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CVTE COORDINATED PROGRAM REVIEWDOCUMENTATION CHECKLIST AND REVIEW FORM

NOTE: This Checklist includes suggested documentation of evidence to address the criteria listed. Districts should use their best judgment in determining the documentation to submit for reviews. Please direct any questions to Marnie Jain ([email protected] ).

CAREER/VOCATIONAL TECHNICAL EDUCATION Coordinated Program Review Documentation Checklist and Review Form

mailto:[email protected]

CVTE COORDINATED PROGRAM REVIEW DOCUMENTATION CHECKLIST AND REVIEW FORM

CVTE 1

Career guidance and placement services, including career assessments and assistance with the development of a four-year career plan are provided in order to assist each student enrolled in a career/vocational technical education program in making the transition to the workforce, postsecondary education, and/or apprenticeship programs. Vocational Technical Education Regulations 603 CMR 4.03(4)(d), Perkins Section 134

Definition: A career assessment is a formal assessment instrument that helps the student evaluate his/her career interests.

References:Carl D. Perkins Strengthening Career and Technical Education in the 21st Century Act (Perkins V) at https://cte.careertech.org/sites/default/files/PerkinsV_September2018.pdf

Chapter 74 Selected Sections & 603 CMR 4.00 Vocational Technical Education Regulations and Guidelines at http://www.doe.mass.edu/cte/laws.html

Essential Question(s)

Do ALL students have a 4-year career plan? Are ALL students provided with guidance services, including interest and skills inventories? Are all services provided with assistance finding postsecondary employment and/or education?

SUGGESTED DOCUMENTATION SUBMITTED BYSCHOOL DISTRICT

DOCUMENTATIONIS SUFFICIENT COMMENTS/NOTES

Guidance calendar and/or other documents that illustrate content and/or frequency of guidance career planning service

Document(s) describing entirety of career guidance services provided to all students

Representative sample of career guidance curriculum

Documents demonstrating that all students complete career assessment inventories beginning in Grade 9

Documentation demonstrating that all students possess a four-year career plan that is, at minimum, updated each year of high school

Guidance Office calendar of events and activities

Other district-determined evidence



CVTE 2

MCAS and/or other academic assessment results are used to design instructional and support services. Perkins Section 3, 134, Vocational Technical Education Regulations 603 CMR 4.03(4)



Chapter 74 Manual for Vocational Technical Education Programs at http://www.doe.mass.edu/cte/programs/


Are technical teachers provided MCAS and/or other criterion-based assessment results for their students? Do technical teachers use these results to design instructional content and supports? What other supports are available to students not meeting standards?



Evidence demonstrating that teaching staff, including technical teachers, are provided with results of their students’ performance on MCAS and/or other standardized tests (e.g., meeting agendas, sample copies of results*) *Follow data guidelines established by district, including no student-identifiable information.

Documentation of how MCAS and/or other academic assessment results are used to design instructional and support services in career/vocational technical education programs

Meeting minutes, emails, and/or correspondence demonstrating consultation among staff (and other stakeholders as appropriate) in the development of both the district’s Perkins Improvement Plans and Perkins Annual Reports and in the implementation of the Improvement Plans (also CVTE 22)



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

http://www.doe.mass.edu/cte/laws.html


CVTE 3a(formerly CVTE 11)

Programs are structured so that students acquire safety & health, technical that includes embedded academic, employability, management & entrepreneurship, and technological knowledge and skills. Perkins Section 3, 134, M.G.L. c. 74 Section 2, Vocational Technical Education Regulations 603 CMR 4.03 (4) 4.06


Massachusetts Perkins IV Manual at http://www.doe.mass.edu/cte/perkins/

Chapter 74 Selected Sections & 603 CMR 4.00 Vocational Technical Education Regulations and Guidelines at http://www.doe.mass.edu/cte/laws.html Massachusetts Vocational Technical Education Frameworks at http://www.doe.mass.edu/cte/frameworks/

Chapter 74 Manual for Vocational Technical Cooperative Education at



Do all students enrolled in career/vocational technical education programs have the opportunity to acquire safety & health, technical that includes embedded academic, employability, management & entrepreneurship, and technological knowledge and skills?



Summary for CVTE 3a (see Appendix)

Documentation that programs are structured so that students acquire safety & health, technical that includes embedded academic, employability, management & entrepreneurship, and technological knowledge and skills

Documentation that the curriculum for each program is based on the applicable Vocational Technical Education Framework (Ch. 74 program requirement)

Career/Vocational Technical Safety Plans specific to each program (also CVTE 3b)



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


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


Documentation that all staff and students have received training per the Career/Vocational Technical Safety Plan specific to each program (also CVTE 3b and CVTE 19)


Other Resouces:

Quality Assessment Tool

CVTE Frameworks

On the Horizon:

Proposed Regulations include reference to a minimum of 900 program hours.


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

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


CVTE 3b

The district assesses students for the acquisition of safety & health, technical that includes embedded academic, employability, management & entrepreneurship, and technological knowledge and skills. Vocational Technical Education Regulations 603 CMR 4.03(4); Perkins Section 3,134, M.G.L. c.74 Section 2



Chapter 74 Manual for Vocational Technical Education Programs at



Is there an assessment system in place to measure students’ acquisition of safety & health, technical that includes embedded academic, employability, management & entrepreneurship, and technological knowledge and skills? Is the system consistently used by technical teachers (and others as applicable) across all students and all programs to document students’ knowledge and skills?



