FCCPS Career Technical Education Curriculum Study Report 2009-10

Career and Technical Education
Curriculum Study Report

2009-2010
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Table of Contents
1. List of committee members and meeting times

2. Description of the Curriculum Study Process
3. Philosophy and Goals
4. Traditional Vocational vs. 21st Century Career Technical Education
5. Examples of State and Federal Regulations Driving CTE Decisions
6. Where Were We? What Did We Accomplish?
7. Where Are We Now? Where Should We Be?
8. Where Do We Go From Here? Observations and Recommendations
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Members of the 2009-2010
Curriculum Study Committee
Name Position
Gloria Guba Assistant Superintendent for Instruction
Jeanne Seabridge Career and Technical Education Administrator, Technology Education Teacher and Business
Information Teacher at MEHMS
Jon Ballou Technology Education Teacher GMHS
Chris Pikralidas Business and Information Teacher at GMHS
Janice Wolner Family and Consumer Sciences GMHS
Angelina Doolittle Family and Consumer Sciences MEHMS
Steven Knight TJ Instructional Technology Coordinator, K-12 Educ. Technology CIRT and ANGEL Admin.
Brett Sparrgrove MEH Instructional Technology Coordinator Business and Information Technology Teacher
MEHMS
Susan Jinks GM Instructional Technology Coordinator
Donna Viscardi MD Instructional Technology Coordinator
MaryBeth Connelly Community Outreach/BIE Coordinator
Andy Rankin Viget Labs
Joel Block Not in attendance but provided additional information

Math and Finance and Economics Teacher at GM
Janae Rittenhouse Counseling Director MEHMS
Matt Sowers Counselor MEHMS
Elise Kenney Counselor and Career Specialist MEHMS
Judy Bracken College & Career Specialist GMHS
Amy Kurjanowicz Counseling Director GM
Ann McCarty Principal MEHMS
Juanita Briscoe FCCPS Testing Coordinator
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Ken Siekman Assistant Principal
Nancy Goldman Counselor GM
Marcia Schumann Counselor GM
Valerie Chesley Counselor GM
Brad McAdam Counselor GM
Tooze, Karin English Teacher GM / FEA (Future Educators of America) Advisor
Shumpert, Jeremy Social Studies Teacher
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Curriculum Study Committee
Schedule of Meetings
Wednesday, December 03, 2008 @ 6:00
Wednesday, January 21, 2009 @ 1:45
Monday, February 9, 2009 @ 9:00
Thursday, May 28, 2009 @ 2:30
Wednesday, October 21, 2009 @ 9:00
Wednesday November 4, 2009 @ 1:00
Tuesday, November 10, 2009 @ 1:00
Tuesday, December 1, 2009 @ 2:30

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Description of the Process
The CTE Curriculum Study Committee, composed of FCCPS administrators, counselors, teachers, parents and
community members took the following steps to review and evaluate the current program of studies, co-
curricular, extracurricular and partnership programs.
1. Met to discuss the Curriculum Study Process
2. Posted invitation to be on Career and Technical Curriculum Planning Committee via Falls Church Press
and the FCCPS website.
3. Reviewed the 2001-2003 CTE Curriculum Study report and identified those recommendations which
had/had not been addressed. Answered the question “What does Career and Technical Education Mean
in the 21st Century?” ¹
4. Reviewed state and national standards and CTE competencies, graduation requirements, Standards of
Accreditation, the FCCPS Strategic Plan, and the VDOE Career and Technical Education Local Plan
from the 2008-2009 school year.
5. Worked on revising the CTE Philosophy and Goals Statement to reflect the current FCCPS Strategic
Plan, VDOE mandates and the Carl D. Perkins Career and Technical Act of 2006
6. Met in subcommittees to identify program curriculum, facility and personnel strengths and needs.
7. Met with the B.I.E. / CTE Advisory Committee to discuss the CTE Program strengths and needs.
4. Met in subcommittee to discuss newly mandated VDOE Career Planning regulations for grades 7th-12th
(8 VAC 20‐131‐140: College and career preparation programs and opportunities for postsecondary
credit) and discussed what we need in place to satisfy these requirements.
8. Attended various CTE related meetings and conferences in order to gain additional information
concerning Career and Technical Education at the district, local and state level.
9. Completed CTE Compliance Reporting from the VDOE for the Career and Technical Education Self
Assessment
10. Arrived at a conclusion about program status and future and agreed upon recommendations to address
identified needs.
11. CTE Curriculum Plan Report was written and Presented to the FCCPS School Board
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Falls Church City Public Schools
Career Technical Philosophy and Belief Statements
2009-2010
Philosophy:
The global nature of today's society demands academic competent, and well-trained, technology-literate
individuals. The K-12 Career and Technical Education program at Falls Church City Schools is designed to
graduate students with the workplace and technical skills necessary to compete in higher education or in the
high performance workplace.
Students must be given the opportunity to use knowledge from other content areas and learned technical skills
to design, create, and solve problems. Career Technical Education provides students with relevant contexts for
studying and learning by linking school-based education with the skills and knowledge needed for continued
success in a rapidly changing and diverse technological and global society.
Students need to explore careers throughout their education in order to make a wise career choice for the future.
A well designed Career Plan gives students a tool which will inform them, guide them, and provide a venue for
reflection. Future career and post-secondary education decisions should be based on knowledge from career
exploration in all 16 Career Clusters as well as student interests and strengths.
We believe that…….
Every individual has a need for and a right to Career and Technical Education.
Students should have a multitude of Career Technical Education courses available to them.
They should have the opportunity to explore a chosen CTE concentration which will enable them to achieve
a Career Technical Education Seal or Advanced Math and Technical Seal from the state of Virginia
Every student can learn and be a productive member of society.
The learning and development needs of students govern CTE educational decisions.
All students benefit from an integrated system of academic and CTE applied learning based on rigorous
expectations and standards, throughout their school experience.
All CTE teachers place the highest priority on students' attainment of literacy at levels that will serve them
throughout their lives as productive citizens and lifelong learners.
Career and Technical Education happens best when the learning environment is safe, caring and respectful.
Each student has unique talents, interests and needs, and comes to Career Technical Education Courses with
diverse cultural, social, moral and ethical beliefs.
Data analysis drives CTE educational decisions and resource allocation and contributes to continuous
improvement.
The acquisition of work skills as determined by occupational demand is necessary for the social and
economic well-being of our youth, adults, and community as a whole.
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Career and Technical Education must be active and experiential, an integration of academic and technical
skills, and offered to each student without regard to the student’s gender, cultural, social, economic, sexual
orientation, or other background.
Career and Technical Education must be actively engaged in authentic relationships with the larger
community to develop standards and assessments that reflect the needs of the employer community and the
pursuit of further education.
Career and Technical Educators are partners with the home and the larger community as we strive to
develop informed, responsible, and participating members of society.
The Career and Technical Educators encourages all students to develop to their fullest capacity and to
achieve their life goals
Statement of Goals:
The following goals are identified as supporting the philosophy for Career Technical Education. The CTE
program, curriculum and assessment decisions shall be driven by these goals:
To adapt to the constantly changing socioeconomic needs through the induction of technological and unique
educational programs such as Articulation Agreements with Area Colleges, State and National
Certifications and Licensure, Cooperative Education, Tech Prep, Skills USA, Apprenticeship and Internship
Programs.
To promote student participation in workplace based experiences (e.g. co-op, student apprenticeships,
internships, job shadowing, career fairs, field trips and guest speakers) for applied learning and career
exploration.
To encourage students to participate in student leadership organizations and opportunities.(FBLA – Future
Business Leaders of America, TSA – Technology Student Association, DECA - Delta Epsilon Chi
(marketing), FEA – Future Educators Association, HOSA – Health Occupation Students of America,
FCCLA - Family, Career and Community Leaders of America, Skills USA, and FFA – Future Farmers of
America)
To align current CTE curriculum with the K-12 International Baccalaureate model.
To increase the academic skills of career/technical education students through the use of integrated content
areas and lessons designed around the federal governments STEM initiative
To provide a variety of CTE extracurricular activities which foster interaction among parents/guardians,
faculty, staff, and students. (First Lego League, First Robotics Competition, Project Lead the Way, National
Engineers' Week Future City Competition, Exploravision, NASA, etc)
To collaborate with Business & Industry, National Associations, and Advisory Committees to promote,
establish, maintain, and evaluate the vocational/career technical programs in order to maintain the high
standards of the school curricula.
To maintain effective partnerships to promote development of the Falls Church workforce.
To ensure a student's right to develop his/her potential regardless of race, color, sex, religion, age, handicap,
national origin, or sexual orientation.
To support and enhance the student use of current and future technologies along with providing adequate
facilities, instructional resources, and instructional time
To teach students the required skills to effectively communicate.
To prepare students for future career changes and technological advances.
To provide an atmosphere of strong work habits interpersonal communication, mutual confidence, respect
for authority, friendliness, and cooperation while maintaining a safe and nurturing environment supported
by discipline which is consistent, firm, and fair.
To provide guidance for students concerning personal, educational, and career issues.
To provide continuous development of rigorous, progressive, and research-based career/technical education
curricula in order for students to acquire the necessary skills to meet all the state and federal requirements.
To promote the positive image of career/technical education.
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To provide relevant and focused professional development for K-12 teachers.
To recruit and retain highly qualified career/technical teachers and administrators.
To exceed minimum requirements of state and federal legislation.
To continue to update, monitor, and practice all building safety protocol and procedures to ensure a safe
working environment for its faculty, staff, and visitors as well as a safe learning environment for students
To help learners work both as a team and think independently, complete skill and safety competencies, and
be self-directed with their education and career goals.
To foster student awareness of their role as citizens of communities by participation in community service
experiences.
To promote teaching that recognizes differences in learning styles and uses a wide variety of methods.
To provide curricula and instruction that integrates academic, technical, interpersonal, and other
competencies with industry standards, entrepreneurial opportunities, and higher education requirements.
To provide lessons that encourages problem solving skills, creative thinking and innovative ideas.
To frequently evaluate goals, programs and performance in order to make continuous quality improvement
in Career and Technical Education for students.
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Traditional Vocational vs. 21st Century Career Technical Education
The philosophy statement and goals reflect the committee's affirmation of ongoing changes in best practice and theory in
CTE instruction. The table below explains in simple terms how CTE advocates see these changes in secondary schools
Traditional Voc-Ed New Secondary CTE Systems
• Developing narrow skills • Developing an ability to learn
• Job training • Education and Career preparation
• Taking academic "shortcuts" • Succeeding in rigorous and relevant academics (i.e.

