This document provides an overview of career and college readiness standards presented by the California Department of Education. It discusses developing standards that are fewer, clearer, research-based, and aligned with postsecondary expectations. The standards aim to foster career readiness for all students and support mastery of employability skills and rigorous content. Research frameworks on rigor, relevance, knowledge, and depth of knowledge are referenced in developing the standards. Performance indicators classify skills from factual to metacognitive. Industry sectors and career pathways inform standards to support seamless transition to further education or careers.

1. Presented by
Russell Weikle, Director
Carolyn Zachry, Ed.D., Education Programs Consultant
Career and College Transition Division
California Department of Education
1

2. 2

3.  Fewer, clearer, deeper
 Research and evidence based
 Reasonable in scope
 Essential, rigorous, clear, specific and
coherent
 Aligned with postsecondary and work
expectations
 Measurable
3

4. 
Foster the Career Readiness of all students.

Support mastery of essential employability skills and
rigorous academic content

Develop a highly skilled and educated workforce
which contributes to economic prosperity

Support a seamless transition to postsecondary
education and/or career entry

Improve student achievement

Put knowledge into practice

5. Research
 Bloom’s Taxonomy (Revised)
 Rigor and Relevance Framework – Bill
Daggett
 Knowledge Dimension - Anderson,
Lorin and David Krathwohl
 Depth of Knowledge - Norman L.
Webb
5

6. Beyond Knowledge Construct
Knowledge
DOK
4
Metacognitive
form a coherent
whole
DOK
3
Procedural
How parts relate,
find coherence
DOK
2
Conceptual
clarify, give
examples
Factual
recognize, recall,
Locate
DOK
1
Use
Performance
6
One-step
process to
solve a routine
problem
Apply
Multi-step
process to
solve routine
problems
Solve
Non-routine
problems
using multiple
steps
Create
Solutions to real
world nonroutine, complex
problems using
multiple steps

7. Factual
Access
Define
Describe
Find
Identify
Label
List
Locate
Match
Name
Recall
Recite
Recognize
Remember
Retrieve
Select
State
13
Conceptual
Adhere
Apply
Classify
Communicate
Compare
Demonstrate
Develop
Discriminate
Employ
Explain
Implement
Infer
Interpret
Maintain
Organize
Participate
Practice
Promote
Summarize
Transfer
Understand
Use
Procedural
Analyze
Assess
Comply
Compare
Contrast
Deconstruct
Deduce
Defend
Detect
Diagram
Differentiate
Discern
Distinguish
Enhance
Evaluate
Experiment
Explore
Illustrate
Integrate
Research
Solve
Test
Metacognitive
Advocate
Build
Compile
Compose
Construct
Create
Design
Devise
Formulate
Invent
Plan
Predict
Produce
Reconstruct
Reorganize
Synthesize

8. Beyond Knowledge Construct
Develop a wind-
resistant solar carport
for the student
parking lot and
DOK
Explain the convince the school
4
board
advantages and to fund it.
Knowledge
Metacognitive
form a coherent
whole
disadvantages of
DOK
using recycled
Construct a 1/8th
building
scale model of3 materials
a
Procedural
How parts
relate, find
coherence
Conceptual
clarify, give
examples
Factual
recognize, recall,
Locate
garage using
DOK
only recycled
List 15 building2
materials
products and find
a DOK
“green”
alternative to each
one 1
Use
Performance
8
One-step
process to
solve a routine
problem
Apply
Multi-step
process to
solve routine
problems
Solve
Non-routine
problems
using multiple
steps
Create
Solutions to real
world nonroutine, complex
problems using
multiple steps

9. 9

10. Employer
Industry Specific
Pathway Standards
Industry Sector Anchors
(Knowledge and Performance Anchor Standards)
Standards for Career Ready Practice
10

11. 11

12. What will our high school
graduating students need to
know and be able to do in
order to be successful in
college or entering into the
work force?
12

13. 

Thirty-two statements regarding
reading, writing, speaking and listening and the
proper use of language were crafted.
These statements became the ANCHORS for the
English Language Arts standards.
13

14. The standards are designed from College and
Career, Life-Long Transfer Goals, called Anchor
Standards, and backwards mapped all the way down
to kindergarten.
14

15. Solve challenging
and complex
problems.
Design student
tasks that rigorous
and relevant.
15
Clearer, fewer,
higher aligned to
college and career
expectations.

