Department of
Oregon Department of
Community Colleges and
Workforce Development
Office of Educational Improvement and
Innovation
Public Service Building
255 Capitol Street NE
Salem, OR 97310-0203
503-947-5600
Fax 503-378-5156
http://www.ode.state.or.us/
Public Service Building
255 Capitol Street NE
Salem, OR
97310-0203
503-378-8648
Fax 503-378-3365
http://www.odccwd.state.or.us/prgapproval/
CTE State Recognized Program Application
(And Guide)
2014 Version
Revised 10/22/2013--For use through June 30, 2014
State Recognized Program – Program Guide & Application (10/22/2013)
Oregon Department of Education/Office of Community Colleges and Workforce Development
1
Background
When creating Career and Technical Education CTE Programs of Study (CTE POS), there are many elements required to provide students the best
opportunities to acquire and use the knowledge and skills identified in the program’s selected skill set. As new programs get underway, it is often
not possible to get all those pieces in place right from the start. There might be issues with alignment and articulation to a community college that
need to be resolved; there might be some assessment issues that need to be explored; there might be a capacity issue around meeting all the
knowledge and skill requirements in the identified skill set that needs to be ironed out. For any of these or other reasons, some programs cannot
quite meet all the requirements of the CTE POS criteria.
The Problem: In some of those cases, a dilemma exists: in a school where there is no CTE POS in place, the person most likely to create and
build that POS would be a CTE teacher. However, when that CTE teacher has come from a rich industry background, but has only CTE licensure
from Oregon’s Teacher Standards and Practices Commission (TSPC), they are allowed to use that license only to teach in a “state approved
[recognized] CTE Program.” So…there is no program, therefore the teacher may not teach. And because the teacher may not teach, there is no
one to build the program… a paradox, to be sure.
The Solution: This is why the Oregon Department of Education (ODE) is providing the opportunity for the teacher to receive State Recognized
Program (SRP) status for their program, allowing them to have an official program in place for licensure purposes, while they grow that program to
full CTE Program of Study status.
Oregon Career and Technical Education (CTE) Programs are therefore designated in three categories:
 CTE Programs of Study
 State Recognized Programs
 Local Electives
The matrix on the following page provides a brief overview of the requirements for the various designations. When applying for State Recognized
program status, please review each item carefully to ensure that a complete application is submitted.
Schools wishing to receive a designation of State Recognized Program may do so through the completion of this application and the subsequent
approval of a CTE Regional Coordinator and the Oregon Department of Education. A State Recognized Program designation will meet the
requirements for Teacher Standards and Practices Commission (TSPC) as it may relate to instructor licensure. However, specific courses may
have additional requirements; applicants should check with NCES requirements.
Note: Schools are allowed to use federal Perkins Funds on a very limited basis to help develop new CTE programs, with prior approval from ODE
(see the New "Start-up” POS Application online). These new programs will receive State Recognized Program status for up to 3 years while being
developed into full-fledged Programs of Study. However, once a program meets the state and federal criteria for CTE Programs of Study, they
become eligible for Perkins funds and should submit a full POS application to exercise that eligibility.
If you have questions, please first contact your CTE Regional Coordinator.
State Recognized Program – Program Guide & Application (10/22/2013)
Oregon Department of Education/Office of Community Colleges and Workforce Development
2
Types of Career and Technical Education Programs in Oregon
2008-2013+ Perkins IV Secondary CTE Program Requirement and Funding Matrix
