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Meeting Date:
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4/20/2021 - 7:00 PM
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Category:
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INFORMATION / DISCUSSION ITEMS
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Type:
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Info
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Subject:
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9.2 Preparing Students for College and Career Readiness: 2020-2021 Career Technical Education (CTE)
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Attachment Summary
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File Attachment:
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Quick Summary / Abstract:
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Background:
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The Livermore Valley Joint Unified School District (LVJUSD) is committed to preparing students for college and career readiness and upholding our mission to ensure all students graduate with the skills needed to contribute and thrive in a changing world. Our District offers TK-12 standards-aligned, project-based learning opportunities to best prepare students for success in the 21st Century. These learning opportunities integrate 21st Century skills into the classroom, providing students with the opportunity to communicate, collaborate, think critically, and be creative. These opportunities occur across all content and elective classes, including Career Technical Education (CTE) classes where students apply their content area knowledge to engage in real-world problem solving and career exploration.
Livermore’s CTE program has continued to flourish and expand, offering our students the most current, relevant instruction so that our students are ready for entrance into college focused on a particular industry pathway or straight into the career field. In California, there are fifteen (15) industry-recognized sectors ranging from Agriculture, Arts & Media to Engineering and Architecture, or Hospitality and Tourism or even Transportation and Public Services. Within each industry sector, our district has created specific pathways, or a series of courses (up to 300 hours of total instruction), that help to expose and prepare students for an eventual career in that sector. In LVJUSD, we offer 26 different pathway options within the 15 industry sectors. Hence, our students have a wide range of potential experiences.
LVJUSD has worked to align our curriculum and instruction to the California Standards. This process includes realigning the CTE curriculum to the Standards and the revised CTE Model Curriculum Standards. This process, along with the expansion of CTE courses, enriches opportunities for students across the grade levels.
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Status
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California Longitudinal Pupil Achievement Data System (CALPADS):
This year, a focus of our work was on ensuring that all of our CTE courses were appropriately coded. CALPADS is the reporting system that the State uses to record student information and courses that they complete during the year (among other things). We held a convening with the two other districts within our Tri Valley Educational Collaborative to review how each district had identified each course in a pathway and how it was subsequently entered into CALPADS. This meeting revealed coding issues that have since been resolved that should now allow for the maximum reporting of students who complete a CTE pathway. This, in turn, should result in an increase in the number of students identified on the California Dashboard’s College & Career Indicator.
Strong Workforce Program (SWP):
Thanks to our partnership with TVROP and the writing talents of Superintendent Julie Duncan and Director Amy Robbins, our Tri-Valley Educational Collaborative (TEC) received two Strong Workforce Program grants. The first grant provided funds which specifically supported professional development for our CTE teachers. The funds also allowed our TEC to sponsor the first annual 2-Day Symposium focused exclusively on CTE. The event was open to all CTE teachers, as well as counselors, administrators, and support staff who work to provide and promote our CTE programs.
The second round of the Strong Workforce Program grant focused on supporting our alternative high schools with a Pathway Liaison who will work with Del Valle and Vineyard students to complete CTE pathways. In addition, the funds have been used to create Career Exploration units that will assist our alternative high school students in selecting areas of interest. In addition, funds have been used to create “data miners” at each comprehensive high school who gather and analyze data throughout the year on CTE student demographics and success data.
YouthBuild Grant application:
A major lift this year, was the submission of a multi-million dollar grant that would assist in creating a Construction Pathway for students struggling to complete high school. Over the past two years, our District has continued to explore ways in which to develop a trades program for high school students. In the summer of 2019, a summer school internship program was created that allowed students to shadow our maintenance workers on a rotational basis giving our students exposure to work with electrical, plumbing, and grounds. The YouthBuild grant would enable students to participate in a hands-on 1-year long program in which they would learn skills in construction and welding. Students would exit the program with pre-apprenticeship work experience and/or a welding certificate that would enable them to immediately seek employment and also have them graduating high school.
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Fiscal Impact
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Professional development, supplemental materials, and staffing are funded through the Local Control Funding Formula, designated Federal categorical dollars, and State and local grants.
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Superintendent's Recommendation:
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This item is informational only and requires no action be taken by the Board of Education.
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Approvals:
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Recommended By:
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Signed By:
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Alyssa Ciraulo - Executive Assistant
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Signed By:
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Kelly Bowers, Ed.D. - Superintendent
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