Career Technical Education Framework For California Public .

viiiMelissa Green, Member, Arbuckle-Pierce FFA ChapterGail Grimm, Executive Director, California Building Industry FoundationJay Hansen, State Building Trades Council of CaliforniaSam Hassoun, Director, California Construction Education and ResearchFoundationPatrick Henning, Jr., Legislative Advocate, California State Council ofLaborersMarty Isozaki, President, InfowaveCris Johnson, California Teachers AssociationLonnie Kane, President, Karen Kane, Inc.Rick Lawrance, President and CEO, California Lodging Industry AssociationJo Loss, Vice President for Education, California State PTAKerry Mazzoni, Secretary for Education, Office of the Secretary for EducationAnne McKinney, Assistant Secretary for Higher Education, Office of theSecretary for EducationJeff Merker, Building Trades Instructor, Sheldon High SchoolKathleen Milnes, President and CEO, Entertainment Economy InstituteChristy Moustris, Director, Alternative Education, Elk Grove Unified SchoolDistrictBarbara Nemko, County Superintendent of Schools, Napa County Office ofEducationKenneth O’Brien, Executive Director, California Commission on PeaceOfficers Standards and TrainingGeorge Plescia, Member, California State AssemblyRussell Postell, President and General Manager, News 10/KXTV, SacramentoFrank Pugh, Member, Board of Directors, California School BoardsAssociationLee Angela Reid, Consultant, Senate Office of ResearchBruce Robeck, Executive Vice President, California Coalition for Construction in the ClassroomBarbara Ross, Manager, Strategic Relations, Apple ComputerJoni Samples, County Superintendent of Schools, Glenn County Office ofEducationFrank Schipper, President, Frank Schipper Construction CompanyAnne Sheehan, Executive Director, California Building Industry FoundationSabina Sobinina, President, California DECASue Stickel, Deputy Superintendent, Curriculum and Instruction Branch,California Department of EducationLane Therrel, Public Affairs Executive, Elysian FieldsKathleen Valentine, Director, Patient Care Services, Kaiser PermanenteTom Vessella, Teacher, Glendale High SchoolSusan Wilbur, Director, Undergraduate Admissions, Office of the President,University of CaliforniaKimberly Yee, Deputy Cabinet Secretary, Governor’s Office

ixThrough a competitive-bid process, the California Institute on Human Services (CIHS), Sonoma State University, was selected to manage the CTE standards and framework development process. The contractor worked collaborativelywith the CTE Advisory Group, the California Department of Education’s CTEProject Team, the Framework Review Committee, and 15 Framework TechnicalWriting Teams to develop a quality framework. Staff from CIHS included thefollowing: Tony Apolloni, Director; Mary Grady, Publication Specialist; Jill Martin, Support Staff; Nara Nayar, Project Coordinator; Ivy Smith, Special Consultant; George Triest, Associate Director; Lynne Vaughan, Consultant; and EileenWarren, Principal Investigator.Staff from the Secondary, Postsecondary, and Adult Leadership Division, California Department of Education, who served on the CTE Project Team includedthe following: Cindy Beck, Orv Buesing, Richard Dahl, Janice DeBenedetti,Don Doyle, Dara Dubois, Linda Gaylor, Dennis Guido, Paul Gussman, BobHeuvel, Lloyd McCabe, Rick Mejia, John Merris-Coots, Clay Mitchell, BernieNorton, Julie Parr, Chris Rury, Karen Shores, Al Tweltridge, Kathryn Whitten,and Elizabeth Williams.Thanks are also extended to the many individuals who contributed to thedevelopment of the framework as members of the Framework Review Committeeand the Framework Technical Writing Teams.