International Baccalaureate, Tech Prep and Dual
Enrollment Opportunities)
• Teaching the task (rote • Solving problems (understanding)

learning)
• Entry-level job competencies • Solid foundation in basic skills, thinking skills, and
(certification) personal qualities (postsecondary transitions)
• Independent secondary and • Secondary-to-postsecondary articulation of 1-4 year

postsecondary voc-ed institutions.
• Equipment-based curricula • Knowledge- and technology-based curricula
• Lower academic standards • All students taught to the same high standards
and expectations
• Academics not connected • Contextual teaching and learning with the use of
integrated lessons and focus on the federal
government initiated STEM (science, technology,
engineering and math) program focus.
• Student placement based on • Career guidance/pathways

low academic performance
(tracking)
• Why do I have to learn this? • I can use this! Now, I know why I need to know
things like math and science!
• "Not for my kid" • st

"Useful for everyone" Teaches 21 Century Skills
that all students need to know, be able to do and
understand in order to be successful in the future.
Excerpted from the NTPN (National Tech Prep Network) publication Connections, Volume 13, # 3 (Spring 2003, p.1)
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Examples of State & Federal Regulations & Reports
Driving CTE Decisions
The Carl D. Perkins Career and Technical Education Act 2006 (Perkins):
The Carl D. Perkins Career and Technical Education Act (Perkins) was most recently reauthorized in August
2006. The purpose of Perkins is to provide individuals with the academic and technical skills needed to succeed
in a knowledge- and skills-based economy. Perkins supports career and technical education that prepares its
students both for postsecondary education and the careers of their choice.
• serving as a catalyst for change by driving program improvement

