172.00.02 Ark. Code R. § 002 - Program Policies and Procedures: Secondary Programs Adult Skill Training Classes and Secondary Vocational Centers
Profound economic and technological changes in our society are being reflected in the structure and nature of work, thereby placing new and additional responsibilities on our educational system.
The ever-increasing cooperative efforts of career and technical educators, business, and industry are critical to stimulate the growth and vitality of our local economy and that of the entire nation. Career and technical education must provide Arkansas business and industry with a well-educated workforce able to pursue all levels of post secondary education. The development of school to career connection which offer individuals lifelong opportunities to learn new skills, experience practical and meaningful applications of rigorous academic skills, and to develop leadership opportunities in their community and their state is vital. Arkansas Career and Technical programs must not only respond to the changing workplace needs, but must validate and document indicators of quality:
The following items will be reviewed annually to maintain program continuation:
* Academic skill attainment
* Technical skill attainment
* Number of students completing career focus
* Placement of students in postsecondary education
* Placement of students in the Workforce
* The projected enrollment for the career focus program of study/career and/or course.
* The type of equipment that meets program standards and criteria.
* Amount of funds available.
* Number of applications submitted and quality of the proposals.
* The economic demand of the program area.
Proposed specialized career and technical programs in local districts located within a 25-mile radius or within 30 minutes travel time (one way) of a vocational center or postsecondary vocational technical institution offering the same program will not be approved unless the program offered by the vocational center or the postsecondary institution is operating to an efficient and effective level. This level shall be considered an average of 15 students for full time programs or equivalent for part-time programs. Some examples of specialized programs are: Dental Assisting, Auto Service Technology, Auto Collision Repair, Aviation Mechanics, Cosmetology, Culinary Arts, Diesel Mechanics, Electronics, Graphic Communication, HV/AC and Refrigeration, Industrial Equipment Maintenance, and Machine Tool Technology.
* Follow all policies and procedures
* Document performance indicators
* Remove all critical elements identified in technical assistance visits
* Respond to all previous five year recommendations of technical assistance
Upon completion of the eighth grade, each student shall have a four-year plan, which includes courses to be taken, on file. The career plan is then revisited each year for any necessary adjustments.
The Department of Workforce Education provides information for all approved career focus programs of study and courses. The Department has also published and distributed "The Basic Guide to Career Action Planning" for your assistance.
Providing career planning to individual students in a group setting that involves the student, parents, and teachers for grades 8-12 is the key.
For more information contact Arkansas Department of Workforce Education, Office of Support- Guidance and Special Needs, (501) 682-1800 or Arkansas Department of Education, School Improvement/COE Section, Guidance Field Service Representative, (501) 682-4354.
Foundation courses are those classes which encompass the skills and knowledge necessary to be successful in any selected career and technical program. These courses are prerequisite in nature and required for all career and technical program approvals. These courses are required to fulfill the 5-8 curriculum standards for accreditation of Arkansas Public Schools revised Edition B, January 10, 2000. These required courses are Career Orientation, Keyboarding, and Computer Technology Introduction. Schools who teach keyboarding below the seventh grade may not use federal funds to support this activity. Those, however who chose to provide Keyboarding instruction in elementary should certify skills through a state provided proficiency test.
Arkansas Career and Technical teachers in the following areas:
Agriculture and Science Technology |
Job Code 9010 |
Business Technology |
Job Code 9015 |
Marketing Technology |
Job Code 9030 |
Family and Consumer Sciences |
Job Code 9025 |
Industrial Technology Education |
Job Code 9045 |
will be licensed through a performance based licensure system. Beginning teachers (novice teachers with less than one year of teaching experience will complete the following track:
All teachers must have completed a minimum of a bachelor's level degree in an approved program of study within the corresponding area of licensure. Applicants must also complete required background checks and submit application for Licensure to the Arkansas Department of Education.
All teachers must have successfully completed the following assessments:
Praxis I |
Reading, Writing, Math |
Praxis II |
Content Test |
Praxis II |
Principles of Learning and Teaching |
Persons who complete the above requirements are eligible for an initial teaching license. An initial teaching license is valid for not less than one year, and no more than three years. During the initial licensure time, novice teachers are considered to be in a time of induction.
During induction, novice teachers will have a site-based trained mentor assigned to support their practice and professional growth. When novice teachers and their mentors decide that their teaching meets the mentoring requirements, the capstone experience of induction, which is Praxis III performance assessment, will be scheduled.
Upon successful completion of the performance assessment a standard teaching license will be issued.
Licensure renewal is based upon a five-year cycle, during which all educators are required to accrue 30 professional development hours per year.
Instructors who desire to teach identified courses, which require specific training not offered through Career and Technical approved programs of study may receive added endorsement to an existing teaching license by completing the requirements identified for the following course specific-areas. Specific requirements for each course are found in the related section of the Program Policies and Procedures for Secondary Career and Technical Programs.
Applications for these endorsements should be made to the Deputy Director for Career and Technical Education, Arkansas Department of Workforce Education. Following documentation of the completion of individual requirements, a recommendation will be made to the Department of Education Teacher Licensure section to add related endorsements.
Keystone
Capstone
Career Orientation (Adolescents and Young Adults 7-12 or (M. C. E. A 4-8)
Workforce Education Internship
Workplace Readiness
Workforce Technology
General Cooperative Education
Coordinated Career Education
Coordinated Compensatory Vocational Education
Jobs For Arkansas' Graduates
PROVE (Providing Real Opportunities for Vocational Education)
Principles of Technology
Experienced professionals with appropriate State or National certification (where available) from their respective professions may receive a Professional and Technical Initial Permit after completion of the following:
Application for Teacher Licensure (Professional Permit Area) All appropriate background checks
Praxis I
(The above are to be submitted to the Arkansas Department of Education)
And
Summary of Applicants work history in Resume form
(Submitted to the Deputy Director for Career and Technical Education with a copy of the application submitted to ADE)
Initial Permits will be valid for not less than one year but not more than two years. Initial Permit holders must complete the following within two years:
Verification of High School Diploma or General Education Equivalency Professional Assessment (identified by the Department of Workforce Education)
Identified Course Requirements or Training
Upon completion of all above requirements the Professional will be issued a standard Professional and Technical Permit. Renewal is based upon a five-year-cycle, during which all educators are required to accrue 30 professional development hours per year.
Permit Areas |
Job code Area |
567 Automotive Collision Repair |
9567 |
568 Automotive Service Technology |
9568 |
569 Aviation Mechanics |
9569 |
570 Construction Technology |
9570 |
571 Advertising Design |
9571 |
572 Microcomputer Systems Technology |
9572 |
573 Cosmetology |
9573 |
574 Diesel Mechanics |
9574 |
575 Drafting and Design |
9575 |
576 Dry-cleaning Laundry |
9576 |
577 Electronics |
9577 |
578 Heating Vent A/C |
9578 |
579 Exploring Industrial Technology Education |
9579 |
580 Culinary Arts and Chef preparation |
9580 |
581 Furniture/Cabinet Making |
9581 |
582 Graphic Communication |
9582 |
583 Industrial Control Technology |
9583 |
584 Industrial Cooperative Training |
9584 |
585 Industrial Equipment Maintenance |
9585 |
586 Instrumentation |
9586 |
587 Machine Tool Technology |
9587 |
588 Major Appliance Repair |
9588 |
589 Meat Processing |
9589 |
590 Piano Tuning |
9590 |
591 Radio and Television Broadcasting |
9591 |
592 Robotics |
9592 |
593 Small Engine Repair |
9593 |
594 Surveying |
9594 |
595 Television Broadcasting |
9595 |
596 Textiles |
9596 |
597 Welding |
9597 |
598 Food Production Management and Services |
9598 |
599 Exploratory Trades and Industry |
9599 |
600 Cashier/Checker Instruction |
9600 |
601 Truck Driving |
9601 |
602 Commercial Photography |
9602 |
603 Criminal Justice |
9603 |
604 Horticulture |
9604 |
605 Forestry |
9605 |
606 Engineering Professions |
9606 |
607 Geographic Information Systems |
9607 |
608 Marine Mechanics |
9608 |
609 Pulp and Paper Science |
9609 |
610 Child Care |
9610 |
611 Medical Professions |
9611 |
Occupational-specific courses have paid employment in specific occupations or short-term specialization as their objective. The courses combine related classroom training with hands-on skill training in a specific selected occupational area. An example of such a program is Cashier-Checker Training, Engineering Robotics, or CISCO. These are course approvals only and not a part of a sequence of study. Approval is by submission of frameworks to the Deputy Director for Career and Technical Education. These courses are ineligible for state improvement funds and do not have student organization or other occupational requirements.
