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Compliance


Summit Academy High School

Quality Standard 1: The Career and Technical Education program is administered by a qualified CTE Director.

  1. The Director:
    1. has a current Utah Administrative Supervisory License or is in the process of completing license requirements (R277-911-8-7(a))
    2. has an endorsement in at least one career and technical area (R277-911-8-7 (b))
    3. meets one of the following
      1. has four (4) years of experience as a full-time career and technical educator
      2. has completed the prescribed CTE Director professional development program.
  2. The Director is:
    1. assigned responsibility for CTE program administration in CACTUS (must be at a minimum of one-half of administrator assignment); or
    2. dedicated full time to CTE, if assigned as a multi-district CTE Director (memorandum of understanding from each district submitted annually including requirements from R277-911-8-5 (i-iv); or
    3. dedicated full time to CTE, if assigned as a multi-charter CTE Director (memorandum of understanding from each charter submitted annually including requirements from R277-911-8-5 (i-iv); or
    4. assigned responsibility for CTE program administration in CACTUS in a small district where the opportunity to have a multi-district CTE Director is not available (must be at a minimum of part-time of administrator assignment)
  3. The Director:
    1. participates in appropriate statewide CTE meetings,
    2. obtains adequate information about State and Federal CTE requirements
    3. advocates for CTE with their LEA.
  4. The Director fully participates in:
    1. Region planning
    2. program development
    3. collaboration to coordinate Career and Technical Education within the Region
  5. The Director participates in appropriate professional association and professional development activities, including attending state directors meeting.
  6. The Director administers the sharing of state/district/LEA CTE pathways and LEA course offerings through the district/LEA website.
  7. The Director completes and submits required CTE applications, data, and other documentation accurately and timely. (Data gateway reports, CCA, WBL applications and documents, Perkins applications, reimbursements, etc.) Note: all applicable documents on the Director’s annual checklist for the LEA.

Quality Standard 2: CTE quality program planning, development, and continuous improvement is in place.

  1. The LEA has implemented appropriate CTE Pathways that allow for student concentration/completion. LEA(s) has promoted CTE pathways, course offerings and additional state requested CTE information as an online resource for local stakeholders.
  2. The LEA has ensured quality career and technical programs/courses/pathways based on program of quality review standards.
  3. Program Advisory Committees (PAC) are used to provide input into program development and continuous improvement/innovations where students acquire the knowledge and skills to meet rigorous and challenging academic standards and industry-recognized skill standards that are necessary for:
    1. Post-secondary education (USHE/UTECH connections)
    2. Lifelong learning
    3. High-skill, high-wage, and in-demand careers
    4. Credentials of value
  4. Articulation agreements are in place outlining student pathways from secondary to postsecondary CTE programs.
  5. A 3-5-year plan is in place for program development and continuous improvement based on the region/LEA needs assessment elements data results, including but not limited to:
    1. Evaluate and promote programs of study (pathways development) creating and/or improving program quality (size, scope, and quality) (element 2, 3, 4)
    2. Improve all student performance, with attention to meeting the needs of special populations and nontraditional students (include equity and access) (element 1, 6)
    3. Improve teacher quality: recruitment, retention, and training (element 5)
    4. Student concentration/completion plans that promote graduation (element 4)
    5. Expanding opportunity and improvement of student performance resulting in credentials of value (element 1)
    6. The LEA ensures that every student has an intentional college and career readiness plan in place that includes a plan for post-secondary opportunities including, but not limited to: UTECH, USHE, and career options (element 2, 3, 4)
  6. In accordance with R277-911-3, 5C, every approved CTE Program must have in place an LEA-approved CTE specific Annual Safety Plan. Annual Safety Plans should include, but are not limited to:
    1. Professional Development specific to Safety Protocols and Equipment Maintenance
    2. Assess each CTE content area within a 3–5-year period on a rotating schedule and include an annual hazard review of all CTE spaces (shops, classrooms, labs, etc)
    3. Provide new hires with safety and equipment maintenance training within the first 30 days of employment

Quality Standard 3: A financial and grant management system is in place to ensure proper expenditure of State CTE and Federal Perkins funds.

