CTE Teachers
Career and Technical Education
CTE Pathways
3 months ago
Agriculture and Natural Resources
Agriscience
- Biology and Sustainable Agriculture
- Chemistry and Agriscience
- Advanced Interdisciplinary Science for Sustainable Agriculture
Agriculture Mechanics
- Ag Mech I
- Ag Mech II
Ornamental Horticulture
- Floral Design
Arts, Media, and Entertainment
Design, Virtual, and Media Arts
- Intro to Film and Video Production
- Photo I
- Photo II
Building and Construction Trades
Residential and Commercial Construction
Currently only offered at Montecito High School
- Construction I
- Construction II
- Construction II
Engineering and Architecture
Engineering and Design
- Intro to Design
- Principles of Engineering
- Aerospace Engineering
- Engineering Design and Development-Capstone Course
Hospitality, Tourism, and Recreation
Food Service and Hospitality
- Culinary Arts
- International Cuisine
Information and Communication Technologies
Software and Systems Development
- Computer Science Principals
- Computer Science A
Manufacturing and Product Development
Welding
- Welding I
- Welding and Metal Fabrication II
Public Services
Emergency Response
- EME 105 - Dual Enrollment with Palomar College
- Fire Technology 1
- Fire Technology 2
- Fire Technology 3
Transportation
System Diagnostics, Service, and Repair
- Power Mechanics
- Maintenance and Light Repair 1
- Maintenance and Light Repair 2
- Maintenance and Light Repair 3
AGRICULTURE AND NATURAL RESOURCES
3 months ago
AGRICULTURE MECHANICS I
This competency-based course prepares students for entry -level positions in the Agriculture industry. Students will study farm equipment operation, general farm maintenance including fence and shed construction, electricity, plumbing, concrete, surveying and rope work. This course includes classroom instruction, practical lab work on farm equipment and project construction.
AGRICULTURE MECHANICS II
This competency-based course prepares students for entry -level positions in the Agriculture industry. Students will study welding, oxy-fuel cutting, plasma cutting, and general farm maintenance. This course includes classroom instruction, practical lab work on farm equipment and project construction.
SUSTAINABLE AG
Sustainable Agriculture is a one year course designed to integrate biosocial science practices and knowledge in the practice of sustainable agriculture. The course is organized into four major sections, or units. Unit one addresses what is sustainable agriculture. Unit two, how sustainable agriculture fits into our environment. Unit three, the molecular biology principles that guide sustainable agriculture Unit four, how to make decision to maximize sustainable agriculture practices within a function ecosystem. Within each unit specific life science practices will be identified with agricultural principles and practices guiding the acquisition of this knowledge, culminating in the development of a sustainable farm model and portfolio of supporting student research. Throughout the course, students will participate in intra-curricular FFA activities as well as the development and maintenance of an ongoing Supervised Agricultural Experience (SAE) program. This is the first course in the Agriscience Pathway.
AGRICULTURE AND SOIL CHEMISTRY
This course explores the physical and chemical nature of soil as well as the relationships between soil, plants, animals and agricultural practices. Students will examine properties of soil and land and their connections to plant and animal production. Using knowledge of scientific protocols as well as Couse content, students will develop an Agriscience research program to be conducted throughout the first semester of the course. To complete that whole project, each student will investigate and test an Agriscience research question by formulating a scientific question related to the course content, formulating a hypothesis based on related research, conducting an experiment to test the hypothesis, collecting quantitative data, and forming a concluding based on analysis of the data. The result f this research program will be an in-depth research and experimentation paper that is technically written, based on scientific protocol, and cited using APA formatting. Additionally, students will develop and present a capstone soil management plan for agricultural producers, using the content learned throughout the course. Throughout the course, students will be graded on participation in intracurricular FFA activities as well as the development and maintenance of an ongoing Supervised Agricultural Experiences (SAE) program.
