CTE Program of Study KEY ELEMENTS BASIC
ADVANCING
EXEMPLARY
1. PROGRAM OF STUDY Minimum of 2 CTE courses (300 hours) taught by a CTE credentialed teacher. Logical progression of skills and knowledge leading to certification, articulated courses, post-secondary plan. Provides students with experience in and understanding of All Aspects of the Industry.
Meets or exceeds basic and…
Meets or exceeds advancing and…
Each class builds on previous class. Students maintain portfolio of work from one class to next and see connections.
Students take ownership of pathway outcomes and are able to present a post-secondary plan along with portfolio showcasing technical, academic, and job ready skills gained in the pathway.
Course sequence leads to certification, articulated courses, post-secondary plan. Students understand transferable skills gained and know how to use them in reaching future goals.
Students gain and use certifications, articulated credits and have a clear post-secondary plan.
2. OUTCOMES and STANDARDS ALIGNMENT CTE courses have been aligned to CTE MCSs and Common Core academic standards. Students are aware of competencies for course and their progress toward meeting them.
Meets or exceeds basic and…
Meets or exceeds advancing and…
Pathway teachers have articulated desired student outcomes for pathway program. Outcomes are aligned to district and site goals for students.
Pathway outcomes are known to students, parents, advisors and site admin. All units of study are aligned to outcomes and formative data is collected and analyzed to measure student progress toward outcomes.
Students are aware of CTE standards and competencies as well as academic standards covered in each unit of instruction.
3. WORK BASED LEARNING Minimum of 2 guest speakers and 1 industry tour per pathway course per year. Teacher participates in one job shadow or one industry conference per year. Teacher attends advisory committee with 2 or more advisors who work with pathway in some way; and teacher demonstrates commitment to building relationships with industry partners.
Meets or exceeds basic and…
Meets or exceeds advancing and…
Guest speakers and Industry tours integrated into course curriculum and outcomes.
WBL is fully integrated into pathway. All activities lead to culminating pathway WBL experience (ie: Career Portfolio defense to industry expert, community project serving authentic need, internship).
Logical continuum of WBL opportunities from beginning of course to end of course and from beginning of pathway to end of pathway. Teacher uses authentic reading, writing, and technical samples collected from job shadow.
Teacher consistently uses a wide variety of resources gained from job shadows, industry conferences, and ongoing industry partnerships to keep course up to date.
GUHSD 2015-16
CTE Program of Study KEY ELEMENTS BASIC
ADVANCING
EXEMPLARY
4. MENTORING, CTSOs/STUDENT LEADERSHIP Pathway students receive feedback on work from industry partner. Purposeful leadership development happens for all pathway students and all students are aware of CTSO and leadership opportunities.
Meets or exceeds basic and…
Meets or exceeds advancing and…
There is a program in place in the pathway for formal peer, college, OR industry mentoring.
The pathway includes formal peer, college, AND industry partner mentoring. Peer mentoring within pathway is part of students’ leadership experience.
CTSO activities/competitions are part of pathway curriculum and some students participate.
CTSO activities/competitions are part of pathway curriculum so all students participate in some way. Students showcase their leadership experience in a pathway portfolio.
5. PROJECT BASED LEARNING Minimum of one PBL experience per semester that attempts to include the 8 Essential Elements of PBL
Meets or exceeds basic and…
Meets or exceeds advancing and…
Teacher engages in PD and/or peer collaboration to continually reflect on and evaluate effectiveness of PBL units.
Teacher engages in PD and/or peer collaboration to continually reflect on and evaluate effectiveness of PBL units.
Attempts to coordinate PBL within pathway
PBL experiences are vertically aligned within pathway and incorporate WBL, academic integration, and a culminating experience that includes community and industry partners.
Meets or exceeds basic and…
Meets or exceeds advancing and…
CTE teachers work with academic teachers at site to coordinate projects and instruction. Site may have one or two cohorted academic classes within pathway.
Pathway is implementing Linked Learning model of integrating CTE and academics.
Meets or exceeds basic and…
Meets or exceeds advancing and…
Pathway team works with CTE site specialist and site guidance office to coordinate student support for pathway students and collects data on student achievement.
Pathway team has a clearly articulated student support plan and regularly uses a variety of student data to determine effectiveness of support provided.
6. ACADEMIC INTEGRATION CTE Units of instruction include academic knowledge and skills. CTE teacher demonstrates connections between CTE concepts and academic concepts using academic and technical language in instruction. CTE teacher is aware of site literacy plan and regularly includes literacy activities in instruction.
7. STUDENT SUPPORT Teacher is aware of EL, SPED, 504 status of all students and uses SDAIE and other strategies to appropriately differentiate instruction for all learners. Teacher provides feedback and up to date grades to students and parents on a regular basis. Teacher is aware of and refers to all site student support services as appropriate.
GUHSD 2015-16
