Rhode Island Code of Regulations
Title 200 - Board of Education
Chapter 20 - Council on Elementary and Secondary Education
Subchapter 10 - Academic Standards, Programs and Operations
Part 3 - Regulations Governing Career and Technical Education in Rhode Island (200-RICR-20-10-3)
Section 200-RICR-20-10-3.8 - Appendix 1: Rhode Island Career and Technical Education Career Preparation Program Standards
Universal Citation: 200 RI Code of Rules 20 10 3.8
Current through September 18, 2024
3.8.1 Rhode Island Career and Technical Education Career Preparation Program Standards
A. The Rhode Island Career
and Technical Education Program Framework and the United States Department of
Education (USDOE) Office of Vocational and Adult Education (OVAE) Program of
Study Design Framework informed the development of the Rhode Island Career and
Technical Education (CTE) Career Preparation Program Standards. Rhode Island's
Career Preparation Program Standards support the development and implementation
of effective career preparation programs. These program standards shall guide
the planning, implementation and improvement of career preparation programs and
shall be the criteria that form the basis of the review and approval
process.
B. Career preparation
program standards shall be clearly and fully communicated to all LEAs and
establish expectations in areas that include but are not limited to:
1. policies and procedures,
2. partnerships
3. program operations
4. staffing, certification, and professional
development
5. curriculum,
instruction and technical skill assessment,
6. supplemental and support services,
and
7. secondary to postsecondary
transition.
C. While it
is the expectation that all career preparation programs will be designed and
implemented to meet the qualities described in §3.2.1 of this Part, career
innovation programs may seek modification or adaptation only against the
following standards:
1. Staffing,
Certification and Professional Development;
2. Curriculum, Instruction, and Technical
Skill Assessment; and
3. Secondary
to Postsecondary Transitions. Career innovation programs must petition the
Commissioner for flexibility in meeting these standards prior to submitting a
request to RIDE for program review and evaluation.
3.8.2 Policies and Procedures
A. Administrative policies
and procedures promote Career and Technical Education preparation program
development and implementation.
B.
Local Education Agency (LEA) policies will:
1.
Include formal procedures for the design, implementation, and continuous
improvement of career preparation programs.
2. Clearly describe admissions, policies and
procedures, selection criteria, enrollment conditions, and appeals
processes.
3. Ensure that all
students have opportunities to earn industry-recognized credentials whenever
applicable to the program, and/or postsecondary credits, and/or advanced
standing in training programs or jobs.
4. Ensure the review and evaluation of
student outcome data including achievement gaps.
3.8.3 Partnerships
A. Ongoing relationships among secondary and
postsecondary education, business, families, special populations and other
community stakeholders are central to career preparation programs.
B. Collaborative partnerships will:
1. Include formal and/or informal
relationships as necessary for supporting quality programs.
2. Reflect the community and be
representative of key stakeholders.
3.8.4 Program Operations
A. Career preparation programs shall operate
with appropriate supports and resources necessary to meet or exceed OSHA and
program-specific standards and quality.
B. Career preparation programs will:
1. Ensure the health and safety of students
at all school and technical facilities used for instruction and
training.
2. Provide access for
students to adequate and appropriate facilities, equipment, and
supplies.
3. Ensure that facilities
and equipment used for instructional or training purposes are current with
business and industry standards.
4.
Provide all students with access to up to date technology.
3.8.5 Staffing, Certification, and Professional Development
A. Career preparation programs ensure
students have access to sufficient instructional staff qualified in the
knowledge and skills necessary to provide rigorous academic and technical
instruction.
B. High quality
preparation programs ensure:
1. Teacher
certifications will meet RIDE Educator Certification regulations.
2. Staffing levels are consistent with
program requirements and/or business and industry standards and sufficient to
meet the needs of students.
3.
Teachers or instructors are trained in the academic and technical knowledge and
skills aligned to industry standards in areas to which they are
assigned.
4. Teachers and
instructors remain current in academic and technical skills through
participation in regular professional development activities.
3.8.6 Curriculum, Instruction and Technical Skill Assessment
A. Innovative and creative approaches to
secondary curriculum, instruction, and assessment facilitate students'
successful completion of career preparation programs and transitions to
postsecondary education and training careers.
B. A comprehensive and rigorous career
preparation program curriculum will:
1. Align
to state adopted academic standards and skills.
2. Include experiences and instruction
necessary for all students to attain work-readiness and fundamental technical
knowledge and skills.
3. Ensure a
minimum of three non-duplicative courses, or the equivalent, that result in
opportunities for earning industry-recognized credentials whenever applicable
to the program, and/or postsecondary credits, and/or advanced standing in
training programs or jobs.
C. Effective instruction and learning
strategies will:
1. Integrate academic,
technical, and industry standards, knowledge, and skills.
2. Employ contextualized work-based,
project-based, and problem-based learning approaches.
D. Well-developed technical skills
assessments will include:
1. Multiple
opportunities for students to demonstrate technical skill
proficiency.
2. National and/or
industry-approved technical skills assessments offering opportunities to earn
industry-recognized credentials whenever applicable to the program.
3.8.7 Supplemental and Support Services
A.
Comprehensive supplemental services enable all students to access academic,
personal/social, and career supports to maximize their potential for
success.
B. Supplemental support
service systems will ensure:
1. Students have
access to the system of supports and services described in state statutes and
regulations.
2. Students have the
opportunity to engage in a goal setting and planning process that supports
their academic, career, and personal/social goals and individual
needs.
3. Students have access to
the services provided through a Comprehensive School Counseling
program.
3.8.8 Secondary to Postsecondary Transition
A. Effective programs ensure
that students graduate college- and career-ready and are prepared to transition
to postsecondary education and training and careers.
B. To prepare students for postsecondary
success, effective programs:
1. Align
curriculum with applied learning and career readiness skills, state adopted and
nationally recognized academic standards, and industry-recognized technical
standards.
2. Provide student
access to career-based and work-site learning experiences.
3. Provide students with embedded credit
earning opportunities that integrate academic and technical skill development
opportunities.
4. Maintain formal
articulation agreements with higher education and business partners that earn
students early college access and/or access to postsecondary training programs
or job placement.
Disclaimer: These regulations may not be the most recent version. Rhode Island may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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