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CTE Standards

Career Technical Education Standards for California Public Schools

Education Code Section 51226 provides legal authority to develop the CTE standards and framework. This legislation requires the development and adoption of CTE standards that incorporate the integration of career technical and academic education no later than June 1, 2005. The original CTE Model Curriculum Standards were adopted by the State Board of Education (SBE) on May 11, 2005. The standards, written for grades seven through twelve, specify learning goals in 58 career pathways organized around 15 industry sectors.

The California State Plan for Career Technical Education, A BRIDGE TO THE FUTURE 2008-2012, approved by the State Board of Education in May 2008, provides guidance for California's CTE programs in California. The State Plan states, "CTE programs are dynamic; curricula need to stay current with rapid changes in the workplace, requiring ongoing updates and learning on the part of CTE faculty." The adoption of the English Language Arts and Mathematics Common Core State Standards furthered the need to revise and align the CTE Standards with this new academic core.

Commencing in May 2011, 117 individuals representing secondary and post-secondary education and business and industry met to review the 2005 standards and make recommendations for improvement. Following the May 2011 meeting, industry sector meetings were held to develop the revised CTE standards based on the recommendations. Subsequently, the revised CTE Standards were share with the general public for public review, comment, and suggestions. Once the CTE Standards were revised, academic and CTE teachers collaborated on the alignment with the Common Core State Standards, Next Generation Science Core Ideas, and the History/Social Science Standards. The newly revised CTE Model Curriculum Standards designed to prepare students to be both Career and College ready were adopted by the SBE on January 16, 2013.

By Industry Sector

Resources

Timeline

Industry sector stakeholder meetings

May 2011

Standards Alignment Project

August 2011

Industry sector writing team

November 2011

CTE Pathway-Academic Standards Alignment

February 2012

Revisions and academic alignment by Project Team

March - June 2012

Public Input

September 2012

Instructional Quality Commission briefing

September 2012

SSPI issues recommended CTE Standards

December 2012

January 2013

Professional Development begins

February 2013

Project Team

Industry Sector Stakeholder Team

In order to accomplish this important work, the California Department of Education (CDE) has requested the assistance of the Solano County Office of Education (SCOE). SCOE is working in concert with CDE to organize stakeholder meetings, review, analyze and edit work completed by the stakeholder groups. SCOE is responsible to the CDE for the organization of the CTE standards product. SCOE and CDE convened industry sector stakeholder meetings to being the review and revisions to the CTE standards.
SCOE and CDE Team
Last Reviewed: Thursday, February 18, 2021

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Career Technical Education Standards for California Public Schools Education Code Section 51226 provides legal authority to develop the CTE standards and framework. This legislation requires the development and adoption of CTE standards that incorporate the integration of career technical and academic education no later than June 1, 2005.

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History and Social Science Analysis Skills

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History and Social Science Analysis Skills

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History-Social Science Content Standards

Historical and Social Sciences Analysis Skills
Kindergarten Through Grade Five

The intellectual skills noted below are to be learned through, and applied to, the content standards for kindergarten through grade five. They are to be assessed only in conjunction with the content standards in kindergarten through grade five.
In addition to the standards for kindergarten through grade five, students demonstrate the following intellectual, reasoning, reflection, and research skills:

Chronological and Spatial Thinking

1. Students place key events and people of the historical era they are studying in a chronological sequence and within a spatial context; they interpret time lines.

2. Students correctly apply terms related to time, including past, present, future, decade, century, and generation.

3. Students explain how the present is connected to the past, identifying both similarities and differences between the two, and how some things change over time and some things stay the same.

4. Students use map and globe skills to determine the absolute locations of places and interpret information available through a map's or globe's legend, scale, and symbolic representations.

5. Students judge the significance of the relative location of a place (e.g., proximity to a harbor, on trade routes) and analyze how relative advantages or disadvantages can change over time.

Research, Evidence, and Point of View

1. Students differentiate between primary and secondary sources.

2. Students pose relevant questions about events they encounter in historical documents, eyewitness accounts, oral histories, letters, diaries, artifacts, photographs, maps, artworks, and architecture.

3. Students distinguish fact from fiction by comparing documentary sources on historical figures and events with fictionalized characters and events.

