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Developments in CTE Program Design, Content Standards & Assessment
Creating Opportunities Through Pathways
Available Spring 2013◦Construction◦Law and Public Safety◦Health◦Information Technology◦Manufacturing and Engineering◦Transportation
Development: January 2012 – January 13
Career Field Technical Content Standards
November 2012 – June 2013 Agricultural & Environmental Systems Arts and Communications Business, Marketing and Finance Engineering
July 2013 - June 2014 Education and Training Government and Public Administration Hospitality and Tourism Human Services
Career Field Technical Content Standards
Concise document with broader statements.
Oriented to content vs. program. Reflect what industry expects vs how it
can be taught. Industry standards and licensure
requirements captured. Academic content standards aligned. Postsecondary learning outcomes
included. Green related content identified. Uniform 21st century skills standards
Characteristics Of CFTCS
Research Futuring Panels Standards development Alignment of P.S. Learning Outcomes Business and Educator Panel Validation Academic content standards alignment
Six Step Development Process
Career Field Alignment◦ Manufacturing & Engineering◦ Marketing, Business, Finance supporting
Business Administration Pathway Changes On the Horizon Course structure for all Career Fields
Program Design Changes
A CTE Career Field Pathway is a coherent, articulated sequence of rigorous academic and career/technical courses, commencing in the ninth grade and leading to an associate degree, baccalaureate degree and beyond, an industry recognized certificate, and/or licensure. The career pathway is developed, implemented, and maintained in partnership among secondary and postsecondary education, business, and employers. Career pathways are available to all students, including adult learners, and lead to rewarding careers.
A Pathway Is…
May be associated with a recognized sector(s) within an industry or can be a function that crosses industry sectors
Must provide opportunities for students to prepare for a range of careers in the industry. This includes multiple occupations at a similar wage/responsibility level as well as multiple occupations of increasing wage/responsibility.
Must provide opportunities for students to be employed after high school using the knowledge and skills gained in the pathway program.
Must provide opportunities for students to enter and succeed in postsecondary and continuing education programs.
May be influenced by size and number of opportunities in the related industry and available college programs.
A Pathway ….
Agricultural and Environmental Systems◦ AFNR Research and Development
Arts and Communications &IT◦ Visual Design/Media Arts/Interactive Media
Business Administration◦ Finance◦ Management◦ Marketing◦ Entrepreneurship◦ Legal and Medical
Proposed Pathway Changes
Construction◦ Construction Design and Development◦ Structural Construction◦ Mechanical Electrical Plumbing Systems
Health Science◦ Bio Medical Research and Development◦ Allied Health◦ Health Information Management Services◦ Therapeutic Services
Proposed Pathway Changes
Law and Public Safety◦ Criminal Justice◦ Fire/EMT◦ Homeland Security?
Engineering and Manufacturing◦ Engineering Technology◦ Manufacturing Operations◦ Manufacturing Design
Transportation◦ Ground Transportation◦ Air Transportation
Proposed pathways
Promote more opportunities for students. Encourage breadth of programming beyond
specializations. Encourage depth of programming to include
possibilities for specialization. Provide tools for building programs that
cater to community as well as student interests.
Set the stage for academy development.
Why Pathways
Courses must fit in a comprehensive high school model typically offering 40-50 minutes per day (120-150 hours/year).
Courses must fit in a career center model typically offering 120-150 min. per day (360-450 hours/yr).
Courses will likely have a 120-hour minimum and a 280-hour maximum time requirement.
Program must be comprised of a minimum of 4 courses.
There may or may not be required courses or course prerequisites.
Course Development Considerations
Course content must align with postsecondary programs for enhanced articulation possibilities.
Other design requirements may be needed per career field.
Course structure will align with CTE Technical tests.
Program of Study application will be modified to accommodate design possibilities.
Transition to courses will not require undue “paperwork” from local districts.
Course Development Considerations
Data for federal-state performance measures (Technical Skill Attainment = TSA)
Data for ODE-CTE and local school districts to use in program improvement
Complement local systems for assessing student performance
Build secondary-postsecondary relationships needed to develop processes for statewide transcripted credit transfer
Provide reports that students value to communicate their success
CTE Testing System Objectives
ALL pathway tests modular (6-18 modules, 25 items)
Scenarios about entry workplace (~ 30% of items)
Two levels of challenge for items: C1 = ~ 70% of items; lower level recall
(define, facts) C2 = ~ 30% of items; application plus
(analysis, evaluation) Two cutoffs: proficient & advanced
Features of FY13 Assessments
Districts no longer pay for assessments◦ Exceptions: Employability, DHO
No more paper-pencil tests offered Teachers can review tests at CETE Teaching Professions moved into WebXam
◦ Provides capability to collect rating rubric-based judgments
Features of FY13 Assessments
Assessing every program and every student
Field testing and performance data Seeking industry support for state
credentials Measuring student growth Measuring performance Recognizing student performance
Challenges in Technical Testing
Continued use of Industry Exams.◦How to assess programs that choose not
to use a given curriculum product?◦How to assess beyond occupationally
specific exams?◦Validity and Reliability documentation.◦What constitutes an industry exam?
Challenges in Technical Testing