Career and Technical Education (CTE) Tool for Evaluating Programs of Study

1 Career and Technical Education (CTE) Program of Study Evaluation Tool

Acknowledgements

The Public Education Department (PED) College and Career Readiness Bureau (CCRB), appreciates the contributions of the Program of Study Evaluation Tool Taskforce members and colleagues who provided input into the finalization of this document.

Taskforce Members

Corine Flores Trujillo-Belen Consolidated Schools Harry Tackett- Roswell Independent Schools Dr. Ivan Lopez-Northern New Mexico Community College Dana Irby – Deming Public Schools John Walker – NMSU Dona Anna Community College Vicki Evans – Truth or Consequences Schools Aida Gentzler – Gadsden Independent Schools Tiffany Schultz – Pecos Valley REC #8 Cari Aguilera – Las Cruces Public Schools Dr. Luis Moya – University of New Mexico - Taos Carla Chavez – Taos Municipal Schools Mindy Watson – Clovis Community College Gary Schuster – Gallup-McKinley Schools Ann Jarvis – University of New Mexico - Gallup

2 Evaluating the Quality of Career and Technical Education (CTE) Programs

Program of Study Level of Implementation Challenges to Act Artifacts, Evidence, and Comments Quality Indicators 1 2 3 4 Implementation ion (-)Low High (+) s to Ov erc om e Ch all en ges 1. Course Sequences- Program of Study includes a sequence of academic and at least three CTE courses to prepare for both further study and careers in the broad career field. 2. CTE Syllabus – Each course in the sequence of CTE courses has a syllabus that meets guidelines that includes coursework relevant to the career field, industry standards, and formative and summative assessments. Course syllabi elements include:  Course description  Learning objectives  Instructional philosophy  Course goals  Major course projects  Project outlines  Instructional delivery plan  Course exams

3 3. Worked-Based Learning – A structured program linked to the CTE program of study and approved by the institution (work-based experiences, apprenticeships, cooperative learning, internships, job shadowing, and/or community service). 4. Student Organizations – Provide students opportunities for leadership development, competitive events, professional development, and community service.

5. Embedded Literacy – Each course in the CTE program integrates reading and writing strategies into all aspects of learning in the CTE classroom. Assignments frequently require students to read, write, and make presentations related to the CTE field of study.

Program of Study Level of Implementation Challenges to Act Artifacts, Evidence, and Comments Quality Indicators 1 2 3 4 Implementation ion (-)Low High (+) s to Ov erc om e Ch all en ges 6. Embedded Numeracy –

4 Mathematics and numeracy strategies are incorporated into CTE assignments and all aspects of learning in the CTE classroom, with frequent assignments that require students to apply mathematics skills to authentic problems found in the CTE field of study. 7. Use of Technology – Technology used in instructional programs which includes computers, software, hardware and technology specific to the broad career area. 8. Professional Development – CTE instructors must hold relevant credentials and be prepared to develop curriculum and deliver curriculum & instruction reflecting the needs of the modern workplace and leading to academics and CTE success for all students. Professional development helps instructors gain new skills and knowledge in:  Academic and technical content  Classroom management  Pedagogy/Andragogy  Classroom assessment  Project-based learning  Academics are embedded into CTE content  Problem-based learning  Case studies  Simulation Learning 9. Professional Organizations – A 5 professional organization may be any group formed on the basis of the professional interest of its members (e.g., career and technical professional organizations, industry groups, occupational, or industry recognized organizations). 10. Guidance and Advisement – Guidance and advisement systems provide CTE students with opportunities to explore career and educational options, including preparing a plan of study such as the Next Step Plan, advisement, case- management, and/or providing extra-help and follow-up sessions. Program of Study Level of Implementation Challenges to Act Artifacts, Evidence, and Comments Quality Indicators 1 2 3 4 Implementation ion (-)Low High (+) s to Ov erc om e Ch all en ges 11. Parental Involvement – (Secondary only) Parental involvement includes parents being a part of the decision-making process in helping students choose a CTE program of study and supporting students in ways that help them succeed in the program.

6 12. Articulation and/or Dual Enrollment Agreements between Secondary and Postsecondary Institutions– Course work alignment between secondary and postsecondary education reduces redundancy. Dual enrollment adds depth to the CTE program. Articulation between 2 year and 4 year institutions should also be established. This agreement establishes policies and procedures for academic and technical content alignment, student eligibility for dual credit courses, criteria for awarding postsecondary credit for dual credit courses, criteria for dual credit instructors, etc.

13. Advisory Committees/Partnerships – An advisory committee represents stakeholders in the CTE program and provides input for the program’s continuous improvement. Advisory committees meet at least twice a year and minutes are available for review. Advisory committees should be gender balanced. 14. Marketing, Public Relations and Community Outreach- School / institution and CTE leaders market the program to students and community stakeholders to ensure

7 everyone involved is familiar with the program & its curriculum and understand how it links to further study and workforce needs.

