Career And Technical Education Administrator Manual

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Career andTechnical EducationAdministrator ManualMichigan Department of EducationOffice ofCareer and Technical Education2017

ACKNOWLEDGMENTSAs you can see by the scope of this document, it would not have been possible tocomplete without the input and assistance of many, many people.The consultants in the Career Readiness Unit provided updated information on eachof their unique career cluster specialty areas, as well as contributions to othersections of the Manual, as appropriate. Likewise, staff within the Grants,Assessments, Monitoring, and Evaluation Unit were very instrumental in editingsections from the previous manual and in developing sections referring to changesin state and federal legislation.Every member of the Office of Career and Technical Education staff assisted withthis project. It has proven to be a learning experience for all in outlining theevolution of process, policy and procedures from “what was” to “what needs to be.”My thanks to everyone for their persistence and hard work.Patty Cantú, DirectorOffice of Career and Technical Education2

FOREWORDThis Career and Technical Education Administrator Manual, (Michigan Departmentof Education, Office of Career and Technical Education) is for the Career andTechnical Education Administrator and includes information targeted for use bythose filling this role. This manual does not contain all-encompassing information,rather it provides a summary of aspects of career and technical education that willassist an administrator. Most of the information provided is a summary of what hasbeen provided through technical assistance and professional development programsoffered by the Office of Career and Technical Education staff.Basic information relating to the responsibilities of administrators is provided in thismanual. When more complete information is needed on any topic presented in themanual, the user should not hesitate to seek and use additional sources ofinformation. Documents containing more comprehensive information, such asapplications, instructions and supporting materials, assistance needed for regionalplanning, alignment of programs, alignment of curriculum for program articulation,and many other topics are provided in technical assistance and professionaldevelopment meetings and/or are on the Office of Career and Technical Educationwebsite, www.michigan.gov/octe. These documents, and the information theycontain, are not duplicated in this manual.The state-approved CTE program career clusters listed in Section 4 are abbreviatedversions of information written specifically for the administrator. For more completeinformation, please contact the Office of Career and Technical Education and speakwith the program consultant for the career cluster.We sincerely hope that you find this document and its revisions useful in your work.3

ACRONYMS AND ABBREVIATIONSThe following is a list of acronyms and abbreviations used throughout this manual.AMAAssessment Monitoring and AccountabilityCEPDCareer Education Planning DistrictCTEISCareer and Technical Education Information SystemCTEPDCareer and Technical Education Professional DevelopmentCIPCTE Instructional ProgramCRCRCivil Rights Compliance ReviewCRUCareer Readiness UnitCTECareer and Technical EducationCTSOCareer and Technical Student OrganizationEDPEducational Development PlanFCSFamily and Consumer ScienceFERFinancial Expenditure ReportGAMEGrants, Assessments, Monitoring, and Evaluation UnitIDEAIndividuals with Disabilities Education ActIEPIndividualized Education ProgramIPEIndividual Plan for EmploymentISDIntermediate School DistrictLEALocal Educational AgenciesLTCSLess-Than Class SizeMCCTEMichigan Center for Career and Technical EducationMDEMichigan Department of EducationMEDCMichigan Economic Development CorporationMEISMichigan Education Information SystemMMCMichigan Merit CurriculumMSDSMichigan Student Data System4

MVHSMichigan Virtual High SchoolMVUMichigan Virtual UniversityOAGOffice of the Attorney GeneralOCTEOffice of Career and Technical EducationOPPSOffice of Professional Preparation ServicesPARPersonal Activity ReportPCPersonal CurriculumPerkinsCarl D. Perkins Career and Technical Education Act of 2006POSPrograms of StudyPSAPublic School AcademyTDCCTalent District Career CouncilTRACTechnical Review, Assistance and ComplianceWDAWorkforce Development AgencyWDBWorkforce Development BoardWBLWork-Based Learning5

