Centinela Valley Union High School District

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CVUHSD CTE Program Review, Spring 2017

The California Department of Education (CDE) has identified the "11 Elements of a High-Quality Career Technical Education (CTE) Program" and encourages school districts to assess their CTE programs based on their success in these elements.
 
The Centinela Valley Union High School District (CVUHSD) uses the "11 Elements of a High Quality CTE Program" self-review tool to annually evaluate the current status of our CTE programs, identifying both areas of strength and growth on which to focus
 
Below are the most recent results of this analysis:

CVUHSD CTE Program Review, Spring 2017

“11 Elements of a High Quality CTE Program”

1) The LEA offers high quality curriculum and instruction aligned with the California CTE Model Curriculum Standards including, but not limited to, providing a coherent sequence of CTE courses that enable pupils to transition to postsecondary education programs that lead to a career pathway or attain employment upon graduation from high school.

At CVUHSD, we have three sites with 10 career pathways within 6 industry sectors. CTEIG monies were used to both create new CTE courses and strengthen existing sequences of CTE courses to better align with the CA CTE Model Curriculum Standards.
New CTE courses being developed, through facilitation of the CTE Pathway Specialists, with input from a wide variety of stakeholders. Recruited qualified CTE teachers to be part of the leadership team to form a new pathway. Funds used to provide out-of-class days for teachers to write CTE currciulum aligned with CTE Standards and A-G requirements.
CTE teachers, support staff, and administration attended professional development to strengthen existing CTE courses: CAROCP/CALCP Transforming CTE Programs 27th Annual CTE Fall Conference, CTE Certifications Workshop, CTEIG Action Planning Workshop, and CTE 101 Workshop offered by LA County Office of Education. Facilitated discussions between post-secondary institutions (El Camino Community College) and the pathway teachers to align the pathways and identify opportunitites for dual enrollment. UCCI Teacher exchange training for CTE teacher. Facilitated dual enrollment administration/paperwork to ensure efficient and improved enrollment.
Industry current tools and software were purchased to facilitate alignment of industry standards and to support implementation of the CA CTE Model Curriculum Standards.
CTE Pathway Specialists at all three sites are supporting the development of on-site internship opportunities through student-run businesses.

Describe plans for growth in 2017-18:
Facilitate pathway alignment collaboration and dual enrollment partnership with El Camino College. Purchase additional industry current software and equipment to build on existing inventory.
Expansion of certain pathways by hiring additional CTE teacher(s) for the 2017-2018 school year by assuring the proper credential and additional training for the new teacher.
Professional Development:
Provide ongoing pedagogy training to CTE teachers.
Provide additional training in pathway mapping, advisory board building...provide site visits to similar sites to help bring new ideas to the program building process.
Create summer workshops for CTE teachers to refine coursework and course outlines to better align with CTE standards

2) The LEA provides pupils with quality career exploration and guidance.

Development of an a "Academy for a Day" in conjunction with California Highway Patrol and other law enforcement partners to include planning meetings, advertisement and marketing, logistics.
CTE Pathway Specialists provided logistical support for pathway orientations. Helped the pathways perform transcript checks for each individual student within the pathway to ensure that they were on a path to graduation. Coordinated a meeting between industry partner Internship program coordinator and pathway leadership teachers to introduce a Summer internship program.
Provided logistical help in the coordination of field trips. Facilitated meetings with various industry partners as well as industry meetings such as the Industry Spotlight at LAHC and AMETLL workshops, LACOE workshop on certificates, etc.
Research on labor market trends EDD, OTIS, LAEDC, to help guide development of pathways.
Funds were used to transport students on WBL field experiences with professionals and for industry professionals to lead workshops and support the development of the student-run businesses.
Funds were used to support guest mentor workshops, industry professional consultants, and tutors.

Describe plans for growth in 2017-18:
Efforts will be focused in diversifying the advisory boards and industry partners.
Recruit more industry partners to expand in-school work-based experiences and internships for pathway students.
Establish non-traditional clubs to help bridge gender gaps in pathway enrollment. Facilitate the development of CTSOs.
Course sequence guides and Academy missions communicated with counselors.
Reinstate previously developed pathway Graduate Profiles and use to promote pathways.
Continue to provide logistical help in the coordination of field trips. Facilitate meetings with various industry partners, research on labor market trends to help guide development of pathways, and transport students on WBL field experiences with professionals and for industry professionals to lead workshops and support the development of the student-run businesses.
Continue to support the development of on-site internships through the Student-run businesses.

3) The LEA provides pupil support services including counseling and leadership development.

Facilitated a meeting between El Camino College and the pathways to plan for counseling support and planned a meeting between the high school counseling staff and El Camino College to help ease the transition between the high school and college. Helped students in the pathways do transcript checks to keep them on track for graduation.
With help from the Career Ladders Project and Pathway Specialist, began to create pathway maps to help communicate to counselors and stakeholders.
Facilitated and monitored the dual enrollment process for pathway courses by working closely with El Camino College staff.
Supported and help recruit leadership team members for the new academy. Attend and help facilitate initial leadership meetings to help identify goals and meet timelines for Academy development.
CTEIG funds were used to enhance staff knowledge and best practices by attending workshops and conferences.
Funds supported the development of students as leaders in afterschool/weekend student-run businesses.
CTEIG funds supported salary of CTE Pathway Specialists who provided facilitation for transcript analysis, intervention support, and college workshops.