Documentation of the instruments and processes used to assess students’ acquisition of safety & health, technical that includes embedded academic, employability, management & entrepreneurship, and technological (computer) knowledge and skills (i.e., All Aspects of the Industry)

Documentation that all staff and students have received training per the Career/Vocational Technical Safety Plan specific to each program (also CVTE 19)

Career/Vocational Technical Safety Plans specific to each program (also CVTE 3a)




CVTE 4

Information concerning career/vocational technical education programs is provided to students and to their parents/guardians. Such information shall include admission requirements for career/vocational technical programs; specific programs/courses that are available; employment and/or further education and registered apprenticeship opportunities. Perkins Section 134, Vocational Technical Education Regulations 603 CMR 4.03 (4) (6).



Chapter 74 Manual for Vocational Technical Education Programs athttp://www.doe.mass.edu/cte/programs/

Chapter 74 Manual for Vocational Technical Education Admission Policies athttp://www.doe.mass.edu/cte/admissions/

Guidelines for Eliminating Discrimination and Denial of Services on the Basis of Race, Color, National Origin, Sex and Handicap in Vocational Education Programs (34 CFR, Part 100, Appendix B at

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


How does the school district make available to prospective CTE students and their parents/guardians information about available career/vocational technical education programs? Does the information provided include school and/or program admissions requirements? Does the information provided include employment and/or further education and registered apprenticeship opportunities? How does the district ensure that prospective students and their parents without home Internet access are made aware of the availability of this information?



Summary for CVTE 4 (see Appendix)

Program of Study (print publication and/or web page), annotated to identify these four aspects: admission requirements, specific programs/courses, employment and/or further education, and registered apprenticeship opportunities

Student Handbook, annotated to identify these four aspects: admission requirements, specific programs/courses, employment and/or further education,







and registered apprenticeship opportunities)


Other Resouces:


CVTE Admissions

DESE’s Office of Public School Monitoring

Connections:

This criteria relates to CVTE 5: if students and their families do not have information about programs, students may not have equal acccess to programs.

This criteria relates to CVTE 6 and 7, as the provision of information is a key component in access for admissions (6) and exploratory (7).

This criteria is similar to CVTE 12, which is about articulation agreements: CVTE 12 covers providing information about articulation agreements to students and families.

On the Horizon: Under Perkins V: Information concerning career/vocational technical education programs is provided to all students and to their parents/guardians, including those in special populations defined in Perkins V.


http://www.doe.mass.edu/psm/




CVTE 5

All individuals including those who are members of special populations are provided with equal access to career/vocational technical education programs, services and activities and are not discriminated against on the basis of their status as members of special populations or race, color, sex, national origin, disability, religion, sexual orientation, gender identity, English language proficiency, disability, sexual orientation or homelessness. Perkins Sections 122 & 134, Vocational Technical Education Regulations 603 CMR 4.03(4) (6) (7), M.G.L.c.76, Section 5.





Guidelines for Eliminating Discrimination and Denial of Services on the Basis of Race, Color, National Origin, Sex and Handicap in Vocational Education Programs (34 CFR, Part 100, Appendix B athttp://www.doe.mass.edu/cte/admissions/

Massachusetts General Law Chapter 76, Section 5 athttp://www.mass.gov/legis/laws/mgl/gl-pt1-toc.htm

Massachusetts Access to Equal Educational Opportunity Regulations 603 CMR 26.00 athttp://www.doe.mass.edu/lawsregs/603cmr26.html


How does the school district ensure that all individuals, including those who are members of special populations, are provided with equal access to career/vocational technical education programs, services and activities? Do informational materials and presentations reflect diverse populations? Is informational material available in the languages spoken by residents of the district(s) served? How does the district ensure that admissions procedures , recruitment materials, and curricular materials are free of bias? Does the district routinely disaggregate and examine enrollment and completion data for patterns of disproportionality?


http://www.doe.mass.edu/lawsregs/603cmr26.html

http://www.mass.gov/legis/laws/mgl/gl-pt1-toc.htm







DOCUMENTATIONIS SUFFICIENT

COMMENTS/NOTES


Example of analysis or a work plan that includes identifying languages of students/families served, primary languages of district(s) and all languages of district.

Communication plan that includes translating into languages of students/families served, and that includes how students with disabilities and English learners receive support

Tool, strategy or work plan for identifying and addressing instances of bias and stereotyping in curriculum and instruction

Recruitment materials including brochures, power points, slides, videos.

(Note: Particular care should be taken to insure that documentation related to the outreach to students who are members of special populations is included) (also CVTE 4 and CVTE 6)

Admission Policy and Application for Admission currently used by the district (in all languages applicable to the district profile) (also CVTE 6)

Instruments/documents used to determine students’ school admission, e.g., score sheets, rubrics

Instruments/documents used to determine students’ placements into vocational-technical education programs, e.g., score sheets, rubrics (also CVTE 6)

Evidence that the district routinely disaggregates and examines enrollment and completion data for patterns of disproportionality



Documentation that students who are parenting or who are pregnant have access to programs and that supports are in place to enable students to complete the program in which they are enrolled.