15. Enrollment – Enrollment in program is based on the students’ interests, advisors’ guidance, and labor market needs.

Program of Study Level of Implementation Challenges to Act Artifacts, Evidence, and Comments Quality Indicators 1 2 3 4 Implementation ion (-)Low High (+) s to Ov erc om e Ch all en ges 16. Retention and Completion -

Retention measures the staying power of a program in attracting and keeping students.

Completion indicates the percentage of students successfully completing all requirements prescribed for the program. 17. Post Program Positive Placement – Program completers who take a job in the program area or who continue postsecondary training in the program area 8 and have a positive placement. 18. State Assessments – (Secondary only) Students in the CTE program meet benchmarks denoting mastery of standards in English/Language Arts and Mathematics. 19. Industry Credentialing and Technical Assessments – The CTE programs lead to industry certification that has value in the workplace. A certification exam can serve as an end-of- program and /or end-of- course exam and provides students the opportunity to earn an industry credential.

20. Equipment and Supplies – Equipment and supplies support the instructional plan at a level to assure quality education. Equipment is representative of the grade and type used by business and industry to meet or exceed all appropriate safety standards. Equipment is inventoried and records are updated regularly. Procedures are established for replacement and/or repair of malfunctioning equipment and tools.

21. Program Administration – Administration is responsible for the cohesive and seamless implementation of CTE

9 programs.

Program of Study Level of Implementation Challenges to Act Artifacts, Evidence, and Comments Quality Indicators 1 2 3 4 Implementation ion (-)Low High (+) s to Ov erc om e Ch all en ges 22. Financial Responsibility – The institution’s business office / fiscal office / program managers ensure proper revenue and expenditure processes and guidelines are followed.

23. Continuous Program Improvement - Involves a commitment to improving performance using a team approach to decision-making and a systematic collection and analysis of performance data.

24. Instructional Delivery – Instructors use a variety of instructional tools and methods to maximize student acquisition of knowledge and skills and development in personal and professional abilities.

10 25. Program Awareness & Accessibility – All students including special populations are made aware of and have full access to CTE programs.

Special populations are defined as:  Individuals with disabilities  Economically disadvantaged individuals including foster children  Individuals preparing for nontraditional training and employment  Single parents, including pregnant women  Displaced homemakers  Individuals with limited English proficiency

Program of Study Level of Implementation Challenges to Act Artifacts, Evidence, and Comments Quality Indicators 1 2 3 4 Implementation ion (-)Low High (+) s to Ov erc om e Ch all en ges 26. Size, Scope, and Quality Size means the quantifiable 11 evidence, physical parameters, and limitations of each program- such as courses within the approved sequence, amount of available resources, number of staff involved, and the average number of students served each year- that relate to the ability of the program to address all student learning outcomes.

Scope means the curricular parameters and limitations of each program- such as the ability of a curriculum to cover the full breadth of its subject and maintain continuous relevance to the modern workplace. Qualifiers include course content, range of offerings within each sequence, ability to fully simulate the appropriate workplace environment, number of work skills and competencies taught, etc.

Quality is the measure of how successfully each program is able to teach all enrolled students all workplace standards, competencies, and skills necessary for them to practice careers within their chosen field after graduation, while at the same time supporting a high level of student performance in core academic areas and skills. 12 Mechanisms are in place to ensure high quality programs align with current workplace standards, practices and competencies.

Evaluating the Quality of Career and Technical Education (CTE) Programs

Program of Study Quality Indicators Level 2 L Level 4 Limited Development or Partial Implementation e Exemplary Level of Development and Implementation v e l 3 O p e r a t i o n a l L e v e l o 13 f

D e v e l o p m e n t

I m p l e m e n t a t i o n 1. Course Sequence The program of study courses The program of study The program of study The program of study courses are are not aligned with standards courses are aligned to courses are aligned to fully aligned with standards for Program of Study includes a sequence of academic and required for graduation. standards for reading standards for reading and reading, mathematics, and at least three CTE courses to prepare for both further required for graduation. mathematics required for science required for high school study and careers in the broad career field. high school graduation. graduation. The program of study courses The sequence of CTE courses is aligned with academic are not aligned with NM Career At least 50% of the program At least 75% of the The program of study courses are standards required for graduation, technical standards & Technical Education of study courses are aligned program of study courses fully aligned with current NM essential to the career field, and successful transitions Standards. NM Career &Technical are aligned NM Career & Career & Technical Education

14 to additional education. Education Standards for Technical Education Standards and students complete reading and mathematics. Standards for reading and at least three sequenced CTE mathematics. courses. The programs of study courses The program of study do not include a sequence of at includes a sequence of three least three courses to meet or more courses. The program of study course CTE completer requirements. The program of study sequence creates a career requires CTE students to pathway to prepare students for take advanced academic work-based experiences and There is no evidence that the or CT courses that employment. program of study courses supplement their career addresses the soft skills that focus. CTE courses are articulated to employers desire of build depth of knowledge and employees. Evidence demonstrates skills without redundancy and industry involvement in they integrate opportunities for the planning / design of students to gain firsthand course sequences. experience in the career field.

