New Jersey Department of Education Office of Career and ...
New Jersey Department of Education Office of Career and Technical Education Human Services Information Session Thursday, January 15, 2015 Camden County College William G. Rohrer Center Cherry Hill, New Jersey Presenter: Michele J. Doughty, DHEd Session Overview To disseminate information about the Early Childhood and Development Service program of study model. To discuss OCTE overall project efforts and 4-year progress. To discuss steps related to future implementation and professional development. The Basics The basic science of early childhood and early brain development answers the "why" and "what" questions about investing in young children. The applied science of intervention and program evaluation is essential to answer the "when" and "how" questions. Over the past four decades, a compelling body of empirical data from a relatively small number of successful programs has begun to answer these latter questions for young children. (Center on the Developing Child, Harvard University, 2012). NJDOE-OCTE Project Program of Study Initiative
The New Jersey Department of Education 4- Year Program Initiative Awarded to Camden County College Mission: Develop a Program of Study Develop Units in the Human Service Pathways Provide Professional Development Implement Pilot Oversee FCCLA Program of Study LAWS & GUIDANCE VOCATIONAL EDUCATION Carl D. Perkins Career and Technical Education Improvement Act of 2006 (Public Law 109-270) Reauthorization of Perkins IV A CTE Program of Study consists of a coherent sequence of academic and career and technical courses offering students the opportunity to earn an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree related to the focus of the program of study. Perkins IV requires all states receiving funding under the Act to develop CTE Programs of Study. Program of Study Components 1. Incorporate secondary education and postsecondary education elements; 2. Include a coherent and rigorous content, aligned with challenging academic standards, and relevant career and technical content in a
coordinated, non-duplicative progression of courses that align secondary education with postsecondary education to adequately prepare students to succeed in postsecondary education; 3. Include the opportunity, through credit transfer agreements, for secondary education students to participate in dual or concurrent enrollment programs or other ways to acquire postsecondary education credits; and 4. Lead to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree. Standard Occupational Classification (SOC)Transfer of CIPCODES HUMAN SERVICES REALIGNMENT Child Care Provider Assistant (19.0709) Childcare Support Services Management (currently non-eligible) Transfers: Cluster & Pathways Education Cluster Child Development (19.0706) Consumer Economics (19.0402) Family and Consumer Sciences/Human Sciences General (19.0101)
Health Sciences Foods, Nutrition & Wellness Studies (19.0601) Adult Development and Aging (19.0702) Hospitality Developmental Service Worker (19.0710) Human Services Cluster Pathways Early Childhood Development and Services Early Childhood Development and Services Pathway PROGRAM OF STUDY COURSE SEQUENCE Course One: Child Development 24 Units Course Two: Curriculum Materials and Methods 28 Units Course Three: Childrens Health and Wellbeing 22 Units Course Four: Creative Experiences 28 Units
Career Cluster Website New Human Services Career Cluster Page and Website Provides resources on all 16 Career Cluster Standards Integration Crosswalk Sample EC CW # CPI# NJCCS 21st Century 1 9.4.12.J. (1).1 2 9.4.12.J.
(1).2 Cumulative Progress Indicator (CPI) Describe and use grammaticall y English to enhance learning, direct behavior, and strengthen classroom management . Demonstrate knowledge of principles of child growth and development , including social, emotional, physical, and
cognitive milestones, to provide appropriate and comprehensi ve program offerings. CCTC Standar ds HU-EC 7 Common Core State Standards (CCSS) HSCP Plan Study ESS0... CCRA.R.2 CCRA.R.4 CCRA.R.9 CCRA.R.10
/ FCCL A NJ Birth to Three Early Learnin g Standar ds NJ Prescho ol Teachin g& Learnin g Standar ds PINJ Core Knowled ge NJ State Licensin
g Page 1718 Core Knowledg e Child Growth and Develop ment Level 1A and Level 1B 4.3 Domain I Domain IV Domain V Standard 0.1 0.2 Standard 1.1.1 1.1.4 1.4.5, 1.4.6, 2.1.2, 2.4.1-.3,
3.3, 3.4, 4.1-4.4, 5.1-5.5, 6.1-6.4 10:1224.7 NAEYC CDA 2.0 Standar ds 6A.02 6A.03 6A.04 6A.08 6A.10 6A.12 E Social/ Emotiona l Positive Guidance : CS III a, b RCIII
1A-C 4A-D 5A-C I Professio nal Philosoph y Statemen t Head Start Standar ds 1304.21 a Standards in Action Child Development Unit 1 Lesson 3 Create a poster on a birth defect EC CW # 2 CPI#
NJCCS 21st Century 9.4.12.J. (1).2 Cumulative Progress Indicator (CPI) Demonstrate knowledge of principles of child growth and development, including social, emotional, physical, and cognitive milestones, to provide appropriate and comprehensiv e program offerings.