Evidence that supports for students with disabilities and for English Language learners are not scheduled in a manner that precludes students in these special populations from participating in the exploratory program (also CVTE 7)


Other Resouces:


DESE’s Views of Climate and Learning (VOCAL) Survey Project

Non-traditional Root Causes Resource

DESE’s Office of English Language Acquisition and Academic Achievement (OELAAA)

English Language Learners DART

See: Reviewing Curriculum and Instruction for Bias and Stereotyping in

New Program Approval Process: Part B Resources

Note: In some cases, students in protected categories may not be known to teachers & staff; in other cases, they may. In this criteria, consider how students experience access regardless of whether their special populations status is disclosed.

Connections: This criteria relates to CVTE 4: if students and their families do not have information, this may impact their abiilty to apply or to be served.This criteria relates to CVTE 6 and 7, as students and their families must have information provided about admissions (6) and exploratory (7).This criteria relates to CVTE 10, in that diverse PACs members may offer strategies and insights on this and other criteria. This criteria relates to CVTE 22: through disaggregation and examination of outcomes across subgroups, school leaders may identify access strengths challenges.

On the Horizon: Perkins V definition for Special Populations – (A) individuals with disabilities; (B) individuals from economically disadvantaged families, including

low-income youth and adults; (C) individuals preparing for non-traditional fields; (D) single parents, including single pregnant women; (E) out-of-workforce individuals; (F) English learners; (G) homeless individuals described in section 725 of the McKinney-

Vento Homeless Assistance Act (42 U.S.C. 11434a); (H) youth who are in, or have aged out of, the foster care system;

and youth with a parent who— (i) is a member of the armed forces (as such term is defined in section 101(a)(4) of title 10, United States Code); and


http://www.doe.mass.edu/cte/programs/timeline.html

http://www.doe.mass.edu/dart/

http://www.doe.mass.edu/ell/

http://www.doe.mass.edu/ell/

https://www.napequity.org/nape-content/uploads/NAPE_RootCauses_Chart_FNL1.pdf

http://www.doe.mass.edu/research/vocal/2019/



(ii) is on active duty (as such term is defined in section 101(d)(1) of such title).

CVTE 6

For Chapter 74-approved programs are required to use a state-approved application for admission. Perkins programs are required to have a written policy (including a waitlist process) although this does not need to be state-approved.For Chapter 74 state-approved vocational technical education, the district uses its Department-approved admission policy and an appropriate application for admission. For Non-Chapter 74 career and technical education the district has a policy for admission to programs. Vocational Technical Education Regulations 603 CMR 4.03(6). M.G.L. c. 76, Section 5.

References:Chapter 74 Selected Sections & 603 CMR 4.00 Vocational Technical Education Regulations and Guidelines at http://www.doe.mass.edu/cte/laws.html


Guidelines for Eliminating Discrimination and Denial of Services on the Basis of Race, Color, National Origin, Sex and Handicap in Vocational Education Programs (34 CFR, Part 100, Appendix B athttp://www.doe.mass.edu/cte/admissions/

Massachusetts General Law Chapter 76, Section 5 athttp://www.mass.gov/legis/laws/mgl/gl-pt1-toc.htm

Massachusetts Access to Equal Educational Opportunity Regulations 603 CMR 26.00 at



Is the school district using its Department-approved admission policy and application?



COMMENTS/NOTES

Admission Policy and Application for Admission currently used by the district (also CVTE 5)

Rubric, score sheet, Instruments/documents used to determine students’



http://www.mass.gov/legis/laws/mgl/gl-pt1-toc.htm





placements into vocational-technical education programs (also CVTE 5)

Course Selection sheet or other documented method for how students select and chose programs.

Evidence that the district routinely disaggregates and examines admission data for patterns of disproportionality

Completed student school (where applicable) and program applications for students selected for record review

School applications for students not selected for admission, or students wait-listed

Other Resouces:


CVTE Admissions

On DESE’s CVTE Onsite Monitoring resources

Guidelines for Eliminating Discrimination and Denial of Services on the Basis of Race, Color National Origin, Sex and Handicap in Vocational Education Programs - 34 CFR, Part 100, Appendix B

School District/Collaborative Information and Report Package for Review Based on the Guidelines for Eliminating Discrimination and Denial of Services on the Basis of Race, Color, National Origin, Sex and Handicap in Vocational Education Programs (34 CFR, Part 100, Appendix B) (Guidelines)

Connections:

This criteria relates to CVTE 4 & 5: an admission policy may limit or open access, regardless of intent.


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




CVTE 7

(Note: This criterion applies only to districts with five or more Chapter 74 state-approved vocational technical education programs.

Ninth graders admitted to Chapter 74 state-approved vocational technical education programs participate in the district’s Chapter 74 state-approved vocational technical education exploratory program for a minimum of one-half of the school year. The program provides for students to explore at least one program that would prepare them for a career nontraditional for their gender if the district has program(s) that prepare students for careers that would be nontraditional for their gender. Students receive appropriate safety training while exploring programs. The time exploring each program should be sufficient to allow the student to be adequately assessed. The time should be sufficient to allow the student to become aware of the program requirements and the opportunities for employment and further education/training extended by the program. Vocational Technical Education Regulations 603 CMR 4.03(4). M.G.L. c. 76, Section 5.

