• Career, Technical, Agriculture Education Program 

    AASD 

    AASD does not discriminate on the basis of race, color, religion, sex, national origin, age, or disability in its programs, activities, or employment practices.

     

    Mission: 

    At the Atlanta Area School for the Deaf is to provide a language-rich, student-centered learning environment through American Sign Language and English for the purpose of empowering our students to live independent, fulfilling lives and to become productive, contributing members of society. 

    Vision: 

    CTAE is a rigorous and relevant instructional program that prepares students to transition to post-secondary education and a meaningful career, economic prosperity, and to be a contributing member of society. 

    Atlanta Area School for the Deaf offers a rigorous career and technical education program. CTAE programs are designed to prepare youth for a broad range of employment and further education and are offered under the guidance of highly trained teachers.  

    Why CTAE?  

    CTAE provides ALL students access to innovative, student-centered, and affordable educational experiences that prepare them to succeed in current and emerging high-wage, high-skill, high-demand business and industries that drive and support the economy of Georgia. These classes give students a head start in many careers.  

    The following is a list of programs being offered:

Career Cluster Pathway Courses Offered Career Information
Agriculture, Food, and Natural Resources Plant and Landscape Systems Basic Agriculture Science General Horticulture and Plant Science Nursery and Landscape Additional class offered but not required: Agriculture Construction A career in plant and landscape systems offers a variety of job opportunities in the fields of education, research, golf and sports turf, landscape design, parks and gardens, public service, production management, and sales and marketing. Some jobs available include landscape designer, greenhouse manager, golf course superintendent, plant breeder, florist, agricultural chemical researcher, and garden center owner.
Arts, AV/Technology, and Communications Audio-Video Technology and Film I Audio and Video Technology and Film Audio-Video Technology and Film II Audio-Video Technology and Film III Additional class offered but not required: Broadcast Video Production Application Broadcast Video Production Lab The broadcasting and digital media industry is comprised of two major employers—radio/television broadcasting companies and movie/television production companies. Jobs within the industry are organized into five major areas: program production (producers, film and video editors, announcers, program directors); news‐related (reporters, news analysts, news directors); technical (television/video camera operators, technicians, engineers); sales (advertising/marketing); and management.
Arts, AV/Technology, and Communications Graphic Design Introduction to Graphics and Design Graphic Design and Production Advanced Graphic Design Additional class offered but not required: Advanced Graphic Output Processes Graphic designers plan, analyze, and create visual solutions to communications problems. Graphic designers develop the overall layout and production design of magazines, newspapers, journals, corporate reports, and other publications. They also produce promotional displays, packaging, and marketing brochures for products and services and develop material for Internet Web pages, interactive media, and multimedia projects. Graphic designers also may produce TV and movie credits.
Human Services Nutrition and Food Science Food, Nutrition, and Wellness Food for Life Food Science Those working in the food and nutrition field help people lead healthier lives through a balanced diet. They plan food and nutrition programs and supervise the preparation and serving of meals. They help prevent and treat illnesses by promoting healthy eating habits and by recommending dietary modifications. Other job opportunities in this field include managing food service systems for institutions, such as hospitals and schools; and promoting sound eating habits through education and research.
Information Technology Internet of Things Introduction to Software Technology Computer Science Principles Embedded Computing The internet of things, or IoT, is a system of interrelated computing devices, mechanical and digital machines, objects, animals or people that are provided with unique identifiers and the ability to transfer data over a network without requiring human-to-human or human-to-computer interaction. New and improved technologies are constantly being developed. Positions include: hardware design, software coding, product testing, security, database programming, network/systems engineering and more.
Marketing Marketing and Management Marketing Principles Marketing and Entrepreneurship Marketing Management Marketing professionals are responsible for developing, implementing, and managing a company’s marketing efforts, both through traditional and digital formats, to stimulate customer interest and generate sales. Marketing and Management is defined by nine functional areas: financing, risk management, selling promotion, pricing, purchasing, marketing‐information management, product/service planning, and distribution.
Beginning 21-22 school year Workforce Ready Pathway Introduction to Career Competencies Career Competencies Advanced Career Competencies This pathway has been developed specifically for students with intellectual disabilities. The students acquire employability skills that ease their transition to the workforce. Skills include academic and employability skills, financial literacy, communication strategies, mastery of technology and specific-related tools, workplace safety, and self-advocacy skills. These will be integrated into the student’s pathway classes, project based learning, and involvement in CTSO.
  • End-of-Pathway Assessment and Credentialing 
    Pathways in CTAE offer end-of-pathway assessments (EOPA) for students during their third pathway course. These assessments are attached to real-world, industry-recognized credentials that are resume differentiators for students going to either postsecondary college, training, or directly into a career field.  

