Embedded Files
To ensure that this element is being met, rubrics and self assessments have been created for the Perkins (pg. 8-9) and CTEIG (pg. 8) grants with the following basic criteria:
Data on program effectiveness for special populations is collected, and continuous improvement principles are applied to all CTE pathways.
Examples
Data on effectiveness of supports provided.
Data should drive decision making throughout the life of programs. In order to support a continuous cycle of improvement, data should be reviewed and reported on regularly in order to:
Assess Program Effectiveness
Enrollment
Student Achievement in the Program
Student Transitions to College and Career
Develop and/or Improve CTE programs
Alignment to Standards
Alignment to Post-Secondary Programs
Alignment to Industry
To ensure that this element is being met, rubrics and self assessments have been created for the Perkins (pg. 8-9) and CTEIG (pg. 7, 10) grants with the following basic criteria:
Data should drive decision making throughout the life of programs. In order to support a continuous cycle of improvement, data should be reviewed and reported on regularly in order to assess program effectiveness. Some of the data that should be collected to achieve this are:
Students currently in program(s)
Enrollment figures and reports are reviewed by:
Site Staff and district CTE staff
Site and district advisory committees
The CTE Department analyzes their student retention numbers each year and develops strategies to help increase retention within the program.
All Core Indicators meet or exceed the State level targets.
Students who completed programs
A follow-up system/report (including membership in California Partnership for Achieving Student Success [CALPASS]) is used which gathers the following information from program completers:
Student placement status in postsecondary education or advanced training, in military service, or in employment.
Opinion regarding the value and relevance of the CTE program.
Suggestions for improving the CTE program.
Reporting schedule
Reporting schedule
Gathering evidence
Gathering evidence
Effectiveness data
Effectiveness data
To ensure that this element is being met, rubrics and self assessments have been created for the Perkins (pg. 8-9) and CTEIG (pg. 7, 10) grants with the following basic criteria:
Data should drive decision making throughout the life of programs. In order to support a continuous cycle of improvement, data should be reviewed and reported on regularly in order to assess program effectiveness. Some of the data that should be collected to achieve this are:
CTE programs
A District CTE Plan is on file with the local administration and a copy is retained in the local department files.
All CTE courses are properly identified in data system (including new courses).
Updates of the CTE Plan are sent to the local administrator. These updates include:
Five Year Equipment Acquisition Schedule;
Chart of Staff Responsibilities;
CTSO Program of Work;
Advisory Committee Roster.
Enrollment report (CDE 101-E1)
The Expenditure Reports (CDE 101-A and VE-5) are received by the CDE by September 30.
Advisory Committees
An advisory committee, composed of a variety of stakeholders (including industry and labor, secondary and postsecondary leaders, faculty, parents and students) meets at least once a year to evaluate program progress and to engage in continuous improvement activities.
There is a general alignment of CTE pathway design, delivery, and outcomes and current and projected labor market needs.
There is correlation between the specific high-skill, high-wage, or high-demand occupations which are the focus of the CTE pathway and the labor market information provided.
There are partnerships with industry and community members
Most partnerships are solidified through written agreements, and some are made as verbal agreements.
10A. A District CTE Plan is on file with the local administration and a copy is retained in the local department files.
Local Plan Files
10B.Updates of the CTE Plan are sent to the local administrator by February. These updates include: (1) Five Year Equipment Acquisition Schedule; (2) Chart of Staff Responsibilities; (3) CTSO Program of Work; (4) Advisory Committee Roster.
Meeting Notes
Improvement Plan
10C.
Enrollment report (CDE 101-E1)
All CTE courses are properly identified in data system (including new courses).
Enrollment figures and reports are reviewed by:
Site Staff and district CTE staff
Site and district advisory committees
Completed and submitted by October 15 to the CDE.
CDE Records
Local Data System
Meeting Notes/Minutes
10D.
A follow-up system (including membership in California Partnership for Achieving Student Success [CALPASS]) is used which gathers the following information from program completers:
Student placement status in postsecondary education or advanced training, in military service, or in employment.
Opinion regarding the value and relevance of the CTE program.
Suggestions for improving the CTE program.
CDE Records
Meeting Notes/Minutes
10E.
Graduate Follow Up/Placement Report (CDE 101-E2) The Graduate Follow Up data collected and presented to the CDE by March 15.
CDE Records
10F.
The CTE Department analyzes their student retention numbers each year and develops strategies to help increase retention within the progra
Meeting Notes
Advisory Agenda/Minutes
10G.
All Core Indicators meet or exceed the State level targets.
Meeting Dates, Discussion Points
10H.
The Expenditure Reports (CDE 101-A and VE-5) are received by the CDE by
September 30.
CDE Records
Interview of District Fiscal Representative
Leadership at all levels
The CTE pathways are articulated with post-secondary and industry through programs of study, formal articulation agreements and dual enrollment.
Dual Enrollment information
Articulation Agreements
Local district administrators participate in CTE professional development regarding the benefits of CTE and the management of CTE within the larger context of educational improvement to serve all students.
Dates and Names of Activities
Investment is made to provide support for CTE leadership at the local level to ensure that CTE administrators, teacher(s), and counseling and instructional leaders have sufficient time and resources to implement system improvements and work with their counterparts in other programs.
Dates and Names of Activities
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