TABLE OF CONTENTSAcknowledgments . 2Foreword . 3Acronyms and Abbreviations . 4Section 1 . 9Career and Technical Education Administrators Roles and Qualifications. 9Role of CEPD Administrators . 9Role of Local Directors of Career and Technical Education . 12Qualifications for Administrator Certification in Michigan . 14Qualifications to Apply as a New Local or CEPD CTE Administrator forReimbursement . 14Reimbursement Procedures . 15Reimbursement Eligibility . 15Eligible Agencies Reporting CTE Administrative Costs . 15Section 2 . 16Perkins Federal Programs . 16Perkins Secondary Grants . 16Regional Leadership Team . 17Application for Funds . 18Criteria for Funding . 18Tech Prep Grants . 18Section 3 . 19State School Aid Act . 19Career and Technical Education Funding Through the State School Aid ActSection 61a(1) (Added Cost) . 19Determining Section 61a(1) Reimbursement Rate. 19Determining a CTE Student Hour . 19Priority Funding . 20Expenditure Guidelines . 20Section 4 . 21State-Approved Career and Technical Education Programs . 21Description of State-Approved Career and Technical Education Programs . 21Definition of CTE Programs . 22CIP Self-Review Program Criteria. 22CTE Curriculum Integration . 23Program Completer. 236

Career Clusters . 24Agriculture, Food and Natural Resources Career Cluster . 25Architecture and Construction Career Cluster . 26Arts, A/V Technology and Communications Career Cluster . 27Business Management and Administration Career Cluster . 28Energy . 28Education and Training Career Cluster. 28Finance Career Cluster . 28Government and Public Administration Career Cluster . 29Health Science Career Cluster . 29Hospitality and Tourism Career Cluster . 30Human Services Career Cluster . 30Information Technology Career Cluster . 31Law, Public Safety, Corrections and Security Career Cluster . 32Manufacturing Career Cluster . 32Marketing Career Cluster . 33Science, Technology, Engineering and Mathematics Career Cluster . 33Transportation, Distribution and Logistics Career Cluster . 34Family and Consumer Sciences . 35Section 5 . 36Instructional Program Resources . 36Planning and Development of New Secondary Career and Technical EducationPrograms. 36Needs Assessment to Support Establishment of a New CTE Program . 36CTE Program Criteria . 38CTE Instructional Program Self Review and Related TRAC Process . 38Work-Based Learning Process and Resources . 42Requirements . 45Advisory Committees . 52Career and Technical Student Organizations . 52Section 6 . 55Services for Special Populations Students Enrolled in CTE Programs . 55Special Populations . 55Section 7 . 72Technical Assistance Activities . 72Overview of the OCTE Units . 72Career Development Activities . 75Technical Review, Assistance and Compliance . 787

Professional Development. 79Civil Rights Compliance . 79Data, Evaluation, and Accountability . 80Section 8 . 82Financial Administration for CTE Programs . 82Purpose and Background . 82Federal Administrative Requirements . 83CTE Perkins Requirements . 86Perkins Grant Procedures . 92Public School Funding . 95Noncompliance Provisions . 97Resources. 99Section 9 . 100Data, Evaluation and Research . 100CTE Technical Skills Assessments . 100Career Technical Education Information System . 101Perkins Performance Indicators . 102Regional Improvement Plan . 103Section 10 . 104Resources . 104Frequently Asked Questions and Answers . 104Web Based Resources . 1048

SECTION 1Career and Technical Education Administrators Roles andQualificationsThe challenges facing CTE demand the availability of highly qualified CTEadministrators to meet the needs of youth, adults, business, industry, and labor inthe state. Knowledgeable administrators with strong leadership skills and acommitment to serving the career and technical education needs of high schoolstudents and adults are even more important today with the need for continuedeconomic growth, high academic standards, and a globally competitive workforce.Sections 61a(1) and 61b of the State School Aid Act, other CTE categoricals, andfederal legislation, including Perkins, provide funding to support comprehensivecareer-related education opportunities for both youth and adults in communitiesstatewide. Educators at both the secondary and postsecondary level must plantogether cooperatively to demonstrate that CTE can deliver the programs andservices needed in their region.Planning must also be done in cooperation with business, industry, and labor toreflect their changing needs for trained personnel. Coordination and cooperationamong educational agencies to share students and resources are essential if CTE isto grow and flourish in many areas of the state. Appropriate CTE administration andleadership will help to make this happen. CTE leadership must maintain thesecondary delivery system and improve or initiate the relationship with the adultCTE student, economic development initiatives, and postsecondary education.Role of CEPD AdministratorsLeadership and Technical Assistance1. Provide technical assistance, leadership, and coordination for planningactivities in the CEPD.2. Initiate, facilitate, and help to implement an interagency approach toproviding CTE services to special populations students enrolled in CTE.3. Provide administrative assistance for those districts lacking CTE directors. Insome cases, the CEPD Administrator also functions as the Local CTE Directorand will perform/administer Local CTE Director duties.4. Provide technical assistance for LEAs operating or desiring to operate CTEprograms. Complete program review and evaluation of state-approved CTEprograms and submit requested documentation to the OCTE.5. Oversee program management functions, new CTE programs, financialreports, and data reports for the region.9

