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Career and Technical Education Quality Assessment Tool

BackgroundThe Office for Career/Vocational Technical Education (OCVTE) has developed the Career and Technical Education Quality Assessment Tool (QAT) as an aid to school districts and community colleges that offer technical programs of study. Development of the tool has drawn liberally from Rubrics for Assessing Career and Technical Education Programs, created in 2011 by the Office of Adult and Career Education, Minnesota Department of Education, and we are indebted to OACE for their work. This document benefitted from detailed and insightful feedback by our colleagues within the Department of Elementary and Secondary Education and by vocational technical education leaders from schools throughout the Commonwealth. We greatly appreciate their contributions.

CTE programs are understood to be those programs that provide students with opportunities to explore career options through a course of study that includes both academic and technical or vocational courses, career planning, and work-based learning. These programs may exist either within or outside the world of career/vocational and technical education (CVTE), which traditionally references the programs in Massachusetts that receive Perkins funding or are Chapter 74 approved programs. Programs, as referenced here, may be understood as industry-specific offerings (e.g., carpentry, engineering, design and visual communication, etc.) and also as an array of such programs organized into an overall career and technical education/college and career readiness structure.

PurposeRecently, ESE has focused intently on the question of how the Commonwealth can provide career education for all public school students and technical education to all students who desire it. Intrinsic to the notion of expanding access is the assumption that the education provided will be of high quality. No one benefits—not students, not employers, not the Commonwealth—if expanded opportunity is created at the cost of program quality. It is only when students are afforded the opportunity to participate in quality programs that students, employers, and the Commonwealth benefit. Students develop knowledge, skills, and abilities that provide them with expanded options with respect to education and employment and are better situated to make decisions regarding their own career trajectories. Employers benefit from better prepared workers and are able to meet workforce needs more easily. Overall, the Commonwealth benefits economically from a workforce more capable of addressing existing and emerging workforce needs.

The accompanying assessment tool organizes quality program practices into three categories. “Foundational Elements” captures those practices that in programs overseen by OCVTE are required by law and/or regulation or may be considered fundamentally good practices. “Elements of Emerging Quality” contains practices that exceed simple compliance or basic structures. “Elements of Established Quality” contains practices that build upon practices in the “Emerging Quality” category and/or reflect the development of systems and structures, including rigorous data analysis, to support the perpetuation of quality practice.


Using the Tool

The CTE Quality Assessment Tool is best conceptualized as a means by which CTE programs spur continuous improvement through regular self-assessment. Self-assessment can and should be the initial step in each iteration of a continuous improvement cycle. The tool permits programs to identify areas for improvement, develop and implement plans to address those areas, and then to reassess. Programs, on the basis of their self-analysis, might choose to focus on one or more categories, on one or more subcategories, and/or on specific quality indicators within or across categories and/or subcategories.

The tool is designed to be adaptable to the needs and interests of the user, but OCVTE recommends that programs involve representatives from program stakeholder groups (i.e., staff, parents, students, industry and postsecondary education partners) in the assessment process. Those leading the effort may ask stakeholders to use the tool to rate the overall CTE program or one or more specific programs ( i.e., “shops”). In the latter case, not all quality items may be applicable.

For specific ideas regarding how best to use the tool, please contact OCVTE.

3 | P a g e* Chapter 74 state-approved programs onlyNOTE: program aspects that are required of Chapter 74 programs may be considered as additional elements of quality non-Chapter 74 programs


Table of Contents

Student Safety & Health Program AdministrationSafety and Health Planning Local Program AdministrationSafety and Health Practices Financial ResponsibilitiesSafety and Health Training Instructional Leadership

Equitable Access & Support Program AssessmentProgram Awareness and Accessibility Program Assessment Practices

Program Support Performance TargetsCareer Guidance and Counseling Program

Program DesignCommunity Involvement Career Development

Advisory Committee Role Program of StudyAdvisory Committee Membership Curriculum Content

Advisory Committee Operations Instructional DeliveryCommunity Partnerships & Resources Student Assessment

Student Organizations and LeadershipPersonnel Work-Based Learning

Educator LicensureEducator Growth and Development Facilities, Materials, & Equipment

Professional Organizations The Learning EnvironmentCurricular and Instructional Resources

Equipment

Glossary



—Student Safety & Health—

Foundational Elements Elements of Emerging Quality Elements of Established Quality

Safety and Health Planning

A plan exists outlining policies and procedures for the overall technical program

Each specific program is guided by a shop-specific safety and health plan that outlines procedures and practices for that shop

Emergency evacuation and lockdown plans have been developed and are regularly reviewed

The program-wide safety and health plan is regularly reviewed and updated

Program-specific safety and health plans are regularly reviewed and updated

Program administration regularly reviews safety and health plans against a common rubric or standard to ensure comparability of policy and practice across all programs [see “Program-Specific Safety Plan” in Application Package for Vocational Technical Education New Program Approval M.G.L.c.74 (revised 2016) for one such rubric].

