1. CTE Curriculum, Standards, and Best Practices Professional Development October 13, 2008

2. 5/1/2015 In 2008-2009, The Gap Analysis was highly recommended as a part of your CIP Self Review and was to be kept in your TRAC files. (The analysis is be updated annually.) The Gap Analysis was and will be required for districts requesting changes as a result of their program standard review.

3. 5/1/2015 Carl Perkins IV – Curriculum Model For each CIP there are four main content areas that must be included in the curriculum –Michigan Technical Standards –National Career Pathway Clusters –National Cluster Foundation Skills –Michigan Career and Employability Skills and Michigan Technology Skills

4. You rated each task according to the rating chart at the top of the page, under the Secondary Delivery area, 4 – Exceeds criteria and/or able to teach task 3 – Accomplishes task to criteria 2 – Accomplishes task with help 1 – Exposed to the task N – Not exposed to task

5. For each “N” or “1” You highlighted it by Clicking on the shaded column on the left that corresponds to the task you want to highlight Selecting fill color on the tool bar Opening up the tool and click on yellow 5/1/2015

7. You completed a Plan of Improvement Addressing standards rated “N” or “1” in a plan of improvement that included Areas to address Action to be taken Resources needed Timeline Staff/administration to complete

8. Documentation Requirement You Kept the Gap Analysis and Plan of Improvement in the TRAC notebook as part of your CIP Self Review, Section C-10 5/1/2015 8

9. CTE Standards News From the MICHIGAN CTE STATE APPROVED STANDARDS BRIEF, September 22, 2008, Volume I, Issue IX

11. CTE Curriculum, Standards, and Best Practices CTE Curriculum, Standards, and Best Practices Workshop Objectives Transition from Gap Analysis to Segmenting Determine Where (what order) Technical Standards are Being Taught (for CTEIS Report) Set up Teacher Communication Network

12. A sequenc e of courses PROGRAM Definition

13. May 1, 2015 Student who has completed courses (sections) covering 50% of the program standards (approximately 6 segments) and enrolled in the NEXT course (section) in the sequence. Students once identified as concentrator will be expected to take the assessment test for that CIP if they exit the program prior to completing all 12 segments CONCENTRA TOR

14. Definition May 1, 2015 Student who completes all 12 program segments and takes the program common assessment COMPLETER

15. The student will be able to file alphabetically with 100% accuracy... Remember the good old days …. Robert Mager - Behavioral objectives … A statement of what students ought to be able to do as a consequence of instruction. Fast Forward to 2008 ….

16. 5/1/2015 Carl Perkins IV – Curriculum Model For each CIP there are four main content areas that must be included in the curriculum –Michigan Technical Standards –National Career Pathway Clusters –National Cluster Foundation Skills –Michigan Career and Employability Skills and Michigan Technology Skills

17. Process Overview May 1, 2015 Implementation Teachers identify when they will deliver each of the 12 segments so it can be entered into the Career Technical Education Information System (CTEIS).

18. Why twelve segments? May 1, 2015 Twelve was selected as the number of segments because it will fit the delivery for either semester, trimester, or quarters.

19. Steps to identify segments May 1, 2015 Identify if you have a 1 year program, 2 year, or multi-year program Identify the delivery –Semester –Trimester –Quarters/blocks

20. Steps to identify segments May 1, 2015 Identify when the 12 segments will be delivered –Identify when the majority of the segment standards will be delivered –Mark when each segment will be delivered and mark the segment only once –This information will assist in the entry course sections into the CTEIS system

21. Segmenting Process May 1, 2015 CIP standards that are delivered through one program during 1 year SEMESTER

22. Segmenting Process May 1, 2015 CIP standards that are delivered through one program during 1 year TRIMESTER

23. Segmenting Process May 1, 2015 CIP standards that are delivered through one program over 2 years TRIMESTER

24. Segmenting Process May 1, 2015 24 CIP standards that are delivered through multi years SEMESTERS

25. 1 year program, 2 semesters Where do you teach the 12 segments? Semester 1Semester 2 1 5 4 3 2 9 8 7 6 12 11 10

26. From the MICHIGAN CTE STATE APPROVED STANDARDS BRIEF September 22, 2008 Volume I, Issue IX

27. May 1, 2015 Segmenting Document Website: www.mccte-fsu.org

28. May 1, 2015 Segmenting Document Website: www.mccte-fsu.org

29. May 1, 2015 Segmenting Document Website: www.mccte-fsu.org

30. JOINT DOCUMENT – GAP ANALYSIS/SEGMENTING May 1, 2015

31. JOINT DOCUMENT – GAP ANALYSIS/SEGMENTING May 1, 2015

32. JOINT DOCUMENT – GAP ANALYSIS/SEGMENTING May 1, 2015

33. JOINT DOCUMENT – GAP ANALYSIS/SEGMENTING May 1, 2015 33

34. JOINT DOCUMENT – GAP ANALYSIS/SEGMENTING May 1, 2015

35. Susan E. Maxam, Ph.D. Cluster Development Consultant Career Focused Education 2111 Pontiac Lake Road Waterford, MI 48328-2736 248-209-2534 Fax 248-209-2225 sue.maxam@oakland.k12.mi.us http://www.oakland.k12.mi.us/cfe sue.maxam@oakland.k12.mi.us http://www.oakland.k12.mi.us/cfe