1. Let’s begin with Introductions
Welcome Theme Team!
Let’s begin with Introductions

2. Introduction to CTE
Middle-level CTE Regulation and Curricular Guidance Project
The purpose of our meeting today is to make important decisions about the curriculum framework for Introduction to CTE
This is our opportunity to create guidance that will steer instruction statewide. This work will be done as a partnership between NYSED, CTE TAC, and the CTE professional organizations, with the CTE TAC coordinating the work.
Next slide-Presentation Topics

3. Topics for Today Commissioner's Regulation 100.4 Current Regulation
Teacher Certification
Introduction to CTE Curricular Guidance
Theme Team Goals
Framework Design
Theme Module Decisions
Theme Discussion and Decisions
Theme Module Development
Template
Module Writing

4. Commissioner's Regulation
Section 1-Commissioner’s Regulation
Commissioner's Regulation

5. Basics Definition: CR 100.1 (l)
“Career and technical education is a kindergarten through adult area of study that includes rigorous academic content closely aligned with career and technical subjects …The CDOS Learning Standards serve as the framework for CTE”
Career and Technical Subjects
Agricultural Education
Business and Marketing Education
Family and Consumer Sciences Education
Health Sciences Education
Technology Education
Trade and Technical Education
We will strengthen the Middle-level span of the CTE continuum by creating curricular guidance that introduces students to all CTE content areas.

6. Current Regulation CR 100.4 (c)
1 ¾ unit “Career and Technical Education”
Instruction can begin as early as grade 5
Teachers certified in any CTE content area
Transition Year
Limited Implementation
Curricular Guidance Development

7. Teacher Certification
Who qualifies as a CTE teacher?
Any teacher certified in the six CTE areas:
Technology Education
PK-12 Classroom titles
Agriculture, Business Education, FACS
PK-12 Classroom Titles and CTE titles
Trade/Technical, Health Sciences
CTE titles

8. Introduction to CTE Curricular Guidance
Section 2 – Introduction to CTE Curricular Guidance
Introduction to CTE Curricular Guidance

9. Theme Team Goal To produce a set of Introduction to CTE
Theme Modules that will:
Bridge middle level CTE to high school CTE
Expose students to all CTE content areas
Allow districts flexibility in delivery
Foster acceleration into graduation pathways in CTE, CDOS, and STEM

10. Draft Framework Model: Themes
Proposed Introduction to CTE Themes
Career and Community Connections
Financial and Consumer Literacy
Health,
Safety, and Wellness
Communication
Sustainability
Research and Design
Characteristics of Theme Modules
Foundational
Cross-content
Standards-based
Module Format
Supported by Content Modules

11. Draft Framework Model: Content
Introduction to CTE Content
Agriculture
Business
FACS
Health Sciences
Technology
Trade and Technical
Global Food Access and Security
Interior Design
Human Development
Characteristics of Content Modules
Standards-based
Specific to each CTE content area
Developed by teachers representing each content area
Supply context for instruction in the themes
Connect middle-level to high school
Instruction by teachers certified for that content

12. Theme and Content Matrix
CTE Content
Proposed CTE Theme Modules
Content Modules
Representing Each
CTE Content Area
Career…
Financial…
Health…
Communication
Sustain-
ability
Research…
Agriculture
Business
Family and Consumer Sciences
Health Sciences
Technology Education
Trade and Technical
Meaningful Middle-level CTE Learning Experiences
This project is about development of curricular guidance—the what and the why for instruction.
It is not about the development of curriculum- the how for instruction.
Curriculum development is the right and responsibility of every local school district (about 700 of those) in NYS
We develop the curricular guidance as a way to help teachers and school leaders make decisions about the learning experiences their students will have. It is the connection of the local curriculum to state and national initiatives.
So…. This project will create the framework for the Theme Modules and the Content Modules. It will provide a template for learning experiences. It will be the basis for PD provided to teachers and administrators. It will be posted on the NYSED CTE and Middle level web pages.

