CAREER AND TECHNICAL EDUCATION

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1 School Guidelines, XX. CAREER AND TECHNICAL EDUCATION To comply with the changes in the State Board of Education (SBOE) Rules for Curriculum and the Commissioner s Rules, the Career and Technical Education (CTE) Department has endorsed the following provisions: Prior to enrollment in a career preparation program, a student must show evidence of having successfully completed three courses or one and one-half credits in a career coherent sequence (career program of study) related to the career preparation program area in which the student wishes to participate. According to the Texas Essential Knowledge and Skills, (TEKS) the majority of Career and Technical Education courses indicate recommended prerequisites. Since funding is based on appropriate coherent sequence of courses (career program of study), a significant loss of funds may occur if prerequisites are not included as recommended by the Texas Education Agency. If a school is unable to schedule appropriate course sequences, the department must be notified so that potential funding losses may be anticipated. Campuses choosing to change the recommended prerequisites and grade placement for courses must complete a waiver application. The lack of coherent sequences in a student s career pathway can negatively impact a district s accreditation through an AEIS Indicator assessment. Sample coherent sequences of courses (career program of studies) have been distributed to each high school. Campus counselors should work with both academic and Career & Technical Education teachers to modify each of the career pathways to meet the needs of students pursuing specific career majors that reflect the particular campus course offerings. All students, including women, members of minority groups, students with disabilities, disadvantaged students, and persons of limited English proficiency, shall have equal access to Career and Technical Education programs, services, and activities. Campuses wanting to add or delete Career and Technical Education courses must submit these changes in writing by the last week of school before the winter break. All Career and Technical Education courses must be approved for each campus by the Career and Technical Education Department. Requests for courses to be offered must be selected from the TEA Code Table 022 Service IDs. XX - 1

2 SCHEDULING Students should not be scheduled into yearlong (one-credit or multiple-credit) Career and Technical courses at midterm. Students may enroll at midterm only if the campus is offering a special trailer course for students who failed the specific Career and Technical education courses. No student is to be assigned to a Level II course before the completion of a Level I course or a "B" course prior to an "A" course. Multi-Level Course Offerings Multi-level courses should not be offered in the same class period except for certain alternative educational settings without documented approval of the Career and Technical Education Department. For example, a Technology Education teacher may not teach Architectural Design IA and Principles of Technology IA in the same period. Career Preparation teachers may not have first and second-year students in the same class without documented notification and approval from the Career and Technical Education Department. Approval is contingent on appropriate teacher certification. In situations where a limited number of student requests will not justify a separate class, the teaching of two levels such as Automotive Technology and Advanced Automotive Technology is permissible as long as the curriculum for both courses is adequately covered and grades documented for each course. for Students with Disabilities (CTED) Transition from school to post-school activities and the inclusion of students with disabilities in Career and Technical Education is greatly impacted by the adoption of the TEKS. Local districts are encouraged to include students with disabilities, when appropriate, into all Career and Technical Education courses. Accommodations as identified by the Admission, Review, and Dismissal (ARD) Committee or Section 504 Committee should be made to facilitate student success. Students who have disabilities so profound as to raise questions about the student s probability for success in the course under consideration may be enrolled into an equivalent Career and Technical Education for the Disabled (CTED) course with approval of the Admission, Review, and Dismissal Committee. Course content, instruction, credit, and grade level, as approved by the SBOE, may be adjusted to accommodate the needs of students in specialized CTED per specifications of the ARD Committee. The school will use the regular PEIMS number designated for the course that is being taught in the CTED instructional arrangement; that PEIMS number will always be the same for the general education CTE course and the CTED CTE course. A local course catalog number will identify courses taught in a CTED instructional arrangement. Students with disabilities should not be placed in regular Career and Technical Education or CTED classes without going through the ARD process. XX - 2

3 Students Identified as Educationally Disadvantaged Students identified as educationally disadvantaged in accordance with the provisions of the Carl D. Perkins Vocational Education Act (Public Law ), limited English proficient, or at risk of not graduating from high school are eligible participants in Career and Technical programs when the requirements below are met. The definition of at-risk or not graduating from high school can be found in TEC Assessment of career interest, aptitudes, and needs of each student with disabilities will be made prior to planning a Career and Technical Education program of study for the student. Students with disabilities will be served through the integration of academic and Career and Technical Education instruction to ensure that the concepts in both programs are taught. WHAT ARE CAREER PATHWAYS? Career Pathways are coherent, articulated sequences of rigorous academic and career and technical courses commencing in the ninth grade and leading to an associate degree, baccalaureate degree and beyond; an industry recognized certificate, and/or licensure organized around sixteen career clusters defined by the Office of Vocational and Adult Education in These career clusters are grouped to organize the educational programs and curricula according to occupations and common knowledge and skills. The sixteen Career Clusters from which career pathways can be developed are identified below: Agriculture, Food & Natural Resources Arts, A/V Technology & Communications Education & Training Services Government & Public Administration Hospitality & Tourism Information Technology Manufacturing Science, Technology, Engineering & Mathematics Architecture & Construction Business, Management & Administration Finance Health Science Human Services Law, Public Safety, Corrections & Security Marketing, Sales & Services Transportation, Distribution & Logistics Reference XX - 3

