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

2. Contact Information
Brandi Jauregui
Senior Info. Systems Analyst
CALPADS/CBEDS/CDS Operations Office
Michelle McIntosh
Education Administrator
CTE Leadership and Instructional Support Office

3. Agenda Workshop objectives Documentation
CTE Pathways and NEW Subpathways
Who should be involved?
Specific steps for mapping your local courses
CTE Credentialing Requirements
Reporting and validating course data

4. Why are we doing this workshop?
State Course Codes for the Agriculture (AGR) and Arts, Media, and Entertainment (AME or ART) were retired in New State Course Codes were created.
There is confusion about mapping to the new State Course Codes
LEAs must be prepared to re-map all CTE course codes by

5. By the end of this workshop you should…
Know where to find State Course Codes and associated pathway information for CTE
Understand what courses constitute a CTE Pathway
Understand what sub-pathways are
Know which individuals should be involved in the local mapping process
Understand how to select the correct State Course Code when mapping your local CTE courses

6. By the end of this workshop you should…
Understand how to identify and report CTE courses in your LEA that are/are not part of a CTE Pathway
Understand what credentials are required to teach CTE courses
Learn how to resolve potential mapping issues
Understand what to look for when reviewing certification reports in CALPADS

7. Documentation

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

9. 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.

10. Finding the CTE State Course Codes
Open the CALPADS Code Sets document
Step-by-step screen shots can be found in the Guide to Mapping Career Technical Education Course Codes

11. 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

12. Finding the CTE Information
Open the CALPADS Valid Code Combinations document
Step-by-step screen shots can be found in the Guide to Mapping Career Technical Education Course Codes

13. CTE Pathways and Sub-Pathways

14. Building a CTE Pathway Intermediate Pathway (Concentrator)
Advanced Pathway (Capstone)
Intermediate Pathway (Concentrator)
Exploratory/Introduction to Sector OR
Introduction to Specific Pathway

15. Building a CTE Pathway “Exploratory/Introduction to Sector” courses
Foundational concepts
May lead into more than one intermediate pathway (concentrator) within a sector
“Introduction to Specific Pathway” courses
May lead into a specific intermediate pathway (concentrator)

16. Building a CTE Pathway “Intermediate Pathway (Concentrator)” Courses
Additional concepts and experiences required for working and/or pursuing further education in the specific pathway
Work-based learning opportunities such as internships and industry certifications allow students to demonstrate the acquisition of course content

17. Building a CTE Pathway “Advanced (Capstone)” courses
Builds on intro and intermediate courses
Last course in a pathway sequence
Work-based learning opportunities such as internships and industry certifications allow students to demonstrate the acquisition of course content

18. Building a CTE Pathway
Leadership should be integrated into the instructional content at ALL course levels

19. 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

20. 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)

21. 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

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

23. 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

24. 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

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

26. New Draft Codes for 13 Remaining Sectors
There are copies of new draft codes for the remaining 13 sectors on your tables. An electronic copy of these draft codes will be made available to conference attendees via the Educating for Careers website.

27. Identifying Key Stakeholders

28. 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
CTE teachers can assist in identifying students who are concentrators and completers in specific pathways.

29. 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.

30. Questions?

31. The Mapping Process

32. 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

33. 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:

34. 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. Available subjects, also known as industry sectors, are as follows:
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

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

36. 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

37. 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)

38. 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

39. 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

40. 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

41. 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

42. 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

43. 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)

44. Identifying Perkins and CTE Incentive Grant 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
Therefore, Perkins and CTEIG courses need to be identified in CALPADS

45. Identifying Perkins and CTE Incentive Grant Courses in CALPADS
Perkins or CTEIG 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 part of a CTE course sequence.
Field Number
Data Element Name
Input Value
9.10
CRS-Course Content Code
154 – Career Technical Education

46. Course Content Code 154 Populating Code 154 means:
The course is part of a course sequence that meets the CTE Pathway Standards; and
The course is taught by an appropriately credentialed CTE teacher
Can be populated on specific ACADEMIC courses that are taught by CTE-credentialed teachers

47. Mapping Exercise Break into groups of 3-4
Map the local courses to the appropriate State Course Codes
You have 10 minutes!

48. Think about a current pathway/sequence of courses at your school/district.
Using the newly drafted CTE CALPADs codes, designate each of the courses in your pathway/sequence of courses as either Introductory, Concentrator, or Capstone? 
What does it look like?
What were the challenges?

49. 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

50. 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

51. 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
Should be flagged as “154”

52. 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
Should be flagged as “154”

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

54. Reviewing the CALPADS Reports

55. CALPADS Certification Reports
The following reports should be reviewed by key staff:
3.1X – Non-concentrator Counts by Industry Sector
3.14 – Concentrators and Completers by Pathway
3.15 – Concentrators and Completers – Student List

56. 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!!!

57. Report 3.1X
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.

58. 3.1X Filters

59. 3.1X – Non-concentrator Participants by Industry Sector

60. Report 3.1X 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 be 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 Funded” 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.

61. 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.

62. 3.14 Filters

63. 3.14 – Concentrators and Completers by Pathway

64. 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 Funded” 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.

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

66. 3.15 Filters
Concentrators &

67. 3.15 – Concentrators and Completers – Student List

68. 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.

69. Additional Questions?