IntroductionIn 2004 State Superintendent of Public Instruction Jack O’Connell stated thefollowing:The job of K–12 education in California must be to ensure that all our students graduate with the ability to fulfill their potential—whether that takesthem to higher education or directly to their careers. Unfortunately, . . . toomany of our students are not adequately prepared for either. By raising ourexpectations for our students, we can and will begin to change that.1The California Career Technical Education Model Curriculum Standards, GradesSeven Through Twelve, adopted by the State Board of Education (SBE) in 2005,was designed to help achieve that goal by providing educators with rigorous,balanced standards reflecting both the essential knowledge needed to achievea seamless transition to careers or postsecondary education or training and thespecific skills required for each of the state’s 58 career pathways.2This publication, the Career Technical Education Framework for California Public Schools, Grades Seven Through Twelve, is the blueprint for educators to use inimplementing the career technical education (CTE) model curriculum standardsadopted by the SBE. It provides a context for the content laid out by the standards, discusses best practices, and explores important issues in the implementation of those standards.Overview of the FrameworkThe development and adoption of the framework were mandated by the passage in 2002 of Senate Bill 1934 (McPherson), a companion bill to the earlier Assembly Bill 1412 (Wright), passed in the same year, which required the development of the CTE model curriculum standards. The Senate bill also required thatthe framework be developed in consultation with an advisory group “broadlyreflective” of the state. The group was to consist of persons representing businessand industry, labor, the California Community College System, the University ofCalifornia, the California State University, classroom teachers, school administrators, students, parents and guardians, the California Legislature, the CaliforniaDepartment of Education, and the California Labor and Workforce Development Agency.In response to the legislation, the State Superintendent of Public Instructionformed the California CTE Standards and Framework Advisory Group in late2003. The Advisory Group was consulted throughout all phases of the development of the standards and framework. In April 2004 it developed the state’s CTEvision and mission statements and a set of guiding principles for CTE in California. The statements and guiding principles are described as follows:

xiVision StatementCareer technical education engages all students in a dynamic and seamlesslearning experience resulting in their mastery of the career and academic knowledge and skills necessary to become productive, contributing members of society.Mission StatementCalifornia’s education system delivers high-quality programs, resources, andservices to prepare all students for career and academic success, postsecondaryeducation, and adult roles and responsibilities.Guiding Principles1. Inclusion—CTE provides all students with full access to high-quality offerings in career technical education.2. Students and the economy—CTE serves the career preparation needs andinterests of students, industry, labor, and communities while promotingworkforce and economic development.3. Preparation for success—CTE prepares students to master the necessarytechnical, academic, employability, decision-making, and interpersonal skillsto make the transition to meaningful postsecondary education and employment.4. Career planning and management—CTE provides students with opportunities to develop and apply the skills needed for planning and managing theircareers.5. Integration—CTE incorporates instructional strategies to improve teachingand learning through rigorous academic content standards applied in realworld situations.6. Programs of study—CTE provides sequenced curricular pathways that includecareer-related and academic content standards to prepare students for successin postsecondary education, careers, and lifelong learning.7. Innovation and quality—CTE fosters innovation and continuous improvement of instructional content and delivery.8. Future orientation—CTE demonstrates a forward-looking perspective thatmeets the contemporary and emerging needs of individuals, communities,and the economy.9. Collaboration—CTE partners with business, industry, labor, postsecondaryeducation, and the community to provide classroom and work-based learningopportunities that prepare all students for success.This framework was developed to align with the CTE vision and missionstatements and guiding principles. Previous SBE-adopted curriculum frameworks were consulted to ensure that this framework would be consistent with theothers. However, unlike the other curriculum frameworks, the Career TechnicalEducation Framework addresses a wide range of subjects for significantly diversestakeholder groups. It is a hands-on tool for education professionals and others

xiiinterested in implementing standards-based CTE statewide. Because the framework is the blueprint for implementing the CTE standards, a brief discussion ofthe conceptual model follows.Conceptual Model for CTE StandardsJohn R. Anderson, a cognitive specialist at Carnegie Mellon University,theorizes that students learn through the interaction of declarative memory andprocedural memory.3 The declarative memory is where information is stored, andthe procedural memory is where the production rules and processes, the dataon how to use the information, reside. Anderson and other researchers believethat humans learn how to attain, use, transmit, and manage knowledge throughthe interaction of procedural knowledge and declarative knowledge. Therefore,standards must identify the underlying information (declarative knowledge) andprocesses (procedural knowledge) in a given content area to help students developcomplex cognition and higher-order thinking skills.At the Mid-continent Regional Education Laboratory (McREL), John Kendallapplied Anderson’s work, categorizing information and skills as declarative andprocedural statements creating strong knowledge- and skills-based standards.Kendall’s work in this format includes the development of standards for academicsubjects, life skil

technical education (CTE) pathways, courses, curricula, and assessments. It dem-onstrates how curricula can be integrated to provide our students with rigor and relevance in both academic and CTE knowledge and skills. The CTE standards are recognized as a model for excellence throughout California, in many other states, and even in other countries.