Division of Career and Adult Education Florida Energy Teachers Network June 13-14, 2011 Eric Owens/Kathryn Frederick This presentation will probably involve audience discussion, which will create action items. Use PowerPoint to keep track of these action items during your presentation In Slide Show, click on the right mouse button Select “Meeting Minder” Select the “Action Items” tab Type in action items as they come up Click OK to dismiss this box This will automatically create an Action Item slide at the end of your presentation with your points entered.

Creating the Next Generation Occupation Standards for Career & Technical Education Florida Department of Education Division of Career and Adult Education

Creating the Next Generation Standards for Career & Technical Education Programs is Important to Florida’s Economic Development Economic Development #1 issue identified by business/industry seeking to relocate or expand their business in Florida: #1 issue identified by business/industry seeking to relocate or expand their business in Florida: Is the skilled workforce or “talent” available? Ensuring that Florida’s career and technical education program standards are aligned with the needs of business and industry is a major component Ensuring that Florida’s career and technical education program standards are aligned with the needs of business and industry is a major component Citizens Citizens Seeking educational opportunities that will prepare them for high-skill, high-wage, high-demand occupations Seeking educational opportunities that will prepare them for high-skill, high-wage, high-demand occupations

In order to ensure that Florida has the skilled workforce to “grow” the economy: OccupationPrograms School Districts Community Colleges & other providers Skilled Workforce Identify occupations important to Florida’s economic development Create the educational programs that prepare individuals for employment in the occupation Next Generation Standards Deliver the educational program

The Division of Career and Adult Education is responsible for : Developing the educational programs that will prepare individuals for the occupations that are important to Florida’s economic development. The Goal: Align Workforce Education Programs with Skill Requirements of the New Economy Right OccupationsRight Programs Right Time

Division of Career and Adult Education Career and Adult Education has the responsibility for the development of curriculum frameworks for career and technical education programs from middle school through AS degrees Career and Adult Education has the responsibility for the development of curriculum frameworks for career and technical education programs from middle school through AS degrees

Architecture & Construction Curriculum Consortium Human Services Curriculum Consortium Hospitality & Tourism Curriculum Consortium Health Science Curriculum Consortium STEM Curriculum Consortium Marketing, Sales & Service Curriculum Consortium Manufacturing Curriculum Consortium Agriculture, Food & Natural Resources Curriculum Consortium Education & Training Curriculum Consortium Information Technology Curriculum Consortium Government & Public Administration Curriculum Consortium Transportation, Distribution & Logistics Curriculum Consortium Law, Public Safety & Security Curriculum Consortium Financial Services Curriculum Consortium Business, Management & Administration Curriculum Consortium Arts, A/V Technology & Communication Curriculum Consortium Career Clusters Energy Curriculum Consortium

Division of Career and Adult Education Each program curriculum framework includes the technical and academic skills that are essential to the career/occupation. “What a student needs to know and be able to do.” Each program curriculum framework includes the technical and academic skills that are essential to the career/occupation. “What a student needs to know and be able to do.” The development of each curriculum framework must involve all stakeholders, with business and industry taking the lead in identifying the required technical and academic skills The development of each curriculum framework must involve all stakeholders, with business and industry taking the lead in identifying the required technical and academic skills

Curriculum Development and Revision Process Florida law requires programs be updated at least every 3 years Florida law requires programs be updated at least every 3 years In the past, staff has worked with partners to update existing programs and develop new programs In the past, staff has worked with partners to update existing programs and develop new programs However, the process has not been comprehensive, consistent, inclusive or as transparent as it should be However, the process has not been comprehensive, consistent, inclusive or as transparent as it should be

The Process for Creating the Next Generation of Standards for Career & Technical Education Programs The Process will be: Driven by business and industry Driven by business and industry Inclusive/all stakeholders Inclusive/all stakeholders Comprehensive Comprehensive Consistent Consistent Transparent Transparent On-going On-going Guiding Principals

Steering Committee Architecture & Construction Curriculum Consortium Human Services Curriculum Consortium Hospitality & Tourism Curriculum Consortium Health Science Curriculum Consortium STEM Curriculum Consortium Marketing, Sales & Service Curriculum Consortium Manufacturing Curriculum Consortium Agriculture, Food & Natural Resources Curriculum Consortium Education & Training Curriculum Consortium Information Technology Curriculum Consortium Government & Public Administration Curriculum Consortium Transportation, Distribution & Logistics Curriculum Consortium Law, Public Safety & Security Curriculum Consortium Financial Services Curriculum Consortium Business, Management & Administration Curriculum Consortium Arts, A/V Technology & Communication Curriculum Consortium Next Generation Standards for Career & Technical Education Development Process Energy Curriculum Consortium