4 The development of an effective career pathway planned from a rigorous academic and CTE coherent sequence of courses provides students the opportunity to participate in a program of study leading to career and college readiness. As educational reforms are being implemented across the district, instructional leaders are cautioned to examine labor market projections carefully when designing a program of study in career pathways, career academics and/or other smaller learning community structure and should consult the Career and Technical Education Department for technical assistance. The CTE department is creating a system-wide offering of career education pathways that is equitable for all students based on the following set of criteria: Local labor market demand for career field Proximity to potential local industry partners Proximity to neighboring schools to avoid redundancy Current school magnet program theme Availability of industry certification or postsecondary opportunity Possibility of school-based enterprise Relevant student organizations Capacity of School to engage in specific programs Adequate student enrollment to support programs Student interest Benefits of Career Pathways for Students Career pathways provide a PLAN for all students, regardless of their interests, abilities, talents, or desired levels of education. Career pathways provide all students with areas of FOCUS, along with FLEXIBILITY, and a VARIETY of ideas to pursue as they make decisions regarding course selection. Career pathways allow students to see the RELEVANCE of selected high school courses. Thus, students enrolled in career concentrations tend to do better in school and to stay in school. Career pathways support parents, counselors, and teachers in providing better ASSISTANCE to students as they consider career goals and select high school and/or post-secondary courses for their career plan. XX - 4

5 CAREER AND TECHNICAL EDUCATION INSTRUCTIONAL ARRANGEMENTS 1. CTED A method of instruction designed for students with disabilities if the student is unable to be appropriately included in a regular Career and Technical Education class. CTED is a more restrictive placement for students receiving special education and related services, and the CTED course is taught by an appropriately certified/qualified CTE teacher. Curriculum and/or equipment are modified to meet individual student needs as identified by the ARD Committee. 2. Career Preparation A method of instruction designed to provide work-based learning, education and training, which requires a written cooperative agreement with a business/industry training sponsor. This arrangement is for paid experience only. Students are provided the opportunity, with pay, to receive instruction as part of a coherent sequence of courses, by alternation of study in school with on-the-job training in an approved career field for paid employment. The school and work site coordinators must plan and supervise work collaboratively so that each contributes to the student s education and employability skills. 3. Practicum A work-based learning instructional arrangement which consists of student participation in training appropriate to the student s coherent sequence of courses plus participation in related CTE classroom instruction. Practicum courses may be paid or unpaid work experiences for students and should span the entire school year. 4. Problems & Solutions (Formerly CTE Independent Study) This course provides a combination of classroom instruction and supervised research equivalent to an average of five class periods per week. Each student will conduct a research project that is planned cooperatively by the student and teacher, continuously supervised by the teacher, and conducted by the student with guidance and support of a mentor or interdisciplinary team as appropriate to the student s plan of study. 5. Rotation/Preceptorship/Internship A method of instruction designed to provide work-based education and training that requires a written affiliation with business and industry whereby a student is provided the opportunity, without pay, to understand the functions and procedures practiced within a chosen career concentration. Students cycle through all aspects of the industry/business to acquire full appreciation of elements in the work-based environment A learning experience is not subject to the Fair Labor Standards Act (FLSA), i. e., wages are not paid, the student is not employed, and federal and state child labor laws do not apply, if all of the following criteria are met: training, even though it includes actual operation of the facilities of the employer, is similar to that which would be given in a vocational school; XX - 5

6 training is for the benefit of the trainees or students; the trainees, or students, do not displace regular employees, but work under their close observation; the employer that provides the training derives no immediate advantages from the activities of the trainees or students, and operations may actually be impeded; the trainees, or students, are not necessarily entitled to a job at the conclusion of the training period; and the employer and the trainees, or students, understand that the trainees, or students, are not entitled to wages for the time spent in training. ADDITIONAL CAREER PREPARATION AND PRACTICUM GUIDELINES The opportunity to participate in Career Preparation/Practicum is a privilege for students. Before a student enters the workplace the student should have an adequate background of knowledge and skills. The purpose of Career Preparation/Practicum is to provide a venue for students to transfer technical and academic skills acquired in the classroom to a work-based setting. It is strongly recommended that Career Preparation/Practicum be offered to students in their junior and senior year. The recommended course sequencing would include exploratory and laboratory/technical courses. In addition, the following guidelines are to be followed for Career Preparation and paid Practicum courses. For further information on unpaid Practicum courses, please contact the CTE Department. The TEA Student Attendance Accounting Handbook states, Work-based instruction opportunities must be planned and supervised cooperatively by the local education agency and the training sponsor. Students receive instruction by participating in occupationally specific classroom instruction and work-based learning experiences in order to become eligible to generate contact hours. Cooperative training plans must be developed by the Career Preparation teacher/coordinator in consultation with the person responsible for providing on-thejob training experiences to the student involved. Written training agreements must be on file for students participating in either paid or unpaid work-based learning opportunities. A student in paid work-based instruction may be counted for contact hours on the first day of enrollment, provided a training plan for the student is on file within 15 days of the student's enrollment date. Training agreements for students participating in unpaid experiences must be filed with the Career and Technical Education Department prior to students participation in training at the work site. For a student participating in a paid work-based learning experience, employment must begin within 15 days of the student's enrollment date. If a student's employment at an approved work-based training site does not begin by the 16 th day after enrollment, the student must be placed in an unpaid learning experience. XX - 6