  1. The LEA demonstrates that program accounting is used to track and report State and Federal funds.
  2. A CTE budget is in place that allocates and categorizes all programs, revenue, and expenditure categories, along with year-to-date and year-end financial statements from the accounting department that are reconciled with CTE records. Federal grant budgets match grant awards.
  3. Financial transaction records are in place to provide documentation for appropriate program expenditures. Federal transactions verify
    1. grant year
    2. category (formula, leadership, corrections, reserve, etc.)
    3. amount
    4. date
    5. purpose of each expenditure against grant
    6. reimbursements requested and received
  4. Procedures are in place to assure that State CTE funds are expended only for approved programs and services as listed in R277-911, and that Perkins funds are expended only for allowable activities and services as explained in Strengthening Career and Technical Education for the 21st Century Act, EDGAR, and OMB.
  5. The LEA meets or exceeds maintenance of effort and can demonstrate through financial records that MOE has been recorded as revenue to CTE programs grades 9-12.
  6. Procedures are in place to assure that Perkins funds are expended according to the financial plan in the approved application and the required uses. Also, to address specific performance issues identified in continuous improvement plan and the needs assessment.
  7. The CTE Director has sufficient authority to control how state and federal CTE funds are expended.
  8. Requests for reimbursement are signed by the CTE Director with full knowledge of expenditures indicated.
  9. Final requests for reimbursement of Federal funds are submitted within 90 days of grant completion.
  10. Procedures are in place to assure that Perkins funds are used to supplement, and not supplant, local resources.
  11. Procedures are in place to assure that Perkins funds are used for allowable expenditures that meet the five required uses and allowable permissible uses.
  12. An inventory and property tags of equipment and walkable/pilferable items is maintained.
  13. Internal controls exist to ensure compliance and reduce the risk of misuse of state and federal funds.
  14. CCA funds are used according to R277-916.
  15. WBL funds are used according to R277-915, and the LEA has met the local match requirements.

Quality Standard 4: Accurate and complete performance data are used to develop and implement continuous improvement.

  1. The student information system provides data elements required for Perkins reporting.
  2. Data reported to the state are complete, accurate, and timely. The CTE Director assures that CTE data fields are populated correctly. (Data gateway, Perkins)
  3. The CTE Director participates in annual Perkins Performance/Data Quality meetings.
    1. The continuous improvement plan addresses performance in relation to prior year or trend results and state adjusted performance levels.
    2. The CTE Director has sufficient authority and flexibility to use Perkins funding to address specific performance issues identified in continuous improvement plan. Sufficient formula funds are available to address performance issues.
    3. Placement data for Senior Concentrators (Secondary) are obtained and submitted to the state.
  4. Improvement plan(s) based on performance data and monitoring findings is in place.

Quality Standard 1: Standards & Curriculum

Standards and Curriculum are the foundational elements for designing and improving CTE courses.

  1. Relevant, rigorous workplace skill standards-based curriculum, including or aligned with USBE academic standards.
  2. Shared secondary and post-secondary technical content which incorporates the knowledge and skills identified in the workplace skills.
  3. Sufficient size, scope, and sequence to include curriculum and instruction leading to student academic and technical knowledge and skills for high school graduation, college entry, and careers within high wage, and /or high demand fields
  4. A systemic approach to instructional delivery of academic and technical knowledge and skills where student performance is demonstrated through valid and reliable CTE tests and/or industry exams aligned to Utah Strands and Standards, which are industry- based.
  5. A plan for continuous improvement of program design and instructional delivery that provides the opportunity for each CTE student to:
    1. Meet graduation requirements, post-secondary entry requirements, and/or certificate/degree requirements.
    2. Demonstrate mastery of academic and technical content that is aligned with industry standards.
    3. Apply learning through authentic work-based experiences.
    4. Develop skills and build confidence to compete in high wage, high skill, and/or high demand occupations.