• developing a strong accountability system that ensures quality and results
• strengthening the integration of academic and career and technical education
• ensuring access to career and technical education for special populations, including students with
disabilities
• developing and improving curricula
• purchasing equipment to ensure that the classrooms have the latest technology
• providing career guidance and academic counseling services
• providing professional development and technical assistance for teachers, counselors and administrators
• supporting career and technical education student organizations
ACTE Association for Career and Technical Education, The Carl D. Perkins Career and Technical Education Act 2006 (Perkins)
http://www.acteonline.org/perkins.aspx
"Preparing the Workers of Today for the Jobs of Tomorrow,"
A new report by President Obama’s Council of Economic Advisors highlights the importance of CTE and
community and technical colleges in America’s economic recovery. The report, "Preparing the Workers of
Today for the Jobs of Tomorrow," looks at the industries and areas that are projected to have high job growth
and how community and technical colleges can help lead the way in these areas and in other segments of the
country’s economic recovery. Some of the highlights of this report that showcase the importance of CTE are:
• The fastest-growing segments of jobs are those that require an associate degree or postsecondary CTE
certification or credential.
• The current postsecondary system, while effective, needs to be improved to better align with the needs
of the labor market and to encourage completion of postsecondary training and degrees.
• Research shows that associates degrees or postsecondary CTE credentials in high-demand/high-skill
areas like health care or STEM/technical fields are more valuable to earning a high salary than other
associate degrees.
• One very important aspect of an effective postsecondary system is an integration of CTE and adult basic
education skills to create more contextualized learning. Students in an integrated program are more
likely to improve their basic education skills and to earn college-level credits.
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• The fastest growing jobs require employees to have greater flexibility in their technical skills and to
have well-developed 21st century skills.
The report also contains language that supports the concept of career pathways beginning at the secondary level
and continuing into postsecondary education. "These programs typically involve a careful map of required
courses and training, designed to be internally coherent and linked to the demands of specific jobs. Career
pathways can begin as early as middle school and can include accelerated programs that blend basic skills and
occupational training."
-ACTE Association for Career and Technical Education, "Preparing the Workers of Today for the Jobs of Tomorrow,"
http://www.acteonline.org/ctepolicywatchblog.aspx?id=9472&blogid=3512 , Posted by PPD at 7/15/2009 9:20 AM
VDOE Guidelines for Academic and Career Plans
The Board of Education included in its 2009 revisions to the Regulations Establishing Standards for Accrediting
Public Schools in Virginia, (8 VAC-20-131-5 et seq) provisions for each middle and high school student to have
a personal learning plan that aligns academic and career goals with the student’s course of study. On February
19, 2009, the Board adopted the revised Regulations, also known as the Standards of Accreditation
[http://www.doe.virginia.gov/VDOE/Accountability/soafulltxt.pdf]. The section pertaining to Academic and
Career Plans reads:
Beginning with the 2010-2011 academic year, all schools shall begin development of a personal Academic and
Career Plan for each seventh-grade student with completion by the fall of the student’s eighth-grade year.
Students who transfer from other than a Virginia public school into the eighth-grade shall have the Plan
developed as soon as practicable following enrollment. Beginning with the 2011-2012 academic year, students
who transfer into a Virginia public school after their eighth-grade year shall have an Academic and Career Plan
developed upon enrollment. The components of the Plan shall include, but not be limited to, the student's
program of study for high school graduation and a postsecondary career pathway based on the student's
academic and career interests. The Academic and Career Plan shall be developed in accordance with guidelines
established by the Board of Education and signed by the student, student's parent or guardian, and school
official(s) designated by the principal. The Plan shall be included in the student's record and shall be reviewed
and updated, if necessary, before the student enters the ninth and eleventh grades. The school shall have met its
obligation for parental involvement if it makes a good faith effort to notify the parent or guardian of the
responsibility for the development and approval of the Plan. Any personal academic and career plans prescribed
by local school boards for students in grades 7-12 and in effect as of June 30, 2009, are approved to continue
without further action by the Board.
‐Virginia Department of Education, Virginia Board of Education, September 17, 2009
2)
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Where Were We?
Previous Recommendations: Were the Goals Accomplished?
Career Technical Education Program
2001-2003
Elementary Schools
In order to meet the CTE program goal of raising awareness about careers among elementary students, the
elementary schools should
• Increase communication about taught curriculum among teachers of different teams and grade levels.
The table provided in the appendix shows CTE curriculum information gathered by CTE curriculum
study members. It can serve as a starting point for communication and additional articulation.
• Provide staff development opportunities for the delivery of a curriculum based on inquiry, problem
solving, and an overall emphasis on original design. Committee members suggest that this staff
development occur in conjunction with training and curriculum implementation that is part of the
science curriculum initiative. Contact information for potential trainers and training sites is provided in
the appendix.
*Goal was accomplished. The IB Primary Years Program addressed the need for the increased communication
concerning taught curriculum. The PYP program also addressed the need for delivery of a curriculum based on
inquiry, problem solving, and an overall emphasis on original design.
The B.I.E. (Business in Education) committee has been instrumental in promoting career awareness at the
elementary school level. Captain Relevance was created to help inform children of careers and the academic
relevancy of obtaining specific skills in order to be successful in their occupation.
Middle School
In order to meet the middle school CTE program goal of providing opportunities for career exploration, the
middle school should
• Give the highest priority to expanding CTE curriculum options especially in the area of design and
technology. This expansion would help eliminate the current misalignment of the middle and high
school curriculum and effectively prepare students for both high school science and CTE courses. The
committee recommends the implementation of modular programs that can target students across ability
or achievement levels, allow students to explore a wider range of CTE topics, and provide additional
opportunities to strengthen students in objectives examined in SOL tests. All mid-level students can be
expected to benefit from this approach, but most especially so students in grade eight who are preparing
to transition to the high school and who are beginning to make decisions about the direction their high
school and post-secondary education will take.
• While priority should be given to the topics studied most intensively in high school, that is, to
technology education and science, the family and consumer science program can be improved also with
the acquisition of modular units.
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*Goal was accomplished. The LabVolt module system was purchased for the 7th grade Technology Education
course and the 6th grade Family and Consumer Sciences course. This modular approach created a multimedia
rich format which delivered differentiated content embedded with SOL standards from math, science, social
studies and Language Arts. The topics are divided by Career Clusters and students choose the career area to
study based on assessment data from an online interest inventory. The CTE program was also expanded by
adding an Introduction to Technology/Engineering course in 6th grade, a Food and Nutrition course in 7th
grade and a Video, Media course in 6th grade and the MEH-TV morning announcements program was added to
teach Television Production skills in 7th grade.
In addition to classroom improvements the Counseling department has initiated a Career Fair highlighting all
16 career cluster areas. Local community members are invited to meet with students and discuss their careers,
education, training, licensure and skills needed for their occupation.
High School
In order to meet the CTE program goal of preparing students for the work place and post secondary education
the high school should seek to address the declining enrollment and the apparent lack of student interest in CTE
courses. In particular, the committee recommends that the high school
• Continue to update and aggressively market CTE courses

• Continue to offer a desktop publishing course
• Continue to provide enrollment opportunities at Arlington Career Center
• Expand its offerings to include the IB Business Management course, with an implementation date of fall
2004.
• Continue to explore the feasibility of offering an IB design and technology course, a course that faculty
members have determined requires expertise across curricular areas and therefore may have to be taught
by several faculty members.
*Goal was accomplished. The CTE courses for Arlington Career Center are marketed through an established
annual field trip in the fall to ACC for all 9th graders at George Mason High School. The existing CTE courses
at George Mason are marketed by the Technology Education Teacher and the Family and Consumer Sciences
Teacher. The FACS area visits the 7th graders at Mary Ellen Henderson Middle School to promote the High
School FACS courses. The Technology Education students visit MEHMS to assist with First Lego League.
Gourmet Cooking I and Fashion Design I were added to the FACS program. Video & Media and Computer
Graphics were added as part of the Tech-Ed program. The Business and Information Technology course
Desktop Publishing (Yearbook Journalism) is offered but only during after school hours. The teacher is paid an
EPED. A Finance course was added and is being modified to fit the requirements of the new graduation
regulations.
The IB Business Management is currently being offered at George Mason High School. The IB Design and
Technology course has been approved but is not being offered for the 2010-2011 school year.
Systemwide
• The committee supports the Virginia Tech Study suggestions for high school students to have career
exploration experiences, internships and other work-site opportunities that help enhance students'
awareness and understanding of careers and successfully prepare students for employment or post-
secondary education.
• The committee further believes that middle school students and high school students should continue to
experience career exploration days and job shadowing in the community workplaces.
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• The committee strongly urges that FCCPS provide and design the instructional spaces needed to allow
delivery of the programs described in this report.
*Goal was accomplished. High school students have career exploration experiences provided to them by the
Career Specialist at George Mason High School. The middle school is providing an annual career fair for all
Middle School students to participate in. The Middle Schools instructional spaces were provided with the
construction of the new building.
*Goal was not met. Co-op, Internships and other work-site opportunities are not offered other than limited
opportunities for a few students which include Life Skills and ACC students. Job shadowing opportunities for
middle school students are no longer being offered nor are they being offered at the high school. The high
school instructional facilities for CTE areas are still inadequate for the learning of 21st century skills.
15