Coordination1. Initiate and develop activities necessary to bring about closer business/industry/ education cooperation, including postsecondary partnerships, aswell as work with community workforce and economic development activities.2. Initiate activities necessary for the coordination and articulation of programsand services between and among secondary and postsecondary institutionsto train youth, as well as adults.3. Promote and coordinate gender equity activities that result in the enrollmentand completion of students in CTE programs that are nontraditional for theirgender.4. Initiate and develop activities necessary to bring about closer cooperationbetween CTE and academic partners.5. Provide leadership and coordination of CTE technical skills assessments forthe region.Planning and Evaluation1. Provide leadership and/or support for CEPD/regional program developmentactivities.2. Provide information about the CEPD and regional programs to the EducationAdvisory Group.3. Serve as liaison between the CEPD and the OCTE on matters relating toplanning and evaluation.4. Provide leadership to assist local educational agencies in meeting coreperformance indicator requirements under the Carl D. Perkins Act.5. Provide leadership for conducting CIP Self Review of the local districts’delivery systems for CTE. At least 20% of all programs must be reviewedeach year in Navigator. Review documents must be kept on file at the local,CEPD, and/or regional level.Job PlacementServe in a leadership role in the design and implementation of a placement deliverysystem for career and technical education completers, which includespostsecondary, job, and military opportunities.Professional Development1. Coordinate professional development activities for CTE staff, support staff,career guidance personnel, and appropriate school administrators.2. Coordinate CRCR and onsite monitoring TRAC workshops for local educationalagencies within the CEPD to prepare for onsite reviews and in meeting othercompliance obligations in the absence of a Local CTE Director.10

3. Participate in state-sponsored in-services, meetings, and conferences toremain current in the OCTE policy, procedures, and requirements.Data Management4. Serve as the primary link for coordinating CTE data collection on the CTEIS,including student follow-up reports.5. Provide technical assistance and facilitate LEA reporting procedures so thatthe OCTE forms and reports are completed accurately and in a timelymanner.Technical Skills AssessmentsCEPD Administrators are responsible for determining how technical skill assessmentadministration will be coordinated within the CEPD. CEPDs have different studentsto be tested, varying by program area or cluster. Some CEPDs may choose tocoordinate assessment ordering and administration at the CEPD level, which othersmay choose to have each district or building within the CEPD order and administerassessments individually. OCTE directs all communication regarding technical skillassessments to CEPD administrators who are expected to share the informationwithin the CEPD.Different assessment vendors may require different procedures for orderingassessments and for obtaining assessment reports. It is recommended that one ormore individuals be identified as assessment coordinators to handle the technicalskill assessment logistics. Specific responsibilities include:1. Determine how technical skill assessment ordering, administration, andreports will be coordinated within the CEPD.2. Identify one or more assessment coordinators within the CEPD to handle thetechnical skill assessment logistics, including:a. Identify students to be assessed or coordinate identification withineach program/school/class.b. Determine whether there are students to be assessed who requireassessment specific accommodations specified in the student’s IEP.c. Coordinate space and equipment assessments (usually computer labs).d. Order assessments according to vendor requirements.e. Identify and arrange for appropriate assessment proctors.f. Oversee assessment administration logistics.g. Ensure that assessment reports are provided to administrators,teachers, and students, where available.h. Coordinate with OCTE to ensure that assessment data are completeand accurate.11

