Moving to High-Quality Career and technical education Programs

1. Moving to High-Quality Career and technical education Programs Missouri Department of Elementaryand Secondary Education July 2015

2. What Defines High-Quality CTE?

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

4. 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

5. 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

6. 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

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

9. Common Criteria

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

11. 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. 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.

12. 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.

13. 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.

14. 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.

15. 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.

16. 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

17. Part 3: Program Improvement Plan Program Improvement Plan Program: Date: Teacher:

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

19. Web Links Common Criteria and Quality Indicators http://dese.mo.gov/sites/default/files/cte_common_ criteria_and_quality_indicators_march2015.pdf. Evaluation/Program Improvement Tool http://dese.mo.gov/sites/default/files/cte_common_program_criteria_and_quality_indicators_december2014.pdf.

20. 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.harden@dese.mo.gov