CTE Local Plan 2009-2010
Performance Management
CTE Director:
1) Encourage, support and promote integration of reading and language arts into CTE programs and activities.
2) Oversee the purchasing process of materials, supplies and equipment necessary to teach competencies for each course and to maintain or exceed current expectations for technology skills that include reading and language arts proficiencies.
3) Promote and develop integrative curriculum strategies between CTE and reading and language arts programs.
4) Provide staff development to assist integration of reading and writing into the CTE course competencies.
5) Provide quality services to insure Special Populations are prepared with technical and literary proficiency for skilled employment demanded for a thriving market economy.
6) Provide reading materials and visual aids that specifically highlight employees in nontraditional careers.
7) Work with CTE teachers to address reading and test taking strategies such as the highlighting of unfamiliar words in texts and on tests.
8) Encourage CTE teachers to implement computer time for students to research subjects related to their CTE class and to ensure that Economically Disadvantaged students have access to technology and materials that may not otherwise be available.
9) Work with ESL teachers to provide staff development and training for CTE teachers in areas that will improve reading and language arts proficiency for the LEP students.
10) Provide funds for the purchase of reading materials that address the diversity of student subgroups and that are relevant to the CTE curriculum.
11) Provide quality services to ensure Special Populations are prepared both technically and mathematically for skilled employment demanded for a thriving market economy.
12) Arrange for guest speakers currently working in nontraditional areas that require math skills to share information about their professions.
13) Work with CTE teachers to determine which students have mathematics deficiencies and provide additional help and practice to improve mathematics skills.
14) Help provide CTE teachers with calculators to be used by Economically Disadvantaged students to aid in mathematics skills.
15) Work with ESL teachers to provide staff development and training for CTE teachers in areas that will improve mathematics proficiency for LEP students.
16) Budget funds for supplementary materials for CTE teachers to use with ESEA subgroups.
17) Provide a full range of CTE program areas that are appropriate and inclusive of the business, industry and professional career opportunities available for all students.
18) Allot a Special Populations Coordinator to every comprehensive high school in the district.
19) Provide resources and strategies to support nontraditional student performance.
20) Provide funds to provide needed instructional materials for Economically Disadvantaged students.
21) Work with CTE teachers to ensure all subcategories are making progress and students are receiving appropriate assistance.
22) Inform students and parents about Huskins course offerings and articulated credit opportunities through: bulletin board displays, presentations at open house and parent’s night, newspaper articles, registration events, etc.
23) Work collaboratively to promote articulated credit and the advantages of achieving awarded credit.
24) Place an emphasis on CTSO activities to reinforce proficiency levels.
25) Support participation in SkillsUSA activities, competitive events and NATEF re-certification.
26) Continue to provide county-wide career development collaboration sessions that allow teachers to share best practices, align their curriculum and develop pacing guides.
27) Continue to provide county-wide technology collaborative sessions that allow teachers to share best practices, align their curriculum and develop pacing guides.
28) Analyze test data in order to provide student intervention strategies by helping teachers target deficiencies on specific objectives, realign instructional time with blueprints, and improve learning opportunities. These analyses will be conveyed through group and individual sessions with teachers.
29) Provide funding for additional classroom supplies necessary for the completion of activities, projects and assignments as they relate to the CTE curriculum.
30) Promote and market opportunities available to students to earn community college credit while in high school and to make a seamless transition from high school to postsecondary education.
31) Work closely with Cape Fear Community College to provide a smooth process of awarding articulated credit.
Career Development Counselor:
1) Promote and develop integrative curriculum strategies between CTE and reading and language arts programs.
2) Encourage CTE teachers to implement computer time for students to research subjects related to their CTE class and to ensure that Economically Disadvantaged students have access to technology and materials that may not otherwise be available.
3) Work with ESL teachers to provide staff development and training for CTE teachers in areas that will improve reading and language arts proficiency for the LEP students.