7 Paid Career Preparation and Practicum students may not be assigned to work stations on their home campus. A student in an unpaid position may work on their home campus. A student must be a minimum age of 16 and hold valid work documentation, such as a Social Security card, to enroll in any of the career preparation/practicum learning experiences that have a paid component. Career Preparation and Practicum are year-long courses. Students may not enter at mid-semester unless they are transferring from another school where they were already enrolled in Career Preparation or Practicum. Teachers assigned to Career Preparation or Practicum work-based learning experiences shall visit each student work site at least six times each school year. At least one visit during each student-grading period is required in order to earn contact hours for that reporting period. (The reporting periods for PEIMS are each six-week period.) Any deviation from these guidelines could negatively impact the contact hour funding that a campus and/or program potentially could generate. While programs may be targeted for budgetary auditing, the loss of contact hours and money generated would have an adverse effect on campus-based budgets. Each Career Preparation and Practicum program must consist of an average of one class period of instruction per day in addition to assignment at a training station, and students must attend the classroom instruction portion of the training an average of 45 minutes daily for the entire school year. Training stations shall be in business, industry, and governmental agencies and shall provide each student with a broad range of curriculum-related training experiences. The approved training plans shall be based on competency statements, which address the appropriate TEKS. The Service ID (8-digit code) used on a student s training plan and for federal reporting must be listed in the TEA approved Table C022. To maintain maximum accountability, the district has chosen the Six-Week Visitation Report as documentation of required teacher visitation. Verification of visitation must be acknowledged by signature of the training site sponsor. Within five days following the last day of a six-week period, teachers should submit the visitation report TO THE DESIGNATED CAMPUS CTE ADMINISTRATOR who, after securing the principal s signature, will deliver the report to the Career and Technical Education Department for review, approval, and filing. This process is necessary to maintain a maximum accountability for audit documentation. XX - 7

8 More detailed information may be found in the Student Attendance Accounting Handbook. ENDORSEMENTS This year s eighth-graders the Class of 2018 will be the first to experience a whole new path to graduation under a new law designed to personalize learning. Students will identify career fields that interest them, and will take courses that will prepare them for success in college and the job market. While everyone will be required to take certain important core classes, endorsements are the truly personal part of the high school experience. Students will enter under the new 26-credit Distinguished Level of Achievement Plan with an endorsement. This plan includes Algebra II, which will make them eligible for automatic admission into state universities if they graduate in the top 10 percent of their class. Endorsements help create a personalized learning plan in line with a student s career interests and goals. Families will be given a school-by-school breakdown of student options well in advance to assist them in selecting a high school endorsement and career pathway that meets the student s career interests and post-secondary goals. Students may earn more than one endorsement if they have additional class time and courses are available. The endorsements will be noted on the student s transcript and diploma. However, the potential of earning an endorsement will not allow the student to remain in high school once the graduation requirements of the student s plan have been met. Students enrolled in high school prior to the school year may elect to graduate under one of the new Foundation Plans if that decision is made during the school year. They may opt out of the plan at any time with parent approval. Some middle school students and all entering freshmen for the school year will be required to develop a personal graduation plan that leads to an endorsement. This plan is a working document that will be developed to meet individual student needs and to establish academic goals. XX - 8

9 CAREER & TECHNICAL EDUCATION CAREER CLUSTERS AND PATHWAYS Agriculture, Food & Natural Resources Agriculture, Food & Natural Resources Cluster is committed to preparing students for careers and life skills through education and training in processing, production, distribution, financing, and development of agricultural commodities and natural resources. The seven career pathways in this career cluster: Food Products and Processing Systems Plant Systems Animal Systems Power, Structural & Technical Systems Natural Resources Systems Environmental Service Systems Agribusiness Systems Courses identified under these career pathways are: Middle School Exploring Careers 7-8 Career Portals 7-8 Principles of Agriculture, Food & Natural Sciences (1/2-1 credit) 9-12 Livestock Production (1/2-1 credit) (P) Small Animal Management (1/2-1 credit) (P) 9-12 Equine Science (1/2-1 credit) (P) (ATC) Veterinary Medical Applications (1 credit) (P) Advanced Animal Science (1 credit) (P) 12 Professional Standards in Agribusiness (1/2-1 credit) (P) 9-12 Agribusiness Management & Marketing (1/2-1 credit (P) Mathematical Applications in Agriculture, Food & Natural Resources (1 credit) (P)12 Energy & Natural Resources Technology (1/2-1 credit) (P) Advanced Environmental Technology (1 credit) Food Technology & Safety (1/2-1 credit) (P) Food Processing (1-2 credits) (P) Wildlife, Fisheries & Ecology Management (1/2-1 credit) (P) 9-12 Range Ecology & Management (1/2-1 credit) (P) (ATC) Forestry & Woodland Ecosystems (1/2-1 credit) (P) Principles & Elements of Floral Design a (1 credit) (P) Landscape Design & Turf Grass Management (1/2-1 credit) (P) (ATC) Horticulture Science (1/2-1 credit) (P) (ATC) Advanced Plant & Soil Science (1 credit) (P) 12 Agricultural Mechanics & Metal Technologies (1/2-1 credit) (P) (ATC) Agricultural Facilities & Design & Fabrication (1-2 credits) (P) Agricultural Power Systems (1-2 credits) (P) (ATC) Practicum in Agriculture, Food, and Natural Resources I or II (2-3 credits) (P) P Instructional area prerequisite(s) required ATC Qualifies for Advanced Technical Credit XX - 9

