Career Technical Education (CTE) And Linked Learning

1. Career Technical Education (CTE) And Linked Learning Credential Counselors and Analysts of California ConferenceOctober 2012Roxann L. Purdue Commission on Teacher CredentialingLynda NicholsCalifornia Department of EducationLloyd McCabeCalifornia Department of Education

2. Topics for Discussion Career Technical Education (CTE) Credentials and Requirements CTE Course Definitions Factors in California contributing to the development of new CTE and Linked Learning courses What local factors should be considered when placing a teacher in a CTE or Linked Learning course assignment? CTE teachers in Linked Learning Courses earning Academic Credit* Single Subject Teachers in CTE Courses earning Academic Credit* *Both topics above as they relate to funding, NCLB HQT, and appropriate assignment CTC Presenter 2

3. Career Technical Education Overview of Senate Bill 52 • Effective Issuance Date October 12, 2007 • Vocational Education teaching credentials changed to CTE teaching credentials • Consolidated 175 subject areas into 15 Industry Sectors • Subject areas modeled after State Board of Education CTE curriculum standards

4. CTE Industry Sectors

5. What is the Career Technical Education (CTE) Teaching Credential? • Authorizes teaching in career, technical, trade or vocational areas • Two tier system: Preliminary and Clear • Clear level authorizes SDAIE instructional services to English learners

6. Career Technical Education Overview of Senate Bill 1104 Effective January 1, 2009 • Application submission by approved program sponsors • Reduced work experience • Reduced term of preliminary credential • U.S. Constitution required for Clear • Consolidated “full-time” and “part-time”

7. Career Technical Education Overview of Senate Bill 1104 Effective January 1, 2009 • Application submission by approved program sponsors • Reduced work experience • Reduced term of preliminary credential • U.S. Constitution required for Clear • Consolidated “full-time” and “part-time”

8. FT/PT Voc Ed and CTE Sunset Dates • August 31, 2010 • Individuals may no longer be admitted to ‘old’ CTE programs under Prior Standards • Preliminary Full-time and Part-time CTE credentials no longer initially issued • August 31, 2013 • Last issuance date for Clear Full-time and Part-time Voc Ed/CTE credentials

9. Title 5 Regulations Effective February 20, 2010 • Advanced industry certifications accepted for one year of work experience • General education teaching experience accepted for one year of work experience • Reduction from 1500 to 1000 hours equals one year of work experience • Creation of Business and Industry Partnership Teacher authorization

10. Requirement for 3-Year Preliminary • Three years full-time work experience (1000 hours = one year) • High school diploma • Recommendation by program approved under August 2008 standards

11. Clear CTE Credential with SDAIE • Possession of 3-year preliminary • Verification of successful teaching • Completion of program under standards approved by the Commission in August 2008 • U.S. Constitution • Health Education component • Recommendation by a Commission-approved program sponsor

12. New CTE Program Standards • 9 semester units or 135 clock hours • Includes Specially Designed Academic Instruction in English (SDAIE) training (earned with clear credential) • Advanced preparation program or two years teaching experience

13. Specially Designed Academic Instruction Delivered in English (SDAIE) • Authorization added to Clear CTE issued under new standards • Equivalent to Certificate of Completion of Staff Development (CCSD) authorization for Designated Subject Credentials

14. SDAIE Authorization • California public school employers may annually request CCSD waivers while an individual holds a 3-year preliminary or FT/PT Voc Ed and CTE credential • CCSD may still be issued to individuals who hold Preliminary, Clear, or Life FT/PT Voc Ed and CTE credentials

15. Adding Authorizations • No new subjects may be added to Voc Ed or Preliminary PT/FT CTE credentials • Industry Sectors may be added to PT/FT Clear, 3-Year and Clear CTE credentials with: • Application and fee • Work experience in requested sector • Recommendation from a Commission-approved program

16. Transition Policy • Life or Clear Voc Ed and CTE credential holders may maintain their document or transition to new CTE credentials • Preliminary FT/PT Voc Ed and CTE credential holders may complete ‘old’ programs by 8/31/13 or transition to new CTE credentials • Preliminary FT/PT Voc Ed may not transition to Preliminary FT/PT CTE