Reporting of course sequences align with data collection systems.

2. CTE Syllabus Course syllabi do not exist At least 50% of the CTE All CTE courses have a All CTE courses meet all for all CTE courses. courses have a syllabus course syllabus that requirements of Level 3, and Each course in the sequence of CTE courses has a meeting the guidelines. meets the guidelines. each syllabus is aligned to the syllabus that meets guidelines and includes NM Career & Technical coursework relevant to the career field, industry Education standards. standards, as well as formative and summative All syllabi are designed to assessments. Course syllabi elements include: Existing course syllabi do the level of learning All syllabi are designed The syllabus includes details not meet course syllabi needed to meet to the level of learning on assessment and grading; • Course description guidelines. standards for graduation. needed to meet NM rework policies (redoing • Learning objectives Career and Technical substandard work); and • Instructional philosophy Education Standards. standards-based assignments • Course goals and project outlines using • Major course projects real-world problems. • Project outlines • Instructional delivery plan

15  Course exams 3. Work-Based Learning No work-based learning Work-based learning Work-based learning Work-based learning opportunity is established. opportunities are limited opportunities may opportunities may include A structured program linked to the CTE program to fieldtrips and job include field trips, job field trips, job shadowing, of study and approved by the institution (work- shadowing. shadowing, internships, internships, cooperative work based experiences, apprenticeships, cooperative cooperative work experiences, mentorships, and learning, internships, job shadowing, and experiences, apprenticeships, community community service). community service service and / or service and / or service learning. The CTE program does not learning. actively solicit local There is no evidence of a There is a documented businesses in the career link between course training plan, and work-based area to provide work-based assignments and work- There is a documented opportunities that are linked learning opportunities. based learning training plan for directly to school studies. experiences. internships. There is ongoing communication between the The institution’s institution and the business program of study providing the work-based coordinator actively learning to ensure quality solicits local businesses experiences for students and to provide work-based employers. learning opportunities for CTE students to gain firsthand experience in the Students are expected to career area. complete course assignments related to the work-site Some follow-up on activities (daily logs, logs of work-based experience work activities, weekly is done with employers summaries, portfolios, etc.) and students. CTE leadership takes action to resolve issues identified during follow-up. 4. Student Organizations There is no participation in Student organizations are Student organizations Student organizations meet all student organizations and organized in name only. are an integral part of requirements of Level 3 and Provide students opportunities for leadership no plan for participation. the instructional are highly visible and development, competitive events, professional program and provide successful, as evidenced by development, and community service. opportunities for the number of students service learning and receiving awards and

16 occupational recognition in local, regional, employability and state, regional and national leadership competitive events, as well as development. participation in community service activities. Students have few opportunities to enhance Program participants take part their occupational, in regional, state, and national employability and Students participate in competitive events. leadership skills or at least one local participate in service competitive event learning through student specific to the program. organizations

Plans are being made to increase participation.

5. Embedded Literacy No evidence exists in course Evidence exists that the At least two or three A major anchor assignment is syllabi of assignments that course uses at least one examples of anchor found in every course. Each course in the CTE program integrates require reading and writing anchor assignment assignments embedded reading and writing strategies into all aspects of about technical content embedded with reading with reading and learning in the CTE classroom. Assignments relevant to the career field. and writing. writing are found in frequently require students to read, write, and each CTE course. make presentations related to the CTE field of There is no evidence of study. literacy strategies being Technical reading and used in the CTE courses. writing are evident. Academic and CTE Instructors embed reading teachers collaborate to readiness strategies by having embed academics. students summarize, paraphrase, categorize, infer, predict, use vocabulary, research and write about the technical field.

CTE instructors use Course assignments are instructional strategies administered by CTE that improve students’ instructors to validate 17 literacy skills. Strategies students’ mastery of reading include reading for standards/or industry aligned content and citing curriculum in context of evidence in written career field. assignments. 6. Embedded Numeracy No evidence exists in the The course has at least At least two to three A major anchor assignment is course syllabi of one example of an anchor examples of anchor found in every course. Mathematics and numeracy strategies are assignments that require assignment that requires assignments embedded incorporated into all aspects of learning in the CTE mathematics to solve mathematical skills. with mathematics are classroom, with frequent assignments that problems relevant to the found in each CTE require students to apply mathematics skills to career field. Instructors use course. authentic problems found in the CTE field of mathematics vocabulary CTE instructors use strategies study. There is no evidence of for mathematics related Academic and CTE that improve students’ numeracy strategies being to CTE courses. instructors collaborate numeracy skills. Strategies used in the CTE classroom. to embed mathematics include the development of into CTE courses. arguments and the collection and organization of data.

