Narrative: b.

II.B.1.a.   Provide a summary of State-supported workforce development activities (including education and training) in the State, including the degree to which the State's career and technical education programs and programs of study are aligned with and address the education and skill needs of the employers in the State identified by the State workforce development board. (Section 122(d)(1) of Perkins V) 

Secondary

Virginia has an established statewide system of career pathways that brings together elementary, secondary, and postsecondary education; workforce boards; and business and industry. These partnerships connect education, workforce development, and economic development, and the workforce development activities connect to employer needs and focus on high-skills, high-wages, or in-demand careers that relate to the economy. This statewide system allows Virginia to ensure continued improvement to its modern, relevant, and rigorous programs, and supports students to be workforce ready upon high school graduation or with additional postsecondary education.

The Virginia Workforce Development Plan aligns the education and training pipeline to the needs of the labor market, and the pipeline of activities range from middle and high school, postsecondary, and adult education CTE programs. These priorities are reflected in recent Virginia workforce initiatives that include the identification and acceleration of a workforce that is ready to fill middle-skill jobs, and the inclusion of workforce credentials that are valued by employers and vital to the individual’s career progression.

Additionally, 8VAC20-131-51, require students to complete an Advanced Placement, honors, International Baccalaureate, or dual enrollment course; (ii) complete a high-quality work-based learning experience, as established by board guidance on work-based learning; or (iii) earn a career and technical education credential approved by the BOE. The CTE credentials could include the successful completion of an industry certification, a state licensure examination, a national occupational competency assessment, or the Virginia WRS for the Commonwealth Assessment. If the CTE credential in a particular program area is not readily available, appropriate, or does not adequately measure student competency, with satisfactory completion of competency-based instruction in the program area, the student will meet the standard diploma requirements.

Virginia programs of study for career pathways provide a consistent foundation of knowledge and skills across the state with additional regional requirements added to programs, if needed. These programs of study enhance secondary and postsecondary collaboration that may lead to articulation agreements. Virginia’s Economic Development Strategic Plan reinforces the Perkins’ programs of study and technical skills assessment, and ensures collaborative efforts to produce results and value in the workforce system in order to meet business needs, while being responsive to long-range talent and skills forecasts as well as emerging needs. Labor market data is acquired from resources such as CTE Trailblazers at www.ctetrailblazers.org, the Virginia Employment Commission (VEC) at www.vec.virginia.gov, and the Census Quarterly Workforce Indicator Explorer at https://qwiexplorer.ces.census.gov/.

Virginia will continue to work across agencies to establish professional development academies to help ensure a common understanding of career pathways and sector partnerships. This effort builds upon a decade of work in the Commonwealth to align education and training programs in ways that make it easier for individuals to access and complete career preparation. By pairing together sector strategies and career pathways awareness, Virginia plans to improve the relevance and effectiveness of education and training programs, leading to more positive outcomes for individuals and businesses. Through a blend of instructor-led and self-paced online courses, academies will strengthen the leadership capacity of workforce system partners and practitioners to incorporate sector partnership, career pathway strategies, and thinking as integral components in every Virginia region.

Postsecondary

According to VCCS policy, occupational/technical education programs are designed to meet the increasing demand for technicians, semi-professional workers, and skilled crafts-persons for employment in industry, business, the professions, and government. These programs, which normally require two years or less of training beyond high school, may include preparation for agricultural, business, engineering, health and medical, industrial, service, and other technical and occupational fields. The curriculum is planned primarily to meet the needs for workers in the region being served by the community college, but the VCCS may designate certain community colleges as centers to serve larger areas of the state in offering expensive and highly specialized occupational and technical education programs.

The VCCS governs 23 colleges located on 40 campuses across the Commonwealth, with its principal objective to “provide and maintain a system of comprehensive community colleges through which appropriate educational opportunities and programs to accomplish the purposes set forth [in the Code of Virginia] shall be made available throughout the Commonwealth.” Additionally, each college in the VCCS has a local board. The purpose of each local college board is to keep the community college responsive to the needs of its service area. Each local board also monitors college programs, policies, and actions to ensure that they are within statewide policies.

These local boards also play important roles in the curriculum approval process that follows the following pathway:

• College proposal is approved by an institutional curriculum advisory committee
• The proposal is reviewed and approved by the Chief Academic Officer (CAO)
• The proposal is reviewed and approved by local board
• The proposal is reviewed and approved by the VCCS. The Academic and Student Affairs Council (ASAC) also serves as an advisory body on system-wide matters related to instructional programs and student services. The ASAC also provides a forum for the exchange of information and professional development activities.

All community colleges maintain a workforce development division headed by a vice president, dean, or director who is charged with analyzing and addressing business and industry’s need for a skilled workforce within the college’s local service area. These workforce leaders work collaboratively with CAO within the institution to plan, develop, and maintain occupational/technical education programs at the colleges. Curriculum advisory committees, referenced above, consist of representatives from business, industry, and labor; and aid in keeping courses and programs relevant to the workplace and providing students and faculty with relevant career entry requirements. Experiential learning through apprenticeships, internships, cooperative education, service, and project-based learning provides students with opportunities to apply their knowledge and skills in a real-world context. Site visits and mentoring ensure additional relevancy.

The Workforce Development Advisory Council (WDAC), comprised of college workforce leaders and decision makers, also meets regularly to discuss current needs, trends, and opportunities. The WDAC serves as an advisory body to the Chancellor on system-wide matters related to non-credit instruction/services and workforce, economic, and community development. The Council meets at least three times a year.

II.B.1.b.   Describe the State's strategic vision and set of goals for preparing an educated and skilled workforce (including special populations) and for meeting the skilled workforce needs of employers, including in existing and emerging in-demand industry sectors and occupations as identified by the State, and how the State's career and technical education programs will help to meet these goals. (Section 122(d)(2) of Perkins V) 

Secondary

The VDOE continues to strengthen its workforce development activities in Perkins V with a wide range of partners and with a continuum of career awareness, exploration, and training opportunities.

As required by 8VAC20-131-140, each elementary, middle, and secondary school must provide for the identification of academic and career interests that support planning for career preparation for all students, including students within special populations. Beginning in the elementary school years, students explore the different occupations associated with career clusters and select areas of interest in the process of developing an academic and career plan portfolio (ACPP). In middle school, students complete a locally selected career interest inventory and select a career pathway in developing a personal Academic and Career Plan (ACP). To support development of the ACP, students participate in CTE career investigations course, or school division alternative, that includes personalized planning for academic courses, WBL opportunities, industry certifications, possible independent projects, and postsecondary education plans within students’ identified career pathways. In high school, students select career-related learning experiences, including courses and WBL opportunities as identified in their ACP. Students’ career interests are evaluated throughout high school, and, if necessary, the ACP is re-aligned. Additionally, wherever possible and appropriate, students are encouraged and afforded opportunities to take college courses simultaneously to meet high school graduation requirements and earn college degree credit (dual enrollment). Students are provided with various options and programs during this process, including the use of state-supported and/or commercial resources for career exploration and career readiness activities. Additionally, students receiving special education services are provided the required transition-planning process that is uniquely tailored to the students' preferences, interests, and abilities, for students to be career ready whether their transition is directly to employment or to postsecondary education or training.

