1. High Quality CTE Programs in Charter Schools
Lee O’Neal, CTE Regional Consultant, Central Region
Stephen Kelley, Instructional Management Consultant

2. Session Description
Credentials? Career Clusters? Endorsements? State Assessments? Course numbers? Pathways? The Career and Technical Education division of DPI supports all LEAs and charter schools with innovative state curriculum aligned to pathways in the 16 national career clusters. In this session, participants will learn how to access materials, services and support groups to build and sustain a high quality CTE program.

3. What is Career and Technical Education?

4. Definitions
Concentrator--a student who completes a CTE pathway (four specific courses with one being a completer).
Completer--a second or third level course that builds on skills from previous courses.
Credential--an industry recognized certification validating knowledge and skill required for specific occupations
Career Pathway--sequence of courses specific to occupations, work based learning,
Career Cluster--organization of occupations to facilitate design of curriculum and instruction.
Endorsements--indicate that students have completed specific course concentrations preparing them to be ready for college or careers. The five endorsements are: Career, College, College/UNC, NC Academic Scholars, and Global Languages.
Career and Technical Student Organization--co-curricular program specific student club.

5. Common CTE Acronyms CTE--Career and Technical Education
CTSO-Career and Technical Student Organization
DECA (Distributive Education Clubs of America) *Marketing Ed.
FBLA (Future Business Leaders of America) *Bus. & Info. Tech. Ed.
FCCLA (Family, Career & Community Leaders of America) *Family & Consumer Sci. Ed.
FFA (National FFA Organization) *Agriculture Ed.
HOSA (HOSA-Future Health Professionals) *Health Sci. Ed.
Skills USA *Trade & Industrial Ed.
TSA (Technology Student Association) *Technology Ed.
IMC-Instructional Management Coordinator
PPOC-Primary Point of Contact
SOCA-Status of Curriculum and Assessment
SAP-State Assessment Program
LCO-Local Course Option

6. Documents in Conference in Wiki
CTE Essential Standards
Credentials By Course
Credentials Report
Status of Curriculum
Career Clusters Guide
Developing High Quality CTE Programs Through Business Engagement
High Quality CTE Programs Framework
NC Graduation Requirements
NC Career & Technical Student Organizations (CTSOs)
This Presentation

7. Criteria of High Quality CTE Programs
Standards-aligned and integrated curriculum
Sequencing and articulation
Student assessment
Prepared and effective program staff
Engaging instructional strategies
Access and equity
Facilities and equipment
Business and computer partnerships
Career development
Career & Technical Student Organizations
Work-based learning
Data and outcomes
Delivered to Student Via
Rigorous and Robust Career Pathway

8. DPI-CTE Division Services
State Program Area Consultants
Agriculture Education
Business, Finance, & Information Technology
Family and Consumer Science
Health Sciences
Marketing & Entrepreneurship Education
Technology, Engineering, & Design Education
Trade & Industrial Education
State Conferences
Annual Summer Conference in July
Bi-annual Directors conference
Bi-annual Instructional Management Coordinators conference
Annual Special Populations & Career Development Coordinators conference
State Support Services
Instructional Management
Work-based Learning
Civil Rights/Special Populations
State Regional Services/Local Planning
Monthly regional meetings with District CTE Administrators
Monthly regional meetings with District/School Instructional Management Coordinators
Bi-annual meetings with Special Populations & Career Development Coordinators
On-site & remote support for all areas of CTE Implementation

9. State Organization Chart

10. CTE Regional Services Zones
Western
Lisa Conger
Northwest
Marty Tobey
Central
Lee O’Neal
Northeast
Christina Harris
Southeast Southwest
John Kirkman Ann Callicutt

11. Curriculum and Assessment

12. Purpose Federal Carl D. Perkins Act Federal Accountability State
Satisfy Federal Requirement
State Accountability
Teacher Effectiveness (EVAAS)
Program Improvement
The purpose of CTE State Assessment serves many purposes. The first, and most prominent reason is to cover the Carl D. Perkins Act. Part of this act provides federal funding into NC for Career and Technical Education programs, of which NC and the U.S. Department of Education has an agreement of how we obtain technical attainment (measure of students). The second is for state accountability purposes, of which it has its own processes in place to make sure we are in compliance with our federal requirement, individual teacher and school effectiveness, and ways the state can improve curriculum offered by our state.

