Current through Vol. 42, No. 1, September 16, 2024
(a)Advisory committee. Each
approved CareerTech program must have an occupational advisory committee that
is formally organized and meets at least once annually. The membership of the
advisory committee must be diversified with the majority of membership
representative of occupations for which the program is training.
(b)Civil rights compliance. In
order to receive federal funds, local administrators must comply with all civil
rights procedures and prohibitions that include, but are not limited to, the
following:
(1)Annual public
notification. All recipients offering CareerTech programs shall, at the
beginning of the school year, advise parents, employees, students, and the
general public that all occupational opportunities will be offered without
regard to race, color, national origin, sex, age, or disability.
(2)Employment. Recipients
offering CareerTech programs shall not engage in any employment practice that
discriminates on the basis of race, color, national origin, sex, age, or
disability.
(3)
Accommodations
for individuals with disabilities. Students with disabilities shall be
placed in the regular educational environment of any career and technology
education program unless it can be demonstrated that the education of the
individual with a disability, even with the use of support services, cannot be
achieved satisfactorily.
(A)Support
services. Support services are considered on a case-by-case basis and
depend on the functional impact of the individual student's disability on
learning and which laws to the student's education. Decisions on what type of
support services are to be utilized are a team decision. The team is made up of
persons knowledgeable of the student, their disability, the course requirement
as well as the local policy and laws.
(B)Individual needs. When
students with disabilities are enrolled in any career and technology education
program, evidence must exist as to how the student's individual needs are being
met.
(C)Participation in and
review of IEP/504 Plans. A representative of the area technology center
shall be on the IEP/504 team when enrollment in a career and technology
education program is considered to be an appropriate part of the student's
IEP/504 Plan. Career and technology education instructors, whether teaching in
an area technology center or in a comprehensive school program, shall have
access to a copy of the IEP/504 Plan before the identified student enters the
program. State accreditation standards: Part I, Standard III, Support Services,
210:35-11-51(b).
Guidance and counseling services; Part II, Standard III, Support Services,
210:35-13-74(e).
(D)
Standard IV OAC
210:35-11-31.Program
of studies. Students who have Individualized Education Programs may earn
academic credit toward high school graduation for coursework completed in a
career and technology education program, provided that state and federal
legislation and policies are followed and:
(i) The IEP team documents the specific
competencies for the career and technology education program which address the
sets of competencies and/or Prior Academic skills required for the academic
course and that the course is taught by a highly qualified teacher:
(ii) The IEP is developed with the full
participation, as an IEP team member, of a representative from the technology
center in which the student will be enrolled:
(iii) The specific course for which the
student will receive credit is documented through individualized education
program for the student; and,
(iv)
The high school and the IEP team monitor the student's progress to assure both
the high school and the technology center are meeting the provisions of the
IEP, [34CFR 300.347]
(E)Adult 504 Plans. Students who
have provided appropriate documentation of a disability, who have been
determined under Section 504 of the Rehabilitation Act or the Americans with
Disabilities Act as a qualified individual with a disability in relation to the
career and technology education program, and who require necessary
accommodations in order to participate in and benefit from career and
technology education will have an accommodation plan in place. This plan will
be developed by a group of persons knowledgeable about the student, including
the student, and will specify the agreed upon services necessary for the
student to participate in and benefit from career and technology
education.
(F)Staff
Development. Regular staff development shall include instruction in
maintaining confidentiality, modifying instruction, and reviewing and
interpreting special needs documents.
(4)Apprenticeship. Agreements
entered into for the provision or support of apprenticeship training shall not
discriminate on the basis of race, color, national origin, sex, age, or
disability, and should so state.
(5)
Comparable facilities.
(A)Facilities. Changing rooms,
showers, and other facilities provided for CareerTech students of one sex shall
be comparable to those provided to CareerTech students of the other
sex.
(B)Nondiscrimination. CareerTech
facilities may not be located, constructed, modified, or renovated in a manner
that creates, maintains, or increases student segregation on the basis of race,
color, national origin, sex, age, or disability.