1. CTE Program Element
Perkins-Eligible
CTE Program of Study
State Recognized
CTE Program
Local CTE
Electives
Required
Required
Optional
Equitable access required
All Core Elements and
Indicators Required
Selected Core Element
Indicators Required
from the CTE Readiness
Evaluation & Sustainability
Tool
[#1A,C,E; #2A,D; #3A,D;
#4A,B,C]
Required ODE Recognition
N/A
CTE Foundation Criteria
 Minimum course offering of 2 credits
 Aligned to careers
 Aligned to CTE standards
 Equitable access
 Continuous improvement
CTE Program of Study 4 Core Elements
Criteria:
 Standards & Content
 Alignment & Articulation
 Accountability & Assessment
 Student Support Services
Regional/ODE approval
(to document Perkins eligibility)
Required ODE Approval
[Joint Regional & ODE approval]
Program of Study Approval
CTE Foundation Assurance
(Item 1 this Matrix)
Required
N/A
Required
Required
Required
Required
N/A
N/A
Yes
Yes
No
Yes
Yes
Yes
Required
Annual updates to all CTE programs to reconcile
local and state records, and/or sustain Perkins
eligibility and CTE teacher licensure [CTE
Program Update]
Renewal following published renewal cycle
Annual submission of CTE Course Enrollment
and CTE Student Data Collections for state and
Perkins accountability
Exposure to state and/or federal
accountability sanctions
Meets CTE Diploma Requirements
N/A
[Regional approval]
[Regional CTE Coordinators must submit a list of
local, active CTE programs to ODE annually]
2. Teacher Licensure/CTE
Endorsement
Licensed Teacher Required
CTE Endorsement Required
Licensed Teacher Required
CTE Endorsement Optional*
Licensed Teacher
Required
3. Funding Support
Perkins Federal & Local Funds
Local Funds
Local Funds
[TSPC licensed teacher with appropriate CTE
endorsement aligned with approved CTE
program of study]
[TSPC requires evidence of an ODE-recognized CTE
program for a CTE license or endorsement.]
[Does not fulfill TSPC requirements for CTE
license or Endorsement]
* Select courses require CTE Endorsement; check with TSPC (http://www.ode.state.or.us/wma/teachlearn/cte/cteteacherlicensure/ncescodesallsortedfinal.xls ). To start or
maintain an FFA Chapter, an agriculture program must be Perkins Eligible, or be a State Recognized CTE Program meeting additional Perkins Program of Study
indicators, 1B, 1D,2B and 4D, and maintain a Licensed Teacher with a CTE Endorsement in Agriculture.
State Recognized Program – Program Guide & Application (10/22/2013)
Oregon Department of Education/Office of Community Colleges and Workforce Development
3
CTE State Recognized Program Approval Process
Program Design:
Industry Standards
1. Local CTE State Recognized Program (CTE SRP) applications are intended to be developed around at least one
complete Career Cluster skill set as identified on the Oregon Skill Sets website or a comparable industry validated
skill set. An application may be for a single CTE Program based on this Career Cluster skill set, or may include
additional skill standards for one or more Focus Areas. For example, a Computer Science CTE SRP may be
developed at the Information and Communications Cluster level only (around “Core” Standards); or it may have one or
more additional Focus Areas including 1) software Engineering; 2) Network Support; 3) Computer Gaming. (Multiple
Focus Area courses may need to be identified by a separate CIP Code (6 digits for secondary and post-secondary.)
All the Right People
2. Applicants work with a Regional Coordinator, community college CTE Dean or other college representatives, local CTE
administrators, business and industry partners, assessment and data people, career content teachers at both the
secondary and the post-secondary level, and core academic content partners to evaluate the needs and desires for the
program design. The Certificate of Assurances in the Application has a place for several of these partners to sign.
Make sure all partners have the opportunity to contribute to the program design and operation.
Planning, Collaboration, Self-Evaluation and Design—the CTE SRP Process
3. Gather input from all CTE SRP partners to self-evaluate your current program, plan collaboratively for the future, and
identify needs:

