APG Users Guide
The CTE Administrative Planning Guide is designed to assist school counselors, teachers, and administrators who schedule student enrollment in CTE courses. This guide presents course descriptions, course sequences, applicable certifications/licenses, and career pathways organized by career clusters.
When using this guide, it is helpful to be familiar with the following terms and key concepts:
Two Sequential Electives
For information about sequential electives, see Chapter 13.2: Standards of Quality, Standard 4, Student Achievement and Graduation Requirements, in the Code of Virginia ( § 22.1-253.13:4.D.2).
Concentration
A concentration is a coherent sequence of state-approved courses as identified in the course listings within this document (Administrative Planning Guide).
Program Completer
A career and technical education program completer is a student who has met the requirements for a career and technical education concentration (sequence) and all requirements for high school graduation, or an approved alternative education program. Students may take additional career and technical education courses that will enhance their career pathway goals.
Specialization
A specialization is a student choice to take additional courses beyond a minimum program completer course sequence in a specific career area related to his/her career pathway.
Certifications/Licenses
Completion of certain skill sets and coursework enable students to participate in state Board of Education approved assessments for industry certifications, a state license, or occupational competency assessments. Students who earn these credentials are eligible to earn verified credits toward graduation requirements.
Combining 18-Week Courses
All Board of Education approved credentials correlated to career and technical education 36-week courses may qualify for the student-selected verified credit option as identified in the Administrative Planning Guide.
With prior approval from the appropriate Virginia Department of Education CTE cluster specialist, when two or more semester courses are taken in sequence and/or when certain credential-related skill sets are integrated into certain 18-week courses without changing the state-approved course framework, students may acquire the necessary knowledge and skills to take the credentialing test.
Recommended Courses for High School Credit in Middle School
School divisions may offer high school courses at the middle school level. For more information, see "Section 50: Requirement for Graduation" in the Regulations Establishing Standards for Accrediting Public Schools in Virginia chapter of the Virginia Administrative code (8 VAC 20-131-50).:
Middle school courses are courses that contain introductory or exploratory competencies and may have different durations (e.g., six weeks, nine weeks, 12 weeks).
Types of Credit
For information about the types of credit that may be awarded, see "Section 110: Standard and Verified Units of Credit" in the Regulations Establishing Standards for Accrediting Public Schools in Virginia chapter of the Virginia Administrative Code of the Virginia Administratie Code (8 VAC 20-131-110).
Diploma Seals
For information about diploma seals, including the Board of Education's Career and Technical Education seal and the Seal of Advanced Mathematics and Technology, see "Section 50:Requirements for Graduation, H.1-7," in the Regulations Establishing Standards for Accrediting Public Schools in Virginia chapter of the Virginia Administrative Code. (8 VAC 20-131.H.1-7)
Career Clusters and Career Pathways
Virginia’s Office of Career, Technical, and Adult Education has adopted the nationally recognized structure of 16 career clusters and their accompanying 79 career pathways and sample career specialties or occupations to help students investigate careers and design their courses of study to advance their career goals.
The Career and Technical Education Reporting System (CTERS) User’s Manual provides guidance for state and federal reporting. One or more career clusters and pathways are assigned to each course. When students are enrolled in courses in multiple career clusters, select the most appropriate cluster based on the student’s career cluster plan of study.
Detailed information about Career Clusters in Virginia is available at http://www.doe.virginia.gov/instruction/career_technical/career_clusters/index.shtml, including applications that may be used locally.
Model templates in each of the 16 clusters are available to assist local school divisions in developing career pathways. Each school division is being asked to develop sample plans of study, based on the courses offered within their schools, the employment needs of the area, and the post-high school educational opportunities needed for these careers. Once these sample plans are developed, they can be customized to the needs of individual students so that all students have the opportunity to have an individualized plan of study. Additionally, the National Directors of Career and Technical Education association has developed an informative Web site on Career Clusters and Plans of Study (www.careerclusters.org).