Where Are We Now? Where Should We Be?
2009-2010
Business and Information Technology:
Mount Daniel Elementary School

o Business and Information Technology Curriculum
Internet Safety
Intro to Keyboarding
Into to Digital Photography
o Equipment/Software
Elmo’s needed
Digital Cameras needed
o Career Connections
Career Community Helpers and BIE Involvement.
Career awareness embedded within other content areas.
o Facility
Trailers are being used for computer labs.
The trailers are overcrowded.
Time is wasted going from building to trailers.
Teacher sight area is limited to monitor students work due to lab layout.
Difficult to get to students who need assistance when in trailer
No room for student or teacher work areas.
Highly recommend building one or two computer labs as an addition to the Mt. Daniel building.
o Staffing Needs or Training

Adequate – part time technician and a full time paraprofessional assigned to computer lab.
o Special Ed / ESOL -Technology and/or Career support

Adaptive software is available along with other remedial and skill building software programs.
Thomas Jefferson Elementary
o Business and Information Technology Instruction

Internet Safety
Keyboarding
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Would like to have Apple Mac computers in some areas where appropriate in order to enhance
student learning.
ANGEL is being used by teachers and students
Wireless equipment not working – needs infrastructure.
Need laptops but cannot support them without a wireless network.
BIE Career Bulletin Boards
o Facility
Wireless building needed

Lost a lab Paraprofessional last year. This position needs to be reinstated. Students used to receive
consistent keyboarding time when a paraprofessional was assigned to the lab. This is not the case
now.

Learning Skills students each have assigned laptops.
Computer lab is part of special education’s schedule
Mary Ellen Henderson Middle School

Keyboarding 5th Grade
o Curriculum needs revised to satisfy changes in the VDOE student competency requirements
Computer Concepts 6th grade
o Course phased out with loss of Business and Information Technology period in the schedule.
Some computer time is regained as a part of the Introduction to Technology curriculum.
Provide up to date and appropriate equipment and software to support the curriculum.
Dual platform experience for students is needed in the use of APPLE vs. Windows technology.
Students should have access to the tool that works best to complete the task at hand.
Students explore careers, write age level appropriate résumés and fill out job applications.
Workplace readiness skills are emphasized.
Students learn essential office software and keyboarding techniques
Guest speakers are invited into classes to discuss their occupations
o Facility
No concerns. Facility is adequate.

Internet Safety Training was conducted this year
Business and Information Technology teachers are encouraged to attend professional conferences in
their content areas.
Recommended that staff stays current with new and emerging technologies.
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All students have the opportunity to attend CTE courses
Para-professional assistance is available when necessary
Students in need are given a differentiated or modified curriculum.
o Student Leadership Organizations

FBLA-Middle Level chapter should be started at FCCPS
o other
7th grade Civics and Economics class explore entrepreneurship.
Career Week at MEH
BIE is interested on doing more with a career focus at Mary Ellen Henderson Middle School
George Mason High School

Finance and Economics
o Curriculum has been written to comply with the VDOE graduation requirement which requires
one credit in Financial Literacy before graduation.
Computer Science – all levels
o Currently a math course which qualifies as a Business and Information Technology course in the
area of Programming 6640 and 6641. Must check to see if all competencies are being met.
Internet Applications
o Currently a math course which qualifies as a Business and Information Technology course in the
area of Design, Multimedia and Web Technologies 6630. Must check to see if all competencies
are being met
Economics
o Currently a Social Studies course which qualifies as a Business and Information Technology
course in the area of Principles of Business and Marketing 6115. Must check to see if all
competencies are being met
Desktop Publishing
o Currently being offered as an after school course. Must check to see if all competencies are being
met and whether or not the state will approve it as a CTE course since it is not offered during the
school day.
IB Business Management
IB Information Technology in a Global Society
• Most equipment and software is adequate at this time but needs to be kept up to date.
o Career / Post-Secondary Education Connections

• Need to involve more community members as guest speakers.
• Need to pursue Dual Enrollment opportunities with local universities within the walls of GM
• Need to pursue Co-op, internship and workplace opportunities
o Facility
• No wireless in some areas of the building. Some wireless hubs are not working.
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• Need a certified Business and Information Technology teacher that teaches advanced computer
office application skills. There are currently no Business Application courses being offered at this
time.
• Business and Information Technology teachers are encouraged to attend professional conferences in
their content areas.
• Recommended that staff stays current with new and emerging technologies.
• Financial Literacy course (Personal Finance and Econ.) has been expanded in order to accommodate
new graduation requirements.
o This summer the UBD curriculum was written for the course.
o Based on the state requirements, the current teacher is certified to teach the personal finance
and econ class as a math teacher. This teacher also has a degree in accounting and only
would need 3 classes to get an additional endorsement in business even though it is not
necessary.
o It is proposed that the class not be a continuous one year class for everyone. It can be a two
semester course so that kids can take the first semester their Junior year, before TOK, and the
second semester senior year, after TOK.
o The challenge will be getting the class to work with the schedules of many of our overbooked
students.
• Life Skills students are given workplace opportunities

• FBLA and a DECA- student leadership association chapter should be started at FCCPS
o Licensures and Certifications

• Students taking Business and Information Technology as a completer are expected by VDOE to
obtain certification or licensure by the state. This may result in a MOS or NOCTI certification. At
this time we offer no Industry certification or licensure other than at ACC
o Other
• It is recommended that we support the Arlington Career Center in offering rigorous CTE programs
for our students.
• There is concern that there are too many scheduling conflicts which impede the ability for most
students to take desired CTE courses at George Mason High School or at ACC.
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2009-2010
Family Consumer Sciences.
o Family and Consumer Sciences Curriculum

FACS I – 5th Grade
FACS II (module) – 6th Grade
Nutrition and Wellness – 7th Grade
The MEH FACS computer module lab is in need of curriculum and equipment updates. Modular
units need to be updated by replacing them with Synergistics modules. LabVolt has not been
updating their curriculum and has not shown much attention to this product line. This product is
being phased out by the company. Doolittle and Seabridge have met with the Synergistics vendor
and have tested the product. It is very sophisticated and satisfies the VA SOL’s, CTE competencies
and focuses on STEM based lessons. The product is web-based and updated frequently.
Handicapped kitchen is in need of a stove with an oven

Need to involve more community members as guest speakers.
o Facility
Layout is not classroom friendly. Very difficult to see students behind all of the poles.
Classroom is crowded with computer lab sharing the lab space. Would prefer to place computers in a
separate classroom if available (i.e. room 219)

Family and Consumer Sciences teachers are encouraged to attend professional conferences in their
content areas.
Recommended that staff stays current with new and emerging technologies and best practice.

• All students are given the opportunity to take CTE courses. Courses are differentiated and modified
to suit their needs.

• FCCLA and an FEA- student leadership association chapter should be started at FCCPS
o Licensures and Certifications
20

• Students taking Family and Consumer Sciences as a completer are expected to obtain certification or
licensure by the state. This may result in a NOCTI certification. At this time we offer no Industry
certification or licensure other than at ACC
o Family and Consumer Sciences Curriculum

FACS III – 8th Grade
Introduction to Culinary (Introduction to Gourmet Cooking) - GM
Culinary I (Gourmet Cooking I) - GM
Fashion Design and Marketing - GM
Please refer to Facility below….

