Curriculum Home
Curriculum Introduction
This curriculum document outlines the essential learning for this trade program and provides a clear structure for planning, instruction, and assessment. It includes the components required by NEASC Standard 2.2a, along with elements that reflect the unique nature of CTECS technical programs. The curriculum is organized to show what students learn in each course, how learning progresses across grade levels, and how instruction supports both technical skill development and the CTECS Vision of a Graduate.
Teachers should use this document to:
- Understand the overall structure and expectations of the course sequence
- Reference the Course Map to see the scope and sequence of Priority Standards and the alignment to District Summative Assessments (DSAs)
- Use the Priority Standards and Units of Study to guide daily, weekly, and cycle‐based planning
- Integrate Big Ideas, Essential Questions, Skills/Learning Outcomes, vocabulary, and resources during lesson design
- Identify required safety, industry, and technical content expectations
- Plan and implement formative assessments to monitor progress and guide instruction
- Prepare students for the District Summative Assessments, ensuring alignment with the Course Map
- Maintain consistency of technical and professional practice instruction across campuses while adapting to student needs and industry‐based opportunities
CTECS Instructional Model
CTECS uses the Marzano Compendium to guide research‑based instructional strategies that differentiate learning and promote access, engagement, and success for all students. Teachers apply these strategies to support diverse learners (including multilingual learners, students with disabilities, and students with varied academic or technical backgrounds) through scaffolds, modeling, guided practice, and multiple ways to participate and show understanding. This approach ensures every student can work toward proficiency in the Priority Standards and the competencies outlined in the CTECS Vision of a Graduate.
Feedback
Providing and Communicating Clear Learning Goals
1. Providing scales and rubrics
2. Tracking student progress
3. Celebrating success
Using Assessments
4. Using informal assessments of the whole class
5. Using formal assessments of individual students
Content
Conducting Direct Instruction Lessons
6. Chunking content
7. Processing content
8. Recording and representing content
Conducting Practicing and Deepening Lessons
9. Using structured practice sessions
10. Examining similarities and differences
11. Examining errors in reasoning
Conducting Knowledge Application Lessons
12. Engaging students in cognitively complex tasks
13. Providing resources and guidance
14. Generating and defending claims
Using Strategies That Appear in All Types of Lessons
15. Previewing strategies
16. Highlighting critical information
17. Reviewing content
18. Revising knowledge
19. Reflecting on learning
20. Assigning purposeful homework
21. Elaborating on information
22. Organizing students to interact
Context
Using Engagement Strategies
23. Noticing and reacting when students are not engaged
24. Increasing response rates
25. Using physical movement
26. Maintaining a lively pace
27. Demonstrating intensity and enthusiasm
28. Presenting unusual information
29. Using friendly controversy
30. Using academic games
31. Providing opportunities for students to talk about themselves
32. Motivating and inspiring students
Implementing Rules and Procedures
33. Establishing rules and procedures
34. Organizing the physical layout of the classroom
35. Demonstrating withitness
36. Acknowledging adherence to rules and procedures
37. Acknowledging lack of adherence to rules and procedures
Building Relationships
38. Using verbal and nonverbal behaviors that indicate affection for students
39. Understanding students’ backgrounds and interests
40. Displaying objectivity and control
Communicating High Expectations
41. Demonstrating value and respect for reluctant learners
42. Asking in-depth questions of reluctant learner
43. Probing incorrect answers with reluctant learner
Curriculum Components
-
A Course Map serves as the scope and sequence for this course by outlining the progression of instructional units and the standards that guide teaching and assessment. While each campus will have individual student needs, cycle schedules, and industry‑based opportunities, all instructors are expected to teach the standards outlined in the Course Map. Using the Course Map below, teachers will intentionally plan learning experiences that prepare students to meet the identified standards within the designated assessment windows.
-
Priority Standards identify the most essential learning in the trade program. They reflect the core technical competencies, safety practices, and industry‑aligned skills that require the greatest instructional focus and appear on program assessments. In CTE programs, each Priority Standard also functions as a Unit of Study, because it includes the required components such as big ideas, essential questions, content topics, and skills/learning outcomes aligned to assessments.
-
Vertical alignment shows how Priority Standards and instructional expectations progress from grade to grade within the trade program. It provides a clear pathway of skill development, increasing complexity, and technical proficiency across the four‑year sequence.
-
Learning outcomes are what students will know (Concepts) and be able to do (Skills).
Concepts identify the major content topics within the Priority Standard (Unit of Study). They appear in the left column of the Learning Outcomes table and follow a similar coding structure as the Priority Standard.
Skills are learning objectives that describe the measurable actions students must be able to perform to demonstrate proficiency. They appear in the right column of the Learning Outcomes table and show the progression of learning evidence in the Priority Standard.
-
Essential vocabulary includes the technical and academic terms students must understand and use accurately to engage in trade‑specific learning and demonstrate proficiency on assessments. Vocabulary is foundational to safety, technical precision, and industry communication, and should be a primary initial focus within each unit and taught explicitly through modeling, demonstration, and repeated application.
-
Resources include the tools, equipment, texts, materials, and digital tools that support learning within each unit and reflect industry standards.
-
Teachers use ongoing formative assessments—such as questioning, checks for understanding, performance demonstrations, reflections, and teacher observation—to monitor progress, guide instruction, and support all learners in mastering the Priority Standards.
Each program also includes District Summative Assessments (DSAs), which measure proficiency on the Priority Standards identified in the Course Map. DSAs provide consistent evidence of student learning across campuses and ensure alignment to industry expectations, safety requirements, and program outcomes. Teachers should reference the Course Map and Units of Study when planning instruction to ensure students have opportunities to practice and demonstrate the skills and knowledge assessed on the DSA.
