Current through Register No. 12, March 21, 2024
(a) Pursuant to
Ed
306.27, all high school career and technical education
(CTE) programs shall be a partnership between the high school and the regional
CTE center, established under RSA 188-E.
(b) An approved CTE program shall be one
that:
(1) Delivers multi-level career and
technical education, as defined in
Ed
306.02(b), in sequential fashion,
based on program-specific competencies endorsed by CTE and business
leaders:
(2) Utilizes competencies
aligned with national industry standards that have been vetted through both
business and industry and postsecondary education;
(3) Offer students a career pathway plan of
study that establishes an educational progression from secondary through
postsecondary, which culminates in a postsecondary educational degree or
credential in the student's chosen career field or to a career in the student's
identified field in a supportive capacity for students with disabilities whose
IEP teams have determined that the student, even with accommodations and or
modifications, is unable to meet licensure or certification
requirements;
(4) Implements
third-party assessments as recognized and designated by the
department;
(5) Is in one of the
following nationally recognized career cluster areas:
a. Agriculture, food, and natural
resources;
b. Architecture and
construction;
c. Arts, audiovisual
technology, and communications;
d.
Business, management, and administration;
e. Education and training;
f. Finance, including personal financial
literacy;
g. Government and public
administration;
h. Health
science;
i. Hospitality and
tourism;
j. Human
services;
k. Information
technology;
l. Law, public safety,
and security;
m.
Manufacturing;
n. Marketing, sales,
and services;
o. Science,
technology, engineering, and mathematics including technology education;
and
p. Transportation,
distribution, and logistics;
(6) Provides instruction that embeds:
a. Program-related, competency-based academic
knowledge;
b. High employability
skills and performance skills, including:
1.
Acting as a responsible and contributing citizen and employee;
2. Applying appropriate academic and
technical skills;
3. Attending to
personal and financial well-being;
4. Communicating clearly, effectively and
with reason;
5. Considering the
environmental, social and economic impacts of decisions;
6. Demonstrating creativity and
innovation;
7. Employing valid and
reliable research strategies;
8.
Utilizing critical thinking to make sense of problems and persevere in solving
them;
9. Modeling integrity,
ethical leadership and effective management;
10. Planning education and career path
aligned to personal goals;
11.
Using technology to enhance productivity; and
12. Working productively in teams while using
cultural/global competence;
c. Math, English language arts, and science
consistent with
RSA
193-C:3,III;
d. Occupation-specific skills that provide
the individual student with the ability to be college and career ready and able
to adapt to the changing demands of the workplace; and
e. Supportive capacity for students with
disabilities whose IEP teams have determined that even with accommodations the
student is unable to meet licensure or certification requirements;
(7) Offers approved CTE programs
in a safe environment for students that:
a.
Meets safety standards established by national associations and adopted as
administrative rules by New Hampshire licensing boards for the particular
career;
b. Do not exceed 24
students in each laboratory class; and
c. Comply with all state and federal child
labor laws;
(8)
Coordinates with postsecondary or apprenticeship programs, or both;
and
(9) Coordinates with business
and industry based programs.
(c) Receiving districts shall collaborate
with various CTE stakeholders, including, but not limited to:
(1) Business and industry, including, but not
limited to:
a. Regional advisory committee
participation;
b. Program advisory
committee participation;
c. Core
competency development and review;
d. National industry standards adherence;
and
e. State industry economic
initiatives and labor demands;
(2) Postsecondary institutions;
(3) Specific program area state governing
boards, including, but not limited to, the:
a. State board of nursing;
b. State board of cosmetology;
c. Mechanical licensing board previously
known as the plumbing safety and licensing board;
d. New Hampshire electricians
board;
e. State apprenticeship
advisory council;
f. National
automotive technicians education foundation;
g. Bureau of emergency medical services;
and
h. NH fire standards and
training commission;
(4)
State department of labor;
(5) U.S.
office of vocational and adult education;
(6) U.S. office for civil rights;
and
(7) Other such governing bodies
as are identified by the department.
(d) Each regional CTE center shall establish
and provide a comprehensive, sequentially designed curriculum, providing
instruction that supports the achievement of the statewide CTE core
competencies offered at that regional CTE center.
(e) For each CTE program within each regional
CTE center, the center shall provide for the ongoing, authentic assessment of
competencies aligned with the requirements of
Ed
306.34(b)(2) using multiple formative
and summative assessment instruments that are aligned with the state and
district content and performance standards.
(f) Examples of such assessment shall
include, but not be limited to:
(1) Teacher
observations of student performance;
(2) Competency-based or performance based
assessments;
(3) Common assessments
developed locally;
(4) Project
evaluation rubrics applied to integrated curriculum assignments, extended
learning opportunities, and out of school learning environments; and
(5) Third-party technical assessments that
are aligned with industry standards, as recognized and designated by the
department.
(g) Each CTE
center shall report the academic performance of each student on a regular basis
as follows:
(1) Distribute a summary of
individual student performance to parents at least 3 times each year;
(2) Provide an opportunity for parents to
meet individually with their student's teachers about their student's
performance at least once during the school year; and
(3) Report aggregate data to all sending
schools regarding student performance disaggregated by each career and
technical education program.
(h) For the CTE programs at all regional CTE
centers, centers shall demonstrate how school and student assessment data are
used to evaluate, develop and improve curriculum, instruction and
assessment.
The amended
version of this section by
New
Hampshire Register Volume 35, Number 27, eff.6/29/2015 is not yet available.
The amended
version of this section by
New
Hampshire Register Volume 36, Number 06, eff.1/8/2016 is not yet
available.