Tech Prep and Dual Enrollment opportunities within the walls of GM should be considered.
Internships and workplace opportunities should be considered.
A Career Plan of Study must be created for each cluster. This plan must incorporate academics and
electives in the plan. The plan should focus on a cluster, pathways and occupations which demand
skills taught in these courses.
In order to provide students at GM with career cluster opportunities related to Hospitality and
Tourism, Health Science, Human Services, Marketing Sales and Service, and Agriculture, Food and
Natural Resources we feel it is necessary to offer at least one elective from each cluster.
Need to involve more community members as guest speakers.
o Facility
FACS room needs gutted or placed in a new facility.
o Ideal floor plan would include 3 rooms.
One room would house 4 regular kitchens and one commercial kitchen.
The second room would be a classroom with a textiles area for sewing and a childcare
section. In addition to this a separate area should be set up for 5 modular stations that kids
can rotate into.
The third area would be located between the two classrooms. Half of it would serve as a
storage room and laundry room with washer and dryer. The other half would be a dining
room/restaurant area with buffet for serving faculty and other groups. Can double as a
conference room.
o New facility equipment needs
4 regular kitchens with stoves, refrigerators, garbage disposals, dish washers, microwaves
and deep sinks.
1 commercial kitchen to meet the competencies for the Culinary 1 course
Necessary equipment to meet the needs of Culinary I
Washing machine and dryer
Utility sink
Modular computers and work tables

Family and Consumer Sciences teachers are encouraged to attend professional conferences in their
content areas.
21

More FACS courses would require a full time FACS position.

• All students are given the opportunity to take CTE courses. Courses are differentiated and modified

• FCCLA - student leadership association chapter should be started at FCCPS. FEA – Future
Educators Association is already being offered to students as a before school club.
o Seals, Licensures and Certifications

• A certain percentage of students taking Family and Consumer Sciences as a completer are expected
to obtain certification or licensure by the state. We currently have none and are looking into a
standard Workplace Readiness Exam which will result in a NOCTI certification.
• At this time we offer no Industry certification or licensure other than at ACC
• Two 36 week courses or one 36 week and two 18 week courses from a concentration should be
offered to allow students the opportunity to obtain Completer status. This would qualify students for
the Career and Technical Education Seal and the Board of Education's Seal of Advanced
Mathematics and Technology.
o Other
• It is recommended that we support the Arlington Career Center in offering rigorous CTE programs
for our students.
• There is concern that there are too many scheduling conflicts which impede the ability for students
to take desired CTE courses.
22

2009-2010
Technology Education
Elementary Schools
o Technology Education Curriculum

• Recommendation to integrate Children and Engineering program from VDOE with science classes at
TJ and Mt. Daniel in order to compliment he PYP program.

• Introduction to Technology 6th grade
• Technology Systems 7th Grade
• Introduction to Video and Media Technology 6th grade
• Television Production 7th grade
• The Module curriculum needs to be updated and replaced with a new vendor (SYNERGISTICS).
The current software and computer technology will be entering the sixth year at the beginning of the
2010-2011 school year.
• The current company (LabVolt) has not been good about updates and the curriculum in the Tech Lab
has numerous errors which have to be corrected by the teacher.
• SYNERGISTICS offers a web-based curriculum which is updated frequently. All curriculum is
aligned to Virginia’s SOL’s, Integrated with other content areas and meets the STEM guidelines.
• The cost will be high since the hardware and software should be replaced at the same time in order
to prevent technical issues with compatibility problems.
• In hindsight a rotational plan should have been put in place every 5-6 years for this type of update to
the FACS and Tech-Ed labs at MEH. This needs to be placed in the CTE curriculum plan for the
future.

• Students use BRIDGES for career exploration in 7th grade
• Students use Jobs in Pawland for career exploration in 5th grade
• All modules in 7th grade have a career focus
• An effort to invite more career guest speakers is needed.
o Facility
• Facility is adequate
23

Technology Education teachers are encouraged to attend professional conferences in their content
areas.

All students are given the opportunity to take CTE courses. Courses are differentiated and modified

TSA- student leadership association chapter should be considered at MEH
o Extracurricular Activities
MEH-TV Studio Morning Announcements
Technical Crew for the school play
First Lego League

• Technical Drawing and Design
• Architectural Drawing and Design
• Engineering Drawing and Design
• IB Design Technology
• Graphic Communications Systems (Computer Graphics)
• Video and Media Technology (Film Studies)
• Equipment and software needs to meet industry standards and be kept updated.
• Refer to Facility for more information.

• Tech Prep and Dual Enrollment opportunities within the walls of GM should be considered.
• Internships and workplace opportunities should be considered.
• In order to provide students at GM with career cluster opportunities related to Architecture &
Construction, Arts, Audio/Video Technology & Communications, Science, Technology,
Engineering & Mathematics, and Manufacturing we feel it is necessary to offer at least one elective
from each cluster.
• Two 36 week courses or one 36 week course and two 18 week courses from a concentration should
be offered to allow students the opportunity to obtain completer status.
• An effort to invite more career guest speakers is needed.
• A Career Plan of Study must be created for each cluster. This plan must incorporate academics and
electives in the plan. The plan should focus on a cluster, pathways and occupations which demand
skills taught in these courses.
• Last year a Career Plan of study for the cluster of Science Technology Engineering and Mathematics
was created for Falls Church Schools 7th through Post secondary schooling.
• It is recommended that one for Arts, Audio/Video Technology & Communications be created this
year since we have courses in place to meet the requirements from the state.
• A sample Plan of Study catalog was viewed which focuses on the Career clusters for course
selection. This is the type of plan the state wants implemented in all VA high schools. The
committee would like to see Falls Church develop such a plan that meets the needs of the Falls
Church student.
24

o Facility
• Ideal floor plan would include 3 rooms.
o One room would house a computer lab
o The second room would be a workshop with machinery
o The third area would be located between the two classrooms. Half of it would serve as a
storage room and. The other half would be a video and media center with a TV-Broadcast
area and Theater viewing area.
• Since multiple courses are being taught simultaneously it is important that the instructors view is not
impaired. All three classrooms should be an open area or separated by windows.
• Equipment
o Utility sink
o Computer stations in lab with SmartBoard and projector with speaker system.
o video equipment for filming, editing and broadcasting
o Workshop area with woodworking and metal working machinery and adequate ventilation
fans.

Technology Education teachers are encouraged to attend professional conferences in their content
areas.

All students are given the opportunity to take CTE courses. Courses are differentiated and modified

TSA, Skills USA, Project Lead the Way - should be considered at GM
o Seals, Licensures and Certifications

A certain percentage of students taking Technology Education courses as a completer are expected
to obtain certification or licensure by the state. We currently have none and are looking into a
standard Workplace Readiness Exam which will result in a NOCTI certification.
At this time we offer no Industry certification or licensure other than at ACC
Two 36 week courses or one 36 week and two 18 week courses from a concentration should be
offered to allow students the opportunity to obtain Completer status. This would qualify students for
the Career and Technical Education Seal and the Board of Education's Seal of Advanced
Mathematics and Technology.
o Extracurricular Activities
Technical Crew for the auditorium operations
First Robotics Competition
Channel 12 Partnership
o Other
It is recommended that we support the Arlington Career Center in offering rigorous CTE programs
for our students.
There is concern that there are many scheduling conflicts which impede the ability for students to
take desired CTE courses.
25

2009-2010
Career Education
Elementary Schools
o Career Education Instruction

• Instruction is embedded within content areas

• B.I.E. created a Captain Relevance character and bulletin board project to reinforce the concept of
academics and how they relate to skills needed in a certain career field.