Career and Technical Education is required to be offered to all students as an integral part of the 5-8 curriculums. Courses necessary to meet the 5-8 requirements of the STANDARDS FOR ACCREDITATION OF ARKANSAS PUBLIC SCHOOLS revised January 10, 2000, are Career Orientation offered on the eighth grade level, Keyboarding and Computer Technology: Introduction offered on the seventh or eighth grade level. Neither federal Perkins funds nor state start up funds may be spent below grade seven (7). Schools who have students entering the seventh grade believed to be competent in the state keyboarding frameworks may request from the Department of Workforce Education an end of course test to verify that the student is proficient. Students who successfully pass this test will be considered competent without seat time. Schools may also substitute Word Processing I or Computer Business Applications for Computer Technology: Introduction. If these courses are offered as substitutions the course should be offered to all students. Schools must notify the Department of Workforce Education of this substitution.
Arkansas public schools are required to offer nine units of Career and Technical Education (eight must be taught each year).
Agricultural Science & Technology
Business Technology
Family and Consumer Sciences
Medical Professions
Marketing Technology
Technical and Professional Education
Work-Based Learning-Youth Apprenticeship or Internship
Schools who do not offer these programs on campus may utilize:
If occupational programs are offered off-site to fulfill the required three (3) occupational programs the school must provide students transportation, sufficient time to complete a three-unit program of study, and sufficient effort to provide these opportunities to students.
An example of sufficient effort would be providing these opportunities to a number of students equal to the average class size of other vocational or elective classes.
If class size is not achieved, schools should provide other activities to show effort. Some examples could be:
Program Description
Student Competency Testing is necessary to provide documentation for indicators of the Arkansas State Plan for the Carl D. Perkins Vocational and Technical Education Act of 1998. The act requires states to develop an accountability system that includes performance measures and standards for secondary and postsecondary career and technical education programs. The Arkansas system measures the learning and competency attainment, which includes student progress in the achievement of basic and more advanced academic skills. A real strength of the Arkansas system of accountability is the emphasis on student outcomes as the focus for evaluation and planning.
The measures and standards used in the Arkansas Student Competency Testing system are a direct result of the Arkansas Frameworks. The information generated by the accountability system is accessible by all persons interested in educational policy and performance.
Textbook information may be obtained from the Arkansas Department of Education guidelines for use of textbook funds.
The Department of Workforce Education will continue to inform school administrators of current policies regarding gender equity, discrimination and nontraditional training with the intention that these policies will be infused into the local curriculum and instruction.
Qualification Standards
The following pages describe the specific occupational program policies and provide information regarding the career focus programs of study and level of courses that may be approved.
AGRICULTURAL SCIENCE & TECHNOLOGY EDUCATION
Program Description
Agricultural Science and Technology Education is an organized educational program designed to provide career exploration and technical preparation for students who are interested in agriculture. The knowledge and performance skills required for successful achievements and/or advancement in agricultural occupations constitute the central focus of the program. This program seeks to broaden traditional agricultural education to include agricultural literacy, reinforcement of applied instruction, agricultural business and industry needs, and preparation for further education.
Teacher Qualifications
710.00 Secondary Agriculture Education Licensure
Arkansas Department of Education Licensure section will provide current rules and regulations
Instructional Program
The Agricultural Education Program offers sequential career focus programs of study in the following areas:
Agricultural Business
Agricultural Mechanics
Agricultural Science
Horticulture
Natural Resource
Each local education agency should plan a program(s) of study to meet the needs of students in the community. Each teacher unit shall offer a minimum of four (4) semester courses per year from the selected program of studies other than the Ag Mechanics program of study. Additional courses may be selected from both technical and agriculture courses.
Specialized programs of study may be offered upon approval by the program manager.
Cooperative courses combine classroom instruction with on-the job training in agriculture occupations related to the student's career goal. Training plans are developed by the teacher and training sponsor (employer) to insure that required competencies are met. Students are paid and given academic credit.
A Supervised Agricultural Experience Program (SAEP) is required for each student enrolled in an Agriculture Education course. Refer to the SAEP Guide for complete instructions and a description of each SAEP program area.
Each teacher shall follow State curriculum/content frameworks for each course approved by the Department.
Facilities and Equipment
Facility and equipment requirements may be obtained from the Agricultural Education Section and must be met within the specified time for program approval.
Career and Technical Student Organization
The career and technical student organization, Future Farmers of America (FFA), shall be an integral part of the Agriculture Education instructional program and shall follow the applicable guidelines, goals, objectives, and participate in activities of the state and National FFA Organization.
RELATED LINK:
http://www.work-ed.state.ar.us/agriculture.html
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BUSINESS/MARKETING TECHNOLOGY
BUSINESS TECHNOLOGY
Program Description
Business Technology programs are designed to prepare individuals to perform managerial, research and technical support functions related to production, buying as well as selling goods and services
Technical support functions include word processing and data entry skills using the latest in modern business equipment, communication, and accounting skills. Business information processing includes the skills to process and retrieve internal business information and to respond to external data requests. Enterprise management prepares individuals to develop, own, and operate businesses including the applications of doing business in international markets and finance.
Teacher Qualifications
720.00 Business Education Licensure
Arkansas Department of Education Licensure section will provide current rules and regulations
Instructional Program
Business Technology has five career focus programs of study from which students may choose. Specific courses are required for each of the programs of study; in addition, various options may be selected to complete the required curriculum.
The program framework for secondary education and training is designed for linkage/articulation to postsecondary programs of study. All curriculums adhere to the workforce training requirements for increased levels of technical skills and stronger foundations in applied academics. Program offerings in each school must include a minimum of one (1) career focus/program of study.
Business Technology offers the following career focuses programs of study:
Business Administration
(Office Management, Management, Human Resource Management, or Business Law)
Hospitality and Tourism
(Hospitality or Lodging Management core)
Information Management
(Desktop Publishing, Multimedia Applications, or Programming core)
Finance
(Banking & Finance or Accounting core)
Marketing
Length of courses and eligibility of students are shown on the Business/Marketing Technology Program framework and course offerings immediately following.
Each teacher shall follow curriculum/content frameworks for each course approved by the Department. Prerequisites are listed in each course framework.
It is recommended that three credits per year be given to cooperative education completers (one credit for the related class and two credits for on-the-job training).
If taken at the high school level (grades 9-12), the foundation core courses may apply toward the three units required for a career focus program of study.
Facilities and Equipment
Facility and equipment requirements may be obtained from the Business/Marketing Technology Office and must be met within the specified time for program approval.
Career and Technical Student Organizations
The career and technical student organization Future Business Leaders of America (FBLA) shall be an integral part of the Business Technology instructional program and shall follow the guidelines, goals, objectives, and shall participate in activities of the state and national organization.
RELATED LINK: http://www.work-ed.state.ar.us/BusinessMarketing.htm
MARKETING TECHNOLOGY
Program Description
Marketing Technology provides instruction that prepares individuals to plan and execute, at the operational or direct sales level, the promotion and distribution of ideas, goods and services in order to create exchanges that satisfy individual and organizational objectives. Marketing tasks will include segments of the apparel and fashion industry, retailing of food, real estate, tourism, vehicle and petroleum operations, as well as developing business enterprises.