Describe plans for growth in 2017-18:
Facilitate mentorship opportunities between El Camino College and CTE teachers to increase rigor within CTE courses. In collaboration between counselors, Academy leadership, and CTE Pathway Specialists, create an info graphic/flyer in career opportunities for available pathways.
Train counselors and College and Career counselors on Academy pathways and expectations.
Pathway staff will participate in professional development opportunities to enhance knowledge of pedagogical best practices, industry-current trends, and providing ongoing student supports.
Funds will pay for summer bridge programs to support incoming freshmen and students in need of academic interventions in upper grade levels.

4) The LEA provides for system alignment, coherence, and articulation, including ongoing and structural regional or local partnerships with postsecondary educational institutions, documented through formal written agreements.

Provided site support for current dual enrollment courses: administrative paperwork, coordinated meetings between ECC representative and dual enrollment teachers. Identified roadblocks to the process and presented ideas to streamline the process and encourage an increase of dual enrollment students.
Researched and presented labor market data to promote various careers as viable pathways; facilitated mapping with post-secondary programs.
CTEIG-supported CTE Pathway Specialists attended multiple meetings and collaborated with CTE teachers and local community colleges to ensure alignment of CTE pathways . Facilitated meetings between El Camino Community College and pathways to begin planning for future dual enrollment classes. Dual enrollment process put in place for courses to be offered in 2017-2018 pending approval of CTE teacher as college instructor. CTE Pathway Specialists also met and corresponded with local CSU partners to develop articulation and collaborative events.

Describe plans for growth in 2017-18:
Implement dual enrollment courses in multiple pathways during the school day with El Camino College.
Implement solutions to ease the dual enrollment process (parent information night - prior to, dual language forms, one form vs. three).
Identify additional post secondary partners to help provide guidance in vertical alignment as well as possible future dual enrollment courses that could be offered here on campus.
Continue facilitating meetings between El Camino Community College, Long Beach Community College, and Cal Poly Pomona and pathways to identify additional dual enrollment classes.
Identify and integrate certification attainment thru enrollment in pathway courses.
Explore articulation agreement with CSUDH in at least one pathway.

5) The LEA forms ongoing and structural industry and labor partnerships, documented through formal written agreements and through participation on advisory committees.

Developed a partnership with the district's Director of Security who is supporting the creation and implementation of several programs: students will participate in Emergency Planning for the school district, be part of the emergency drill design and evaluation team, and attend a CERT training.
Facilitated tours for industry partners, Toyota and Northrup Grumman. Investigated expanding partnership opportunities with Disney and Los Angeles Air Force Base.
Contacted local industry partners for possible future involvement in mentorship/internship/ and advisory board opportunities.
Industry professionals were hired as consultants to provide project mentorship and support.
Consultant contracts were distributed to industry professionals to secure their continued involvement within the academy. Production CEO of Big Door Productions agreed to consider being on the advisory committee for Media Arts Pathway.
Guest mentors were recruited and scheduled by CTEIG-supported CTE Pathway Specialists for mentoring visits to lead a Q&A and take part in student performance task evaluations and feedback.
CTEPS provided assistance in planning, scheduling, and hosting advisory board meetings. CTEPS positions support the identification of industry partners to do critiques for pathway end of year exhibits.

Describe plans for growth in 2017-18:
Renew or strengthen existing partnerships.
Recruit more industry partners to help advise the direction of the pathways and offer more internships.
Reach out to more biomedical related industry partners to become involved with Advisory committee and provide insight to industry practices
Create standardized written agreement for advisory board members to complete to formalize advisory board involvement.

6) The LEA provides opportunities for pupils to participate in after school; extended day; and out-of-school internships, competitions, and other work-based learning opportunities.

Researched Mock Trial competition, coordinated meeting between pathway coordinator and head of Mock Trial Los Angeles, facilitated search for mentors (retired Lawyers) and purchased court case curricula to help prepare the Mock Trial team. In addition, facilitated a meeting between the pathway leadership and Lourdes Morales who is also the coordinator of Expanding Horizons, a summer internship opportunity for students interested in the legal profession. Researched steps to implement a worked based learning opportunity that involves certifying seniors in finger print rolling and fingerprinting (LiveScan); students will then fingerprint volunteers and mentors for our school district.
Investigated other schools which are engaging in site-based student-run businesses; researched business forms and procedures, e.g.work request forms, possible agreements between industry partners and site (to better inform partners and protect our students), etc.
Researched and introduced possible CTSOs.
Researched how to engage the biomedical pathway students in providing medical assistance for local sporting events outside of school grounds and hours; planning to have students provide sports related medical attention, provide training on preventative measures, and travel to local schools and parks offering their assistance where applicable.
Researched how to engage the digital media arts pathways in a site based student-run business that offers film shoots on campus and in the community.
CTEPS developed first stage of site-based enterprise through collaboration with multiple district stakeholders (safety/legal/leadership) and vendors (transportation) and community organizations (WIB) + businesses to provide work-based learning opportunities.