The VDOE Office of Career and Technical Education continues its successful process of developing relevant and rigorous curriculum frameworks, with teacher and business and industry input, which prepare students with the academic, employability, and technical knowledge and skills to meet local, state, and global workforce needs. Further, the 21st Century WRS for the Commonwealth are the first 22 competencies of every state CTE course and provide students with vital employability skills.

Virginia offers CTE curriculum in the following 17 Career Clusters:

• Agriculture, Food & Natural Resources
• Architecture & Construction
• Arts, A/V Technology & Communications
• Business Management & Administration
• Education & Training
• Energy
• Finance
• Government & Public Administration
• Health Science
• Hospitality & Tourism
• Human Services
• Information Technology
• Law, Public Safety, Corrections & Security
• Manufacturing
• Marketing
• Science, Technology, Engineering & Mathematics
• Transportation, Distribution & Logistics

Virginia’s programs of study (plans of study) for career pathways within the 17 career clusters provide a consistent foundation of knowledge and skills, with additional regional requirements added to programs if needed. These programs of study enhance secondary and postsecondary collaboration and ensure that the CTE programs in Virginia are producing results and value in the workforce system to meet business needs for long-range talent projections and skills forecasts, as well as emerging needs.

Postsecondary

Virginia’s 23 community colleges serve an estimated 400,000 people annually across the state. The opportunities provided include cutting-edge and highly demanded training and education. Over the next ten years, Virginia will need to fill 1.5 million jobs, the majority of these jobs will require postsecondary credentials – associate degrees, certifications, and licensures.

To accommodate the demand, in 2015, the VCCS developed a six-year strategic plan which focuses on one goal through 2021: Virginia’s Community Colleges will lead the Commonwealth in the education of its people by tripling the number of credentials awarded for economic vitality and individual prosperity.

A committee of representatives from across the VCCS engaged in a comprehensive and inclusive process to create the six-year strategic plan for the system’s 23 colleges. The committee included VCCS presidents, vice presidents, deans, faculty, staff appointed representatives, and students from across Virginia’s Community Colleges. The process began with a series of town hall meetings held around Virginia to gather perspectives from the people the community colleges serve. Next, the committee examined higher education reform proposals from federal and state governments, higher education think-tank reports, national and state data about higher education trends, as well as strategic plans for other organizations. The committee also heard from national experts on higher education trends and reviewed survey data from the VCCS employees and students. The analysis led the committee to a clear conclusion: Virginia needs its colleges to produce a dramatically higher number of meaningful postsecondary credentials to support economic vitality. More Virginians must complete degrees, diplomas, certificates, career studies certificates, and industry recognized certifications. Their prosperity, and that of the entire state, depends on their success.

To make this one strategic goal achievable and meaningful, Virginia’s Community Colleges and the VCCS office focused efforts in five specific areas:

• Elevating Virginia’s skilled workforce
• Providing educational access for all Virginians
• Reinventing the way community colleges help students succeed
• Connecting Virginia’s diverse educational opportunities
• Preserving affordable college access

To further advance the strategic vision and goals for preparing an educated and skilled workforce (including special populations) and for meeting the skilled workforce needs of employers, including existing and emerging in-demand industry sectors and occupations, the VCCS seeks to further align Perkins V CTE programs with the Virginia public workforce system, including WIOA.

The mission of Virginia’s public workforce system is to prepare individuals for the careers of today and tomorrow and connect businesses to a highly skilled workforce. To achieve this mission, Virginia incorporates the Career Pathways Model in the implementation of statewide workforce development programs. This model values employer engagement, customer focus, and data driven decision making in all workforce programs, and helps Virginia to maintain a workforce system that exemplifies innovation and responsiveness in an ever-changing economic landscape.

The VCCS vision of Perkins V leverages and complements WIOA and the public workforce system by supporting a statewide system of career pathway development that brings together not only state and local leaders in Perkins, but also Adult Education and high school dropout recovery programs, Department of Labor grant projects, and state funded initiatives such as the Virginia Community Colleges Institutes of Excellence that are targeted to the development and dissemination of new programs in emerging technologies.

In order to build a career pathways system that brings together a variety of workforce targeted programs, the VCCS personnel responsible for career pathways–related programming, such as Perkins, high school and adult career coaches, Middle College, PluggedIn Virginia, Department of Labor grant programs, the Career Readiness Certificate, Institutes of Excellence, and credit and non–credit workforce program, have been consolidated under a VCCS cross–functional Academic and Workforce Programs team. This team reports to the Senior Vice Chancellor of Academic and Workforce Programs, and collaboratively leads and manages the VCCS career pathway initiatives.

A Career Pathways Work Group (CPWG), which includes representatives from all the agencies in Virginia responsible for workforce development programs, including the state CTE directors, as well as members from the Virginia Economic Development Partnership and the Governor’s office, was established in 2013. The CPWG ensures integrated career pathways programming that is responsive to regional business demands. Members meet in small and large groups to address specific projects, grant opportunities, and shared programming and outcomes. The CPWG has established a statewide definition of a career pathways system, funded regional career pathways grants, and provided ongoing advice and recommendations to the Virginia Board for Workforce Development.

The VCCS postsecondary Perkins funding helped to create the development of a career-coaching program. Currently, Perkins partially supports 135 coaches, who are community college employees, serving 185 high schools statewide. Perkins funds have also supported career coach training in the following areas:

• Increased nontraditional gender career awareness, participation, and completion among high school students (via professional development seminars and training)
• Improved technological capabilities for case management and student tracking (Virginia Wizard Case Management System)
• Supported professional development for the Coordinator for Postsecondary Pathways/Program Director - High School Career Coach Program to attend the National Career Pathways Conference in Orlando to earn the Career Pathways Leadership Certification and glean CTE topical and pedagogical best practices

The career coaching program’s success and growth has garnered significant funding from public and private entities and has spurred an expansion of coaching across colleges and divisions for adults, veterans, at–risk students, and foster youth.