17. CTE Teacher Supply • In 2009-10, the Commission issued approximately 1,031 CTE credentials • Largest industry sectors issued – • Arts, Media, and Entertainment • Health Science and Medical Technology • Building Trades and Construction • Finance and Business • Together these four industry sectors accounted for more than 50% the CTE credentials issued in 2009-2010

18. Business and Industry Partnership Teacher • Designed for individuals: • whose skills are in high demand • who may only want to teach for short time • Authorization is not renewable and may not be issued for more than one school year • Holders may subsequently apply for 3-year preliminary CTE credential

19. Business and Industry Partnership Teacher Requirements: • 3 years full-time work experience • High school diploma • Verification individual has been apprised of early teaching orientation requirement • Recommendation by program approved under August 2008 standards

20. Other Credential Options for CTE instruction Holders of Single Subject Teaching Credentials authorized to teach trade, technical, career or vocational classes in specific subject areas – Agriculture, business, home economics, industrial arts, and industrial technology education Title 5 section 80004(c) 20

21. Roles and Responsibilities Commission on Teacher Credentialing: Teacher Preparation Programs Credential Requirements Authorizations Appropriate Assignment Assignment Monitoring Oversight Sanctions for Misassignments Report of Assignments to Legislature CTC Presenter 21

22. Roles and Responsibilities California Department of Education: Title II Compliance Monitoring Intervention and Sanctions Title I, Title II, and/or Title III accountability status under Elementary and Secondary Education Act (ESEA) Compliance with teacher requirement provisions of Individuals with Disabilities Education Act (IDEA) and the No Child Left Behind (NCLB) Act of 2001 CTE Teachers Meeting ESEA Highly Qualified Teacher (HQT) Compliance 22

23. Roles and Responsibilities Site/District/County Office: Job Specifications Recruitment Hiring Priority – EC §44225.7 NCLB Compliance Funding Compliance Site/district/county administrators responsibility under EC §44258.9(b): Evidence of credential(s) in order to make a legal assignment or legal documentation on file if assignment made on basis of an option in statute or regulations 23

24. Factors to Consider

25. Career Technical Education Course Defined • Education Code (EC) section 51225.3 (E)(ii) • A course in career technical education means a course in a district-operated CTE program that is aligned to the CTE model curriculum standards and framework adopted by the state board

26. Alternative Methods for Meeting High School Graduation Requirements EC Section 51225.3(b) provides an alternative method for meeting high school graduation requirements – "The governing board, with the active involvement of parents, administrators, teachers, and pupils, shall adopt alternative means for students to complete the prescribed course of study which may include practical demonstration of skills and competencies, supervised work experience or other outside school experience, career technical education courses in high schools, courses offered by regional occupational centers or programs, interdisciplinary study …” 26

27. Alternative Methods for Meeting High School Graduation Requirements Appropriate credential and authorization – If a class is a CTE based class and the school district has a policy that allows granting graduation credits to the class per EC Section 51225.3(b), then it may be taught by the holder of a credential authorizing the teaching of CTE in the specified industry sector. 27

28. NCLB Compliance RequirementsFor Teachers of NCLB Core Academic Subjects 28

29. NCLB Core Academic Subjects English Reading/Language Arts Mathematics Science History Economics Civics/Government Geography Foreign Languages Arts English/language arts/reading Includes reading intervention, RTI² and California High School Exit Examination (CAHSEE)-English classes Mathematics Includes math intervention and CAHSEE-Math classes Biological Sciences, Chemistry, Geosciences, Physics Social Science history, government, economics, geography Foreign Languages (specific) Drama/Theater (English credential) Visual Arts Music Dance (physical education credential) How That Looks in California 29

30. Alternative Methods for Meeting High School Graduation Requirements In terms of meeting the Highly Qualified Teacher (HQT) provision of NCLB for CTE CDE has established policy - If CTE course is an alternative way to meet graduation requirements as stated in EC Section 51225.3(b); and teacher has BA degree, proper credential in their CTE discipline; teacher would meet the HQT provision 30