Next Generation Standards for Career & Technical Education Steering Committee The role of the Steering Committee is to: Provide guidance to and oversight of the entire process Provide guidance to and oversight of the entire process Approve the program of work for each career cluster Approve the program of work for each career cluster

Career Cluster Working Group* Representation Business/Industry Business/Industry Professional/Trade Association(s) representing business and industry Professional/Trade Association(s) representing business and industry Regional Workforce Board Regional Workforce Board Banner Center (if available) Banner Center (if available) Local/Regional Economic Development Organization Local/Regional Economic Development Organization Regulatory Agency(ies) Regulatory Agency(ies) Secondary Sector Secondary Sector Postsecondary School District Sector Postsecondary School District Sector Community College Sector Community College Sector DOE Cluster State Supervisor (staff) DOE Cluster State Supervisor (staff) * Each working group will be chaired by a business/industry representative and co- chaired by an educator.

Team Betsy Levingston, Chair - Lakeland Electric Betsy Levingston, Chair - Lakeland Electric Jennifer Grove, Co-chair - Gulf Power Jennifer Grove, Co-chair - Gulf Power Industry Members Carol Higley - JEA Carol Higley - JEA Sharon Patterson - JEA Sharon Patterson - JEA Susan Van Buren - CHELCO Susan Van Buren - CHELCO Valerie Taylor - Center for Energy Workforce Development Valerie Taylor - Center for Energy Workforce Development Horace Robertson - Secretary Treasure, Consortium for Entrepreneurship Education Horace Robertson - Secretary Treasure, Consortium for Entrepreneurship Education Education Members Jose Farinos - Dean, Advanced Technology Division, IRRC/Banner Center for Energy Jose Farinos - Dean, Advanced Technology Division, IRRC/Banner Center for Energy Jody Bryant - Westside Tech Jody Bryant - Westside Tech Rick Frazier - Workforce Training & Business Services, Tallahassee Community College Rick Frazier - Workforce Training & Business Services, Tallahassee Community College

Goals for Working Committee Review information regarding occupations that are important to Florida’s economic development Review information regarding occupations that are important to Florida’s economic development Compare this with training programs that are currently available in Florida’s public educational system Compare this with training programs that are currently available in Florida’s public educational system Identify occupations we should be preparing for and frameworks that need revising Identify occupations we should be preparing for and frameworks that need revising Develop a 3-year program of work Develop a 3-year program of work

Energy Curriculum Consortium Working Group Develop new program frameworks Revise/delete existing frameworks Consolidate existing frameworks Next Generation Standards What an individual needs to know and be able to do Program Committee Manage/oversee the process Identify occupations Develop 3-year program of work Oversee implementation of program of work strategies, timeline & participants Membership: Secondary Technical Center Community College Business/Industry Workforce Board Banner Center Regulatory Agency... etc. Example of Career Cluster Consortium Working Group Process New or Revised Curriculum Frameworks

CTE/Academic Alignment WHY? WHY? 1990 Federal legislation encouraged the integration of academic and vocational education 1990 Federal legislation encouraged the integration of academic and vocational education The Carl D. Perkins Act requires promoting “the development of services and activities that integrate rigorous and challenging academic and career instruction The Carl D. Perkins Act requires promoting “the development of services and activities that integrate rigorous and challenging academic and career instruction There are State laws requiring “applied, integrated, and combined courses that provide flexibility for students to enroll in courses that are creative and meet individual learning styles and student needs.” There are State laws requiring “applied, integrated, and combined courses that provide flexibility for students to enroll in courses that are creative and meet individual learning styles and student needs.” The Career and Professional Education Act requires a rigorous academic curriculum integrated with a career curriculum. The Career and Professional Education Act requires a rigorous academic curriculum integrated with a career curriculum. And…………… And……………

RTTT (Race To The Top)

How are courses aligned? Courses with high math or science content are identified by the Program Specialists Courses with high math or science content are identified by the Program Specialists Expert academic and CTE teachers are identified Expert academic and CTE teachers are identified Teams are created from these experts to review the courses Teams are created from these experts to review the courses Where applicable, the courses are aligned with current Math and/or Science NGSSS Where applicable, the courses are aligned with current Math and/or Science NGSSS Additional math or science concepts needed are identified Additional math or science concepts needed are identified

Focused on the task