13. Who Participates
Per State Board of Education policy GCS-A-016, all eligible students shall participate in the administration of the NC CTE State Assessments.
Regardless of the grade level in which the course is offered, students enrolled in courses in which CTE State Assessments are required shall take the appropriate assessment at the completion of the course.

14. Administration Identification Needed
Site:
EDDIE
CTE Directors
should be identified in EDDIE as “Career Technology”
IMC (Instructional Management Coordinator)
should be identified in EDDIE as “CTE Instructional Management Coord”
Many of the state’s systems refer or verify authoritative users through the EDDIE system.

15. Access to Curriculum Resources and Testing Materials
NC Education
Instructional Materials
Blueprints
Curriculum Guides
Testing Materials
Assessments
Guides
Handbooks
Policy/Law Materials
Memos
Vault (SFTP) *replacing FILR
Secure upload and download of state and federal files
Medical Waiver Upload and Feedback
WorkKey Certificates
Enrollment Files
Access to most NC CTE applications start with an NC Education account. Instructional, Testing, Policy, and Confidential Documents are located in either a Moodle or SFTP type system. All of which, require a NC Education account. *Make sure to use school emai, as personal s not issued by your employer will be denied.

16. Moodles Site: https://center.ncsu.edu/nccte-moodle
Administration
Directors *
Instructional Management *
Career Development
Special Populations
Agriculture
Business
Family and Consumer Science
Health Science
Marketing
Technology
Trade and Industrial
Notes Directors/IMCs may provide teachers with program area Moodle Keys, providing the teacher is employed in that program area. (Ex. A business teacher should not receive a Agriculture Moodle key)
*Must Request Access
Your NC Education account will be needed to access any NC CTE Moodle. CTE Directors and Instructional Management Moodles are set to manual enroll, which means one must contact the their assigned CTE Regional Coordinator for access. If you are given access to either the Director or IMC Moodles, you may provide Moodle keys to your teachers in your school/school system. Directors or IMCs may provide teachers these keys if they actually teach a course in the program area. It is considered irresponsible for a Director or IMC to give a program area key to a teacher outside their program area. An example of what not to do would be providing a business teacher with an Agriculture program area Moodle key. So what is inside these Moodles? For CTE Directors information may include: state and federal accountability, fiscal management and compliance, human resource, state and federal policies/laws, state memos/guidance, and much more. For the IMC, there are several sub Moodles: 1) IMC PLC, 2) NC CTE State Assessment, 3) IMC Induction, and 4) CTE State Assessment Training Moodles. The IMC PLC mainly contains curriculum and instruction information materials. NC CTE State Assessments contains all CTE State Assessment information--including guides from NCTest, CTE State Training contains a CTE State Assessment Training for IMCs, building level coordinators, and classroom administrator. The IMC Induction Moodle is only used for those IMCs going through the process of obtaining their 830 IMC license. Finally, there are program area Moodles for the various program areas for teachers. Here they will find all the state resources needed to help them with their instruction of the state approved courses they teach.

