CTE (Career Technical Education)

CTE prepares students of all ages for a wide range of high-wage, high-demand careers through the integration of rigorous academics and relevant, hands-on, industry-based experiences within the classroom setting and through work-based learning experiences.  North Orange County Regional Occupational Program has provided high-quality CTE for secondary and adults students since 1971.

CTE Framework

The CTE Framework is published by the state and interprets the CTE Model Curriculum Standards.  The framework explains "how" to apply the standards in the classroom setting.

CTE Model Curriculum Standards

Business and industry partners paired with state and local educators to develop the "what" students need to know and be able to do to be successful in the 21st Century workplace.  The result was the CTE Model Curriculum Standards.

Industry Sector and Career Pathway Sequence

There are 15 industry sectors with a total of 58 career pathways defined in the state’s CTE Standards and Frameworks. These carefully planned courses (which may include technical learning experiences and approved academic courses) that provide individuals with the challenging academic and technical knowledge and skills needed for further education, employment, technical skills proficiency, a credential, a certificate, or a degree. A career pathway sequence may begin with an introductory or concentrator course, but must end with a capstone course; however, the sequence duration must consist of no less than 300 hours via one or more courses.

Capstone Courses

The final, most advanced course where students apply their preceding learning is considered the capstone. A student who completes this course may receive an industry-recognized certificate or exit the program for employment or continue preparation for higher level employment or advanced education in the same career pathway.

Work-based Learning (WBL)

An umbrella term that covers work experience, work experience education, and other career exploration activities that help students become work-ready. In ROP it may take many forms such as clinical and externships (required for certain training programs), Community Classroom (CC) which is unpaid WBL, or Cooperative Vocational Education (CVE) which is paid WBL. ROP teachers oversee the various aspects of WBL according to Title V, Sections 10085 and 10106 of the State Department of Education Regulations.

Articulation Agreement

A written commitment to a program that is designed to provide students with a non-duplicative sequence of progressive achievement leading to technical skills proficiency, a credential, a certificate or a degree and is linked through credit transfer agreements between the two institutions.

List of NOCROP Articulated Courses

Articulation Forms:
Cerritos College
Coastline Community College
Fullerton College
Golden West College
Orange Coast College
Santa Ana College
Santiago Canyon College

Certification

End of sequence industry-approved certificate indicating competency and readiness for entry-level employment in a specific career field. Most ROP students who complete a career pathway sequence of courses (including meeting all requirements of the capstone course) will receive an ROP certificate.

Dual Enrollment

Mutually agreed upon instructional programs that allow students to gain community college and high school credits while still in high school.

UC/CSU 'A-G' Approved Courses

These letters represent different academic areas and are assigned to courses that have been approved as meeting the criteria for students to be able to matriculate into the University of California (UC) and California State University (CSU) systems as such: *(a) History/Social Science, (b) English, (c) Mathematics, (d) Laboratory Science, (e) Languages Other Than English, (f) Visual and Performing Arts, and (g) College Preparatory Electives.

Career Technical Student Organization (CTSO)

An organization which is specifically for students enrolled in CTE programs. CTSOs engage students develop and practice leadership roles by applying specific occupational and academic content and skills knowledge. CTSOs must extend teaching and learning through innovative programs, business and community partnerships and leadership experiences at the school, state and national levels. Two CTSOs, HOSA: Future Health Professionals and SkillsUSA chapters have been chartered and coordinated by ROP teachers at various high schools.