1. Career Technical Education Reporting in CALPADS

2. Why Should You Care about Course Completion and CTE Data?

3. Accountability
Career and
College Readiness
Indicator

4. 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

5. Identifying Dual Enrollment CTE Courses
Select appropriate CTE course code ( ) OR one of the specific “academic CTE courses”
Populate field Course Section Instructional Level Code with code 16 - College Credit

6. 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

7. 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

8. CTE Pathway Completers
Reported in the Student Career Technical Education (SCTE) file

9. Mapping and Reporting Career Technical Education Courses for State Reporting

10. Documentation

11. CTE Course Documentation
CALPADS Systems Documentation web page:
CALPADS Code Sets document
CALPADS Valid Code Combinations document

12. CALPADS Codes Sets
The CALPADS Code Sets document is a document that contains all codes sets used when LEAs report to CALPADS.
Contains the course code numbers, names, and definitions
Does NOT contain information on the CTE pathway in which a particular CTE course belongs
Pathway information can be found in the CALPADS Valid Code Combinations document.

13. CALPADS Valid Code Combinations
The CALPADS Valid Code Combinations document is a document that contains several worksheets that outline codes that are valid when used with other codes in CALPADS. There are two worksheets in this document that contain CTE information:
CTE Pathway – CTE Industry Sect: This worksheet contains all CTE Pathway Codes and their associated Industry Sector Codes
Course Group Master Combos: This worksheet contains all state course codes and all associated attributes of those course codes, including several attributes specific to CTE

14. CTE Pathways and Sub-Pathways

15. Building a CTE Pathway 300 hours minimum
Advanced Pathway (Capstone)
Intermediate Pathway (Concentrator)
Exploratory/Introduction to Sector OR
Introduction to Specific Pathway
Coming in

16. 2016-17 State Course Code Restructuring Pilot
State Course Codes in these sectors have been updated and are currently being piloted for (16-17):
Agriculture and Arts, Media, and
Natural Sciences Entertainment

17. AGR and ART (AME) Industry Sector Changes
State Course Codes have been:
Updated and streamlined
Generalized by pathway to allow more flexibility
Split into sub-pathways to further delineate content within a pathway
Split into distinct course content levels (intro, concentrator, capstone)

18. Why are we proposing this?
Local courses were difficult to map to existing CTE State Course Codes
Pathways were different at local and state levels
Names were too restrictive
Could not distinguish between intro, concentrator, and capstone courses

19. Example – Pathway Mismatch
Local Level
Introductory Entrepreneurship course = Marketing Pathway
State Level
Entrepreneurship and Innovation I (code 4125) = Entrepreneurship/Self-Employment Pathway

20. What do the changes look like?
Agriculture
Ornamental Horticulture
Introduction to Ornamental Horticulture
Intermediate Ornamental Horticulture (concentrator)
Advanced Ornamental Horticulture (capstone)
Floral Design
Introduction to the Art and History of Floral Design
Intermediate Floral Design (concentrator)
Advanced Floral Design(capstone)
Industry Sector
Pathway
Sub-Pathway
Course Codes
Sub-Pathway
Course Codes

21. Examples of changes: Local Course: Introduction to Digital Photography
Previous state course code mapping:
Commercial Photography
NEW state course code mapping:
5713 Introduction to Visual/Commercial Art
Local Course: Digital Photography II
Photography production and technology
5714 – Intermediate Visual/Commercial Art (3 course sequence) OR
5751 – Advanced Graphic Communications (2 course sequence) – Will be Advanced Visual/Commercial Art for

22. Where are we Going?
Revise remaining 13 sectors for implementation

23. New Draft Codes for 13 Remaining Sectors
New 2017–18 DRAFT CTE Course Codes are available for your review (sent to you electronically).
New codes will be assigned a new numerical range ( )

24. Identifying Key Stakeholders

25. Involve Relevant Stakeholders
Staff Member
Role
District and School-level CTE Coordinators (including ROCP Coordinator/Contact)
These individuals are instrumental in identifying specific CTE pathways that are offered by a district/school. Additionally, these individuals will assist in the creation and identification of the course content for the courses within a pathway, working with the CALPADS LEA Administrator to ensure that a local CTE course is mapped to the correct state course code.
CTE Teachers and Counselors
CTE teachers can assist in identifying students who are concentrators and completers in specific pathways. Counselors can identify students who have completed specific CTE courses.