Classroom assessments are administered by CTE instructors to validate students’ mastery of mathematics standards in the context of career fields. 7. Use of Technology Information technology and Information technology The instructional The instructional program career-related software are and career-related program uses uses information technology Technology used in instructional programs not available to students or software are used in a information technology and career-related software in includes computers, software, hardware, and not used. limited way. and career-related every class when appropriate. technology specific to the broad career area. software, but not up to date based on industry Technology is not available Career-related software standards. to students or not used. and hardware are Career-related software and outdated. Not all students are hardware are high-tech and required to use current based on industry Evidence exists of technology and standards. instructors using hardware to master technology for career skills. All students are required to instruction, but there is use technology to master little or no evidence of Observational data career skills. students using it. show evidence of students using career- Students’ information and related software, technological skills are 18 presentation software, assessed both in terms of their hardware, and program ability to use software and appropriate hardware to make judgments technology. about information, organize it, synthesize it, and paraphrase it in the context of the occupation field.

8. Professional Development There is little or no evidence Professional development CTE leaders and Professional development is of professional is planned with little, if instructors use data to focused on both institution CTE instructors must be prepared to develop and development to strengthen any, input from CTE identify gaps and target and CTE program needs, and deliver curriculum and instruction reflecting the CTE instructors’ content leaders and instructors. professional evidence suggests a positive needs of the modern workplace and leading to knowledge and skills. development to impact on student learning. academic and CTE success for all students. CTE instructors in this eliminate gaps. Professional development program have received Professional development helps teachers gain provided has no connection professional development CTE instructors receive new skills and knowledge in multi-modality to key practices proven to on best practices to CTE instructors have continuing professional presentation and learning: engage students and engage students: received professional development with coaching to  Academic and technical content improve academic  Adapt teaching to development on best become proficient in best  Classroom management achievement. different learning practices listed in Level practices identified in Levels 2  Pedagogy/Andragogy styles 2 and on further and 3.  Classroom assessment  Teach through practices:  Project-based learning cooperative learning  Embedded literacy skills into technical There is evidence that CTE  Academics are embedded into CT content strategies content instructors participate in a  Problem-based learning  Use student – centered instruction  Embed high-level larger professional learning  Case studies 19  Simulation learning to motivate and mathematics into community. deepen student technical content learning  Use project-based All CTE instructors in the  Help students make learning to deepen program complete and connections between understanding induction program for new course and the real  Align course instructors and continue with world. assessments to targeted training at least every challenging two years to update their CTE instructors in this academic and content knowledge and skills. program have had little, if technical any, opportunity to standards update their content Professional development knowledge and skills. provided has no connection There is evidence that nearly to the identified needs of all of the best practices in the program. There is limited evidence Levels 2 and 3 are that CTE instructors incorporated into unit participate in CTE related There is evidence that planning and daily lessons. trainings and workshops. CTE instructors work There is no evidence that with academic CTE instructors in this instructors to embed program collaborate with literacy and numeracy There is evidence that CTE academic teachers in the into the technical instructors are using best school or district. content. practices to engage students.

CT instructors are provided opportunities to update their technical knowledge and skills through workshops, formal classes, externships, etc. 9. Professional Organizations CTE instructors, CTE instructors, CTE instructors, CTE instructors, administrators and support administrators, and administrators and administrators, and support A professional organization may be any group staff are aware of support staff are support staff are active staff participate professional formed on the basis of the professional interest of professional, industry, encouraged and in professional organizations that may include its members (e.g., career and technical occupational or other supported to participate organizations and serving as officers or in professional organization, industry groups, organizations and are in professional, industry, participate in attending state/national 20 occupational, or industry recognized familiar with the benefits of occupational or other conferences, conferences. organizations). professional development organizations and their workshops, meetings, opportunities made through conferences. and activities. CTE programs benefit from these organizations. staff administration However, there is no CTE instructors, participation in professional evidence of participation in administrators and organizations (e.g., sharing these organizations. staff actively pursue information with staff, opportunities for incorporating new techniques continued learning, in the classroom, etc.) credential advancement, and expanding contact with industry leaders.

10. Guidance and Advisement Students do not prepare a Students prepare a multi- Students set career Students are assigned to an plan of study (Next Step year plan of study with goals and prepare a advisor who works with them Guidance and advisement systems provide CTE Plan). assistance from advisors multi-year plan of throughout their enrollment students with opportunities to explore career and but with no professional study linked to further to help them stay on track. educational options, including the preparation of input. education options to Plans of Study are complete a plan of study such as the Next Step Plan, achieve those goals. and consistently reviewed and advisement, case-management, and/or attending updated. extra help sessions as well as follow up sessions. There is no evidence of The plan of study is Students are encouraged to students having focused only on the Students are made enroll in dual credit courses opportunities to explore program implementation aware of dual credit relevant to the CTE program. career and educational years and does not link to opportunities. options. further education options.

Students are not made Students do not complete a aware of dual credit Secondary schools provide career-interest inventory or opportunities to expand Students are aware of information and assistance to inventories are incomplete their CTE studies. the requirements for parents on topics such as with no follow through. various career options college entrance requirements Students partially and the effort needed and financial aid. complete a career to meet those interest inventory. requirements. Secondary schools collaborate with feeder middle grade Students use program schools to make students and

21 advisement at least parents aware of career and annually to review educational outcomes. progress made toward completing the plan Career exploration and, if needed, adjust experience / and exposure for the plan to reflect students is provided through changes in career different activities such as goals. field trips, guest speakers, etc.