4) Work with the CTE teachers in the use of study guides, websites and other resource materials to improve reading scores on the Accuplacer Test.
5) Work with the Language Arts and CTE teachers to integrate reading strategies in an effort to increase student success in obtaining their chosen pathway.
6) Arrange for guest speakers currently working in nontraditional areas that require math skills to share information about their professions.
7) Work with ESL teachers to provide staff development and training for CTE teachers in areas that will improve mathematics proficiency for LEP students.
8) Work with CTE teachers in the use of study guides, websites and other resource materials to improve mathematics scores on the Accuplacer Test.
9) Work with Mathematics and CTE teachers to integrate mathematics strategies in an effort to increase student success in obtaining their chosen pathway.
10) Provide resources and strategies to support nontraditional student performance.
11) Collaborate with ESL teachers to identify appropriate instructional materials, teaching strategies and tutorials that will support learning for LEP students.
12) Inform students and parents about Huskins course offerings and articulated credit opportunities through: bulletin board displays, presentations at open house and parent’s night, newspaper articles, registration events, etc.
13) Work collaboratively to promote articulated credit and the advantages of achieving awarded credit.
14) Work with all eighth graders in developing a four-year graduation plan.
15) Review bi-annually each student’s four-year graduation plan as a drop-out prevention strategy and for career guidance purposes.
16) Increase student participation in Career Technical Student Organizations by collaborating with other staff that sponsor successful CTSOs in their program areas. This will be promoted in the half-day system-wide staff development workshops throughout the school year.
17) Serve as an advisor for student graduation projects through CTSO projects as well as through Advanced Studies courses.
18) Provide additional curriculum options for students through online courses, community college and university articulation.
19) Provide work-based learning opportunities through internships and shadowing experiences.
20) Promote CTE clusters/pathways to reduce high school dropout rates since students show that students who are concentrators have higher graduation rates.
21) Promote and market opportunities available to Special Populations students to earn community college credit while in high school and to make a seamless transition from high school to post secondary education.
22) Work with nontraditional students through career guidance and counseling to promote CTE clusters/pathways to reduce high school dropout rates.
23) Work with Exceptional Children’s teachers in scheduling appropriate CTE courses for the EC students.
24) Promote and market opportunities available to students to earn community college credit while in high school and to make a seamless transition from high school to postsecondary education.
25) Work closely with Cape Fear Community College to provide a smooth process of awarding articulated credit.
26) Inform all EC teachers of the College Tech Prep opportunities at Cape Fear Community College for their students in an attempt to make potential at-risk students more aware of the available options.
27) Meet with Career Management classes to inform students of the importance of pursuing education beyond the high school level as well as opportunities of taking community college classes while in high school.
28) Publicize postsecondary educational opportunities beyond high school and provide statistical data for sound decision making.
29) Work with teachers to jointly sponsor a Career Expo to expose students to career opportunities that will include representatives from local business and industry, community colleges, trade schools, military personnel, vocational rehabilitation and the Employment Security Commission.
Special Populations Coordinator:
1) Promote and develop integrative curriculum strategies between CTE and reading and language arts programs.
2) Provide quality services to insure Special Populations are prepared with technical and literary proficiency for skilled employment demanded for a thriving market economy.
3) Provide reading materials and visual aids that specifically highlight employees in nontraditional careers.
4) Work with CTE teachers to address reading and test taking strategies such as the highlighting of unfamiliar words in texts and on tests.
5) Encourage CTE teachers to implement computer time for students to research subjects related to their CTE class and to ensure that Economically Disadvantaged students have access to technology and materials that may not otherwise be available.
6) Work with ESL teachers to provide staff development and training for CTE teachers in areas that will improve reading and language arts proficiency for the LEP students
7) Work with IEP Committee to develop appropriate modifications for the CTE students identified in language arts and mathematics.