Teacher Qualifications
Secondary Marketing Education Licensure
Arkansas Department of Education Licensure section will provide current rules and regulations
Instructional Programs of Study
One career focus program of study is provided for Marketing students, but several options are available as individual drawing boards are developed. The two two-semester capstone courses are Marketing and Marketing Management. In addition to the core marketing courses, related classes may be selected from those listed below under Optional Courses.
The career focus program of study for Marketing Technology is based on three broad competency areas that are essential for success in any marketing occupation: Economic Fundamentals of Marketing; Human Resource Foundation; Marketing and Business Foundations.
These two sequential courses are designed to give a good foundation for all students to explore and gain skills and knowledge in the occupational field of marketing and management. School-based instruction is provided for all students. For those students who desire work experience as a part of their educational program, a cooperative component is available. It is not required for all students, but is desirable for many of them.
Cooperative education combines classroom instruction with alternating periods of on-the-job training in Marketing occupations related to the student's career goal. Training sponsors are selected to coordinate the learning experiences provided on the job. Training plans are developed cooperatively by the teacher/coordinator and the training sponsor to insure the development of required competencies.
These courses may be offered in any Marketing Education program such as:
Advertising, Desktop Publishing, Enterprise Management, Fashion Merchandising, International Business, Retailing, Salesmanship, Hospitality and Tourism, or Lodging Management courses. Courses may combine classroom instruction with supervised laboratory activities designed to help the student achieve his or her career goal. The laboratory experiences may include marketing simulations, operation of a school store, motel, boutique, parts warehouse, or a student bank within the educational institution.
Each teacher shall follow the State curriculum/content framework for each course approved by the Department.
Recommendations: It is recommended that three credits per year be given to program completers (one credit for the related class and two for on-the-job training). On-the-job training shall be 270 hours per semester.
Facilities and Equipment
Facilities and equipment requirements may be secured from the Business/Marketing Technology Office and must be met within the specified time for program approval.
Career and Technical Student Organization
The student organization DECA, an Association of Marketing Students, shall be an integral part of the Marketing Technology program and shall follow the same guidelines, goals, objectives, and shall participate in activities of the Arkansas Association and the National DECA Organization.
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FAMILY AND CONSUMER SCIENCES EDUCATION
Program Description
Family and Consumer Sciences (FACS) programs are designed to prepare individuals for the occupation of homemaking, as well as to prepare individuals to function effectively at home and in the market place, to attain the skills necessary for entry level positions in FACS occupational areas, and to provide the basic educational foundation for entry into a baccalaureate program to prepare for a professional specialty, such as FACS education, dietetics, food sciences, interior design, fashion design, textile science, individual and family development, consumer sciences, resource management, living environments, research and others.
Teacher Qualifications
Vocational Home Economics Licensure
Arkansas Department of Education Licensure section will provide current rules and regulations
Instructional Programs
Family and Consumer Sciences Education consists of two types of courses:
Program offerings in each school should include at least one (1) career focus program of study. Most schools offer a FACS program of study/career focuses at this time. Those schools that have occupational FACS courses will be able to offer a second program of study.
The career focus programs of study include:
Child Care Guidance, Management and Services
Food Production, Management and Services
Facilities Management, Maintenance and Services
Family and Consumer Sciences Education
Family and Consumer Sciences career focus programs of study requires that the foundation course of .5 unit family and Work Connections (grades 7-8) or 1 unit Family Dynamics (grades 9-12) be offered to all students for completion of a program of study.
To allow schools more flexibility, the foundation courses may be taken in grades 7-8. However, if taken at the high school level, the foundation courses may apply toward the three units required in the workforce education career focus program of study.
Length of courses and eligibility of students are shown on the FACS education framework at the end of this section.
Each teacher shall follow state curriculum/content framework for each course approved by the Department.
It is recommended that three units of credit per year be given to cooperative program completers (one unit for the related class and two units for the 270 per semester/540 per year hours of on-the-job training required).
Facilities and Equipment
Facilities and equipment requirements may be obtained from the FACS Section of the Department and must be met within the specific time for program approval.
Career and Technical Student Organizations
The career and technical student organizations, Family, Career and Community Leaders of America (FCCLA), shall be an integral part of the FACS instructional program. All local chapters shall follow the guidelines, goals, objectives, and participate in activities of the state and national organization.
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TECHNICAL AND PROFESSIONAL EDUCATION
Program Description
Technical and Professional_Education is a group of instructional programs that prepare individuals to apply technical knowledge and skills in one or more trade, technical and/or professional occupation. Students will engage in activities and instruction enabling them to use, create, and problem solve and control various technology resources: people, tools, machines, information, materials, energy, capital and time.
Teacher Qualifications
*Upon evaluation by the PBTE teacher educators, designated PBTE (Performance Based Teacher Education) modules may suffice for these requirements.
A vocational permit will be issued upon completion of all requirements in A and B.
To renew a Technical and Professional_certificate (Vocational Permit), if not in compliance with Act 350 of 1985 as amended by Act 512 of 1987, teacher shall be required to take a minimum of six college credit hours or 90 clock hours relating to the specific discipline-i.e. mathematics, reading, writing-shall be required for each test area that the teacher failed to pass. For example, if the deficiency was the written portion of the AESA, coursework in a basic English and/or a basic written communications class would be required. These hours may be obtained and documented through a public school, a college or university, a postsecondary vocational technical school, a secondary vocational center, an adult education class, etc.
Additionally, all other requirements for a Technical and Professional Teaching Certificate (Vocational Permit) shall be met.
Instructional Programs
Advertising Design |
Furniture Manufacturing |
Automotive Service Technology |
Geographic Information Systems |
Aviation Technology |
Graphic Communications |
Collision Repair Technology |
Industrial Equipment Maintenance |
Commercial Photography |
Laundry & Cleaning Services |
Computer Systems Technology |
Machine Tool |
Construction Technology |
Major Appliance Repair |
Cosmetology |
Medical Professions Education |
Criminal Justice |
Power Equipment Technology |
Diesel Mechanics |
Pre-Engineering |
Drafting and Design |
Radio/TV Broadcasting |
Electronics |
Welding |
Each Technical and Professional teacher shall follow the State curriculum/content frameworks for each course approved by the Department.
Facilities and Equipment
Facilities and equipment requirements may be secured from the Technical and Professional Section and must be met within the specified time for program approval.
Career and Technical Student Organization
The appropriate student organization, SkillsUSA - VICA or the Technology Student Association (TSA), shall be an integral part of each instructional program respectively and shall follow the same guidelines, goals, objectives, and participate in activities of the Arkansas State Chapter and the respective National Organization.
MEDICAL PROFESSIONS EDUCATION
Program Description
Medical Professions Education programs are designed to assist students in gaining the skills and knowledge needed to become contributing members of the health career community. The program is designed to provide completers with entry-level employment skills, initial mastery certification in a chosen health services career, and the opportunity to articulate with a postsecondary program leading to a higher level of mastery.
Teacher Qualification
The teacher must hold a bachelor's degree with a major related to health occupations and must have two years experience working in the health care system. Health occupations education majors, health education majors, and life science majors who completed the standard education block and student teaching at an approved institution of higher education may substitute an internship for the two years of work experience. This internship must be served in an accredited hospital plus partial time in a physician's and/or dentist's clinic. This internship must be approved by a school superintendent, the supervisor of Medical Professions Education of the Department of Workforce Education and an official of the participating health facilities. The internship shall be at least 180 clock hours in length and must be completed before the second year of employment.
Instructional Programs
The program design and the program framework for Medical Professions Education have been revised in response to current education initiatives.
All start-up programs must follow the framework. Programs will be known as Medical Professions Education programs.
Medical Professional Education includes common core courses that are basic to all medical professions. Specialization experiences are designated to meet career objectives of students enrolled. Specific career focus programs of study are determined by these objectives. Examples of programs of study that may be offered include:
Dental Assisting
Medical Assisting
Medical Records Clerk
Nursing Assistant/Geriatric Aide
Physical Therapy Aide
Medical Professions, Other (Physicians, Dentists, Nurses, Therapists, etc.)