16. CA-97
Isolated Skills
CCSS/ CTE
Skills Organized Around Big
Ideas
Source: Tools for the Common Core
(http://commoncoretools.me/2012/02/16/the-structure-is-the-standards/)
16

17. 17

18. 18

19.  CCSS/
CTE standards focus on
◦ rigorous and relevant curriculum,
◦ application of knowledge and skills,
and
◦ interdisciplinary activities.
19

20. Industry &
Pathway
Updates
CCSS
Alignment
Matrices
20
Anchor
StandardsCCSS
Relationship
Career Ready
Practices

21. Career Technical Education
Continuum
Standards
Employer
• Intended as a goal Industry students either:
for ALL
Specific
licensure and
Incidental alignment
• Prior to entering a Career Technical Education
certifications
with Common Core,
NGSS, and State
pathway
Pathway
What pathway students need
in a Career Technical
to know and perform.
History/Soc. Studies
• Integrated
Education
pathway Industry Sector Anchor
Deliberate alignment with
Common Core ELA
students need
• IntegratedWhat CTE and perform. to knowin preparation
into other coursework
to meetStandardsand college readiness Adapted from the
career for Career Ready Practice
What ALL students need to know and
understand.
Common Career
Technical
Education Core

22.  Adapted from the National Career Technical Common
Core
 Align with Skills for the 21st Century
 Describe the fundamental knowledge and skills
needed to be ready for careers AND college
 Adapted from the National Common Career Technical
Core
 Not exclusive to a career pathway, CTE program of
study, a particular discipline, or grade level
22

23.  Increase in complexity and expectation as student
advance through a program of study
 Are taught and reinforced in all career exploration or
career preparation programs, or integrated into core
curriculum
 For ALL students, not just CTE students
23

24. 24

25. 1.
2.
3.
4.
5.
6.
Apply appropriate technical skills and academic
knowledge
Communicate clearly, effectively, and with reason
Develop an education and career plan aligned to
personal goals
Apply technology to enhance productivity
Utilize critical thinking to make sense of
problems and persevere in solving them
Practice personal health and understand financial
literacy
25

26. 7.
8.
9.
10.
11.
12.
Act as a responsible citizen in the workplace and
the community
Model integrity, ethical leadership, and effective
management
Work productively in teams while using
cultural/global competence
Demonstrate creativity and innovation
Employ valid and reliable research strategies
Understand the environmental, social, and
economic impacts of decisions
26

27. 27

28. Standards for Career Ready Practice
Example
3. Develop an education and career plan aligned
to personal goals.
Career-ready individuals take personal ownership of
their own educational and career goals and manage
their individual plan to attain these goals. They
recognize the value of each step in the educational
and experiential process, and that nearly all career
paths require ongoing education and experience to
adapt to practices, procedures, and expectations of
an ever changing work environment. They seek
counselors, mentors, and other experts to assist in
the planning and execution of education and career
plans.
28

29. When Implemented Well…….
◦ Addresses Career, Postsecondary, and Life Goals
◦ Informed by Career and Self Exploration prior to
High School
◦ Motivates all students to “own their own learning”
◦ Can increase engagement of students, teachers,
support personnel, parents, and community when
implemented well
◦ Positive impact on school climate
◦ Improve academic performance, attendance,
graduation rates
◦ Optional modes of delivery: extra-curricular, classbased, “advisory”/school counselor
29

30. 30

31. 
!
?
31
1. What you are already doing.
2. What you could integrate?
3. What surprises you?
4. What standards might you need
help with?

32. Think, Pair, Share
Standards for Career Ready Practice
How can all teachers integrate the
Standards for Career Ready Practice
in their core subjects?
30 seconds
32

33. 
100 Students Start 9th grade:
◦ 51 are on a “college prep” track
◦ 75 graduate from high school
◦ 51 enter college
 38 need remediation
◦ 26 graduate college
College Completion Toolkit
U. S. Department of Education, March 2011
33

34. 3
2
34

35. 

