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 Career/Technical Education Framework (CA Dept. of Education)
79 Chapter 3 Administrative and Support Services Part 1 Career Technical Education for California’s Twenty-first Century tory in the community are now forming alumni programs with annual dues, recognition dinners, and other opportunities for support and involvement. And se...
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79 Chapter 3 Administrative and Support Services Part 1 Career Technical Education for California’s Twenty-first Century tory in the community are now forming alumni programs with annual dues, recognition dinners, and other opportunities for support and involvement. And service clubs sometimes adopt CTE programs, supporting them with ongoing resources and funding. 4. General fund. Use of general fund monies to support CTE is common in many districts. Because CTE is the primary delivery method for
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http://www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=99
www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=99
79 Chapter 3 Administrative and Support Services Part 1 Career Technical Education <span class="highlight">for</span> California’s Twenty-first Century tory in the community are now forming alumni programs with annual dues, <span class="highlight">recognition</span> dinners, and other opportunities <span class="highlight">for</span> support and involvement. And service clubs sometimes adopt CTE programs, supporting them with ongoing resources and funding. 4. General fund. Use <span class="highlight">of</span> general fund monies to support CTE is common in many districts. Because CTE is the primary delivery method <span class="highlight">for</span>
155
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http://www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=155
www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=155
Counseling,” Professional School Counseling, Vol. 6, No. 4 (April 2003). Chapter 5 Applications <span class="highlight">of</span> CTE Foundation Standards Part 1 Career Technical Education <span class="highlight">for</span> California’s Twenty-first Century Evaluation 6 Synthesis 5 <span class="highlight">Analysis</span> 4 Application 3 Comprehension 2 Awareness 1 Assimilation–C Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and create solutions. Adaptation–D Students have the compe
Visual and Performing Arts Framework (CA Dept. of Education)
133 understanding of the importance of presenting dance solely for its own recognition and aesthetic analysis. Collections of student work in dance may include documentation of their learning through journal writing; reflections on dance performances...
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133 understanding of the importance of presenting dance solely for its own recognition and aesthetic analysis. Collections of student work in dance may include documentation of their learning through journal writing; reflections on dance performances or master classes; videos of work; research papers on California choreographers, for ex- ample; and charts of lighting designs. The collections may then be put on a CD and serve the students well in their continuing academic or professional pursuits. By
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http://www.cde.ca.gov/re/pn/fd/documents/vpa.pdf#page=145
www.cde.ca.gov/re/pn/fd/documents/vpa.pdf#page=145
133 understanding <span class="highlight">of</span> the importance <span class="highlight">of</span> presenting dance solely <span class="highlight">for</span> its own <span class="highlight">recognition</span> and aesthetic <span class="highlight">analysis</span>. Collections <span class="highlight">of</span> student work in dance may include documentation <span class="highlight">of</span> their learning through journal writing; reflections on dance performances or master classes; videos <span class="highlight">of</span> work; research papers on California choreographers, <span class="highlight">for</span> ex- ample; and charts <span class="highlight">of</span> lighting designs. The collections may then be put on a CD and serve the students well in their continuing academic or professional pursuits. By
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