Length of courses is shown at the end of the Medical Professions Education section of these policies.
Eligibility of students is shown at the end of the Medical Professions Education Section of these policies.
Each teacher shall follow State curriculum/content frameworks for each course approved by the Department of Workforce Education.
Facilities and Equipment
Facilities and equipment requirements may be secured from the Medical Professions Education Section and must be met within the specified time for program approval.
Career and Technical Student Organization
The career and technical student organization shall be Health Occupation Students of America (HOSA). This organization shall be an integral part of Medical Professions instructional courses and shall follow the same guidelines, goals, objectives, and participate in activities of the Arkansas State Chapter and the National HOSA organizations.
RELATED LINK:
http://www.work-ed.state.ar.us/hosa.html
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CAREER ORIENTATION
Program Description
Career Orientation is a one or two semester course. It may be offered in the seventh or eighth grade (eighth grade recommended) for a minimum of one semester (two consecutive nine-week periods in either the first or second semester) and a maximum of two semesters.
Teacher Qualification
Career Orientation teachers who are not certified counselors must have a valid secondary or middle school teaching license. In addition to the licensing requirements, completion of the following courses are required for Career Orientation endorsement:
Teachers who are deficient in the above qualifications must obtain these hours at the rate of six hours per year until all deficiencies have been removed.
Counselors who teach Career Orientation must meet state licensing standards_and must have completed three semester hours of "Hands-on Activities for Career Orientation" prior to teaching Career Orientation a second year.
Instructional Program
Career Orientation is an activity-based career exploration course designed to broaden students' knowledge about careers. The course will consist of instruction in the following areas:
The Career Orientation course may be one or two semesters.
One-half unit credit for a semester course and one unit credit for a two semester course should be given Career Orientation students.
Facilities and Equipment
Facility and equipment requirements may be obtained from the Career Orientation Section or from the ADWE website: www.work-ed.state.ar.us and must be met within the specified time for program approval.
Career and Technical Student Organization
A career and technical student organization for Career Orientation is optional.
RELATED LINK:
http://www.work-ed.state.ar.us/CareerOrientation.html
GENERAL COOPERATIVE EDUCATION
Work-Based Learning)
Program Description
General Cooperative Education (GCE) combines classroom instruction with work experience and on-the-job training related to a student's career goals. The following elements are essential parts of a General Cooperative Education program: on-the-job training, related instruction, training agreements, written learning objectives, screening of students, paid employment, and performance assessment.
Teacher Qualifications
The General Cooperative Education coordinator must have an integrated career and technical education license. In addition, the General Cooperative Education coordinator must have completed the Career Preparation endorsement_sponsored by the Department of Workforce Education.
A General Cooperative Education coordinator shall have a minimum of 2,000 hours of paid work experience other than teaching.
Instructional Program
General Cooperative Education is designed as a one-year program to provide classroom and work-based learning related to the student's career focus as indicated on the individualized program of study.
The GCE related class includes instruction in workplace competencies consisting of employability skills, positive work attitudes, and skills identified in the Scans 2000 Report.
It is recommended that two credits per year be given to cooperative program completers (one credit for the related class and one credit for on-the-job training). Exception: When GCE is taught on block scheduling, two credits may be given for the related class and one credit for on-the-job training so that coordinators can have students in class all year.
Facilities and Equipment
Facility and equipment requirements may be obtained from the General Cooperative Education Section (or from the ADWE website: www.work-ed.state.ar.us) and must be met within the specified time for program approval.
Career and Technical Student Organization
The career and technical student organization, General Cooperative Education Clubs shall be an integral part of the instructional program.
RELATED LINK:
http://www.work-ed.state.ar.us/GCE/indexgce.html
GENERAL COOPERATIVE EDUCATION (GCE)
Work-Based Learning)
Course Offerings by Grade Levels and Semester Options
11th or 12th Grade (Recommend 12th)
General Cooperative Education
(Classroom Related of .5 unit Workplace Readiness)
General Cooperative Education
(Work Experience: 1 unit)
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WORKFORCE EDUCATION INTERNSHIP
Program Description
Workforce Education Internship programs are designed to assist students in their specific career focus areas and to help them successfully transition from school-to-career. Students who expect to begin their careers immediately upon high school graduation as well as those who need to complete post-secondary training prior to starting a career can benefit from the program. The structure involves a strong business partnership that links the program and its participants to current resources, information, and guidance from industry professionals. It provides intense, competency based classroom and work-site instruction specifically tailored to meet the needs of individual students. It also fosters articulation of programs between high schools and post-secondary, credit-granting institutions and apprenticeship programs. A post-graduation monitoring system is incorporated that identifies and addresses graduates' ongoing needs as they advance toward their identified career goals.
Teacher Qualifications
The Internship coordinator should be employed on a contract with the school district for a minimum of 220 days.
Instructional Program
Interns receive guided classroom and guided work-site instruction that is competency based and incorporates academics and applied learning activities. Each classroom and work-site competency that an intern successfully completes is documented and placed in a portfolio. The intern receives the portfolio upon completion of the Internship Program.
Classroom Instruction - The classroom portion of the Internship program focuses on teaching students the basic skills required by all employers. Interns are individually assessed and weak areas are addressed while strong areas are reinforced.
Work-site Instruction - Individual work-sites must be approved by the Internship Coordinator. Written agreements must be established between the school and the work-site that outlines appropriate program delivery prior to student placement. Work-site instruction is guided by the employer and directly relates to the student's identified career focus. Compensation is negotiated for each intern and based on fair labor standards.
Internship program coordinators shall follow the State curriculum/content framework as approved by the Department of Workforce Education.
STUDENT ORGANIZATION
Although a specific student organization does not exit for interns, the Internship Program is designed to support the guidelines, goals, and objectives of all student organizations. Interns are required to hold membership in the student organization that represents their individual career focus area. The Internship Program provides leadership instruction and training and may assist students in preparing for competitions and activities associated with their particular student organization.
KEYSTONE
Program Description
Keystone Programs are designed to help ninth grade students' make smooth transitions from middle schools to high schools. The program is customized by faculty members to meet the needs of individual project sites.
Keystone has several purposes that include:
* Decreasing the number of disciplinary referrals
* Lowering drop-out rates
* Raising test scores
* Increasing student involvement in school activities, clubs, and community service
* Increasing student enrollment in higher level academic course work and/or skills attainment
* Promoting sound career development planning
Minimum activities required are:
* An orientation process that introduces students to the school's offerings, faculty, activities, clubs, rules and regulations.
* Career exploration that builds on the students' Career Orientation experience and incorporates:
* Job Shadowing
* Mentoring
* Career/College Fair
* Guest Speakers
* Supervised Field Trips to Business and Industry Sites
* Parent/Student Educational/Career Development Conferences
* Continuation of 4-6 year academic/career planning process
Although Keystone programs originated as an orientation program for schools implementing Academies, they may be adapted for use in regular high school settings.
Teacher Qualifications
It is the school administrator's responsibility to assemble a team of visionaries to design the program. The team shall include qualified counselor(s), administrators and both academic and career and technical certified teachers. The goal of the team shall be to establish the local guidelines and content for the Keystone program. A minimum of ten people shall serve on the team.
Endorsement Requirements - The Department of Workforce Education shall endorse all team members as Keystone teacher/advisors. To attain endorsement, each team member must attend a five-day Vision Retreat during which time he/she will provide documentation of 40 hours of group participation in the development of a local plan. The plan must be submitted to the Department and address the following topics:
* Establish the mission/goals for the program
* Establish the non-negotiable components
* Outline the orientation program
* Outline the career exploration component
* Define the workplace skills to be taught
* Design how career planning will be incorporated
* Establish the framework
* Establish the time frame
* Select and/or design appropriate bell-to-bell activities/curriculum for the first ¼ of program
* Identify resources and support
* Establish monthly meeting schedule
* Establish schedule for career exploratory activities
* Establish a division of responsibilities for further curriculum/activity development
* Establish a follow-up method to record student data regarding improvement in areas of concern
* Establish a goal and method of recruiting and training teachers for the keystone program
* Establish a date and method for evaluating program
An annual retreat shall be held during which time the process shall be revisited. Newly recruited teachers will participate in evaluating and modifying the Keystone program along side of veteran team members. Newly recruited teachers will receive endorsement when the revised plan is submitted to the Department.