Vision of a Graduate
The Vision of a Graduate (VoG) at the Connecticut Technical Education and Career System (CTECS) embodies our commitment to preparing students for success in Connecticut’s workforce.
Developed in collaboration with students, parents, staff, and employers, the VoG ensures that CTECS students are not only job-ready but also equipped to lead, innovate, and adapt in a dynamic world.
As educators, we are dedicated to developing these qualities by providing a comprehensive education that empowers our students to achieve their fullest potential and make meaningful contributions to society.
Problem solvers tackle challenges by identifying root causes of issues, brainstorming solutions, implementing effective strategies, and demonstrating adaptability.
➔ Engage students with open-ended, creative thinking tasks that require both conventional and innovative solutions.
➔ Facilitate group discussions and collaborative projects.
➔ Use real-world scenarios and hands-on activities.
➔ Highlight the importance of effort, persistence, and continuous learning.
➔ Provide regular feedback and encourage reflection.
Graduates who embody respectfulness emphasize the importance of treating others with dignity, valuing diversity, and fostering an inclusive and positive environment, both personally and professionally.
➔ Demonstrate personal, interpersonal, and professional skills.
➔ Show respect for diversity.
➔ Model respect through active listening and empathy.
➔ Set clear expectations for respectful interactions.
➔ Promote collaboration and group discussions.
➔ Celebrate respectful behavior.
➔ Address disrespect promptly and constructively.
Critical thinkers approach problems systematically by analyzing, evaluating, and synthesizing information to make well-informed decisions and contribute to innovative solutions.
➔ Encourage critical thinking individually and collaboratively.
➔ Design lessons that challenge assumptions and explore diverse viewpoints.
➔ Use open-ended questions, rigorous activities, and cross-curricular projects.
➔ Integrate project-based learning and real-world problem-solving.
➔ Offer reflective opportunities like journaling and discussions.
➔ Cultivate an environment that values curiosity and inquiry.
To be work-ready includes a combination of technical expertise, soft skills, and personal qualities that ensure a graduate can effectively contribute to the workplace from day one.
➔ Set high standards for punctuality, responsibility, professionalism, and task completion.
➔ Use project-based learning and collaborative assignments.
➔ Emphasize clear written and verbal communication.
➔ Offer practical exercises like mock interviews and resume workshops.
➔ Integrate technology and teach digital literacy.
Graduates who are skilled socially are equipped to navigate social environments, build relationships, and contribute positively to their communities and workplaces.
➔ Show awareness of global responsibility to others and the environment.
➔ Participate in community involvement.
➔ Design cooperative group projects and team activities
➔ Set expectations for respect and give regular feedback.
➔ Facilitate discussions on inclusivity, kindness, and respect.
➔ Model positive interactions and recognize strong social skills.
Effective communicators convey ideas, information, and emotions accurately and persuasively, fostering understanding and collaboration.
➔ Communicate effectively using oral, written, visual, artistic, and technical modes.
➔ Include group discussions, presentations, and peer reviews.
➔ Promote active listening and thoughtful responses.
➔ Offer clear guidelines and constructive feedback.
➔ Stress clear, respectful, and purposeful communication.
-
Problem solvers tackle challenges by identifying root causes of issues, brainstorming solutions, implementing effective strategies, and demonstrating adaptability.
➔ Engage students with open-ended, creative thinking tasks that require both conventional and innovative solutions.
➔ Facilitate group discussions and collaborative projects.
➔ Use real-world scenarios and hands-on activities.
➔ Highlight the importance of effort, persistence, and continuous learning.
➔ Provide regular feedback and encourage reflection. -
Graduates who embody respectfulness emphasize the importance of treating others with dignity, valuing diversity, and fostering an inclusive and positive environment, both personally and professionally.
➔ Demonstrate personal, interpersonal, and professional skills.
➔ Show respect for diversity.
➔ Model respect through active listening and empathy.
➔ Set clear expectations for respectful interactions.
➔ Promote collaboration and group discussions.
➔ Celebrate respectful behavior.
➔ Address disrespect promptly and constructively.
-
Critical thinkers approach problems systematically by analyzing, evaluating, and synthesizing information to make well-informed decisions and contribute to innovative solutions.
➔ Encourage critical thinking individually and collaboratively.
➔ Design lessons that challenge assumptions and explore diverse viewpoints.
➔ Use open-ended questions, rigorous activities, and cross-curricular projects.
➔ Integrate project-based learning and real-world problem-solving.
➔ Offer reflective opportunities like journaling and discussions.
➔ Cultivate an environment that values curiosity and inquiry. -
To be work-ready includes a combination of technical expertise, soft skills, and personal qualities that ensure a graduate can effectively contribute to the workplace from day one.
➔ Set high standards for punctuality, responsibility, professionalism, and task completion.
➔ Use project-based learning and collaborative assignments.
➔ Emphasize clear written and verbal communication.
➔ Offer practical exercises like mock interviews and resume workshops.
➔ Integrate technology and teach digital literacy.
-
Graduates who are skilled socially are equipped to navigate social environments, build relationships, and contribute positively to their communities and workplaces.
➔ Show awareness of global responsibility to others and the environment.
➔ Participate in community involvement.
➔ Design cooperative group projects and team activities
➔ Set expectations for respect and give regular feedback.
➔ Facilitate discussions on inclusivity, kindness, and respect.
➔ Model positive interactions and recognize strong social skills. -
Effective communicators convey ideas, information, and emotions accurately and persuasively, fostering understanding and collaboration.
➔ Communicate effectively using oral, written, visual, artistic, and technical modes.
➔ Include group discussions, presentations, and peer reviews.
➔ Promote active listening and thoughtful responses.
➔ Offer clear guidelines and constructive feedback.
➔ Stress clear, respectful, and purposeful communication.