• Career education is taught to 5th, 6th and 7th graders by the Career specialist at Mary Ellen Henderson
Middle School during FLEX
• Career exploration lessons are taught in all CTE courses.

• Students use BRIDGES for career exploration and portfolio creation. It is recommended that the
Bridges program be utilized for the 7-12 Career Plan mandated by the state for graduation
requirements.
• Career Plans are needed that focus on various Career Pathways and Career Clusters. The state has
created templates for us to use. The templates need to be populated with academic and elective
courses from 7-12th grades that fulfill the skills and knowledge necessary for being successful in this
pathway. In addition, courses necessary at a post secondary level must also be included along with
occupations relating to the pathway, recommended CTE courses and electives, certification and
credentials approved by VDOE and offered locally, additional learning opportunities through student
associations, work-based learning, the career assessment tool being used for the Career Plan, Post-
Secondary placement assessments, and four year university degree or major necessary to obtain a
career in this pathway.
• Students use Jobs in Pawland for career exploration in 5th grade
• An annual Career Fair is held at MEH

• Career education is taught by the Career Specialist at George Mason High School.
• Career exploration lessons are taught in all CTE courses.
• EEI - Education for Employment Introduction for students identified with disabilities or disadvantaged
is provided for ESOL and Lifeskills. (need to check on competencies being met and breadth of service)
26

• Students use Naviance for career exploration and portfolio creation. It is recommended that the Bridges
program be utilized for the 7-12 Career Plan mandated by the state for graduation requirements.
Naviance would be used to supplement the Career Plan.
• Career Plans are needed that focus on various Career Pathways and Career Clusters. The state has
created templates for us to use. The templates need to be populated with academic and elective courses
from 7-12th grades that fulfill the skills and knowledge necessary for being successful in this pathway.
In addition, courses necessary at a post secondary level must also be included along with occupations
relating to the pathway, recommended CTE courses and electives, certification and credentials approved
by VDOE and offered locally, additional learning opportunities through student associations, work-
based learning, the career assessment tool being used for the Career Plan, Post-Secondary placement
assessments, and four year university degree or major necessary to obtain a career in this pathway.
• It is recommended that a stronger partnership be created with NOVA and Post-secondary institutions in
order to create the Career Plan and work out articulation agreements for Dual Enrollment and Tech Prep
opportunities.
o The Career Coach program in Virginia is providing colleges and school divisions with increases
and improvements in:
o Dual-enrollment
o Enrollment in community college and postsecondary CTE programs
o Relations between high schools and community colleges
o Partnerships with business and industry
o An opportunity to meet President Obama's challenge, in the American Graduation Initiative,
to provide high school students comprehensive, personalized services to help them plan their
careers and stay in school
o Supporting Program Areas:

• Comprehensive Guidance: Assists students through specific self-appraisal and self-improvement
activities to enable effective planning to meet their personal education and career goals.
• Work-Based Learning: Gives students the opportunity to learn a variety of skills by expanding the
walls of classroom learning to include the community. By narrowing the gap between theory and
practice, work-based learning creates meaning for students. (Job-shadowing, guest speakers,
internships, co-op work placement, community career awareness, career fair)
• Community BIE Involvement:

• Need to explore the local community to see what businesses use various CTE Skills.
• Need to invite guest speakers from the community to share their careers with students.
• Need to Plan field trips of local businesses that use CTE skills.
• Need to encourage students to take electives in areas that would benefit them in their
career choice.
o Recommendation of Workplace Readiness Skills

• Students need writing, spelling and email etiquette skills to be reinforced in all academic
areas.
• Students need to understand and exhibit all VA Workplace Readiness Skills.
o Other
• Encourage students to explore online software and web tutorials concerning new software
applications or technologies.
27

Where Do We Go From Here?
Observations and Recommendations
2009-2010
Curriculum:
• Observation-
o Most CTE curriculum has been updated and revised in a timely manner. Some areas still need to
be written or updated to include VDOE competency requirements, 21st Century Skills and
Workplace Readiness Skills.
o New courses need to be developed at George Mason that meet the job market demands, fit into a
career pathway, meets the minimum VDOE requirement for eleven CTE courses with at least
three completer options to be offered at each secondary school, and satisfy a desired completer
option for students.
o Some academic electives are currently not considered CTE at GMHS since they are offered by
other departments even though the topics are considered CTE by the state.
o ACC has a variety of courses that satisfies the VDOE CTE student competencies and completer
requirements.
o Many ACC courses are now being offered for Dual Enrollment and Tech Prep with NOVA.
GMHS does not offer Tech Prep or Dual Enrollment in GMHS. Few students are taking courses
at a post-secondary establishment to obtain Dual Enrollment status.
o Students do not have Cooperative Education, apprenticeship or internship experiences while at
GMHS.
o The CTE curriculum areas at GM only consist of FACS, Tech-Ed and Business even though
there are 9 areas available for students to participate in. They are Technology and Engineering
Technology, Family and Consumer Sciences Education, Business Education, Information
Technology Education, Economics and Entrepreneurship Education, Agricultural Education,
Health Science and Technology Education, Marketing Education, Skilled and Technical Sciences
Education
o Career Education programs that promote knowledge of careers of all types of employment
opportunities along with marketable skills are being infused in the K-12 curriculum. There is
however little mention of military careers.
o Career guidance, job seeking skills and job placement services are provided to students including
those identified as handicapped.
o Since the last CTE Curriculum Study the Business and Information time has been lost for 6th and
7th grades.
o Desktop Publications (Photo Journalism) is offered as an after school course for high school
credit.
o Some CTE curriculum needs to be updated to meet the approved UbD guidelines and new
VDOE-CTE changes.
o IB Film Studies is available to be added as a Technology education course
o Television Production is an approved course which has not been offered in years at GM
o The school board metrics would like to show an increase in students taking IB courses. Many IB
courses are considered CTE
• Recommendation –
o Teachers are continued to be paid compensation for curriculum writing time.
28

o Research needs done on current career demands in the local, state, national and global job
market. A study of current CTE electives needs to take place to ensure that the courses meet a
completer requirement and match courses necessary to fulfill a multitude of Career Pathway
Plans.
o Academic electives need to be studied to see if they meet VDOE - CTE requirements by
satisfying the VDOE competencies. If this is the case we can claim them on VDOE - CTE and
Perkins reporting which may result in additional funding from the state and federal governments
for FCCPS. Courses will then qualify to be added to the Career Pathway Plan as CTE courses.
o We should continue to encourage students to take advantage of Dual Enrollment opportunities
while attending ACC. Dual Enrollment opportunities should be made available in GMHS. It is
recommended that we accept the services of NOVA for the Career Coach program which will
assist students in taking Dual Enrollment and Tech Prep courses and Career Planning for Post-
Secondary 2 or 4 year education as well as for the Workforce upon graduation from high school.
o Cooperative Education, apprenticeship and internship opportunities should be built into the CTE
curriculum as requirements for students that are working towards a completer in a specific CTE
area. Local business need to be contacted in order to find suitable Cooperative Education,
apprenticeship and internship opportunities
o The CTE areas of study need to be expanded in order to meet the needs of all students. Some
courses offered by other departments may qualify if they are teaching the state mandated
competencies and the teacher is highly qualified in the area being taught. We cannot rely on
ACC to meet a majority of our CTE needs for Career and College Preparation.
o It is recommended to look into a JROTC- CTE program for interested students.
o Career guidance, job seeking skills and job placement services should continue to be
implemented through Guidance and CTE courses.
o Build Business and Information lessons into other content areas or FLEX
o Desktop Publishing should be offered during the school day as an opportunity for all students.
o Curriculum needs to be updated to meet the approved UbD guidelines
o Consider adding IB Film Studies to the GMHS schedule. Need to consider how it impacts course
selection choices for non-IB students.
o Consider reinstating Television Production as a course and/or Co-op workplace experience at
Channel 12 with Tech-Ed teacher as the co-op teacher.
o Offer IB Economics or AP Economics or consider an IB Economics/Personal Finance course and
to support the school boards IB metric. Consideration needs to be given to regular education
students not interested in taking IB level courses and how this may impact their choices.
Instruction:
• Observation-
o CTE instruction is based on an integrated curriculum where students participate in units in which
the content of several academic subjects are integrated.
o All CTE areas involve relevant and authentic project-based learning activities.
o During Cooperative learning greater personal growth is observed when students interact with
others during learning experiences. Learners take on leadership roles and contribute to the
problem solving process.
o Lessons are differentiated to allow for the success of learners of varied abilities and talents, by
engaging multiple intelligences, and different styles of learning all students achieve the same
learning objectives.
o Students have sufficient access to current technologies in the classroom which support the
learning process.
29