Instructional Program
(Schools on Block Schedules can modify the length of time to conform to the school's schedule - modification should be reflected in the plan submitted to the Department)
WORKPLACE READINESS
Course Description
Workplace Readiness is a one-semester course offered in grades ten through twelve. It focuses on problem solving, teamwork, communications skills, the use of technology, and self-management.
Teacher Qualifications
Workplace Readiness instructors must have an integrated Career and Technical Education License. In addition, the instructor must have completed Career Preparation endorsement sponsored by the Department of Workforce Education.
Instructional Program
Workplace Readiness is a course that teaches the skills and attributes needed to succeed in the changing workplace through video, computer, and print lessons. The course is divided into five units: resources, interpersonal skills, information, systems, and technology.
Students in Workplace Readiness may be in grades ten through twelve.
The course content is the Workplace Readiness framework approved by the Department of Workforce Education.
One-half unit credit for a semester course should be given Workplace Readiness students.
Facilities and Equipment
Facility and equipment requirements may be obtained from the Workplace Readiness Section or the Department website (www.work-ed.state.ar.us) and must be met within the specified time for program approval.
RELATED LINK:
http://www.work-ed.state.ar.us/WorkplaceReadiness.html
WORKFORCE TECHNOLOGY
Course Description
Workforce Technology is a new one-year technology based course designed as a substitute for the traditional Workplace Readiness course. It is intended for students in grades ten through twelve. The course creates a link with East Lab technology and methodology and focuses on teaching students the transferable skills they need to succeed in the changing workplace.
Teacher Qualifications
Instructional Program
Workforce Technology may be implemented as a one-year course.
Students in Workforce Technology shall meet East requirements.
Course content shall meet East requirements.
It is recommended that the equivalent of one unit of credit be given to Workforce Technology students.
Facilities And Equipment
Facilities and equipment requirements may be secured from the East Lab located at OUR Educational Cooperative in Harrison, AR. The Department of Workforce Education shall only be responsible for funding a designated portion of an East Lab facility. The amount of funding shall be based on a predetermined formula. The facilities and equipment requirements must be met within the specified time for program approval.
Career And Technical Student Organization
Students enrolled in Workforce Technology are encouraged to hold membership in the student organization(s) that relate to their career focus area.
ARKANSAS CAREER OPPORTUNITIES GUIDELINES
The guidelines contained in this booklet have been established to provide consistency and ensure that all regional partnerships are in compliance with the School-to-Work Opportunities Act of 1994. The Act can be viewed at http://www.stw.ed.gov/.
Regional Partnership Council Membership
Each regional partnership council must include employers, representatives of local educational agencies and local postsecondary educational institutions, local educators (such as teachers, counselors, administrators), representatives of labor organizations or non-managerial employee representatives, and students. Membership must consist of at least 51% business/industry (employers), and the other categories must have at least one representative.
A regional partnership may include other entities, such as: employer organizations; community-based organizations; national trade associations working at the local levels; industrial extension centers; rehabilitation agencies and organizations; registered apprenticeship agencies; local vocational education entities; proprietary institutions of higher education; local government agencies; parent organizations; teacher organizations; vocational student organizations; and private industry councils.
Required Program Contents
For the purpose of this document, a Career Opportunities program is defined as the Career Opportunities system developed and implemented by each regional partnership council.
A Career Opportunities program shall -
School-based Learning Component
The school-based learning component of a Career Opportunities program shall include:
Work-based Learning Component
The work-based learning component of a Career Opportunities program shall include:
The work-based learning component may include such activities as paid work experience, job shadowing, school-sponsored enterprises, or on-the-job training.
Connecting Activities Component
The connecting activities component of a Career Opportunities program shall include:
Administrative Costs
A regional partnership may not use more than 10 percent of expenditures for administrative costs.
The term "administrative costs" means the activities of a partnership that are necessary for the proper and efficient performance of its duties pursuant to the School-to-Work Opportunities Act that are not directly related to the provision of services to participants or otherwise allocable to the program's allowable activities listed in the Act. Administrative costs may be personnel and non-personnel costs. Costs of administration include, but are not limited to, such categories as:
* Overall system management, system coordination, and general administrative functions;
* Monitoring of sub-recipients;
* Procurement activities, including the award of specific sub-grants, contracts, and purchase orders;
* Developing systems and procedures, including management information systems, for ensuring compliance with the requirements under the Act;
* Preparing reports and other documents related to the Act;
* Coordinating the resolution of audit findings.
All staff members whose salaries fall within the Personnel line item of the Career Opportunities line item budget are required to document their administrative time. This can best be done by indicating administrative and programmatic hours on a timesheet. Records of time allocation should be maintained at the office of the fiscal agent.
In addition, staff members who work on Career Opportunities and other programs must document the amount of time spent on Career Opportunities and the amount of time spent on the other programs.
Safeguards
Career Opportunities programs must apply the following safeguards, as required under Section 601 of the School-to-Work Opportunities Act:
* No student participating in a Career Opportunities program shall displace any currently employed worker (including a partial displacement, such as a reduction in the hours of non-overtime work, wages, or employment benefits).
* No Career Opportunities program shall impair existing contracts for services or collective bargaining agreements, and no such program that would be inconsistent with the terms of a collective bargaining agreement shall be undertaken without the written concurrence of the labor organization and employer concerned.
* No student participating in a Career Opportunities program shall be employed or fill a job-
* Students participating in Career Opportunities programs shall be provided with adequate and safe equipment and safe and healthful workplaces in conformity with all health and safety requirements of Federal, State, and local law.
* Funds appropriated under authority of this Act shall not be expended for wages of students or workplace mentors participating in such programs.
Reports
Quarterly Report: Each regional partnership is required to submit quarterly programmatic and financial reports. The data provided in the quarterly reports justify regional partnership expenditures and budget requests. These reports are due in the state office on January 15, April 15, July 15, and October 15 of each year.
Annual Accountability Report: Accountability reports justify regional partnership expenditures and budget requests. An oral presentation of the Accountability reports is made by the regional partnerships to the state staff.
Annual Application for Funds: A new application for regional partnership funding is required annually. An equal amount of basal funding is awarded annually to each of the nine regional partnerships. The end-of-year accountability report and quarterly report performance data are used in awarding additional incentive funding to the regional partnerships that achieve performance goals.
Monitoring
State staff will make annual on-site regional partnership reviews. Both programmatic and fiscal reviews will be conducted.
Accountability
Each Career Opportunities partnership is required to maintain an accountability system. The accountability system should document student participation rates, along with participation in each of the program components. Accountability is measured on a quarterly basis with the regional quarterly reports, and annually with the end-of-year accountability report.
RELATED LINK:
Go to http://www.work-ed.state.ar.us/CTECareerOpportunitiesindex.htm for Career Opportunities forms, regional directory, etc.
SUPPORT-GUIDANCE AND SPECIAL NEEDS
Why do career planning in your schools?
The Arkansas Department of Education Rules and Regulations Governing Public School Student Services states:
The Federal Carl D. Perkins Vocational and Technical Education Act of
1998 ( Public
Law
The Arkansas Department of Workforce Education "State Plan for Vocational and Technical Education" for 1999-2004 says:
Helping students understand the many career and education all opportunities that are available to them is the first step in helping them prepare for postsecondary education and their chosen career. The career guidance and counseling model being promoted by the Department of Workforce Education is Career Action Planning (CAP). The purpose of CAP is to help students and their parents explore educational and occupational possibilities and make appropriate career decisions based on a solid base of information. The CAP program involves teachers as advisors to work with all students and their parents in developing and maintaining individualized career plans and portfolios. CAP begins in grade eight with students beginning to build their career portfolio that includes scores on standardized tests, learning styles, career interests, as well as previous grades.
