Educating for Careers Presentation

1. Educating for Careers Presentation California State Plan for Career Technical Education 2008 - 2012

2. California State Plan Presents a vision for CTE that is both broad and bold Legislature asked that this be a plan for all of CTE not just Perkins Puts requirements for federal Carl D. Perkins funding within the larger context.

3. Plan Features Focuses on rigorous and engaging curricula, supportive relationships, and demonstrated outcomes. Reshape and revitalize the role of career technical education as the nucleus of high school reform, workforce and economic development A dual purpose for CTE- providing seamless pathways that bridge secondary and postsecondary education. As an educational strategy, CTE inspires and facilitates learning, and unlike traditional vocational education, aims to prepare students for ongoing education, log-term careers, and citizenship, as well as entry into the workplace. Focus on rigorous and relevant content, experiential learning, career awareness, supportive relationships, and demonstrated outcomes, CTE can provide a context for academic coursework and set the standard for the kind of challenging, engaging, student-centered instruction that is required for students to succeed. As the foundation for workforce development and economic vitality, CTE responds tot eh needs of the economy with regard to both industry focus and skills taught. As an educational strategy, CTE inspires and facilitates learning, and unlike traditional vocational education, aims to prepare students for ongoing education, log-term careers, and citizenship, as well as entry into the workplace. Focus on rigorous and relevant content, experiential learning, career awareness, supportive relationships, and demonstrated outcomes, CTE can provide a context for academic coursework and set the standard for the kind of challenging, engaging, student-centered instruction that is required for students to succeed. As the foundation for workforce development and economic vitality, CTE responds tot eh needs of the economy with regard to both industry focus and skills taught.

4. State Priorities CTE is woven into the fabric of education, NOT a separate system of education Programs are built on a demand-driven system that responds to real workforce needs, and state, regional, and local labor market realities All students have access to CTE courses, pathways and programs of interest.

5. State Priorities Continued Learning spans from early childhood through adulthood with many transitions; career awareness, exploration, and development occur throughout life CTE is can engage students and improve student outcomes focusing on rigor, relevance, relationships, and results CTE contributes to California�s economic future

6. California State Plan 5 Chapters Chapter One: Provides background information about the State�s current CTE structure and enrollments. Chapter Two: A brief overview of the state�s demographic, economic, educational, and political context. Chapter Three: Describes the vision, mission, guiding principles, goals, and 112 identified elements of an ideal, high-quality statewide CTE system. Chapter Four: contains the Perkins state plan requirements, certifications, and assurances. Chapter Five: Provides state policy on the administration and use of the Perkins IV funds.

7. Vision CTE will engage every student in high-quality, rigorous, and relevant educational pathways and programs, developed in partnership with business and industry, promoting creativity, innovation, leadership, community service, and lifelong learning, and allowing students to turn their �passions into paychecks� � their dreams into careers.

8. Mission The mission of CTE is to provide industry-linked programs and services that enable all individuals to reach their career goals in order to achieve economic self-sufficiency, compete in the global marketplace, and contribute to California�s economic prosperity.

9. CTE System Goals ALL students prepared for success in further education and/or immediate employment. Adults will be prepared with the skills and knowledge needed to reach career goals and self-sufficiency.

10. CTE System Goals EVERY student will have the opportunity to complete a rigorous CTE pathway prior to graduation. Age appropriate career guidance.

11. CTE System Goals Courses based on industry-endorsed standards. Programs that meet documented labor demands including new and emerging occupations.

12. CTE System Goals Statewide �Programs of Study� including dual enrollment and articulated courses to facilitate smooth transitions at exit points. Business, industry and labor participation at the local, regional, and state levels

13. CTE System Goals CTE teacher preparation and sustained professional development to ensure adequate supply of highly qualified teachers The use of data for program improvement, program accountability, measurement of system outcomes and research

14. Eleven Elements of aHigh-Quality CTE System

15. Common Themes Business and Industry as the Client Investment of Federal and State funds Demand driven � new, emerging careers CTE as something more not something less CTE as the nucleus of school reform CTE to be industry-focused, student-centered, and performance- driven

19. CTE Helps toPrevent Dropouts �Students who take two or more CTE courses are less likely to drop out of high school.�

20. CTE IncreasesEarnings Student who took both a core academic curriculum and CTE � greatest earnings. Seven years after graduation � earnings - 2 percent more annually for each CTE course they took.

21. Job Outlook and Education Gap 18 of the 20 fastest growing occupations within the next decade will require Career and Technical Education.

22. Perkins IV Requirements for  Local Recipients Section 134: Local Plan for CTE Due to CDE on October 31, 2008 Reviewed by CDE staff Must be approved in order to spend 2008-09 funds

23. Local Program Requirements for LEAs Based on Perkins IV Mandatory Program Elements in Section 135(b) Made more rigorous by committee who wrote CA State Plan Include requirements that are specific to California

24. �As ACSA looks at the need to reform high schools, it is critical that we maintain academic rigor while enhancing relevance by integrating career technical education programs into these reforms.�

25. Questions What has been the impact of writing a local CTE plan in your district? What are the challenges that your district will face implementing the local CTE plan? Suggestions to address challenges

26. Russell Weikle, AdministratorProgram and Administrative Support Officerweikle@cde.ca.gov Thank You