References:Chapter 74 Selected Sections & 603 CMR 4.00 Vocational Technical Education Regulations and Guidelines at http://www.doe.mass.edu/cte/laws.html


Chapter 74 Manual for Vocational Technical Education Programs at

http://www.doe.mass.edu/cte/programs/manual.doc


If applicable, do ninth graders admitted to Chapter 74 state-approved vocational technical education programs participate in the district’s Chapter 74 state-approved vocational technical education exploratory? Are they enrolled in exploratory for at least one half year? Do all ninth grade students explore at least one program that would prepare them for a career nontraditional for their gender? Do students receive appropriate safety training while exploring programs?



COMMENTS/NOTES


For districts with five or more Chapter 74 state-approved vocational technical education programs: documentation that the Exploratory Program is implemented in






accordance with Section X of district’s Department-approved Admission Policy

Program of Studies, annotated to identify Exploratory information

Calculations that the Chapter 74 state-approved Exploratory program meets the minimum requirement of 198 hours A form for this purpose can be found as Appendix 8 of the Career/Vocational Technical Education (CVTE) Program Review Procedures School District Information Package at http://www.doe.mass.edu/cte/monitoring/.

Curricular or other documents from each program offered demonstrating that safety training is included in each Exploratory

Evidence that any supports for students in Perkins V special populations are provided in a manner that does not impede their Exploratory experience.

Completed student Exploratory selection and assignment forms for students selected for record review


Other Resouces:


DESE’s Views of Climate and Learning (VOCAL) Survey Project

Connections:

This criteria relates to CVTE 4 & 5: an exploratory process may limit or open access by design, regardless of intent.


http://www.doe.mass.edu/research/vocal/2019/



CVTE 8

The programs in which students are enrolled meet the Perkins V definition of career and technical education as contained in the Massachusetts Perkins V Career and Technical Education Program Checklist, Appendix 7, of the Career/Vocational Technical Education (CVTE) Program Review Procedures School District Information Package at http://www.doe.mass.edu/cte/monitoring/. Perkins Sections 3 & 134



Essential Question(s) Do the programs in which students are enrolled meet the Perkins IV definition of career and technical education?



Documentation that each program meets the criteria of the Program of Study outlined in the Massachusetts Perkins V Career and Technical Education Program Checklist found in the Career/Vocational Technical Education (CVTE) Program Review Procedures School District Information Package School Year 2019-20 at: http://www.doe.mass.edu/cte/monitoring/

Documentation that demonstrates that Perkins programs are comprised of a sequence of at least two courses that are taken in a specific order





CVTE 9a

The district accurately reports student data in the Department of Elementary and Secondary Education’s Student Information Management System (SIMS). Perkins Section 113, Vocational Technical Education Regulations 603 CMR 4.05



SIMS Version Data Handbook at http://www.doe.mass.edu/infoservices/data/sims/

Instructions for School Districts in Reporting Students Enrolled in Career/Vocational Technical Education Programs at

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


Does the district accurately report student data in the Department of Elementary and Secondary Education’s Student Information Management System (SIMS)?


DOCUMENTATION

IS SUFFICIENTCOMMENTS/NOTES

Methodology the district uses to enroll students in technical programs, including the names/roles of the individuals involved

Methodology the district uses to gather and enter data for CTE data elements, including the names/roles of the individuals involved




CVTE 9b

The district accurately reports student data in the Career/Vocational Technical Education Graduate Follow-up Report. Perkins Section 113, Vocational Technical Education Regulations 603 CMR 4.05



SIMS Version Data Handbook at http://www.doe.mass.edu/infoservices/data/sims/

Instructions for School Districts in Reporting Students Enrolled in Career/Vocational Technical Education Programs at


Essential Question(s) Does the district accurately report student data in the Career/Vocational Technical Education Graduate Follow-up Report?


DOCUMENTATION


Documentation of the methodology used to conduct the post graduate follow-up, including procedures for contacting students and documentation of the outcomes of such contact




CVTE 10

Representatives of business/industry; organized labor (union); colleges(s); parent(s)/guardian(s); student(s); representative(s) from registered apprenticeship program(s) (only required if the occupational field of the program has a registered apprenticeship program) are involved in the development, implementation, and review of career/vocational technical programs. Representation is race, linguistic, disability, and nontraditional by gender inclusive, and if not, there is a plan (formal recruitment process) to make it inclusive. Perkins Section 134, M.G.L. c.74 Section 6, Vocational Technical Education Regulations 603 CMR 4.03 (1)



Career/Vocational Technical Education Advisory Committee Guide athttp://www.doe.mass.edu/cte/resources/



Are all Program Advisory Committees and a General Advisory Committee comprised of all required members? Is the composition of all Program Advisory Committees and a General Advisory Committee, linguistic, disability, and nontraditional by gender inclusive, and if not, is there a formal recruitment process to make it inclusive? Do all Program Advisory Committees and a General Advisory Committee participate in the development, implementation, and review of career/vocational technical programs?