Describe plans for growth in 2017-18:
Certify students and staff to operate the LiveScan machine. Follow up on possible after school opportunities for students to shadow security personnel at district sporting and arts events, and engage students in emergency planning meetings.
Formalize the process of documenting work based learning/on-site student-run businesses, student hours worked, work request orders, etc.
Identify contests for students to enter in 2017-2018 and process paperwork for submissions.
Identify local internship partners.

7) The LEA reflects regional or local labor market demands and focus on current or emerging high-skill, high-wage, or high-demand occupations.

Analyzed EDD, Bureau of Labor and Statistics (BLS), and LAEDC data, as well as consulted with knowledgeable partners in post secondary and industry to help project industry trends and make better decisions for the pathway students.
Attended and consulted with industry partners on current industry trends and needs.
Research was done and presented (LAEDC, EDD, LACOE, OTIS) to academy leadership to help guide pathway planning.

Describe plans for growth in 2017-18:
Consult with Advisory Board and industry partners, research and present data on local economic and labor markets to the Academy and site leadership.
Continue to create on-site internships through student-run businesses that prepare students for real world high-skill , high wage, high-demand occupations. Industry demands will continue to be met by engaging industry partners in dialogue regarding skills requirements and practices.
Continue to seek more opportunities for students to gain industry experience.
CTE teachers will participate in summer workshop that not only refine courses to better align with CTE standards, but also better reflect BLS data to prepare students for high growth jobs.

8) The pathways provided by the LEA lead to an industry recognized credential, certificate, appropriate postsecondary training, or employment.

CTE Pathway Specialists engaged in hours of research on possible industry certifications and credentials, attended site visits in Long Beach and Pasadena, and attended workshops at LACOE and Long Beach on industry and stacked certifications.
Purchased and helped institute Serv Safe Food Handlers testing for all culinary pathway students in January 2017; Worked with California Restaurant Association and CTE instructor to identify 12th grade Pro Start certification requirements.

Describe plans for growth in 2017-18:
Explore integrating the following into the pathway curriculum: ACSM-American College of Sports Medicine, CPR & First Aid Certifications, Adobe Photoshop, Adobe After Effects, Adobe Illustrator, Adobe Premiere and Final Cut Pro , Lightroom, Pro Start, OSHA-10, ADOBE, Fingerprinting certification, CPR and Guard card certification/training. Research other possible certifications. Develop and implement Certificate of Completion program for the pathway.
Train academy teachers on the softskills curriculum, "BluePrints for Workplace Success," and support teachers in integrating employment training into pathway curriculum.

9) CTE courses are staffed by skilled teachers or faculty and there are professional development opportunities provided for those teachers and faculty.

CTE Teachers were paired up with a mentor from within the district to support their pedagogy and with a post-secondary partner-mentor to support curricular and programmatic alignment.
CTE teachers attended workshops at the State CTE Conference and at LACOE.
Identified pathway courses that could/should be taught by a CTE credentialed teacher, surveyed current staff for qualifications, and reached out to local post-secondary institutions and industry partners for possible applicants.
Researched and informed CTE teachers on professional development opportunities.
Identified 2 general ed teachers with relevant industry experience and provided support for them to obtain a CTE Credential.

Describe plans for growth in 2017-18:
Continue to research and promote professional development for the CTE teachers.
Coordinate recruitment events to increase pathway enrollment to justify hiring additional CTE teachers and provide support with master schedule planning.
Plan and facilitate summer workshops for all CTE teachers that will provide curriculum alignment support, lesson development, and instructional strategies assistance.

10) The LEA meets the data reporting requirements outlined as part of this grant criteria.

Annually, the district ensures that the CALPADS codes are accurate for all CTE courses. The district submits the Perkins reporting requirements, including reaching out to graduates to get survey data on the post-graduate activities (employment, post-secondary, etc.)

Describe plans for growth in 2017-18:
In order to obtain more detailed and robust work-based learning data, a google survey was developed and will be completed by all High School pathway students. Some post-secondary pathway partners have agreed to administer the survey to their pathway students to begin tracking the complete secondary-post-secondary pathway. Once we see how this works on a small scale, we plan to approach all pathway post-secondary partners.

11) The LEA promotes the CTE programs through outreach, marketing, and communications.

Over a million dollars is budgeted to support pathways in CVUHSD's LCAP for 16-17. Expenditures include, but are not limited to: Pathway leadership team stipends, pathway coordinator prep periods, pathway budgets for industry current materials, work based learning experiences, field trips, etc., annual pathway professional development, pathway-specific collaboration time, district support on curriculum development and pedagogy, mentor teachers for CTE teachers, administrative and clerical support, and smaller class sizes for pathway-specific CTE courses.