The VCCS continues to provide fiscal support from Perkins for high school career coaches and, in 2014, launched the Rural Virginia Horseshoe Initiative, designed to improve educational attainment rates in rural Virginia. The initiative continues to prioritize the strategy to increase the number and impact of career coaches in high schools served by the 14 rural Virginia Community Colleges. Approximately 40 percent of career coaches now occupy full-time positions, and full-time coaches primarily serve rural secondary students.

In addition to the career coaches, the VCCS will employ Perkins funding to support high quality CTE instruction, ongoing and targeted professional development for CTE instructors, and collaborative initiatives with both the VDOE and other agencies that lead to stronger CTE outcomes in the Commonwealth.

II.B.1.c.   Describe the State’s strategy for any joint planning, alignment, coordination, and leveraging of funds between the State's career and technical education programs and programs of study with the State's workforce development system, to achieve the strategic vision and goals described in section 122(d)(2) of Perkins V, including the core programs defined in section 3 of the Workforce Innovation and Opportunity Act (29 U.S.C. 3102) and the elements related to system alignment under section 102(b)(2)(B) of such Act (29 U.S.C. 3112(b)(2)(B)); and for programs carried out under this title with other Federal programs, which may include programs funded under the Elementary and Secondary Education Act of 1965 and the Higher Education Act of 1965. (Section 122(d)(3) of Perkins V) 

Secondary

Virginia is submitting its Perkins V State Plan as part of the WIOA State Plan. Virginia’s WIOA Plan and Every Student Succeeds Act (ESSA) Consolidated State Plan informs Virginia’s strategic vision and goals for preparing an educated and skilled workforce. These plans, along with this Perkins V State Plan, align to establish a foundation that prepares an educated and skilled workforce in Virginia.

The ESSA Consolidated State Plan identifies Virginia’s rigorous accountability Board-approved benchmarks in reading and mathematics as the long-term goals for all students and student groups. For over 20 years, Virginia has implemented a state accountability system that includes rigorous state content standards and assessments for all students that are updated on a regular basis. These benchmarks differentiate and identify schools for support and improvement, and also place federal accountability focus on student groups that have historically failed to meet growth targets. This gap-closing model is rigorous and attainable and emphasizes the importance of improved achievement for low-performing student groups.

Postsecondary

Virginia’s CTE programs of study and workforce development system serve many of the same under and unemployed Virginians. Consequently, the Commonwealth seeks to coordinate efforts to most effectively leverage and utilize resources, and to achieve the strategic vision and goals described in this document. Representatives from all eight agencies in the Commonwealth with responsibility for workforce development, including the VDOE and the VCCS, have been meeting regularly over the past several months to ensure that the activities to be carried out under Perkins and WIOA are aligned and, where appropriate, integrated.

The VCCS is the State agency responsible for the administration of both postsecondary Perkins and the WIOA, Title I. Consequently, staff responsible for WIOA planning and implementation regularly meet and plan programming with the VCCS staff responsible for college programs, including Perkins. Having oversight of both postsecondary Perkins and WIOA provides the VCCS with the unique opportunity to ensure that the two programs align; many conversations and shared planning are conducted within the central office, colleges, and local workforce areas focused on program alignment. One example of shared planning and programming is the planning and implementation of the G3 (“Get Skilled, Get a Job, and Give Back”) workforce development program, the signature workforce development program under Governor Ralph Northam’s administration. In preparation for G3, the VCCS, under the Governor’s direction, allocated just over $5 million in WIOA state set-aside funds to support colleges in their redesign of targeted, high-demand CTE programs. This redesign resulted in the overhaul of nearly 500 college CTE programs that lead to applied associate degrees in fields such as healthcare, manufacturing, and information technology (IT). The new programming is broken into smaller, stackable, credential programs that are fully aligned and sequential. Students may enter level one, earn a credential of value, and then become employed – returning later to engage in levels two and three, which are seamlessly aligned in an articulated pathway toward an associate degree. This new approach to stackable CTE programming is scheduled to be implemented in FY 2021 after a significant budget proposal from the Governor to support G3 as Virginia’s “Promise Program” for the colleges.

Middle College and Great Expectations are two additional programs serving current and aspiring CTE students. Middle College allows individuals without a high school degree to increase their income and employability by simultaneously pursuing a GED, community college education, and a workforce certification in a college environment. The Great Expectations program supports current or former foster youth who are seeking postsecondary education, but who often lack the resources and support to be successful. Frequently, Great Expectations youth access the Middle College program, and both programs recruit individuals who are eligible under WIOA adult, dislocated worker, or youth programs. Both programs also offer targeted remedial courses, access to workforce readiness courses, wraparound support services, scholarships, incentives, enrollment in community college courses applicable to a degree or industry–based certificate, and comprehensive support services.

The representation of both secondary and postsecondary Perkins on the state’s CPWG also ensures regular communication and coordination among Perkins and WIOA program leaders. Finally, the VBWD’s work plan has specific activities related to the alignment of secondary and postsecondary Perkins with activities carried out under Title I of WIOA.

The VCCS also employs the following strategies for joint planning, alignment, coordination, and leveraging of funds between the State’s CTE programs/programs of study with the State’s workforce development system to improve and enhance career pathway access and opportunities for students, and to leverage funds between Perkins V and WIOA programs:

• VDOE: The VCCS and the VDOE have an extensive history of cooperative and collaborative work with the state’s WIOA partners to provide a coordinated and comprehensive programmatic and funding approach for educational and workforce services.
• Virginia’s WIOA one-stop centers, known in Virginia as Career Works: one-stop centers are part of Virginia Career Works network, and postsecondary Perkins is a mandated partner in the centers. As a required one-stop partner under WIOA, the VCCS continues coordinated efforts with the VEC on the delivery of services to Virginia’s employers and job seekers offered at Virginia Career Works. One-stop centers were developed to bring together employment and training program services that work with all people and make it easier for job seekers and employers to use these services.

The Virginia Career Works network maintains a list of Virginia Career Works Centers with access to workforce and employment and training services through various programs and partner organizations. All Career Works Centers provide services required by federal legislation plus programs and services from nonprofit and other community partners that coordinate to meet the needs of the local community.

• Virginia’s WIOA Adult, Dislocated Worker, and Youth Programs: Under WIOA Title I - Adult Program, Dislocated Worker Program, and the Youth Program, the Virginia Career Work Centers provide educational youth services that include: tutoring, study skills training, evidence-based dropout prevention and/recovery services, alternative secondary school services, financial literacy, and education offered concurrently with workforce preparation activities and training for specific occupations or occupational clusters. These activities include summer employment opportunities directly linked to academic and occupational learning, paid and unpaid work experiences that incorporate academic and occupational education, occupational skills training, and entrepreneurial skills training. Resources delivered include, but are not limited to: job openings, labor market data, resume training, education services, online learning, veterans’ services, and youth services.