CCTC Standard s Common Core State Standard s (CCSS) HSCP Plan Study ESS0... HU-EC 7 RST.919.10 RST.1112.2 RST.1112.7 RST.1112.9 RI.1112.7 W.11-12.1 03.01.0111; 03.04.0104 NFCS/
FCCLA 4.3 NJ Birth to Three Early Learning Standard s Domain I Domain IV Domain V NJ Preschool Teaching & Learning Standard s Standard 0.1 0.2 Standard 1.1.1 1.1.4 1.4.5, 1.4.6,
2.1.2, 2.4.1-.3, 3.3, 3.4, 4.1-4.4, 5.1-5.5, 6.1-6.4 PINJ Core Knowledg e NJ State Licensing 10:1224.7 NAEYC 1A-C 4A-D 5A-C Bachowski, C. 2014 CDA 2.0 Standard s Head Start
Standard s I Professio nal Philosoph y Statemen t 1304.21 a Standards in Action Creative Experiences Unit 4 Lesson 3 EC CW# Research socio-dramatic play on the internet. Write an advice column for parents outlining the benefits of socio-dramatic play and CPI# Cumulative CCTC Common HSCP NFCS/ NJ Birth NJ PINJ Core NJ State
NAEYC tips on how to interact children this time. NJCCS Progress Standard Core with Plan FCCLA during to Preschool Knowledg Licensing 21st Century 14 9.4.12.J. (1).14 Indicator (CPI) Incorporate play and
other activities in program plans to develop childrens skills. s State Standard s (CCSS) Study ESS0... 03.01.0111 4.2 4.3 Three Early Learning Standard s Domain II
Teaching & Learning Standard s Standard 0.5.10.5.5, 126.96.36.199.8, 3.1-3.8 4.1-4.4 188.8.131.52 6.1-6.4, 7.1 e Child Growth Developm ent Level IA &B Level IIAC Level IIIVII Curriculu m Level IIA Level III & IV
1A-C 3B 5A-C CDA 2.0 Standard s Head Start Standard s D Physical/ Intellectu al Competen ce: CS II a-d (Plans MUST include adaptatio n for special needs and ELL Issues).
Bachowski, C. 2014 Standards in Action Curriculum Materials and Methods Unit 1 Lesson 7 EC CW# 13 Discuss quality in child care settings and make a list on the board. Ask students to think of how they would rate a child care setting for quality using Excellent Good, Fair and Poor labels. Make a chart together and give examples of excellent, good, fair and poor ratings. Assign rating and write a fictional account of a child care center that might receiveCCTC that Common rating. HSCP CPI# Cumulative NFCS/ NJ Birth to NJ PINJ Core NJ State NAEYC CDA 2.0 NJCCS
21st Century 9.4.12.J. (1).13 Progress Indicator (CPI) Research necessary education and state-specific requirements to practice in this pathway. Standards HU-EC 3 Core State Standards (CCSS) RST.910.1 RST.919.10 Plan Study ESS0...
01.01-03; 09.02.0111 FCCLA 4.1 4.6 Three Early Learning Standards Preschool Teaching & Learning Standards Knowledge Licensing Standards Head Start Standards 5A-C 6A-E Bachowski, C. 2014
Implementation Piloted Process Pilot Districts First Course Camden County Technical School Hudson County Career Academy Matawan Regional High School Sterling Regional High School Winslow Township High School Thank you
Nicole Brown and her friend Ronald Goldman were found dead ... bodies of Nicole and Ron- toward the rear alley- four of which were immediately to the left of the bloody size 12 shoes prints . Killer had been wounded...
erick rodrigo gomez gomez 10/10/2006 12:43:17 p.m.: dicho negocio ya esta emitido con javelly, la vigencia es de 11/04/2006 al 2007, se le informa a el ejecutivo . 1010d94220. yolanda alejandro guzman 09/10/2006 03:30:42 p.m.: se envia correo con inf,...
They use monodic textures and are structured in several phrases or "puncta" that are reppeated. La danza en la Antigüedad y la Edad Media There is a great variety of instruments, and there are a lot of names for them....
Kids Fitness! (Functional Training) Promoting Fitness in Children 5-16yrs and keeping there body active using every day movements. Helping to maintain a better understanding of the body and movements and helping understand the importance of been healthy.
Implementation of principles, commitments and requirements of the Statutory EYFS . Child at the centre of delivery. Delivery of the entitlements with regard to the statutory EYFS: two year olds, 15 hours universal and for eligible families 30 hours ......