10 Architecture & Construction The Architecture & Construction Cluster focuses on careers in designing, planning, managing, building and maintaining the built environment. The three career pathways in this career cluster: Design/Pre-Construction Construction Maintenance/Operations Courses identified under these career pathways are: Middle School Exploring Careers 7-8 Career Portals 7-8 Principles of Architecture & Construction (1/2-1 credit) (ATC) 9-12 Interior Design (1/2-1 credit) (P) (ATC) Advanced Interior Design (1-2 credits) (P) Practicum in Interior Design I or II (2-3 credits) (P) Architectural Design (1-2 credits) (P) (ATC) Advanced Architectural Design (2-3 credits) (P) (ATC) Practicum in Architectural Design I or II (2-3 credits) (P) Construction Management (1-2 credits) (P) (ATC) Advanced Construction Management (2-3 credits) (P) Construction Technology (1-2 credits) (P) (ATC) Advanced Construction Technology (2-3 credits) (P) (ATC) Mill & Cabinetmaking Technology (2-3 credits) (P) Building Maintenance Technology (1-2 credits) (P) Advanced Building Maintenance Technology (2-3 credits) (P) Electrical Technology (1-2 credits) (P) Advanced Electrical Technology (2-3 credits) (P) Heating, Ventilation, and Air Conditioning & Refrigeration Technology (1-2 credits) (P)10-12 Advanced Heating, Ventilation, and Air Conditioning & Refrigeration Technology (1-2 credits) (P)11-12 Piping & Plumbing Technology (1-2 credits) (P) Advanced Piping & Plumbing Technology (2-3 credits) (P) Practicum in Construction Management I or II (2-3 credits) (P) P ATC Instructional area prerequisite(s) required Qualifies for Advanced Technical Credit XX - 10

11 Arts, Audio/Video Technology & Communication The Arts, A/V Technology & Communications Cluster focuses on careers in designing, producing, exhibiting, performing, writing, and publishing multimedia content including visual and performing arts and design, journalism, and entertainment services. The four career pathways in this career cluster: Audio and Video Technology and Film Printing Technology Fashion Design Telecommunications Courses identified under these career pathways are: Middle School Exploring Careers 7-8 Career Portals 7-8 Principles of Arts, Audio/Video Technology & Communications (1/2-1 credit) 9 Animation (1-2 credits) (P) (ATC) Advanced Animation (2-3 credits) (P) (ATC) Audio/Video Production (1-2 credits) (P) Advanced Audio/Video Production (2-3 credits) (P) (ATC) Graphic Design & Illustration (1-2 credits) (P) Advanced Graphic Design & Illustration (2-3 credits) (P) Practicum in Graphic Design & Illustration I or II (2-3 credits) (P) Commercial Photography (1-2 credits) (P) Advanced Commercial Photography (2-3 credits) (P) Fashion Design (1-2 credits) (P) Advanced Fashion Design (2-3 credits) (P) Practicum in Fashion Design I or II (2-3 credits) (P) Printing & Imaging Technology (1-2 credits) (P) Advanced Printing & Imaging Technology (2-3 credits) (P) Practicum in Printing & Imaging Technology I or II (2-3 credits) (P) Professional Communications (1/2-1 credit) 9-12 Practicum in Audio/Visual Production I or II (2-3 credits) (P) P ATC Instructional area prerequisite(s) required. Qualifies for Advanced Technical Credit XX - 11

12 Business, Management & Administration The Business Management and Administration Careers Cluster encompasses planning, organizing, directing and evaluating business functions essential to efficient and productive business operations. Business Management and Administrative career opportunities are available in every sector of the economy. The three career pathways in this career cluster: Management Human Resources Administrative & Information Support Courses identified under these career pathways are: Middle School Exploring Careers 7-8 Career Portals 7-8 Touch Systems Data Entry (for HS credit) (ATC) 8 Principles of Business, Marketing & Finance (1/2-1 credit) (ATC) 9-11 Business Information Management I (1-2 credits) (ATC) 9-12 Business Information Management II (1-2 credits) (ATC) Business English (1 credit) (ATC) 12 Business Law (1/2-1 credit) (P) (ATC) Global Business (1/2-1 credit) (P) (ATC) Human Resources Management (1/2-1 credit) (P) (ATC) Virtual Business (1/2-1 credit) (P) Business Management (1-2 credits) (P) (ATC) Practicum in Business Management I or II (2-3 credits) (P) P ATC Instructional area prerequisite(s) required Qualifies for Advanced Technical Credit XX - 12

