and put together a matrix of industry aspects that apply to each career path.

8. Describe the internship programs that provide relevant business experience to

teachers. (Perkins IV Section 135[b][5][C]) Response: LUSD funds a CTE Community Liaison who coordinates teacher-to-business partnerships. This liaison a) coordinates field trips for students and teachers, b) provides industry experts as guest speakers, c) arranges for industry consultants to provide input into the curriculum, and d) coordinates training sites for both students and teachers.

9. Describe the programs designed to train teachers specifically in the effective use

and application of technology to improve instruction. (Perkins IV Section 135[b][5][D]) Response: LUSD provides instructional technology coaching wherever possible. The CTE curricular area has been fortunate to have a coach that has provided six workshops to all business teachers on the use of technology to develop new curriculum and to improve instruction. This project will be replicated with other CTE curricular areas each year. Specific technical areas have had training for teachers from outside vendors, e.g., Autodesk, Applied Educational System, Integrated Technology Concepts, Marcraft, etc.

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Section 5: Accountability and Evaluation of Career Technical Education (CTE) Programs

1. Describe the process that will be used assess the academic and career technical

performance of students participating in CTE programs. (Perkins IV Section 134[b][7], State Plan) Response: LUSD will use the state adopted Secondary Core Indicators to assess academic and career technical performance of students. These include: 1) Academic attainment: Proficiency on the California High School Exit Exam. 2) Skill attainment: Program completion and any appropriate industry technical assessment. 3) School completion/graduation rate: Obtainment of high school diploma versus drop-outs. 4) Placement: Status of twelfth grade completer six months after graduation. 5) Nontraditional enrollment and completion: Participation in and completion of CTE programs leading to employment in nontraditional fields. In addition, the district maintains records of internships, certifications, job placements, post-secondary (San Joaquin Delta College) degrees/certificates that students receive. Each year this data is presented to the district CTE Advisory Committee for evaluation.

2. Describe the process that will be used to evaluate and continuously improve the

quality of CTE programs offered to students. What provisions are or will be in place to set priorities for local CTE program improvement and ensure alignment with the CTE Model Curriculum Standards and Framework. (Perkins IV Section 134[b][7], Section 135[b][6], State Plan) Response: The process outlined in question 1. above, provides critical data that will be analyzed to evaluate and improve the quality of CTE programs. Together with data (e.g., Adequate Yearly Progress, Program Improvement, Standardized Testing and Reporting and the Academic Performance Index) from all of LUSD’s comprehensive high school sites, CTE programs will be continuously scrutinized for program improvement. The LUSD’s CTE Advisory Committee, as well as, the CTE Coordinator will provide leadership in alignment of courses/pathways to the standards. Department improvement plans will be required from all sites.

3. Describe plans to increase the active participation of representatives from the

workforce and economic development agencies including members of business, industry, and labor in planning, implementing, and evaluating funded programs. (State Plan) Response: LUSD currently has a district CTE Advisory Committee that plans, implements, and evaluates funded programs. There are currently twenty-three (23) representatives from

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workforce and economic development agencies and industry. The district will develop individual industry sector Advisory Committees. Each committee will be charged with certifying pathways and program sequences based on industry need. Each industry sector Advisory Committee will have a representative on the District CTE Advisory.

4. Describe the actions being taken and/or planned by the agency to ensure

participation in California Longitudinal Pupil Achievement Data System (CALPADS) and California Partnership for Achieving Student Success (Cal-PASS) data systems process. (State Plan)

Note: It is expected that CALPADS will be fully implemented beginning July 2009.

Response: LUSD will participate in both programs per their implementation schedule. The district’s technology department has been contacted and is fully ready to implement this program.

