State-Recognized Programs of Study User Guide
Overview
A collaboration between Minnesota State and Minnesota Department of Education
The Strengthening Career and Technical Education for the 21st Century Act (Perkins V) has provided an opportunity for states to change the process for improving the impact of Career and Technical Education (CTE) programs. The state of Minnesota has embarked on an effort to “reset” how we view programs of study and provide an opportunity to offer greater assistance to Perkins consortia in our state in the implementation of continuous quality improvement processes related to their programs of study.
The intention of this “reset” on programs of study is to provide students the opportunity to participate and engage in high-quality career and technical education that meets business and industry standards and rigor. Employers expect students that earn recognized secondary and postsecondary credentials to possess the technical knowledge, skills, and abilities to meet workforce demands. This includes the incorporation of foundational knowledge and skills, employability skills, and core academic knowledge.
According to one of the portions in the purpose of Perkins V, the government expects the “conducting and dissemination of national research and dissemination information on best practice that improves career and technical education programs and programs of study, service, and activities.” Minnesota has an obligation to meet the intentions of the federal legislation and develop programs of study that are fundamentally aligned with the legislative definition.
Minnesota has created a set of documents to help local consortia create and maintain high-quality programs of study.
Part A of this document is the list of secondary approved program required components and the postsecondary academic program approval process. A consortium cannot establish a program of study without both an MDE-approved CTE program and a Minnesota State academic program.
Part B of this document is a checklist that identifies the minimum requirements to become or remain a State-recognized Program of Study (POS). All minimum requirements must be met.
Part C of the document is a Program of Study Self-evaluation Rubric.
Part D of the document is a Secondary CTE Program Continuous Improvement Rubric. These tools will assist consortia leaders, academic administrators, teachers, and faculty in determining strengths in current programs of study, as well as opportunities for growth and improvement.
History
The state’s partnership between Minnesota State and Minnesota Department of Education on the development, implementation, and maintenance of programs of study dates back to the implementation of the 2006 Carl D. Perkins IV legislation. To date, the state boasts 4,295 consortium-approved programs of study, 309 state-approved programs of study, and 68 rigorous programs of study.
The state divides six career fields into 16 career clusters and 72 career pathways—which are aligned to the National Career Clusters Framework. This framework provides a virtual structure for CTE programs. This model was adopted by Minnesota State (MNSCU at the time) and Minnesota Department of Education. The model that was developed is known as the “The Wheel” because of the resemblance of the hub and spokes. The center of The Wheel displays the foundational knowledge and skills that are essential attributes of graduates in all career fields.
One of the major components of Perkins IV legislation was the emphasis on the development of a means to evaluate which knowledge and technical skills a student possesses during and at the completion of a credential. Minnesota State and Minnesota Department of Education collaborated with faculty, teachers, and business/industry leaders to develop competencies that are essential or optional for students in programs of study to possess. Through this process, all career pathways on The Wheel developed and refined competencies; and pathway collaborations were conducted a minimum of once, and many twice. The discipline experts and practitioners also developed a comprehensive list of technical skill assessments that continue to be administered and evaluated to determine student learning and technical achievement.
All state-approved programs of study must have a secondary and postsecondary technical skill assessment that align with technical competencies, curriculum, and student learning outcomes. Over 750 technical skill assessments were identified and approved by the state for use to evaluate student learning.
Perkins IV also introduced the industry-recognized credential (IRC) as a measure of program quality. Some IRCs may be required for graduates to enter employment—such as licensures—while other IRCs may be recognized nationally to hold significant value in an industry.
Local consortia are using the technical skill assessment as a means to assess students’ skills, standardize common assessments in curriculum, and to measure program quality. Though it was not the only measure to determine program quality, the technical skill assessment was one of the components of the formerly identified “rigorous programs of study” and continues under Minnesota’s implementation of Perkins V as a widely accepted measure of quality from teachers and faculty. This process has evolved through the years to become a widely accepted practice from teachers and faculty.
PART A: Secondary and Postsecondary Requirements for Approved CTE Programs
Minnesota Department of Education has established a process for approving secondary CTE programs. This process includes five components (as shown in the table below). The Minnesota State System Office has established a process for approving postsecondary CTE programs. This process is consistent across all postsecondary institutions.