Safety and Health Practices

Staff and students routinely adhere to the practices outlined in both the broad program safety and health plan and the shop-specific plan

Shop equipment is properly installed and maintained and is shielded, guarded, and ventilated as necessary

Equipment is in place to address fire safety, materials storage, and waste disposal

Environmental factors (e.g., air quality, temperature, lighting, etc.) are maintained at safe and appropriate levels

Environment is clean, orderly, properly maintained, and safe and includes prominently displayed safety signage

Emergency evacuation and lockdown

Students can communicate the proper practices around any procedures or equipment on which they have been trained and the reasons for those practices

Students routinely remind and correct fellow students who are not adhering to safety and health practices without prompting from the instructor

Safety teams that include staff, students, and other stakeholders regularly review shop facilities and shop equipment to ensure ongoing student and staff safety and health

Prominent signage reminds students and staff of key safety expectations

Program administration designs and implements a comprehensive shop safety and health system, regularly evaluates program practices on key safety and health indicators, and tracks performance within and across shops over time

Program administration and/or program staff routinely examine environmental factors as part of a comprehensive shop safety and health system

Systems and structures exist to assess students and staff regularly on their safety and health practices

Administrators and other stakeholders create a culture where students and staff alike routinely self-assess their safety and health



procedures are regularly practiced practices against established benchmarks

Safety and Health Training

All staff are properly trained in shop-specific procedures and equipment prior to implementation/operation

Processes and procedures exist to ensure that all new staff are promptly trained in shop-specific procedures and equipment

Administration expects and provides opportunities for staff safety credentialing

All students are properly trained and tested in shop-specific procedures and equipment prior to implementation/operation

Students’ safety training leads to a safety credential applicable to their area of technical education

Training and assessment employs various modalities to address the needs of diverse learners

Program staff are trained in their duties and responsibilities in responding to emergency evacuations and lockdowns

Staff and students regularly undergo refresher safety and health training

Training in safety and health is guided by a comprehensive plan



—Equitable Access & Support—


Program Awareness and Accessibility

Program provides equal access to all students, including members of special populations

Program has written policies and procedures to ensure the learning environment is free of any physical or programmatic barriers to full participation

Program makes accommodations that allow participation of all students

Program outreach and promotion is designed to be free of bias and discrimination

Program promotional, curricular, and instructional materials are accessible to all students and families, including English language learners and parents/guardians whose first language is not English

Program accessibility for all students to facilities, equipment, and curriculum is ensured through modifications and accommodations as needed

Program presents a broad range of career options to all students, regardless of race, color, religion, national origin, disability, sex, sexual orientation, gender identity or homelessness status

Program regularly reviews disaggregated enrollment data for potential barriers to student access

Prospective employers of students, including

Program environment honors diversity and respects all students

Program promotional, curricular, and instructional materials reflect diversity with respect to race, color, religion, national origin, disability, sex, sexual orientation, gender identity or homelessness status

Outreach and promotion involves students who reflect diversity with respect to race, color, religion, national origin, disability, sex, sexual orientation and gender identity, as well as students who are English language learners

Program uses data responsively to remove obstacles to student access

Program develops and maintains systems and structures to promote diversity and equality of access and fosters a culture where diversity is embraced and celebrated

Program develops and reviews new data streams to broaden its promotion of inclusive access



those involved in career fairs, apprenticeship programs, and cooperative education placements, provide written assurance of nondiscrimination and provision of reasonable accommodations as needed

Programs review the demographic data of the communities that they serve in order to ensure that promotional materials are provided in those communities’ primary languages

Program Support

Administration has systems in place to support all learners programmatically, including special populations and English language learners

Program staff are active in the development and implementation of Individualized Education Programs and 504 Plans

Dialogue between program staff and student support staff is open and ongoing and reflects a shared priority to promote success for all students

The program collects and uses data to identify and help students in need of support

Program uses technical paraprofessionals as needed to provide additional support to students

Program staff regularly consult with student support staff (including Special Education staff) to address individual student needs

Program staff regularly access professional development and technical assistance services in order to enhance their ability to address individual student needs

Program staff are active in the development and implementation of Individualized Education Programs and 504 Plans and attend IEP meetings and 504 Accommodation Plan meetings

Program staff are actively involved in the development and implementation in their classrooms and shops of support practices to maximize student success

Administration and program staff identify, develop, and use new sources of data to monitor student success and to develop interventions and supports

The program identifies and collects data in a comprehensive system designed with the specific purpose of identifying and helping students in need of support

Administration provides resources to ensure that program staff are adequately trained to provide effective support to students

Administration engages the student government body in ongoing dialogue regarding CTE programs and program climate



Administration encourages the student government body to provide feedback on CTE programs and program climate

Career Guidance and Counseling Program

Program ensures that all students possess an individual learning plan (e.g., a 4- to 6-year career plan tied to their technical area of study [a 4-year plan is required in Chapter 74 approved programs]

Program staff work with guidance and counseling staff in the provision of college and career counseling to all students

Program staff work with guidance and counseling staff to provide student access to career assessments, student organizations, and other tools to investigate career options in order to make informed decisions

Program involves parents/guardians in students’ career planning

Counseling and counseling materials are free from bias and stereotypes on the basis of race, color, religion, national origin, disability, sex, sexual orientation, gender identity or homelessness status

Secondary Transition Planning occurs for students on Individualized Education Programs (IEPs)

Program reviews graduate follow-up data*

Guidance and counseling staff are sufficiently well informed about technical education to provide advice to students regarding course selection, articulated college credit, dual enrollment, articulated apprenticeship credit, and college and career options

Career guidance and counseling program exposes students to a broader range of possible career paths than simply the opportunities available within the school and/or the region

Program establishes a culture where college and career guidance is understood to be the responsibility of all staff members

Administration provides time and resources to ensure the coordination of college and career counseling across all staff members

Administration provides access to professional development to program staff and guidance and counseling staff to improve career-related counseling

