Career Technical Education (CTE) And Linked Learning

Credential Counselors and Analysts of California Conference October 2012 Roxann L. Purdue Commission on Teacher Credentialing Lynda Nichols California Department of Education Lloyd McCabe California Department of Education CALIFORNIA DEPARTMENT OF EDUCATION

Tom Torlakson, State Superintendent of Public Instruction

TOM TORLAKSON

State Superintendent of Public Instruction

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

TOM TORLAKSON

State Superintendent of Public Instruction

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 3

TOM TORLAKSON

State Superintendent of Public Instruction

CTE Industry Sectors

Agriculture & Natural Resources Finance & Business Arts, Media, & Entertainment Energy & Utilities Building Trades & Construction Hospitality, Tourism & Recreation Engineering & Design Manufacturing & Product Development Information Technology Education, Child Development & Family Services Marketing, Sales & Service Public Service Fashion & Interior Design Transportation Health Science & Medical Technology 4

TOM TORLAKSON

State Superintendent of Public Instruction

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 5

TOM TORLAKSON

State Superintendent of Public Instruction

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” 6

TOM TORLAKSON

State Superintendent of Public Instruction

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

TOM TORLAKSON

State Superintendent of Public Instruction •

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 8

Title 5 Regulations Effective February 20, 2010

TOM TORLAKSON

State Superintendent of Public Instruction • 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 9

TOM TORLAKSON

State Superintendent of Public Instruction

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 10

TOM TORLAKSON

State Superintendent of Public Instruction

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 11

TOM TORLAKSON

State Superintendent of Public Instruction

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 12

TOM TORLAKSON

State Superintendent of Public Instruction

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 13

SDAIE Authorization

TOM TORLAKSON

State Superintendent of Public Instruction • 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 14

TOM TORLAKSON

State Superintendent of Public Instruction

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 15

TOM TORLAKSON

State Superintendent of Public Instruction

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 16

TOM TORLAKSON

State Superintendent of Public Instruction

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 17

TOM TORLAKSON

State Superintendent of Public Instruction

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 18

TOM TORLAKSON

State Superintendent of Public Instruction

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 19

TOM TORLAKSON

State Superintendent of Public Instruction

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

TOM TORLAKSON

State Superintendent of Public Instruction

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

TOM TORLAKSON

State Superintendent of Public Instruction

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

TOM TORLAKSON

State Superintendent of Public Instruction

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

TOM TORLAKSON

State Superintendent of Public Instruction

Factors to Consider

Credential Held Funding Source Highly Qualified Subject Matter

24

TOM TORLAKSON

State Superintendent of Public Instruction

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 25

TOM TORLAKSON

State Superintendent of Public Instruction

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

Alternative Methods for Meeting High School Graduation Requirements TOM TORLAKSON

State Superintendent of Public Instruction

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.

TOM TORLAKSON

State Superintendent of Public Instruction

NCLB Compliance Requirements For Teachers of NCLB Core Academic Subjects

NCLB Highly Qualified Teacher Bachelor’s Degree APPROPRIATE California Credential Currently enrolled in approved intern program Subject Matter Competency

TOM TORLAKSON

State Superintendent of Public Instruction

NCLB Core Academic Subjects

• English • Reading/Language Arts • • Mathematics • Science • • History • Economics • • • • Civics/Government • Geography • Foreign Languages • Arts • • • • •

How That Looks in California

English/language arts/reading – Includes reading intervention, RTI ² 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)

TOM TORLAKSON

State Superintendent of Public Instruction

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

TOM TORLAKSON

State Superintendent of Public Instruction

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

CBEDS Course Codes

Science 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

TOM TORLAKSON

State Superintendent of Public Instruction

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

TOM TORLAKSON

State Superintendent of Public Instruction

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.

TOM TORLAKSON

State Superintendent of Public Instruction

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?

TOM TORLAKSON

State Superintendent of Public Instruction

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

TOM TORLAKSON

State Superintendent of Public Instruction

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 )

TOM TORLAKSON

State Superintendent of Public Instruction

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

TOM TORLAKSON

State Superintendent of Public Instruction

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

TOM TORLAKSON

State Superintendent of Public Instruction

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.

TOM TORLAKSON

State Superintendent of Public Instruction

Laguna Creek High School Green Energy Technology Academy (GETA)

Example Four Year Structure for a California Partnership Academy

TOM TORLAKSON

State Superintendent Year Dept.

English Freshman Sophomore

Overview of GETA Academy Course Sequence

GETA English 9 GETA English 10

Social Studies

GETA Geography

Science (Sr. Yr. Math)

GETA Biology GETA World History GETA Physics

CTE Course

Introduction to Green Technology Green Tech I Solar & Wind

Junior Senior

GETA English 11 GETA English 12 GETA US History GETA US Govt. & Econ GETA Chemistry GETA Statistics (In place of Science) Green Tech II Biofuels & Elect. Vehicles Green Tech III Research, Internships, Cert. Programs

TOM TORLAKSON

State Superintendent of Public Instruction

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

Panel Discussion

TOM TORLAKSON

State Superintendent of Public Instruction • Decision making process • Questions to ask • Research options and tools

TOM TORLAKSON

State Superintendent of Public Instruction

Title II Leadership Office Contact Information

• Ron Taylor Administrator 916-323-4819 [email protected]

• Lynda Nichols Consultant 916-323-5822 [email protected]

• Jackie Rose Analyst, Fiscal 916-322-9503 [email protected]

• Kelly Heffington Analyst, Data 916-324-5689 [email protected]

Administrator’s Assignment Manual

TOM TORLAKSON

State Superintendent of Public Instruction • Information on credentials issued, authorizations, and options for employers • Assignment Unit – Roxann L. Purdue E-mail: [email protected]