As a partner program that provides access through Virginia’s Career Works system, postsecondary Perkins will continue to partner and coordinate service delivery efforts with WIOA Titles I, II, III, and IV.

II.B.1.d.   Describe how the eligible agency will use State leadership funds made available under section 112(a)(2) of Perkins V for each of the purposes under section 124(a) of the Act. See Text Box 2 for the required uses of State leadership funds under section 124(a) of Perkins V. (Section 122(d)(7) of Perkins V) 

Secondary

Virginia will use its State Leadership funds to:

• Develop, revise, or procure CTE curricula that are aligned to industry and academic standards, including funding for the CTERC
• Evaluate and improve regional technical centers
• Provide professional learning experiences for CTE teachers, faculty, and administrators
• Review CTE Comprehensive Local Needs Assessments (CLNA) and Perkins applications
• Review Perkins local allocation and local use
• Monitor CTE programs of study
• Recruit and prepare CTE teachers, faculty, and specialized instructional support personnel or paraprofessionals
• Market and highlight CTE programs of study, including CTE stigma/perception and marketing
• Support state-supported resources for career exploration and career readiness activities
• Provide support to eliminate inequities in student access to high-quality CTE programs of study and hire effective teachers, faculty, specialized instructional support personnel, and paraprofessionals
• Prepare students for nontraditional fields in current and emerging professions
• Develop strategies to improve success in CTE programs of study for members of special populations
• Provide funding to CTE programs that serve individuals in State institutions
• Deliver technical assistance for eligible recipients
• Support the integration of employability skills into CTE programs of study
• Support CTSOs
• Support career exploration curriculum through Fifth Grade

Postsecondary 

The VCCS uses State Leadership funds to support development and implementation of strategies to improve CTE throughout the community college system. These activities include:

• Preparation for nontraditional fields in current and emerging professions, programs for special populations, and other activities that expose students, including special populations, to high-skill, high-wage, or in-demand occupations that result in postsecondary certificates and nationally-recognized certifications (e.g. the VCCS High School Career Coach Coordinator provides professional development and assistance to High School career coaches)
• Support for recruiting, preparing, training, and retaining CTE instructors, faculty, specialized instructional support personnel, professional development, or leadership development programs (e.g., the VCCS’s annual Hire Ed Conference is a gathering of community college leaders, workforce development professionals, partner agencies, board members, and elected officials exploring the ways in which colleges will respond to the needs of businesses and individuals in the Commonwealth, positioning Virginia as a national model for workforce training)
• Provision of technical assistance to Perkins eligible recipients and reporting on the effectiveness of funding (e.g., on-site monitoring activities, data collection, and provision of related technical assistance).

II.B.2.      Implementing Career and Technical Education Programs and Programs of Study

II.B.2.a.   Describe the career and technical education programs or programs of study that will be supported, developed, or improved at the State level, including descriptions of the programs of study to be developed at the State level and made available for adoption by eligible recipients. (Section 122(d)(4)(A) of Perkins V)

Secondary

Virginia’s CTE program provides a statewide system of career pathways that brings together secondary, postsecondary, workforce development, and business/industry. These partnerships focus on high-skill, high-wage, or in-demand occupations that strengthen the economy. Utilizing a statewide career clusters model, the state ensures delivery of modern, rigorous, and flexible programs that offer global competitiveness. In both secondary and postsecondary, obtainment of workforce credentials such as industry certification, a state licensure examination, a national occupational competency assessment, or for the Commonwealth WRS Assessment is a priority.

Sample programs of study have been developed for each of the 17 career clusters based on models provided by Advance CTE. The programs of study provide a consistent foundation of core knowledge and skills for statewide implementation. Additional competencies may be added to address regional and local workforce demands.

School divisions are required to develop at least one new program of study each year or revise an existing program of study based on the courses offered within their schools, employment needs of the area, and postsecondary career options. We provide sample programs of study and templates for the following career clusters and pathways:

Agriculture, Food & Natural Resources

• Agribusiness Systems
• Animal Systems
• Environmental Service Systems
• Food Products & Processing Systems
• Natural Resources Systems
• Plant Systems
• Power, Structural & Technical Systems
• Architecture & Construction

Construction

• Design / Pre-Construction
• Maintenance Operations
• Arts, A/V Technology & Communications

Audio / Video Technology and Film

• Journalism & Broadcasting
• Performing Arts
• Printing Technology
• Telecommunications
• Visual Arts

Business Management & Administration

• Administrative Support
• Business Information Management
• General Management
• Human Resources Management
• Operations Management

Education & Training

• Administration & Administrative Support
• Professional Support Services
• Teaching and Training

Energy

• Fuels Production
• Power Generation
• Energy Transmission, Distribution, and Storage
• Energy Sustainability and Efficiency

Finance

• Accounting
• Banking Services
• Business Finance
• Insurance
• Securities & Investments

Government & Public Administration

• Foreign Service
• Governance
• National Security
• Planning
• Public Management & Administration
• Regulation
• Revenue & Taxation

Health Science

• Biotechnology Research & Development
• Diagnostic Services
• Health Informatics
• Support Services
• Therapeutic Services

Hospitality & Tourism

• Lodging
• Recreation, Amusements & Attractions
• Restaurants and Food / Beverage Services
• Travel & Tourism

Human Services

• Consumer Services
• Counseling & Mental Health Services
• Early Childhood Development & Services
• Family & Community Services
• Personal Care Services

Information Technology

• Information Support & Services
• Network Systems
• Programming & Software Development
• Web & Digital Communications

Law, Public Safety, Corrections & Security

• Correction Services
• Emergency & Fire Management Services
• Law Enforcement Services
• Legal Services
• Security & Protective Services

Manufacturing

• Health, Safety & Environmental Assurance
• Logistics Inventory Control
• Maintenance, Installation & Repair
• Manufacturing Production Process Development
• Production
• Quality Assurance

Marketing

• Marketing Communications
• Marketing Management
• Marketing Research
• Merchandising
• Professional Sales

Science, Technology, Engineering & Mathematics

• Engineering & Technology
• Science & Math

Transportation, Distribution & Logistics

• Facility & Mobile Equipment Maintenance
• Health, Safety & Environmental Management
• Logistics Planning and Management Services
• Sales & Service
• Transportation Operations
• Transportation Systems / Infrastructure Planning, Management & Regulation
• Warehousing & Distribution Center Operations

Virginia’s CTE programs and courses are described on the CTERC website. The links below point to the state-approved courses designed by career clusters.