At-risk students are identified and provided intervention and support to meet course standards. 11. Parental Involvement (Secondary Only) Parents have little or no Parents are involved in a Parents meet with the Parents have the opportunity involvement in the CTE limited way through student, a CTE to participate in the CTE Parental involvement includes being a part of the program and were not student/parent/instructor instructor and a program. They participate in decision-making process in helping students involved in their student meetings and annual guidance counselor / planning their student’s choose a CTE program of study and supporting choosing the program. open houses in the CTE advisor prior to student complete program of study students in ways that help them succeed in the classroom each year to enrollment in the and approve the sequences of program. look at student work. program to understand academic and CTE courses the program’s that prepare the student for expectations. transition to postsecondary education. They endorse their student’s program of study and goals and monitor progress made toward completing the program and reaching goals.

Parents communicate frequently with the school, Parents and their actively support learning at students meet at least home, volunteer and annually with the CTE collaborate with community instructor and guidance groups in support of the counselor/advisor to program. map out a plan, review progress made, and revise the plan as needed.

22 12. Articulation and/or Dual Credit Enrollment No articulation agreement The CTE program is The CTE program is The CTE program is supported Agreements between Secondary and exists for the CTE program. supported by an supported by by articulation / agency Postsecondary (2 year & 4 year) Institutions articulation / agency articulation / agency agreements with multiple agreement with a nearby agreements with postsecondary institutions Articulation matches course work between technical or two year postsecondary statewide. Agreements are secondary and post-secondary education to college. institutions within the viewed as essential in creating reduce redundancy. Dual enrollment adds depth region. maximum educational to the CTE program. Articulation between 2 year opportunities. institutions to 4 year institutions should also be No dual enrollment policy is established. in effect for the CTE Eligibility criteria for Eligibility criteria for The agreement establishes policies and program. enrollment in dual credit enrollment in dual credit CTE procedures for academic and technical content CTE courses address the Eligibility criteria for courses address the required alignment, student eligibility for dual credit required technical skills enrollment in dual technical skills and set the courses, criteria for awarding postsecondary but not college placement credit CTE courses same college placement credit for dual credit courses, criteria for dual standards for reading, address the required standards in reading, writing, credit instructors, etc. writing, and mathematics. technical skills and and mathematics for CTE and college placement academic dual credit courses. standards in reading, writing and mathematics required for this CTE program, There is no evidence that but they may differ articulation/dual from the college- enrollment agreements placement standards Articulation / dual enrollment establish the same for academic dual agreements have established requirements for faculty, credit courses. the same requirements for course syllabi and end-of- faculty, course syllabi, and course exams, whether Articulation / dual end-of-course exams whether taught to high school or enrollment agreements taught to high school or college students. have established the college students. same requirement for faculty teaching dual credit courses, whether There is no evidence that to high school or articulation / dual college students. enrollment agreements There is no evidence of are reviewed annually. common course syllabi and end-of-course Articulation / dual enrollment exams for dual credit agreements are reviewed courses, whether annually.

23 taught at the high school or college. Criteria are established for awarding postsecondary credit Articulation / dual and credit earned is enrollment agreements immediately added to the high are reviewed annually. school and postsecondary transcripts. 13. Advisory Committee / Partnerships No advisory committee is An advisory committee is An advisory committee The advisory committee- established or the established representing meets at least twice a balanced with a variety of An advisory committee represents stakeholders in committee exists only on a limited number of year and represents stakeholders and persons who the CTE program and provides input for the paper. stakeholders and most stakeholders, can influence policy decisions program’s continuous improvement. Advisory employers. including business / – meets at least twice a year committees meet at least twice a year and industry, secondary to consider actions requiring minutes are available for review. Advisory and postsecondary input from stakeholders and committees should be gender balanced. leaders, teachers, employers. The committee hears parents and students. reports and gives limited input, but does not make The committee hears The committee hears progress recommendations for progress reports and reports, makes future actions. makes recommendations and recommendations. receives feedback on actions The committee meets at taken. least once a year, but has minimal influence on issues affecting the The advisory committee drives program of study. Meetings have an of the program and works established agenda, with school and district attendance is taken leadership to ensure program and minutes recorded. quality by:

*Reviewing and providing input on major assignments

*Providing feedback on course sequences and value-add credentials

*Work to expand work-based learning opportunities

24 *Engage in lesson/project design based on common tasks / problems from the workplace

*Provide input on new equipment to support the program 14. Marketing, Public Relations and Community There is little evidence of Passive, limited marketing The value of the The program is aggressively Outreach program marketing or activities reflect the value program is reflected in marketed to all students, and outreach efforts. of the program. active marketing community stakeholders. Schools/institutions and CTE leaders market the efforts that reach program to students and to community students and the stakeholders to ensure everyone involved is The program is described community. familiar with the program & its curriculum and in the school’s printed The marketing effort reflects understands how it links to further study and literature and/or on its Students in career the program’s value and workforce needs. website. promotion events and alignment to workplace other informational standards and labor market Counselors /advisors and events to showcase needs. instructors have limited program and build knowledge of the interest in it. Instructors and program or opportunities counselors/advisors are for students who Instructors and knowledgeable about the complete the program. counselors/advisors program, its course know about the requirements, the level of program, its course academic and technical requirements, level of knowledge needed and career academic and technical options. They encourage knowledge needed and students to consider the career options. program. The program encourages local media to cover program events.