13. Theme Module Decisions

14. Theme Decisions Keep, Revise, Remove? Define? Topics for each theme?
Career and Community Connections
Financial and Consumer Literacy
Health, Safety, and Wellness
Sustainability
We have decisions to make about the proposed themes for Introduction to CTE : keep, revise/rename, or remove? How will each be defined? What topics should be addressed for each theme?
Remember that the goal is to develop theme modules that are:
Foundational
Cross-content
Standards-based
Module Format
Supported by Content Modules
Very rough draft work for each is included in our dropbox.
Next Slide –Theme Discussion
Research and Design
Communication

15. Theme Discussion middle-level learners?
Are these themes appropriate for our
middle-level learners?
Do the themes represent essential cross-content CTE concepts?
Would teachers in your CTE content area be able to address each theme with confidence?
Do you see your CTE content area as more prevalent in certain theme(s)?
Is there a theme that is missing?
The themes we have been using today are proposed themes.
In your folder there is a hard copy of the Theme Discussion questions
Let’s take a few minutes to think individually about the answers to each question, from your lens as a representative of your CTE content area.
Are these themes appropriate for our
middle-level learners?
Do the themes represent essential cross-content CTE concepts?
Would teachers in your CTE content area be able to address each theme with confidence?
Do you see your CTE content area as more prevalent in certain theme(s)? (use this question as bridge to assignments)
Is there a theme that is missing?
Group discussion- Rie can capture the notes on the chart papers
Next Slide – Theme Module Development

16. Theme Module Development
Section 4 –Theme Module Development
Next Slide – Theme Module Template
Theme Module Development

17. Theme Module Template
The next three slides will show the format for our theme modules (screenshots from document in dropbox). The format follows the work done by the group who just completed the draft of the Careers and Financial Management (CFM) guidance. The goal is seamless transition between levels– many of our CTE colleagues, especially in LEAs teach both middle-level and high school.
Each theme module will have a:
Title (use the ones we just agreed on)
Essential Question- What are the main concepts students should understand as a result of instruction in this module?
Module Content – What are the topics and subtopics for this module?
Next Slide - Standards

18. Theme Module Template Each Module will be standards-based.
All will be aligned with the intermediate NYS Learning Standards for CDOS 1, 2, and 3a and with the national Common Career Technical Core (CCTC) Career Ready Practices.
There are 12 Career Ready Practices. Alignment to those that make sense for the topic is the goal. Not all topics will align with all 12.
There may also be applicable CCTC Cluster Standards. I would expect these to apply more to the content modules, but where they do apply they should be included.
Next Slide – National Standards in the CTE content areas

19. Theme Module Template
We should also look for connections with the national learning standards in our specific CTE content areas. Since these modules are planned for use by teachers from all CTE content areas, we should strive to include applicable standards from each content area. This will help teachers plan their instruction in the theme from the lens of their expertise.
When we decide on assignments, it may be that each person looks for the standards connection in each theme for his/her content area. (Let the expert make the connection)
In all cases, the goal is to include the strongest standards connections – avoid shoehorning.
We will also list additional resources. These need to be academically or industry based and available to all. Vendor products should be avoided. NYSED cannot post curricular guidance that lists vendor products because it gives the appearance of endorsement. Examples could be agencies, such as the National Institute of Health… other examples of resources can be seen in the FACS model modules.
The final section is activities. This section is another place where an example from each content area would be very helpful for teachers. A brief description of what a learning experience for this module might look like from each CTE content area will help teachers and school leaders see the possibilities for instruction.
Next Slide – Writing Process

20. Writing Process Read through draft module materials in our Dropbox
What can we keep? What can we leave behind?
What is missing?
Develop draft material for each section of the template
Which concepts do texts include? How do teachers present these topics now? Is there current research to consider?
Review your drafts for gaps and overlap
Are there concepts that are missing? repeated?
Are there ways to refocus topics?

21. Next Steps Complete Drafts of Theme Modules
Meetings by Conference Call
Deadline for Drafts
Content and Format editing
Develop Content Modules for all CTE content areas
Plan for Professional Development
Outreach to the broad educational community

22. Thank YOU!
Contact Information: Dawn B. Mastroianni c/o CTE TAC 1585 Route 146 Rexford, NY