CTE Quality Assessment Tool

Career and Technical EducationQuality Assessment Tool

Career and Technical Education

Quality Assessment Tool

Career and Technical EducationQuality Assessment Tool

Background

The Office for Career/Vocational Technical Education (OCVTE) has developed theCareer and Technical EducationQuality 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 feedbackby 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.

Purpose

Recently, 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. Employersbenefit 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 Toolis 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.

Tableof Contents

Student Safety & Health / Program Administration
Safety and Health Planning / Local Program Administration
Safety and Health Practices / Financial Responsibilities
Safety and Health Training / Instructional Leadership
Equitable Access & Support / Program Assessment
Program Awareness and Accessibility / Program Assessment Practices
Program Support / Performance Targets
Career Guidance and Counseling Program
Program Design
Community Involvement / Career Development
Advisory Committee Role / Program of Study
Advisory Committee Membership / Curriculum Content
Advisory Committee Operations / Instructional Delivery
Community Partnerships & Resources / Student Assessment
Student Organizations and Leadership
Personnel / Work-Based Learning
Educator Licensure
Educator Growth and Development / Facilities, Materials, & Equipment
Professional Organizations / The Learning Environment
Curricular 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 administrationregularly 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 procedures are regularly practiced / 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 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—

Foundational Elements / Elements of Emerging Quality / Elements of Established Quality
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 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 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
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
Administration encourages the student government body to provide feedback on CTE programs and program climate / 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
Career Guidance and Counseling Program
Program ensures that all students possess an individual learning plan (e.g., a4- 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 counseling program / 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

—Community Involvement—

Foundational Elements / Elements of Emerging Quality / Elements of Established Quality
Advisory Committee Role
When applicable, programsare 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, individuals with disabilities, and if applicable, members who are nontraditional for their gender in the industry or profession they represent / Industry representation on each PAC reflects a range of different occupations
Industry representation on each PAC acknowledges the diversity of the regional and 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 / The GAC and PACs establish memberships reflective of a diverse labor force
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
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 / 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
A system exists to evaluate opportunities for partnership in the context of the program’s strategic needs and overall mission

—Personnel—