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​During FY 2021 and FY 2022, ISBE will pilot the secondary CTE Program Quality Review (PQR) using this online format. The purpose of this pilot is to provide feedback to ISBE on necessary revisions to the secondary CTE PQR IWAS application. This process will ensure programs of study meet the minimum size, scope​, and quality definitions as required by the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) and outlined in Illinois' State Plan for Perkins V (FY 2021-2024). The initial pilot, including training, will run from November 2020 through April 2021.​

Schools, School Districts, Area Career Centers, and Education for Employment (EFE) Region Centers should:

  • Identify a team of staff members to complete the PQR,
  • Collaborate with their EFE Systems throughout the review, and
  • Engage business/industry and postsecondary partners to provide input whenever possible.​​​

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Professional Learning Opportunities

For the past three years, indicate any professional learning opportunities that were offered for the following educators:

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CTE Professional Capacity

CTE Professional Capacity: Identify the number of professionals in each area indicated below that were working with and within your CTE Program(s) for the school year 2019-2020 (SFY 2020) and school year 2020-2021 (SFY 2021).

Professional Type SFY 2020 Number of Professionals SFY 2021 Number of Professionals
  CTE Teachers {{Request.SLNumTeach20}}   {{Request.SLNumTeach}}  
  Other Faculty {{Request.SLNumFaculty20}}   {{Request.SLNumFaculty}}  
  School Leaders {{Request.SLNumSchLeaders20}}   {{Request.SLNumSchLeaders}}  
  Administrators {{Request.SLNumAdmin20}}   {{Request.SLNumAdmin}}  
  Specialized Instructional Support Personnel {{Request.SLNumSpecPers20}}   {{Request.SLNumSpecPers}}  
  Career Guidance and Academic Counselors {{Request.SLNumCounsel20}}   {{Request.SLNumCounsel}}  
  Paraprofessionals {{Request.SLNumParaprof20}}   {{Request.SLNumParaprof}}  

Career Guidance for All Students

Indicate Yes or No for the following:

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Program of Study Quality Components

Email a document outlining or provide a hyperlink to the full CTE Program of Study.


Program Quality Rubric

  • Not at all achieved: No evidence of the criterion in the program of study
  • Minimally achieved: Criterion is minimally implemented in the Program of Study
    • implementation is just beginning
    • implementation is evident infrequently
    • implementation is evident in a small portion of the program of study
    • access is limited to a small segment of students
  • Moderately Achieved: Criterion is evident in the Program of Study, but implementation is uneven or incomplete
    • only part of the criterion is evident
    • implementation is evident part of the time, but not on a sustained and regular basis
    • implementation is evident in portions of the program of study
    • access is available to most, but not all, students
  • Substantially Achieved: Criterion has been fully implemented throughout the entire Program of Study
    • all parts of the criterion are evident
    • implementation is evident on a regular and sustained basis
    • implementation is evident across all portions of the program of study
    • access is available to all students

Development and Engagement

All programs of study must be developed through close K-12 and postsecondary collaboration, respond to the analysis and findings of the CLNA, and be informed by external stakeholders, including, but not limited to, business and industry, local workforce boards, adult education providers, and community-based organizations. An advisory committee must meet at least annually to review and support programs of study (and/or to consider multiple programs of study within a cluster or related cluster grouping). The advisory committee must review labor market information; provide input on current industry practices; identify high-skill, high-wage, and in-demand occupations and related competencies within the region; consider long-term industry trends and future of work; and participate in the continuous improvement process described in the Continuous Improvement section below.

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Employer-Informed Competencies and Skills

The program of study must align instruction and experiences to a progression of employer-informed technical and essential employability competencies that lead to readiness for employment or further education for high-skill, high-wage, and in-demand occupations identified during the engagement process.

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Academic Instruction and Supports

The program of study must include challenging academic instruction and student supports and interventions to facilitate successful student progressions into and through required coursework and avoid remediation to the extent possible. The program of study instruction must be by a qualified teacher as defined by ISBE, or for dual credit coursework, instructors must meet requirements as described in the Dual Credit Quality Act and be in accordance with ICCB administrative rules.

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Recruitment and Access

Districts and colleges had to develop a student recruitment and retention plan through the CLNA beginning in SFY 2021 to address equity gaps that are evident as early as middle school, including gaps in program of study access, participation, persistence, and completion. Programs of study must ensure access is equitable and all students are able to receive support to persist and succeed in CTE courses and opportunities.

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Instructional Sequence

Programs of study must provide a non-duplicative, fully articulated sequence of courses from K-12 through postsecondary (including four-year transitions, where appropriate). There must be multiple entry and exit points and stackable credentials must be incorporated.

Middle School and Secondary: The middle school and secondary program of study course sequence must, at minimum:

  • Provide guidance and instruction on the concept of career clusters and support for student selection of a cluster of interest prior to a cluster-specific orientation course with related career awareness activities;
  • Include an orientation course providing a broad understanding of the specific cluster or cluster grouping that applies to the program of study in which the student is enrolled, and that includes career exploration;
  • Include an advanced course developing competencies and skills needed for entry-level employment or further postsecondary education;
  • Incorporate credit transfer opportunities (e.g., dual credit, articulation agreement) and/or training for an industry-recognized credential; and
  • Include instruction and evaluation in safety as appropriate within the curriculum.
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Work-Based Learning

Programs of study must include a secondary to postsecondary continuum of work-based learning and related authentic learning experiences that includes, at minimum, each of the following:

  • Team-based challenges and/or CTSOs; and
  • One or more of the following as defined in the Illinois Career Pathways Dictionary: internships, career-related service learning, paid work experience, on-the-job training, incumbent worker training, transitional jobs, apprenticeships (i.e., youth, pre-, registered, non-registered, research), student-led enterprise, remote work for a client/employer, school-based enterprise, cooperative work agreement or clinical experience.
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Instructors within programs of study are qualified, collaborate with industry professionals, and engage in applicable professional learning.

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Facilities and Equipment

Programs of study are offered in appropriate and accessible facilities that use industry standard technology and equipment.

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Continuous Improvement

The district uses a continuous improvement process that evaluates and improves the program of study in collaboration with postsecondary, other stakeholders and the local or joint advisory committee.

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