CTE Curriculum Study

2001 - 2003
FINAL REPORT

CAREER AND TECHNICAL EDUCATION CURRICULUM STUDY 2001-2003

MISSION STATEMENT

The K-12 Career and Technical Education program at Falls Church City Public Schools is designed to develop skills, knowledge, habits, and attitudes that establish a broad-based education. This education should prepare students for life-long learning in the twenty-first century and allow them to train for and choose among multiple career paths both at the end of their secondary schooling and throughout their lifetime. At all levels of the program, student experiences should be authentic, relevant, meaningful, and connected to the real workplace.

This mission statement reflects the committee's affirmation of ongoing changes in best practice and theory in CTE instruction. The table below explains in simple terms how CTE educators see these changes in secondary schools

Traditional Voc-Ed	New Secondary CTE Systems
Developing narrow skills	Developing an ability to learn
Job training	Education and Career preparation
Taking academic "shortcuts"	Succeeding in rigorous and relevant academics
Teaching the task (rote learning)	Solving problems (understanding)
Entry-level job competencies (certification)	Solid foundation in basic skills, thinking skills, and personal qualities (postsecondary transitions)
Independent secondary and postsecondary voc-ed	Secondary-to-postsecondary articulation
Equipment-based curricula	Knowledge- and technology-based curricula
Lower academic standards and expectations	All students taught to the same high standards
Academics not connected	Contextual teaching and learning
Student placement based on low academic performance (tracking)	Career guidance/pathways (options)
Why do I have to learn this?	I can use this!
"Not for my kid"	"Useful for everyone"

Excerpted from the NTPN (National Tech Prep Network) publication Connections, Volume 13, # 3 (Spring 2003, p.1)

K-12 CTE CURRICULUM STUDY

FINAL REPORT

Before making a recommendation, the 2001-2003 CTE curriculum study committee articulated its understanding of the ongoing mission of the FCCPS CTE curriculum, assessed current and future needs, examined current practice, reviewed best practice and theory, and sought to determine shortcomings and strengths in the current programs. Recommendations are based on a review of the following items.

K-12 curriculum information: documents, teacher surveys and interviews
Documents delineating state mandates for CTE curriculum
Report by Virginia Tech consultants and consultations with CTE supervisors of surrounding jurisdictions
Policy recommendations published by VACTE
High School enrollment data: types of CTE courses, trends
High school achievement data: SOL test and course completion information
High school program outcomes: program completers
High school enrollment information by gender and categories such as special education and regular education student enrollment and achievement
Program descriptions by Project Lead the Way, an innovative middle and high school technology program developed by Project Lead the Way, Inc., The Rochester Institute of Technology, New York.
Technology program delivery methods in the elementary schools: Children?s Engineering Convention, Williamsburg, March 2002
Professional literature describing the changing face of CTE programs
Middle school CTE programs in Arlington County and Prince William County (site visits)
High school CTE programs in Arlington County and Prince William County (site visits)
Vendor information about computer-based modular programs

Identified Program Shortcomings

Program shortcomings identified by the committee with respect to the elementary schools were lack of clear articulation and communication of CTE program components.

In the middle school, where many resources are outdated, committee members saw the need for more variety in CTE opportunities as well as a need for students to be able to explore topics in design and technology. The weakness in this area leads to misalignment in scope and sequence between the high school and the middle school.

In the high school, CTE courses offered at George Mason have been declining in enrollment. High school courses therefore need ongoing monitoring and updating in terms of technology and in terms of their relevance to students.

Identified Program Strengths

Across all levels the CTE program as it currently exists is taught creatively.
FCCPS students experience early and consistent exposure to technology in the classroom.
The enrollment opportunities at Arlington Career Center offer a breadth of programs and greatly strengthen the high school CTE program.
High school students in all CTE programs achieve a high degree of success in terms of grades, course completion, SOL pass rates, and post-secondary education.

RECOMMENDATIONS

Elementary Schools

In order to meet the CTE program goal of raising awareness about careers among elementary students, the elementary schools should

Increase communication about taught curriculum among teachers of different teams and grade levels. The table provided in the appendix shows CTE curriculum information gathered by CTE curriculum study members. It can serve as a starting point for communication and additional articulation.
Provide staff development opportunities for the delivery of a curriculum based on inquiry, problem solving, and an overall emphasis on original design. Committee members suggest that this staff development occur in conjunction with training and curriculum implementation that is part of the science curriculum initiative. Contact information for potential trainers and training sites is provided in the appendix.

Middle School

In order to meet the middle school CTE program goal of providing opportunities for career exploration, the middle school should

Give the highest priority to expanding CTE curriculum options especially in the area of design and technology. This expansion would help eliminate the current misalignment of the middle and high school curriculum and effectively prepare students for both high school science and CTE courses. The committee recommends the implementation of modular programs that can target students across ability or achievement levels, allow students to explore a wider range of CTE topics, and provide additional opportunities to strengthen students in objectives examined in SOL tests. All mid-level students can be expected to benefit from this approach, but most especially so students in grade eight who are preparing to transition to the high school and who are beginning to make decisions about the direction their high school and post-secondary education will take.

While priority should be given to the topics studied most intensively in high school, that is, to technology education and science, the family and consumer science program can be improved also with the acquisition of modular units.

High School

In order to meet the CTE program goal of preparing students for the work place and post secondary education the high school should seek to address the declining enrollment and the apparent lack of student interest in CTE courses. In particular, the committee recommends that the high school

Continue to update and aggressively market CTE courses
Continue to offer a desktop publishing course
Continue to provide enrollment opportunities at Arlington Career Center

Expand its offerings to include the IB Business Management course, with an implementation date of fall 2004.
Continue to explore the feasibility of offering an IB design and technology course, a course that faculty members have determined requires expertise across curricular areas and therefore may have to be taught by several faculty members.

Systemwide

The committee supports the Virginia Tech Study suggestions for high school students to have career exploration experiences, internships and other work-site opportunities that help enhance students' awareness and understanding of careers and successfully prepare students for employment or post-secondary education.
The committee further believes that middle school students should continue to experience career exploration days and job shadowing in the community workplaces.
The committee strongly urges that FCCPS provide and design the instructional spaces needed to allow delivery of the programs described in this report.