This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and health sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

It’s no secret that we are living in a time of rapid economic, technological, and social changes, which are creating a world that is ever more interconnected. One in ten Americans is foreign born, and all of our local communities – urban, suburban, and rural – are growing more diverse. To take advantage of global and local market opportunities, companies want to hire workers with global competence—that is, the capacity and disposition to understand act on issues of global significance. In these lessons, we discuss ways to prepare all students for work and civic roles in an environment where success increasingly requires the ability to compete, connect, and cooperate on an international scale.

One in ten Americans is foreign-born, and local communities --urban, suburban, and rural—are growing more diverse. One in five jobs is tied to international trade. This means that CTE educators face a critical new imperative: to prepare all students for work and civic roles in an environment where success increasingly requires the ability to work with people from diverse backgrounds in global markets.

These lessons answer the essential question, "As the world becomes more interconnected, how do I ensure my CTE students are prepared with the skills to connect, compete, and collaborate in a global economy?"

Wisconsin CTE WISELearn ProjectThis resource includes links to 4 on-demand training session for MindTap, the onlie learning solution for CTE courses and specifically, tools for Marketing, Finance (Accounting), and Business courses.View all WISELearn Cengage resources here. 

Career and technical education (CTE) programs are increasingly engaging a broad range of stakeholders, including parents and community organizations, to improve CTE programs, better serve students and help communities in need. This resource will focus on ways that CTE educators can communicate with, collaborate with and support current and prospective learners’ families and communities, particularly for learners and communities who have been historically underserved. This publication describes general strategies for engaging these stakeholders, more specific strategies aimed at breaking down barriers to engagement for particular special and underserved population groups, and examples of CTE and career development programs doing promising work in this area.

This document addresses the CLNA and extends the detailed guidance previously provided by NAPE and our partners at Advance CTE and ACTE. The needs assessment process is the primary lever within Perkins V for educators to highlight factors limiting the success of marginalized communities and underrepresented student groups in CTE. The law requires that the results of the CLNA be included in the four-year Perkins V local application submitted to the state.

This resource builds on the success and impact of the Nontraditional Career Preparation Root Causes & Strategies, which focused on identifying evidence- and research-based practices to address equity gaps in nontraditional occupational pathways, especially for women in CTE programs of study leading to STEM jobs. The original “Root Causes” Resource is the backbone for NAPE’s Program Improvement Process for Equity™ (PIPE™). The new Equity in CTE & STEM Root Causes and Strategies is an in-depth analysis of the root causes of inequity and exclusion in CTE and STEM education through an intersectional lens.

Lesson Description:  Overview: When talking to numerous departments at Reinhart Foodservice, all department heads emphasized the need for communication between departments and wanting to hire employees who possess excellent soft skills. For this unit, students will complete a job experience, job shadow, or community service experience where they will observe communication at the workplace as well as note examples of soft skills in the workplace. Students will also explain how they used communication skills and soft skills. Finally, they will present their findings in a PowerPoint presentation.Learning Goals:  Students will be able to:Complete a job experience, job shadow, or community service experienceStudents will articulate soft skills seen in the experienceStudents will explain how they used communication skills and soft skillsStudents will present their findings in a presentation

Students will understand the importance of sending a professional email to an employer, teacher, etc. Students will be able to prepare an effective and professional email.

Standards (Wisconsin):•     B&IT or MM&E Standards•     Wisconsin CTE-Common CoreMK1.d.14.h: Demonstrate the steps  involved in the personal selling  process. MK1.e.7.h: Identify ways business  can positive customer relationshipsContent Learning Objectives:1.      TSW will list the steps of the sales process2.      TSW will develop the steps of the sales process to match a product of their choice3.      TSW choose a product to represent to a potential seller Language Demands:Identify the language function of this lesson’s central focus and the associated vocabulary, symbols and syntax or discourse.1.    Vocabulary- The steps of the sales process: introduction, questioning, presentation, etc.2.    Discourse- The oral process of building a relationship with someone and matching their needs to a product/service

A Leadership Curriculum with a Community Service Framework can help achieve and strengthen SEL and leadership skills necessary in today's world. Whether your group meets virtually, in-person, or a blend of the two, this program is set to go!