o Teachers need to continue to have staff development opportunities which will support the use of
best practice in the classroom.
o Up to date and sufficient equipment and materials must continue to be available for student
learning to take place.
Assessment:
o Observation-
o Teachers use Pre-Assessment, Formal Assessment and Project Based Assessment to check for
student understanding of the curriculum. Rubrics are utilized before the lesson, throughout the
learning process, and again at the end of the lesson so that students know what they are being
assessed on.
o VDOE - CTE Student Competency Records are not being filled out for each student that takes a
CTE course. These are to be kept on file for a 5 year period. Records must show an 80% pass
rate in order to be considered for a completer.
o The state requires 33% of all CTE students qualifying as a completer to take some sort of
certification or licensure assessment. We currently do not assess any students at GMHS other
than the few that attend ACC. The students attending ACC do not always take the certification
assessments even thought they meet the requirements to do so.
o Students are taking Career Assessment surveys through Bridges and Naviance. The Career Plan
requires that the students have a 7th grade - post-secondary plan, and collect data on careers that
follow them from 7th to 12th grades.
o Teachers need to continue using proper assessment tools to measure student understanding.
o VDOE is piloting a program called Can Do through Arlington School Division which is an
online version of the Student Competency Record required by the state. When it becomes
available to all districts staff development should be provided to all teachers instructing a CTE
course in the use of the system for recording student competency attainment. Since this is a time
consuming task and it is mandated by the state consideration should be given to compensating
teachers for at least one extra work day in their contract. Many other divisions allow various
CTE staff addition days in their contract for this and maintenance of equipment and labs.
o FCCPS can meet the certification requirement for completers at GMHS by administering a
NOCTI Workplace Readiness Assessment. The cost is currently $18.50 for an online assessment.
The state was covering the cost of certification and licensure in the past. It is recommended that
there is better communication between GMHS and Arlington Career Center to check our
student’s progress towards certification, licensure or dual enrollment opportunities. All ACC
students taking two 36 week courses should take a certification test before graduation.
o It is recommended that students use the Bridges Career Assessment program through the
majority of their 7-12 Career Planning experience. The Bridges Career Assessment Program
needs to be visited often and populated with assessment results, student favorites, journal entries,
college searches, academic records and other information useful for applying to college or
entering the workforce.
o The Counseling Staff at George Mason High School must have time provided to them in order to
populate the VDOE Career Plan Templates for students to access when planning their high
school course selection from 7th through 12th grades. These plans should be part of the course
selection guide and placed within the Bridges Career Planning Program. Parents or guardians are
required to sign off on student selected Career Pathways of choice. The course selection guide
should be redesigned in order to display the Career Plan options.
30

Personnel
• Observation-
o The CTE department is the smallest department at the high school with only 1.5 staff members
assigned specifically to CTE instruction.
o The CTE department does not have a Department Head at the High School Level like all other
departments.
o Career and Technical Education has many state and federal mandates that other areas do not
have. State and federal reporting is overwhelming and touches many aspect of K through Post-
secondary education. Since the CTE CIRT has no release time CTE is not represented adequately
at the federal, state or local level. The CTE focus is changing and staff needs to stay current with
those changes.
o The CTE program needs to be strengthened and aligned at the high school level in order to meet
the needs of the students. A CTE administrator needs to be available in order to initiate program
improvement.
o Paraprofessional at Thomas Jefferson for the computer lab was lost. The Keyboarding program is
suffering.
o At minimum, the CTE department at the high school should be increased by making the current
FACS and Business areas full time positions which are devoted entirely to their CTE area of
expertise.
o A .5 CTE Administrator position would allow time for Department Head duties as well as
Curriculum Instructional Resource Teacher responsibility, act as the ACC liaison, and local,
state, and federal reporting requirements.
o As mentioned above, state and local reporting should be assigned to an individual that has been
allotted time for collecting data, writing reports, overseeing curriculum and assessment,
budgeting and representing the department.
o CTE staff must be provided reimbursement and release time for attending local, state, and
national conferences in order to stay abreast of new CTE initiatives. Staff development is
encouraged in STEM Education, state licensure and certification, cooperative education
opportunities for students and Career Planning.
o Re-hire paraprofessional for Thomas Jefferson Elementary.
Budget
• Observation-
o The CTE budget has been used to purchase up to date equipment, textbooks, allow teachers to
attend staff development opportunities and purchase materials for project-based learning.
o The middle school Tech-Ed and FACS module labs are in need of equipment replacement and
curriculum software updates. The labs were not placed on a replacement schedule with the rest of
the building. The current manufacturer (LabVolt) has not kept up with curriculum updates and
shows little interest in doing so. There curriculum is riddled with errors in the Tech lab which are
constantly being corrected by the teacher. Replacement cost is estimated at $180,000.00 to
replace the equipment and software in both labs.
o The CTE Administrator position.
o The FCCPS school division should continue to support the CTE department by providing them
with an adequate budget.
o The MEHMS modules in FACS and Tech-Ed should be replaced with the Synergistic web-based
program. This program is updated on a regular basis and is aligned with VA SOL’s and follows
guidelines for STEM and content integration of all subject areas.
31