DOCUMENTATION


Documentation that the equipment in each program is validated to meet current occupational standards by business/industry representatives from program advisory committees or other sources

Copies of instruments, material or resources used by the district to evaluate the effectiveness of career/vocational technical education programs (also CVTE 22)

Program Advisory Committee Membership Forms and meeting minutes for the past year for each program. A blank Membership Form is



available as Appendix 9 of the Career/Vocational Technical Education (CVTE) Program Review Procedures School District Information Package at http://www.doe.mass.edu/cte/monitoring/.

General Advisory Committee Membership Form and meeting minutes for past year, including minutes that the GAC meets with the local School Committee at least once each year




CVTE 11 This criterion has been relocated to CVTE 3a.



CVTE 12

Linkages between secondary and postsecondary education including registered apprenticeship programs exist through, at a minimum, articulation agreements that are annually reviewed and approved. Perkins Section 134, Vocational Technical Education Regulations 603 CMR 4.03 (4)



Statewide Articulation Agreements for specific Chapter 74 state-approved vocational technical education programs see Massachusetts Community Colleges Executive Office at http://www.masscc.org


For each career/vocational technical education program offered, what linkages currently exist with postsecondary education? Do those linkages include, at a minimum, articulated agreements that allow for students to earn postsecondary credit while still enrolled in high school? Are those agreements annually reviewed to ensure they are still in place? Are the agreements regularly renewed?


DOCUMENTATION


Copies of current secondary to postsecondary (including registered apprenticeship) articulation agreements (including procedure for annual review)

Description of district procedure for annual review and periodic renewal of articulation agreements

Documentation that statewide articulation agreements are available and accessed by students, as appropriate, based on program offerings at district

Correspondence with postsecondary partners demonstrating annual review of articulation agreements

Documentation of other linkage activities, such as dual enrollment, if applicable



http://www.masscc.org/



CVTE 13

(Note: This criterion applies only to Chapter 74 state-approved vocational technical education.)

Cooperative Education is implemented in accordance with applicable laws, regulations, and policies. Child Labor Bulletin 101 – Child Labor Requirements in Nonagricultural Occupations under the Fair Labor Standards Act WH – Revised March 2001, Code of Federal Regulations Title 29 (CFR 29) Parts 570.50 (c) (1) & 570.51-570.68, M.G.L. c. 74 Sections 1& 2A, M.G.L. c.149, Sections 1, 62 & 62A, M.G.L. c. 152, Vocational Technical Education Regulations 603 CMR 4.03(7) 4.10(3), (Chapter 385 of the Acts of 2002

References:Massachusetts Perkins IV Manual at http://www.doe.mass.edu/cte/perkins/


Chapter 74 Manual for Vocational Technical Cooperative Education athttp://www.doe.mass.edu/cte/programs/

Massachusetts General Law Chapter 149 atat http://www.state.ma.us/legis/laws/mgl/gl-149-toc.htm

Code of Federal Regulations Title 29 (CFR 29) athttp://www.dol.gov/dol/allcfr/ESA/Title_29/Part_570/29CFR570.50.htm

MA Worker’s Compensation Insurance per M.G.L. c. 152 athttp://www.mass.gov/legis/laws/mgl/gl-152-toc.htm

Advisory of CORI Law: Mandatory Criminal Record ( CORI ) Checks - Education Laws and Regulations at http://www.doe.mass.edu/lawsregs/advisory/cori.html

Essential Question(s) Is Cooperative Education implemented in accordance with applicable laws, regulations, and policies?

SUGGESTED DOCUMENTATIONSUBMITTED BY

SCHOOL DISTRICT

DOCUMENTATION


Copy of cooperative education policy including, student cooperative education eligibility criteria

Blank copies of all forms and documents that are used for cooperative education


http://www.doe.mass.edu/lawsregs/advisory/cori.html

http://www.mass.gov/legis/laws/mgl/gl-152-toc.htm

http://www.dol.gov/dol/allcfr/ESA/Title_29/Part_570/29CFR570.50.htm

http://www.state.ma.us/legis/laws/mgl/gl-149-toc.htm





Documentation that safety site visits by cooperative education coordinator or technical teacher take place prior to student beginning work at site

Documentation that cooperative education is structured so that students acquire knowledge and skills not best acquired in a school-based setting, but best acquired in a work-based setting

Documentation that all employee-students receive a safety orientation specific to the site and equipment

Documentation that the district's cooperative education coordinator or a technical teacher conducts regular supervisory activities at the work site to ensure that the agreement is being followed and to update the students’ competency files

All completed cooperative education forms for cooperative education students selected for record review *Follow data guidelines established by district, including no student-identifiable information.




CVTE 14

Non-cooperative education (unpaid and paid) workbased learning such as internships and job-shadowing is implemented in accordance with applicable laws, regulations and policies. Perkins Section 134, M.G.L. c. 74 Section 2A, M.G.L. c. 152, Vocational Technical Education Regulations 603 CMR 4.03(4), Chapter 385 of the Acts of 2002



MA Worker’s Compensation Insurance per M.G.L. c. 152 athttp://www.mass.gov/legis/laws/mgl/gl-152-toc.htm

Advisory of CORI Law: Mandatory Criminal Record ( CORI ) Checks - Education Laws and Regulations at http://www.doe.mass.edu/lawsregs/advisory/cori.html

Essential Question(s) Is work-based learning that is not Cooperative Education implemented in accordance with applicable laws, regulations, and policies?