How do you find the time and resources to integrate leadership training and community service into the curriculum? With Lead4Change it’s easy!

We understand the choices you have as you try to give your students the best educational leadership experience; which is why all of our materials are aligned to current education standards. The lessons have been used and approved by over 11,000 educators and road-tested by 1.8 Million students since 2012. The lessons in the program have been carefully aligned to the WI State Standards for CCTS. The alignment allows teachers to plan strategically to incorporate the Lead4Change lessons seamlessly into their classroom and expand to meet classroom needs.

We know you don’t want to leave your students' future up to chance. By using the FREE Lead4Change program, you are creating transformation in your students and real change in your community. Your students will remember you, and this experience, for a lifetime!
• Certificates of completion for all students
• Graduation Honor Cords for seniors
• School Certification after 2 years
• Based on leadership principles from the book, 'Taking People with You,' by David Novak
• Full teacher and student lesson plans are accessible on the website
• After completing the lessons and a project, students share their leadership story by entering the Lead4Change Challenge and become eligible for charity and school grants up to $10,000.

This free program integrates into core classes but also fits well for advisory time, CTE classes, association/clubs, and more.

Full teacher and student lesson plans are accessible on the website: Lead4Change.org. This is a free program perfect for advisory time, clubs/associations, CTE classes, and any subject area!

Welcome to one of 12 Business, Marketing and Information Technology Quality Modules! The purpose of these modules is to illustrate quality examples of each of the 2018 ACTE Quality CTE Framework elements. Regardless if you are in a pre-service education program or an experienced educator, these modules will benefit your future and business & marketing program.1. Standards-aligned and Integrated Curriculum Module addresses the development, implementation and revision of the program of study curriculum, including the relevant knowledge and skills taught in the program and the standards on which they are based.

This document shows the Pathways Mukwonago Area School District has developed for Business and Marketing Education for the 2018-2019 school year.

Engineer Inclusion partners with educational institutions to build capacity for a district comprehensive local needs analysis. A nontraditional career is a U.S. federal distinction guided primarily by the Carl D. Perkins Career and Technical Education Act of 2006. Educational institutions may receive Perkins funding for Career and Technical Education (CTE), and they must use a portion of the funds to meet accountability measures aimed at closing the participation, concentrator, and completion gaps. Visit the Engineer Inclusion website for a multitude of resources to help districts address equity gaps.

NAPE’s Program Improvement Process for Equity™ (PIPE™) is a research-based, effective professional development program designed for institutional teams to increase the participation and success of under-represented students in Career and Technical Education (CTE) and STEM (especially in nontraditional pathways). The process is built around five modules that help teams to use data to prioritize and act on program improvement to close equity gaps.

From 2015 to the Present, three cohorts of secondary, postsecondary, and STEM Hub partners have participated in PIPE in order to identify equity gaps (disproportionality) in CTE and STEM, and identify evidence- and researchbased strategies to close those gaps. This Promising Practices handout outlines the lessons learned, key steps for success, suggestions to avoid pitfalls, and helpful reminders for continuous improvement. Root causes are aligned with strategies that have been effective in increasing participation, retention and/or completion in nontraditional (by gender) and other CTE and STEM programs of study.

Take an in-depth look at what programs of study really are, Perkins requirements for programs of study, and MBA Research program-of-study models.

Regardless of your particular view of programs of study, they are a big part of the Perkins reauthorization discussion. We see programs of study as a must for student success, and sooner rather than later, they are probably going to be a must for Perkins funding, too.

Cooperative Education students will promote the program by choosing to create a digital or tri-fold board presentation meeting the listed criteria. 

Follow this link to find FREE, live Rubin webinars for professional development.

During each Dream Job webinar, we hold a live conversation with professionals in a variety of CTE career pathways. The webinars teach students about nature of the job and the importance of employability skills for college and career readiness.

During our “summer PD” webinars, we do a deep dive into important CTE topics and provide hands-on lessons teachers can use in the classroom.