• Agriculture, Food and Natural Resources
• Architecture and Construction
• Arts, Audio/Video Technology and Communications
• Business Management and Administration
• Education and Training
• Energy
• Finance
• Government and Public Administration
• Health Science
• Hospitality and Tourism
• Human Services
• Information Technology
• Law, Public Safety, Corrections and Security
• Manufacturing
• Marketing
• Science, Technology, Engineering and Mathematics
• Transportation, Distribution and Logistics

The Virginia BOE requires that students complete a minimum of two sequential courses to be a program finisher. Once the student graduates, the designation is changed to program completer.

For the postsecondary section of the program of study, Virginia’s template provides the recommended certificate programs and associate degree programs using a VCCS state code for the degree program (degree requirements are available on the website of each community college). School divisions and postsecondary institutions work together to identify specific courses to ensure secondary to postsecondary program alignment.

The 2019 Virginia General Assembly passed House Bill 2008 and Senate Bill 1348, which require the VDOE, in consultation with representatives from pertinent industries such as renewable energy, natural gas, nuclear energy, coal, and oil, to establish an energy career cluster. The two bills also require the VDOE to base the knowledge and skill sets contained in such energy career cluster on the energy industry competency and credential models developed by the Center for Energy Workforce Development in partnership with the U.S. Department of Labor. The bills further require the VDOE to report to the Chairmen of the House Committee on Education and the Senate Committee on Education and Health no later than December 1, 2019, on its progress toward establishing such energy career cluster

Postsecondary

The VCCS is comprised of 23 community colleges located on 40 campuses throughout the Commonwealth of Virginia. Each community college provides programs and majors through the associate-degree level, encompassing occupational-technical education, college transfer education, general education, developmental education, continuing education, and workforce development. The VCCS provides access to quality higher educational opportunities and workforce training throughout the Commonwealth for over 225,000 credit students and nearly 175,000 non-credit students. The VCCS’s mission is to provide the opportunity to learn and develop the right skills so lives and communities are strengthened.

Each community college serves a defined service region and is charged with meeting the needs of the students and industry partners in these regions while working collaboratively with secondary education, colleges and universities, and community organizations. All occupational and technical education programs are designed to meet the increasing demand for technicians, semi-professional workers, and skilled crafts persons. These programs may include preparation for agriculture, business, engineering, healthcare, manufacturing, information technology, building and construction trades, and public safety. Curricula primarily meet the need for workers in the region being served by the community college, but the VCCS may designate certain community colleges as centers to serve larger areas of the state in offering highly specialized occupational and technical education programs.

Each community college maintains a CTE Advisory Committee comprised of college students, college faculty, labor organizations, workforce investment council members, business and industry leaders, local school division representatives, community representatives, special populations representation, out of school, homeless, and/or at-risk youth individuals to provide input and guidance pertaining to the scope and sequence of programs and courses to meet regional workforce demands.

The following provides postsecondary program titles, by category, offered by the VCCS. Detailed information regarding program availability, associated courses, and the college(s) offering each credential is readily available on the VCCS website.

Associate of Arts

Humanities/Humanistic Studies

• LIBERAL ARTS

Visual and Performing Arts, General

• FINE ARTS
• MUSIC

Associate of Arts and Sciences

Liberal Arts and Sciences/Liberal Studies

• ARTS & SCIENCES
• BUSINESS ADMIN
• EDUCATION
• ENGINEERING
• GENERAL STUDIES
• LIBERAL ARTS
• SCIENCE

Associate of Applied Arts Non-transfer, applied degree. 

Visual and Performing Arts, General

• MUSIC

Visual and Performing Arts, Other

• FINE ARTS
• STUDIO & VISUAL COMMUNICATION
• STUDIO ARTS

Associate of Applied Science Non-transfer, applied technology degree 

Accounting and Related Services, Other

• ACCOUNTING

Airframe Mechanics and Aircraft Maintenance Technology/Technician

• AVIATION MAINTENANCE TECHNOLOGY

Allied Health Diagnostic, Intervention, and Treatment Professions, Other

• HEALTH SCIENCES

Applied Horticulture/Horticultural Operations, General

• HORTICULTURE

Architectural Technology/Technician

• ARCHITECTURE

Automobile/Automotive Mechanics Technology/Technician

• AUTOMOTIVE

Biology Technician/Biotechnology Laboratory Technician

• BIOTECHNOLOGY

Business Operations Support and Secretarial Services, Other

• ADMINISTRATIVE SUPPORT TECH
• COMPUTER SOFTWARE SPECIALIST

Business/Managerial Operations, Other

• ACQUISITION AND PROCUREMENT
• MANAGEMENT
• MARKETING

CAD/CADD Drafting and/or Design Technology/Technician

• COMPUTER AIDED DRAFTING & DESIGN

Child Care Provider/Assistant

• EARLY CHILDHOOD DEVELOPMENT

Civil Engineering Technology/Technician

• CIVIL ENGINEERING TECHNOLOGY

Clinical/Medical Laboratory Technician

• MEDICAL LABORATORY TECHNOLOGY

Computer and Information Sciences, General

• INFORMATION SYSTEMS TECHNOLOGY
• IST: NETWORKING

Computer and Information Systems Security

• CYBERSECURITY

Construction Trades, General

• CONSTRUCTION MANAGEMENT TECH

Cooking and Related Culinary Arts, General

• CULINARY ARTS

Corrections

• CORRECTIONS SCIENCE

Criminal Justice/Law Enforcement Administration

• ADMINISTRATION OF JUSTICE
• POLICE SCIENCE

Dental Hygiene/Hygienist

• DENTAL HYGIENE

Design and Visual Communications, General

• COMMUNICATION DESIGN
• COMPUTER ARTS
• GRAPHIC DESIGN

Diagnostic Medical Sonography/Sonographer and Ultrasound Technician

• DIAGNOSTIC MEDICAL SONOGRAPHY

Diesel Mechanics Technology/Technician

• DIESEL TECHNOLOGY

Electrical, Electronic and Communications Engineering Technology/Technician

• COMPUTER ELECTRONICS TECHNOLOGY
• COMPUTER NETWORKING TECHNOLOGY
• ELECTRICAL ENGINEERING TECHNOLOGY

Electrician

• ELECTRICAL TECHNOLOGY
• ELECTROMECHANICAL CONTROL

Emergency Medical Technology/Technician (EMT Paramedic)

• EMERGENCY MEDICAL SERVICES

Engineering Technology, General

• ARCHITECT CIVIL ENGINEER
• GENERAL ENGINEERING TECHNOLOGY

Environmental Control Technologies/Technicians, Other

• ENERGY TECHNOLOGY

Fire Science/Firefighting

• FIRE SCIENCE TECHNOLOGY

Forensic Science and Technology

• FORENSIC SCIENCE

Funeral Service and Mortuary Science, General

• FUNERAL SERVICE

Health Information/Medical Records Technology/Technician

• HEALTH INFORMATION TECHNOLOGY

Heating, Air Conditioning, Ventilation and Refrigeration Maintenance Technology/Technician (HAC, HACR, HVAC, HVACR

