1. SLC & CTE “Making the Merge Work”
There are many initiatives that connect very well with SLC efforts in the district. The A-G and CTE efforts as you will see are strongly supported by the secondary redesign of schools.

2. Changing school culture is not easy and creates difficulty for some people. We have all been students in the traditional high school model. The universities trained us to work in the traditional high school model. The pressure of our peers once we begin working in a traditional model is to maintain the structure as it has been for over 100 years.

3. “Is this CTE progress or CTE chaos?”

4. Is the core teacher now responsible?
“Teacher Does it All”
Is the core teacher now responsible?
Content Standards
CTE Attributes
CTE Standards
SLC Theme
Internships

5. Students: College Prepared & Career Ready
Operational Initiatives
The Bridge
Instructional Practice
A-G Implementation
CTE Pathways
Small Learning Communities
Small Schools
Personalized Learning Environments
California Partnership Academies (CPA)
CRRE Education
English Learner Strategies
Personalization
21st Century Skills
AVID Strategies
Rigor and Relevance Framework

6. SLC Vision Building Common Vision Developing an Instructional Plan
Creating Personalization
Building Supportive Structures (Purity/CS/Partners)
Aligning SLC Themes to CTE Pathways
Using resources and services to support the SLC Vision
In discussing school change I always ask that we look at change as a systems change, not a simple fix. Example of a simple fix has been the introduction of the after school intervention programs that were not put in place with other fixes that coordinate and lead to improvement over time for student achievement.

7. Improving Student Achievement
Personalization
Curriculum,
Instruction,
& Assessment
Structure
IMPROVED STUDENT ACHIEVEMENT
The heart of the systems change, once a strong vision is in place, is the need to determine the school structures that are required based on the planning around instructional needs and personalization efforts. Form follows function. Unfortunately, without looking at the changes through a systems lens, we get schools and leadership beginning their thinking around the structure, without really knowing what we want a change in structure to do for us.

8. “College Prepared, Career Ready”
CTE is NOT Vocational Ed Combination of Academic (Rigor) & Occupational Knowledge
“College Prepared, Career Ready”
LAUSD Superintendent Brewer
CTE Elements
Definition
Career Technical Education
LAUSD
Initiatives
#1 – CTE Courses
CTE Sequence, Framework
Sector/ Pathways, &
Culminate w/Certificate
#2 - CTE Courses
Align w/SLC Vision & Identity
Collaboration, Block Schedule, Provide Project Based Learning
#3 – CTE Programs should have:
Industry/Business partners.
Trade advisory meetings.
Post secondary articulations.
SLC – Bulletin 1600
A-G Requirements
Instruction/CRRE/MCD/EL
CTE Graduation
Dropout Recovery
Perkins Grant
Prop 1D/QZAB
Regional Occupational (ROP)
California Partnership Academy (CPA)
A program of study that involves a multi-year sequence of courses that integrates core academic knowledge with technical and occupational knowledge to provide students with a pathway to postsecondary education and careers.
(CA Dept. of Ed)
CTE is not about vocational education any longer. In the past, and possibly to some degree in the present, vocational education has been a tracking tool for students. In our SLC attributes, the equity issue is a major topic for some schools, because of public high schools history of using vocational education as a sorting tool. CTE and A-G together prepare kids to become college prepared and career ready. You see in the definition of CTE by the CDE that it supports students to have a pathway for post-secondary opportunities that are both educational and career preparation. You can see in the Board of Educations policy statement during the Fall 2004 school year that SLCs have the goal of improving academic achievement for all students; raising the graduation rate and lowering the drop out rate; and preparing all students for post-secondary opportunities, both educationally and work related. CTE, like SLCs, relate to many district initiatives, and we can probably make a case for others as well. The CTE elements include students taking a sequence of courses, two or three or more within a given pathway as identified by the CDE. Courses and the sequence align very closely with the LAUSD Attributes, and the structures and practices that we would frequently find in SLC and small schools. It provides for sustainability of the program through close work with community partners, both university and business. The CTE course offerings and framework (show materials) connect the CTE courses to the State Core Content Standards. The connection is meant to provide contextual learning for students, to take the abstraction of the core content, as frequently delivered, and provide context for it. You will see this connection shortly. You might say that CTE is the personalization of the content.
CTE = Vocational Ed
Created by C. Young, SIF LD8

9. CTE/A-G Connection Tool
1. School Complex/SLC
2. CA Industry Sectors
3. Career Pathways
4. Courses Available
5. Courses Needed
SLC Name:
SLC Vision:
SLC Thematic Electives:
(Refer to your Approved SLC Design Proposals)
(Refer to the Industry Sector/ Career Pathway Matrix)
(Refer to your Site CL17 or UC/CSU Approved Course List to list courses available presently)
(Refer to the ROP list or LAUSD New Course Offering Bulletin)
Walk you through the use of this tool that makes the connection of CTE and A-G from an operational perspective possible.