INTERDISIPLINARY AG
This integrated class combines interdisciplinary approach to laboratory science and research with agricultural management principles. Using skills and principles learned in the course, including the chemical and biological principles that govern plant science and crop production , students design systems and experiments to solve agricultural management issues currently facing the industry. Additionally, students connect the products created in this class with industry activities to link real world encounters and implement skills demanded by both colleges and careers The course culminates with an Agriscience experimental research project in which students design and conduct an experiment to solve a relevant agricultural issue.. Final project will be eligible for Career Development Event competition at FFA events. Throughout the course, students will be graded on participation in intracurricular FFA activities as well as the development and maintenance of an ongoing Supervised Agricultural Experience (SAE) program.
FLORAL DESIGN
Floral Design is a yearlong competency based course that provides students with training for entry-level employment in the floral industry sector. Instruction provides an introduction to artistic and creative perception including aesthetic valuing through a series of projects in various media including tempera, pencil, and flowers. Students are also introduced to the elements and principles of visual art design suck as line, shape/form, color, balance, and emphasis using a series of floral-based projects to explore the connections, relations, and application to visual arts design. Students will also learn basic plant structure, proper care and storage of cut flowers, floral materials, floral tools and their uses.
Various assignments based on abstract tow and three dimensional designs, historical culture and theory, color theory, and analytical critiques of various floral art works using design vocabulary in conjunction with development of technical skills in floral art will serve as a foundation for more complex works such as multi-part floral designs. Project in floral design to include: corsages/boutonnieres, various arrangement types, wedding flowers, sympathy flowers and working with silk flowers.
ORNAMENTAL HORTICULTURE AND LANDSCAPE DESIGN
This course is designed to instruct students in the growth, production, and care of plants for ornamental and environmental purposes. Students will learn plant taxonomy, physiology, reproduction, growth, identification, propagation, coils, integrated pest management, landscape design, vegetable production, and floral design. Students will complete a multi-assignment project where they lean to properly plan, promote, and execute a community plant sale, and grow and manage the plants to be sold. Students will be introduced to careers in environmental plant science as it is on of the fastest growing sectors the agriculture industry. The Ornamental Horticulture pathway prepares students for careers in the nursery, landscaping, and floral industries. Topics include plant identification, plant physiology, soil science, plant reproduction, nursery production and floriculture, as well as landscaping design, installation, and maintenance. Prerequisite: Floral Design
ARTS, MEDIA, AND ENTERTAINMENT
3 months ago
INTRODUCTION TO DIGITAL MULTIMEDIA
New technological developments are constantly reshaping the standard for digital creation in Media & Design Arts. In order to successfully prepare students for this ever-changing and evolving industry, they will need both in-depth and broad preparation for what may be expected of them in such a career. This course is designed to address those expectations by introducing students to a brief history and the core basics of content creation: graphic design, photography, video production, and audio production. This course would also act as a foundational course for two separate advanced courses, allowing students the opportunity to decide which areas of content creation they would like to develop further
ADVANCED PHOTOGRAPHY AND GRAPHIC DESIGN
Introduction to theory, mechanics, optics, lighting principles, and practices of photography using Digital Cameras. Explores the history, aesthetics, and the conceptualization of photographic imagery. Photographic seeing is emphasized. Includes practices and procedures for image capture, asset management, software developing, printing, finishing and presentation and critique. Students are required to have an adjustable digital camera with manual exposure and RAW format capabilities. This course will explore more obscure and advanced photography techniques and will take a deeper dive into the world of graphic design, as well as introduce various methods of printing and/or transferring student photography and graphic designs onto a variety of mediums. PREREQUISITE: Introduction to Digital Multimedia
ADVANCED AUDIO AND VIDEO PRODUCTION
This course provides the theory, terminology, and operation of single camera film and video production as it applies to narrative storytelling for film and television. Areas of study include basic elements of screenwriting and production design, cinematography including camera operation, digital video and audio recording and basic editing techniques. It focuses on the aesthetics and fundamentals of scripting, producing, directing on location, post-production and exhibition/distribution. This course will explore the rising popularity of audio media, and students will be educated on and trained in: Radio, Podcasting, Live Broadcasting, and Audio for Film. This course will also take a deeper exploration into the history of and aspects of the film industry, and students will be trained in: Film Pre-Production, Production, Post-Production, Film Genres, and Film Styles. PREREQUISITE: Introduction to Digital Multimedia
BUILDING AND CONSTRUCTION TRADES
3 months ago
The following courses are currently only offered at Montecito High School, for similar courses at Ramona High School, please see AG Mechanics
CONSTRUCTION I
This course provides pre-apprentice, entry-level and advanced training in building industry trades and related areas. Instruction covers foundation design and construction; framing wood structures; roofing materials and installation; plumbing installation; electrical wiring; drywall installation and repair.