DOCUMENTATION


Copy of non-cooperative education work-based learning policies including student eligibility criteria

Blank copies of all forms and documents that are used for non-co-op workbased learning

Documentation non-co-op workbased learning is structured so that students acquire knowledge and skills not best acquired in a school-based setting, but best acquired in a workbased setting

Documentation that all employee-students receive a safety orientation specific to the site and equipment

Documentation that a school staff member conducts regular supervisory


http://www.doe.mass.edu/lawsregs/advisory/cori.html




activities at the work site to ensure that the agreement is being followed and to update the students’ competency files

All completed non-co-op workbased learning forms for students selected for record review *Follow data guidelines established by district, including no student-identifiable information.




CVTE 15

(Note: This criterion applies only to Chapter 74 state-approved vocational technical education.)

Unpaid off-campus construction and maintenance projects are appropriately implemented per the Massachusetts Vocational Technical Education Regulations. Vocational Technical Education Regulations 603 CMR 4.06; M.G.L.c.142, Section 3A.

References:



Are unpaid off-campus construction and maintenance projects appropriately implemented per the Massachusetts Vocational Technical Education Regulations?


SCHOOL DISTRICT

DOCUMENTATION


Documentation demonstrating that a licensed teacher in that approved vocational technical education program area provides continuous supervision at the job site.

Documentation demonstrating that the school district has adequate liability coverage and that participating students have been provided with insurance coverage (either directly or through other acceptable alternatives such as municipal self-insurance) for: medical benefits, loss of life, dismemberment or loss of sight, liability coverage for bodily injury, assumption by the school district of the cost of any deductible.

Documentation demonstrating that only those students meeting ALL the following criteria may participate in the projects:

Students who are enrolled in an approved vocational technical education program

Students who have demonstrated academic, technical and employability competencies associated with at least one and one half years of full time study in the vocational technical education program project area, and

Students who have been enrolled for at least one year in the




vocational technical program

Documentation demonstrating that prior to participation, students receive appropriate safety and health training and shall have demonstrated sufficient safety competency attainment as determined by the school district.

Documentation demonstrating that students are not required to waive their legal rights as a condition of participation in the project.

Documentation demonstrating that projects include only those that contribute to students’ continued acquisition of knowledge and skills or reinforcement of acquired knowledge and skills, i.e., where the projects primarily benefit students in the programs.



CVTE 16

The needs of students in alternative education are addressed (if the district has alternative education). Perkins Section 122

Note: Alternative Education is an instructional approach under the control of a school committee that is offered to "at-risk" students in a nontraditional setting. "At-risk" students may include those who are pregnant/parenting teens, truant students, and suspended or expelled students, returned dropouts, delinquent youth, or other students who are not meeting local promotional requirements. Alternative Education may operate as a program or as a separate self-contained school. Alternative Education does not include private schools, home schooling, school choice, General Educational Development (GED), or gifted and talented programs. Alternative Education also does not include programs exclusively serving students receiving special education services or career/vocational technical education.


Department of Elementary and Secondary Education Webpage http://www.doe.mass.edu/alted/faq.html?faq=general


Are alternative education programs within the school district implemented in such a way that students in those programs have the same access to career/vocational technical education as other interested students? Are alternative education programs within the school district implemented in such a way that students enrolled in career/vocational technical education programs who are placed in alternative education settings either temporarily or permanently are able to continue or later resume their career/vocational technical education enrollment?

SUGGESTED DOCUMENTATION SUBMITTED BY SCHOOL DISTRICT

DOCUMENTATION


When applicable, documentation demonstrating that students enrolled in alternative education are allowed to participate in CTE programs or reenroll in their CTE programs upon their return from alternative education settings



http://www.doe.mass.edu/alted/faq.html?faq=general


CVTE 18

Staff in career/vocational technical education programs are appropriately licensed or are working under a current Department-issued waiver. Perkins Section 134, M.G.L. c. 74 Section 18, Vocational Technical Education Regulations 603 CMR 4.03 (5) 4.07 and M.G.L. c. 71 Section 38G, Regulations for Educator Licensure and Preparation Program Approval 603 CMR 7.00

References:Massachusetts General Law Chapter 74, Section 18 athttp://www.mass.gov/legis/laws/mgl/gl-74-toc.htm

Massachusetts General Law Chapter 71, Section 38G at http://www.mass.gov/legis/laws/mgl/gl-71-toc.htm


Chapter 74 Manual for Vocational Technical Education Programs at http://www.doe.mass.edu/cte/programs/manual.doc

Chapter 74 Guide for Preliminary Vocational Technical Teacher Licensure at http://www.doe.mass.edu/cte/licensure/prelimguide.doc

Chapter 74 Guide for Professional Vocational Technical Teacher Licensure at http://www.doe.mass.edu/cte/licensure/profguide.doc

Chapter 74 Guide for Vocational Technical Administrator and Cooperative Education Coordinator Licensure at http://www.doe.mass.edu/cte/licensure/admin_cecguide.doc

Chapter 74 Guide for Vocational Technical Educator License Renewal at http://www.doe.mass.edu/cte/licensure/renewalguide.doc

Regulations for Educator Licensure and Preparation Program Approval 603 CMR 7.00 at



Are all staff in career/vocational technical education programs appropriately licensed or working under a current Department-issued waiver?


