Located in:
b. 2. A. The Career and Technical Education Programs of Study, That May Be Adopted by Local Educational Agencies and Postsecondary Institutions to Be Offered as an Option to Students (and Their Parents as Appropriate) when Planning for and Completing Future Coursework, for Career and Technical Content Areas That—
a. Incorporate secondary education and postsecondary education elements;
b. Include coherent and rigorous content, aligned with challenging academic standards, and relevant career and technical content in a coordinated, non-duplicative progression of courses that align secondary education with postsecondary education to adequately prepare students to succeed in postsecondary education
c. May include the opportunity for secondary education students to participate in dual or concurrent enrollment programs or other ways to acquire postsecondary education credits; and
d. Lead to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree
Current Narrative:
Term of the Plan
The Delaware State Board of Education (SBE) hereby submits this revised one–year plan for the period July 1, 2016 through June 30, 2017 for operation of programs under the Act. [Sec. 122(a)(1)]
Career and Technical Education Activities Designed to Meet or Exceed the State Adjusted Levels of Performance (Sec. 122(c)(1)(A)–(L)
The Career & Technical Education and STEM Initiatives workgroup provides leadership and technical assistance in an ongoing effort to meet or exceed the state’s adjusted levels of performance. Delaware career and technical education programs at the secondary level must meet the career and technical education requirements under Title 14, Section 525 (Appendix A) and align with the career pathway requirement under Title 14, Section 505 (Appendix B) of the Delaware Administrative Code. Further, all programs must be approved by the State and appear on the state–approved course list for the applicable funding period. Secondary programs of study will meet state and/or nationally developed standards and apprentice related–training programs will follow applicable State apprentice training requirements under Title 19, Section 1100 of the Delaware Administrative Code. Community college programs must be approved by the Board of Trustees at the Delaware Technical Community College.
Delaware offers approximately 350 career and technical courses and programs that span from seventh grade through Associates Degrees, apprenticeship, and industry certification. Perkins funds are used to support programs for students’ in grades 7–14 in 19 school districts, charter schools, the community college system, apprenticeship, correctional institutions, and other eligible recipients. These local educational agencies provide career and technical education programs aligned to the National Career Clusters model, which organizes instructional programs into sixteen career clusters and more specific occupational groupings or career pathways. This organizational structure helps to classify CTE programs of study and benchmark student outcome data to close achievement gaps. Additionally, the structure helps to align CTE programs of study to related occupations and relevant labor market information, ultimately connectingCTE programs to continuing education and career opportunities.
Delaware ensures the alignment ofcareer and technical education (CTE) standards, academic standards, and the career ready practicesthrough a stateapproval process for CTE programs of study. CTE programs are developed, implemented, and continuously improved in cooperation with business and industry partners, institutions of higher education, and the community to ensure academic and technical relevance. Defined pathways and programs of study allow students to demonstrate technical and academic skills and knowledge. Additional learning and leadership opportunities are available through participation in career and technical student organizations (CTSOs). These intra–curricular organizations are essential components of all quality CTE programs and include comprehensive leadership and skill training at local, state, and national competitive events, community service opportunities, and promotion of career planning.
At the secondary level, the DDOE has revised the process for CTE program development, implementation, and continuous improvement. All programs include an alignment to the Common Core State Standards, the Common Career Technical Core, other state and national standards, opportunities for students to demonstrate technical skill attainment, articulation/dual enrollment with related postsecondary credential and degree programs, and the identification of work–based learning experiences. As reported in the annual CAR report each LEA has completed and posted on their website at least one program of study.
Postsecondary CTE programs are developed based on the prerequisite expectations of business and industry partners and align technical and academic skills and knowledge. Further, postsecondary CTE programs provide students with opportunities to engage employers, participate in work–based learning experiences, and opportunities to apply academic and technical knowledge.
Career and Technical Education Programs of Study:
Career and technical education (CTE) programs of study are developed and implemented in consultation with business, industry, educators, and other interested parties and are made available through the DDOE to LEAs, postsecondary institutions, advisory councils, students, parents, and other interested parties as a foundation for planning and completing future coursework for CTE and technical content areas that —
i. Incorporate secondary education and postsecondary education elements;
ii. Include coherent and rigorous content, aligned with challenging academic standards, and relevant career and technical content in a coordinated, non–duplicative progression of courses that align secondary education with postsecondary education to adequately prepare students to succeed in postsecondary education;
iii. Include the opportunity for secondary education students to participate in dual enrollment, concurrent enrollment, course articulation, or other ways to acquire postsecondary education credits; and
iv. Lead to an industry recognized credential or certificate that holds value at the professional or postsecondary levels, or in an associate or baccalaureate degree.