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MOVING TO HIGH-QUALITY CAREER AND TECHNICAL EDUCATION PROGRAMS July 2015 Missouri Department of Elementary MOVING TO HIGH-QUALITY CAREER AND TECHNICAL EDUCATION PROGRAMS July 2015 Missouri Department of Elementary and Secondary Education

What Defines High-Quality CTE? What Defines High-Quality CTE?

High-Quality CTE Programs 3 • National Conversation Around High-Quality Career and Technical Education Programs High-Quality CTE Programs 3 • National Conversation Around High-Quality Career and Technical Education Programs • • Policymakers Practitioners Influential Education and Workforce Development Stakeholders Multiple Perspectives

References to High-Quality CTE Programs “Federal CTE funds should only support high-quality CTE programs References to High-Quality CTE Programs “Federal CTE funds should only support high-quality CTE programs of study. ” National Association of State Directors of CTE Consortium/Recommendations for the Reauthorization of the Carl D. Perkins Career and Technical Education Act “Ensuring all students have access to high- quality CTE programs in high schools and postsecondary institutions. ” ACTE/Reauthorization Priorities for Perkins

References to High-Quality CTE Programs “Effective, high-quality CTE programs are aligned with college- and References to High-Quality CTE Programs “Effective, high-quality CTE programs are aligned with college- and career-readiness standards as well as the needs of employers, industry, and labor. ” USDE/Investing in America’s Future, A Blueprint for Transforming CTE “Research to guide in the creation of high-quality CTE programs. ” National Alliance for Partnerships in Equity/NAPE 2013 Perkins Act Reauthorization Position Paper

Four Critical Elements Rigorous Programs/Curriculum Effective Pedagogy A Systems Approach (alignment between levels and Four Critical Elements Rigorous Programs/Curriculum Effective Pedagogy A Systems Approach (alignment between levels and sectors of education and industry) Professional Development Jim Stone, Director, NRCCTE Keynote Presentation to the United Federation of Teachers and Albert Shanker Institute, 2013

How Do We Define High-Quality CTE Programs in Missouri? How Do We Define High-Quality CTE Programs in Missouri?

Common Criteria Programs of Study Curriculum Instruction # of Quality Indicators 4 3 8 Common Criteria Programs of Study Curriculum Instruction # of Quality Indicators 4 3 8 Assessment Career and Technical Student Organizations Program Management and Planning 3 5 4

Evaluation and Program Improvement Tool Three Parts to Evaluation and Program Improvement Tool: Rubric Evaluation and Program Improvement Tool Three Parts to Evaluation and Program Improvement Tool: Rubric Suggested Documentation Program Improvement Template

Part 1 - Rubric Criteria 1 – Programs of Study The district has implemented Part 1 - Rubric Criteria 1 – Programs of Study The district has implemented programs of study for each department-approved career education program offered which sequences academics and career education content, leading students to attain a postsecondary degree, industry-recognized certificate or credential, or entry into the workplace with a skill set conducive toward career advancement. Quality Indicator 1 – Vertically aligned and incorporated secondary and postsecondary education elements. Level 4 Exemplary Level 3 Operational Level of Development and Implementation Level 2 Level 1 Limited Development Little or No or Partial Development and Implementation These criteria, along with the supporting quality indicators, are designed to provide guidance and direction to local school districts in establishing, maintaining, and evaluating quality career education programs.

Level 4 - Exemplary Criteria 1 – Programs of Study The district has implemented Level 4 - Exemplary Criteria 1 – Programs of Study The district has implemented programs of study for each department-approved career education program offered which sequences academics and career education content, leading students to attain a postsecondary degree, industry-recognized certificate or credential, or entry into the workplace with a skill set conducive toward career advancement. Quality Indicator 1 – Vertically aligned and incorporated secondary and postsecondary education elements. Career courses are articulated to build depth of knowledge and skills without redundancy and they integrate opportunities for students to gain firsthand experience in the career field. The pathway must include a formal apprenticeship program, certificate program, a two-year degree program or a four-year degree program and is consistent with the student’s career goals. The program of study is fully aligned with current technical content standards and students complete at least three sequenced CTE courses. The program of study creates a career pathway to prepare students for the transition to postsecondary education.