Program information is distributed to students early in the student’s educational experience. 15. Enrollment Enrollment is less than 50% Enrollment is Enrollment is more Enrollment is 85% or above of

25 of the program capacity. approximately 65% of the than 75% of program program capacity. Enrollment in a program is a function of students’ program capacity. capacity. interests, advisors’ guidance, and labor market There is no plan for growing needs. enrollment to program There is a plan for There is a plan for how to capacity. growing enrollment to There is a plan for reach program capacity, and program capacity. growing enrollment to current enrollment has met or program capacity and exceeded the plan. the plan is regularly revisited. 16. Retention and Completion Retention: Less than 50% of Retention: Retention: Retention: Approximately the students entering the Approximately 60% of the Approximately 70% of 80% or more of the students Retention measures the staying power of a CTE program continue past students entering the CTE the students entering entering the CTE program program in attracting and keeping students. the foundation course. program continue past the CTE program continue past the foundation the foundation course. continue past the course. Completion indicates percentage of students foundation course. successfully completing all requirements Completion: Less than 50% Completion: prescribed for the program. of the students completing Approximately 60% of the Completion: Approximately all requirements of the students completing all Completion: 80% of the students program as defined by PED requirements of the Approximately 70% of completing all requirements of CCRB performance program as defined by the students the program as defined by measures target PED CCRB performance completing all PED CCRB performance methodology. measures target requirements of the measures target methodology. methodology. program as defined by PED CCRB performance measures target methodology. 17. Post Program Positive Placement Less than 50% of graduates Approximately 75% of More than 75% of More than 90% of graduates from the program are graduates from the graduates from the from the program are working Program completers who take a job in the working in the career field program are working in program are working in in the career field or related program area or who continue postsecondary or related field, operating the career field or related the career field or field, operating training in the program area have a positive entrepreneurial businesses, field, operating related field, operating entrepreneurial businesses, placement. completing a formal entrepreneurial entrepreneurial completing a formal apprenticeship in the career businesses, completing a businesses, completing apprenticeship in the career field, enrolled in formal apprenticeship in a formal apprenticeship field, enrolled in further postsecondary education in the career field, enrolled in the career field, postsecondary education in the career field, or serving in postsecondary enrolled in the career field, or serving in in the military one year education in the career postsecondary the military one year after after graduation. field, or serving in the education in the career graduation. military one year after field, or serving in the graduation. military one year after

26 graduation. 18. State Assessments (Secondary only) Less than 25% of students 25-49% of students 50-74% of students 75-100% of students enrolled enrolled in the program enrolled in the program enrolled in the program in the program meet state Students in the CTE program meet benchmarks meet state standards by the meet state standards by meet state standards standards by the end of the denoting mastery of standards in English / end of the year. the end of the year. by the end of the year. year. Language Arts and Mathematics. Less than 25% of students 25-49% of students meet meet placement standards placement standards in 50-74% of students 75-100% of students meet in English / language arts English / language arts meet placement placement standards in and mathematics for the and mathematics for the standards in English / English / language arts and postsecondary college. postsecondary college. language arts and mathematics for the mathematics for the postsecondary college. postsecondary college. 19. Industry Credentialing and Technical The program does not The program offers one All students in the All students taking the Assessments pursue available industry industry credential and program take an industry certification exam credentialing. encourages students to industry certification successfully attained. The CTE program leads to industry certification take the certification exam. that has value in the workplace. A certification exam. exam can serve as an end-of-program exam and provides students the opportunity to earn an 25-49% of students in the industry credential. Less than 25% of students in program take a 90% or more of students in the program take a certification exam. 50% or more of the program take a certification exam. students in the certification exam. School / program take a institution provides and /or certification exam. coordinates financial assistance for the costs of the certifications. Pass rates on certification Pass rates on certification exams are below 60% exams are 60-74%. Pass rates on certification exams exceed 90%. Pass rates on certification exams are Technical assessment is 75-89%. nationally benchmarked and includes a skills based component.

