1. MHOEA Fall Conference October 23, 2014
Nikki Rogers
Michigan Department of Education
Office of Career and Technical Education

2. Agenda Michigan Merit Credit Review and Revision Advisory Committee
Clinicals
Technical Assistance on CIP Self-Review

3. Michigan Merit Curriculum (MMC) Law
(b) (7) The board or board of directors may provide this curriculum by providing the credits specified in this section and section 1278a, by using alternative instructional delivery methods such as … career and technical education.

4. State Approved (Department) Program
A coherent sequence of courses so that students gain academic, technical, and work behavior skills
Instruction that includes classroom, laboratory, work based learning, and leadership opportunities
Instruction that is supervised, directed, or coordinated by an appropriately certificated career and technical education teacher

5. State Approved (Department) Program
Instruction that is supervised, directed, or coordinated by an appropriately certificated career and technical education teacher
Consists of standards approved by the state board (R , Rule 13)
Must receive approval from MDE/OCTE through an application process (R , Rule 14)

6. “Successful Completion” means
Complete coursework covering all state program standards
Take any required technical assessment
For state and federal funding purposes, a new CTE instructional program must submit an application to operate which must be approved by the CTE office

7. The number of courses covering the standards in a CTE program is determined by the district and submitted in its application. The district may design one or two year programs
Not all high school students in CTE instructional programs can complete the requirements for certificates
Some industry certificates/licensures can only be received once a student turns 18 years old

8. MMC - Mathematics
Sec 1278a (1)(a)(i) …A pupil may partially or fully fulfill the algebra II requirement by completing a department- approved formal career and technical education program or curriculum, that has appropriate embedded mathematics content, such as a program or curriculum in electronics, machining, construction, welding, engineering, computer science, or renewable energy, and in that program or curriculum successfully completing the same content as the algebra II benchmarks assessed on the department-prescribed state high school assessment, as determined by the department.

9. MMC – Science and World Languages
b (1)(b) …A student may fulfill the requirement for the third science credit by completing a department- approved formal career and technical education program or curriculum…

10. MMC – Science and World Languages
Sec. 1278a (2)(2)… For pupils who graduate from high school in 2015, 2016, 2017, 2018, 2019, or 2020 only, a pupil may partially or fully fulfill 1 credit of this requirement by completing a department-approved formal career and technical education program or curriculum…

11. Which MMC Credit Requirements May Be Replaced With a CTE Program?
The following credits may be replaced only with a department-approved formal Career and Technical Education program as defined in administrative code for students without a personal curriculum: ● One credit of a world language; and/or ● One science credit

12. More information is available on the Personal Curriculum webpage
Completion of a department approved formal Career and Technical Education program may be used to replace one or both of these credits.
Through a personal curriculum, students have options for replacing one MMC credit in social studies, physical education/health, and/or visual, performing and applied arts with a department-approved formal Career and Technical Education.
FAQ_August_2014_467323_7.pdf
More information is available on the Personal Curriculum webpage

13. Review and Revision Met with business, industry, and
postsecondary partners
National standard search
Ongoing review

14. CTE Program Advisory Committees
Program specific local advisory committees are an essential component of a state approved CTE program
The committee of industry experts guide program development and improvement

15. Program Advisory Committee Role
Provide input on:
Program/course planning
Curriculum development
Curriculum implementation
Program operation
Program promotion
Evaluation of the program/student performance
Maintenance of the program that results in continuous program improvement

16. Program Advisory Committee Meeting Industry Standards
Committee reviews and assures:
Appropriate program facilities, equipment, and materials
Resources are relevant to the program curriculum
Program instruction reflects current industry standards and technology

17. Program Advisory Committee Purpose
Provide input on facilities and equipment needs
Advise on appropriate curriculum
Provide opportunities for work-based learning
Facilitate staff development (workplace connections)
Provide opportunities for job shadowing, industry-related field trips, and guest speakers
Participate in program review and revision

18. Program Advisory Committee Purpose
Promote certificates, licensure, further training
Resource for program related CTSO
Assist with public relations – development of program marketing plan
Additional optional activities:
Establish scholarships
Broker community partnerships
Promote program with local leaders, legislators

19. Program Advisory Evidence
Program equipment inventory
Program technology inventory
Program instructional materials inventory

20. Facilities Advisory Committee

21. Instructional Materials Advisory Committee

22. Program Technology Inventory Advisory Committee

23. Work-Based Learning/Clinicals
Segment 12:
Participate in work-based opportunities such as job-shadowing, mentorships, work experiences, etc.

24. Nice Resource

25. CIP Self Review

27. MCCTE-Navigator Activation Process Operating Building Administrator
CEPD Administrator
Activated by OCTE – MCCTE Administration
Operating Building Administrator
Activated by CEPD Administrator
CTE Teacher of State Approved Program
Activated by Operating Building Administrator

28. Delivering a Program

29. Segments are a “grouping” of like standards
Each CIP has 12 segments
Standards are identified for each segment, but OCTE is leaving the order for which the segments should be taught up to the local district

30. Concentrator
Concentrators are identified after they complete at least seven segments with a grade of 2.0 or better
May complete the assessment

31. Completer
Completers have completed all 12 segments with a 2.0 or better and taken the technical skill assessment, if applicable

32. Segment Q Student must be a Completer before reporting in “Segment Q”
(“Q” is not required for a student to be a “completer”)
Reporting is for Advanced/Specialized Content
State Aid Section 61a1 funding
(Added Cost)
Course section should include only Segment Q, no other

33. Reporting Your Program
C10 Instructional Design Model
A series of courses
One Instructional Design Form
Multiple teachers/delivery methods must be reported by the PSN

34. Instructional Design Models
Resources
CTEIS Delivery Model
2011 Instructional Design Forms

35. Required Information

36. CTEIS Delivery Model One year - semester, trimester, or quarter
Two year - semester, trimester, or quarter
Multi year - semester or trimester

37. One Year by Semester

38. One Year by Trimester

39. Two Year by Semester

40. Multi Year

41. Segment Q Documentation
Instructional Design Form
Syllabi documentation
Detailed training plans
Timeframe matches school schedule

42. Questions?

43. Contact Information
Nikki Rogers, Consultant Health Science Biotechnology Medical Science Therapeutic Services Health Informatics Diagnostic Services (517)