Mapping Local CTE Courses to the New CALPADS State Course Codes June 2017

Contact Information Brandi Jauregui Senior Info. Systems Analyst CALPADS/CBEDS/CDS Operations Office 916-327-7367 Bjauregu@cde.ca.gov Michelle McIntosh Education Administrator CTE Leadership and Instructional Support Office 916-327-6367 MMcIntosh@cde.ca.gov Linda Greer Education Program Consultant CTE Administration and Management Office California Department of Education 916-324-5676 LGreer@cde.ca.gov

Career Technical Education Reporting in CALPADS

Why Should You Care about Course Completion and CTE Data?

Accountability Career and College Readiness Indicator

Specifically… Dual Enrollment Courses Courses taken for COLLEGE CREDIT MAY earn the student high school credit as well CTE Postsecondary Articulated Courses CTE Pathway Completers

Identifying Dual Enrollment CTE Courses Select appropriate CTE course code Populate field 9.19 - Course Section Instructional Level Code with code 16 - College Credit

CTE Postsecondary Articulated Courses CTE courses that have been articulated with a postsecondary institution Allows the student to meet the prerequisite requirements for an upper division CTE course at the college

CTE Pathway Completers Reported in the Student Career Technical Education (SCTE) file Completers should reflect students who complete an entire pathway consisting of at LEAST 300 hours

Understanding the Mapping Template

Mapping Template Document Mapping Template Tab Should be pre-populated with your local courses in the HIGHLIGHTED yellow columns CALPADS CRSC File No data input necessary, the values we enter in the Mapping Template tab will auto-populate certain columns in this worksheet CODES AND PATHWAYS For reference – this is a crosswalk from Industry Sector to Pathway to Sub-pathway to Course and Description All other tabs are there for reference only

The Mapping Process

Before we begin, let’s establish roles for today

Establishing Roles CTE Coordinator (District/Site-Level) Which courses are REALLY CTE? Which should be coded as academic courses instead? Which pathways are offered at a site? Which courses are in each pathway? Are the courses articulated? Are the courses UC/CSU approved? Is the course offered at an ROC?

Establishing Roles CTE Teachers Does a course provide instruction consistent with the CTE standards for that pathway? Are there gaps in pathways? Is the same concentrator or capstone course used in more than one pathway?

Establishing Roles Counselors How are students that are concentrators or completers being identified in your student information systems?

Establishing Roles Human Resources Staff Is the course taught by a CTE credentialed teacher?

Establishing Roles CALPADS and IT Administrators How should this course be identified in the student information system? Is the CALPADS Course Section Completion file being populated correctly?

Let the mapping begin…

1. Identify ALL your CTE Courses All highlighted columns in the Mapping Template should have been pre-populated. Are ALL CTE courses represented in the spreadsheet? Even those courses that are not part of a pathway (stand-alone courses with CTE content) Even courses offered at schools who are not Perkins or CTEIG participants will have CTE courses

What is a CTE Course? Supports E.C. 51220 (i) Career technical education designed and conducted for the purpose of preparing youth for gainful employment in the occupations and in the numbers that are appropriate to the personnel needs of the state and the community served and relevant to the career desires and needs of the pupils. i.e. CTE Standards, CTE credentialed teacher, coded in CALPADS as CTE

2. Identify Pathway Sequences Select the appropriate pathway, and sub-pathways (where appropriate) for each course Does one local course (concentrator or capstone level) map to more than one pathway? If so, CHOOSE ONLY ONE DOMINANT PATHWAY

Work in your groups 20 minutes Issues? Check-in

3. Identify the Course Content Level For each course in the pathway sequence, identify the course content level: Introductory (can apply to many pathways in a sector) Concentrator (SHOULD only be used for ONE pathway) Capstone (can only be used for ONE pathway)

Do NOT…. Use the same local course in TWO different industry sectors Use the same local course as a concentrator course in one pathway and a capstone course in another pathway (within the same industry sector) Each pathway has DISTINCT pathway standards Pick the DOMINANT pathway

Mapping a 3-Course Sequence Local Course Title State Course Code CTE Pathway Introduction to Professional Dance 7230 - Introduction to Dance/Choreography Performing Arts Intermediate Dance 7231 – Intermediate Dance/Choreography Advanced Dance and Choreography 7232 - Advanced Dance/Choreography

Mapping a 2-Course Sequence Local Course Title State Course Code CTE Pathway Dance I 7231 - Intermediate Dance/Choreography Performing Arts Dance II 7232 - Advanced Dance/Choreography 2 Course sequences should always be mapped to concentrator and capstone courses

Mapping a 4-Course Sequence Local Course Title State Course Code CTE Pathway Dance I 7230 - Introduction to Dance/Choreography Performing Arts Dance II 7231 – Intermediate Dance/Choreography Dance III Dance IV 7232 - Advanced Dance/Choreography

Single Full-Year or Multi-Hour Courses Minimum of 300 hours Contains a year of intro, concentrator, and capstone content Should be mapped to the CAPSTONE-LEVEL course in a pathway