26. Involve Relevant Stakeholders
Staff Member
Role
Credential Specialists
Credential specialists can help in identifying whether or not a teacher teaching a course that this part of a CTE pathway sequence is appropriately credentialed to teach the CTE course.
CALPADS LEA Administrator
CALPADS LEA Administrators can assist the CTE Coordinators in mapping local CTE courses to the appropriate state course codes. Additionally, the CALPADS LEA Administrator is responsible for the submission of these data to CALPADS.

27. The Mapping Process

28. 1. Identify ALL your CTE Courses
Identify all CTE courses taught by your LEA
Even those courses that are not part of a pathway (stand-alone courses with CTE content)
Even schools who are not Perkins or CTEIG participants will have CTE courses

29. 2. Identify Pathway Sequences
Group courses into pathway sequences
Courses should align to the CTE pathway standards
California Career Technical Education Model Curriculum Standards web page:

30. 3. 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

31. 3. Assign Appropriate Staff
California Commission on Teacher Credentialing Credentials Leaflet 888 (CL-888)

32. 3. 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

33. 4. 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)

34. Selecting the Appropriate State Course Code
When mapping your courses, please keep the following considerations in mind:
Do not map courses based solely on the local course titles
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

35. Do NOT…. Use the same course in TWO different industry sectors
Use the same 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

36. Mapping a 3-Course Sequence
Local Course Title
State Course Code
CTE Pathway
Introduction to Professional Dance
Introduction to Dance/Choreography
Performing Arts
Intermediate Dance
5718 – Intermediate Dance Performance
Advanced Dance and Choreography
Advanced Dance/Choreography

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

38. Mapping a 4-Course Sequence
Local Course Title
State Course Code
CTE Pathway
Dance I
Introduction to Dance/Choreography
Performing Arts
Dance II
5718 – Intermediate Dance Performance
Dance III
Dance IV
Advanced Dance/Choreography

39. Full-Year/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
*There are few exceptions (e.g., Certified Nursing Assistant licensure)

40. Identifying High Quality CTE Courses in CALPADS
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

41. 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)

42. 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

43. Code 154 =

44. Course Content Code 154
Populating Code 154 means this course is being identified as a HIGH QUALITY CTE COURSE:
part of a course sequence that meets the CTE Pathway Standards; and
taught by an appropriately credentialed CTE teacher
Can also be populated on specific ACADEMIC courses that are taught by CTE-credentialed teachers

45. Course Content Code 154 Issues
Currently a COURSE-LEVEL attribute in CALPADS ( )
Requires the creation of two local courses with distinct course IDs if one section of a course is high quality and the other is not
For we will identify high-quality courses at the COURSE SECTION LEVEL.

46. Potential Mapping Issues
Problem
My local introductory course maps to many State Course Codes in a sector
Solution
Choose ONE introductory pathway course to map to
Intro courses are only aggregated by industry sector and not by pathway

47. Potential Mapping Issues
Problem
I have a course that is a concentrator course in one pathway and the capstone course in another pathway
Solution
This course should only belong to ONE pathway
Create a distinct and separate course for the other pathway

48. Potential Mapping Issues
Problem
Our district offers a course that is offered at one school that is Perkins school, and another school that is not Perkins
Solution
Create TWO local courses with two distinct local course IDs
Can be mapped to same State Course Code
Course at Perkins school should be flagged as “154”

49. Potential Mapping Issues
Problem
Our school offers two sections of a course. One is taught by a CTE-credentialed teacher, the other is not.
Solution
Create TWO local courses with two distinct local course IDs
Can be mapped to same State Course Code
Course with credentialed teacher should be flagged as “154”