Historical Interpretation

1. Students summarize the key events of the era they are studying and explain the historical contexts of those events.

2. Students identify the human and physical characteristics of the places they are studying and explain how those features form the unique character of those places.

3. Students identify and interpret the multiple causes and effects of historical events.

4. Students conduct cost-benefit analyses of historical and current events.

Grades Six Through Eight

The intellectual skills noted below are to be learned through, and applied to, the content standards for grades six through eight. They are to be assessed with the content standards in grades six through eight.
In addition to the standards for grades six through eight, students demonstrate the following intellectual reasoning, reflection, and research skills:

Chronological and Spatial Thinking

1. Students explain how major events are related to one another in time.

2. Students construct various time lines of key events, people, and periods of the historical era they are studying.

3. Students use a variety of maps and documents to identify physical and cultural features of neighborhoods, cities, states, and countries and to explain the historical migration of people, expansion and disintegration of empires, and the growth of economic systems.

Research, Evidence, and Point of View

1. Students frame questions that can be answered by historical study and research.

2. Students distinguish fact from opinion in historical narratives and stories.

3. Students distinguish relevant from irrelevant information, essential from incidental information, and verifiable from unverifiable information in historical narratives and stories.

4. Students assess the credibility of primary and secondary sources and draw sound conclusions from them.

5. Students detect the different historical points of view on historical events and determine the context in which the historical statements were made (the questions asked, sources used, author's perspectives).

Historical Interpretation

1. Students explain the central issues and problems from the past, placing people and events in a matrix of time and place.

2. Students understand and distinguish cause, effect, sequence, and correlation in historical events, including the long-and short-term causal relations.

3. Students explain the sources of historical continuity and how the combination of ideas and events explains the emergence of new patterns.

4. Students recognize the role of chance, oversight, and error in history.

5. Students recognize that interpretations of history are subject to change as new information is uncovered.

6. Students interpret basic indicators of economic performance and conduct cost-benefit analyses of economic and political issues.

Grades Nine Through Twelve

The intellectual skills noted below are to be learned through, and applied to, the content standards for grades nine through twelve. They are to be assessed only in conjunction with the content standards in grades nine through twelve.
In addition to the standards for grades nine through twelve, students demonstrate the following intellectual, reasoning, reflection, and research skills.

Chronological and Spatial Thinking

1. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned.

2. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs.

3. Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods.

4. Students relate current events to the physical and human characteristics of places and regions.

Historical Research, Evidence, and Point of View

1. Students distinguish valid arguments from fallacious arguments in historical interpretations.

2. Students identify bias and prejudice in historical interpretations.

3. Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors' use of evidence and the distinctions between sound generalizations and misleading oversimplifications.

4. Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations.

Historical Interpretation

1. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments.

2. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect.

3. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values.

4. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions.

5. Students analyze human modifications of landscapes and examine the resulting environmental policy issues.

6. Students conduct cost-benefit analyses and apply basic economic indicators to analyze the aggregate economic behavior of the U.S. economy.

Last Reviewed: Tuesday, May 21, 2019

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Historical and Social Sciences Analysis Skills

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History-Social Science Content Standards Historical and Social Sciences Analysis Skills Kindergarten Through Grade Five The intellectual skills noted below are to be learned through, and applied to, the content standards for kindergarten through grade five. They are to be assessed only in conjunction with the content standards in kindergarten through grade five.

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Setting Norms,  or Common Expectations for our Team

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The Herrmann Brain Dominance Instrument® is based on the Whole Brain Thinking® framework and is an assessment tool that evaluates an individual's thinking process and how it reflects in certain aspects of their work-life. This assessment is typically used to raise people's awareness of their strengths in ways that they can capitalise on to make better decisions, become more creative problem solvers, and improve overall performance.

Four styles of thinking for the HBDI assessment

There are four styles of thinking, or quadrants, that the HBDI assessment accounts for:

The A Quadrant - Analytical: analysis of facts, numbers processing, logical thinking

The B Quadrant - Practical: organising facts, detailed review, planning approach

The C Quadrant - Relational: interpersonal, expressive, intuitive

The D Quadrant - Experimental: big-picture thinking, imaginative, conceptual thinking

Breakthrough Thinking

Understanding the HBDI profile for individuals can mean the difference between making a right decision, and making the best decision. Leaders today must be able to adapt to rapidly changing situations that requires them to shift their thinking in ways that enable them to come up with the best solutions. No two challenges are the same, and a great leader needs to be armed with the tools to overcome them. This type of psychometric assessment provides insight into the patterns that determine which of the four quadrants they fall into when problem solving. It is important too, that an understanding of each quadrant is developed so that you have a more complete arsenal of approaches from which to draw.