i. Coordinate review and correction of unmatched assessment scoresduring summer open period.3. Share all information regarding assessments with appropriate staff within theCEPD.4. Review assessment data for accuracy.Role of Local Directors of Career and Technical EducationProgram Review/Planning and Development1. Assure that the district’s CTE delivery system is based upon goals andobjectives in accordance with state program standards and guidelines and isapproved by the local board of education.2. Provide leadership for conducting CTE CIP Self Review of the district’sdelivery system for CTE. At least 20% of all programs must be reviewed eachyear in Navigator. Program review documents are available from the OCTE.Review documents must be kept on file at the local, CEPD, and/or regionallevel.3. Annually develop, update, and prepare with the CEPD/region, a plan forproviding secondary career and technical education in the district.4. Provide leadership and direction for program evaluation and improvement.Program Management1. Assure that appropriately certified or approved personnel, including supportpersonnel, are employed in all positions requiring such qualifications.2. Provide technical assistance to district administration and staff to meet stateand federal guidelines and requirements for state-approved CTE programs.3. Facilitate and/or coordinate the acquisition of appropriate instructionalequipment, supplies, and materials for all state-approved CTE programs inthe district.4. Facilitate efforts to locate programs in facilities that are safe, accessible, andoperated with equipment that meets local, state, and federal guidelines.5. Prepare and oversee the district’s budget for CTE programs.6. Accountable for data collection and submission of all state and federalrequired reports within the timelines prescribed.7. Accountable, along with other district administrators, for CTE recordsmaintenance and accuracy.8. Responsible for the district’s annual follow-up survey and assist in meetingthe state’s goals of obtaining a 100% response rate from programcompleters.12

9. Assist with postsecondary and job placement services for CTE students.10. Provide leadership and technical assistance to staff regarding use ofmaterials, services, and programs that achieve gender equity, helpeliminate gender bias, discrimination, and stereotyping, and promotenontraditional enrollments and completion.11. Promote and actively encourage involvement in CTE student organizations.12. Ensure that CTE curriculum is consistent with state program standards andrepresentative of labor market needs.13. Provide leadership and technical assistance to ensure access to CTEprograms for special populations students.14. Provide leadership to ensure CTE advisory committees are established andutilized in planning, reviewing, and promoting each CTE program offered.15. Provide leadership in comprehensive guidance and counseling services forCTE students.Professional Development1. Responsible for promoting and/or providing CTE in-service activities forpersonnel in the district.2. Participate in state-sponsored in-services, meetings, and conferences toremain current in the OCTE policy, procedures, and requirements.Collaboration and Coordination1. Participate in CEPD/regional-level planning and coordination meetings andactivities to maximize cooperation among and between agencies offering CTEand/or employment and training programs.2. Encourage program coordination and curriculum articulation withpostsecondary agencies.3. Participate in efforts to bring about closer business/industry/labor/education/government cooperation and work with community economicdevelopment activities.4. Participate in marketing CTE activities with other agencies in the CEPD.5. Encourage program coordination and articulation between local educationalagencies, area CTE programs, and postsecondary partners.6. Develop and initiate activities necessary to bring about closer cooperationwith CTE and academic partners.Program MarketingPlan and lead marketing activities within the CEPD/region and districts to createincreased understanding and awareness of CTE programs, needs, and successes.13