Use the Readiness and Sustainability Evaluation Tool (below, starting on page 5) to work with all
partners to design your CTE SRP. Most of the information from that tool will be needed to complete the
Application.

Develop or identify all required elements for evaluation of this 2013-14 CTE SRP Application
Program Application:
Processing the CTE SRP Application
4. Applicants work with a Regional Coordinator to complete and submit a CTE State Recognized Program, including
Certificate of Assurances signed by all parties indicated.
 Submit the CTE SRP application and required documentation to your local CTE Regional Coordinator
 The CTE Regional Coordinator will visit with the teacher(s) and administrator(s) to:
o Verify the CTE SRP application materials for accuracy and authenticity, advisory committee
involvement and
o Make initial determination on the approval status for the CTE SRP, suggest improvements,
refinements or technical assistance
o Notify the applicant of CTE SRP approval recommendation, and
o Forward any approved program application materials to ODE
 ODE will review the CTE SRP application, including all attachments
 If the submitted program application is incomplete or does not provide evidence of readiness and sustainability, the
application will be returned to the CTE Regional Coordinator specifying what information is needed before the
application process can move forward.
 The CTE Regional Coordinator will work directly with the applying program to address those outstanding issues or
concerns relating to the application before resubmitting the CTE SRP application.
 Final CTE SRP approval will be determined by ODE staff.
 For details of the submission process, see page 14.
State Recognized Program – Program Guide & Application (10/22/2013)
Workforce Development
Oregon Department of Education/Office of Community Colleges and
4
CTE State Recognized Programs
Readiness & Sustainability Evaluation Tool
And CTE SRP Application


This Readiness and Sustainability Tool functions as the first part of the Oregon Career and Technical Education State Recognized Program
(CTE SRP) Application, and everything you gather here will be included to complete the application. This Tool must be completed, in addition to
pages 11-14 before submitting this whole application to your Regional Coordinator and then to ODE.
Please use this tool for self-evaluation and planning as you develop your CTE SRP in conjunction with your CTE SRP partners at partner
institutions.
Self-Evaluation Worksheet:
Use this part of the Readiness and Sustainability Evaluation Tool to determine status of your CTE program
 These are the same checkboxes as are on the CTE POS Application. If you are unable to check a box, please be prepared to explain why in the
appropriate Comments Box on the Application; and explain how you plan to remedy that deficiency.
 Answering the “Areas of Strength” and “Priority Concerns” will help ODE specialists determine readiness of your CTE SRP
 Please note: there are questions in the “Strengths” and “Priority Concerns” sections specifically for the Secondary partner, and questions specifically
for the Post-Secondary Partner; Please address all issues from both partners’ perspectives.

Please attach appropriate documentation as addenda just as you would with the CTE POS application. This is your
opportunity to use documents that already exist that demonstrate work you have done or are planning to do as you develop
this CTE SRP.
o
Addenda protocols:
 Create a subfolder for each Element for which you are attaching files
 Label each folder for that Element (Element1, Element2, etc.)
 Name files clearly to identify what element and criteria they address
 Place files in appropriate folders before submitting application
State Recognized Program – Program Guide & Application (10/22/2013)
Oregon Department of Education/Office of Community Colleges and Workforce Development
5
Element 1: Standards & Content
Standards and Content are the foundational
elements for designing Perkins-eligible
Programs of Study
This POS design includes:
A. Relevant, rigorous technical skill standards-based content, including or aligned with challenging academic standards
B. Shared secondary and post-secondary technical content which incorporates the knowledge and skills identified in the Oregon Skill Sets or other industry-based standards,
which are validated through national and state employer input
C. Sufficient size, scope and sequence to include curriculum and instruction leading to student attainment of academic and technical knowledge and skills for high school
graduation, college entry, and careers within high wage, high demand fields
D. A systemic approach to instructional delivery of academic and technical knowledge and skills where student performance is demonstrated through valid and reliable technical
skill assessments (TSA) aligned to industry standards
E. A plan for continuous improvement of program design and instructional delivery that provides the opportunity for each CTE POS student to:
Meet diploma requirements, post-secondary entry requirements, and/or certificate/degree requirements
Demonstrate mastery of academic and technical content that is aligned with industry standards
Apply learning through authentic experiences
Develop skills and build confidence to compete in high wage, and/or high demand occupations.
Meets all Standards and Content requirements for Perkins Eligible CTE Program of Study
Areas of Strength





[EACH indicator has documented evidence of full implementation.]
Priority Concerns/Challenges
What is working well in your partnership with other educational institutions
comprising this Program of Study as you identify and implement Skill Sets/Industry
Standards? (Requires both a secondary and post-secondary response in the
Application.)
What’s working well with your particular component that is worth keeping?
What goals do you have to sustain and improve your program?
What strategies will you use to reach your goals?
How will you know if you are successful?