Guidance and counseling staff regard technical education and/or career development education as a valuable component of all students’ programs of study

Program reviews graduate follow-up data to inform programmatic revision of career and

Program’s career guidance and counseling program seamlessly integrates the efforts of all school-based service providers, program partners, and parents/guardians in a holistic effort to guide students’ postsecondary planning

Program’s career guidance and counseling program seamlessly integrates efforts from the elementary grades through the first two years of postsecondary education and/or employment

Program develops, collects and routinely examines data to determine the effectiveness of its career guidance and counseling efforts for all students

Program develops a support system for graduates to ensure a seamless transition to postsecondary linkages including access to and use of articulation agreements



counseling program

—Community Involvement—


Advisory Committee Role

When applicable, programs are guided by a General Advisory Committee (GAC) that provides advice on all CTE programs in order to maintain overall quality and relevance and to strengthen support from the community

Each specific CTE program is guided by a Program Advisory Committee (PAC) that provides program-specific advice on curriculum content, equipment, and facilities

The GAC and PACs routinely review labor market data and use that information to make recommendations to administration

The GAC and PACs leverage instructional and other resources for programs

The GAC and PACs leverage opportunities for work-based learning and employment from the surrounding community

The GAC and PACs promote and advocate for CTE in the surrounding community

The GAC and PACs leverage additional financial resources for programs

The GAC and PACs develop and maintain systems to assist in long range planning for the CTE program and its constituent programs

The GAC and PACs, together with program and school administration, identify key program quality metrics, systematically monitor progress against those metrics, and make data-based recommendations as appropriate

The GAC, together with program and school administration, develops and implements a community outreach strategy to keep stakeholders apprised of the performance of the CTE program

Advisory Committee Membership

The composition of the GAC and PACs meets regulatory guidelines

Written plans exist to recruit members representing racial/ethnic minorities,

Industry representation on each PAC reflects a range of different occupations

Industry representation on each PAC acknowledges the diversity of the regional and

The GAC and PACs establish memberships reflective of a diverse labor force



individuals with disabilities, and if applicable, members who are nontraditional for their gender in the industry or profession they represent

statewide workforce Representatives from postsecondary

educational institutions are able to broker secondary-postsecondary linkage arrangements

The GAC and PACs effectively implement a comprehensive committee recruitment strategy that ensures regular change in membership and committee composition representative of the community

Advisory Committee Operations

The GAC and PACs meet formally with a planned agenda at least twice a year

GAC and PACs record minutes of their meetings, and keep meeting minutes and agendas on file

GAC and PAC agendas are available on a school or program website

An organizational structure, including specific member roles and a set agenda format, guides GAC and PAC operations

The GAC and PACs meet more often that twice a year as necessary to conduct business

The GAC and PACs maintain open dialogue with program stakeholders, including program, school, and district administration, staff, parents/guardians, and students

The GAC and PACs conduct regular self-evaluation of its own effectiveness

The GAC and PACs implement a committee professional development plan to ensure continued growth in the committees’ collective competence

The GAC and PACs establish and maintain written operating guidelines and procedures

Student representatives on PACs, with program and school administration support, engage fully with the student body

Community Partnerships & Resources

Ongoing communication and networking takes place between CTE staff and community partners (such as business partners) and potential partners

Outreach to potential community partners is based on strategic needs of the program

Program partners include area industry, business, workforce development, government, and higher education entities and institutions

Systems and structures exist to foster and nurture partnerships and relationships with the wider community

The program offers a progressive array of opportunities for individuals, businesses, and institutions to become involved



Administration allows staff time to develop and maintain partnerships

As feasible, the program shares resources with the wider community and provides service to that community

A system exists to evaluate opportunities for partnership in the context of the program’s strategic needs and overall mission

—Personnel—


Educator Licensure

All staff are appropriately licensed as educators or have been granted a temporary waiver of license

Instructors in programs that require occupational licenses (e.g., electricity, plumbing, cosmetology) possess those licenses

Instructors in programs that require occupational certifications possess those certifications

Administration annually reviews staff licensure to ensure that all staff are appropriately licensed

Cooperative education is overseen by appropriately licensed staff*

If there are five or more vocational technical programs, those programs are overseen by a licensed vocational supervisor/director*

All staff members are appropriately licensed Staff members with less than Professional

licensure can provide evidence of efforts to earn full licensure

Teaching staff obtain and maintain professional skills certifications related to their industries as applicable and model for students the processes and practices they follow to attain and maintain licenses and certifications

Administration provides incentives and supports to encourage teachers’ National Board certification, advanced credentialing, and/or exemplary practice



Educator Growth and Development

Staff acquire professional development, including any PD required as a condition for continued licensure

All educators possess professional development plans as required

Professional development results in staff-generated product or products of benefit to students and the program

Administration provides all educators with opportunities to improve skills that support full participation of all students, including special populations

Administration provides professional development opportunities to paraprofessionals

Administration provides professional development tied to individual, program, school and district goals and objectives relevant to desired student outcomes

Professional development opportunities for staff are relevant, extend over time, and include opportunities for staff to implement, practice, and receive formative feedback, all in the service of achieving desired student outcomes

Professional development design and implementation reflects good pedagogical practice and understanding of adult learning theory

Professional development is designed and delivered by individual(s) with a strong knowledge and skill base in the identified objectives