California has not, to date, adopted a statewide
definition of “career readiness.”
In Building Blocks for Change: What it Means to be
Career Ready (2012), the Career Readiness Partner
Council, a national coalition of leaders from national
education and workforce organizations, defined a
“career-ready person” as one who “effectively
navigates pathways that connect education and
employment to achieve a fulfilling, financiallysecure, and successful career.”
35

36. Career Education in California
82% of LEAs serving students in
grades 9–12 received Perkins
funding in the 2011–12 school year.
450
400
350
300
250
200
150
100
50
0
Number of LEAs serving grades 9–12
Number of LEAs Receiving Perkins Funding
36

37. ‹#›

38. ‹#›

39. Career Education in California
900,000
800,000
700,000
600,000
500,000
400,000
300,000
200,000
100,000
0
39

40. Continuum
Standards
• Drawn from
Employer
• Preparing Students for the 21st Century Economy (American
Industry
Association of Colleges of Teacher Education and Partnership for the
Specific
licensure and
21st Century)
certifications
Pathway
• Skills and Assessments: What Business Wants (American Association
of Colleges and Universities and Peter D. Hart Research
What pathway students
Associates, Inc.)
need to know and
perform.
• Importance of Skills and Knowledge for College and Career Readiness
Industry Sector Anchor
(MetLife Survey of The American Teacher)
What CTE students need to know
• Are They Really Ready to and perform.
Work? (Employers’ Perspectives on the
Basic Knowledge and Applied Skills Ready Practice to the 21st
Standards for Career of New Entrants
Century U.S. Workforce)
What ALL students need to know and
understand.

41. 41

42. • Build on the Standards for Career Ready Practice
• Common across the 15 industry sectors
• Apply to all pathways within a specific industry sector
• Anchor Standard 1: Academics, guides users to the sector specific
core academic standards related to each industry sector, which are
listed in the Alignment Matrix located at the end of each sector section.
• Anchor standards 2-10 are deliberately aligned to one of the Common
Core English Language Arts standards
• Anchor Standard 11: Demonstration and Application, highlights
classroom, laboratory and workplace learning specific to the individual
sector and pathways.
42

43. 1.
ACADEMICS
2.
COMMUNICATIONS
3.
4.
5.
6.
43
7.
CAREER PLANNING &
MANAGEMENT
8.
TECHNOLOGY
9.
PROBLEM SOLVING &
CRITICAL THINKING
10.
HEALTH & SAFETY
11.
RESPONSIBILITY &
FLEXIBILITY
ETHICS & LEGAL
RESPONSIBILITIES
LEADERSHIP &
TEAMWORK
TECHNICAL
KNOWLEDGE & SKILLS
DEMONSTRATION &
APPLICATION

44. What all CTE students need to
know and perform
Standard is bolded text (5.0)
Performance Indicators are sub
text (5.1)
44

45. Performance
Anchor
Indicator
2.1,Standard . . .
2.2, 2.3
2.0, 3.0, 4.0 . . .
45

46. 2.0 Communications
Acquire and use accurately, Agriculture and Natural Resources sector
terminology and protocols at the career and college readiness level for
communicating effectively in oral, written, and multimedia formats.
2.1
2.2
2.3
2.4
2.5
2.6
46
Recognize the elements of communication using a sender–receiver
model.
Identify barriers to accurate and appropriate communication.
Interpret verbal & nonverbal communications and respond
appropriately.
Demonstrate elements of written and electronic communication, such
as accurate spelling, grammar and format.
Communicate information and ideas effectively to multiple audiences
using a variety of media and formats.
Advocate and practice, safe, legal and responsible use of digital media
information and communication technologies.

47. College and Career Readiness Anchor Standards
3
2

48. Agriculture and Natural Resources
Former Foundation Standard: Communications
Students understand the principles of effective oral, written, and
multimedia communications.
ELA Common Core Standard: Listening & Speaking
Acquire and use accurately general academic and domainspecific words and phrases, sufficient for
reading, writing, speaking, and listening at the career and
college readiness level (LS 11-12.6)
New Anchor Standard 2: Communications
Acquire and use accurately, Agriculture and Natural Resources sector
terminology and protocols at the career and college readiness level for
communicating effectively in oral, written, and multimedia formats.
(Deliberate Alignment)
48

49. Energy, Environment, and Utilities
ELA Common Core Standard: Writing Standard
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to
ongoing feedback including new arguments and information
CTE Anchor Standard 5: Problem Solving and Critical
Thinking
Use existing and emerging technology to
investigate, research, and produce products and
services, including new information, as required in the
Engineering and Architecture sector workplace environment.
(Direct alignment to WS 11-12.6)
49

50. Former Standard in Building Trades and Construction
Students understand health and safety
policies, procedures, regulations, and practices, including the
use of equipment and handling of hazardous materials.
New Standard in Building and Construction Trades
Demonstrate health and safety procedures, regulations, and
personal health practices and determine the meaning of
symbols, key terms, and domain-specific words and phrases
as related to the Building and Construction Trades sector
workplace environment.
(Direct alignment with RSTS 9-10, 11-12.4)