Each advisor is assigned a group of students for the year. The basic program elements are as follows:
... Students enrolled in vocational and technical education programs will be prepared for post-high school opportunities by ensuring they are equipped with (1) a solid foundation of academic skills and the ability to apply those skills in advanced education, training, and employment; (2) workplace skills, including work ethic, employability skills, and higher-order thinking skills; and (3) technical competencies, including computer proficiencies.
RELATED LINKS:
http://www.work-ed.state.ar.us/CTESCTEGuidanceSpecialneeds.htm
http://ed.gov/offices/OVAEA/ocEd/lnfoBoard/legis.html
Coordinated Career Education and Coordinated Compensatory Vocational Education
Program Description
These programs are designed specifically for students with disabilities, academically disadvantaged students, students with Limited English Proficiencies (LEP) who need specifically designed instruction or students who need a more supportive environment to be successful. The program design includes courses in Coordinated Compensatory Vocational Education (CCVE) and Coordinated Career Education (CCE) I and II.
Teacher Qualifications
The qualifications for a CCE teacher require (1) A teaching certificate in a vocational/ occupational specialty area and (2) 12 college credit hours in Special Education and/or Vocational Special Populations Courses.
Teachers with Special Education certificates shall have 12 college credit hours in Vocational Education courses. Examples of these courses include History and Principles of Vocational Education, Strategies for Cooperative Education, Methods in Vocational Education, Career Orientation Programs, Curriculum Development in Vocational Education and Evaluation and Program Planning.
These hours must be obtained at a rate of six hours per school year until all deficiencies have been removed.
CCVE teachers shall have a valid/current teaching certificate.
Instructional Program
Note: Start-up of new or expanded CCVE or CCE programs is no longer being considered.
Each CCE/CCVE teacher shall follow approved State curriculum/content frameworks for each course approved by the Department of Workforce Education.
It is recommended that the equivalent of one unit of credit per year be given to completers of the Coordinated Compensatory Vocational Education (CCVE) course and three units of credit for cooperative program completers.
Facilities and Equipment
Facilities and equipment requirements may be secured from Guidance and Special Needs Unit and must be met within the specified time for program approval.
Career and Technical Student Organization
The career and technical student organization Coordinated Career Education Chapters of Arkansas (CCECA) shall be an integral part of the Coordinated Career Education cooperative instructional program and shall follow the same guidelines, goals, and objectives, and activities as the Arkansas State Chapter.
RELATED LINKS:
http://www.work-ed.state.ar.us/CTECoordinatedCompenVocEd.html
http://www.work-ed.state.ar.us/CTECCE.html
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Jobs for Arkansas' Graduates (JAG)
Program Description
Jobs for Arkansas' Graduates (JAG) is a new program that is designed to assist career and technical students whose ability to successfully graduate from high school and obtain meaningful employment is in jeopardy.
Teacher Qualifications
The JAG Specialist is to be secondary licensedjn a vocational or any core academic area and endorsed through the completion of program management training developed and approved by the Department of Workforce Education.
(Existing GCE, CCE, and CCVE coordinators and instructors are eligible to "grandfather" into the program by completing the designated program management training.)
It is strongly recommended that during the first year of operation the JAG Specialist be employed on a contract of a minimum of 215 days. It is also strongly recommended that during each subsequent year the Specialist be employed on a contract of a minimum of 225 days.
Instructional Program
Jobs for Arkansas' Graduates (JAG) can be utilized in any program of study and can count as credit toward a student's career focus/major. The program's goal is to ensure student graduation (or GED) and prepare them for workplace success whether their career begins immediately upon high school graduation, entry into military service or requires them to complete post-secondary education/training.
Jobs for Arkansas' Graduates (JAG) is designed as a one year (Senior School-to Career Application) or as a two year (Multi-Year Dropout Prevention Application) program.
Eleventh and twelfth grade career and technical students with multiple identified barriers shall apply for acceptance to the JAG program. The Specialist identifies a student's barriers prior to placement into the program. Students are to have an identified career focus/major and have completed at least 1 unit and be enrolled in 2nd unit of the identified career focus/major.
The Jobs for Arkansas Graduates (JAG) Specialists shall follow approved State and National curriculum/content frameworks approved by the Department of Workforce Education and Jobs for America's Graduates.
One unit of credit per year is to be given for Jobs for Arkansas' Graduates (JAG) participants. A student's maximum length of enrollment in the JAG program shall be two years depending on the application of the model. JAG may be utilized as a related option of any program of study. It is not a stand-alone program of study or career focus/major.
Part time employment is not a requirement of the JAG program but credit can be given at the discretion of the individual school district. Schools who grant credit for work-based learning shall follow the course credit guidelines for the Workforce Education Internship program.
Facilities and Equipment
Facilities and equipment requirements may be secured from the Guidance and Special Needs Section and must be met within the specified time for program approval.
Career and Technical Student Organization
While National Jobs for America's Graduates' (JAG) asks that elements of their career association (National Career Association) be included in the curriculum, Arkansas JAG Specialists will provide support to the students and advisors in the student's career focus Career and Technical Student Organization. JAG students are strongly encouraged to hold membership in the student organization that represents their chosen career focus/major area. The Specialists will assist the JAG students in the activities of their chosen CTSO. The NCA activities will be utilized as classroom management tools.
RELATED LINK:
http://www.work-ed.state.ar.us/JAG.html
PROVE
Providing Real Opportunities for Vocational Education
Program Description
This secondary program is individualized to meet the specific academic needs of career and technical students who are members of a special population. This program provides a versatile spectrum of instruction with the intent of improving vocational and academic scores and/or skills. Student eligibility is to be discussed with the student, parents, PROVE instructor and/or counselor prior to enrollment.
Teacher Qualifications
The PROVE instructor is to be secondary licensed in any vocational area and/or either hold certification in Reading, Math, or Language Arts and endorsed through the completion of program management training developed and approved by the Department of Workforce Education.
Existing CCVE instructors with teaching certificates may "grandfather" as PROVE instructors by completing the designated program management training by completing the designated program management training.
Instructional Program
PROVE is a recommended course for students, in the ninth and/or tenth grades in secondary schools, who are academically disadvantaged, and/or are Limited English Proficient. It is a course of basic instruction based on identified student needs. Instruction will include the areas of math, reading, language arts, and life-skills. The basic skills instruction shall be related to the vocational program of study/career focus in which the student is or will be enrolled. The administration of a pre- and post-assessment tool (TABE) is required of all students. Documentation of student achievement is required.
PROVE is designed to meet the individual needs of the student. It is recommended as a one-year course.
Students who are members of the special population are defined as students who score between the 15th and 35th percentile on standardized tests in reading, mathematics, or language arts; and/or students of Limited English Proficiency (LEP). This ninth or tenth grade student is or will be enrolled in a vocational program or study/career focus.
Student eligibility shall be discussed with the student, parents, PROVE instructor and/or counselor prior to enrollment.
It is recommended that a student may earn the equivalent of one unit of credit per year for the successful completion of the PROVE course. This course will not count as a credit towards a students career focus major.
Facilities and equipment requirements may be secured from Support - Guidance and Special Needs Unit and must be met within the specified time for program approval.
APPLIED SCIENCES
Program Description
Career and Technical Education instruction is designed to prepare specialized workers at the technician level in occupational fields that include the technology supportive to professional engineers, scientists, physicians, and managers. Usually technology implies an extensive concentration in a particular occupational field along with the associated mathematics (algebra, as a minimum) and science (usually physics). Consequently, many technical programs are usually offered in a two-year postsecondary education environment. However, to prepare students for a technological society and to prepare them with the academic skills and technical principles sufficient to allow them to succeed in advanced technical programs, a "Principles of Technology - Applied Physics" program is available at the secondary level.