Highly skilled and effective technical teachers mentor new technical staff

Highly skilled and effective technical teachers serve as peer leaders

Professional development priorities are determined through data-driven analysis of educators’ self-identified goals and their needs as identified through the educator evaluation process

Data is collected on the effectiveness of professional development in meeting student needs and educator needs

Systems and structures promote collaboration among educators to encourage sharing of ideas and working together to achieve identified student outcomes and educator outcomes

The program utilizes the expertise of its exemplary teachers to provide coaching and other professional development

Administration and CTE staff establish a school environment that supports educator-and student-driven professional development opportunities and models continuous learning

Administration establishes and maintains comprehensive mentoring and support systems for new educators

Administration establishes a peer leadership system using highly skilled and effective teachers

Professional Organizations

CTE staff are aware of professional, industry, occupational or other organizations

Administration encourages CTE staff participation in professional organizations and

Formal structures exist to ensure that resources and learning from participation in



CTE staff are familiar with both resources and professional development opportunities available through these organizations

supports participation in conferences, workshops, meetings, and activities

Administration actively supports CTE staff members’ participation in professional organizations

professional organizations is integrated into the curriculum and shared within and across programs as appropriate



—Program Administration—


Local Program Administration

Administration exhibits an understanding of school law and finance, including the permissible use of funds and the federal Vocational Guidelines

Administration develops and maintains systems and structures to routinely communicate with CTE staff and advisory committee(s)

Administration submits required reports in a timely manner

Administration monitors the development of grants to support CTE programs

Administration reviews data on positive student outcomes and on equal access and participation of all students, including special populations

Administration ensures that staff meets qualifications and oversees the retention, recruitment and replacement of staff

Administration develops and periodically reviews policies that ensure equal access and full participation of special populations in CTE programs

Administration helps establish and supports effective working relationships with postsecondary institutions (including apprenticeship programs) and industry

Administration routinely seeks advice from and communicates with CTE staff and program stakeholders

Administration initiates partnership initiatives with postsecondary institutions (including apprenticeship programs) and with industry partners

Administration plays a leadership role, along with program personnel and advisory committees in the development of CTE program plans

Administration intentionally seeks to hire technical program staff that are demographically diverse and nontraditional for their gender

Administration involves internal and external stakeholders in reviewing data and solicits input into policy and programmatic changes as necessary

Administration develops and maintains systems and structures to foster positive relationships with postsecondary institutions (including apprenticeship programs) and with industry partners

Administration actively engages the school community in routine examination of the culture and climate of the program, use of data to determine needs, and implementation of programs, practices, and services in response to those needs

Administration prioritizes diversity and makes active efforts to achieve greater racial, cultural and ethnic correlations among students, faculty and staff



partners Cooperative education is overseen by

appropriately licensed staff* If there are five or more vocational technical

programs, those programs are overseen by a licensed vocational supervisor/director*

Financial Responsibilities

Plans, forms, and grants are designed, amended, and monitored properly

Funds are used in accordance with federal and/or state rules and regulations

Administration maintains records required for internal and external audits following record retention rules

Administration develops and maintains an inventory control system to record and monitor purchases involving federal and state funds in accordance with law and regulation

The program has access to financial resources sufficient to operate the program in accordance with law and regulation and to ensure a safe environment

Administration requests input from CTE staff and advisory committee(s) prior to the development of program budgets

Administration verifies that program budget expenditures are aligned with local program plans

Administration keeps staff involved in the budgeting and budget management process

Administration routinely pursues outside funding to support programs

Administration develops and maintains systems and structures that routinely gather input from CTE staff and advisory committee(s) prior to the development of program budgets

Administration develops and maintains systems whereby staff and advisory committee input into program budgets aligns with local program plans

Administration develops fundraising systems and structures to support programs

Administration uses the program’s fiscal resources strategically to improve or expand programming

Instructional Leadership

Administration makes teaching and learning the central focus of schooling

Administration ensures that instructional staff are teaching all aspects of the industry [guided by Massachusetts Vocational Technical Frameworks, where applicable]

Administration engages staff, students and other stakeholders in the establishment of a culture where teaching and learning is the central focus of schooling

Program administrators serve as mentors to instructional staff and encourage teacher

Administration develops and maintains a culture of high expectations for staff instructional practice, clearly communicates what that practice should look like, and supports teachers’ implementation as needed

Administration develops and maintains systems and structures to regularly evaluate



Program administration routinely monitors for effectiveness and rigor

Program administration ensures that student competencies are regularly measured, documented, and reported

Administration leads staff in the development and implementation of integrated academic and technical instruction

Administration creates regular opportunities for collaboration across all departments (i.e., academic, technical, special education)

Administration works with community partners in designing and delivering instruction when applicable

Administration provides effective and timely supervision and evaluation in alignment with state regulations and contract provisions

leadership Program administration promotes and

supports student literacy across technical programs

Program administration reviews course curricula to ensure substantive integration of academic content in technical courses and vice versa

Administration ensures that both academic and technical teachers have access to sufficient resources and opportunities, including industry externships, to support integration of technical content in academic courses

Administration monitors the effectiveness of integrated academic and technical instruction

Administration ensures that instructional practices reflect high expectations regarding effort and work, engage all students, and accommodate diverse learning styles and needs

Administration ensures that all teachers use a variety of methods to measure student learning and make instructional adjustments as necessary

Administration uses multiple sources of evidence related to student learning to inform school and district goals and improve organizational performance, educator effectiveness, and student learning

programs to ensure positive student outcomes

Program administration develops and maintains systems and structures to ensure a consistent focus on student literacy within and across programs