51. Career Ready Practice
Develop an education and career plan aligned to personal goals.
Industry Sector Anchor Standard
Career Planning and Management:
Integrate multiple sources of career information from diverse
formats to make informed career decisions and manage
personal career plans.
Identify personal interests, aptitudes, information, and skills necessary for informed career
Aligns with English Language Arts Standard
decision-making.
 Evaluate personal character traits, such as trust, respect, and responsibility, and
understand the impact they can have on career success.
 Explore how information and communication technologies are used in career planning and
decision making.
 Integrate and evaluate opportunities availableof information presented in
Research the scope of career multiple sources and the requirements for education
training, certification, and
differentcareer plan that licensure. well as in words in and postsecondary options.
media or formats as interests, pathways, order to address a
 Develop a
reflects career

Reading Standards for Informational Text:
question or solve a problem. (RSIT 11-12.7)
51

52. 
Vocabulary is comprised of three parts:
◦ Academic Vocabulary
◦ Technical Vocabulary
◦ Common Verbiage

53. 


Words “which are used across content
areas, have abstract definitions, and are
a challenge to master”
(Townsend, 2009).
“Lexical items [that] occur frequently and
uniformly across a wide range of
academic material” (Coxhead, 2000).
Does not include the list of the 2000
most common words

54. 


If we struggled at all to determine which
words constitute academic vocabulary, how
can we help students master vocabulary?
Can we know which words will be a problem
for all students?
Will they struggle with the same words?

55. 


Students need a strategy so they can direct
their own learning.
We cannot know what words they will need
help with.
We cannot teach all the important words of a
lesson at the beginning.
◦ For a student with limited vocabulary
background, this would be akin to memorizing the
dictionary.

56. 

Personal dictionary/word wall
Includes
◦ Word
◦ What the word appears to mean in context
 If we must use the word guess, let’s call it an educated
guess
◦ Dictionary definition of the word
◦ Rewrite the definition in own words
56

57. 

“Words that don’t have exact synonyms or
[have] different meanings in other contexts”
(Mudraya, 2006).
“Closely related to the topic and not likely to
be known in general language with the same
meaning” (Nation, 2001, 2003).

58. 



The limits of context
With 24” on-center construction, the
truss must sit on the top plate directly
over a stud.
What does the word mean in context?
Context will simply not work here. We
must rely on a technical definition.

59. 

Personal dictionary/word wall
Includes
◦ Word
◦ Definition/Accurate Description
◦ Picture
59

60. 

Now that students have seen the word (just in
time),
they get to see
it with
their
problemsolving in the
shop.

61. 

Remember that all vocabulary words serve as
gatekeepers for knowledge,
BUT the two types require slightly different
approaches and our recognition.

62. 
Remember that technical vocabulary
words do not possess synonyms.
◦ The word resistance in electricity might seem
similar to the academic version of the
word, but the academic definition will not help
students with the technical knowledge or skills
they need.

63. 
Vocabulary instruction, like all
instruction, must be authentic. This means
students should learn words they need when
they need them.
◦ Just-in-time Instruction

64. 


Working by yourself, think of technical
vocabulary from a CTE field.
Try to define the word without using
additional technical vocabulary.
Is this easier than drawing a picture?

65. 
“Background knowledge manifests itself as
vocabulary knowledge; therefore, teaching
vocabulary is synonymous with teaching
background knowledge.” (Marzano)

66. Continuum
Standards
Employer
• Unique within an industryIndustry
sector
Specific
• Organized by careers within the industry sector of similar
licensure and
functions, services, and certifications
work environments
Pathway
• Describe what students should know and be able to do
What pathway students
once the standards content is achieved
need to know and
perform.
• Build from simple to complex knowledge and performance
Industry Sector Anchor
What CTE students need Standards
• Incidental Alignment with Academic to know
and perform.
Standards for Career Ready Practice
What ALL students need to know and
understand.