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Section 6: Use of Funds Section 135(a) of Perkins IV states, “Each eligible recipient (LEA) of the Section 131 and 132 funds shall use these funds to improve CTE programs.” Federal grant funds must supplement, or augment, and not supplant state or local funds. Federal funds may not result in a decrease of state or local funding that would have been available to conduct the activity had federal funds not been received. LEAs must be able to demonstrate that federal funds are added to the amount of state and local funds that would be made available for uses specified in this local plan. While the regulations do not provide a definition of “program improvement,” it is clear that the funds may not be used to simply maintain an ongoing program. The CDE has interpreted this requirement to mean that the funds may only be used to support activities intended to enhance the effectiveness of existing programs, modify or update existing programs, and to develop and implement new programs. 1. Describe how the Perkins IV funds supplement general funds and funds from other

resources, such as School Improvement, Title I, Senate Bill 70, Proposition 1D, tenth grade counseling, other guidance and counseling and others to improve the academic and technical skills of students participating in CTE programs. (State Plan) Response: Traditional K-12 state funds provide the primary support for maintaining the district’s CTE program. State funds are used to provide teachers, classrooms, supplies, books, equipment, etc. in the CTE programs. Funds from school improvement programs have provided:

Updated computers for our Computer Aided Drafting courses Modules for our Technology Core class Materials for our Family and Consumer Education classes.

LUSD has applied for and received Career Technical Education Facilities grants to build and equip state-of-the-art Agri-science classrooms. Tenth grade counseling and AB1802 funding is used to provide career counseling which includes both parents and students working toward the development of an individual articulated CTE student career plan. Agriculture Incentive funds have been used to update materials and equipment for district agriculture programs. California Partnership Academy funds have been used to provide:

Curriculum integration time for teachers Student field trips Supplies and equipment Books

While each of these state funds provide critical pieces to the CTE picture, it is the

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supplemental Perkins funds that improve and update existing secondary programs, develop new courses and programs, integrate CTE and academic education, imbed technology into curriculum and instructional delivery, provide staff training and development, and link programs to the local industry and labor needs.

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Program of Study Worksheet

This Program of Study should be customized with course titles and appropriate high school graduation requirements as well as college entrance requirements. Industry Sector: Information Technology Signature of Secondary Administrator: Career Pathway: Network Communication Signature of Postsecondary Administrator: See Articulation Agreement Program of Study: Cisco Network Technician Date: This Program of Study is a formalized Tech Prep articulated pathway Yes No

LEVE

LS

GR

AD

E

English/

Language Arts

Math

Science

Social Studies

Career Technical

Education Courses

Other Required

Courses or Recommended

Electives

Sample

Occupations Relating to this Pathway

9 English/ 9 CP Algebra I or

Geometry Earth Physical Science CP

World Geography CP

Information Technology 4654.00

10

English/ 10 CP Geometry or Algebra II

Biology CP World History CP Internet

11

English/ 11 CP Algebra II or Pre-Calculus

Chemistry CP U.S. History CP Cisco I (articulated with Delta College) 4618.70

SEC

ON

DA

RY

12

English/ 12 CP Pre-Calculus AP Calculus

Physics CP U.S. Government CP/ Economics CP

Cisco II 4618.71 (Students are encouraged to have an internship/ capstone experience to reinforce workplace skills

Articulated Dual Credit courses may be taken/moved to the secondary level for articulation/dual credit purposes. Year 13

English Composition English Literature

Calculus Chemistry American Govt. Psychology

Cisco III Cisco IV

Year 14

Speech/ Oral Communication Technical Writing

Computer Applications

Biological Science Physics

American History Geography

Network Systems Maintenance & Support Network Administration

Year 15

Continue Courses in the Area of Specialization

POST

SEC

ON

DA

RY

Year 16

Complete Network Systems Major (4-Yr. Degree Program)

►Communications Analyst ►Data Communications Analyst ►Information Systems Administrator ►Information Systems Operator ►Information Technology Engineer ►Network Administrator ►Network Architect ►Network Engineer ►Network Manager ►Network Operations Analyst ►Network Security Analyst ►Network Specialist ►Network Technician ►Network Transport Administrator ►PC Support Specialist ►Systems Administrator ►Systems Engineer ►Systems Support Leader ►Technical Support Specialist ►Telecommunications Network Technician ►User Support Specialist

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Identification of the Career Technical Education (CTE) Sequence of Courses to be assisted with Perkins IV Funds

Instructions: Based on the evaluation of the CTE programs offered, a local needs assessment, and a review of the core performance indicators identify each sequence to be assisted with Perkins IV funds for the duration of this plan. Only those sequences included in the local educational agency’s (LEA) approved 2008-2012 local plan are eligible for assistance with Perkins funds.

• Identify the Industry Sector title and the Career Pathway title for each sequence.

• List all CTE courses in the sequence and check the appropriate course level, funding source, indicate if Perkins funds will be used in this course, and duration (in hours) for each course.

