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Business teachers who have students looking for an engaging way to develop and improve their Cyber Security skills should invite their student to participate in an upcoming CyberPatriot National Youth Cyber Defense Competition. The California Community Colleges Doing What Matters program has funding available to support the participation of middle school and high school teams.

Teams can be formed anytime during the school year and you don’t have to be a computer expert to lead your team. This program is for all students interested in developing leadership and organizational skills while learning what it takes to work as a cybersecurity professional.

What is CyberPatriot?

CyberPatriot is the National Youth Cyber Education Program. The competition puts teams of high school and middle school students in the position of newly hired IT professionals in charge of managing the network of a small company. Click here to watch a brief video.

In the rounds of competition, teams are given a set of virtual images that represent operating systems, and are tasked with finding cybersecurity vulnerabilities within the images and hardening the system while maintaining critical services.

Teams compete for the top placement within their state and region, and the top teams in the nation earn all-expenses paid trips to Baltimore, MD for the National Finals Competition, where they can earn national recognition and scholarship money.

How to Get Started:

For step-by-step instructions on how to start a CyberPatriot team any time of the year, visit the California CyberSecurity Education Center website. You’ll find a complete “Get Started” package which includes system requirements, competition details, training modules and much more.

For more information and to request assistance, contact the CyberPatroit team at: cyberpatriot@ict-dm.net.


The Napa County Office of Education California Career Pathways Trust Technical Assistance Project, in partnership with California Department of Education, recently announced free training for teachers and instructional coaches on the subject of integrated curriculum. Joy Soares, a Staff Development and Curriculum Specialist with Tulare County Office of Education, will provide the training. At the training participants will learn how to design and create curriculum that integrates the California State Standards Content, Practices, and Work Based Learning partnerships in several content areas to leverage the Career Pathway Structure.

High quality Career Technical Education (CTE) programs are responsive to changing economic demands and take steps to ensure that teachers and counselors are informed of new developments in their fields. Burning Glass Technologies earlier this year released a report called Blurred Lines that discusses how business and technology skills are merging to create high opportunity hybrid jobs. These hybrid jobs don’t necessarily fit the typical “job titles” used in workforce planning, but offer high pay for applicants that have particular digital skills. The roles covered in the report are in high demand by employers, pay well, and, importantly, are accessible with technical training less than a computer science degree.

Critical thinking, creativity, communication, collaboration, and adaptability are highly valued skills. When it comes to fostering those skills in the classroom, integrated curriculum can be an extremely effective approach, helping students develop multifaceted expertise to be ready for the world of work.

October 27, 2016 8:30 a.m. – 4:30 p.m. Fresno Pacific University 245 N. Plaza Drive Visalia

November 2, 2016 8:30 a.m. – 4:30 p.m. Hilton Oakland Airport 1 Hegenberger Road Oakland

November 4, 2016 8:30 a.m. – 4:30 p.m. Yolo County Office of Education 1280 Santa Anita Court Woodland

January 10, 2017 8:30 a.m. – 4:30 p.m. Edison 3126 North Glenrose Ave. Altadena

Register: HERE


One promising way in which students can learn about and apply global competencies is through Career and Technical Education (CTE). With an anchor in preparing students for the careers of their choice and a focus on the critical academic, technical, and employability skills needed for success, CTE offers a natural platform on which to build global competencies.

Heather Singmaster, Assistant Director for the Asia Society is asking for CTE educators to participate in and complete the pilot of a new Global CTE Professional Development Course.  The following information is from Heather and for teachers who may be interested in developing a greater understanding of the importance of global competencies.   

Going Global – CTE Pilot Information


The course consists of two online, interactive modules. The first module introduces the concept of global competence as well as project management and their importance to CTE. The second module demonstrates how to integrate these two concepts into what is already being taught in the classroom. There are various activities and readings to be completed as part of the course. An accompanying toolkit will provide additional resources including: sample projects ready to be used in CTE classrooms, global career planning resources, workforce readiness rubrics, and crosswalks of global education and CTE standards, global career profile videos, talking points, and more. 


The modules can be watched from any computer at your own pace. Participants will be provided with a free log-in for the ACTE Core Community which will house the modules. Following completion of the pilot in December, the Asia Society will ask participants to provide feedback on the modules.

