Louisiana Administrative Code › Title 28 - EDUCATION › Part CV - Bulletin 115-Trade and Industrial Education Content Standards Curriculum Framework: Drafting; Electricity; and Heating, Ventilating, Air Conditioning, and Refrigeration › Subpart 1 - General Provisions › Chapter 1 - Purpose › Section CV-103 - Definitions

Current through Register Vol. 50, No. 6, June 20, 2024
Academic Cross-Reference
-a reference to
					 related academic content standards.
Applied Academics
-a method of teaching in
					 which the instructor presents subject matter in a way that relates a particular
					 academic discipline to personal workforce application.
Approved Program
-a Business Education
					 program that offers at least four of the recommended courses for a career
					 major-two of which must be at the competency level.
Articulation
-the process of linking two or
					 more educational systems to produce a smooth flow of students from one
					 institution to another without experiencing delays, duplication of courses, or
					 loss of credit.
Assessment
-a process through which
					 evidence is gathered in a range of content areas to determine both a student's
					 understanding and ability to apply that understanding.
Benchmark
-a broad statement of expected
					 skills and knowledge that is used as a reference to develop curriculum and
					 assess student progress.
Career Clusters
-broad categories of
					 occupations that form the basis for initial career exploration and
					 discovery.
Career Major
-a specific course of study
					 within a broader career cluster.
1. Example. Accounting within the business career
					 cluster.
Career Path
-a plan of study that will
					 enable a student upon graduation, to be employed or enter a postsecondary
					 school with a continuation of skills or coursework already started at the high
					 school level.
Career Plan
-a student's written plan for
					 career and educational goals while in secondary school and beyond.
Competency Course
-a required course in a
					 career major.
Content Standard
-a description of what a
					 student should know and be able to do through subject matter, knowledge,
					 proficiencies, etc., gained as a result of his/her education.
Cooperative Learning
-an instructional
					 strategy used in many applied academic courses that involves learning in the
					 context of sharing, responding, and communicating with other learners.
Curriculum Framework
-an outline of broad
					 goals and standards of a system of education.
Focus Statement
-a statement describing the
					 importance of a career major.
Foundation Skills
-processes that are
					 common to all areas and levels of education and are intended to suggest methods
					 and objectives of instructional strategies.
High Schools That Work
-a process model
					 developed by the Southern Regional Education Board (SREB) that focuses
					 on:
1. applied learning;
2. integration of academic and vocational content;
					 and
3. school-to-work transitions.
Integrated
-refers to combining elements
					 across the strands within a particular contest area or framework.
Interdisciplinary
-combining elements
					 across content areas in the curriculum.
Lifelong Learning
-the concept of continued
					 education and training, formal and informal, throughout one's career.
Portfolios
-personalized, sequential career
					 planning journal designed to guide students through career development
					 interests and aptitudes as they progress through school and beyond; including
					 examples of student skill mastery.
Related Elective Course
-an additional
					 course offered to complement and enhance opportunities within a career
					 major.
School-Based Learning
-program of
					 instruction based on career majors, designed to meet high academic and
					 occupational skill standards, which involves counseling and career exploration,
					 and periodic evaluation of academic strengths and weaknesses.
School-to-Work Transition
-a system that
					 enables students to identify and navigate paths to productive and progressively
					 more rewarding roles in the workplace encompassing three components:
1. school-based learning;
2. connecting activities; and
3. work-based learning.
Skill Standard
-the identification of the
					 knowledge, skill, and level of ability needed to satisfactorily perform a given
					 job.
Strands
-concepts common to all content
					 areas.
Strands
are interrelated and should be integrated
					 rather than taught in isolation.
Tech Prep
-a sequence of study beginning in
					 high school and continuing through at least two years of postsecondary
					 occupational education to prepare students for high skilled jobs that require
					 more than a high school diploma.
Vocational Completer
-a student who
					 successfully completes four courses in a career major:
1. two must be competency courses; and
2. two must be selected from the competency courses and/or
					 identified related electives.
Work-Based Learning
-integration of
					 theoretical instruction with a planned program of job training or experiences,
					 paid work experience, workplace mentoring, instruction in general workplace
					 competencies, and updating elements that will:
1. engage student interest;
2. develop positive work attitudes; and
3. prepare youth for high-skill, high-wage careers.
Workplace Mentor
-an employee at the
					 workplace who possesses the skills to be mastered by a student, and who:
1. instructs the student;
2. critiques the student's performance;
3. challenges the student to perform well; and
4. works in consultation with classroom teachers an d the
					 employer.
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:6(A)(10) and
					 R.S.
					 17:10.