Student-Centered Supports

Program meets the needs of students, including special population students (i.e. special education, English learners, non-traditional students) and the general student population.

Evidence:

• Data Evidence: 

  • Student Completion Rates

  • Student Placement Results

  • Retention Rates

• Catalog of Support Services, including:

  • Mentors

  • Role-Models

  • Counseling

CTIEG (p. 8, 30)

• All CTE pathway students receive CTE- specific counseling services. 

• Student supports are documented and assessed annually by CTE pathway faculty, associated academic faculty, counselors and administration. 

• A CTE plan of specified support for all services is developed for each special population (i.e., Individualized Education Program, At- risk, etc.) and CTE pathway(s). 

• Data on program effectiveness for special populations is collected, and continuous improvement principles are applied to all CTE pathways. 

• The LEA has policies in place to ensure the learning environment is accessible to all students, and all CTE pathways ensure accessibility through individualized accommodations, modifications, and differentiation. 

• Special populations have access to all CTE pathways, and LEA works with families and staff to recruit, retain, and support special populations in CTE programs. 

• LEA resources are designed to recruit, retain, and support special populations in all CTE programs. 

• Promotional materials for all pathways are available, present a broad range of career options, are multilingual and highlight supports for special populations across pathways. 

Evidence 

• List of identified student career and academic needs/gaps and the supports that have been provided to address those needs. 

• Tools used to determine student career and learning needs. 

• Data on effectiveness of supports provided. 

• Description of counseling services provided. 

• School and program equity and access policies. 

• Promotional materials. 

• Accommodations and modifications in place for special populations students. 

• Strategies and supports provided that promote recruitment, retention, and success of special population students. 

Provides support services for students, including counseling. 

All CTE pathway students receive CTE- specific counseling services. 

• Student supports are documented and assessed annually by CTE pathway faculty, associated academic faculty, counselors and administration. 

• A CTE plan of specified support for all services is developed for each special population (i.e., Individualized Education Program, At- risk, etc.) and CTE pathway(s). 

• Data on program effectiveness for special populations is collected, and continuous improvement principles are applied to all CTE pathways. 

Evidence: 

• List of identified student career and academic needs/gaps and the supports that have been provided to address those needs. 

• Tools used to determine student career and learning needs. 

• Data on effectiveness of supports provided. 

• Description of counseling services provided. 

Provides opportunities for pupils to participate in after school, extended day, and out-of-school activities and competitions.  

• After school, extended day, and out-of-school activities and competitions are provided to all CTE students in all pathways. 

• These activities are developed, supervised, and evaluated by the CTE pathway faculty. 

• Students are made aware of these options when they enroll in the CTE pathway and are matched with the best time option, based on their career goals and scheduling needs .

Evidence: 

• • List of after school, extended day, out-of-school competitions and activities offered to and participated in by the students.