10. Career Pathways
CDE has developed these 15 industrial sectors and suggested the career pathways that are possible for each.

11. Career Technical Education
CTE Course Sequence
Career Technical Education requires a multi-level sequence of courses
Concentrator
Introductory
Capstone
The typical three course sequence includes an introductory course, a concentrator class, and a capstone experience or course. This is where you hear from schools that with all of the A-G requirements that schools are unable to meet the required course offerings. If you remember Rex, this is where the work does get messy, but not impossible. It requires some thinking on the part of SLC Lead Teachers and Administrators, and it will take strong support from counselors and APSCS from around the district.. The tools that we have developed to help schools can help to make all three of these intiatives doable together.
Concentrator Class –
Reinforces the initial skills, vocabulary, and allows to students a focused concentration on learning.
Capstone Class –
A course which requires students to make real life application of the academic and technical knowledge learned within the pathway.
Introductory Class –
Provides students an entrance into the field of learning.
Created by C. Young, SIF LD8

12. IGP with A-G Requirements
The instructional piece is symbolized by the Individualized Graduation Plan. It meets many needs if implemented appropriately, and not as a mandate because then like all initiatives it becomes another compliance issue to school personnel. That lack of ownership for initiatives is the high school initiative killer.

13. A-G Requirements
a l History/Social Science – 2 years required Two years of history/social science, including one year of world history, cultures and geography; and one year of U.S. history or one-half year of U.S. history and one-half year of civics or American government.
b l English – 4 years required Four years of college-preparatory English that include frequent and regular writing, and reading of classic and modern literature. No more than one year of ESL-type courses can be used to meet this requirement.
c l Mathematics – 3 years required, 4 years recommended Three years of college-preparatory mathematics that include the topics covered in elementary and advanced algebra and two- and three-dimensional geometry. Approved integrated math courses may be used to fulfill part or all of this requirement, as may math courses taken in the seventh and eighth grades that your high school accepts as equivalent to its own math courses.
d l Laboratory Science – 2 years required, 3 years recommended Two years of laboratory science providing fundamental knowledge in at least two of these three foundational subjects: biology, chemistry and physics. Advanced laboratory science classes that have biology, chemistry or physics as prerequisites and offer substantial additional material may be used to fulfill this requirement, as may the final two years of an approved three-year integrated science program that provides rigorous coverage of at least two of the three foundational subjects.
e l Language Other than English – 2 years required, 3 years recommended Two years of the same language other than English. Courses should emphasize speaking and understanding, and include instruction in grammar, vocabulary, reading, composition and culture. Courses in languages other than English taken in the seventh and eighth grades may be used to fulfill part of this requirement if your high school accepts them as equivalent to its own courses.
f l Visual and Performing Arts (VPA) – 1 year required A single yearlong approved arts course from a single VPA discipline: dance, drama/theater, music or visual art.
g l College-Preparatory Electives – 1 year required One year (two semesters), in addition to those required in "a-f" above, chosen from the following areas: visual and performing arts (non-introductory level courses), history, social science, English, advanced mathematics, laboratory science and language other than English (a third year in the language used for the "e" requirement or two years of another language).
We all know the A-G requirements, and when we add additional issues such as the new physical education requirement for students not passing the Fitness Assessments, it causes greater difficulty for comprehensive and SLC/small schools to implement the A-G and CTE policies.

14. Development of CTE Sequence within a Business SLC
School Complex/SLC
CA Industry Sectors
Career Pathways
Courses Available
Courses Needed
BIZ SLC Vision
Business Vision
Finance Vision
Entrepreneurship Vision
Finance and Business
Information
Technology
Marketing, Sales, Service
Accounting
E-commerce
Banking and Related Services
Entrepreneurship
Professional Sales and Marketing
Media Support Services
(Use CL17 to list courses available presently)
ROP course offerings
Other LAUSD approved courses
New and Experimental Course Bulletin
Exploratory work experience or internships
College or adult courses
Occupational Center courses
An example of one of our SLC called BIZ. It has three components within it because it began as California Partnership Academies and is now growing into an SLC. This SLC covers several different Industrial Sectors to address the interests of the students. Within that sector, there are overlapping career pathways. This overlap is one way to make it possible to meet the CTE sequence requirements, and you will see that it also assists in meeting the A-G structural requirements as well. Once an SLC has determined the sectors and pathways based on its vision, they begin looking at the CL17 which lists the approved LAUSD courses, and then they can determine the other courses needed to meet the needs of the CTE pathway. Those courses come from ROP, Internships, College or Adult courses, and possibly the occupational centers. You will see in a moment that some of the ROP courses meet A-G requirements and have been approved. You have copies of two that are approved and DACE is pushing for additional courses to be added to these.