Certifications are industry recognized and portable across geographic boundaries. 20. Equipment and Supplies Equipment, supplies and Equipment, supplies and Equipment, supplies Students are required to use

27 related technology are non- related technology are and related technology career related equipment and Equipment and supplies support the instructional existent. used in a limited way. are available for technology. plan at a level to assure quality education. students. Equipment is representative of the grade and type Career related equipment used by business and industry to meet or exceed is outdated. Equipment and related all appropriate safety standards. Equipment is Equipment, supplies technology is state of the art inventoried and records are updated regularly. and related technology based on industry standards. Procedures are established for replacement and / Inventory records, are adequate, but not or repair of malfunctioning equipment and tools. procedures and relevant state of the art. records are limited. Inventory records, Inventory records, procedures, and replacement Equipment, supplies and procedures and plans are updated yearly. related technology is relevant records are in used by the instructor, place. but few, if any students Students’ skills are assessed use have access. on use of equipment and Instructional strategies related technology. are adapted so that students are required to use equipment, supplies, and related technology. 21. Program Administration Administration exhibits an Administration develops Administration exhibits Administration assures CTE understanding of Perkins and periodically reviews an understanding of program compliance as per Administration is responsible for the cohesive and Law including the Required policies and procedures federal/state legislation federal / state legislation rules seamless implementation of the CTE programs. Uses of Funds. that ensure compliance rules and regulations, and regulations, school law, with Perkins Law. school law, and and finances including the finances including the Nine Required Uses of Funds Nine Required Uses of and the Permissible Uses of Funds and the Funds. Permissible Uses of Funds to assure quality Administration and continual program Administration supports implements procedures improvement. procedures to assure equal to assure equal access Administration ensures access and full participation and full participation of Administration assists compliance with policies and of special populations in special populations in CTE in the development of procedures to assure equal CTE programs. programs. policies and procedures access and full participation of to assure equal access special populations in CTE and full participation of programs including the

28 special populations in smooth transition from CTE programs including secondary to postsecondary Administration submits the smooth transition institutions. Administration maintains required reports in a from secondary to records required for timely manner (e.g., postsecondary internal and external audits, student data, program institutions. Through the use of CTE following record retention data, program approval, program data, continuous rules. staffing, etc.) Through the use of program improvement plans program related data, are promoted, annually Administration monitors administration reviewed and updated. partnerships and grant coordinates annual development. program evaluations leading to continuous program improvement. Administration keeps current with up-to-date changes in the Administration is field of CTE and is responsible for the instrumental in establishing development and working relationships implementation of CTE between secondary, program plans and postsecondary and advisory collaborates with committees to ensure a advisory committees smooth transition. and staff in the development and Administration ensures that implementation of staff meets qualifications and those plans. oversees the retention, replacement and recruitment of staff. 22. Financial Responsibility Federal EDGAR regulations Administration verifies Administration Program budget is clearly and OMNI Circular that program budget supports CTE programs appropriate for the The school’s / institution’s business / fiscal office regulations are followed for expenditures are aligned through a budget curriculum. Long range goals ensures proper revenue and expenditure the most part. with local CTE program process that considers are considered. processes and guidelines are followed. plans. curriculum, program needs and number of students.

Administration includes Administration regularly keeps input from business / Administration uses a business / fiscal office staff fiscal office staff prior to process to determine involved in the budget the development of appropriate purchase management process.

29 program budgets. and replacement of equipment and instructional materials. 23. Continuous Improvement Plan The CTE continuous The continuous program The continuous An integral part of the program improvement improvement process program improvement continuous program Involves a commitment to improving performance process is described in uses selected student and process is fully improvement process is the using a team approach to decision-making and a writing and has been performance data to implemented and use of all data and written systematic collection and analysis of performance partially implemented. make program regularly utilizes feedback gathered from the data. improvement. student and advisory committees, performance data to teachers, students, and make program community partners. Assessment of CTE improvement. The continuous program program design The continuous program improvement process is components is used for improvement process is used to identify emerging program improvement. The continuous viewed as critical for program industries and changes in program improvement sustainability and appropriate industries for addition and process involves funding is targeted to assure revision of CTE course external and internal completion of the process. offerings. support to assure CTE programs are relevant to meet the needs of The continuous improvement students. process views a comprehensive professional The continuous development process as program improvement fundamental to program process includes a long- improvement. term professional development plan that addresses areas of The continuous program need and individual improvement process professional growth. incorporates effective practices and current The continuous research. program improvement process reflects changes in technology, employment and educational reform.

30 24. Instructional Delivery CTE instructional strategies CTE instructional CTE instructional CTE instruction is routinely are somewhat varied based strategies include strategies include modified to maximize student The use of a variety of instructional tools and on limited knowledge of contextual instruction. competency-based attainment of assessed skills. methods that instructors use in an effort to student’s learning styles. contextual instruction maximize student acquisition of knowledge and and differentiated skills and development of personal and CTE instruction consists of instruction. professional abilities. limited access to and use of CTE instruction CTE instructional strategies technology. incorporates a balance of are based on current research technology and laboratory CTE instructional and best practices. CTE staff provides and experiences. strategies are adapted documents safety to to maximize student’s CTE instruction consists of students prior to use of CTE program models and experiences. access to SAFETY state-of-the- equipment and makes reinforces safe practices art technology based on certain students operate on an ongoing basis. CTE instruction consists industry trends. equipment in a safe of providing all manner. students SAFETY equitable access to CTE instructional strategies CTE instruction consists of technology. are minimally adapted to limited access and use of CTE instruction uses increase success for current technology. innovative methods whose students. success is indicated by student achievement data. CTE instruction is linked to learning theory and CTE instruction uses a variety design. of people from the community, businesses, industry, organizations, and government.