Quality Standard 2: Alignment and Articulation

Alignment and Articulation are key to getting CTE partners working together to support career pathways for CTE students.

  1. A unified, cohesive sequence of content among secondary and post-secondary partners contained in a non-duplicative sequence of courses or learning experiences.
  2. Alignment of content between secondary and post-secondary education partners may include course articulation or other ways to acquire post-secondary education credits (e.g. Concurrent Enrollment, Utah Transfer credit, etc.).
  3. Articulation agreements are developed, implemented, and supported at the institutional level to ensure long-term sustainability and cross-sector cooperation.
  4. Based on the program design and instructional plan, each student will:
    1. Continually progress in knowledge and skills when ready.
    2. Earn high school or college credit based on performance.
    3. Make the connection between Utah CTE Pathways and entry into a career.

Quality Standard 3: Accountability & Evaluation

Accountability and Evaluation provide data illustrating the value of CTE to students’ future plans.

  1. Business, community, and education partners (specifically a Professional Advisory Committee) participate in design and development, including:
    1. Assistance in evaluating program vision, goals and priorities.
    2. Validation of industry skill standards for curriculum content and technical skill assessment, and ongoing faculty professional development.
    3. Internships/Work-based learning.
  2. Performance data is used for data driven, CTE program design and improvement decisions.
  3. Students have the opportunity to learn in a contextual career-related environment that allows them to:
    1. Monitor their own progress through their demonstration of attaining technical and academic skill standards.
    2. Demonstrate their technical and academic proficiency in meaningful ways, e.g., CTE Skill Tests, etc.
    3. Adapt their program to meet personal goals based on industry requirements and performance outcomes.

Quality Standard 4: Student Support Services

Student Support Services include the ways that all students are made aware of the career and education opportunities available in a CTE Career Pathway. 

  1. All CTE students will have informational guidance support and advising to assist them in progressing through a CTE program of study in an efficient and seamless manner (Support services through collaboration of teacher, counselor, administration, and district CTE director).
  2. Each student will be able to:
    1. Identify the career pathway options he/she can follow to a chosen career.
    2. Receive consistent and informed messages about career and possible financial options for post-secondary education.
    3. Take ownership of their education through maintaining a current education plan.
  3. Compliance is evident with Federal regulations providing:
    1. Appropriate access for all students, including non-traditional and special populations.
    2. A non-biased and non-discriminating learning environment (with respect to race, color, national origin, gender, and disability status).
    3. Program facilities with physical access and instruction that accommodates students with disabilities, including various learning styles (e.g. the use of visual, auditory, tactile, and kinesthetic teaching methods, and other appropriate forms of instruction).
    4. Responsiveness to the needs of students for whom English is a second language.
  4. Opportunities for structured student leadership are a program component and integrated into the instruction. Opportunities to participate in one of the following CTSOs is offered: DECA, FBLA, FCCLA, FFA, HOSA, SkillsUSA,TSA.

Quality Standard 5: Professional Development

Professional Development should be designed on the needs identified by data and should focus on continuous improvement of student opportunities.

  1. Instructor is properly licensed and endorsed.
  2. Assist teachers and administrators in developing and improving standards-based curriculum and learning experiences that promote the integration of coherent and challenging academic content and industry-based workplace skills, including opportunities for the appropriate academic and CTE instructors to jointly develop and implement classroom-based curriculum and instructional strategies.
  3. Include professional development that is high quality, sustained, intensive, and focused on instruction designed to increase the academic knowledge and understanding of industry standards.
  4. Encourage applied learning methodology that contributes to the academic and CTE knowledge of the student.
  5. Provide research and training opportunities that assist teachers in developing appropriate and useful assessment tools and strategies.
  6. Provide training and guidance geared to improve instructional delivery methodology that helps improve student performance and skill acquisition, particularly skills needed to work with, and improve upon, instruction for special populations.
  7. Assist teachers in accessing and utilizing student achievement data and data from assessments.