13 Education & Training The Education and Training cluster focuses on planning, managing and providing education and training services, and related learning support services. The three career pathways in this career cluster: Administration and Administrative Support Professional Support Services Teaching/Training Courses identified under these career pathways are: Middle School Exploring Careers 7-8 Career Portals 7-8 Principles of Education & Training (1/2-1 credit) 9-12 Human Growth & Development (1 credit) (P) Instructional Practices in Education & Training (1-2 credits) (P) Practicum in Education & Training I or II (2-3 credits) (P) P Instructional area prerequisite(s) required XX - 13

14 Finance The Finance Careers Cluster encompasses planning, services for financial and investment planning, banking, insurance and business financial management. The four career pathways in this career cluster: Financial & Investment Planning Business Financial Management Banking & Related Services Insurance Services Courses identified under this pathway are: Middle School Exploring Careers 7-8 Career Portals 7-8 Money Matters (1/2-1 credit) (P) (ATC) 9-12 Banking & Financial Services (1/2-1 credit) (P) (ATC) Securities & Investments (1/2-1 credit) (P) Insurance Operations (1/2-1 credit) (P) Accounting I (1 credit) (P) (ATC) Accounting II (1 credit) (P) Financial Analysis (1 credit) (P) Statistics & Risk Management (1 credit) (P) P Instructional area prerequisite(s) required ATC Qualifies for Advanced Technical Credit XX - 14

15 Government & Public Administration The Government & Public Administration Cluster focuses on careers unique to government including planning, public administration and administration and governance. The seven career pathways in this career cluster: Foreign Service Governance National Security Planning Public Management & Administration Regulation Revenue and Taxation Courses identified under these career pathways are: Principles of Government & Public Administration (1/2-1 credit) 9-12 Political Science I (1-2 credits) (P) Political Science II (1-2 credits) (P) Revenue, Taxation & Regulation (1-2 credits) (P) Public Management & Administration (1-2 credits) (P) Planning & Governance (1-2 credits) (P) National Security (2-3 credits) (P) Foreign Service & Diplomacy (2-3 credits) (P) Practicum in Local, State & Federal Government I or II (2-3 credits) (P)11-12 P Instructional area prerequisite(s) required. XX - 15

16 Health Science The Health Science Cluster focuses on careers in planning, managing, and providing therapeutic services, diagnostic services, health informatics, and support services. The five career pathways in this career cluster are: Therapeutic Services Diagnostic Services Health Informatics Support Services Biotechnology Research and Development Course identified under these career pathways are: Principles of Health Science (1/2-1 credit) (ATC) 9-11 Medical Terminology (1/2 credit) (ATC) 9-12 Health Science (1-2 credits) (P) (ATC) Practicum in Health Science (2-3 credits) (P) Practicum in Health Science II (2-3 credits) (P) 12 Anatomy & Physiology (1 credit) (P) (ATC) Medical Microbiology (1/2-1 credit) (P) Pathophysiology (1/2-1 credit) (P) World Health Research (1 credit) (P) Medical Biotechnology (2 credits) (P) Project Lead the Way Principles of Biomedical Science (1 credit) 9 Human Body Systems (1 credit) (P) 10 Medical Interventions (1 credit) (P) 11 Biomedical Innovation (1 credit) (P) 12 P ATC Instructional area prerequisite(s) required Qualifies for Advanced Technical Credit XX - 16

17 Hospitality & Tourism The Hospitality & Tourism Cluster encompasses the management, marketing and operations of restaurants and other food services, lodging, attractions, recreation events and travel related services. The four career pathways in this career cluster: Restaurants and Food/Beverage Services Lodging Travel &Tourism Recreation, Amusements & Attractions Courses identified under these pathways are: Principles of Hospitality & Tourism (1/2-1 credit) 9-11 Hotel Management (1/2-1 credit) (P) (ATC) Restaurant Management (1/2-1 credit) (P) Travel & Tourism Management (1/2-1 credit) (P) (ATC) Culinary Arts (1-2 credits) (P) (ATC) Practicum in Culinary Arts I or II (2-3 credits) (P) Hospitality Services (1-2 credits) (P) (ATC) Practicum in Hospitality Services I or II (2-3 credits) (P) Food Science (1 credit) (P) P Instructional area prerequisite(s) required ATC Qualifies for Advanced Technical Credit XX - 17

18 Human Services The Human Services Cluster focuses on preparing individuals for employment in career pathways that relate to families and human needs. The five career pathways in this career cluster: Early Childhood Development & Services Counseling & Mental Health Services Family & Community Services Personal Care Services Consumer Services Courses identified under these career pathways are: Middle School Exploring Careers 7-8 Career Portals 7-8 Principles of Human Services (1/2-1 credit) 9-12 Dollars & Sense (1/2-1 credit) (P) Interpersonal Studies (1/2-1 credit) (P) Lifetime Nutrition & Wellness (1/2-1 credit) (P) (ATC) Counseling & Mental Health (1-2 credits) (P) Child Development (1/2-1 credit) (P) (ATC) Child Guidance (1-2 credits) (P) (ATC) Family & Community Services (1/2-1 credit) (P) Practicum in Human Services I or II (2-3 credits) (P) Introduction to Cosmetology (1/2-1 credit) 9-10 Cosmetology I (2-3 credits) (P) Cosmetology II (2-3 credits) (P) P Instructional area prerequisite(s) required ATC Qualifies for Advanced Technical Credit XX - 18