  • In addition to the CTAE Pathways, there are three other critical components to prepare students for post-secondary placements, whether furthering education, entering an apprenticeship program, or beginning a career.  

    Career and Technical Student Organization (CTSO) 

    CTSOs enhance student learning through leadership and personal development, applied learning and real-world application. These are integral in preparing students to become career ready members of society who will hold leadership roles in their communities. These organizations provide motivation, leadership training, and career development opportunities for students in CTAE programs. CTSOs offer enhancement of occupational, employability and leadership skills through various activities such as conferences, award programs, service projects, and competitive events. AASD participates in Career and Technical Instruction (CTI). This is a student organization specifically for students with disabilities. CTI offers the same level of leadership training, career development, and competitive events as the other CTSOs. For more information about CTI, see this link: Georgia CTI 

    Work-Based Learning 

    The first is Work-Based Learning (WBL) is a continuum of awareness, exploration, preparation, and training activities, including developing employability and technical skills that support success in careers and postsecondary education. Structured learning and authentic work experiences are implemented through an education and industry partnership. Students can connect what they learn in school with worksite application, enabling a smooth transition into the work force and/or education beyond high school. Work-Based Learning activities culminate in an assessment and recognition of acquired knowledge and skills. There are placements in school and off campus, and some positions are paid.  

    Georgia Work-Based Learning website: Georgia Work Based Learning / Youth Apprenticeship (gawbl.org) 

    Dual Enrollment 

    Dual Enrollment ​is designed to prepare students for college and career opportunities leading students to postsecondary institutions for an industry recognized certification or lic​ensure, an associate and/or higher college ​​​degree, and successful employment. Starting as early as 10th grade, students can be eligible to participate in Dual Enrollment. Students may enroll on a part-time or full-time basis as a Dual Enrollment student and take college courses at their high school or on a postsecondary campus. Students will receive high school and college credit simultaneously when attending and passing approved college classes. 

    Dual Enrollment Q&A for parents: Frequently Asked Questions | Georgia Student Finance Commission (gafutures.org) 

     

    Students who participate in in these critical components of high school, can earn Career Ready Diploma Seals. These are awarded to graduating high school seniors who complete a series of accomplishments as outlined, and engaged in activities, courses, and experiences that foster career readiness. The diploma seal is a signal to employers that a student is prepared to participate in the workforce. There are two levels of recognition – regular and distinguished. The Career Seals are earned in three areas: 

    1. Employability Career Seal – Complete an Employability Skills / Soft Skills program by the local system and their business partners. 

    2. Pathway Career Seal – Complete a CTAE pathway. 

    3. Leadership Career Seal – Earn honors by participating in the Career and Technical Student Organization, developing a portfolio, and being involved in community service. 

    FAQs about Career Seals: Career-Seals-FAQ-2019.pdf (gadoe.org) 

    Career Seal Brochure: Career Ready Diploma Brochure_07-29-2021.pdf (gadoe.org) 

    CTAE Annual Report: Welcome | CTAE Delivers: 2019-2020 Annual Report

    Profile of a CTAE Graduate: https://www.gadoe.org/Curriculum-Instruction-and-Assessment/CTAE/Documents/8-3-21 Profile of a Georgia CTAE Graduate Flipbook.htm

  • For general information about these programs, contact: 

    Helen E. Malone 
    Assistant Principal, Atlanta Area School for the Deaf 
    404-300-5891 

     

    Inquiries regarding nondiscrimination policies should be directed to:

    Dr. Cassandra Matthews, Title II Coordinator
    Division of State Schools
    Georgia Dept of Education
    20th Floor Twin Towers East
    205 Jesse Hill Jr. Drive Atlanta, Georgia 30334
    678-807-8765
    camatthews@doe.k12.ga.us

    Lou Erste, Title IX Coordinator
    Division of State Schools
    Georgia Dept of Education
    20th Floor Twin Towers East
    205 Jesse Hill Jr. Drive Atlanta, Georgia 30334
    404-326-3663
    lerste@doe.k12.ga.us 

    Ms. Jan Stevenson, Special Education Coordinator
    Division of State Schools
    Georgia Dept of Education
    20th Floor Twin Towers East
    205 Jesse Hill Jr. Drive Atlanta, Georgia 30334
    470-263-9731
    jstevenson@doe.k12.ga.us

  • CTAE

     

    GADOE          ACTE          TCSG          CTSO          CTI