CONSTRUCTION II
This course provides pre-apprentice, entry-level and advanced training in building industry trades and related areas. Instruction covers foundation design and construction; framing wood structures; roofing materials and installation; plumbing installation; electrical wiring; drywall installation and repair. Students in the Construction II Class will have the opportunity to apply the acquired skill in real life situation by performing community service projects.
CONSTRUCTION III
This course provides pre-apprentice, entry-level and advanced training in building industry trades and related areas. Instruction covers foundation design and construction; framing wood structures; roofing materials and installation; plumbing installation; electrical wiring; drywall installation and repair. Students in the Construction III class will have the opportunity to apply the acquired skills real life situation by performing community service projects. Students will have the opportunity to compete in SkillsUSA demonstrating their trade and leadership qualities.
ENGINEERING AND ARCHITECTURE
3 months ago
INTRODUCTION TO DESIGN
Introduction to Design -12 is an in-depth, project-based course that concentrates on Industrial Design/Technology and is divided into four units: Introduction to Design, Design Solutions, Reverse Engineering, and Design Problems. Part of the Project Lead the Way Engineering pathway curricula, this Couse will give students the opportunity to use technology to learn about Engineering and Industrial Design. This is the first course in the CTE pathway for Engineering Design Pathway.
PRINCIPLES OF ENGINEERING
Principles of Engineering (POE) is a high school- level survey course of engineering. The course exposes students to some of the major concepts that they will encounter in a post secondary engineering course of study. Students have an opportunity to investigate engineering and high tech career POE gives students the opportunity to develop skills and understating of course concepts through activity-, project-, and problem-based (APPB) learning. Used in combination with teaming approach, APPB learning challenges students to continually hone their interpersonal sills, creative abilities, and problem solving skills based upon engineering concepts. It also allows students to develop strategies to enable and direct their own learning, which is the ultimate goal of education. This is the second course in the CTE pathway for Engineering Design. PREREQUISITE: Intro to Design
COMPUTER SCIENCE AND ENGINEERING CAPSTONE
The knowledge and skills students acquire throughout Project Lead the Way high school courses in computer science and engineering come together in the Project Lead the Way Capstone as student teams pool resources to identify an issue or problem of interest and then research, design, and test a solution, ultimately presenting their solution to a panel of professionals. Students work with their team, drawing on the strengths and skills of each member, as they prepare themselves for the interdisciplinary collaboration required for success in college and career. The PLTW Capstone is a course for students who are completing any of PLTW’s high school programs. It is an open-ended research course in which students work in teams to design and develop an original solution to a well-defined and justified open-ended problem. Teams draw on the knowledge, skills, and interests of each member, as they perform research to select, define, and justify a problem. Given this collaboration, team members leave the course with a broadened skillset and an appreciation for learning from their peers. After carefully defining the design requirements and creating multiple solution approaches, student teams select an approach, create, and test or model their solution prototype. As they progress through the problem-solving process, students work closely with experts and continually hone their organizational, communication, and interpersonal skills, creative and problem-solving abilities, and their understanding of the integration of processes such as the design process, experimental design, and the software development process. At the conclusion of the course, teams present and defend their original solution to an outside panel. PREREQUISITE: CS Explorations + CS Principles OR Intro to Design + Principles of Engineering
HOSPITALITY, TOURISM, AND RECREATION
3 months ago
CULINARY ARTS
The purpose of this course is to provide an Inquiry Based approach to instruction in order to facilitate the understanding of current culinary technical skills in the areas of Culinary Fundamentals, Ingredients, Preparation and Presentation, the Food Service Industry, Skills beyond the kitchen and Global influences in American cuisine. This course will provide students the opportunity to reflect analytically on theirs and other's work, practice oral communications in small and large group settings, and read technical documentation for understanding.