• AIR CONDITIONING AND REFRIGERATION

Hospitality Administration/Management, General

• HOSPITALITY MANAGEMENT

Industrial Electronics Technology/Technician

• ELECTRONICS TECHNOLOGY
• INSTRUMENTATION

Industrial Production Technologies/Technicians, Other

• COMPUTER INTEGRATED MANUFACTURING
• INDUSTRIAL
• INDUSTRIAL TECHNOLOGY

Industrial Technology/Technician

• TECHNICAL STUDIES

Interior Design

• INTERIOR DESIGN

Legal Assistant/Paralegal

• PARALEGAL STUDIES

Manufacturing Technology/Technician

• MECHATRONICS

Mechanical Engineering Related Technologies/Technicians, Other

• MECHANICAL DESIGN
• MECHANICAL ENGINEERING TECHNOLOGY

Mechanics and Repairers, General

• MARITIME TECHNOLOGIES

Medical Radiologic Technology/Science - Radiation Therapist

• RADIATION ONCOLOGY

Mental and Social Health Services and Allied Professions, Other

• HUMAN SERVICES

Mining Technology/Technician

• ENVIRONMENTAL MANAGEMENT

Natural Resources/Conservation, General

• ENVIRONMENTAL SCIENCE
• FOREST SCIENCE
• FORESTRY

Nursing

• NURSING

Occupational Therapist Assistant

• OCCUPATIONAL THERAPIST ASSISTANT

Opticianry/Ophthalmic Dispensing Optician

• OPTICIANRY

Photography

• PHOTOGRAPHY

Physical Therapist Assistant

• PHYSICAL THERAPIST ASSISTANT

Precision Metal Working, Other

• MACHINE TECHNOLOGY

Radiologic Technology/Science - Radiographer

• RADIOGRAPHY

Respiratory Care Therapy/Therapist

• RESPIRATORY THERAPY

Sign Language Interpretation and Translation

• AMERICAN SIGN LANGUAGE – ENGLISH INTERPRETATION

Teacher Assistant/Aide

• EDUCATION ASSISTING

Veterinary/Animal Health Technology/Technician and Veterinary Assistant

• VETERINARY TECHNOLOGY

Associate of Fine Arts

Art/Art Studies, General

• VISUAL ARTS

Drama and Dramatics/Theatre Arts, General

• THEATER

Film/Cinema Studies

• CINEMA

Music, General

• MUSIC

Associate of Science

Biological and Physical Sciences

• SCIENCE

Business Administration and Management, General

• BUSINESS ADMINISTRATION

Computer Science

• COMPUTER SCIENCE

Criminal Justice/Safety Studies

• CRIMINOLGY & CRIMINAL JUSTICE

Education, General

• EDUCATION

Engineering, General

• ENGINEERING

General Studies

• GENERAL STUDIES

Health Services/Allied Health/Health Sciences, General

• HEALTH SCIENCES

Information Technology

• INFORMATION TECHNOLOGY

Social Sciences, General

• SOCIAL SCIENCES

Certificate

A curriculum that consists of a minimum of 30 semester hours with a minimum of 15 percent of course work in general education which must include one three credit hour English class.

Accounting and Related Services, Other

• ACCOUNTING
• BOOKKEEPING

Aircraft Powerplant Technology/Technician

• POWER PLANT MAINTENANCE

Airframe Mechanics and Aircraft Maintenance Technology/Technician

• AIRFRAME MAINTENANCE

Allied Health Diagnostic, Intervention, and Treatment Professions, Other

• ADVANCED HEALTH CARE
• HEALTH SCIENCES

Applied Horticulture/Horticultural Operations, General

• SUSTAINABLE AGRICULTURE AND HORTICULTURE

Architectural Drafting and Architectural CAD/CADD

• ARCHITECTURAL DRAFTING

Audiovisual Communications Technologies/Technicians, Other

• MUSIC RECORDING TECHNOLOGY

Automobile/Automotive Mechanics Technology/Technician

• AUTOMOTIVE DIAGNOSIS AND TECHNOLOGY
• AUTOMOTIVE TECHNOLOGY

Business Operations Support and Secretarial Services, Other

• ADMINISTRATIVE SUPPORT TECHNOLOGY
• CLERICAL STUDIES
• MICROCOMPUTER OFFICE AUTOMATION
• OFFICE INFORMATION PROCESS
• OFFICE SYSTEMS TECHNOLOGY
• WORD PROCESSING

Business/Managerial Operations, Other

• ACQUISITION AND PROCUREMENT
• GENERAL BUSINESS
• MANAGEMENT DEVELOPMENT
• SMALL BUSINESS MANAGEMENT
• SUPERVISION AND MANAGEMENT

CAD/CADD Drafting and/or Design Technology/Technician

• COMPUTER AIDED DRAFTING & DESIGN

Child Care Provider/Assistant

• CHILD CARE
• EARLY CHILDHOOD DEVELOPMENT

Computer and Information Sciences, General

• INFORMATION SYSTEMS TECHNOLOGY
• NETWORKING APLUS

Computer and Information Systems Security

• CYBERSECURITY

Construction Trades, General

• BUILDING CONSTRUCTION

Cooking and Related Culinary Arts, General

• CULINARY ARTS

Corrections

• CORRECTIONS

Criminal Justice/Law Enforcement Administration

• ADMINISTRATION OF JUSTICE
• LAW ENFORCEMENT
• POLICE SCIENCE

Dental Assisting/Assistant

• DENTAL ASSISTING

Design and Visual Communications, General

• GRAPHIC COMMUNICATIONS
• MULTIMEDIA DESIGN

Diesel Mechanics Technology/Technician

• DIESEL MECHANICS

Electrical, Electronic and Communications Engineering Technology/Technician

• ELEC/ELECTRONICS
• ELECTRONICS

Electrician

• ELECTRICITY

Environmental Control Technologies/Technicians, Other

• ENERGY TECHNOLOGY

Fire Science/Firefighting

• FIREFIGHTING

Forensic Science and Technology

• CYBERCRIME INVESTIGATION

Health and Medical Administrative Services, Other

• HEALTH INFORMATION MANAGEMENT
• MEDICAL OFFICE CLERK

Health Information/Medical Records Technology/Technician

• HEALTH INFORMATION TECHNOLOGY

Heating, Air Conditioning, Ventilation and Refrigeration Maintenance Technology/Technician (HAC, HACR, HVAC, HVACR