Workplace Skills:

  • Communication
  • Problem Solving
  • Teamwork
  • Critical Thinking
  • Dependability
  • Accountability
  • Legal requirements/expectations

Note: The following information is being requested because it is not currently available at USBE

  1. District accounting reports for your federal and state CTE budgets (previous fiscal year-end and current fiscal year-to-date):
    1. Detailed (CTE Programs) General Ledgers for these periods: prior fiscal year, and current fiscal year-to-date
    2. Expenditure Detail Reports for CTE Programs: prior fiscal year, and current fiscal year-to-date
    3. Evidence that the Work Based Learning (WBL) matching funds requirement was met for the prior fiscal year
    4. Examples of Time and Effort reports for employees whose salaries (or partial salaries) were paid using Perkins funds during the prior fiscal year
    5. Current equipment inventory report required under EDGAR (if applicable, for purchases made with federal funds)
    6. Any additional budget reports or documentation that you might want to share with us for the previous and current fiscal year-to-date
  2. LEA’s written policies and procedures for procurement (including purchasing cards), inventory, cash management, allowable costs, and time & effort.
  3. If applicable, the Perkins Consortium written policies, procedures, and agreements.
  4. Any program documentation that you might want to share with us for the previous and current fiscal years. Please review the CTE Administration Evaluation Document.
  5. Any documentation you would like to share showing your LEA’s pathway(s) and articulation agreements.
  6. An LEA 3-5 year plan is in place for program development and continuous improvement based on the region/LEA needs assessment elements data results, must include the following but not limited to:
    1. Evaluate and promote programs of study (pathways development); creating and/or improving program quality (size, scope, and quality) (element 2, 3, 4)
    2. Improve all student performance, with attention to meeting the needs of special populations. (include equity and access) (element 1, 6)
    3. Improve teacher quality, recruitment, retention, and training (element 5)
    4. Student concentration/completion plans that promote graduation (element 4)
    5. Expanding opportunity and improvement of student performance resulting in credentials of value (element 1)
    6. The LEA ensures that every student has an intentional college and career readiness plan in place that includes a plan for post-secondary opportunities including, but not limited to: UTECH, USHE, and career options (element 2, 3, 4)
  7. Program Advisory Committees (PAC) plan as guided by Admin QS2-3.
  8. Online presence plan Admin QS2-1.
  9. An LEA safety plan specific to CTE content, including but not limited to:
    1. Professional Development specific to Safety Protocols and Equipment Maintenance
    2. Assessment of each CTE content area within a 3–5 year period on a rotating schedule, including an annual hazard review of all CTE spaces (shops, classrooms, labs, etc)
    3. Provided safety and equipment maintenance training within the first 30 days of employment
  10. Areas you are working on and areas which exceed quality program standards.
  11. Documentation showing adherence to federal statutes regarding Civil Rights and Special Populations, to consist of:
    1. Current and proposed strategies addressing disproportionate enrollments where applicable based upon enrollment data. The following are data points that should be addressed but not limited to in the strategies.
      1. School Enrollments by Civil Rights/Special Populations
      2. CTE Enrollments by Civil Rights/Special Populations
      3. Pathway Enrollments by Civil Rights/Special Populations
    2. Civil Rights—Recruitment
      1. Recruitment plans/strategy
      2. List and description of Recruitment Activities
      3. Marketing/Recruitment materials
      4. Staff demographics by program/facility
      5. Example of materials in other languages
    3. Civil Rights—Administration
      1. Annual Public Notification – Wording and example of locations where posted each year.
      2. Continuous Nondiscrimination Notice – Wording and example of locations posted year-round.
        1. Grievance/Complaint Policy and Procedure
          1. Examples of where it is posted and how it is communicated
            1. Students
            2. Parents
            3. Employees
          2. Grievance Data
            1. Number of Complaints received
            2. Category of complaints
            3. Timeline followed for resolution/investigation
        2. Most Responsible Person(s): Contact Information
            1. Title IX
            2. Section 504
    4. Admissions (if requirements exist)
      1. Admissions policies/procedures for CTE programs.
      2. Demographics of rejected applicants by selection criteria.
      3. Demographics of selected applicants by selection criteria.