This course uses an experiential based curriculum in order to provide student an opportunity for reading of technical documents, problem solving, project management, reflection and critical analysis of others work. Through this process, students gain an understanding of modern equipment and techniques, current trends in selection and processing of products as well as classical techniques including migration and preparation of cuisine and the opportunity to investigate entrepreneurial business. This course provides students with basic life skills.
INTERNATIONAL CUISINE
The purpose of this advanced course is to link the culinary/technical skills of regional and world cuisines with social and cultural heritage behind them and to provide students with historical and cultural context.
This course focuses on understanding the differences and commonalities we have with outer cultures around the world. A common denominator in studying world cultures is cuisine. In studying the cuisine of a people or a region, we learn about a country's geography, climate, traditions, taboos and social mores, unique adaptation caused by environment on a food supply, pressures on a population to trade, export, import, permit a closed or open society, and cultural values. Students will acquire a greater understanding of their own world and the cultural diversity that exists in their own community. This course builds on traditional culinary skills to expose students to culinary skills in use by an ethnic population, based on traditions, techniques, culinary tools and ingredients used by an indigenous people.
INFORMATION AND COMMUNICATION TECHNOLOGIES
3 months ago
COMPUTER SCIENCE EXPLORATIONS
An introductory, entry-level computer science course that exposes students to a wide variety of foundational computer science topics, including computing systems, algorithms, networks, programming, data & analysis, and physical computing. Throughout the course, students will apply their foundational knowledge and computational thinking practices to ask questions, carry out investigations, construct explanations, and solve problems rooted in modern day computer technology and systems. Computer Science Exploration will provide all students with foundational technology and computational thinking skills deemed essential to the modern workforce. In addition, this course provides students with adequate skills and background to pursue more advanced computer science courses, including Computer Science Principles, AP Computer Science Principles, and college level computer science. This course will be submitted to UC for A-G approval as a “G” elective.
COMPUTER SCIENCE PRINCIPLES
Throughout the Computer Science A course experience, students cultivate their understanding of coding through analyzing, writing, and testing code as they explore concepts like modularity, variables, and control structures. Fundamental topics in this course include the design of solutions to problems, the use of data structures to organize large sets of data, the development and implementation of algorithms to process data and discover new information, the analysis of potential solutions, and the ethical and social implication of the computing systems. Th course emphasizes object-oriented programming and deign using the Java programming language. To be successful in Computer Science A, Students will gain experience creating programs using procedural, event-driven, and object oriented programming paradigms. They will design a user interface (UI) based on human-computer interaction (HCI) principles, debug and test code, create annotated programs with in-code commenting and documentation, use top-won and bottom-up design approaches, and preform prototyping. Students will do hands-on work to design, write, and test computer programs that solve problems or accomplish tasks. PREREQUISITE: CS Explorations
COMPUTER SCIENCE AND ENGINEERING CAPSTONE