DOCUMENTATION


Completed CVTE Staff Roster, available as Appendix 2 of the Career/Vocational Technical Education (CVTE) Program Review Procedures School District Information Package at



http://www.doe.mass.edu/cte/licensure/renewalguide.doc

http://www.doe.mass.edu/cte/licensure/admin_cecguide.doc

http://www.doe.mass.edu/cte/licensure/profguide.doc

http://www.doe.mass.edu/cte/licensure/prelimguide.doc






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

CVTE 19

Staff in career/vocational technical education programs acquire professional development. Perkins Section 134, Vocational Technical Education Regulations 603 CMR 4.03 (5) 4.07 and M.G.L. c. 71 Section 38G, Regulations for Educator Licensure and Preparation Program Approval 603 CMR 7.00


Massachusetts General Law Chapter 74, Section 18 athttp://www.mass.gov/legis/laws/mgl/gl-74-toc.htm

Massachusetts General Law Chapter 71, Section 38G at http://www.mass.gov/legis/laws/mgl/gl-71-toc.htm


Regulations for Educator Licensure and Preparation Program Approval 603 CMR 7.00 athttp://www.doe.mass.edu/lawsregs/603cmr7.html

Chapter 74 Guide for Vocational Technical Educator License Renewal at

http://www.doe.mass.edu/educators/e_license.html?section=voc


Do all staff in career/vocational technical education programs acquire professional development? Are the opportunities provided for technical teachers commensurate with those provided for academic teachers?


DOCUMENTATION


Descriptions of annual and recent (within past 2 years) professional development for staff working in career/vocational technical education (CVTE 19)

Evidence that professional development specific to technical programs is available to technical teachers and that teachers avail themselves of these opportunities

Documentation that all staff and students have received training per the


http://www.doe.mass.edu/educators/e_license.html?section=voc






Career/Vocational Technical Safety Plan specific to each program ( also CVTE 3a and CVTE 3b)


CVTE 20

Career/vocational technical education instructional facilities meet current occupational standards. Perkins Section 134; Vocational Technical Education Regulations 603 CMR 4.03 (3) (4) (7)(8)Each vocational technical education program shall be conducted in facilities that meet current occupational standards. 603 CMR 4.03 (3)(a)



Career/Vocational Technical Education Safety Guide at http://www.doe.mass.edu/cte/safety/guide.doc

NIOSH Safety Checklist Program for Schools athttp://www.doe.mass.edu/cte/safety_health.html




Do career/vocational technical education instructional facilities meet current occupational standards?



Current building and fire department certificates for facilities used for career/vocational technical education

Career/Vocational Technical Education Shop Self Evaluation Form (available as Appendix 3 of the Career/Vocational Technical



http://www.doe.mass.edu/cte/safety_health.html

http://www.doe.mass.edu/cte/safety/guide.doc



Education (CVTE) Program Review Procedures School District Information Package at http://www.doe.mass.edu/cte/monitoring/) completed for each career/vocational technical education program (also CVTE 21)




CVTE 21

Career/vocational technical education instructional equipment meets current occupational standards. Perkins Section 134; Vocational Technical Education Regulations 603 CMR 4.03 (3) (4) (7)(8)



Career/Vocational Technical Education Safety Guide at http://www.doe.mass.edu/cte/safety/guide.doc

NIOSH Safety Checklist Program for Schools athttp://www.doe.mass.edu/cte/safety_health.html


http://www.doe.mass.edu/cte/programs/Essential

Question(s)Does career/vocational technical education instructional equipment meet current occupational standards?


DOCUMENTATION


Career/Vocational Technical Education Shop Self Evaluation Form (available as Appendix 3 of the Career/Vocational Technical Education (CVTE) Program Review Procedures School District Information Package at http://www.doe.mass.edu/cte/monitoring/) completed for each career/vocational technical education program (also CVTE 20)




http://www.doe.mass.edu/cte/safety_health.html

http://www.doe.mass.edu/cte/safety/guide.doc



CVTE 22

The district uses the Perkins Act Core Indicators of Performance outcomes to improve programs and the outcomes for students. Perkins Section 113, Perkin 134 (b) (5(, (7), (8)



Massachusetts Perkins Accountability Workbook - Secondary http://www.doe.mass.edu/cte/perkins/acctworkbook_sec.pdf


How does the district use the Perkins Act Core Indicators of Performance outcomes to improve programs and the outcomes for students?