Level 3 - Operational Level of Development and Implementation At least 75 percent of Level 3 - Operational Level of Development and Implementation At least 75 percent of the program of study is aligned with current secondary and postsecondary technical content standards. The program of study requires CTE students to take advanced CTE courses that supplement their career focus. The program of study addresses soft skills that employers desire of employees.

Level 2 - Limited Development or Partial Implementation Criteria 1 – Programs of Study Level 2 - Limited Development or Partial Implementation Criteria 1 – Programs of Study The district has implemented programs of study for each department-approved career education program offered which sequences academics and career education content, leading students to attain a postsecondary degree, industry-recognized certificate or credential, or entry into the workplace with a skill set conducive toward career advancement. Quality Indicator 1 – Vertically aligned and incorporated secondary and postsecondary education elements. At least 40 percent of the program of study is aligned with current secondary and postsecondary technical content standards. The program of study includes a sequence of no more than three courses. There is no evidence the program of study addresses the soft skills that employers desire of employees.

Level 1 - Little or No Development and Implementation Criteria 1 – Programs of Level 1 - Little or No Development and Implementation Criteria 1 – Programs of Study The district has implemented programs of study for each department-approved career education program offered which sequences academics and career education content, leading students to attain a postsecondary degree, industry-recognized certificate or credential, or entry into the workplace with a skill set conducive toward career advancement. Quality Indicator 1 – Vertically aligned and incorporated secondary and postsecondary education elements. The program of study is not aligned with current secondary and postsecondary technical content standards. The program of study does not include a sequence of at least three courses to meet the CTE completer definition.

Part 2: Suggested Documentation Criteria 1 – Programs of Study The district has implemented Part 2: Suggested Documentation Criteria 1 – Programs of Study The district has implemented programs of study for each department-approved career education program offered which sequences academics and career education content, leading students to attain a postsecondary degree, industry-recognized certificate or credential, or entry into the workplace with a skill set conducive toward career advancement. Quality Indicator 1 – Vertically aligned and incorporated secondary and postsecondary education elements. Suggested Documentation/Evidence: Examples of individual student’s individual personal plan of study by career pathway. Sample postsecondary agreements/articulation/dual enrollment, etc. See Documentation for CTE Standard 2 Curriculum

Part 3: Program Improvement Plan Program: Date: Teacher: Standard # Indicator # Specific Issue Part 3: Program Improvement Plan Program: Date: Teacher: Standard # Indicator # Specific Issue to Action Item Target Date be Addressed for Completion Check when complete

Other Information for Program Improvement Data, Data Enrollment Placement Technical Skill Attainment Job Outlook Other Information for Program Improvement Data, Data Enrollment Placement Technical Skill Attainment Job Outlook Advisory Committee Participation

Web Links Common Criteria and Quality Indicators http: //dese. mo. gov/sites/default/files/cte_common_ criteria_and_quality_indicators_march 2015. pdf. Web Links Common Criteria and Quality Indicators http: //dese. mo. gov/sites/default/files/cte_common_ criteria_and_quality_indicators_march 2015. pdf. Evaluation/Program Improvement Tool http: //dese. mo. gov/sites/default/files/cte_common_ program_criteria_and_quality_indicators_december 2 014. pdf.

Questions? Dennis D. Harden, Ed. D. Coordinator, Career Education Department of Elementary and Secondary Questions? Dennis D. Harden, Ed. D. Coordinator, Career Education Department of Elementary and Secondary Education P. O. Box 480 Jefferson City, MO 65102 (573) 751 -3500 Dennis. [email protected] mo. gov