19 Information Technology The Information Technology Careers Cluster encompass entry level, technical, and professional careers related to the design, development, support and management of hardware, software, multimedia, and systems integration services. The four career pathways in this career cluster: Network Systems Information Support and Services Interactive Media Programming and Software Development Courses identified under these career pathways are: Middle School Exploring Careers 7-8 Career Portals 7-8 Principles of Information Technology (1/2-1 credit) (ATC) *9-10 Computer Maintenance (1-2 credits) (P) (ATC) Telecommunications Networking (1-2 credits) (P) (ATC) Computer Technician (2-3 credits) (P) (ATC) Computer Programming (1/2-1 credit) (P) (ATC) Advanced Computer Programming (1-2 credits) (P) (ATC) Digital & Interactive Media (1/2-1 credit) (P) (ATC) Web Technologies (1/2-1 credit) (P) (ATC) Research in Information Technology Solutions I (2-3 credits) (P) 12 Research in Information Technology Solutions II (2-3 credits) (P) 12 P Instructional area prerequisite(s) required ATC Qualifies for Technology Applications Credit XX - 19

20 Law, Public Safety, Corrections & Security The Law, Public Safety, Corrections, & Security Cluster focuses on careers in planning, managing, and providing legal, public safety, protective services and homeland security, including professional and technical support services. The five career pathways in this career cluster: Corrective Services Emergency and Fire Management Services Security & Protective Services Law Enforcement Services Legal Services Courses identified under these career pathways are: Principles of Law, Public Safety, Corrections & Security (1/2-1 credit) (ATC) 9-12 Law Enforcement I (1-2 credits) (P) (ATC) Law Enforcement II (1-2 credits) (P) Forensic Science (1 credit) (P) Court Systems & Practices (1-2 credits) (P) (ATC) Correctional Services (1-2 credits) (P) Security Services (1-2 credits) (P) Firefighter I (1-2 credits) (P) Firefighter II (2-3 credits) (P) Practicum in Law, Public Safety, Corrections & Security I or II (2-3 credits) (P)11-12 P Instructional area prerequisite(s) required ATC Qualifies for Advanced Technical Credit XX - 20

21 Manufacturing The Manufacturing Cluster focuses on planning, and managing the processing of materials into intermediate or final products and related professional and technical support activities such as production planning and control, maintenance and manufacturing/process engineering. The four career pathways in this career cluster: Manufacturing Production Process Development Maintenance, Installation & Repair Quality Assurance Health, Safety and Environmental Assurance Courses identified under these career pathways are: Middle School Exploring Careers 7-8 Career Portals 7-8 Principles of Manufacturing (1/2-1 credit) 9-12 Welding (1-2 credits) (P) Advanced Welding (P) (2-3 credits) (P) (ATC) Precision Metal Manufacturing (2-3 credits) (P) (ATC) Advanced Precision Metal Manufacturing (1-2 credits) (P) (ATC) Flexible Manufacturing (1-2 credits) (P) Advanced Flexible Manufacturing (2-3 credits) (P) Manufacturing Engineering (2-3 credits) Practicum in Manufacturing I or II (2-3 credits) (P) P ATC Instructional area prerequisite(s) required Qualifies for Advanced Technical Credit XX - 21

22 Marketing, Sales & Services The Marketing, Sales & Services Careers Cluster focuses on the study of how the marketing process seeks to determine and satisfy the needs and wants of people who buy goods, services, and ideas. Businesses of all types and sizes, including not-forprofit organizations, use marketing in their local, regional, national, and global operations to direct the flow of products from the manufacturer to the ultimate consumer. The seven career pathways in this career cluster: Management and Entrepreneurship Professional Sales and Marketing Buying and Merchandising Marketing Communications and Promotion Marketing Information Management and Research Distribution and Logistics E-Marketing Courses identified under these career pathways are: Advertising & Sales Promotion (1/2-1 credit) (P) 9-12 Fashion Marketing (1/2-1 credit) (P) 9-12 Entrepreneurship (1/2-1 credit) (P) (ATC) 9-12 Retailing & E-tailing (1/2-1 credit) (P) 9-12 Sports & Entertainment Marketing (1/2-1 credit) (P) 9-12 Marketing Dynamics (2-3 credits) (P) (ATC) Practicum in Marketing Dynamics I or II (2-3 credits) (P) P Instructional area prerequisite(s) required. ATC Qualifies for Advanced Technical Credit XX - 22