Course Description
Principles of Technology (PT) is an instructional program for secondary students interested in technical careers and other students wishing to further their understanding of the physical principles underlying modern technology. The program provides instruction in mechanical, fluid, electrical and thermal principles on which modern equipment operates and the mathematics associated with these principles. This program may be taught to provide an alternative for increased course work in science and to provide two units of applied and laboratory science toward graduation.
Teacher Qualifications
A qualified teacher of PT must hold a valid teaching license, be licensed in Physical Earth Science (A.Y.A) in secondary education, be certified in physics or have physics approval, and complete a Department of Workforce Education workshop in teaching methods for PT.
Instructional Program
PT is designed as a hands-on, activity based, applied physics program normally requiring two years to complete. Students will receive information and experiences from a balance of sources such as class lecture, demonstration and discussions, the text and workbook, audio/video/visual aids, math skills labs, hands-on physics applications labs and review.
The PT teacher shall follow the Center for Occupational Research and Development (CORD) teacher manuals, which are used as the course content guide for the PT program. Since the Science Frameworks published by the Department of Education are not as specific as the CORD PT objectives, the end of course tests for PT are correlated to the objectives found in the CORD PT curriculum.
One physics (science) credit toward graduation requirements shall be given students who complete the two-year PT program (PT I and PT II). One elective vocational credit or one physical science credit shall be given students who complete only one year of the PT program.
Students in the tenth, eleventh, and 12 grade shall have the option of choosing the PT program, but students shall have a sound understanding of mathematics including Algebra I prior to entering the PT program.
Facilities and Equipment
The facility requirements are similar to the science classroom/laboratory requirements for physics; see facilities requirements as published by Department of Education. Water and drain, compressed air and electricity are required; gas is desirable.
Career and Technical Student Organizations
PT students are encouraged to join the Skills USA - VICA student organization.
APPRENTICESHIP
Apprenticeship is a structured training and educational system designed to prepare individuals for specific occupations. It combines on-the-job training (OJT) under the supervision of experienced journey workers at the work site along with education conducted by qualified instructors in related classroom instruction. Apprenticeship programs are driven by business and industry employers who specify the competencies or processes required for mastery in the occupations; these become the standards for which the apprentices will master. Apprenticeship programs require at minimum one year of training and education, but usually require four or five years. Specific apprenticeship programs require registry with the U.S. Department of Labor/Bureau of Apprenticeship and Training (USDOL/BAT). Apprentices who successfully complete the prescribed number of hours in OJT and classroom instruction in a registered apprenticeship program are awarded certificates of completion and are then considered journeyman. Apprentices may also receive post-secondary certificates, diplomas, and degrees as a result of completing their specific apprenticeship program.
Qualifications of the apprentice vary according to the requirements of the occupation. However, all apprenticeship programs require applicants to be at least 16 years old and physically able to perform the job. All companies prefer and most require a high school diploma or equivalent certificate. Some training and education beyond high school may enhance the apprentice's opportunities in an apprenticeship program and allow the apprentice to progress through a program more quickly and easily.
The State of Arkansas recognizes the significance of apprenticeship programs in enhancing the skill levels of the employees and workers in Arkansas businesses and industries. Three methods of providing improvement funds are available for employers and apprentices: Traditional Apprenticeship, Youth Apprenticeship, and Construction Training.
Traditional Apprenticeship
The term "Traditional Apprenticeship" is used to designate the adult apprenticeship programs that are registered with the USDOL/BAT and that receive State Improvement Funds based upon hours of related classroom instruction. These programs are operated by employers, employer associations, or jointly by management and labor on a voluntary basis. The State Apprenticeship Office (SAO), within the Department of Workforce Education, monitors the related classroom instruction portion of USDOL/BAT registered apprenticeship programs that apply and are approved for State Improvement Funds.
The Arkansas Apprenticeship Coordination Steering Committee (AACSC) provides guidance to and coordinates with the SAO to effectively promote and enhance apprenticeship programs in Arkansas. The AACSC is composed of 20 voting members, appointed by the Governor's Office, from business/industry, labor, education, and female minority sector, and six non-voting, advisory members appointed by government and education agencies.
Teachers or instructors of Traditional Apprenticeship related classroom instruction are chosen by the local apprenticeship committee based upon the instructor's experience and teaching abilities. Instructors are usually selected from the technical programs at high schools, technical institutes or colleges, and business/industry companies. The instructional materials are frequently developed by and available from labor associations and curriculum centers or developed locally by the employers and experienced journey workers.
The standards (or implementation plan) for each apprenticeship program is written in a specific format by the local committee and submitted to the USDOL/BAT for approval and registry- This document states how and when the learning processes will occur, what the responsibilities are of the employer and apprentice, and what wages will be awarded upon completion of each level of mastery. The employer and each apprentice then signs their respective employer agreement and apprentice agreement which are also registered with the USDOL/BAT. If an apprenticeship program is properly registered with the USDOL/BAT, then the program is eligible to apply for State Improvement Funds.
Youth Apprenticeship
The term "Youth Apprenticeship" is a shorten version of the term Youth Apprenticeship/Work-Based Learning or YA/WBL. These terms designate the high school and post-secondary youth apprenticeship programs that are approved by the Department of Workforce Education/State Apprenticeship Office (DWE/SAO) and that receive State Improvement Funds based upon a performance based budget. The youth apprentice or work-based learning student is usually 16 to 21 years old, entered the YA/WBL program while in high school, has a six year career plan that includes high school and post-secondary education and training, agreed to a three year (minimum) apprenticeship program, and will obtain not only certification/license in his/her occupation but a high school diploma and a post-secondary certificate, diploma, or degree. These programs are operated by consortia of employers, employer associations, and educational institutions. The SAO monitors and provides guidance, in both the training and education portions, to youth apprenticeship consortia that apply and are approved for State Improvement Funds.
The instructors in YA/WBL programs are usually secondary licensed or team-teach with a secondary licensed teacher so that the youth apprentice will receive high school credit toward graduation. These instructors are usually selected from the technical programs at high schools, technical institutes or colleges, and business/industry companies. The instructional materials are usually in place at participating high and post-secondary schools, but are sometimes acquired from labor associations, professional associations, and curriculum centers. In a few cases the instructional materials are developed locally by the employers, experienced journey workers, and the high and post-secondary instructors. In either case, the applicable occupational specialist or program manager at the Department of Workforce Education/Career and Technical Education will review and approve the instructional materials.
The implementation plan for each occupational apprenticeship program, the employer agreements, the apprentice agreements, and the apprentice six year career plans will be completed and maintained at the YA/WBL consortia for review and approval by the SAO. Additionally, the YA/WBL apprenticeship consortia are expected to achieve and maintain seven common design principles and six essential elements to be approved for State Improvement Funds.
The seven common design principles are:
The six essential elements are:
Approved YA/WBL consortia are also expected to submit quarterly narrative and expenditure reports by the 15th day following the closeout of a yearly quarter and to maintain an efficient program with a performance based budget at or below $2,000 per youth apprentice.
Construction Training
Recent legislation in the form of Act 474 of 1999 provides for a construction industry craft training education program in vocational schools, technical schools, and colleges. It imposes a construction permit surcharge to fund this program. Rules and Regulations were developed which outline the application and award process. The Department of Workforce Education/State Apprenticeship Office along with the Arkansas Apprenticeship Coordination Steering Committee will administer this program as sufficient funds are accumulated in the specially designated account.
RELATED LINK:
http://www.work-ed.state.ar.us/apprenticeship%20index.html
TECH PREP ASSOCIATE DEGREE PROGRAMS (TPAD)
GUIDELINES
These guidelines have been established to provide consistency and insure that all
consortia are in compliance with the Perkins Act of 1998 and the Arkansas State Plan
(See http://www.ed.gov/offices/OVAE/grntprgm.html and http://www.work-ed.state.ar.us web sites for copies).