Creates Well Rounded Teams

By utilising the HBDI profile for teams, leaders can adapt their communication and coaching to support their specific needs rather than applying a singular, one-size-fits-all approach. Teams can be built to consist of people with diverse thinking processes. When they learn to account for their HBDI, they are able to recognise when a challenge they face will require a particular style of problem solving. Calling on the skills of a 'D' quadrant, imaginative thinker for example can be useful when navigating cultural change. Their ability to conceptualise ideas in a larger context is helpful when projects are starting out to provide clarity about the end vision. Each style of thinking identified by each quadrant, provides an invaluable resource to productivity and performance.

Communication

Strong communication is an integral element of any high performing team or organisation. The efficiency of how we distribute important information with clarity is what allows productivity to flourish. Whole Brain Thinking® introduces a common vocabulary that allows for ideas and information to be shared and more importantly, understood, by everyone without the chance of being misunderstood. By revealing the HBDI profile for individuals, we gain insight into the way that they understand information. So, when we need to communicate complex ideas we can do so more easily by phrasing it in words that align with their way of thinking. Knowing the Herrmann Brain Dominance Instrument® profiles of others can also help us to understand the ideas they are sharing with us, as we more easily understand some of their background thinking.

Builds a Culture of Support

Developing this deep level of understanding of each other's ways of thinking and problem solving results in creating a more connected workplace culture. Strong communication and comprehension also builds a network of support. For example, a 'C' quadrant thinker might be asked for advice about keeping team morale high or, an 'A' quadrant thinker may assist in quantifying goals. Successful organisations have a culture that goes beyond accepting differences; they embrace and leverage those differences to push themselves further.

"Successful organisation have a culture that goes beyond accepting differences; they embrace and leverage those differences to push themselves further."

Growth and Performance

Thought management tools such as the HBDI help us to understand the strengths and weaknesses of our approach to learning. We may struggle to understand new methods, not because they are too complex, but because the information is being delivered in a way that is incompatible with how we prefer to learn. Not many people know what their preferred method is. A focus on how new ideas and skills are taught can be equally as important as learning them at all. Improvement in productivity occurs when we approach skills development in ways that make the most sense for the individual.

Sustainable Change

Creating on-going and sustainable change is difficult for many organisations to achieve, especially for those who have a 'the way it's always been done' mentality. Embracing new ways of doing business allows organisations to make continuous improvements. They don't become complacent or reliant on outdated practices. Adopting a Whole Brain Thinking® approach to business practises, creates possibilities to implement more creative, innovative ideas that offer a competitive edge.

There is inherent value in exploring the strengths and weaknesses that affect how we process new information and solve problems. It takes a concerted effort to learn to approach challenges from a variety of angles. Discovering your individual or team Herrmann Brain Dominance Instrument® profile can play a pivotal role in decision making, performance, and success. Embracing it is important to avoid becoming too reliant on old patterns that prevent us from reaching our highest potential.

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6 benefits of the Herrmann Brain Dominance Instrument (HBDI)

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The Herrmann Brain Dominance Instrument® is based on the Whole Brain Thinking® framework and is an assessment tool that evaluates an individual's thinking process and how it reflects in certain aspects of their work-life. This assessment is typically used to raise people's awareness of their strengths in ways that they can capitalise on to make better decisions, become more creative problem solvers, and improve overall performance.

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Herrmann Brain Dominance Instrument® HBDI® Overview - LEADx

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HBDI® stands for Herrmann Brain Dominance Instrument®. Here’s what it is, how it works, where it came from. The HBDI® is not about what you think, but it certainly is about the way you think. It’s about thinking preference and how that varies in individuals.

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OCDE Copy of a Feeling Oriented Educator

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OCDE Copy of a Planning Oriented Educator

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Collaboration Cycle for Balanced Instructional Design

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8. UVAK12 Peer Consultancy Pre-Work and Protocol (A Spence)