17. Director Moodle Directors Accountability (Program)
Curriculum/Credentials
Fiscal Mgt. & Compliance
Human Resources
Community Partnerships
State/Federal Law/Policy Updates
State Memos

18. Instructional Management PLC
Instructional Management Coordinator
IMC PLC
Curriculum Mgt & Instruction
Professional Development
Accountability (Technical Attainment)

19. NC CTE State Assessments
Testing Guides
Testing Handbooks

20. CTE State Assessment Training
Policy (80%)

21. Program Area Moodles
Teachers
Access to Curriculum Materials

22. CTE State Assessments Training
IMC User Group Meetings
Site:
NC CTE State Assessment Policy and Procedures Handbook
Projected availability date in mid-October
Posted to NC CTE State Assessment Moodle
80/20 (Online/F2F)
CTE State Assessment Training | CA
CTE State Assessment Training | BLC
CTE State Assessment Training | IMC
State Assessments
NCTest (majority)
Online or Paper-Pencil

23. Credentials in Lieu of CTE State Assessments
Credentials In Lieu of CTE State Assessment Facts:
Credential must contain 80% of course content
Annually reviewed by state consultants
List on the CTE Status of Curriculum and Assessment (SOCA)
In some cases, credentials must be entered in NCCTE Admin as “met” or “not met”, where the state is unable to obtain from authoritative source
If student does not pass credential, it is expected they take the state assessment
SOCA document located in the Director and IMC Moodles

24. Transcript Endorsements
Career
Future Ready Core Math 1-3
4th Math aligned to career plans
CTE Concentration
Unweighted GPA 2.6
1 Industry Recognized Credential (includes Work Keys)
College
4th math meet UNC or CC requirements
Unweighted GPA 2.5
College/UNC
4th math meet UNC requirements
Unweighted GPA 3.5
3 Science
3 Social Studies
2 World Languages
4 Electives (specific)
3 Higher level courses

25. Local Course Options (LCO)
Purpose of LCO is to have a course that fills a local need.
Example: Marine Biology (available only at the coast)
LCO application must be on file.
submitted/approved by your local CTE Regional Coordinator
Deadline is October 1, 2016 for implementation in school year.
LCO Assessments.
Entered in NCCTE Admin as “met” or “not met”
Maybe credential

26. Criteria of High Quality CTE Programs
Standards-aligned and integrated curriculum
Sequencing and articulation
Student assessment
Prepared and effective program staff
Engaging instructional strategies
Access and equity
Facilities and equipment
Business and computer partnerships
Career development
Career & Technical Student Organizations
Work-based learning
Data and outcomes
Delivered to Student Via
Rigorous and Robust Career Pathway

27. Pathway Approach
Pathways to Prosperty Research from Harvard University
/Pathways_to_Prosperity_Feb pdf?sequence=1
Mission of CTE
The mission of Career and Technical Education is to empower students to be successful citizens, workers and leaders in a global economy.

28. Let’s Build A Pathway Simulation Activity

29. Labor Market Data
Based on labor market data from our local Workforce Development Board, the need for health care workers, especially entry level positions, will increase in our area 14.6% over the next 6-7 years %20NC%20Employment%20Projections%20Summary_Final.pdf
The regional asset mapping that occurred in the region in August suggested that Health Care was the second largest sector for growth. This need was confirmed by the three workforce development boards that serve our region and the Star Jobs Report for each cluster.

30. Who Will Be Your Pathway Partnership Members?
Charter School Personnel
Employers
PostSecondary Institutions
Other Intermediaries
Workforce Development
Chamber of Commerce
3 Min

31. What Jobs Will Students Qualify For?

32. What Courses Would You Offer
5 Min
What Courses Would You Offer
View Essential Standards and Graduation Requirements

33. What Credentials Would You Offer?
3 Min
View Credentials by Course and/or Credentials Report

34. What Work Based Learning Opportunities Would You Provide?
View NC CTSO document and consider other types of work-based learning.

35. What does Career Counseling & Advising Look Like?

36. Completed Pathway: How does yours compare?

37. Conclusion—Exit Ticket
Credentials?
Career Clusters?
Endorsements?
State Assessments?
Course numbers?
Pathways?
Access materials?
Services?
Support groups?
High quality CTE program?
What questions remain?
How can we be of service?
Would you like your regional coordinator to contact you? If yes, put contact info.