The knowledge and skills students acquire throughout Project Lead the Way high school courses in computer science and engineering come together in the Project Lead the Way Capstone as student teams pool resources to identify an issue or problem of interest and then research, design, and test a solution, ultimately presenting their solution to a panel of professionals. Students work with their team, drawing on the strengths and skills of each member, as they prepare themselves for the interdisciplinary collaboration required for success in college and career. The PLTW Capstone is a course for students who are completing any of PLTW’s high school programs. It is an open-ended research course in which students work in teams to design and develop an original solution to a well-defined and justified open-ended problem. Teams draw on the knowledge, skills, and interests of each member, as they perform research to select, define, and justify a problem. Given this collaboration, team members leave the course with a broadened skillset and an appreciation for learning from their peers. After carefully defining the design requirements and creating multiple solution approaches, student teams select an approach, create, and test or model their solution prototype. As they progress through the problem-solving process, students work closely with experts and continually hone their organizational, communication, and interpersonal skills, creative and problem-solving abilities, and their understanding of the integration of processes such as the design process, experimental design, and the software development process. At the conclusion of the course, teams present and defend their original solution to an outside panel. PREREQUISITE: CS Explorations + CS Principles OR Intro to Design + Principles of Engineering
TRANSPORTATION
3 months ago
POWER MECHANICS
The course is an introductory course dealing with both the four- and tow- stroke cycle engines. Course content includes engine operation and identification, fuel and ignition systems, lubrication and cooling systems. Use of proper safety practices and materials are included, with a focus on hands-on experience in the inspection of internal suspension, tire repair and electrical systems are also covered. Power Mechanics fulfills elective graduation credit requirements.
MAINTENANCE AND LIGHT REPAIR I
This course develops automotive knowledge and provides basic level training in servicing and maintenance of motor vehicles. Areas of training include of Safety and Foundation A0, Engine Repair A1, Automatic Transmission A2, Manual Transmission A3, Steering and Suspension A4, Brakes A5 Electrical A6, Heating and Air conditioning A7, and Engine Performance A8. Topics are aligned to the National Automotive Technician Education foundation (NATEF) Maintenance and Light Repair (MLR) Requirements. English language arts are reinforced. Work-based learning strategies appropriate for this course include apprenticeship, cooperative education, entrepreneurship, internship, and job shadowing. Skills-USA competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences. This course has about 40% shop/lab time. All courses in the MLR program are taught by an industry certified (ASE) instructor. We will use CDX online automotive training course as our curriculum. You can access this program from anywhere you have internet (i.e. home or ISS). Approximately 180 hours are needed to complete the course. Many of the MLR tasks will be levels P-1 in this course. 540 hours to complete the entire MLR pathway. MLR1 fulfills elective graduation requirements.
MAINTENANCE AND LIGHT REPAIR II
This intermediate course furthers the automobile knowledge and provides higher level training in servicing and maintenance of motor vehicles with higher difficulty repair tasks and diagnostics. Areas of training include of Safety and Foundation A0, Engine Repair A1, Automatic Transmission A2, Manual Transmission A3, Steering and Suspension A4, Brakes A5 Electrical A6, Heating and Air conditioning A7, and Engine Performance A8. Topics are aligned to the National Automotive Technician Education foundation (NATEF) Maintenance and Light Repair (MLR) Requirements. English language arts are reinforced. Work-based learning strategies appropriate for this course include apprenticeship, cooperative education, entrepreneurship, internship, and job shadowing. Skills-USA competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace reediness skills through authentic experiences. This Level 2 course is 60% hands on learning. All courses in the MLR program are taught by an industry certified (ASE) instructor. We will use CDX online automotive training course as our curriculum. You can access this program from anywhere you have internet (i.e. home or ISS) Approximately 180 hours are needed to complete the course. Many of the MLR tasks will be levels P-1, P-2, and some P-3 in this course. 540 hours to complete the entire MLR pathway. MLR2 fulfills elective graduation requirements.