31. Local Assignment Options & NCLB Additional Considerations – Use of local assignment options in the Education Code for Single Subject Teachers serving in Linked Learning Courses designated as CTE Options for NCLB compliance for teachers serving on a local assignment option 31

32. CBEDS Course Codes Science Y If CTE course is used as an NCLB core class….districts must change the NCLB Core column from U to Y and then add the content area to the NCLB Content Area Category Assigned Name column 32

33. New Courses Content of the class and authorization(s) held are determining factors for appropriate assignment Determination of primary focus of course content and course designation by local level necessary Verify designation by CBEDS Codes, Course Description & Funding Source 33

34. Questions to Ask Flexibility – As CTE designated courses become integrated with academic curriculum, counties and districts need to understand the structure of the program at the high school and ask questions related to the focus of the course and how instruction is delivered. 34

35. Primary Focus of Content Considerations – Does the course have a primary focus on CTE standards and industry sector content? Does the course have a primary focus on academic content standards with some integration of the industry sector content based on the academy theme? 35

36. Co-teaching Considerations – Some integrated courses have a dual emphasis in CTE and academic standards. Co-teaching models and collaborative teaching may be one method for staffing these courses 36

37. Factors Impacting the Increase in Number of New Courses Linked Learning (Multiple Pathways) - Assembly Bill 2648 & Assembly Bill 1304 California Partnership Academies (CPA) - EC § 54690-54697 University of California Curriculum Integration (UCCI) Institutes - 10,000 new CTE integrated curriculum courses this year Alternative Methods for Meeting High School Graduation Requirements - EC §51225.3(b) 37

38. Linked Learning (Multiple Pathways) 2010 CDE Report released (AB 2648) Multiple Pathways to Student Success: Ensuring the New California High School - Study on feasibility of expanding linked learning approach statewide California first state to codify an explicit definition of this high school reform approach Linked learning formerly referred to as Multiple Pathways involves integrating academic and career technical education curriculum and is often focused around an industry sector. Students may be involved in a comprehensive high school program focused on academies or industry-themed pathways. Collaborative process between academic discipline teacher, CTE teacher, and business industry partners 38

39. Linked Learning (Multiple Pathways) AB1304 (Block) expresses Legislative intent that– High school courses provide pupils with linked learning experiences that prepare them for postsecondary success Academic and CTE teachers collaborate Teacher credential candidates have opportunities to learn pedagogical strategies in linked learning Commission may establish a “recognition of study in linked learning” for single subject credentials 39

40. California Partnership Academies (CPA) California Education Code § 54690-54697 CPA model is a three-year program (grades ten-twelve) structured as a school-within-a-school. Academies incorporate integrated rigorous academic and career technical education, business partnerships, mentoring, and internships. High school reform movement focused on smaller learning communities with a career theme. 40

41. Laguna Creek High SchoolGreen Energy Technology Academy (GETA) Example Four Year Structure for a California Partnership Academy

42. Overview of GETA Academy Course Sequence

43. GETA Senior Year • Collaborative/Independent Research • CSUS and ARC Green Energy Class Collaboration • Senior Projects • Internships • Solar/Wind/Biofuel/Energy Companies in Sacramento Region • Certification Programs • Post Secondary Preparation • Applications, Scholarship, Resume Portfolio • College Courses

44. Panel Discussion Decision making process Questions to ask Research options and tools 44

45. Title II Leadership OfficeContact Information Ron Taylor Administrator 916-323-4819 rtaylor@cde.ca.gov Lynda Nichols Consultant 916-323-5822 lynichols@cde.ca.gov Jackie Rose Analyst, Fiscal 916-322-9503 jrose@cde.ca.gov Kelly Heffington Analyst, Data 916-324-5689 kheffington@cde.ca.gov 45

46. Administrator’s Assignment Manual Information on credentials issued, authorizations, and options for employers Assignment Unit – Roxann L. Purdue E-mail: cawassignments@ctc.ca.gov 46