Mapping Local CTE Courses to the New CALPADS State Course Codes June 2017

1. Mapping Local CTE Courses to the New CALPADS State Course CodesJune 2017

2. Contact Information Brandi Jauregui Senior Info. Systems Analyst CALPADS/CBEDS/CDS Operations Office 916-327-7367 Bjauregu@cde.ca.gov Michelle McIntosh Education Administrator CTE Leadership and Instructional Support Office 916-327-6367 MMcIntosh@cde.ca.gov Linda Greer Education Program Consultant CTE Administration and Management Office California Department of Education 916-324-5676 LGreer@cde.ca.gov

3. Career Technical Education Reporting in CALPADS

4. Before we begin, let’s establish roles for today

5. Establishing Roles • CTE Coordinator (District/Site-Level) • Which courses are REALLY CTE? • Which should be coded as academic courses instead? • Which pathways are offered at a site? • Which courses are in each pathway? • Are the courses articulated? • Are the courses UC/CSU approved? • Is the course offered at an ROC?

6. Establishing Roles • CTE Teachers • Does a course provide instruction consistent with the CTE standards for that pathway? • Are there gaps in pathways? • Is the same concentrator or capstone course used in more than one pathway?

7. Establishing Roles • Counselors • How are students that are concentrators or completers being identified in your student information systems?

8. Establishing Roles • Human Resources Staff • Is the course taught by a CTE credentialed teacher?

9. Establishing Roles • CALPADS and IT Administrators • How should this course be identified in the student information system? • Is the CALPADS Course Section Completion file being populated correctly?

10. There are no deadline extensions for CALPADS 10

11. Why Should You Care about Course Completion and CTE Data?

12. Accountability • Career and • College Readiness • Indicator

13. How does my district earn CCI Points for CTE? Did your students… • Complete an articulated CTE course? • Earn college credits? • Complete a high quality CTE pathway?

14. Identifying College Credit-Bearing CTE Courses in CALPADS • Select appropriate CTE course code • Populate field 9.19 - Course Section Instructional Level Code with code 16 - College Credit

15. CTE Postsecondary Articulated Courses • CTE courses that have been articulated with a postsecondary institution through an articulation agreement • Field 9.12 - CRS-CTE Postsecondary Articulated Course Indicator

16. CTE Pathway Completers • Reported in the Student Career Technical Education (SCTE) file • Completers should reflect students who complete an entire pathway consisting of at LEAST 300 hours

17. Understanding the Mapping Template

18. Mapping Template Document • Mapping Template Tab • Should be pre-populated with your local courses in the HIGHLIGHTED yellow columns • CALPADS CRSC File • No data input necessary, the values we enter in the Mapping Template tab will auto-populate certain columns in this worksheet • CODES AND PATHWAYS • For reference – this is a crosswalk from Industry Sector to Pathway to Sub-pathway to Course and Description

19. The Mapping Process

20. Let the mapping begin…

21. 1. Identify ALL your CTE Courses • All highlighted columns in the Mapping Template should have been pre-populated. • Are ALL CTE courses represented in the spreadsheet? • Singleton CTE courses • CTE Courses with CTE Teachers • CTE Courses without CTE Teachers • Perkins or CTEIG funded AND non-funded

22. What is a CTE Course? • Supports E.C. 51220 (i) Career technical education designed and conducted for the purpose of preparing youth for gainful employment in the occupations and in the numbers that are appropriate to the personnel needs of the state and the community served and relevant to the career desires and needs of the pupils. • i.e. CTE Standards, CTE credentialed teacher, coded in CALPADS as CTE

23. What is a High-Quality CTE Course? • The course is (or will be) • part of a course sequence that meets the CTE Pathway Standards; and • taught by an appropriately credentialed CTE teacher • meets the standards to be funded by Perkins or CTEIG (even if the LEA is not receiving funding through those programs)

24. CTE Credentials • Ensure that all teachers assigned to courses within a CTE pathway are appropriately assigned. • Staff must hold a preliminary or clear Designated Subjects Career Technical Education Teaching Credential for a specific industry sector. The credentials are available in subjects, also known as industry sectors: • Agriculture and Natural Resources • Arts, Media, and Entertainment • Building and Construction Trades • Business and Finance • Education, Child Development, and Family Services • Energy, Environment, and Utilities • Engineering and Architecture • Fashion and Interior Design • Health Science and Medical Technology • Hospitality, Tourism, and Recreation • Information and Communication Technologies • Manufacturing and Product Development • Marketing, Sales, and Service • Public Services • Transportation

25. CTE Credentials Additionally, holders of a Single Subject Credential in the areas below are allowed to teach within the respective CTE areas:

26. Identifying High Quality CTE Courses in CALPADS • CALPADS collects ALL CTE courses • Including courses offered by ROC/Ps • Even if they are stand-alone courses (not part of a pathway) • Even if the LEA is not participating in Perkins or CTEIG Programs • Courses funded through the Perkins and CTEIG programs should be HIGH-QUALITY CTE COURSES • Therefore, Perkins and CTEIG courses need to be identified in CALPADS

27. Identifying High Quality CTE Courses in CALPADS • High quality CTE (Perkins or CTEIG fundable) courses should be marked in CALPADS Course Section Completion (CRSC) file as follows: • Field 9.10 should be left BLANK for any CTE courses offered at an LEA that are not “high quality”.

