Career and Technical Education
Career Technical Education (CTE) is a program of study that involves the integration of academic knowledge with technical and occupational knowledge. CTE provides students with a pathway to the postsecondary education and careers required in our global economy. All approved CTE programs in Michigan must align their local curriculum to postsecondary and industry standards. Students meeting the program standards have the opportunity to earn college credit and/or certifications.
A description of the state approved CTE programs and where they are offered in Region 25 can be found in the Region 25 CTE Programs Booklet.
The CTE Works Flyer provides information on the importance and benefits of Career and Technical education.
REGION 25 PLANNING
Curriculum and Standards
The system called Michigan CTE Navigator “provides real-time access to Michigan's state approved CTE program standards which is necessary for educational decision-making, management and ultimately student achievement.”
“The web-based, online database is comprehensive, statewide, user-friendly, and instructor-driven and can be used for managing the technical standards, career cluster content, segments, resource content, and academic alignment results for all of Michigan's CTE program areas.”
CTE Navigator is a state-wide online, curriculum tool where you can find Powerpoint presentations and direction sheets.
Articulation Agreements and Programs of Study
A secondary CTE Articulation Agreements is an agreement between a secondary school and a postsecondary institution providing students with a smooth, unduplicated transition from high school to postsecondary education. The Articulation Agreement awards the CTE student post-secondary credit for successfully completing their secondary state approved CTE program and meeting any indicated requirements within the agreement.
The Program of Study outlines the students’ course path that will lead them from secondary education to completion of a post-secondary degree or certificate.
Accountability and Core Performance Indicators
Core Performance Indicators (CPI)
The Carl D. Perkins Career and Technical Education Act requires that states establish a performance accountability system designed to assess the effectiveness of the state in achieving state-wide progress in career and technical education. The state- developed performance measures must consist of core indicators, additional indicators that the state determines, and the state-adjusted levels of performance for the core indicators. States are required to continually make progress toward improving the performance of career and technical education students.
The Core Indicators contained in the Carl D. Perkins Career and Technical Education Act of 2006 (Section 113. Accountability) are listed below with their definition:
1S1 Academic Attainment in Reading/Language Arts
Numerator: Number of CTE concentrators who have met the proficient or advanced level on the state-wide high school reading/language arts assessment administered by the State.
Denominator: Number of CTE concentrators who took the ESEA assessment in reading/language arts whose scores were included in the State’s computation of AYP and who, in the reporting year, left secondary education.
1S2 Academic Attainment in Mathematics
Numerator: Number of CTE concentrators who have met the proficient or advanced level on the state-wide high school mathematics assessment administered by the State
Denominator: Number of CTE concentrators who took the ESEA assessment in mathematics whose scores were included in the State’s computation of AYP and who, in the reporting year, have left secondary education.
2S1 Technical Skill Attainment
Numerator: Number of CTE concentrators who passed technical skill assessments that are aligned with industry-recognized standards, if available and appropriate during the reporting year.
Denominator: Number of CTE concentrators who took assessments during the reporting year.
3S1 School Completion
Numerator: Number of CTE concentrators who earned a regular secondary diploma, earned a GED equivalent credential, or earned a State recognized equivalent, during the reporting year.
Denominator: Number of CTE Concentrators who, in the reporting year, were included in the State's computation of its five-year graduation rate.
4S1 Student Graduation Rates
Numerator: Number of CTE concentrators who, in the reporting year, were included as graduated in the State’s computation of its graduation rate
Denominator: Number of CTE concentrators who, in the reporting year, were included in the State’s computation of its graduation rate
Numerator: Number of 11th and 12th grade CTE completers who left secondary education and were placed in postsecondary education or advanced training, in the military service, or employment in the third quarter following the program year in which they left secondary education.
Denominator: The number of 11th and 12th grade CTE completers who left secondary education during the reporting year.
6S1 Nontraditional Participation
Numerator: Number of CTE participants from underrepresented gender groups who participated in a program that leads to employment in nontraditional fields during the reporting year.
Denominator: Number of CTE participants who participated in a program that leads to employment in nontraditional fields during the reporting year.
6S2 Nontraditional Completion
Numerator: Number of CTE students in non-traditional programs who completed program and left school in the reporting year.
Denominator: Number of CTE participants from underrepresented gender groups, who had participated in a program that leads to employment in nontraditional fields and who left school in the reporting year.
Definition of Completer and Concentrator:
Completer: A CTE student will have completed, with a grade of 2.0 or better, course sections which covered all 12 segments (and taken the state technical skill assessment, where applicable)
Concentrator: A CTE student will have completed, with a grade of 2.0 or better, course sections covering seven or more segments
Region 25 CPI Data and Improvement Plans
“The Classification of Instructional Programs (CIP) Self-Review is a tool developed to assist with monitoring career and technical education (CTE) programs and help those programs to determine areas where program improvement is needed.”
Resources for completing the CIP Self-Review can be found on MCCTE Navigator and the MDE OCTE websites.
Teachers requiring technical assistance should contact a Wayne RESA CTE Consultant.
A calendar has been established identifying periodic and ongoing Navigator documentation submissions.
In order to allow the necessary time required to provide assistance and adequate review of Region 25’s programs, all CTE programs identified as part of the current year’s Regional 20% CIP Monitoring Schedule are required to follow the Navigator Upload Calendar.
Any program part of the previous year’s Regional 20% CIP Monitoring Schedule with an incomplete review or indicated as having areas of high concern, will be included in the current year’s schedule.
100% of Region 25 district/school state approved CTE programs must be reviewed annually by the identified CTE Director or designee through the completion of the CIP Self-Review via MCCTE Navigator before the close of the school year.
“The purpose of CTE Assessments used by the Office of Career and Technical Education (OCTE) is to measure student attainment of career and technical skill proficiencies as part of an accountability system designed to assess the effectiveness of Michigan Secondary Career and Technical Education programs.”
“Results of these assessments are reported, in aggregate, to the U.S. Department of Education Office of Vocational and Adult Education (OVAE) to meet requirements under the Carl D. Perkins Act of 2006 (Perkins IV). Perkins IV requires states to report on student attainment of career and technical skill proficiencies, including student achievement on technical assessments that are aligned with industry-recognized standards, if available and appropriate.”
“Because these assessments were identified solely for the purpose of assessing CTE program effectiveness, their use for measuring student progress or outcomes has not been evaluated and no assumptions should be made regarding their appropriateness for this purpose. The results of these assessments may be used as one among several sources of information about individual student knowledge, skills or progress but should not be used as the sole or determining factor to evaluate individual student progress or skill attainment. OCTE does not recommend using the results of these assessments as the sole element in determining program advancement, final examination scores, or as the determining factor in employment, or admission to postsecondary education decisions.”
Information and resources related to CTE Technical Skills Assessments can be found by visiting the MDE OCTE Technical Skills Assessment page.
An online career guidance and planning system.1-800-965-8541 email@example.com
The new state-wide online, curriculum tool. There also are Powerpoint presentations and direction sheets.
Oversees high school instructional programs that teach students skills in a specific career cluster