15. CTE Business SLC CTE Introductory Courses CTE Concentration Courses
CTE Capstone Courses
Business Organization
Introduction to Business Careers
Introduction to Graphic
Communications
Business Law
English 10 (with a business emphasis) (B)
Business English
Business Management
Consumer Economic Law
Technology
Graphic Communications: Digital Imaging*
Business Economics* (G)
Graphic
Communications: Digital Imaging*
Commercial Photographer*
Desktop Publisher
Store Manager/Small Business Ownership*(G)
AP Economics
AP Microeconomics
AP Macroeconomics
Business Internship
Looking at the business example, you might see opportunities and options such as above. Note that the CTE approved courses for A-G have a letter after them, and note that core courses can meet some CTE sequence requirements. Look at English 10 in an SLC, using the adopted district curriculum and by placing emphasis on language and business writing when appropriate, this core course within an SLC can meet dual requirements. Also, you can see that AP courses can be used to meet sequence requirements as well. This allows us to create, what UCLA calls, “MULTIPLE PATHWAYS” for students who do not see themselves at this time going into the working world, but directly to university or college. They still have the opportunity to gain valuable learning experiences and gain exposure to other directions for them to take in their decision-making process.
General Fund
(* ROP)
Adult School
Community Colleges

16. Graphic Arts Technology (GAT)
CTE
Graphic Arts Technology (GAT)
CTE Introductory Courses
CTE Concentration Courses
CTE Capstone Courses
Exploring Technology
Technology Core
Drafting
Graphic
Communications (Introduction)
Graphic Arts/ Communications
Communications: Digital Prepress*
Communications
Technology
Photography Production
(a-g)
Graphic Communications: Presswork*
Desktop Publisher*
Photography*
AP Photography
AP Studio Art
Internship
Similarly, for students choosing arts related SLCs you can see the opportunity for students to meet their sequence and meet the A-G requirements as well.
General Fund
(* ROP)
Adult School
Community Colleges

17. California Career Technical Education: 21st Century Standards
Teach rigorous academic concepts within the CTE curriculum
Replace the narrow job-skill-oriented vocational programs of the past
Link CTE courses directly to ELA, Math, Science, History and Arts standards
CDE defines CTE in these three ways. There is a lot of push back from the community and educators that CTE is still vocational education, but you can see that the expectation is that CTE courses are to prepare kids for a world of work that we do not even know about yet. US Dept of Labor tells us that for students in middle school and below, that the work force for them is not yet well defined. 60% of their jobs have not yet even been created. We need to prepare kids for a world that presently may not exist. This is the power of the A-G and CTE courses being offered side by side around this definition.

18. SLC and CTE Planning Sheet/ PIRATE HEALTH AND FITNESS - PiFi
Tasks:
Identify industry sector (s) and career pathways that best align to your SLC and the current course offerings at the site.
Develop a possible CTE scope and sequence using the three course levels of CTE.
Identify existing electives that support and determine course needs to complete the three levels of your CTE sequence.
(Using the CL17 and the UC A-G approved course list)
CTE Course Sequence
Career
Pathway
Partnerships
Possibilities
Selected Pathways ->
Support Services
Therapeutic Services
Food, Science, Nutrition
UCLA Harbor Medical
Little Co of Mary
Kaiser Hospital
Level 1
Introductory
Course
9-10th Grade
Medical Terminology
Team Sport
Body Dynamics
Foods/Nutrition
Speakers from the Partners
Introductory Fieldtrip
Level 2
Concentrator
11-12th Grade
Chemistry
Algebra 2
Physiology/
Anatomy
Med. Term (Nursing-CNA)
AP Biology
Sports Therapy
Sports Medicine (ROP)
Physiology
Food Nutrition 2
Fieldtrips to Work Sites
Career Job Shadowing
Career SPHS
Health Fair
Level 3
Capstone
AP Environmental Science
PE Leadership
Physical Therapy (ROP)
AP Physics
Physics
Beyond School Internship –
Health/HMO Groups
Community Free Clinics
Internship
Opportunity
UCLA Harbor Medical Center
SPHS Student Community Health Fair
Summer Internships/Jobs
Community Service /Volunteer
Little Co. of Mary
UCLA Health
Foundation

19. Summary A-G Provides Instructional Rigor
CTE Provides Academic Personalization
SLC Provides the Structure to Bring Both Together
In summary rigorous instruction must be the heart of our educational process. However, we know that if we improve instructional practice without connecting to kids, our best intentioned initiatives will not succeed. Ownership of the outcomes (student achievement) must be part of the expectation for each teacher and administrator. When we gain that kind of personalization with continually looking at improving our instructional practices will we have the best opportunity to reach every student and prepare every student for post-secondary options once they have successfully graduated from our high schools. SLC/CTE/ and A-G is perfect combination to allow us to reach these goals.