23 Science, Technology, Engineering & Mathematics The Science, Technology, Engineering, & Mathematics Cluster focuses on planning, managing, and providing scientific research and professional and technical services (e.g., physical science, social science, engineering) including laboratory and testing services, and research and development services. The four career pathways in this career cluster: Engineering Biotechnology Electronics Robotics an Automation (Project Lead the Way is a coherent sequence of study in this career cluster.) Courses identified under these career pathways are: Concepts of Engineering & Technology (1/2-1 credit) 9-10 Biotechnology (1-2 credits) (P) 9-12 Advanced Biotechnology (1 credit) (P) Engineering Design & Presentation (1-2 credits) (P) (ATC) Advanced Engineering Design & Presentation (2-3 credits) (P) Engineering Math (1 credit) Electronics (1-2 credits) (P) (ATC) Advanced Electronics (2-3 credits) (P) Robotics & Automation (1-2 credits) (P) Principles of Technology (1 credit) (P) Scientific Research & Design I, II or III (1 credit) (P) Engineering Design & Problem Solving (1 credit) (P) Practicum in Science, Technology, Engineering, & Math I or II (2-3 credits) (P)11-12 Project Lead the Way Gateway to Technology (1 credit) 7-8 Introduction to Engineering Design (1 credit) 9 Digital Electronics (1 credit) (P) 10 Principles of Engineering (1 credit) (P) Aerospace Engineering (1credit) (P) Computer Integrated Manufacturing (1 credit) (P) Engineering Design and Development (1 credit) (P) 12 Biotechnology Engineering (1credit) (P) 12 Civil Engineering & Architecture (1 credit) (P) 12 The Infinity Project Engineering: The Digital Future (1/2 1 credit) 9-12 P Instructional area prerequisite(s) required ATC Qualifies for Advanced Technical Credit XX - 23

24 Transportation, Distribution & Logistics The Transportation, Distribution, and Logistics Cluster focuses on careers in the planning, management, and movement of people, materials, and goods by road, pipeline, air, rail, and water and related professional and technical support services such as transportation infrastructure planning and management, logistics services, mobile equipment and facility maintenance. The seven career pathways in this career cluster: Transportation Operations Logistics Planning and Management Services Warehouse and Distribution Center Operations Facility and Mobile Equipment Maintenance Transportation Systems/Infrastructure Planning, Management and Regulation Health, Safety and Environmental Management Sales and Service Courses identified under these career pathways are: Middle School Exploring Careers 7-8 Career Portals 7-8 Energy Principles of Transportation, Distribution & Logistics (1/2-1 credit) 9-12 Energy, Power & Transportation Systems (1/2-1 credit) (P) 9-12 Aircraft Technology (1-2 credits) (P) Advanced Aircraft Technology (2-3 credits) (P) Automotive Technology (1-2 credits) (P) Advanced Automotive Technology (2-3 credits) (P) (ATC) Collision Repair & Refinishing (1-s credits) (P) Advanced Collision Repair & Refinishing (2-3 credits) (P) Small Engine Technology (1-2 credits) (P) Advanced Small Engine Technology (2-3 credits) (P) Transportation Systems Management (1-2 credits) (P) 9-12 Logistics, Planning & Management Systems (1-2 credits) Practicum in Transportation, Distribution & Logistics I or II (2-3 credits) (P) P Instructional area prerequisite(s) required ATC Qualifies for Advanced Technical Credit XX - 24

25 Student Leadership Organizations The United States Department of Education (USDOE), recognizes the educational programs and philosophies embraced by the following Career and Technical Student Organizations (CTSOs) as being an integral part of career and technical education (CTE) instructional programs. The responsibility for CTE instructional programs and related activities, including CTSOs, rests with state and local education agencies. The USDOE allows states to use Federal Carl D. Perkins funds to provide leadership and support for the CTE student organizations (SEC 124). Leadership organizations that support the knowledge and skills taught in the classroom are an integral part of the CTE curriculum. In addition to valuable leadership skills, students learn parliamentary procedure, organizational skills, and how to conduct business. They also build relationships with the companies they work for, which often results in college scholarships and job offerings after graduation. Future Farmers of America (FFA) is much more than farming and ranching. Members of this organization may study horticulture, aquaculture, food sciences, accounting, wildlife management, and mechanics of engineering. Opportunities for developing skills in leadership, cooperation, and citizenship are provided through classroom/laboratory learning experiences by membership and participation in this student leadership organization. Two student organizations for those enrolled in Business Education, Business Professionals of America (BPA), and Future Business Leaders of America (FBLA), contribute to the advancement of leadership, citizenship, personal growth, academic, and technological skills. These two organizations serve as a cohesive agent in the worldwide networking of education, business, and industry. Competitive events enhance career/job preparation, workplace competencies, self-confidence, and the instructional program. Opportunities for leadership and citizenship development are available through membership and participation in Health Occupations Students of America (HOSA). This student professional organization provides opportunities for leadership development, knowledge and skills recognition through the competitive events program, and community service projects. By networking with health care professionals, students receive guidance in selecting and pursuing a health careers. Family, Consumer and Community Leaders of America (FCCLA) is the student organization that provides opportunities for personal growth and leadership development through Family and Consumer Sciences Education. Focusing on the multiple roles of family member, wage earner, and community leader, FCCLA members develop skills for life through personal development, creative and critical thinking, interpersonal communications, practical knowledge, and career preparation. Through their participation in Distributive Education Clubs of America (DECA), the student organization for Marketing Education, students have opportunities to develop leadership, social, civic, and career skills in marketing. XX - 25

