Core Performance Indicators

2022-2023 CTE PERKINS

Core Performance Indicator (CPI) and Activity Selections

CPI SELECTIONS

1S1 - Four-Year Graduation Rate

2S1 - Academic Proficiency in Reading Language Arts

2S2 - Academic Proficiency in Mathematics

2S3 - Academic Proficiency in Science (Not Required, but Optional)

3S1 - Post-Program Placement

4S1 - Nontraditional Program Concentration

5S1 - Program Quality- Attained Recognized Postsecondary Credential

ACTIVITY SELECTIONS FOR EACH CPI

1S1 - Four-Year Graduation Rate

Activity Selections:

1. Support Services: Identify and provide support services to students enrolled in state-approved CTE programs at-risk of dropping out of high school or not graduating with their 4-year cohort.
2. Mentoring: Provide activities to increase student engagement and retention in CTE programs.
3. Postsecondary Options: Support participation in articulated credit, direct credit, Early Middle College, or dual enrollment options for students at-risk of dropping out.
4. Attendance: Track attendance of CTE students and implement a technique to notify parents.

2S1 - Academic Proficiency in Reading

Activity Selections:

1. Support: CTE students with deficiencies in reading skills will receive appropriate support services.

2. Professional Development: CTE instructors will receive training on the integration of reading concepts in their CTE programs and the use of contextual reading activities.

3. Use of Quality Data: Quality data and comprehensive local needs assessments will be used to drive decision-making to continuously improve CTE student skills in reading.

4. Curriculum Integration: The educational agency will align CTE curricula with reading content expectations aligned to MMC Academic Competencies within CTE program.

2S2 - Academic Proficiency in Math

Activity Selections:

1. Support: CTE students with deficiencies in math skills will receive appropriate support services.

2. Professional Development: CTE instructors will receive training on the integration of math concepts in their CTE programs and the use of contextual math activities.

3. Use of Quality Data: Quality data and comprehensive local needs assessments will be used to drive decision-making to continuously improve CTE student skills in math.

4. Curriculum Integration: The educational agency will align CTE curricula with math content expectations aligned to MMC Academic Competencies within CTE program.

2S3 - Academic Proficiency in Science

Activity Selections:

1. Support: CTE students with deficiencies in science skills will receive appropriate support services.

2. Professional Development: CTE instructors will receive training on the integration of science concepts in their CTE programs and the use of contextual science activities.

3. Use of Quality Data: Quality data and comprehensive local needs assessments will be used to drive decision-making to continuously improve CTE student skills in science.

4. Curriculum Integration: The educational agency will align CTE curricula with science content expectations aligned to MMC Academic Competencies within CTE program.

3S1 - Post-Program Placement

Activity Selections:

1. Program Improvement/Placement: Use placement and labor market data and skill set requirements to evaluate and improve programs and increase student placement.

2. Employer Involvement: Increase employer awareness of student qualifications, credential, and availability for related employment.

3. Student Career Options: Improve student awareness of career options, related to credential, employment, and postsecondary education opportunities.

4. Completion of CTE Programs: Support and encourage CTE students to complete their CTE program and seek postsecondary education, advance training, military service or a service program that receives assistance under National and Community Service Act, and/or employment in high wage, high skill, high demand careers.

5. Skills for Placement: CTE students are provided the opportunity to develop skills and credential related to successful placement in employment and/or postsecondary education.

4S1 - Nontraditional Program Concentration

Activity Selections:

1. Career Awareness: Increase student awareness of nontraditional career options.

2. Outreach: Conduct nontraditional CTE recruitment and enrollment activities.

3. Remove Bias: Assess and modify programs to remove gender bias and incorporate gender fair strategies.

4. Support: Provide services to nontraditional CTE students to support retention.

5. Role Models: Provide nontraditional role models/mentors.

5S1 - Program Quality - Attained Recognized Postsecondary Credential

Activity Selections:

1. Program Standards: Implementation of the required state-approved CTE program standards, including curriculum improvement, and strategies to strengthen the recognized credential requirements.

2. Program Expectations: CTE teachers will assist students to develop an understanding of all aspects of an industry consistent with program and credential requirements.

3. Credential Attainment: Update program expectations and course requirements so that CTE students will understand and meet program standards consistent with credential requirements.

4. Support Services: Provide tutoring, support services, and learning opportunities for CTE students to help them achieve the technical skills required in the CTE program.

5. Program Improvement :Purchase of instructional equipment for state-approved programs with collaborative support from business and industry partners.

6. Work-Based Learning: Implement a continuum of sustained work-based learning opportunities for each student related to the business and industry cluster.

7. Professional Development: CTE instructors will receive annual industry-related training that demonstrates technical knowledge and skills, as well as, integration of credentials and competencies in the related CTE area.