(6)Financial assistance.
Financial assistance in the form of loans, grants, scholarships, special funds,
subsidies, compensation for work, or prizes shall be provided to CareerTech
students without regard to race, color, national origin, sex, age, or
disability, except where necessary to overcome the effects of past
discrimination.
(7)Printed
materials. Counseling and other printed materials shall be provided to
CareerTech students for program selection recruitment, career/employment
selection, and promotional activities without regard to race, color, national
origin, sex, age, or disability.
(8)
Work-site learning.
(A)Nondiscrimination. Work-site
learning opportunities shall be made available to CareerTech students without
regard to race, color, national origin, sex, age, or disability.
(B)Nondiscrimination on the job.
All written agreements between school and employer must contain an assurance
from the employer that students will be accepted and assigned to jobs and
otherwise treated without regard to race, color, national origin, sex, age, or
disability.
(c)Local administration
supervision. The school administration shall provide program supervision
and coordinate the CareerTech program activities as an integral part of the
overall educational program in the school.
(d)Local teacher supervision.
Each CareerTech teacher shall be responsible for providing appropriate
activities that will contribute to the development of each CareerTech student
according to the student's occupational objective and for conducting and
reporting student follow-up upon exit from or completion of the
program.
(e)Cooperative
programs.
(1)Cooperative
education. The cooperative method of education is a joint effort between
the school system and business and industry.
(2)
Supervision of students.
Schools offering cooperative CareerTech programs shall provide adequate time
for teacher-coordinators to supervise and coordinate the activities of student
learners. Adequate time shall be determined by applying the following formula:
(A) 0-25 cooperative students - 1 period
(hour) per day
(B) 26-50
cooperative students - 2 consecutive periods (hours) per day
(3)Exemption of planning
period. The one-hour planning period shall not be considered
coordination time.
(4)
Responsibilities of the
teacher-coordinator.
(A)Responsibilities. The
teacher-coordinator shall have the responsibility of coordinating classroom
instruction, on-the-job activities or hands-on experience, and placement of
students.
(B)Training station
visits. The teacher-coordinator shall make a minimum of one (1) on-site
visit per grading period to each training station employing cooperative
CareerTech students. The purpose of these visits shall be to document and
coordinate the learning experiences of the students. Training station visits
shall be documented and put on file in the teacher's classroom.
(C)Student files. A "Memorandum
of Training" and a training plan shall be on file for each cooperative student,
and a copy shall be sent to the employer and parents.
(D)Employer evaluation. Each
employer shall complete a written evaluation of the student's progress at least
one time per grading period, and a copy of this evaluation shall be on file in
the teacher's office. Employers are also required to have proof of age on file
and a work permit if the employee is under 18 years of age.
(5)
Scholastic credit.
(A)
Credit for on-the-job
training/internship. Additional units of credit may be added to the
unit(s) earned in the classroom for being employed in an occupationally
appropriate training station during the school year by applying the following:
(i) an average of 10 periods (hours) per week
for a minimum of 30 weeks of on-the-job training under the supervision of a
teacher-coordinator = 1 unit;
(ii)
an average of 20 periods (hours) per week for a minimum of 30 weeks on-the-job
training under the supervision of a teacher-coordinator = 2 units;
(iii) in the case of block schedules, where a
student completes the requirements for a unit of class work in one semester, a
student could also earn an additional 1/2 unit for 10 hours per week for
15 weeks of on-the-job training under the supervision of a teacher-coordinator,
or
(iv) a student could earn an
additional 1 unit for 20 hours per week for 15 weeks of on-the-job training
under the supervision of a teacher-coordinator.
(v) Employers or their representatives shall
complete a written evaluation of the cooperative students worksite performance
for each grading period. The teacher is responsible for converting the
employer's evaluation into the appropriate letter grade for the student's
on-the-job grade. Not to be confused with the pass/fail or
satisfactory/unsatisfactory grade sometimes given to students participating in
a work release program.
(B)Documentation of work hours.