• Sequences culminating in a Regional Occupational Center Programs (ROCP) course should list the ROCP course name and indicate that course as the capstone class.

• Complete a separate “Course Sequence” form for each sequence to be assisted with Perkins IV funds. Industry Sector: Agriculture and Natural Resources Career Pathway: Agriculture Business District funded course provided in this sector if not included in this sequence:

Sequence of Courses Course Level Primary Funding Source

Perkins Funded

Total Duration

Name of Course Intro. Concentration Capstone District/COE ROCP Yes or No (In hours) Agriculture Physical Science Yes 180

Agriculture Biology Yes 180

Ornamental Horticulture No 180

Agriculture Sales and Services No 180

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• Complete a separate “Course Sequence” form for each sequence to be assisted with Perkins IV funds. Industry Sector: Agriculture and Natural Resources Career Pathway: Agricultural Mechanics District funded course provided in this sector if not included in this sequence:


Perkins Funded

Total Duration

Name of Course Intro. Concentration Capstone District/COE ROCP Yes or No (In hours) Agricultural Mechanics Yes 180

Agricultural Mechanics Adv. Yes 180

Agricultural Sales & Service No 360

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• Complete a separate “Course Sequence” form for each sequence to be assisted with Perkins IV funds. Industry Sector: Arts, Media, & Entertainment Career Pathway: Media and Design District funded course provided in this sector if not included in this sequence:


Perkins Funded

Total Duration

Name of Course Intro. Concentration Capstone District/COE ROCP Yes or No (In hours) Graphic Design Yes 180

Adv. Graphic Design Yes 180

Web Design (ROP) No 360

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• Complete a separate “Course Sequence” form for each sequence to be assisted with Perkins IV funds. Industry Sector: Building Trades & Construction Career Pathway: Cabinet & Wood Products District funded course provided in this sector if not included in this sequence:


Perkins Funded

Total Duration

Name of Course Intro. Concentration Capstone District/COE ROCP Yes or No (In hours) Woodworking Intro. Yes 180

Woodworking Adv. Yes 180

Construction No 360

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• Complete a separate “Course Sequence” form for each sequence to be assisted with Perkins IV funds. Industry Sector: Education, Child Development, & Family Services Career Pathway: Child Development District funded course provided in this sector if not included in this sequence:


Perkins Funded

Total Duration

Name of Course Intro. Concentration Capstone District/COE ROCP Yes or No (In hours) Life Management I Yes 180

Life Management II Yes 180

Child Development Yes 180

Developmental Child Psychology Yes 180

Careers With Children No 360

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• Complete a separate “Course Sequence” form for each sequence to be assisted with Perkins IV funds. Industry Sector: Education, Child Development, & Family Services Career Pathway: Education District funded course provided in this sector if not included in this sequence:


Perkins Funded

Total Duration



Child Development Yes 180

Exploration in Education Yes 180

Careers in Education No 360

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• Complete a separate “Course Sequence” form for each sequence to be assisted with Perkins IV funds. Industry Sector: Engineering & Design Career Pathway: Architectural & Structural Engineering District funded course provided in this sector if not included in this sequence:


Perkins Funded

Total Duration

Name of Course Intro. Concentration Capstone District/COE ROCP Yes or No (In hours) Drafting Intro. Yes 180

Architectural Design Intro. Yes 180

Architectural Design Adv. Yes 180

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• Complete a separate “Course Sequence” form for each sequence to be assisted with Perkins IV funds. Industry Sector: Engineering & Design Career Pathway: Engineering Design District funded course provided in this sector if not included in this sequence:


Perkins Funded

Total Duration

Name of Course Intro. Concentration Capstone District/COE ROCP Yes or No (In hours) Drafting Intro. Yes 180

Pre-Engineering I Yes 180

Drafting Adv. Yes 180

Computer Assisted Drafting Intro. Yes 180

Pre-Engineering II Yes 180

Pre-Engineering III Yes 180

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• Complete a separate “Course Sequence” form for each sequence to be assisted with Perkins IV funds. Industry Sector: Fashion & Interior Design Career Pathway: Fashion Design, Manufacturing & Merchandising District funded course provided in this sector if not included in this sequence:


Perkins Funded

Total Duration



Environmental Design Yes 180

Adv. Fashion Design Yes 180

Retail Sales/Fashion Merchandising No 360

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• Complete a separate “Course Sequence” form for each sequence to be assisted with Perkins IV funds. Industry Sector: Finance & Business Career Pathway: Business Financial Management District funded course provided in this sector if not included in this sequence:


Perkins Funded

Total Duration

Name of Course Intro. Concentration Capstone District/COE ROCP Yes or No (In hours) Introduction to Business Yes 180

Information Technology Yes 180

Accounting Yes 180

Virtual Enterprise No 360

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• Complete a separate “Course Sequence” form for each sequence to be assisted with Perkins IV funds. Industry Sector: Health Science & Medical Technology Career Pathway: Therapeutic Services District funded course provided in this sector if not included in this sequence:


Perkins Funded

Total Duration

Name of Course Intro. Concentration Capstone District/COE ROCP Yes or No (In hours) Health Yes 180

Health Occupations No 360

Dental Assistant No 360

Medical Assistant No 360

Sports Medicine No 360

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• Complete a separate “Course Sequence” form for each sequence to be assisted with Perkins IV funds. Industry Sector: Hospitality, Tourism, & Recreation Career Pathway: Food Science, Dietetics & Nutrition District funded course provided in this sector if not included in this sequence:


Perkins Funded

Total Duration



Consumer Foods & Nutrition I Intro. Yes 180

Consumer Foods & Nutrition Adv. Yes 180

Food Science Yes 180

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• Complete a separate “Course Sequence” form for each sequence to be assisted with Perkins IV funds. Industry Sector: Hospitality, Tourism, & Recreation Career Pathway: Food Service & Hospitality District funded course provided in this sector if not included in this sequence:


Perkins Funded

Total Duration



Consumer Foods & nutrition I Intro. Yes 180

Consumer Foods & Nutrition Adv. Yes 180

Culinary Arts No 360

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• Complete a separate “Course Sequence” form for each sequence to be assisted with Perkins IV funds. Industry Sector: Information Technology Career Pathway: Information Support & Services District funded course provided in this sector if not included in this sequence:


Perkins Funded

Total Duration

Name of Course Intro. Concentration Capstone District/COE ROCP Yes or No (In hours) Information Technology Yes 180

ITech I and ITech II Yes 180

ITech III and ITech IV Yes 180

Computer Based Office Training No 360

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• Complete a separate “Course Sequence” form for each sequence to be assisted with Perkins IV funds. Industry Sector: Information Technology Career Pathway: Media Support & Service District funded course provided in this sector if not included in this sequence:


Perkins Funded

Total Duration


Web Page Design Yes 180

Web Design (ROP) No 360

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• Complete a separate “Course Sequence” form for each sequence to be assisted with Perkins IV funds. Industry Sector: Information Technology Career Pathway: Network Communications District funded course provided in this sector if not included in this sequence:


Perkins Funded

Total Duration


Internet No 180

Cisco I No 360

Cisco II No 360

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• Complete a separate “Course Sequence” form for each sequence to be assisted with Perkins IV funds. Industry Sector: Marketing, Sales & Service Career Pathway: Professional Sales & Marketing District funded course provided in this sector if not included in this sequence:


Perkins Funded

Total Duration


Introduction to Business Yes 180

Marketing & Sales Yes 180

Virtual Enterprise No 360

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• Complete a separate “Course Sequence” form for each sequence to be assisted with Perkins IV funds. Industry Sector: Transportation Career Pathway: Vehicle Maintenance, Service & Repair District funded course provided in this sector if not included in this sequence:


Perkins Funded

Total Duration

Name of Course Intro. Concentration Capstone District/COE ROCP Yes or No (In hours) Intro. to the Automobile Yes 180

Adv. Automotive Technology Yes 180

Automotive Services No 360

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2010-2011 CAREER TECHNICAL EDUCATION ADVISORY COMMITTEE Rafael Tapia (Electrical Drafting Technician Lodi Electric & Utility 1331 South Ham Lane Lodi, CA 95242 (209) 333-6800 EXT. 2296 [email protected]

Williamson, Ron 1723 Windjammer Court Lodi, CA 95242 (209) 368-8590 [email protected]

John Shoup (Owner) Shoup Land Surveying 221 West Oak Street Lodi, CA 95240 (209) 333-1872 [email protected]