Time Commitment

The time commitment of pilot participation is approximately 10 hours to complete the full online course (two modules) plus approximately 1 additional hour to give feedback through an online survey. The Asia Society will conduct phone interviews with a select group of participants. If an educator is chosen for an additional phone interview, they will receive a small honorarium for their time.


The Asia Society anticipates the modules being online and ready for piloting beginning October 1. Participants should work to complete both modules by no later than November 30. 


The Asia Society will be offering educators the ability to earn CEUs through the University of Central Missouri – if interested, please indicate this when signing-up. We are also investigating the potential of offering badges through NOCTI. 


Educators should indicate their interest by sending the following information to Heather Singmaster, Assistant Director, Asia Society (hsingmaster@asiasociety.org) by Friday, August 26.

  • Name
  • School
  • State
  • Which CTE area do you focus on?
  • How familiar are you with global education? (Not at all, Somewhat, Teaching one project a year, Fully integrating it into my courses) 
  • Are you interested in earning CEU’s through your participation in this pilot?

Heather will follow-up in early September with further information and instructions on participation.


K-12 and Community College Articulation

Earlier this week State Superintendent of Public Instruction Tom Torlakson praised the appointment of Eloy Ortiz Oakley as the new Chancellor of the California Community Colleges, the largest public higher education system in the nation. “Eloy is a fantastic choice to lead our great network of community colleges,” said Torlakson. “He is a terrific leader and a tremendous proponent of getting high school students excited and energized about pursuing success in college and beyond. I look forward to more great things as he leads the California Community Colleges into the 21st century.”

A recent EdSource article reported Mr. Oakley said more work must be done in low-income communities “where poverty continues to be a driver in the future of our kids. I am certainly going to focus on those communities that have had the hardest time reaching the potential of the California Dream.” Oakley wants to speed up completion rates is to encourage more high school students to simultaneously enroll in community college courses, with more of those classes offered directly at high schools.  “The lines between high school and community college need to continue to be blurred,” said Oakley. “The more college credits students can obtain in high school, the better prepared they are, the sooner they will graduate, the sooner they will transfer, the better off we are as a state.”

Together Everyone Accomplishes More

California Community Colleges (CCC) Vice Chancellor Van Ton-Quinlivan and her team is making a lot of progress promoting local adoption of student pathways that are branded “Business Information Worker I and II” and IT Technician Pathway.” Growing and sustaining these quality pathways will help students – that may normally drop out – attain critical and fundamental entry-level jobs in a sector where there is room for growth and higher pay with continued CCC education.

High school teachers and administrators may wish to contact the Deputy Sector Navigators in their area to see how they might work together with local colleges to improve student outcomes through dual and concurrent enrollment programs.


Professor Harry Cheng, the developer and leader of the UC Davis Center for Integrated Computing and STEM Education (C-STEM), has developed innovative curriculum that integrates academic and career technical subjects. Using Cheng’s approach, students learn how to integrate computer programming as well as logical and critical thinking skills. The results have shown significant potential in closing the math achievement gap for student subgroups that have historically underperformed.

Here is a short video on how students and parents appreciate the C-STEM program.

Congratulations to Professor Cheng for receiving the UC Davis 2016 Innovator of the Year Award!

The Innovator of the Year Award recognizes individual faculty or staff, or teams (which may also include students) whose inventive, innovative or entrepreneurial activities have had a measurable societal impact or have a very strong potential to do so. Cheng has worked at UC Davis for 24 years and has dedicated the past 10 years to transforming K-12 math education through computing and robotics.

Focused on integrating computing and robotics into regular STEM classroom with hands-on project-based learning, the C-STEM Center has developed innovative computing and robotics technologies with C-STEM Studio and RoboBlockly, teaching strategies, textbooks, and courseware including  lesson plans, PowerPoint lessons, video lessons, group computing activities, optional robotics activities, and assessment tools for readily integration of computer programming in C/C++ using Ch (a user-friendly C/C++ interpreter Ch) and robotics into the formal curricula in elementary schools, middle schools, high schools, and colleges.

More than 200 schools in California have officially adopted the C-STEM curriculum, which directly benefits more than 10,000 students.