o Budget consideration should be given for a .5 CTE Administrator position.
Facilities
• Observation-
o The facilities at GMHS are inadequate for instructional purposes. Conditions are overcrowded
and some areas lack equipment needs to satisfy VDOE competency requirements.
o The wireless infrastructure in all buildings is inadequate.
o Mount Daniel is in desperate need of a computer lab within the building. Current lab is crowded
and in a trailer.
o It is recommended that the school division follows through with building a new high school
which allows for adequate CTE space and meets the needs of CTE students to acquire 21st
Century skills in all 9 CTE areas of study.
o Find a way to boost the wireless signal in all buildings.
o Expand the Mt. Daniel building to allow for up to date computer lab access and infrastructure.
Extracurricular
• Observation-
o Students are participating in the First Lego League at MEH, the First Robotics League at GMHS,
the Technical Crew for the spring musical at MEH, the Technical Crew for the stage crew at
GMHS, the MEH-TV crew for the morning announcements and for opportunities at Channel 12.
o We currently have very few student leadership associations for students to participate in. FEA is
being offered at GM and ROTC is offered through ACC.
o Teachers should continue current activities and explore other CTE related competitions and
activities for K-12 students to participate in. Parent and community help should be recruited in
order to offer as many opportunities as possible.
o In order to be compliant with the Carl D. Perkins regulations it is recommended that the CTE
program begin student leadership chapters at FCCPS in the middle and high school. The
recommended chapters to begin with are FBLA – Future Business Leaders of America, TSA –
Technology Student Association, DECA - Delta Epsilon Chi (marketing), FCCLA - Family,
Career and Community Leaders of America, and Skills USA
Program Milestones
• There was only one completer option offered to CTE students at GMHS during the last CTE Curriculum
Study Report. There are currently 18 completer options at GMHS.
• There were no Career and Technical Seals or Advanced Math and Technical Seals offered to CTE
students at GMHS during the last CTE Curriculum Study Report. There were 6 recipients at GMHS and
11 from ACC during the 2008-2009 school year.
• The Technology Education Curriculum and Family and Consumer Sciences curriculum were almost
non-existent at the middle school level during the last report. The focus has gone from bird houses and
chocolate chip cookies to a state of the art program which offers 3 courses of study in each area.
• The middle school CTE classrooms during the last curriculum study were inadequate and did not
provide a safe, clean or well equipped environment that was developmentally appropriate for middle
school students. The current facility is well equipped and provides adequate space.
32

• There was no Career Plan for students to follow in the past. None of the courses were aligned to Career
Pathways or college majors. We are currently in the process of creating a state mandated career plan for
7-12 grades.
• During the last CTE curriculum study the only extracurricular CTE event was the First Robotics
program and Technical Crew for GMHS. We now have a MEH-TV crew at the middle school along
with a Technical crew for the spring musical. The First Lego League was formed this year at MEH and
students are having more opportunities to participate in CTE competitions and activities.
• There was no well written CTE curriculum during the last CTE curriculum study. We currently have
most CTE curriculum in the approved UbD format. All curricula are aligned to the state standards and
competencies.
• The career focus went from a very small experience to embedded career awareness at the elementary
levels, an extensive career fair at the middle school, CTE courses that focus on careers and the addition
of a 7-12 online career assessment program for students to explore careers and create an online portfolio
of career interests.
• The CTE teachers see the need for teaching lessons centered on STEM (Science, Technology,
Engineering and Math) The CTE programs integrate all academic content areas into their lessons. We
believe that the students need to see the relevancy of having the academic knowledge and technical
skills to solve a problem. In the past the focus was very narrow.
• FEA (Future Teachers of America) student organization has been established at GM for interested
students as a before school club. Students visit classrooms and assist teachers by tutoring needy
students.
• In the Business and Information Technology Department at GM an Entrepreneurs’ Club was organized
to complement the IB Business and Management (IBBM) and The Association with the Northern
Virginia Incubator was introduced this year as part of the IB Business Management course.
• The CTE program is slowly gaining respect from the school community and community of Falls Church
as being an essential part of the student’s educational experience. CTE encompasses much more than it
had in the past. Technology and Engineering Education encompasses materials, processes and
technologies used in manufacturing, construction, transportation, communication and engineering
related technologies. Family and Consumer Sciences Education involves child development, food and
nutrition, food services, culinary arts, hospitality, interior design, and fashion design. Business
Education involves accounting, administrative procedures, banking and finance, business computer
technology, communications and web page design. Information Technology Education encompasses
database development, digital media, network design, programming and software engineering, technical
support, and web development. It also includes Agricultural Education which focuses on horticulture,
animal science, agricultural engineering, and agricultural business and management. Economics and
Entrepreneurship Education encompasses aspects of economics, entrepreneurship and financial
literacy. Health Science and Technology Education encompasses biotechnology, dental assisting,
emergency medical technicians, medical assisting, nurse assisting and pharmacy technician. Marketing
Education involves advertising and promotion, e-commerce marketing, fashion merchandising, sports
and entertainment marketing and travel and tourism. Skilled and Technical Sciences Education
encompasses a wide range of trades including auto mechanics, carpentry, commercial art and
photography, commercial aviation, cosmetology and barbering, drafting, fire science, law enforcement
and welding.
33

FCCPS Career Technical Education Curriculum Study Report 2009-10

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Career and Technical Education

Curriculum Study Report

1. List of committee members and meeting times

Gloria Guba Assistant Superintendent for Instruction

Chris Pikralidas Business and Information Teacher at GMHS

Janice Wolner Family and Consumer Sciences GMHS

Angelina Doolittle Family and Consumer Sciences MEHMS

Donna Viscardi MD Instructional Technology Coordinator

MaryBeth Connelly Community Outreach/BIE Coordinator

Andy Rankin Viget Labs

Joel Block Not in attendance but provided additional information

Matt Sowers Counselor MEHMS

Elise Kenney Counselor and Career Specialist MEHMS

Judy Bracken College & Career Specialist GMHS

Amy Kurjanowicz Counseling Director GM

Ann McCarty Principal MEHMS

Juanita Briscoe FCCPS Testing Coordinator

Nancy Goldman Counselor GM

Marcia Schumann Counselor GM

Valerie Chesley Counselor GM

Brad McAdam Counselor GM

Tooze, Karin English Teacher GM / FEA (Future Educators of America) Advisor

Shumpert, Jeremy Social Studies Teacher

Wednesday, December 03, 2008 @ 6:00

Wednesday, January 21, 2009 @ 1:45

Monday, February 9, 2009 @ 9:00

Thursday, May 28, 2009 @ 2:30

Wednesday, October 21, 2009 @ 9:00

Wednesday November 4, 2009 @ 1:00

Tuesday, November 10, 2009 @ 1:00

Tuesday, December 1, 2009 @ 2:30

Description of the Process

1. Met to discuss the Curriculum Study Process

Traditional Voc-Ed New Secondary CTE Systems

• Developing narrow skills • Developing an ability to learn

• Job training • Education and Career preparation

• Taking academic "shortcuts" • Succeeding in rigorous and relevant academics (i.e.

• Teaching the task (rote • Solving problems (understanding)

• Independent secondary and • Secondary-to-postsecondary articulation of 1-4 year

• Equipment-based curricula • Knowledge- and technology-based curricula

• Student placement based on • Career guidance/pathways

• "Not for my kid" • st

• serving as a catalyst for change by driving program improvement

"Preparing the Workers of Today for the Jobs of Tomorrow,"

VDOE Guidelines for Academic and Career Plans

• Continue to update and aggressively market CTE courses

Business and Information Technology:

Mount Daniel Elementary School

o Staffing Needs or Training

o Special Ed / ESOL -Technology and/or Career support

Thomas Jefferson Elementary

o Business and Information Technology Instruction

o Staffing Needs or Training

o Special Ed / ESOL -Technology and/or Career support

Mary Ellen Henderson Middle School

o Staffing Needs or Training

o Student Leadership Organizations

George Mason High School

o Career / Post-Secondary Education Connections

o Staffing Needs or Training

o Student Leadership Organizations

o Licensures and Certifications

Family Consumer Sciences.

Mary Ellen Henderson Middle School