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

2. Contact Information
Brandi Jauregui
Senior Info. Systems Analyst
CALPADS/CBEDS/CDS Operations Office
Michelle McIntosh
Education Administrator
CTE Leadership and Instructional Support Office
Linda Greer
Education Program Consultant
CTE Administration and Management Office
California Department of Education

3. Career Technical Education Reporting in CALPADS

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

5. Accountability
Career and
College Readiness
Indicator

6. 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

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

8. 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

9. 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

10. Understanding the Mapping Template

11. 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

12. The Mapping Process

13. Before we begin, let’s establish roles for today

14. 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?

15. 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?

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

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

18. 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?

19. Let the mapping begin…

20. 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

21. What is a CTE Course?
Supports E.C (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

22. 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

23. Work in your groups
20 minutes
Issues? Check-in

24. 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)

25. 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

26. 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
7231 – Intermediate Dance/Choreography
Advanced Dance and Choreography
Advanced Dance/Choreography

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

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

29. 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

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

31. 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

32. 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)

33. 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

34. 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

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

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

37. 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

38. 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

39. 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)

40. 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

41. 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

42. 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

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

44. 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

45. 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?

46. 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?

47. 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
Will be reported in Perkins Data System

48. Additional Questions?