Administration educates work-based learning partners on their instructional responsibilities and supports them in that role



—Program Assessment—


Program Assessment Practices

The program routinely reviews its performance against mandated targets, shares results with teachers and, as appropriate, with others such as Program Advisory Committees (PACs) or General Advisory Committees (GACs) and formulates intervention plans as necessary

Data review involves disaggregation of data by ESE-designated subpopulations

The program implements a process of data analysis and action as a mechanism to drive program improvement

Data review involves disaggregation of data by ESE-designated subpopulations and by other groupings of interest to the program

The program establishes additional performance targets as needed

The program involves teachers and GAC/PACs in reviewing performance data and in developing interventions as necessary

Administration allocates funds to support program assessment and improvement

The program establishes a comprehensive program assessment system that examines all facets of the program and establishes rigorous performance targets

The program assessment process includes multiple stakeholders, including parents/guardians, students, staff, and industry and community partners

The program ties its professional development to program assessment and improvement, targeting efforts to areas of greatest need

The program’s intervention efforts are research-based and effective

Performance Targets

The program establishes and maintains a mechanism to meet mandated performance targets

Program administration and staff set additional performance targets that reflect local data-driven objectives

The program meets mandated and district-established targets

The program demonstrates progress in meeting additional targets established by the program

The program demonstrates progress, sustained over several years, in meeting rigorous performance targets



—Program Design—


Career Development

Program prepares students for careers in current or emerging professions

Program provides students with technical skills proficiency, an industry-recognized credential, a certificate, and/or an associate degree

All students possess individual learning plans (e.g., 4- to 6-year career plans) tied to their technical area of study [a 4-year plan is required in Chapter 74 approved programs]

Parents/guardians are involved with the development of individual learning plans

Individual learning plan s are available in languages other than English for parents/guardians and students who are English language learners

Program provides career guidance and placement services, including career assessments and assistance with the development of a career plan

The individual learning plans of students with Individualized Education Programs (IEPs) reflect and are coordinated with their secondary and postsecondary transition plans

Community partners provide direct career development connections for students

Program encourages students to be self-reflective in career planning and expects students to assume ownership of plan documents and the planning process

All staff are familiar with the program’s college and career planning structure, and play a meaningful role in providing college and career guidance and counseling

Program provides students with an opportunity to develop career portfolios

Program maintains a staffed career resource center at the school that is open to students, families, and community

Program aligns its curriculum and activities with the Massachusetts Career Development Education benchmarks and the National Board for Professional Teaching Standards (NBPTS) School Counseling Standards

The district actively encourages parents/guardians and students to use the staffed career resource center for career research and planning

The program provides multiple opportunities for students to engage in career development experiences

All students have developed career portfolios, and portfolios are routinely updated and used by students

Program establishes and maintains systems and structures to meet students’ career development needs holistically from elementary grades through first two years of postsecondary education and/or employment



Program of Study

Program includes a sequence of courses, both academic and technical, organized in order to develop students’ skills and knowledge

Program of study reflects the integration of academic and technical content

Formal mechanisms exist to inform students and families of available technical programs of study

Program of study permits students to explore and/or prepare for a variety of career options within an industry

Program of study allows students the opportunity to explore programs and careers nontraditional for their gender

Program includes both secondary and postsecondary elements; linkages exist through articulation agreements that are annually reviewed and approved

Establishment or discontinuation of programs of study are informed by labor market demand and student demand [There are specific requirements to establish or discontinue Chapter 74 programs]

Program includes the integration of academic and technical content, where possible

Program includes state-approved vocational technical education exploratory program (if five or more Chapter 74 programs are offered)*

Career and technical student organizations enhance students’ understanding of programs of study

School staff actively support students who are considering and who choose programs nontraditional for their gender

School staff actively supports students who are considering and who choose programs nontraditional for their disability

School staff actively supports students who are considering and who choose programs nontraditional for their demographic group

Program design includes courses and activities that expose students to possible career paths broader than the opportunities available within the school and/or the region

Program weights technical courses the same as academic courses and awards comparable Carnegie unit credits

Program is designed to include substantive integration of academic content in technical courses and vice versa

Formal mechanisms exist to review programs of study on a regular basis, and programs of study are updated as necessary to remain current with industry trends, skills, knowledge, labor market demand, and career options

Formal mechanisms exist to ensure continued congruence between practices and activities of career and technical student organizations and programs of study

Systems, structures, and supports create an environment where students may safely choose career pathways that are nontraditional for their gender

All students, regardless of gender, are exposed to the full array of career possibilities available in the program

Schools actively and routinely seek out partnerships with postsecondary educational institutions and other community institutions, organizations, and businesses in order to provide students with rich programs of study



Curriculum Content

Program is based on the Massachusetts Curriculum Frameworks and the applicable Massachusetts Vocational Technical Framework*

Program curriculum provides opportunities for students to gain a thorough understanding of all aspects of an industry

Content is coherent and rigorous and aligns with challenging academic standards and relevant technical knowledge and skills

Program contributes to students’ higher-order reasoning and problem-solving skills

Program provides students with general employability knowledge and skills

Program provides students with occupational safety and health knowledge and skills

Program provides students with management and entrepreneurship knowledge and skills

Program provides students with technological knowledge and skills

All students, including special populations, have access to the curriculum

The curriculum is modified as required to meet the needs of special populations

Curriculum provides at least one credentialing option for students (e.g., articulated dual enrollment credits, industry-recognized credential)