CONSORTIUM MEMBERSHIP
Must include one or more secondary schools offering vocational and technical education programs of study; and
Additional membership may include 4-year postsecondary schools and employer/labor organizations. Schools may be members of more than one consortium and may be located inside or outside the State.
REQUIRED PROGRAM CONTENTS
Each tech-prep program shall -
* be carried out under an articulation agreement between the participants in the consortium;
* consist of at least 2 years of secondary school preceding graduation and 2 years or more of higher education, or an apprenticeship program of at least 2 years following secondary instruction, with a common core of required proficiency in mathematics, science, reading, writing, communication, and technologies designed to lead to an associate's degree or a postsecondary certificate in a specific career field;
* include the development of tech-prep programs for both secondary and postsecondary, including consortium, participants in the consortium that-
* include in-service training for teachers that -
* include training programs for counselors designed to enable counselors to more effectively -
* provide equal access, to the full range of technical preparation programs, to individuals who are members of special populations, including the development of tech-prep program services appropriate to the needs of special populations; and
* provide for preparatory services that assist participants in tech-prep programs.
* Additional Authorized Activities.-Each tech-prep program may-
Special Consideration. -The eligible agency, as appropriate, shall give special consideration to applications that -
CAREER FOCUS PROGRAM OF STUDY
A TPAD program of study must include an articulation agreement and combine a minimum of two years of secondary and two years of postsecondary (associate degree, certificate, apprenticeship or two years of a four year program.) education. The program must be designed around the Arkansas Department of Workforce Education (DWE) Career Focus programs of study and the prescribed DWE career clusters and majors. A program must begin in grades 9, 10, or 11 and continue through the completion of a postsecondary component. Entry into the TPAD program requires a career focus program of study signed by the student and parent. This program of study must be reviewed and signed annually until completion of the secondary component.
NOTE: 18 month technical certificate programs are accepted for the postsecondary component.
ARTICULATION AGREEMENTS
General Articulation Agreements: Agreements that involve only the general principle of cooperation and working together, or the general concept of transfer credit. NOTE: For maximum enrollments this agreement should state that only documented TPAD students shall be eligible for articulated credit.
Specific Articulation Agreements: Articulation agreements that focus on specific occupational specialties, programs. These agreements must be true credit granting or time-shortened (partial credit) articulation agreements that do not rely on testing. Credit shall be granted upon enrollment, completion of no more than12 hours, or completion of one semester at the postsecondary institution.
TPAD STUDENT
Secondary: A student who is participating in an approved TPAD sequence of courses and has indicated intent (4-6 year program of study signed by student and parent on file) to follow the approved career focus. The major identifier is the intent to follow a recommended career focus.
NOTE: A student is not required to be secondary vocational completer to continue in grades 13 and 14 of their recommended career focus.
NOTE: Academic dual credit courses are accepted for one year of the two years required at the secondary level.
Postsecondary: A student who has matriculated from the secondary program and continues to pursue a career focus which is an extension of an approved secondary TPAD program. The student will be receiving articulated college credit. Many postsecondary schools do not list student majors in grades 13 and 14, the major identifier is the intent to follow a recommended pathway.
Completer: A student who has completed an associate degree, two-year certificate or apprenticeship, or enrolled in grade 15 of a four-year program.
REPORTS
Time Distribution Sheet: Time distribution sheets are required quarterly for each TPAD employee paid with funds from more than one source. Time sheets are due the end of the month following each quarter.
Mid-year Accountability Report: A narrative report describing consortia July-December activities is required each January 31.
Annual Expenditure Report: Report of expenditures by budget category. Report and warrant for unexpended funds are due July 31. (Contact DWE if a later date is needed.)
Annual Accountability Report: Accountability reports justify consortia expenditures and budget requests. An oral presentation of the Accountability Reports will be made by the consortia to state staff.
Annual Application: A new request for consortia funding is required annually. The end-of-year accountability report will be used in budget approval. Basal funding is based on student data. (New consortia receive a base minimum for three years.)
MONITORING
State staff will make annual on-site consortia reviews which will include validation/review of:
* random samples of student Social Security Numbers,
* parental involvement/attempt on agreements,
* capital equipment inventory for the previous three years,
* minutes of consortia meetings,
* accountability system and reports,
* business/industry involvement, and
* Perkins Title II required program contents.
ACCOUNTABILITY
Each consortia is required to maintain an accountability system. The Accountability Report will be used to justify consortium expenditures and in determining funding amounts. Basal funding will be based on TPAD student data for secondary students, postsecondary students, and completers.
NOTE: Final budget adjustments may be required to ensure that the combined consortia budget total does not exceed the state allotment of Perkins Title II funds.
Basal funding may be adjusted based on the following activities:
Penalty Items:
There will be a reduction in basal funding for each of the following items not provided or addressed:
Activities, etc. required by Perkins
Articulation matrix
Copies of articulation agreements
Accountability system requirements
TPAD Student Data: Student SSNs are required for DWE to track students and obtain demographic, special populations, career focus, secondary completer, etc. data. This is a mandatory item for accountability and funding. Failing to provide student SSN data will result in the report not being accepted.
RELATED LINKS:
Go to http://www.work-ed.state.ar.us/CTETPAD.htm for TPAD forms, consortia directory, etc.
SPECIAL POLICIES AND PROCEDURES RELATING TO SECONDARY AREA CENTERS
Local Revenue per Full-Time Equivalent (FTE). The education/training fee will be collected from each sending school by the secondary area center.
Postsecondary instructors who teach secondary students must meet the certification requirements for teaching secondary students.
* Access is an attempt for every high school student in Arkansas to have the opportunity to participate in any of a minimum of three occupation specific vocational programs offered within 25 miles or 30 minutes of the home schools.
* Full-Time Equivalent (FTE) shall be considered the equivalent of one student attending class for six class periods, e.g., one student attending a three period class the full year would equal one-half FTE.
* Capacity of a vocational center is determined by multiplying the number of blocks of occupation-specific programs (two or three hours) by 20.
* Local districts are the districts in the locality, which are eligible to participate in vocational center programs.
* Occupation-specific vocational education programs are a vocational or technical program which have paid employment in specific occupations as their objective.
* Private and/or home-schooled students are eligible to participate in secondary area center programs through the local school district in which they officially reside.
* Satellite location is the extension of a secondary area center located outside the boundaries of an existing center (25 miles or 30 minutes of driving time) or to students in isolated areas. Satellite locations will be provided by an approved secondary area center, and must be shared by more than one school district. All satellite locations require the approval of the SBWECO.
* Secondary area center is a public secondary vocational institution organized for the specific purpose of educating high school students in specific occupational/vocational areas. A center will serve students from more than one participating school district. Students eligible to attend a secondary area center will generally come from a twenty-five (25) mile radius or thirty minute driving time from the local school. A secondary area center must be comprised of three specific vocational programs to begin operation. Also, it must have at least five programs in operation by the start of the fourth year.
* Short-term adult vocational classes are specialized classes organized for the purpose of providing training, retraining, and upgrading of skills for which there is an identified demand in the employment market.
* Sponsoring institution is a comprehensive high school, a postsecondary vocational technical institute, a two-year or community/technical college, an education service cooperative, or any other entity authorized by law that has been approved by the SBWECO. The sponsoring institution will function as the fiscal agent, manage, and administer the secondary area center. (Reference Act 788 of 1985 and Act 819 of 2001)
RELATED LINKS for Secondary Vocational Centers:
http://www.work-ed.state.ar.us/postsecond.html
http://www.work-ed.state.ar.us/about.html
http://www.work-ed.state.ar.us/CTEIogopage.htm
http://www.work-ed.state.ar.us/CTESCTENewandExpandedPrograms.htm
http://www.work-ed.state.ar.us/sacdirectorinformation.html
http://uark.edu/depts/awecc/content/listing.html
http://www.uark.edu/misc/sct/
Notes
State regulations are updated quarterly; we currently have two versions available. Below is a comparison between our most recent version and the prior quarterly release. More comparison features will be added as we have more versions to compare.