MAINTENANCE AND LIGHT REPAIR III
This capstone course develops automotive knowledge and provides basic level training in servicing and maintenance of motor vehicles. Areas of training include of Safety and Foundation A0, Engine Repair A1, Automatic Transmission A2, Manual Transmission A3, Steering and Suspension A4, Brakes A5 Electrical A6, Heating and Air conditioning A7, and Engine Performance A8. Topics are aligned to the National Automotive Technician Education foundation (NATEF) Maintenance and Light Repair (MLR) Requirements. English language arts are reinforced. Work-based learning strategies appropriate for this course include apprenticeship, cooperative education, entrepreneurship, internship, and job shadowing. Skills-USA competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace reediness skills through authentic experiences. This course has about 80% shop/lab time. All courses in the MLR program are taught by an industry certified (ASE) instructor. We will use CDX online automotive training course as our curriculum. You can access this program from anywhere you have internet (i.e. home or ISS) Approximately 180 hours are needed to complete the course. Many of the MLR 3 tasks will be levels P-1, P-2, and P-3 in this course in order to complete all the required NATEF training tasks. 540 hours to complete the entire MLR pathway. MLR2 fulfills elective graduation requirements. This program of work prepares students transportation industry employment and for ASE exam student certification, and counts as 1 year of work experience for completers toward ASE Certification.
MANUFACTURING AND PRODUCT DEVELOPMENT
3 months ago
WELDING METAL FABRICATION
This course involves the safety, theory and practical application of Shielded Metal Arc Welding, Gas metal arc welding and cutting, Oxy-fuel cutting, plasma arc cutting. Technical math, weld testing and certification are also included in the curriculum. The welding and materials joining pathway provides students with an understating of manufacturing processes and systems common to careers in welding and related industries. The following pathway standards are based on, but not limited to, well established American Welding Society (AWS) EG 2.0 Guidelines fort the Entry Level Welder. Reprehensive topics include the interpretation and layout of welded and assembled-part prints, cutting mechanical bonding, joining, cohesive bonding, adhesive bonding and mechanical fastening.
ADVANCED WELDING
This course involves the safety, theory and practical application of Shielded Metal Arc Welding (Pipe), Gas Tungsten arc welding, plasma arc cutting and Gas Metal Arch Welding (Aluminum). Technical math, weld testing and certification are also included in the curriculum. The welding and materials joining pathway provides students with an understating of manufacturing processes and systems common to careers in welding and related industries. The following pathway standards are based on, but not limited to, well established American Welding Society (AWS) EG 2.0 Guidelines fort the Entry Level Welder. Reprehensive topics include the interpretation and layout of welded and assembled-part prints, cutting mechanical bonding, joining, cohesive bonding, adhesive bonding and mechanical fastening.
Public Safety
3 months ago
FIRE TECHNOLOGY 1
This Introductory CTE Public Services Pathway course provides the skills and knowledge of the fire service administration and organization. Information give will overview the National Incident Management System, laws affecting firefighters, career opportunities in the fire service, fire service training, Chemistry, and physics of fire. Leadership, team concepts, and personal integrity for emergency response personnel will be introduced. An understanding of career opportunities and entry-level requirements will be presented.
FIRE TECHNOLOGY 2
This Concentrator/Intermediate CTE Public Services Pathway course provides the skills and knowledge of the fire service administration and organization. Information given will overview the National Incident Management System, laws affecting firefighters, career opportunities in the fire service, fire service training, Chemistry, and physics of fire. Leadership, team concepts, and personal integrity for emergency response personnel will be introduced. An understanding of career opportunities and entry-level requirements will be presented.
FIRE TECHNOLOGY 3
This Capstone CTE Public Services Pathway course will review learning objectives from Fire Technology 1 and 2, building on past lessons and skills learned. Students will be introduced to a comprehensive understanding of the fundamental mission of the fire services responsibility to public safety and reducing fire deaths. Introduction to the fire service response to Hazardous Materials responses, along with weather directly concerning wildland urban interface (WUI) fires.