OSPICTE Program Supervisors

Statewide Course Equivalency Frameworks

WHY WERE THESE COURSE FRAMEWORKS DEVELOPED?

E2SSB 6552

The legislation passed in the 2014 session which amended RCW 28A.700.070, RCW 28A.230.097, and RCW

28A.230.010, required the development of statewide course equivalencies in Mathematics and Science for 21 CTE

courses to enable districts to increase options for student choice in meeting graduation requirements.

HOW WERE THESE COURSE FRAMEWORKS

DEVELOPED?

EQUIVALENT FRAMEWORK COURSES

CTE Statewide Course EquivalenciesMathematics Equivalencies

CIP Code CTE Course/Framework Credit Equivalency

149991 Engineering Design 1

Algebra 1

190401 Consumer and Family Resources

270301 Applied Algebra 1

270305 Financial Math

100304 Animation Technology Video Graphics*

Geometry110803 Video Game Design/Digital Computer Animation*

460201 Residential Carpentry*

270301 Applied Algebra 2 Algebra 2

110201 Computer Programming 1 Credit Beyond Geometry

279998 Business Statistics Statistics

• 540 Hour Skill Center Course• 360 HR High School or 540 Skill Center

CTE Statewide Course EquivalenciesScience Equivalencies

CIP Code

CTE Course/Framework Credit Equivalency

010901 Animal Science

Biology or Lab Science

011101 Plant Science

030101 Natural Resources

030201 Natural Resources Management & Policy

190504 Food Science, Dietetics, and Nutrition

Lab Science260102 Biomedical Sciences

260103 Biomedical-Body Systems

510808 Veterinarian Assistant*

511614 Nursing Assistant*

400891 Principles of Technology Applied Physics or Lab Science

110201 Computer Programming Science

* 540 Hour Skill Center Course

WHERE TO FIND THE FRAMEWORKS?

http://www.k12.wa.us/CareerTechEd/default.aspx

WHAT ARE THE COMPONENTS OF THE

FRAMEWORK?

The leadership alignment and performance assessments must be completed prior to submission to OSPI

Note: Unit Summary: Not included in all units of all frameworks

Standards may be added to these sections, but not removed

WHERE ARE THE STANDARD

RESOURCES?

Science Standards • The 2013 Washington State Science Standards ARE the Next

Generation Science Standards• The standards and background information can be found at

www.nextgenscience.org/• The science standards are aligned at the performance

expectation level “HS.LS1-1” which reflects an integration of the three domains (Science and Engineering Practices-SEP, Disciplinary Core Idea-DCI, Crosscutting Concept-CCC) – This level is the alignment expectation for summative assessments• Additional SEP’s, CCC’s, and DCI’s may be aligned to formative

assessments but must be integrated

• The Washington State K-12 Mathematics Learning Standards are the Common Core Math Standards • The math standards can be found http://

k12.wa.us/Mathematics/Standards.aspx• Math alignment has been completed at the cluster level • If a course has been passed as a statewide science

equivalent, there will not be math standards present

Math Standards

Educational Technology • Some frameworks include educational technology alignment• The standards for educational technology are designed as

grade level expectations for the use of digital technologies. They work compatibly, and practically, within Washington’s teaching and learning environment• The educational technology standards can be found at:

http://k12.wa.us/EdTech/Standards/default.aspx• If not already included, it is not required to add these

standards into your statewide framework

CTE Industry StandardsEach program area has unique Industry Standards. Information for specific Industry Standards can be found on the Framework Resource Companion in the standards and competencies section. The Framework Resource Companion is located on the OSPI-CTE website:http://www.k12.wa.us/CareerTechEd/A-Z.aspx

WHAT MAY I ADD OR CHANGE ON THE FRAMEWORKS?

Performance Assessment • Should reflect the summative and/or formative assessments

used in the course• Should specifically show how student demonstrates

understanding and competency related to the academic and industry standards• Specific projects, labs, quizzes, tests, activities and

certifications are appropriate to include• Should clearly articulate alignment with the standards – tip:

Pay attention to the SEP within the science standards to ensure the learning experienced is aligned• Must be developed locally prior to being submitted

Leadership Alignment • Leadership alignment is required prior to submission of the

state equivalent frameworks• Utilizing CTSO activities and curriculum is permissible if ALL

students within the course are taking part in the event, during class time• Leadership alignment must include the activity/assignment/

learning experience MATCHED to the 21st Century Skill specific to the unit of instruction. (Skill definitions at p21.org)• Example: “Students will communicate clearly and work effectively in

teams by completing their careers in industry group verbal presentation”.

Additional Standards

Any additional academic or industry standards if you teach and assess them in the course.

“Two-for-One” Policy

• WAC 180-51-067• Rule change in effect for students in

the graduating class of 2016• Students who take CTE equivalent

courses may satisfy two graduation requirements while earning one credit for a single course

COMMON CONCERNS/QUESTIONS

Frequently Asked Questions Do we have to use these frameworks when submitting within these CIP areas?

No! Do not use statewide equivalents unless you can assure that the standards reflected are being taught and assessed within the course- local frameworks may still be developed and achieve local equivalency.

My locally approved science or math equivalent CIP code isn’t on the list- does that mean I lose my equivalency?

No! Local equivalents remain as local equivalents, the statewide adopted and approved list does not replace any locally approved equivalents.

Why is my CIP code area not reflected, it should totally be an equivalent in math/science?!

The first group of statewide equivalents needed to represent both high school and skill center, exploratory and preparatory, and each program area to allow for diversity of choice. Once potential courses were identified by OSPI staff, class counts were taken into consideration to maximize the impact.

How should these courses be transcripted? • The course should be recorded on the student’s transcript using the

equivalent academic high school department designation and title.• Work with the appropriate school personnel to ensure that the courses are

accepted as equivalents by post-secondary institutions. Animal Science courses that are Biology equivalents should be transcripted as biology. Transcripting is a LOCAL issue, suggestion is to ensure there is an academic and occupational state course code.

• Information can be found in the Equivalency Credit Tool Kit 3.3 at: http://www.k12.wa.us/CareerTechEd/Forms/EquivalencyCreditToolkit.pdf

How will this impact NCAA approval?

NCAA looks at course titles and may request course descriptions – all is handled at the local level.

Is my district required to use these frameworks?

No, you may continue to use your locally developed framework. However, for statewide equivalency you must use the newly developed framework for credit equivalency.

Does my district have to offer an equivalency?

E2SSB 6552 amended the RCW to say that districts must provide access to at least one CTE course equivalent to math or science.

OSPI ContactsName Program Area E-mail

Lance Wrzesinski Business and Marketing lance.wrzesinski@k12.wa.us

Marianna Goheen Health Sciences marianna.goheen@k12.wa.us

Mary Nagel Family and Consumer Sciences mary.nagel@k12.wa.us

Dennis Wallace Skilled and Technical Sciences dennis.wallace@k12.wa.us

Clarence Dancer STEM clarence.dancer@k12.wa.us

Becky Wallace Agriculture rebecca.wallace@k12.wa.us

Anne Gallagher Mathematics Director anne.gallagher@k12.wa.us

Ellen Ebert Science Director ellen.ebert@k12.wa.us