What concerns and challenges are you facing as you work with your partners on
developing this Program of Study as you identify and implement Skill Sets/Industry
Standards? (Requires both a secondary and post-secondary response in the
Application.)
What will be new or needs to be revised?
What strategies will you use to address identified priority concerns?
What are the indicators you will use to measure your improvement?
How will you know if you are successful? And when?
Standards & Content
Standards & Content
Identify strengths here...
Identify concerns and challenges here...
State Recognized Program – Program Guide & Application (10/22/2013)
Oregon Department of Education/Office of Community Colleges and Workforce Development
6
Element 2: Alignment and Articulation
Alignment and Articulation are key
to getting Program of Study
partners working together to build
career pathways for CTE students
The alignment of this POS includes:
A. A unified, cohesive sequence of content among secondary and post-secondary partners contained in a non-duplicative sequence
of courses or learning experiences.
B. 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. Oregon’s Credit for Proficiency, Dual Credit, Oregon Transfer credit, etc.).
C. Articulation agreements are developed, implemented and supported at the institutional level to ensure long-term sustainability
and cross-sector cooperation.
D. Based on the program design and instructional plan, each student will:
Continually progress in knowledge and skills when ready;
Earn high school or college credit based on performance; and
Make the connection between educational preparation and entry into a career.
Areas of Strength






Priority Concerns/Action Challenges
What is working well in your partnership with other educational institutions
comprising this Program of Study as you work out issues around Alignment and
Articulation? (Requires both a secondary and post-secondary response in the
Application.)
What is working well in your partnership with other educational institutions
comprising this Program of Study as you identify and implement Skill Sets/Industry
Standards? (Requires both a secondary and post-secondary response.)
What’s working well that is worth keeping?
What goals do you have to sustain and improve your program?
What strategies will you use to reach your goals?
How will you know if you are successful?





What is working well in your partnership with other educational institutions
comprising this Program of Study as you work with Alignment and Articulation
issues? (Requires both a secondary and post-secondary response.)
What will be new or needs to be revised?
What strategies will you use to address identified priority concerns?
What are the indicators you will use to measure your improvement?
How will you know if you are successful? And when?
Alignment & Articulation
Identify concerns and challenges here...
Alignment & Articulation
Identify strengths here...
State Recognized Program – Program Guide & Application (10/22/2013)
Oregon Department of Education/Office of Community Colleges and Workforce Development
7
Accountability and Evaluation are
core elements for Perkins eligibility—
they provide data illustrating the
value of CTE to students’ future
plans
Element 3: Accountability & Assessment
In this POS design:
A. Performance will be measured against the Perkins-required performance measures as described in Perkins IV Measurement Definitions identified in Oregon’s
State Plan (re: Data Collection)
B. Business, community and education partners (specifically, an Advisory Committee) participate in CTE Program of Study design and development, including:
Assistance in evaluating program vision, goals and priorities
Validation of industry skill standards for curriculum content and technical skill assessment, where appropriate
Participation in the CTE teacher recruitment, instructor appraisal process, and ongoing faculty professional development
C. Perkins performance data is used for data-driven, CTE program of study design and improvement decisions
D. Students have the opportunity to learn in a contextual career related environment that allows them to:
Monitor their own progress through their demonstration of attaining technical and academic skill standards
Demonstrate their technical and academic proficiency in meaningful ways, e.g., Technical Skill Assessment, etc.
Adapt their program to meet personal goals based on industry requirements and performance outcomes
Meets all requirements for Perkins Eligible CTE Program of Study
[EACH indicator has documented evidence of full implementation.]
Areas of Strength