31 25. Program Awareness & Accessibility The institution has written The institution The institution and The institution adapts, recommended policies and encourages all students educational modifies and supports All students including special populations are procedures in place to to participate in a content environment honors accessibility by all students. made aware of and have full access to CTE ensure the learning area based on the diversity and respects programs. environment is barrier free. student’s interest level. all students.

Special populations are defined as: The institution ensures  Individuals with disabilities When appropriate, the accessibility through  Economically disadvantaged individuals institution makes basic reasonable modifications The institution presents a including foster children accommodations that allow or accommodations to CTE program broad range of career options  Individuals preparing for nontraditional participation of all students. equipment, laboratory promotional curricula to all students regardless of training and employment stations, and facilities. and instructional race, national origin, religion,  Single parents, including pregnant women materials are delivered age, disability or gender. There is some evidence in a non-discriminatory  Displaced homemakers that CTE program manner.  Individuals with limited English proficiency offerings are promoted to all students through the Awareness of CTE program registration process. offerings occurs through Awareness of CTE opportunities for students to program offerings observe or participate in CTE occurs through programs prior to course presentations by registration. enrolled students and staff. 26. Size, Scope, and Sequence Evidence of size, scope and Evidence of size, scope Evidence of size, scope Evidence of size, scope and sequence is minimal to non- and sequence exists in a and sequence is at sequence demonstrates Size means the quantifiable evidence, physical existent. limited manner. operational level. students simulate appropriate parameters, and limitations of each program- workplace skills, competencies such as courses within the approved sequence, and practices. amount of available resources, number of staff CTE classrooms represent involved, and the average number of students CTE classrooms do not some level of industry Evidence represents Program demonstrates robust served each year- that relate to the ability of the reflect industry standard standard criteria. simulation to curricula and instructional program to address all student learning setting. industry/workplace practices leading to high level outcomes. Curricula and accessibility environment. student performance. to equipment is limited Scope means the curricular parameter and and not state of the art. There is evidence of There is evidence that all key limitations of each program- such as the ability of alignment to practices are incorporated a program curriculum to cover the full breadth of industry/workplace into CTE programs.

32 its subject and maintain continuous relevance to standards and the modern workplace. Qualifiers include course practices. content, range of offerings within each sequence, ability to fully simulate the appropriate workplace environment, number of work skills and competencies taught, etc.

Quality is the measure of how successfully each program is able to teach all enrolled students workplace standards, competencies, and skills necessary for them to practice careers within their chosen field after graduation, while at the same time supporting a high level of student performance in core academic areas and skills. Mechanisms are in place to ensure high quality programs align with current workplace standards, practices and competencies.

33 Sample Guiding Questions

 How do you ensure that CTE students have access to a sequential technical course sequence within a program of study aligned to the current industry standards?

 How are you integrating work-based learning experiences into the CTE curriculum? How do you track student progress and skill acquisition throughout the CTE program sequence?

 How have you articulated clear postsecondary pathways to all CTE program stakeholders?

 How have industry and educational partners participated in the review of your program’s curriculum, course sequence, technical assessment, facility, equipment, and alignment to workforce needs?

 How have you approached providing access to the program / curricula to ensure that special population student needs are being met?

 How has your self-study team, advisory board, and school community been involved in the development of the mission and vision of the CTE program of study?

 How are special education teachers involved in the planning and development of the CTE curriculum to ensure that all students with disabilities have access to career and technical education curriculum and the technical assessments and/or industry credentials?

 How do you know your decisions are improving instruction and engaging students in challenging academic tasks? 34  What factors do you consider when creating staff and student schedules?

 What specific interventions are in place to meet the needs of targeted students and close the achievement gap?

 What roles do your CTE instructors and guidance counselors play in monitoring the progress and of a student’s work skills employability profile, assisting students in developing a career plan and providing a work-based learning sequence for all CTE students?

 How have you defined a clear pathway for entry into additional education and careers through your CTE program of study?

 What is your approach to the use of assessments in your school? Can you discuss the rationale behind your approach?

 How are stakeholders (advisory committee members, self-study team members, program administrators, teachers, students and parents) involved in the annual evaluation of the CTE program?

 What do practices connected to academic competencies look like across classrooms?

 How are professional development opportunities provided for CTE teachers to stay current with changes and emerging trends in the industry?

 Are CTE end of program technical skills assessments in place and used where available and appropriate?

 What strategies are in place for recruitment and retention of nontraditional students?

35  How are students encouraged to participate in nontraditional occupational experiences?

 What fiscal management procedures do you have in place for ensuring proper expenditure of Perkins funds?