8) Work with the CTE teachers to provide modifications that enhance the students’ reading and writing skills and mathematics skills as designated in the IEP.
9) Provide quality services to insure Special Populations are prepared both technically and mathematically for skilled employment demanded for a thriving market economy.
10) Arrange for guest speakers currently working in nontraditional areas that require math skills to share information about their professions.
11) Work with CTE teachers to determine which students have mathematics deficiencies and provide additional help and practice to improve mathematics skills.
12) Help provide CTE teachers with calculators to be used by Economically Disadvantaged students to aid in mathematics skills.
13) Work with ESL teachers to provide staff development and training for CTE teachers in areas that will improve mathematics proficiency for LEP students.
14) Continue to identify and provide quality services that prepare Special Populations for skilled jobs highly demanded for a thriving market economy.
15) Focus on the identification of special populations students and provide services needed to ensure success for all CTE students.
16) Ensure that every special populations student has a CDP+ on file.
17) Provide resources and strategies to support nontraditional student performance.
18) Monitor progress of academically disadvantaged students and assist teachers with strategies to remediate.
19) Provide after-school tutoring.
20) Collaborate with ESL teachers to identify appropriate instructional materials, teaching strategies and tutorials that will support learning for LEP students.
21) Collaborate with Exceptional Children school staff to modify curriculum to meet the needs of exceptional children in their classes.
22) Assess career interests and learning styles to develop a four year plan for all Special Populations students in CTE classes.
23) Review the four year plans for Special Populations students to ensure that they are in the correct pathways and the correct courses have been selected to meet diploma requirements.
24) Monitor the progress of all Special Populations students to ensure appropriate progress toward on-time graduation.
25) Promote and market opportunities available to Special Populations students to earn community college credit while in high school and to make a seamless transition from high school to post secondary education.
26) Work with Exceptional Children’s teachers in scheduling appropriate CTE courses for the EC students.
27) Work with CTE teachers to ensure EC students are receiving appropriate modifications and assistance and these services are documented in the Special Populations notebooks.
28) Work with CTE teachers to ensure all subcategories of students receive equitable instruction.
29) Inform all EC teachers of the College Tech Prep opportunities at Cape Fear Community College for their students in an attempt to make potential at-risk students more aware of the available options.
CTE Teachers:
1) Provide reading materials and visual aids that specifically highlight employees in nontraditional careers.
2) Arrange for guest speakers currently working in nontraditional areas that require math skills to share information about their professions.
3) Focus on teaching competencies outlined in the CTE course blueprints and use interim testing throughout the school year.
4) Continue to identify and provide quality services that prepare Special Populations for skilled jobs highly demanded for a thriving market economy.
5) Recruit nontraditional enrollees to participate in CTSO competitive events each year as a way to showcase skills the nontraditional student has developed and to encourage higher nontraditional student participation.
6) Provide after-school tutoring.
7) Promote and reinforce improved school attendance to achieve academic success.
8) Collaborate with ESL teachers to identify appropriate instructional materials, teaching strategies and tutorials that will support learning for LEP students.
9) Collaborate with Exceptional Children school staff to modify curriculum to meet the needs of exceptional children in their classes.
10) Promote CTE clusters/pathways to reduce high school dropout rates.
11) Provide work-based learning experiences for students, such as job shadowing and career major internships, which impress upon all constituencies the importance of CTE program alignment with industry expectations and mastery of technical competence in the course areas for acceptable workplace performance.
12) Integrate career information into all curricular areas to increase career awareness and the importance of further education and training beyond high school graduation.
Agriculture:
1) Will assign students topics of interest and have students conduct research and complete both a written and oral report using available technology.
2) Incorporate recordkeeping and financial skills as part of the students’ career portfolios as well as encourage participation in the FFA Career Development Events that require mathematics skills.
3) Work in professional learning communities to analyze post-assessment data, identify objectives that are below proficiency level, and share best practices for improvement.