Program has developed and implemented interventions and supports as needed to help students transition to postsecondary education and/or employment

Curriculum provides students with multiple credentialing options

Program stakeholders review and revise curriculum regularly to reflect new competencies, new technologies, changing labor market needs and current and/or emerging teaching strategies/pedagogical approaches

Program successfully prepares all students for transition to postsecondary education and/or employment with minimal need for remediation

Upon completion of the program, all students have earned at least one major credential and/or transferable college credits



Instructional Delivery

Instruction aligns Vocational Technical Education Frameworks standards with the Massachusetts Curriculum Frameworks*

Students and their parents/guardians are aware of both the knowledge and skills students are expected to acquire in their programs

Program includes competency-based applied learning

Program staff provides and documents safety instruction to students prior to use of equipment, assesses students on their safety skills and practices, and ensures that students employ overall safety practices and operate equipment in a safe manner

Academic and technical instruction is delivered through the efforts of technical and academic teachers who share responsibility for the development of the knowledge and skills of their students

Program implements effective classroom and shop routines and procedures to maximize instructional time

Instruction is based on clear objectives and includes relevant measurable outcomes

Instruction promotes equity and supports high achievement for all students

Program provides students with access and opportunities to develop proficiency with current technologies used in the field

Instruction includes learning supports to meet

Program provides students with access to emerging technologies used in the field

Students are able to communicate the knowledge and skills they are acquiring

Program makes use of industry partners and postsecondary institutions as instructional resources

Instruction is continually modified to maximize student attainment of assessed skills

Program secures access to state-of-the-art technology based on industry trends

Instruction is informed by regular analysis of student-level achievement and performance data



the diverse needs of all students Instructional delivery includes

accommodations identified in Individualized Education Programs (IEPs) and 504 plans

Instructional plans incorporate student career decision-making and employability skills

Student Assessment

Program assesses students for the acquisition of knowledge and skills in the following areas:

o safety and healtho a technical disciplineo employabilityo management and entrepreneurshipo technology

Students’ technical programs provide testing modifications and accommodations identified in Individualized Education Programs (IEPs) and 504 Plans

Program provides appropriate supports in the assessment of students with diverse learning needs

Program tracks student competency attainment

Information on technical skill attainment and performance in core academic subjects is provided to students and families

Program uses performance-based assessment tools and processes to determine student skills and competencies

Program uses assessment data to determine students’ readiness for postsecondary education and employment and remediates as necessary

Program uses industry standards to assess students’ skill acquisition

Programs include opportunities for students to self-assess their progress toward technical skill attainment

Program uses a competency tracking tool or procedure to monitor students’ skill and knowledge attainment and regularly analyzes aggregate and disaggregated data to improve curriculum and instruction

Program develops local assessments using Universal Design for Learning (UDL) principles to minimize testing bias

Information on technical skill attainment and performance in core academic subjects is provided to students and families at least

Program regularly shares data from competency tracking with students and with other key stakeholders, including Program Advisory Committee

Stakeholders and the wider school community assist in assessing students through rigorous exhibitions and/or portfolio reviews

Program provides to students and parents/guardians a summative student competency profile upon completion of the program

Students routinely self-assess their progress in all areas of the program

Information on technical skill attainment and performance in core academic subjects is provided to students and families with each report card



twice yearly

Student Organizations and Leadership

Students have opportunities to participate in student organizations and clubs that enhance their leadership and technical skills

Program identifies and addresses unintended barriers to student participation in student organizations and/or leadership roles

Program devotes resources to the establishment and maintenance of career and technical student organizations, including providing funds for faculty advisors and travel to competitions

Program demonstrates a recognition that career and technical student organizations are integral components of students’ overall career and technical education

Program reviews student participation data to make informed changes in policies and procedures

The program invites a broad range of students to participate as stakeholders in program improvement efforts

Institutional structures ensure that students play meaningful roles in program improvement through participation on Program Advisory Committees

Work-Based Learning

Work-based learning, implemented when feasible, operates in accordance with applicable laws, regulations, and policies

Work-based learning is guided by school district-created policies, procedures and forms

Program staff regularly evaluates students on their attainment of and/or practice of customized and agreed upon competencies as captured by a Work-Based Learning Plan or other similar tool, and these evaluations are shared with the student and his/her parents/guardians

Communication among the student, the

The program engages in ongoing efforts to establish and maintain positive working relationships with new and existing work-based learning partners

Program administrators routinely examine work-based learning data to improve program design and outcomes

Program administrators routinely examine work-based learning data to ensure equity in access to WBL

Program educates work-based learning partners on issues of diversity and inclusion

A classroom component (WBL Seminar) is provided for all students involved in long-term worksite placement (e.g., cooperative education, internship), and that classroom component is directly connected to students’ work experiences

Work-based learning is envisioned as a central component of a capstone experience, and students are expected to exhibit evidence of their work-related learning in a rigorous and authentic demonstration

Long-standing and mutually advantageous relationships exist among all partners



supervisor, and the program is regular and ongoing, and procedures exist to address problems or conflicts at the earliest possible point

Parents/guardians are not required to waive legal rights as a condition of their child’s participation in work-based learning

Students are supervised during work-based learning in order to ensure that the work is safe and provides a meaningful learning experience

Cooperative education , implemented when feasible, operates in accordance with applicable laws, regulations, and policies*

Cooperative education is guided by school district-created policies, procedures and forms*