David Wax (Administrative Director) Special Services, LUSD 1305 East Vine Street Lodi, CA 95240 (209) 331-7061 [email protected]

Mark Phelps (Quality Insurance Manager) Calva Products Inc. P.O. Box 126 Acampo, CA 95220 (209) 339-1516 [email protected]

Terry Quashnick (President) Quashnick Tool Corporation 401 South Main Street Lodi, CA 95240 (209) 334-5283 [email protected]

Ron Richards 1011 Brandywine Dr. Lodi, CA 95240 (209) 368-5725 [email protected]

Shad Canestrino, Chairman (Police Services) Lodi High School 3 S. Pacific Avenue Lodi, CA 95242 (209) 329-9142 [email protected]

Bill Atterberry (Principal) Adult Education/ROP/Career Education Lodi Unified School District 542 East Pine Street Lodi, CA 95240 (209) 331-7608 [email protected]

Lisa Kotowski (Coordinator) Multilingual, LUSD 1305 East Vine Street Lodi, CA 95240 (209) 331-7026 [email protected]

Dennis Calton (General Manager) Sanborn Chevrolet 1210 South Cherokee Lane Lodi, CA 95240 (209) 334-5000 [email protected]

Victor Duspiva (Civil Engineer) 1056 Port Chelsea Cir. Lodi, CA 95240 (209) 368-6618 [email protected]

Chris Meehleis (Vice President) Meehleis Modular Buildings 1303 East Lodi Ave. Lodi, CA 95240 (209) 334-4637 [email protected]

Max Jones, Jr. (Technical Services Manager) Holt of California, Corporate Division 7310 Pacific Avenue Pleasant Grove, CA 95668-9708 (916) 991-8234 [email protected]

Greg Stephens (Owner) A M Stephens Construction Company 1717 South Stockton Street Lodi, CA 95240-6302 (209) 333-0136

Trish Smith (Human Resource & Safety Manager) Certainteed Coporation 300 S. Beckman Road Lodi, CA 95240 (209) 365-7500 EXT. 2051 [email protected]

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Mike Staples (President) Hammer Trucking, Inc. 6342 E. Victor Road Lodi, CA 95240 (209) 369-2631

Tamara Somera (Vice Principal) Adult Education/ROP/Career Education Lodi Unified School District 542 East Pine Street Lodi, CA 95240 (209) 331-7642 [email protected]

Linda Ogata (Vice President) Central Valley Community Bank 1901 West Kettleman Lane, Suite 100 Lodi, CA (209) 333-5000

Rex Young Kubota Tractor Corporation 1175 South Guild Avenue Lodi, CA 95240 (209) 334-9910

Gary Greider 2338 Rockingham Circle Lodi, CA 95242 (209) 333-1515

Liz Zastrow (Program Specialist) Special Education, LUSD 1305 East Vine Street Lodi, CA 95240 (209) 331-7086 [email protected]

Ted Heinrich (Liaison) Lincoln Technical Academy, LUSD 542 East Pine Street Lodi, CA 95240 (209) 331-7508 [email protected]

Teachers from Bear Creek High School 10555 Thornton Road Stockton, CA 95209 Richard Rizzonelli (209) 953-8360 [email protected] Roger Crane (209) 953-8382 [email protected]

Student from Bear Creek High School 10555 Thornton Road Stockton, CA 95209 TBA

Teacher from Lodi High School 3 S. Pacific Avenue Lodi, CA 95242 Paul Guthrie (209)331-7731 [email protected]

Student from Lodi High School 3 S. Pacific Ave. Lodi, CA 95242 TBA

Teacher from McNair High School 9550 Ronald E. McNair Way Stockton, CA 95210 Karl Zastrow (209) 953-3125 [email protected]

Student from McNair High School 9550 Ronald E. NcNair Way Stockton, CA 95210 TBA

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Teacher from Tokay High School 1111 Century Boulevard Lodi, CA 95240 Rebecca Freeman (209) 331-7839 [email protected]

Student from Tokay High School 1111 Century Boulevard Lodi, CA 95240 TBA

Documents

Career & Technical Education - lodiusd.net … · Career & Technical Education Sequence of Courses Agricultural Science Academy (LHS) Agricultural Business Agricultural Mechanics