Student Leadership Development
School has provided evidence of STUDENT LEADERSHIP DEVELOPMENT through inclusive availability of Career Technical Student Organizations (CTSO) and/or embedded course instruction and activities. [Rule 3505.2550: “Students have access to leadership development opportunities through student organizations or other means.”] SEE MDE PROGRAM APPROVAL SPREADSHEET—TAB 2
Appropriate CTE Licensure
Teacher(s) employed in the delivery of Program courses maintain APPROPRIATE CTE LICENSURE for the CTE program being delivered. [Rule 3505.1100: “All programs shall be assigned to appropriately-licensed instructional staff as specified in the state plan for career and technical education.”] SEE MDE PROGRAM APPROVAL SPREADSHEET—TAB 3
Program Code, Course Code, and Syllabi
Each program course is appropriately identified with PROGRAM CODE AND COURSE CODE FROM TABLE C in the identified program area. A course SYLLABI is provided for each course which indicates at a minimum: opportunities for career awareness, career exploration, and career preparation; addresses technological literacy and workplace employability skills; is aligned to state and/or federal standards and frameworks; includes safety instruction; provides access to work-based learning opportunities; and utilizes authentic assessment to measure knowledge and skill proficiency. [Rule 3505.2500: “The local education agency shall provide evidence that its curriculum is designed to meet career and technical objectives which shall include (A) in-depth exploration of occupations to assist in the career planning process; (B) development of occupational competencies designed to be recognized for advanced placement in postsecondary programs; and (C) development of occupational competencies necessary to enter an occupation.”] SEE MDE PROGRAM APPROVAL SPREADSHEET—TAB 4
Advisory Committee
Program has an ADVISORY COMMITTEE that provides guidance on industry practices, program issues and needs, and curriculum. [Rule 3505.1000, Subdivision 4c. “Career and technical program advisory committee” means a group of persons with competence or interest in an occupational field related to the program being served, selected for offering advice to teachers or administrators regarding career and technical education. At least 50 percent of the members shall be representatives of a directly-related business, labor, or industry.”] SEE MDE PROGRAM APPROVAL SPREADSHEET—TAB 5
Statement of Assurances
The Secondary Superintendent or Licensed CTE Program Director has signed/initialed each element in the STATEMENT OF ASSURANCES, acknowledging that the district is informed and in compliance with every aspect of each statement. [Rule 3505.2550 Minimum Standards for Instructional Program Approval includes: Community Involvement, Personnel, Program Administration, Program Assessment, Program Design, Resources, and Support Services. Rule 3505.1100 Standards for Program Approval includes: Licensed instructional staff; Sufficient and suitable facilities; Conducive class size; Compliance with Federal and State laws; Financial reporting according to UFARS, and Accessibility for Special Populations.] SEE MDE PROGRAM APPROVAL SPREADSHEET—TAB 6
Campuses participate in regional and local new program planning with the system office guiding the regional planning sessions. In addition, faculty survey students and conduct advisory boards in order to determine future programming needs. Campuses enter program information into Program Navigator and produce a Notice of Intent (NOI) for public posting for comment. The NOI is either approved or disapproved, then the full application is submitted for approval and the program is approved. The program will then appear on the Minnesota State Academic Program Inventory. For more information on Minnesota State Academic Programs Approval process and the full Program Navigator workflow visit the Academic Programs page at https://www.minnstate.edu/system/asa/academicaffairs/programs/index.html and the Minnesota State Board policy 3.36 for Academic Programs at https://www.minnstate.edu/board/policy/336.html.
Part B: State-Recognized Programs of Study (POS) Minimum Requirements
The following checklist identifies the minimum requirements that must be met for a program to become or remain a State-recognized Program of Study (POS) in Minnesota. All components listed below are required.
Important: Each requirement must be met and supported with appropriate documentation and evidence. Consortia should use this checklist as both a validation tool and a continuous improvement guide.
| Program Requirement | Component Present (✓) | Example List of Evidence |
|---|---|---|
| Program of Study Name | ||
| Secondary Program Approval (MDE Approved) | ☐ | Documentation of approved secondary CTE program |
| Postsecondary Program Approval (Minnesota State Approved) | ☐ | Approved academic program listed in system inventory |
| Sequence of Courses | ☐ | Clearly defined course progression from secondary to postsecondary |
| Work-Based Learning Opportunities | ☐ | Internships, clinicals, apprenticeships, or other WBL experiences |
| Industry-Recognized Credentials (IRC) | ☐ | Credential opportunities aligned to industry standards |
| Technical Skill Assessment | ☐ | Validated assessment aligned to program competencies |
| Advisory Committee Engagement | ☐ | Meeting minutes, membership, and documented input |