DOCUMENTATION



Meeting minutes, emails, and/or correspondence demonstrating consultation among appropriate staff (and other stakeholders as appropriate) in the development of both the district’s Perkins Improvement Plans and Perkins Annual Reports and in the implementation of the Improvement Plans

Copies of analysis, resources or tools used by the district to evaluate the effectiveness of career/vocational technical education programs (also CVTE 10)

Documentation demonstrating that Program Advisory Committees are apprised of and discuss Perkins Core Indicators for each program for the purpose of improving the program and outcomes for students

Rationales for fluctuations of 10% or more in enrollment figures over the three most recent years of data


http://www.doe.mass.edu/cte/perkins/acctworkbook_sec.pdf




Other Resouces:


CVTE Reporting/Data

Connections:

This criteria relates to CVTE 4-7: through disaggregation and examination of outcomes across subgroups, school leaders may identify access strengths and challenges that inform provision of information, programming, admission and exploratory practices.

This criteria relates to CVTE 10: progarm outcome data should be shared with PAC and used in consideration of programming improvements.





CVTE 23

Perkins Local Plans and Standard Contract Forms and Application for Program Grants are appropriately designed, amended, and locally monitored. Perkins Sections 113, 201, and 135.



Grants for Schools: Getting Them and Using Them, A Procedural Manual at http://finance1.doe.mass.edu/Grants/procedure/manual.html

Education Department General Administrative Regulations (EDGAR) athttp://www.ed.gov/policy/fund/reg/edgarReg/edgar.html

OMB Circular A – 87 HTTP://WWW.WHITEHOUSE.GOV/OMB/CIRCULARS/A087/A087-ALL.HTML


Does the school district complete Perkins grant application forms correctly? Does the school district complete Perkins grant amendment forms correctly? Does the school district complete Perkins improvement plans and annual reports correctly? Does the school district monitor locally to ensure adherence with approved Perkins grants spending and improvement plans?


SCHOOL DISTRICT

DOCUMENTATION


Documentation regarding the school district’s established process used to design, amend and monitor Perkins grants and approve Perkins spending

Documentation of the districts internal checks and balances system to ensure that grants are appropriately expended



http://www.whitehouse.gov/OMB/circulars/a087/a087-all.html

http://www.ed.gov/policy/fund/reg/edgarReg/edgar.html

http://finance1.doe.mass.edu/Grants/procedure/manual.html



CVTE 24

The district uses Perkins funds in accordance with statutory fund-use rules, including supplement not supplant provisions. For grants in which Perkins funds are used to staff positions, the district has personnel/staff activity reporting of any staff (s) time spent in activities charged to the Perkins grant, and how time charged to the Perkins grant supported Perkins activities. Also, the district has an inventory system in place that allows the district to track and identify items purchased with Perkins funding. Perkins Sections 135



Education Department General Administrative Regulations (EDGAR)http://www.ed.gov/policy/fund/reg/edgarReg/edgar.html

OMB Circular A – 87 HTTP://WWW.WHITEHOUSE.GOV/OMB/CIRCULARS/A087/A087-ALL.HTML


Does the district use Perkins funds in accordance with statutory fund-use rules, including supplement not supplant provisions? If applicable, does the district maintain personnel/staff activity reports for any staff time spent in activities charged to the Perkins grant? How does time charged to the Perkins grant support Perkins activities? Does the district have an inventory system in place that allows the district to track and identify items purchased with Perkins funding?


DOCUMENTATION


Job Descriptions for all Perkins Act allocation grant funded positions

Personnel/staff activity reports of any staff (s) time spent in activities charged to the Perkins grant, and how time charged to the Perkins grant supported Perkins activities.

List of all products that have been developed with Perkins Act allocation grant funding in the current school year and preceding school year, if applicable

Example: If teachers received Perkins-funded stipends to participate in professional development where lesson plans were developed as a result of


http://www.whitehouse.gov/OMB/circulars/a087/a087-all.html

http://www.ed.gov/policy/fund/reg/edgarReg/edgar.html



that professional development

Example: If Perkins funded the development of brochures for the recruitment of students to programs that are nontraditional for one gender

Documentation that the district uses Perkins funds in accordance with statutory fund-use rules, including supplement not supplant provisions




CVTE 25

(Note: This criterion applies only to Chapter 74-approved vocational technical education.)

The district has adequate financial resources to enable the programs to meet current industry and Occupational Safety and Health Administration (OSHA) standards with respect to facilities, safety, equipment, and supplies. Vocational Technical Education Regulations 603 CMR 4.03 (8)

References:



Does the district have adequate financial resources to operate the programs in accordance with current industry and Occupational Safety and Health Administration (OSHA) standards with respect to facilities, safety, equipment, and supplies?


DOCUMENTATION


Program budgets for each Chapter 74 and non-Chapter 74 CTE program offered

Any other documentation showing that the district has adequate financial resources to enable the programs to meet current industry and OSHA standards with respect to facilities, safety, equipment, and supplies





Appendix

The Department understands that several criteria (Criteria 3a, 4, 5, 7 and 22) are challenging, and that districts are approaching these using varied and innovative strategies. To provide flexibility and so that we may fully understand each district’s approach, please include a summary for each of these criteria.

Summaries can include: -who is responsible for the criteria, in whole or in part;

-if there are multiple people responsible, identify the pieces they are each responsible for;-the steps taken to ensure its completion; -a communication plan, if applicable; -approximate timeline; -example of completed project; and-additional context or clarification as needed.