Work in your groups… 20 minutes Issues? Check-in

4. Selecting the Appropriate State Course Code After you’ve selected the pathway and the content level, selecting the appropriate State Course Code is EASY Look for the course with the pathway or sub-pathway name and level in the title Map based on the: Pathway or sub-pathway the course is in. Level of the content taught in the course. Number of courses in the sequence

Introductory Courses If ONE introductory course can be used for MANY pathways in an industry sector, select the industry sector-level introductory course code If an introductory course is specific to a pathway or sub-pathway, select the pathway or sub-pathway-level introductory course code (if available)

Academic CTE Courses?? AP or IB courses that are part of a CTE pathway should be mapped to the CTE Course Code for that pathway Capstone AP or IB courses will benefit CCI AP and IB data for CCI are based on exams, not courses

Potential Academic CTE Courses 2360 IB Music 2370 AP Music theory 2451 Computer programming 2453 Computer science 2455 Web design 2465 IB Computer science 2470 AP Computer science A 2471 AP Computer science AB 2601 Aerospace education 2602 Aviation education 2606 Zoology 2609 Marine Science 2617 Conservation 2619 Energy education 2655 Anatomy and Physiology 2666 IB Design technology 2674 AP Environmental science 2732 Law-related education 2766 IB Business and Management 2860 IB Visual Arts 2874 AP Studio Art: Drawing 2875 AP Studio Art: Two Dimensional 2876 AP Studio Art: Three Dimensional 2960 IB Theatre

Work in your groups… 20 minutes Issues? Check-in

Now that you’re done… Using the filters in the document, look for things that may be problematic….

Things to look for… Filter on “High Quality CTE Course” column for “No” values Are there any courses that are part of a pathway sequence? If so, they should be taught by a CTE credentialed teacher AND reflect the pathway standards

Identifying High Quality CTE Courses in CALPADS for 16-17 CALPADS collects ALL CTE courses Including courses offered by ROC/Ps Even if they are stand-alone courses (not part of a pathway) Even if the LEA is not participating in Perkins or CTEIG Programs Courses funded through the Perkins and CTEIG programs should be HIGH-QUALITY CTE COURSES Therefore, Perkins and CTEIG courses need to be identified in CALPADS

What is a High-Quality CTE Course? The course is (or will be) part of a course sequence that meets the CTE Pathway Standards; and The course is taught by an appropriately credentialed CTE teacher The course meets the standards to be funded by Perkins or CTEIG (even if the LEA is not receiving funding through those programs)

Identifying High Quality CTE Courses in CALPADS High quality CTE (Perkins or CTEIG fundable) courses should be marked in CALPADS Course Section Completion (CRSC) file as follows: Field 9.10 should be left BLANK for any CTE courses offered at an LEA that are not “high quality”. Field Number Data Element Name Input Value 9.10 CRS-Course Content Code 154 – Career Technical Education

Assign Appropriate Staff Ensure that all teachers assigned to courses within a CTE pathway are appropriately assigned. Staff must hold a preliminary or clear Designated Subjects Career Technical Education Teaching Credential for a specific industry sector. The credentials are available in subjects, also known as industry sectors: Agriculture and Natural Resources Arts, Media, and Entertainment Building and Construction Trades Business and Finance Education, Child Development, and Family Services Energy, Environment, and Utilities Engineering and Architecture Fashion and Interior Design Health Science and Medical Technology Hospitality, Tourism, and Recreation Information and Communication Technologies Manufacturing and Product Development Marketing, Sales, and Service Public Services Transportation

Assign Appropriate Staff Additionally, holders of a Single Subject Credential in the areas below are allowed to teach within the respective CTE areas: These credentials…. Are allowed to teach courses in these industry sectors… Agriculture Education AND Agriculture Specialist Agriculture and Natural Resources Business Education Business and Finance Information and Communications Technologies Marketing, Sales, and Services Home Economics Education, Child Development, and Family Services Fashion and Interior Design Hospitality, Tourism, and Recreation Industrial Arts Building and Construction Trades Energy, Environment, and Utilities Engineering and Architecture Manufacturing and Product Development Transportation Industrial Technology Education

High Quality Courses for 17-18 Move to a course section-level attribute Still in development

Things to look for… Filter on “Course Content Level” column for “Introductory” values Does the State Course Code name correspond to the content level you specified? Repeat for Concentrator and Capstone

Things to look for… Filter on “CTE Pathway” column for one pathway of your choice Do the courses in this pathway (and sub-pathway if applicable) total 300 hours or more? Does the State Course Code name align with the CTE Pathway? Does each pathway have a logical sequence?

Things to look for… Filter on “Offered at ROCP” column for “Y” values Are all your ROCP courses represented? Look at the CALPADS CRSC File tab, do the data look correct?

Do you want the Good News or the Bad News? Good news is WE FINALLY MOVED E-1 INTO CALPADS!!! Bad news – E-2 transition is delayed until 2018-19 Will be reported in Perkins Data System

Additional Questions?