Teachers must maintain, in the school files, documentation of the number of
hours each cooperative student works.
(C)Extra assignments. If
extenuating circumstances exist, and the student is not employed, the teacher
must document extra assignments equal to one hour of classroom instruction per
day for every hour under the required 10 hours per week of
employment.
(D)
School
release time. A student who is employed in accordance to 5(A) above and
is receiving credit for a supervised cooperative work experience may be
released up to two hours per day from the normal six-hour school day.
(E)Classroom credit only. If the
teacher cannot document extra assignments and/or hours worked, the student
shall receive only credit for the classroom activities.
(f)Records and
reports. Each local education agency or eligible recipient shall submit
student accounting and other required reports on the specified due
date.
(g)Maintenance of
confidential records. Each technology center shall develop and implement
a local policy regarding the confidentiality of all personally identifiable
information and education records. This policy shall meet the requirements of
the Individuals with Disabilities Act (IDEA) CFR 300.560-300.574 and the Family
Educational Rights and Privacy Act (FERPA)
34
CFR 99.1-99.67
concerning collection, storage, disclosure, and destruction of confidential
student records.
(h)Career
guidance and counseling for secondary and full time programs. Technology
centers shall have an identifiable guidance program in place that addresses the
career development needs of all students. Technology centers shall provide all
students with information and advisement about career and educational options,
administer assessment instruments such as interest inventories, aptitude tests,
and achievement tests or acquire the results of such assessments to provide
guidance in program selection and placement, and provide support for students
to help them be successful in their career pathway. This includes but is not
limited to:
(1) All students in accredited
program have individual career academic plans developed and updated to identify
and document career and academic services, as well as technical and academic
courses to help maximize career success and employability.
(2) All students are enrolled or placed in a
technology center program on the basis of their documented interest and ability
to benefit from training, work history, IEP provisions, accommodation plans,
and/or their individual career academic plans developed at the sending school
or on cooperation with other agencies.
(3) The technology center guidance and
counseling staff coordinates all services with guidance and counseling staff
from sending schools, higher education institutions and other agencies through
regularly planned informational meetings and/or correspondence.
(4) Counselors shall be appropriately
certified and credentialed for the grade levels to which they are assigned.
School counselors shall hold a valid Oklahoma School Counselor Certificate
appropriate to grade levels to which they are assigned. (State accreditation
standards:
210:35-9-45)
The title of counselor should only be applied to those staff with appropriate
certifications and/or credentialing.
(5) Each technology center guidance and
counseling program should have an advisory committee that is formally organized
and meets at least annually. The membership of the advisory committee must be
diversified with representation from a variety of stakeholders.
(i)Math Credit for Certain
Career and Technology Education Classes. After July 1, 2018 and to fully
implement the provisions of SB 1370 (2018), for students on the CORE curriculum
only, acceptance and successful completion of one (1) year of a full-time,
three-hour career and technology program leading to an industry
credential/certificate or college credit shall count as one math unit for high
school graduation under the provisions of 70 O.S. 2011, Section 11-103.6 (D),
as amended. The provisions of this rule shall be limited to accepted industry
credentials/certificates that are industry-endorsed or industry-aligned. The
Oklahoma Department of Career and Technology Education shall compile a list of
accepted industry credentials/certificates and present the list to the State
Board of Career and Technology Education for its review. The list of accepted
industry credentials/certificates shall be reviewed annually by the State Board
of Career and Technology Education.
Amended at 9 Ok Reg
2589, eff 6-25-92; Amended at 12 Ok Reg 1857, eff 6-12-95; Amended at 14 Ok Reg
2030, eff 5-27-97; Amended at 16 Ok Reg 3212, eff 7-12-99; Amended at 18 Ok Reg
3292, eff 7-26-01; Amended at 21 Ok Reg 2907, eff 7-11-04; Amended at 23 Ok Reg
2911, eff 7-1-06; Amended at 25 Ok Reg 2104, eff 7-1-08; Amended at 28 Ok Reg
2136, eff 7-11-11