• AIR CONDITIONING AND REFRIGERATION

Hospitality Administration/Management, General

• HOSPITALITY MANAGMENT

Industrial Production Technologies/Technicians, Other

• INDUSTRIAL MAINTENANCE
• MANUFACTURING TECHNOLOGY
• WIND TURBINE SERVICE TECHNOLOGY

Legal Assistant/Paralegal

• LEGAL ASSISTANT

Liberal Arts and Sciences, General Studies and Humanities, Other

• GENERAL EDUCATION

Licensed Practical/Vocational Nurse Training

• PRACTICAL NURSING

Massage Therapy/Therapeutic Massage

• MASSOTHERAPY

Medical/Clinical Assistant

• MEDICAL ASSISTING

Mental and Social Health Services and Allied Professions, Other

• HUMAN SERVICES

Precision Metal Working, Other

• COMPUTER NUMERIC CONTROLS MACHINING
• MACHINE SHOP
• MACHINE TOOL OPERATIONS
• PRECISION MACHINING TECHNOLOGY

Security and Protective Services, Other

• FORENSIC SCIENCE

Substance Abuse/Addiction Counseling

• SUBSTANCE ABUSE REHABILITATION

Surgical Technology/Technologist

• SURGICAL TECHNOLOGY

Technical and Business Writing

• PROFESSIONAL WRITING FOR BUSINESS

Visual and Performing Arts, Other

• ARTS AND CRAFTS
• FINE ARTS

Web Page, Digital/Multimedia and Information Resources Design

• WEB DESIGN MANAGER

Welding Technology/Welder

• PIPE WELDING
• WELDING

A two-year curriculum with an emphasis in a career/technical area with a minimum of 15 percent of course work in general education, which must include one three credit hour English class.

Automobile/Automotive Mechanics Technology/Technician

• AUTOMOTIVE ANALYSIS & REPAIR

Construction Trades, General

• CONSTRUCTION TECHNOLOGY

Electrical/Electronics Maintenance and Repair Technology, Other

• ELECTRONICS SERVICE

Graphic Communications, General

• PRINTING

Heating, Air Conditioning, Ventilation and Refrigeration Maintenance Technology/Technician (HAC, HACR, HVAC, HVACR

• AIR CONDITIONING AND REFRIGERATION

Industrial Electronics Technology/Technician

• ELECTRICAL ELECTRONICS

Precision Metal Working, Other

• MACHINE OPERATIONS
• MACHINE SHOP
• MACHINE TOOL
• MACHINE TOOL AND QUALITY

Welding Technology/Welder

• WELDING

In addition to the programs provided in the summary table, each college delivers Career Studies Certificates to meet targeted, regional workforce needs. A Career Studies Certificate program is defined as a program of study of not less than nine or more than 29 semester credit hours, and which is not required to include general education courses. Information regarding Career Studies Certificates provided by colleges may be accessed through the VCCS courses and programs portal.

The VCCS Complete 2021 strategic plan, adopted in 2015, established the goal of leading the Commonwealth in the education of its citizens by tripling the number of credentials awarded by 2021. During the 2016 session, the General Assembly passed HB 66 which established the New Economy Workforce Grant Program. This grant program, the first of its kind, provides a pay-for- performance model for funding noncredit workforce training that leads to a credential in an in-demand field. Branded as FastForward in 2017, total program enrollments have resulted in more than 18,000 industry-recognized, high-demand industry certifications and licensures.

In 2018, in accordance with the VCCS strategic plan, additional strategies were developed to support meeting the goal set forth in the plan – implementing guided career pathways – and prioritizing partnerships with K-12 that result in accelerated pathways to the workforce. For example, community colleges work with regional K-12 partners to create and expand dual enrollment opportunities supported by high school career coaches, which provide students with transparent and efficient pathways for those interested in attaining industry certifications, career studies certificates, certificates, and degrees. These models provide seamless connections between K-12, the VCCS, and businesses by providing access to clearly articulated and affordable pathways. All of these aforementioned efforts contribute to the VCCS’s emphasis placed on the Guided Pathways model.

Guided Pathways represents the thoughtful consideration of internal and external factors that influence Virginia’s college communities and the creation of a systemic approach to addressing those factors in the interest of student success. Guided Pathways are designed to guide students from connection through completion. In a Guided Pathways approach, incoming students are given support to clarify goals for college and careers, choose a program of study, and develop an academic plan with predictable schedules. Embedded advising, progress tracking, and feedback are integrated into pathways leading to successful transfer or entry into the labor market.

Despite these efforts and advances, Virginia still faces significant demand for a skilled workforce, and in many industry sectors, such as IT and computer science, demand exceeds the supply. An analysis of Virginia labor market data shows that Virginia needs a strong mixture of short credentials and associate degrees to meet job demands. The VCCS is undertaking a curriculum redesign initiative to build accelerated pathways into the workforce by creating stackable pathways that begin with short-term certificates and industry certifications. With stackable pathways, students can enroll in short-term skills-based programs, off-ramp to good entry-level jobs, and continue or return later to complete credits toward additional credentials. In fall 2018, the Governor provided $5.1 million from the WIOA state set-aside funds to jump start the accelerated pathways redesign. Each community college was awarded funding to restructure programs leading to high demand jobs in the following industry sectors: IT/computer science, healthcare, manufacturing and trades, public safety, and early childhood education.

II.B.2.b.    Describe the process and criteria to be used for approving locally developed programs of study or career pathways, including how such programs address State workforce development and education needs and the criteria to assess the extent to which the local application under section 132 will-

II.B.2.b.i.  promote continuous improvement in academic achievement and technical skill attainment

Secondary

The goals for education in Virginia are to ensure that every student attends a school that maximizes his or her potential and prepares the student for life beyond high school. A successful graduate will achieve and apply academic and technical knowledge; demonstrate productive workplace skills, qualities, and behaviors; build connections and value interactions with others as a responsible and responsive citizen; and, align knowledge, skill, and personal interests with career opportunities.

Under the new accreditation system implemented in 2018, every school must develop a multi-year plan to support continuous improvement. The new accreditation system emphasizes closing achievement gaps between student groups and provides a more comprehensive view of quality. The accreditation reforms align to Profile of a Virginia Graduate, focus on equity outcomes, include student growth, and measure student engagement.

School Quality Profiles were developed by the BOE in response to the 2015 Virginia General Assembly, which directed the Board to redesign online reports for schools and school divisions to more effectively communicate to parents and the public about the status and achievements of Virginia’s public schools. School Quality Profiles are available for all schools, school divisions, and for the state.

Among such items as assessments, college and career readiness, and teacher quality, the School Quality Profile also tracks the number of CTE completers by state, division, and school; and, the number of industry certifications, state licensures, and occupational competency assessments passed by CTE students. All students are held to the same rigorous content requirements and high performance on the Standards of Learning (SOL) assessments for graduation.