28. 2. Identify Pathway Sequences • Select the appropriate pathway, and sub-pathways (where appropriate) for each course • Does one local course (concentrator or capstone level) map to more than one pathway? If so, CHOOSE ONLY ONE DOMINANT PATHWAY

29. Work in your groups • 20 minutes • Issues? Check-in

30. 3. Identify the Course Content Level • For each course in the pathway sequence, identify the course content level: • Introductory (can apply to many pathways in a sector) • Concentrator (SHOULD only be used for ONE pathway) • Capstone (can only be used for ONE pathway)

31. Do NOT…. • Use the same local course in TWO different industry sectors • Use the same local course as a concentrator course in one pathway and a capstone course in another pathway (within the same industry sector) • Each pathway has DISTINCT pathway standards • Pick the DOMINANT pathway

32. Mapping a 3-Course Sequence

33. Mapping a 2-Course Sequence • 2 Course sequences should always be mapped to concentrator and capstone courses

34. Mapping a 4-Course Sequence

35. Single Full-Year or Multi-Hour Courses • Minimum of 300 hours • Contains a year of intro, concentrator, and capstone content • Should be mapped to the CAPSTONE-LEVEL course in a pathway

36. Work in your groups… • 20 minutes • Issues? Check-in

37. 4. Selecting the Appropriate State Course Code • After you’ve selected the pathway and the content level, selecting the appropriate State Course Code is EASY • Look for the course with the pathway or sub-pathway name and level in the title • Map based on the: • Pathway or sub-pathway the course is in. • Level of the content taught in the course. • Number of courses in the sequence

38. Introductory Courses • If ONE introductory course can be used for MANY pathways in an industry sector, select the industry sector-level introductory course code • If an introductory course is specific to a pathway or sub-pathway, select the pathway or sub-pathway-level introductory course code (if available)

39. Academic CTE Courses?? • AP or IB courses that are part of a CTE pathway should be mapped to the CTE Course Code for that pathway • Capstone AP or IB courses will benefit CCI • AP and IB data for CCI are based on exams, not courses

40. Potential Academic CTE Courses • 2360 IB Music • 2370 AP Music theory • 2451 Computer programming • 2453 Computer science • 2455 Web design • 2465 IB Computer science • 2470 AP Computer science A • 2471 AP Computer science AB • 2601 Aerospace education • 2602 Aviation education • 2606 Zoology • 2609 Marine Science • 2617 Conservation • 2619 Energy education • 2655 Anatomy and Physiology • 2666 IB Design technology • 2674 AP Environmental science • 2732 Law-related education • 2766 IB Business and Management • 2860 IB Visual Arts • 2874 AP Studio Art: Drawing • 2875 AP Studio Art: Two Dimensional • 2876 AP Studio Art: Three Dimensional • 2960 IB Theatre

41. Work in your groups… • 20 minutes • Issues? Check-in

42. Now that you’re done… • Using the filters in the document, look for things that may be problematic….

43. Things to look for… • Filter on “High Quality CTE Course” column for “No” values • Are there any courses that are part of a pathway sequence? If so, they should be taught by a CTE credentialed teacher AND reflect the pathway standards

44. Things to look for… • Filter on “Course Content Level” column for “Introductory” values • Does the State Course Code name correspond to the content level you specified? • Repeat for Concentrator and Capstone

45. Things to look for… • Filter on “CTE Pathway” column for one pathway of your choice • Do the courses in this pathway (and sub-pathway if applicable) total 300 hours or more? • Does the State Course Code name align with the CTE Pathway? • Does each pathway have a logical sequence?

46. Things to look for… • Filter on “Offered at ROCP” column for “Y” values • Are all your ROCP courses represented? • Look at the CALPADS CRSC File tab, do the data look correct?

47. Do you want the Good News or the Bad News? • Good news is WE FINALLY MOVED E-1 INTO CALPADS!!! • Bad news – E-2 transition is delayed until 2018-19 • Will be reported in Perkins Data System

48. Additional Questions?