Unpaid off-campus construction and maintenance projects are appropriately implemented per Massachusetts regulation*

participating in work-based learning Structures and systems exist to ensure that

meaningful data on work-based learning is shared with Program Advisory Committees and/or other stakeholders



—Facility, Materials, & Equipment—


The Learning Environment

Facilities provide an environment that is conducive to learning, free of barriers to full participation, and supportive of curriculum goals and objectives

Class size and instructional staffing (teacher: student ratio) are suitable to provide safe student learning

Environmental factors (e.g., air quality, temperature, lighting, etc.) are maintained at safe and appropriate levels

Environment is clean, orderly, properly maintained, and safe and includes prominently displayed safety signage

Facilities meet recommended industry and educational standards

Program staff undergo routine training regarding environmental issues in the learning environment

Program administration and/or program staff routinely examine environmental factors as part of a comprehensive shop safety and health system

Curricular and Instructional Resources

Program has basic resources available to permit students to acquire skills and knowledge with respect to:

o safety and healtho a technical disciplineo embedded academics o employabilityo management and entrepreneurshipo technology

Curricular materials are culturally inclusive and free of bias

Program has a wide array of resources and materials that provide for challenging and enriched learning

Program ‘s curricular and instructional resources reflect technological advances in technical content areas

Program maximizes access to instructional resources by developing and maintaining partnerships with local businesses, industries, and institutions

Administration develops and maintains systems and structures to ensure that the program’s materials are routinely replaced and updated to remain current

Program stakeholders, including parents/guardians, students, and Program Advisory Committee members are involved in vetting curricular and instructional materials prior to procurement

Administration develops systems and structures to review materials and resources



Curricular and instructional materials are available to meet individual student needs

Affected staff are trained in any new curriculum and/or instructional materials prior to implementation

routinely for cultural inclusivity and absence of bias

Systems and structures exist to ensure that all affected staff are proficient in the use of any new curriculum and/or instructional materials

Equipment

Program has basic equipment available to permit students to acquire skills and knowledge with respect to:o safety and healtho a technical disciplineo embedded academics o employabilityo management and entrepreneurshipo technology

Shop equipment is properly installed and maintained and is shielded, guarded, and ventilated as necessary

Program staff demonstrate an appropriate level of proficiency with any new equipment prior to use with students

Equipment is in place to address fire safety, materials storage, and waste disposal

Program Advisory Committee members are involved in vetting equipment prior to procurement

Equipment is modified, where applicable, to ensure access for students on Individualized Education Programs or 504 plans

Adaptive Technology is used for students on Individualized Education Programs or 504

Program‘s equipment reflects technological advances in technical content areas

Program maximizes access to equipment by developing and maintaining partnerships with local businesses, industries, and institutions

Program improvement includes discussion of program-specific adaptive technology and modified equipment

Administration develops and maintains multi-year prioritized plans, developed in conjunction with Program Advisory Committees and the General Advisory Committee (if applicable) to ensure that the program’s equipment is routinely replaced and updated to remain current

Program administration regularly reviews program equipment for accessibility for all students and considers adaptive technology where appropriate

Administration, program staff, and stakeholders anticipate technological advances in the industries associated with their programs and plan for facilities and equipment upgrades as necessary



Plans where required



GLOSSARY all aspects of the industry This term means occupational safety and health, technical, embedded academic, employability, management and

entrepreneurship, and technological knowledge and skills that should be included in curricula for career and technical education programs under Perkins IV. The Massachusetts Vocational Technical Education Frameworks http://www.doe.mass.edu/cte/frameworks/ are based on all aspects of the industry.

apprenticeship program A formalized system of training comprised of on-the-job training coupled with related theory instruction, leading to status as a journey level worker, a portable, recognized credential. Many apprenticeship programs have articulation agreements with colleges and universities giving degree credit for completion of the apprenticeship program. (See also registered apprenticeship program.)

articulation agreement A written agreement between a school and a postsecondary institution where the content of a high school CTE program is commensurate with that of a program offered at the postsecondary level, allowing those student with an agreed upon grade point average to forego the postsecondary course at the college level. Articulation agreements can be brokered with any postsecondary institution including public or private colleges in or outside of the state and apprenticeship training programs. As of 2016, there are fifteen statewide articulation agreements with MA Community Colleges and three apprenticeship programs for Chapter 74-approved vocational technical education programs.

articulated college dual enrollment

A program in which qualified students enrolled in a public secondary school may enroll in Massachusetts public institutions of higher education. The student shall earn both secondary school and college credits. Students may enroll either full time or for individual courses.

career and technical student organizations

Organizations that serve students enrolled in career and technical education programs by engaging students in a variety of career development and leadership activities. The organizations in Massachusetts are Business Professionals of America (BPA), Distributive Education Clubs of America (DECA), FFA - An Organization for Students Studying Agriculture (FFA), HOSA-Future Health Professionals, and Skills USA.

career guidance and counseling

Services, activities, and curriculum provided to support all students in developing academic/technical competencies, career/workplace readiness, and the personal/social skills necessary for success in higher education, the workplace, and other post-secondary options, and for civic preparation. Career guidance and counseling is not limited to the services provided by guidance staff; it may originate with teachers and others capable of providing insight and


http://www.doe.mass.edu/cte/frameworks/


perspectives supportive of students’ informed decision making.

career pathway A coherent, articulated sequence of rigorous academic and career/technical courses, commencing during high school and leading to an associate degree, baccalaureate degree and beyond, an industry recognized certificate, and/or licensure.

career plan A career plan is a comprehensive, formalized plan that relates learning to career goals and is designed to facilitate transition from high school to future learning or employment. Career plans are revisited and modified by students with the assistance of school staff. (See also individual learning plan.)