Priority Concerns/Challenges
What is working well in your partnership with other educational institutions
comprising this Program of Study as you identify and implement Technical Skill
Assessments? (Requires both a secondary and post-secondary response in the
Application.)
What is working well in your partnership with other educational institutions
comprising this Program of Study as you work our reporting issues? (Requires both
a secondary and post-secondary response in the Application.)
How have you and your other institutional partners comprising this Program of
Study used student data in your planning and decisionmaking? (Requires both a
secondary and post-secondary response in the Application.)
What’s working well that is worth keeping?
What goals do you have to sustain and improve your program?





What Technical Skill Assessment issues are most pressing in your POS
development?
What will be new or needs to be revised?
What strategies will you use to address identified priority concerns?
What are the indicators you will use to measure your improvement?
How will you know if you are successful? And when?
Accountability & Assessment
Identify concerns and challenges here...
Accountability & Assessment
Identify strengths here...
State Recognized Program – Program Guide & Application (10/22/2013)
Oregon Department of Education/Office of Community Colleges and Workforce Development
8
Element 4: Student Support Services
In this POS design:
Student Support Services include the ways that all students are made
aware of the career and education opportunities available in the CTE
career Pathway that is the focus of this POS.
A. 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
(e.g. Career Pathway Templates, Education Plan and Profile, POS visual guides, Career Information System, etc.).
B. Each student will be able to:
Identify the career path options he/she can follow to a chosen career;
Receive consistent and informed messages about career and possible financial options for post-secondary education;
Take ownership of their education through maintaining a current education plan;
C. Compliance is evident with Federal regulations, including Title VI- Civil Rights Act of 1964; Title IX – Education Amendments of 1972; Section 504 of the Rehabilitation Act of
1973; Vocational Education Programs Guidelines for Eliminating Discrimination and Denial of Services on the Basis of Race, Color, Sex, Religion, National Origin, Age or
Disability; Title II of the Americans with Disabilities Acts of 1990; therefore, this POS provides:
Appropriate access for all students, including non-traditional and special populations.
A non-biased and non-discriminating learning environment (with respect to race, color, national origin, gender and disability status).
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).
Responsiveness to the needs of students for whom English is a second language.
D. Opportunities for structured student leadership are a program component and integrated into CTE POS instruction. This POS integrates either:
1) One of the state chartered CTSO’s:
DECA,
FBLA,
FCCLA,
FFA,
HOSA, or
SkillsUSA, or
2) Another local or national organization that meets the criteria listed in the ODE Student Leadership criteria document.
 The locally developed student organization or experience provides leadership development opportunities that meet the following expectations (see details in linked
document above):
Context related instruction, career development , and practical assessment
Community-based learning experiences
Organizational management and administrative experiences
Meets all requirements for Perkins Eligible CTE Program of Study
[EACH indicator has documented evidence of full implementation.]
Areas of Strength

Secondary Partners:




Priority Concerns/Challenges
How will this POS help students meet graduation requirements, including
Education Plan and Profile, Extended Application, Career Related Learning
Experience, etc?
How will this POS help meet academic needs through focused work with
applied academics?
What guidance and counseling efforts are in place to help students develop
along a career pathway?
How will this POS address non-traditional students develop in this career area?