50. Example: Different Local Course ID Different Course Content Code
Same State Course Code

51. True or False?
LEAs should only populate 154 on their courses if they are receiving Perkins or CTEIG funding
FALSE

52. True or False?
154 can be populated on stand-alone CTE courses that meet the criteria of “high-quality” CTE courses
TRUE

53. True or False?
A Perkins-funded LEA should only populate 154 on courses that are FUNDED with Perkins funding
FALSE

54. True or False?
An LEA that is NOT receiving Perkins or CTEIG funding is required to have CTE-credentialed teachers teaching CTE courses
FALSE, however the CDE recommends that ALL CTE courses be of “high-quality”

55. Reviewing the CALPADS Reports

56. CALPADS Certification Reports
The following reports should be reviewed by key staff:
3.17 – Non-concentrator Counts by Industry Sector
3.14 – Concentrators and Completers by Pathway
3.15 – Concentrators and Completers – Student List

57. CALPADS Certification Reports
E-1 collection for Perkins will NOT be collected for
CALPADS reports will represent data reported for Perkins E-1 for
MAKE SURE DATA ARE CORRECT!!!

58. Report 3.17
This report represents students that are not concentrators or completers who have completed at least one CTE course (a course in the numerical range of or an academic course that has been flagged with Course Content Code 154 – Career Technical Education). Additionally, this report disaggregates these students by the Core Indicators.

59. 3.17 Filters

60. 3.17 – Non-concentrator Participants by Industry Sector

61. Report 3.17 Things to look for:
LEAs should verify that this report contains all students who are taking a CTE course but are not in a CTE pathway.
LEAs should confirm whether any of the students in this report SHOULD NOT be reported in this report but instead reported as a concentrator or completer.
For example, if a student is reported in this report and the course they completed is the capstone course, LEAs should confirm whether or not this student should be reported as a completer.
Use the “Perkins/CTEIG Fundable” filters to ensure that all of the courses that are part of your pathways have been properly flagged with the Course Content Code 154 – Career Technical Education.
If a course has not been properly flagged, the course will NOT appear in this report when the “Perkins/CTEIG Fundable” filter is applied.

62. Report 3.14
This report contains a list of all students reported as concentrators and completers by the pathway that was reported in the Student Career Technical Education (SCTE) file to CALPADS. Additionally, this report disaggregates these students by the Core Indicators.

63. 3.14 Filters

64. 3.14 – Concentrators and Completers by Pathway

65. Report 3.14 Things to look for:
LEAs should verify that this report contains all students that have completed the concentrator course in a pathway or completed the capstone course in a pathway.
Use the “Perkins/CTEIG Fundable” filters to ensure that all of the courses that are part of your pathways have been properly flagged with the Course Content Code 154 – Career Technical Education.
If a course has not been properly flagged, the course will NOT appear in this report when the “Perkins/CTEIG Funded” filter is applied.

66. Report 3.15
This report contains a student-level list of all students reported as concentrators and completers and their associated CTE courses and Core Indicators.

67. 3.15 Filters
Concentrators &

68. 3.15 – Concentrators and Completers – Student List

69. Report 3.15 Things to look for:
Verify that a student is associated with the correct CTE pathway.
If the student is a completer, verify that the CTE Pathway Completion Year column is populated.
Verify that the Core Indicators are correct for each student.

70. CTE Course Mapping Workshops Available
June 26, 2017
Escondido Union High School District, Board Room,
302 N. Midway Drive. Escondido, CA
Register online at:
June 27, 2017
Orange County Department of Education - Room D
200 Kalmus Drive, Costa Mesa, CA

71. CTE Course Mapping Workshops Available
June 28, 2017
Omni Rancho Las Palmas Resort and Spa
41000 Bob Hope Dr, Rancho Mirage, CA
Register online at:
June 29, 2017
Los Angeles County Office of Education, Conference Center
9300 Imperial Hwy, Downey, CA

72. Additional Questions?