CTE Career Cluster Codes
The following codes are to be used for Cluster reporting purposes.
| CTE Career Cluster Codes | Cluster | VDOE Contact |
|---|---|---|
| 1 | Agriculture, Food and Natural Resources |
LaVetta Nutter lavetta.nutter@doe.virginia.gov 804-225-2045 |
| 2 | Architecture and Construction |
J. Anthony Williams anthony.williams@doe.virginia.gov 804-225-2828 |
| 3 | Arts, Audio/Video Technology and Communications |
Sharon Acuff sharon.acuff@doe.virginia.gov 804-225-2846 |
| 4 | Business Management and Administration |
Judith Sams judith.sams@doe.virginia.gov 804-371-0196 |
| 5 | Education and Training |
Helen Fuqua helen.fuqua@doe.virginia.gov 804-225-2826 |
| 6 | Finance |
Judith Sams judith.sams@doe.virginia.gov 804-371-0196 |
| 7 | Government and Public Administration |
Judith Sams judith.sams@doe.virginia.gov 804-371-0196 |
| 8 | Health Science |
Michele Green-Wright michele.green-wright@doe.virginia.gov 804-371-2121 |
| 9 | Hospitality and Tourism |
Sharon Acuff sharon.acuff@doe.virginia.gov 804-225-2846 |
| 10 | Human Services |
Helen Fuqua helen.fuqua@doe.virginia.gov 804-225-2826 |
| 11 | Information Technology |
Judith Sams judith.sams@doe.virginia.gov 804-371-0196 |
| 12 | Law, Public Safety, Corrections and Security |
Helen Fuqua helen.fuqua@doe.virginia.gov 804-225-2826 |
| 13 | Manufacturing |
J. Anthony Williams anthony.williams@doe.virginia.gov 804-225-2828 |
| 14 | Marketing |
Sharon Acuff sharon.acuff@doe.virginia.gov 804-225-2846 |
| 15 | Science, Technology, Engineering and Mathematics |
Dr. Lynn Basham lynn.basham@doe.virginia.gov 804-786-4210 |
| 16 | Transportation, Distribution and Logistics |
J. Anthony Williams anthony.williams@doe.virginia.gov 804-225-2828 |
Note: The Across the Board and Career Connections courses are supervised by Sharon Acuff, sharon.acuff@doe.virginia.gov, 804-225-3370.
Work-Based Learning
Work-based learning is a school-coordinated, coherent sequence of workplace experiences that are related to students’ career goals and/or interests, are based on instructional preparation, and are performed in partnership with local businesses, industries, or other organizations in the community. WBL enables students to apply classroom instruction in a real-world business or service-oriented work environment. The eight WBL methods of instruction currently practiced in Virginia are listed and defined below in order from the lowest to the highest degree of engagement.
- Job shadowing is a method of short-term, school-coordinated career exploration in which the student interviews a competent worker about his/her job and industry and “shadows” (follows) the worker to observe the performance of a variety of job tasks. Job shadowing is less intensive than the other methods and is usually the first form of workplace assignment given to a student. Prior to job shadowing, the student receives instruction about careers and process of career choice, develops appropriate questions to ask, and learns the rules and guidelines for grooming, dress, and behavior in the workplace. Once the student has identified a career interest, path, or goal, job shadowing helps the student make informed career decisions and focus his/her studies. Job shadowing does not provide a standard unit of credit, but the student may enhance his/her class grade through the experience.
- Mentorship is a structured, school-coordinated method that enables the student to learn about the industry and the workplace from a selected worker who has a recognized record of achievement in the occupational field. It requires student preparation, including career exploration, prior to the experience. Mentorship is more complex than job shadowing but less demanding and often of shorter duration than internship or service learning. Mentorship does not provide a standard units of credit, but the student may enhance his/her class grade through the experience.