4) Provide resources to make all students aware of related college programs of study and related career information.
Business:
1) Work with students in the creation of web pages, blogs, power points and word processing documents to enhance their reading and writing skills.
2) Ensure that students can demonstrate their understanding of spreadsheets and the use of Microsoft Excel as a basis for mathematics.
3) Work in professional learning communities to analyze post-assessment data, identify objectives that are below proficiency level, and share best practices for improvement.
4) Work in professional learning communities to analyze post-assessment data, identify objectives that are below proficiency level, and share best practices for improvement.
5) Provide resources to make all students aware of related college programs of study and careers.
Health Occupations:
1) Will integrate reading and writing in their curriculum by having students maintain journals of their daily readings.
2) Incorporate medical mathematics and actively link the medical mathematics to everyday math functions.
3) Work in professional learning communities to analyze post-assessment data, identify objectives that are below proficiency level, and share best practices for improvement.
4) Utilize medical professionals in instructional and clinical activities.
5) Facilitate learning opportunities within the community specific to the needs and long-term career goals which in turn increase students’ interest and promotes staying in school.
Marketing:
1) Students will read relevant articles and complete a written review as part of each unit’s assessment.
2) Ensure that students analyze charts and graphs, understand basic statistics and marketing trends, as well as cost and production analysis.
3) Work in professional learning communities to analyze post-assessment data, identify objectives that are below proficiency level, and share best practices for improvement.
4) Require students to develop a marketing plan to show the advantages of earning a high school diploma.
5) Incorporate curriculum to show the difference in earnings between a high school graduate and a high school dropout.
Family and Consumer Science:
1) Students will maintain journals about current lifestyles and research and report information about human growth and development.
2) Ensure students have a general knowledge of budgeting, financial planning and management, recipe conversions and other mathematical skills relevant to the curriculum.
3) Work in professional learning communities to analyze post-assessment data, identify objectives that are below proficiency level, and share best practices for improvement.
4) Participate in regional and state CTSO events to reinforce curriculum content and improve test scores.
5) Take students on a tour of the Early Childhood Education Program and the Culinary Arts program at Cape Fear Community College.
Trade and Industrial:
1) Students will utilize technical, safety and operational manuals in the daily classroom instructional program.
2) Improve students’ mathematics skills by teaching the skills relevant to their area such as calculating area and perimeter, square footage, cubic yard, needed materials, cost, etc.
3) Re-teach areas of demonstrated weakness using additional formative assessments on a regular basis.
4) Create opportunities for more hands-on experiences, develop prototypes, encourage group work and demonstrate the use of technology in content delivery and instruction.
5) Support participation in SkillsUSA activities, competitive events and NATEF re-certification.
6) Students will participate in Construction Day to learn about job opportunities after high school and the skills needed for the jobs.
Career Development:
1) Students will complete weekly reading and written assignments relevant to the curriculum and will be provided prompt feedback by the teacher.
2) Require students to complete mathematics activities related to career opportunities.
Technology:
1) Students will complete technical readings and prepare written reports and participate in classroom discussions about the readings.
2) Have students complete technical applications and computations that are necessary for career opportunities in these areas.
3) Provide resources to make all students aware of related college programs of study and careers.
Instructional Management Coordinator:
1) Analyze test data after test administration to identify areas requiring improvement. Data will be shared with CTE teachers when available.
2) Organize and/or conduct training to help teachers understand and implement the instructional management process.
3) Continue to provide county-wide career development collaboration sessions that allow teachers to share best practices, align their curriculum and develop pacing guides.
4) Continue to provide county-wide technology collaborative sessions that allow teachers to share best practices, align their curriculum and develop pacing guides.
5) Analyze test data in order to provide student intervention strategies by helping teachers target deficiencies on specific objectives, realign instructional time with blueprints, and improve learning opportunities. These analyses will be conveyed through group and individual sessions with teachers.