Career and Technical Education

On July 31, 2018, the Strengthening Career and Technical Education for the 21st Century Act was signed into law. This bill reauthorizes the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV) and is referred to as Perkins V.

Perkins V affords states and local communities the opportunity to implement a strategic vision for CTE that uniquely supports the range of educational needs of students — through career preparation — and balances those student needs with the current and emerging needs of the economy and workforce.

Core Performance Indicators measure the accountability and quality of state-approved Career and Technical Education programs.

*-- Waived for 2019-2020

With the implementation of the Perkins V - Strengthening Career and Technical Education Act, the Core Performance Indicators used to evaluate program quality have been updated. A CTE Concentrator is defined as a student who has completed at least two courses in a single CTE program or Program of Study and eight segments of the curriculum with a grade of 2.0 or better.

The Perkins V Core Performance Indicators measure:

1S1: % of CTE concentrators who graduated from high school in four years.

2S1: % of CTE concentrators who achieved academic proficiency* in ELA.

2S2: % of CTE concentrators who achieved academic proficiency* in Math.

2S3: % of CTE concentrators who achieved academic proficiency* in Science.

3S1: % of CTE concentrators who entered post-secondary education, advanced training, employment, military service, national and community service programs or volunteered for the Peace Corps.

4S1: % of CTE concentrators in underrepresented gender groups in programs that lead to a nontraditional field.

5S1: % of CTE concentrators who graduated high school having attained a state recognized post-secondary credential.**

*Proficiency as determined by the Every Student Succeeds Act (ESSA) academic assessment.

**A state recognized post-secondary credential is defined as one or more of the following:

• Industry-recognized certificate or certification
• Certificate of completion of an apprenticeship
• License recognized by the State of Michigan or Federal Government
• Associate degree
• Baccalaureate degree

One of the most significant changes in Perkins V is the new requirement for Region 18 (Oakland County schools districts and technical campuses) to conduct a Comprehensive Local Needs Assessment (CLNA) and update it at least every two years. The CLNA is designed as the foundation of Perkins V implementation at both the Operating Agency and the Region levels. It drives the local application development and future spending decisions. This process is an opportunity to take an in-depth look at the Region’s entire CTE system and identify areas where targeted improvements can lead to increased opportunities for student success. The CLNA, if implemented thoughtfully, can also be a powerful opportunity to engage stakeholders in a common understanding and vision for the future of CTE in Oakland County.

To implement the CLNA, consortia must evaluate, in consultation with a wide range of stakeholders, how the overall CTE offerings measure:

• Performance on federal accountability indicators; 

• Alignment to labor market needs;

• Size, scope and quality of programs offered;

• Progress toward implementing programs and programs of study;

• Recruitment, retention and training of faculty and staff; and

• Progress toward improving access and equity.

The CLNA is not an exercise in compliance, but a valuable tool for program improvement founded on meaningful, regular, data-driven consultation with stakeholders that drives program quality and equity.

All state-approved CTE programs are monitored at the MDE Office of Career and Technical Education (OCTE) and CEPD (Career Education Planning District) levels. All programs are also assigned to a Region. CTE programs in Oakland County are in CEPD 39 and Region 18.

The OCTE developed TRAC (Technical Review, Assistance and Compliance) to facilitate CEPD and Operating Agency (local district) monitoring to ensure regular and consistent program improvement. It is highly recommended that a CIP (Classification of Instructional Program) Self-Review be completed each year by all state-approved CTE program instructors.

There are six sections of CTE program documentation to upload for the CIP Self-Review:

C01 - Program Teacher Certification (Professional and Occupational, or Annual Career Authorization);

C02 - Program Teacher Professional Development (District and CIP-Specific);

C06 - Program Advisory Committee (Industry and Post-Secondary Representatives, Parents and Students, Administrators and Counselors Provide Input; and Program Equipment, Software and Learning Resources Inventory);

C10 -- Implementation or Program Standards/Course Content (GAP Analysis, Syllabi, Instructional Design and Proof of Student Safety Training, Work-Based Learning and Leadership Development);

C13 - Strategies to Eliminate Barriers to Program Access (Pictures of Lab/Classroom Space, Non-Discrimination Notices, Recruiting Materials); and 

C16 - Secondary - Postsecondary Connections (Program of Study, Articulation Agreements, Dual or Concurrent Enrollment, or Direct Credit)

Below is a link to a walk-through for CTE Administrators and Instructors to complete a CIP Self-Review. 

http://video.oakland.k12.mi.us/show?video=726d5e203dd5

Added Cost funding (61a) is categorical State Aid to state-approved secondary Career and Technical Education programs. It is intended to fund the costs associated with CTE program improvement, including instructor industry-based professional development, specialized equipment, software and learning resources; student industry field trips, job shadows and work-based learning experiences; and student competition and leadership experiences via Career and Technical Student Organizations (CTSOs).

Added Cost funding is “earned” via a formula comprised of reporting student program enrollment, concentration and completion (with grades) in CTEIS (Career and Technical Education Information System); as well as post-secondary placement data; typical costs associated with operating the programs; and area workforce demand.

Student leadership development and competitions are required components of all CTE programs. Lead by a CTE Instructor/Mentor, learning requirements of a Career and Technical Student Organization (CTSO) include chapter officers, regular meetings and community service efforts, as well as local, regional, state and national/international competitions. Many programs take advantage of the CTSO groups representing CIP (Classification of Instructional Program) codes, such as Business Professionals of America (BPA), DECA, Health Occupations Student Association (HOSA) and SkillsUSA. Other competitions providing students with valuable hands-on learning include FIRST Robotics, Michigan Industrial Technology Education Society (MITES) and Oakland County Competitive Robotics Association (OCCRA), an organized competition between the robotics teams of about 30 different high schools in the county.