67. Has an occupational focus
Consistent in size and scope
Comprised of similar functions
Inclusive of all aspects of the industry
Includes 8-12 pathway specific standards
Demonstrates sequence potential
Lead to high skill, high wage, or high demand
jobs
◦ Reasonable and appropriate for high school
◦ Sustainable and viable over next 10 years
◦
◦
◦
◦
◦
◦
◦
67

68. Unique to industry sector
Describes what students should
know and be able to do
Builds from simple to complex
knowledge and performance
68

69. C4.0 Perform and document maintenance procedures
in accordance with the recommendations of the
manufacturer.
C4.1 Communicate the procedures and practices of various
manufacturers regarding service, repair and maintenance
schedules.
C4.2 Demonstrate how to properly document maintenance and
repair procedures in accordance with applicable
rules, laws, and regulations (e.g., Bureau of Auto Repair
[BAR], Occupational Health and Safety Administration
[OSHA], and the California Air Resources Board [CARB]).
C4.3 Use reference books, technical service bulletins, and other
documents and materials related to the service industry
available in print and through electronic retrieval systems to
accurately diagnose and repair systems, equipment, and
vehicles.
C4.4 Complete a work order, including customer
information, description of repairs, and billing information, in
accordance with applicable rules, laws, and regulations.
69

70. 70

71. 
Identify pathway standards that have a
substantial and natural alignment to a core
curriculum standard

Determine if the pathway standard will
enhance, reinforce or apply a specific core
subject standard

Developed an alignment matrix at end of each
Industry Sector
71

72. 72
72

73. CCSS
Pathway
Standards

74. 74

75. PATHWAYS
TRANSPORTATION
A. Operations
B. Structural
Repair and
Refinishing
C. Systems
Diagnostics
and Service
11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or
performing technical tasks; analyze the specific results based on explanations in the text.
A6.0
B1.0, B2.0,
B3.0, B4.0,
B6.0, B7.0,
B8.0, B9.0
C1.0, C2.0,
C5.0
11-12.10 By the end of grade 12 read and comprehend science/technical texts in the grades 11-12 text complexity
band independently and proficiently.
A1.0, A2.0,
A3.0, A4.0,
A5.0, A6.0,
A7.0
B1.0, B2.0,
B3.0, B4.0,
B5.0, B6.0,
B7.0, B8.0,
B9.0
C1.0, C2.0,
C3.0, C4.0,
C5.0, C6.0,
C7.0, C8.0
11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
A5.0
B5.0
C5.0
11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly
and accurately through the effective selection, organization, and analysis of content.
A7.0
B5.0
C5.0
11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
A3.0, A4.0,
B5.0
C4.0
11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in
response to ongoing feedback, including new arguments or information.
A1.0,A3.0
A4.0
B2.0, B3.0,
B5.0, B6.0,
B8.0, B9.0
C6.0, C7.0
11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
A1.0, A2.0
ENGLISH LANGUAGE ARTS
Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area, Grade Level,
Standard #)
Writing Standards - WS (Standard Area, Grade Level, Standard #)
11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
A1.0
C8.0
B5.0
C4.0

76. Literacy in Science & Technical Subjects
Follow precisely a complex multistep procedure when carrying
out experiments, taking measurements, or performing technical
tasks.(11-12.RSTS.3)
CTE Application: Patient Care
B8.0 Demonstrate the principles of body mechanics as they
apply to the positioning, transferring, and transporting
of patients.
B8.1 Explain the principles of body mechanics.
B8.2 Determine appropriate equipment for
transportation and transfer, including the
modification of equipment and techniques to
accommodate the health status of the patient.
B8.5 Integrate proper body
mechanics, ergonomics, safety equipment, and
techniques to prevent personal injury to patients
and clients.
76

77. Similarity, Right Triangles and Trigonometry
Use trigonometric ratios and the Pythagorean Theorem to solve
right triangles in applied problems. (HS G-STR 8)
CTE Application: Residential and Commercial
Construction
D2.0 Apply the appropriate mathematical calculations used in
the construction trades.
D2.2 Apply the Pythagorean Theorem to calculate pipe
offsets, roof slope, and check for square.
D4.0 Demonstrate techniques for proper site preparation.
D4.4 Check site layout for square using the diagonal
method.
77

78. Heredity: Inheritance and Variation of Traits (LS3)
Inheritance of Traits (LS3.A)
Variation of Traits (LS3.B)
CTE Application: Animal Science
Discuss animal inheritance and selection principles, including
the structure and role of DNA (A & NR D5.0)
5.1 Evaluate a group of animals for desired qualities and
discern among them for breeding selection.
5.4 Predict phenotypic and genotypic results of a dominant
and recessive gene pair.
5.5 Research the role of mutations, both naturally occurring
and artificially induced, & hybrids in animal genetics
78