Technical Skill AssessmentsCEPD Administrators have responsibility for determining how technical skillassessment administration will be coordinated within their CEPD. Some CEPDadministrators may choose to delegate coordination of technical skill assessmentordering, administration, and reports to Local CTE Directors. Local CTE Directorsshould check with CEPD Administrators regarding technical skill assessmentcoordination within the CEPD.Qualifications for Administrator Certification in MichiganMCL 380.1246 mandates that a school district, PSA or ISD shall not continue toemploy a person as a superintendent, principal, assistant principal, or other personwhose primary responsibility is administering instructional programs unless theperson meets one or more of the following requirements:1. If employed as a school administrator before January 4, 2010, and theperson has completed the continuing education requirements, he or she isnot required to hold administrator certification.2. If employed as a school administrator after January 4, 2010, the person musthold a valid school administrator certificate or be enrolled in a programleading to certification as a school administrator not later than six monthsafter he or she begins the employment. The person then has three years tocomplete certification requirements or the school district, PSA, or ISD shallnot continue to employ the person as a school administrator.For more information, contact the OPPS, at 517-373 3310.Qualifications to Apply as a New Local or CEPD CTE Administrator forReimbursementApproval of a full-time administrator of career and technical education is dependentupon meeting the requirements established by the OCTE. In addition, the districtmust be operating a minimum of three wage-earning programs. Half-timeadministrator positions may be considered under unusual or exceptionalcircumstances.The following credentials for new CTE administrator approval must be submittedwith the reimbursement application:1. Education Credentialsa. Secondary CTE administrators shall be graduates of an approved andaccredited college or university with at least a master's degree, andb. Shall have completed preparation in the administration, supervision,and organization of educational programs.A copy of the transcript of all course work must be submitted. This need notbe an official transcript. Student copies are acceptable.2. Experience Credentials14

a. Secondary CTE administrators shall have had a minimum of threeyears of experience in administering and/or teaching in CTE programs.The following documents must be provided:i. A current resume or curriculum vitaeii. A copy of the teaching certificate and/or vocational authorization(required)iii. A copy of Administrator Certification or evidence of prioremployment as an administratorReimbursement ProceduresApplications for full-time CEPD or CTE administrator reimbursements are approvedannually. Form CTE-4003 may be obtained upon request, by writing to the Office ofCareer and Technical Education, PO Box 30712, Lansing, Michigan 48909.Reimbursement EligibilityOnly school districts with administrators who meet the requirements established bythe OCTE will be eligible to receive funds under Section 61a(2) of the State SchoolAid Act.Approved CEPD Administrators and Local Director of CTEs will be funded basedupon a flat rate reimbursement. Reimbursement is limited to a maximum of 18,000 per administrator. Administrator reimbursement is based on thepercentage of time devoted to functions as a CTE administrator, if the person isemployed at least 50 percent in CTE administrative functions.Eligible Agencies Reporting CTE Administrative CostsOnly school districts which receive administrator reimbursement funds (Section61a(2) will be eligible to report these administrator expenditures on the CTE FundExpenditure Report (CTE-4033). The intent of state funding for administrators is tohelp offset the cost of approved CTE administrators’ salaries.CEPD Administrators receive first priority for reimbursement of Section 61a(2)funds. The funds will be distributed to CEPD Administrators up to 18,000 (oragreed upon) cap. The remaining funds will then be equally divided amongapproved Local Director of CTEs.The amount of state aid reimbursement received by Local Directors of CTE isdependent upon the number of approved administrators, as well as the amount offunds remaining once CEPD Administrators have been reimbursed.15

SECTION 2Perkins Federal ProgramsThe OCTE has responsibility for major CTE programs of study that affect high schoolthrough postsecondary learners. OCTE has primary responsibility to administerPerkins. The purpose of the Act is to more fully develop the academic and careerand technical skills of students who elect to enroll in CTE programs. For moststudents, a postsecondary experience with specific focus on workforce preparationwill be necessary for gaining economic independence. The goal of career andtechnical education is to ensure that students have the academic foundations aswell as the specific technical skills, to enter and succeed in their postsecondaryprogram.Perkins provides opportunities for students in grades 9-16 to pursue specific CTEprograms of their choice.State-approved secondary CTE programs provide academic and technical skilldevelopment, knowledge of all aspects of the industry, and the opportunity forWBL. These secondary CTE programs lead directly to Perkins POS at thepostsecondary level.Perkins Secondary GrantsPerkins provides federal funding to support and improve CTE programs, consistentwith state and regional high skill, high wage, and high demand occupations. Th

of Education, Office of Career and Technical Education) is for the Career and Technical Education Administrator and includes information targeted for use by those filling this role. This manual does not contain all-encompassing information, rather it provides a summary of aspects of career and technical education that will assist an administrator.

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