What shared recruitment and student service issues exist between partner
institutions?
How might your POS partners help move students more effectively and consistently
along this career pathway? (Retention and completion)
What will be new or needs to be revised?
What strategies will you use to address identified priority concerns?
What are the indicators you will use to measure your improvement?
How will you know if you are successful? And when?
Student Support Services
Post-secondary Partners:


How will you work with recruiting and providing services for non-traditional,
displaced homemakers, and other special population students for this specific
POS?
How will you provide advising and tutoring services to students in this POS?
Identify concerns and challenges here...
Student Support Services
Identify strengths here...
CTE POS Application Guide
Oregon Department of Education/Office of Community College & Workforce Development—2012
9
Element 5: Professional Development
The planned professional development for this POS will:
Professional Development for POS
teachers should be designed on the
needs identified by data, and should
focus on continuous improvement of
student opportunities within this POS.
A. Connect to teacher effectiveness evaluations.
B. Help teachers and administrators develop and improve standards-based curriculum and learning experiences that promote the integration of coherent and challenging
academic content and industry-based technical standards, including opportunities for the appropriate academic and CTE instructors to jointly develop and
implement classroom-based curriculum and instructional strategies.
C. Include professional development that is high quality, sustained, intensive, and focused on instruction designed to increase the academic knowledge and
understanding of industry standards
D. Encourage applied learning methodology that contributes to the academic and CTE knowledge of the student
E. Provide research and training opportunities that help teachers develop appropriate and useful assessment tools and strategies.
F. Provide training and guidance geared to help improve instructional delivery methodology that helps improve student performance and skill acquisition, particularly skills needed
to work with and improve instruction for special populations.
G. Assist teachers in accessing and utilizing CTE accountability data, student achievement data, and data from assessments

Meets all requirements for Perkins Eligible CTE Program of Study

What shared professional development opportunities exist around this Program of
Study?
What’s working well that is worth keeping?
What goals do you have to sustain and improve your program?
What strategies will you use to reach your goals?
How will you know if you are successful?
[EACH indicator has documented evidence of full implementation.]
Areas of Strength




Priority Concerns/Challenges





What are the gaps and issues that both partners share regarding professional
development that may impede growth of this POS?
What will be new or needs to be revised?
What strategies will you use to address identified priority concerns?
What are the indicators you will use to measure your improvement?
How will you know if you are successful? And when?
Student Support Services
Student Support Services
Identify strengths here...
Identify concerns and challenges here...
End of Self Evaluation Worksheet
(Please complete pages 11-14 before submitting this complete CTE SRP application.)
State Recognized Program – Program Guide & Application (08/08/2012)
Oregon Department of Education/CCWD
10
Oregon Department of
Community Colleges and
Workforce Development
Office of Educational Improvement and
Innovation
Public Service Building
255 Capitol Street NE
Salem, OR 97310-0203
503-947-5600
Fax 503-378-5156
http://www.ode.state.or.us/go/cte/
Public Service Building
255 Capitol Street NE
Salem, OR 97310-0203
503-378-8648
Fax 503-378-3365
http://www.odccwd.state.or.us/prgapproval/
Career and Technical Education
State Recognized Program Application
2014 Version
Directions—please enter information into ALL the fields in this application. (If you have technical problems with
this application, contact Ron Dodge—503-947-5653, ron.dodge@ode.state.or.us.)
CTE SRP—Title:
Career Area:
Cluster Area (& appropriate secondary CTE licensure):
Focus Area (if applicable):
Secondary CIP Code: (Link to CIP website)
Community College CIP Code: (Link to CIP website)
Select Career Area
Select Cluster (and appropriate licensure)
(6 digit)
(6 digit)
Secondary School Name:
Secondary School District:
Secondary School ID Number:
Secondary Teacher Name
Email
(Lead Teacher)
Current CTE License
Select Current Teacher CTE Endorsement
Community College Name:
Click to select Community College
College Point of Contact:
Community College CTE Program Title:
Community College Award:
Click to select College Point of Contact
Select College Program Award (highest available)
CC Technical Skill Assessment (TSA): Use the code
from this table for your selected TSA.
Secondary Technical Skill Assessment (TSA): Use
the code from this table for your selected TSA.
Visual/Roadmap: (Insert link, or identify location where
sample of visual can be found)
Regional Coordinator/Contact:
Select Regional Coordinator Name
CTE Teacher: Submit complete electronic application materials to your CTE Regional Coordinator.
Regional Coordinator: Email application and addenda to this mailbox-- POS.Application@state.or.us) , or follow an alternative process
described in Step 8 of the Submission Process on the last page of this application.
2014 CTE SRP Application—November 22, 2013
ODE/CCWD
11
CTE State Recognized Program …. 2014 Application (continued)
CTE POS Course Lists—Secondary
Directions—Please list below the CTE State Recognized Program Secondary Courses in which the instructor will:

Teach with intent and purpose the CTE SRP knowledge and skills identified in the CTE SRP Skill Set

Assess and record student achievement of those standards
Note: Additional CTE courses may be listed (and supported with Perkins funds) if they support the identified skill set; but do not mark those as “TSA” Required”
Secondary Core CTE Courses (Please be complete; this information will be entered into the CTE Program Update
database and all fields are required)
TSA*
Required
School
Course
#
Secondary
Course Name
# of
Credits
5-digit
NCES
Code
Course Description (brief)
(boxes below will expand)
Articulating College
(if applicable)
College
Course #
College Course Name
Select College
Select College
Select College
Select College
Select College
Select College
Select College
Select College
Select College
Select College
Select College
Select College
Select College
Select College
Select College
Select College
Select College
*TSA required—Technical Skill Assessment required course—required courses that, when completed, trigger TSA assessment eligibility for the student
State Recognized Program – Program Guide & Application (11/22/2013)
Oregon Department of Education/Office of Community Colleges and Workforce Development
12
CTE State Recognized Program …. 2014 Application (continued)
CTE POS Course Lists—Post-Secondary
Post-secondary Core CTE Courses: List all courses that complete the delivery of the identified Skill Set—these
courses should be included in the Course/Skill Set crosswalk matrix
Name of Certificate or
Degree Program
College
Course #
Enter name of college program
Highest award
available in
Program:
Post-Secondary Course Name
Select certificate or degree
Number of
Credits
Accelerated College
Credit/College Now?
Course-to-Skill Set Crosswalk/Matrix
Please use the Excel spreadsheet posted online at (http://www.ode.state.or.us/search/page/?=3584 ) (or use one you’ve created locally) to
crosswalk the identified skill set to the listed secondary and post-secondary courses.
 You may use the same matrix for both secondary and post-secondary courses.
 It is only required to map courses to the standards (Knowledge and Skill Statements); it is not necessary to map the performance indicators,
duties, or tasks.
 Be sure to identify the selected skill set in your matrix,, the secondary and postsecondary components.
 If your selected skill set is not from the Oregon Skill Sets website, please identify its origin and how it was industry validated.
Secondary: (check this box to indicate secondary course-to-skills crosswalk is complete and attached)
Post-secondary: (check this box to indicate post-secondary course-to-skills crosswalk is complete and attached)
State Recognized Program – Program Guide & Application (11/22/2013)
Oregon Department of Education/Office of Community Colleges and Workforce Development
13
CTE State Recognized Program …. 2014 Application (continued)
Certification of Assurance
Name of CTE SRP
Name of Secondary School
Name of Community College
SECONDARY LOCAL
SUPPORT and
CERTIFICATE OF
ASSURANCE
Secondary School District
Administrator Signature
Administrator’s Name
Directions: After filling in all the appropriate fields in this form, print out a
copy of this Certification of Assurance page and acquire all the appropriate
signatures. All signatures must be on one form. Mail complete, signed
Assurance form to Ilene Spencer at: ODE, 255 Capitol St. NE, Salem, OR
97310
Enter Name of CTE SRP
Enter Name of Secondary School
Select Community College
I have reviewed this CTE SRP application document for adherence to program quality standards,
and support its approval. I agree that the CTE program area requirements for secondary CTE
programs, including appropriate CTE certification for teachers, the rules and regulations for Public
Law 109-270, and the requirements contained in the Oregon State Plan for Career and Technical
Education will be complied with in the operation of the CTE programs and services offered by the
district or through contract between the district and other agencies, institutions, or individuals. I
agree to furnish CTE program data as requested by the Oregon Department of Education.
Date:
Enter Local Administrator’s Name
LOCAL SUPPORT and CERTIFICATE OF
ASSURANCE