26 DECA provides well-planned activities that can be integrated into the curriculum and projects that promote occupational competence for students. DECA is committed to building relationships between education and the business community that will enhance the career and education development of students. The mission of the Technology Student Association (TSA) is to prepare Technology Education students for the challenges of a dynamic world by promoting technological literacy, leadership, and problem solving, resulting in personal growth and opportunity. The common denominator for TSA members is an interest in technology and a desire to be a part of a national organization. TSA s curriculum, competitive events, chapter programs and conferences provide academic and personal growth challenges to its members. Skills USA, the organization for Trade and Industrial Arts students, provides quality education experiences for students in leadership, teamwork, citizenship and character development. It builds and reinforces self-confidence, work attitudes and communication skills. It emphasizes total quality at work, high ethical standards, superior work skills, life-long education, and pride in the dignity of work. Skills USA promotes understanding of the free-enterprise system and involvement in community service. Texas Association of Future Teachers (TAFE) is the newest CTSO in Texas. This organization offers students the opportunity to explore the teaching profession while cultivating the qualities of character, service and leadership. Students will be involved in various activities such as workshops, contests, and summer activities, as well as have the opportunity to apply for scholarships. CAREER & TECHNICAL EDUCATION The age appropriate placement provision has been removed from the Carl Perkins Act. All students enrolled in a course with a career preparation instructional arrangement must be 16 years of age to comply with the standards of the U. S. Department of Labor. ARD COMMITTEE PARTICIPATION FOR CAREER & TECHNICAL EDUCATION During the ARD/IEP process and Section 504 committee meetings, when CTE is proposed or discussed, it is mandatory that the teacher who is to provide the instruction and who is knowledgeable of the CTE curriculum be a member of the committee, as required by IDEA and Section 504 of the Rehabilitation Act of A student with a disability is an eligible participant in Career and Technical Education when the following requirements are met: (1) The ARD/IEP or 504 committee shall include a representative from Career and Technical Education, preferably the teacher, when considering initial or continued placement of a student in Career and Technical education. XX - 26

27 (2) Instruction being provided for a student with disabilities in Career and Technical Education classes is consistent with the IEPs/504 plan developed for the student. (3) If a student is unable to receive a free appropriate public education (educational benefit) in a regular Career and Technical Education program, using supplementary aids and services, the student may be served in separate courses designed to address the student's occupational/training needs, such as Career and Technical Education for students with disabilities (CTED) courses. (4) The ARD/IEP or 504 committee shall determine the appropriate supplementary services that each student with a disability requires to successfully complete a Career and Technical Education program, i.e. modifications of the curriculum, equipment or classroom, support personnel, required, and/or instructional aids or devices. (5) The ARD/IEP or 504 committee shall consider a student's graduation plan, the contents of the individual transition plan, the IEP, and needed classroom support when identifying the appropriate coherent sequence of CTE courses. (6) Enrollment numbers should not create a harmful effect on student learning for any student with or without disabilities. CAREER & TECHNICAL EDUCATION GENERAL INFORMATION Empowering students with marketable academic and technical skills needed to strengthen the social and economic foundation of Houston and beyond. Opening and Closing of Programs The request for opening of programs must be discussed with, and approved by, the Department Director or his/her designee, due to the implications of availability of certified personnel and funds for instructional materials and equipment for the enhancement of quality programs. This includes all courses under the Career & Technical Education umbrella. Likewise, all requests for closing of programs must be channeled through the Department Director, or his/her designee for review and approval. Campus Administrators/ Counselors The Campus Administrators, and/or Counselors, and/or CTE Department Chairperson for each high school are an integral part of the Career and Technical Education program. The TEA Student Attendance Accounting Handbook indicates, In no case should attendance personnel be responsible for determining a student s CTE participation code. XX - 27

28 Thus, the district has determined that the designated CTE campus administrator, and/or counselor, and/or CTE department chairperson holds the position as the best qualified professional staff person to determine all relevant information regarding students. Additionally, it is the role of the designated CTE campus administrator to ensure that coherent sequences are appropriately prepared for the campus based course offerings, the feeder middle school parents and students are made aware of the sequences and students are following the proper sequences for their selected career major. The CTE department should be notified within 15 days of the first day of school of the campus CTE administrator, counselor, and CTE department chairperson, to serve as campus contact persons. Inventory/Transfer of Equipment An inventory of all equipment purchased with funds must be properly maintained. Therefore, the transfer of any equipment from an HISD campus, or within an HISD campus, must be documented on the appropriate PC-2 form with signatures of the building principal and the Director, Career & Technical Education or his/her designee. All teachers are to submit an inventory on the appropriate forms, provided by the CTE department, prior to the end of school each year. These forms will be sent from the office in time for completion and return to the Department before the end the school year. Continuous Improvement in Career and Technical Education Continuous progress in Texas secondary Career and Technical Education programs, as in other program areas, is largely a matter of local control. The state steps in only if a school system clearly is failing at educating its students. Texas evaluates yearto-year improvement in its Career and Technical Education programs through several avenues: Student performance on the State of Texas Assessments of Academic Readiness (STAAR) End of Course exams; The Texas Academic Performance Report (APR); Performance Based Monitoring Analysis System (PBMAS) and; The Core Indicators of Performance, established under the Carl D. Perkins Act, III. The Core Indicators of Performance, adopted by TEA, will help Texas evaluate whether its Career and Technical Education programs are meeting the needs of Texas students, while holding them to the same high standards of academic performance to which all Texas students are held. XX - 28

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