Chapter 74 state-approved programs

A Chapter 74-approved vocational technical education program is a program that is approved by the Massachusetts Department of Elementary and Secondary Education pursuant to Massachusetts General Law Chapter 74 and the Vocational Technical Education Regulations, and that meets the definition of career and technical education contained in the Carl D. Perkins Career and Technical Education Improvement Act of 2006 P.L. 109-270 (Perkins IV).

cooperative education Cooperative education is a paid work-based learning component of a Massachusetts Chapter 74-approved vocational technical education program. Cooperative education is available only to those students enrolled in a Chapter 74-approved vocational technical education program and who meet the requirements for participation.

embedded academics Academic content that is embedded in the knowledge and skills necessary to perform certain technical skills in a particular career/vocational technical program. Embedded academics is primarily delivered within the career and technical education program.

Example of embedded mathematics: In carpentry, use Trigonometric ratios and Pythagorean Theorem to solve right triangles in applied problems.

Example of embedded physics: In culinary arts, explain how heat energy is transferred by convection, conduction and radiation.

exploratory program An exploratory program is a structured opportunity for students to rotate through the CTE programs offered by a school, and it enables students to learn about the expectations and requirements for a number of occupations in which they are interested. The purpose of this exposure is to help students make informed decisions about the career and technical education program in which they will concentrate (major) after completion of the exploratory program. Providing an exploratory program for all incoming ninth graders is a state requirement for school districts that offer five or more Chapter 74-approved programs.

follow-up data Follow-up data is a general term for data collected by any entity in order to ascertain the status of program graduates



as it relates to the education provided.

The Perkins Graduate Follow-up is a report required from school districts and public two year colleges that receive Perkins IV funds. A survey of each graduate of a CVTE program is conducted between nine (9) and twelve (12) months after graduation to ascertain the students placement status (employment/ military status, education status) and if it related to the high school CVTE program in which they participated.

individual learning plan A student-directed, multi-year, dynamic tool that maps academic plans, personal/social growth, and career development activities while taking into account the student’s unique, self-defined interests, needs, and goals for the attainment of postsecondary success. The Department published a guide for implementing ILPs in fall 2014. (See also career plan.)

industry-recognized credential

A credential is a documented verification of an individual’s knowledge, skills, and competency in a specific area. The term credential encompasses educational certificates, degrees, certifications, and government-issued licenses. An industry-recognized credential is one that is valued and/or required as a condition of employment in a given field. Participation in a career and technical education program should lead to one or more industry-recognized credentials where applicable.

industry standards Standards of skills and knowledge established by professionals in a given industry or career field and considered to be foundational to entry into that given field of work. Industry standards include state and federal credentials and/or licensing requirements. Industry standards include safe equipment and work environments set forth by the Occupational Safety & Health Administration and by each state.

integration Academic and technical instruction through the efforts of technical and academic teachers who share responsibility for the development of the knowledge and skills of their students.

nontraditional for their gender (programs and careers)

A program or career for which individuals from one gender comprise less than 25 percent of the individuals employed in the career.

occupational certification A certification earned through specified credentialing bodies. There are 10 Chapter 74-approved programs in which a teacher is required to hold current occupational certificates in addition to a MA vocational technical education teaching license.

occupational license A state license issued by the appropriate state agency (MA Division of Professional Licensure (DPL), MA Division of Health Professions Licensure, MA Dept. of Early Education and Care, MA Department of Public Safety and the MA Dept. of Agricultural Resources. There are 12 Chapter 74-approved programs in which a teacher is required to hold



professional occupational licensure in addition to a MA vocational technical education teaching license.

performance target A numeric goal with an identified timeframe intended to measure achievement of a specific activity. A performance target can be self-determined or a requirement set by a governing body.

professional organization An organization that promotes the development of a specific profession and assists members in staying current with occupational changes, including educational programs to update skills. Membership can be an indicator of the quality of a career and technical education program, an individual’s qualification, or add credibility to a business.

program A program can refer to a specific career and technical education program such as biotechnology. A program an also refer to a collective body of career and technical education offerings that are delivered under a common structure or administration.

registered apprenticeship program

A postsecondary program that is registered with the Massachusetts Division of Apprentice Training. (See also apprenticeship program.)

safety and health plan An organized written plan that both identifies potential hazards in a specific program or occupational field and describes practical measures to maintain the safety and health of students, staff, and others who may be present in the classroom or working environment.

student demand A qualitative and/or quantitative measure of the potential interest and enrollment of students in a specific program or course of study.

technical knowledge and skills

Standards and acquired skills specific to the particular career and technical education program

Examples: In automotive technology, flush, fill and bleed the power steering system. In health assisting, describe the normal ranges for each of the vital signs.

technological knowledge and skills

Standards and acquired skills related to the use of technology and technological advances which have broad application across careers.

Examples: Describe good practices for password protection and authentication. Apply advanced formatting and page layout features when appropriate to improve the appearance of documents and materials.

unpaid off-site construction and maintenance projects

Specific to Chapter 74-approved vocational technical education programs, these are construction or maintenance projects that occur during school hours off school grounds and in which students acquire academic and technical skills on an unpaid basis.


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