- Service learning is a method in which the student engages in community-service work for a specified number of hours in order to gain developmental experience. Students and teachers cooperate with local leaders to address community and development of personal, workplace-readiness, academic, and citizenship skills. Students engage in critical, reflective thinking and experience the relationship of theory and practice. Service learning does not provide a standard unit of credit, but the student may enhance his/her class grade through the experience.
- Internship is a progressive, school-coordinated method that places the student in a real workplace environment in order to develop and practice career-related knowledge and skills needed for a specific entry-level job. An internship can be either introductory (short-term) or extended (lasting a summer, a semester, or an entire school year and involving a specified number of hours in the training agreement). Currently interns may be paid or unpaid. An internship provides hands-on experience in a particular industry or occupation related to the student’s career interests, abilities, and goals, and allows him/her to document job-related experiences. Prior to internship, the student receives the established criteria and guidelines from the workplace supervisor, and throughout the internship, the supervisor evaluates the student. Internship does not provide a standard unit of credit, but the student may enhance his/her class grade through the experience. Federal legislation from April 2010 provides for determination as to whether or not interns must be paid the minimum wage and overtime under the Fair Labor Standards Act (FLSA) for the services that they provide to private sector “for profit” employers. Educators must meet the “Test for Unpaid Interns” (six criteria) if they are placing students in unpaid internships. Otherwise, the students must follow the FLSA for paid internships. For more information, refer to Fact #71: Internship Programs Under the Fair Labor Standards Act.
- Clinical experience is a form of cooperative education for health and medical sciences students, except that students are not paid for their clinical work. Clinical experience provides the student with an opportunity to integrate knowledge acquired in the classroom with clinical practice, and it affords practice of the fundamental skills, behaviors, and attitudes needed for professional competence in the healthcare field. Clinical experience is based on observation and treatment of patients at different stages of medical practice. These experiences place students in a variety of healthcare settings so they may better understand the scope of the profession and healthcare needs. Like cooperative education, clinical experience is closely supervised, qualifies students for credit toward graduation, and requires a significant number of on-site hours (established by the Virginia Board of Nursing or the Virginia Department of Health).
- Cooperative education is a career preparation WBL method that combines CTE classroom instruction with paid employment that is directly related to the student’s plan of study. The school and the employer plan, coordinate, and supervise the instruction and employment so that each contributes directly to the student’s career objectives and employability. Students may earn credit toward graduation for cooperative education experiences, and they normally work between 11 and 15 hours per week to achieve a minimum of 396 hours. Currently, 236 CTE courses are taught in Virginia that provide students with the option to participate in a cooperative education experience.
- Youth Registered Apprenticeship (YRA) is a career preparation WBL method that integrates school- based and work-based learning to help students gain employability and occupational skills. Local programs provide training based on statewide youth apprenticeship curriculum guidelines, endorsed by business and industry. Students are instructed by qualified teachers and skilled journeyworker worksite experts. Students are simultaneously enrolled in academic classes to meet high school graduation requirements and in occupation specific related instruction classes. Once an employer becomes an approved YRA sponsor, the student is hired and registered as an apprentice. The participating sponsor/employer provides supervision of a skilled mentor and the student continues on with the Career Technical Education (CTE) training at his/her school. Upon completion of the requirements for a high school diploma, youth registered apprentices may continue as full-time registered apprentices, subject to all standard on-the-job and related instruction requirements.
- Registered Apprenticeship is a career preparation WBL method that provides the student with hands-on training from an experienced mentor at the job site in the specified occupation. Student apprentices are paid employees of a company. Apprentices receive wages when they begin work, and receive pay increases as they meet benchmarks for skill attainment. This rewards and motivates apprentices as they advance through their training. An apprentice must be paid at least the minimum federal hourly wage. Upon completion of a Registered Apprenticeship program, the apprentice receives a nationally recognized credential which consists of a Completion Certificate and journeyworker card. This is a portable credential that signifies to employers that employees with the journeyworker status are fully qualified for the job.
For more information, please refer to the Career and Technical Education Work-Based Learning Guide and the Virginia Department of Education Work-Based Learning Web page.