79. Anchor
Standard
Standards
for Career
Ready
Practice
Pathway
Standards
Career and College Ready
79

80. Business and Finance
Business & Finance
Anchor Standard
Pathway: Business
Management
Alignment
5.0 Problem Solving and Critical Thinking
A1.0, A2.0, A3.0, A4.0, A5.0, A6.0, A7.0,
A8.0, A9.0
Pathway: Financial
Services
B1.0, B2.0, B3.0, B4.0, B5.0, B6.0, B7.0,
B8.0, B9.0, B10.0
Pathway: International
Business
C1.0, C2.0, C3.0, C4.0, C5.0, C6.0, C7.0
, C8.0
80

81. Business and Finance
Business & Finance
Alignment
Anchor Standard
None
Pathway: Business
Management
None
Pathway: Financial Services
B1.0, B3.0, B4.0, B5.0, B6.0,
B7.0, B8.0, B10.0
Pathway: International
Business
C3.0, C4.0, C6.0, C7.0, C8.0
81

82. 82

83. Interquartile Ranges Shown (25% - 75%)
Text Lexile Measure (L)
1600
1400
OUR MISSION
1200
1000
800
600
High
School
Literature
College
Literature
High
College
School
Textbooks
Textbooks
* Source of National Test Data: MetaMetrics
Military
Personal Entry-Level
Occupations
Use
SAT 1,
ACT,
AP*

84. Law and Public Safety
1420 – 1740L
Agriculture/Natural Resources
1270 – 1510L
Education and Training
1320 – 1370L
Transportation, Distribution and Logistics
1170 – 1350L
Architecture/Construction
1210 – 1340L
Business and Administration
1210 – 1310L
Health Science
1260 – 1300L
Hospitality and Tourism
1230 – 1260L
Scientific Research/Engineering
1190 – 1250L
Arts/AV Technology/Communications
1100 – 1190L Source: Aligning the Journey with the Destination, by Gary Williamson, 84

85. 
Assessments will include:
◦ Performance Assessments (interim &
summative)
 Selected Response
 Constructed Response
 Extended Performance Assessments
◦ Re-take option (summative)
85

86. A job requires 45 brackets as shown. What is
the fewest number of 4 x 8 sheets of
plywood required?
86

87. A construction worker is using wooden beams to
reinforce the back wall of a room.
Determine the height, in feet, of the beam that ends at
point G.
Explain how you found your answer.
87

88. 

88
One of these is an assessment in one of our
CTE classes. The other is from the new
Smarter Balanced Assessment. Can you tell
which is which?
How do we shift an entire system away from
multiple choice “right answers” to
deeper, critical thinking, 21st century skills
that employers want?

89. 89

90. 1.
2.
3.
4.
90
Consider what you have just seen.
In light of this information, what
thoughts might you have regarding
your position and the role that you
play in preparing students to be
become college and career ready.
Take a moment to jot thoughts on
a post-it note.
When everyone is ready, share your
thoughts with the table group.

91. Directions:
1. In like subject area groups, review
your pathway standards (10-15
minutes)
2. Identify your ah-ha’s
3. Discuss at least 2 strategies for
integrating standards into your
course/instruction
4. Report out
91

92. “Success seems to be
connected with action.
Successful people keep
moving. They make
mistakes, but they don't
quit.”
Conrad Hilton, Hilton Hotels
92

93. 93
The new model curriculum
standards are available
online at:
http://www.cde.ca.gov/ci/
ct/sf/ctemcstandards.asp

94. 
Career Technical Education Model Curriculum Standards:
http://www.cde.ca.gov/ci/ct/sf/ctemcstandards.asp

Common Career Technical Education Core: http://www.careertech.org/careertechnical-education/cctc/

Information about the common core: http://www.corestandards.org/

Full text of the Common Core State Standards:
http://www.scoe.net/castandards/index.html

Information about the common core including implementation
timelines:http://www.cde.ca.gov/ci/cc/

SBAC information: http://www.smarterbalanced.org/

Achieve: http://www.achieve.org/

Curriculum development and model lessons CTE Online: http://www.cteonline.org

California Career Resource Network (CalCRN): http://www.californiacareers.info
94

95. Russell Weikle, Director
916-445-2652
rweikle@cde.ca.gov
Carolyn Zachry, Education Programs Consultant
916-323-5042
czachry@cde.ca.gov
Career and College Transition Division
95