Advisory Committee Signature
The program advisory committee has been involved in the design and
development of this program.
Date:
Advisory Committee Member’s name
Enter Advisory Committee Member's Name
POST-SECONDARY LOCAL
SUPPORT AND CERTIFICATE OF
ASSURANCE
Community College Administrator’s
Signature
CC Administrator’s Name
This community college has been involved in the
design and development of this CTE State
Recognized Program and agrees to continue
collaboration meeting all 4 Core including alignment
and articulation and reliable and valid technical skills
assessment.
Date:
Enter CC Administrator's Name
For Regional Coordinator Use Only
Recommended Status:
RECOMMENDED FOR STATE RECOGNITION
DISAPPROVED (and returned for revision)
______________________________________________________
Regional Coordinator Signature
Expiration Date:
Date:
For ODE/OCCWD Use Only
Approval Status:
FINAL State RECOGNITION
___________________________________________________
Expiration Date:
Date:
EII Education Specialist Signature
The CTE brand logo, brand-positioning, theme, and brand extensions are the property of NASDCTEc.
State Recognized Program – Program Guide & Application (11/22/2013)
Oregon Department of Education/CCWD
14
CTE State Recognized Program …. 2014 Application (continued)
Submission Process
Instructions
Submit complete electronic copies of the application materials by following this procedure:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Do not send PDF applications. Please send in original Word format.
Be sure you are using the correct year’s application from ODE’s website.
Create a file (main folder) for storing all documents to be submitted
Title the folder using the name of the secondary school, the name of the Program of Study, and the
year of submission, e.g., “OregonTownHSAccounting2014.”
Create subfolders clearly named for each Element’s Addendum that you are including with the
application, e.g., “Addendum1, “Element1,”” or “1StandardsContent.”
If submitting unique documents for individual schools in a Regional Application, create subfolders
for each school within the appropriate Element’s Addendum folder, e.g.,
“OregonTownHSAddendum1.”
Place the completed POS Application and a scanned copy of the completed Assurance document
in the main folder; put any other documents included with the application in their appropriate
subfolders. (Please name documents and folders so that they are clearly identified.)
Each application needs to include a completed Assurance page with all signatures included on one
form—please, no duplicate pages with partial signatures.
(For Regional Programs of Study, however, each secondary institution will need to have its
own Assurance page; for those Regional applications, please secure Community College
signatures first, then photocopy for each secondary partner and acquire secondary
signatures; then scan and place all originals in the main POS folder with the application.)
Please be sure all required documents, links, and examples are in their appropriate folders before
performing Step 8.
Prepare files for submission:
a. Submit each POS application main folder with its subfolders one POS at a time.
b. Use the electronic download process using ODE’s FTP portal. Go to the ODE Secure File
Transfer site (https://district.ode.state.or.us/apps/xfers/) and follow the online directions for
sending your POS folder to ilene.spencer@ode.state.or.us. For technical help with this
procedure, call Ron Dodge—503-947-5653, or Ilene Spencer—503-947-5636.
c. Alternatively, you may save folders on a Jump Drive or CD-ROM and send to ODE, in care
of: Ilene Spencer, Oregon Department of Education, PSB 2nd Floor, 255 Capitol St. NE,
Salem, OR 97310.
CTE Teacher: Submit complete electronic application materials to your CTE Regional Coordinator.
Regional Coordinator: Submit application and addenda using the FTP process described in 10 above, to this mailbox:
Ilene.spencer@ode.state.or.us ). (Alternatively, using Step 10(c) above, a jump drive or CD ROM can be used to send files to ODE.)
DEADLINE for submission: June 30, 2014
(You may delete this page before submitting this application.)
State Recognized Program – Program Guide & Application (11/22/2013)
Oregon Department of Education/CCWD
15