To promote continuous improvement in academic achievement and technical skill attainment local school divisions must submit at least one program of study each year. The components of the program of study include:

• Incorporate secondary education and postsecondary courses aligned to industry standards.
• Include coherent and rigorous content aligned with challenging academic standards and relevant career and technical content in a coordinated, non-duplicative progression of courses that align secondary education with postsecondary education to adequately prepare students to succeed in postsecondary education.
• Include the opportunity for secondary education students to participate in dual or concurrent enrollment programs or other ways to acquire postsecondary education credits.
• Lead to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree.

The programs of study will be utilized to strengthen career assessment activities at the middle school level, provide opportunities for students to prepare for industry certifications/ credentials and a high school diploma, provide students and parents information on careers, and encourage students to seek a higher level of academic achievement.

Virginia will continue to reinforce high academic achievement for secondary students and provide postsecondary connections through program initiatives such as High Schools That Work, State Scholars Initiative (Commonwealth Scholars Initiative), dual enrollment courses, and validated course credits through which high school students may earn college credits in escrow through satisfactory performance on a certification or licensure examination or end of program or course assessment commonly administered at both secondary and postsecondary levels.

Postsecondary

To promote continuous improvement in academic achievement and technical skill attainment each application is reviewed by the VCCS Office to determine whether the local program of study:

• Meets the criteria for postsecondary career pathways established by the VCCS and the VDOE
• Identifies and addresses high-skilled, high-wage, in-demand occupations
• Includes evidence of continuous program assessment and improvement
• Is based on appropriate use of anticipated funds
• Provides specific plans and use of funds to address any performance measures that the college has failed to meet in a previous year or years
• Shows evidence of business and industry involvement, including labor and workforce partners, in the development assessment of programming
• Shows evidence of involvement of the college-led, college service region Career Pathways Leadership Team
• Requires eligible recipients to agree to comply with all statements of assurances and conditions as defined by Perkins V legislation
• Provides students with strong experience in, and understanding of, all aspects of an industry
• Ensures that students who participate in CTE programs are taught to the same challenging academic proficiencies as taught to all other students

II.B.2.b.      Describe the process and criteria to be used for approving locally developed programs of study or career pathways, including how such programs address State workforce development and education needs and the criteria to assess the extent to which the local application under section 132 will-

II.B.2.b.ii.  expand access to career and technical education for special populations; and

Secondary

Virginia is committed to the expansion of access to CTE programs for special populations.

Each local school division must include strategies for increasing the participation of all special population groups in CTE in its Local Perkins Application. These may include staff development activities related to serving special populations, literature and resources designed to attract special populations to programs, and sharing information about program offerings in creative ways that target all special population groups. To comply with regulations from the U.S. Department of Education (USDE), Office of Civil Rights (OCR), all school divisions must publish statements of nondiscrimination with the name and contact information for the designated person responsible for addressing complaints.

Across the Commonwealth, students who are members of special populations go through the same registration process as all other students and have equal access to all CTE programs and activities. Once enrolled in a CTE course, there are many supports for students who are members of special populations, if necessary, up to and including accommodations and/or modifications for students with disabilities, to access the CTE curriculum, course competencies, and activities. Additionally, Virginia will continue to encourage students who are members of special populations starting in elementary, through middle school and high school to enroll in CTE programs, including Science, Technology, Mathematics, and Engineering (STEM), that ultimately lead to future high-skill, high-wage, or in-demand industry sectors or occupations.

Postsecondary

All 23 local community colleges are required to submit annual accountability reports including services for special populations. Strategies incorporated by the colleges include adaptive technologies, specialized personal tutoring, facilities accessibility, and transportation options. The annual USDE OCR Methods of Administration (MOA) reviews provide the colleges with information and data to assist them in meeting the requirements of the Americans with Disabilities Act and all pertinent federal and state statutes prohibiting discrimination. The MOA and Perkins reviews examine all college publications and information available to the public (print and media) to ensure that underrepresented and nontraditional populations are properly included in text and illustrations, and that statements of nondiscrimination and contact information for the designated college officials are published as defined by federal and state law to potential and current students and to the public at large. The on-site reviews also ensure that services and facilities are in compliance with federally mandated standards including the Americans with Disabilities Act. All colleges maintain offices and staff designated to assist members of special populations. The VCCS provides career coaching and direction to prospective students currently enrolled at the secondary level or adults interested in resuming their education in all 23 service regions of the state. Comprehensive outreach services including high school career coaches, adult career coaches, and advanced technology coaches provide direct services in career and college planning, postsecondary enrollment, financial aid, etc.

II.B.2.b.      Describe the process and criteria to be used for approving locally developed programs of study or career pathways, including how such programs address State workforce development and education needs and the criteria to assess the extent to which the local application under section 132 will-

II.B.2.b.iii.  support the inclusion of employability skills in programs of study and career pathways. (Section 122(d)(4)(B) of Perkins V)

Secondary

Virginia’s WRS for the Commonwealth are a set of personal qualities and abilities, interpersonal skills, and professional competencies identified by Virginia employers and educators as essential for employee success in the workplace. Developed and updated over the past 30 years to adapt to changing workplace trends and needs, these skills are incorporated into the curriculum of every State CTE course. They not only provide students of diverse backgrounds the opportunity to develop the personal resources they need to obtain and keep good jobs, but they also help employers by providing them with entry-level workers who are well-prepared to deal with a variety of workplace challenges. Additionally, since many students hone these skills through hands-on work experience, the decreasing labor force participation and increasing school enrollment of Virginia’s teens in recent decades means that school-based workplace readiness skills programs will become an even more vital resource for CTE students in the future.

The VDOE’s Office of Career and Technical Education, in partnership with several organizations, has been sponsoring research on workplace readiness skills in Virginia for more than 30 years. In each decade since the 1980s, hundreds of employers throughout the Commonwealth have been interviewed or surveyed about what they believe are the most essential workplace skills for entry-level workers to possess.

Initial research conducted in the mid-1980s revealed that employers believed workplace readiness skills were at least as important as traditional academic and technical skills in promoting workplace success. Another round of research conducted from 1993 to 1997 led to the creation of Virginia’s first set of 13 WRS, which were incorporated into the curriculum of every Virginia CTE course in 1998. Based on research performed from 2008 to 2011, the original list of 13 skills were updated and expanded to 21 skills, and additional curriculum and assessment resources were developed.

In 2017, the Office of Career and Technical Education continued Virginia’s long history of data-driven evaluation of its WRS framework by requesting that the Demographics Research Group at the University of Virginia Weldon Cooper Center for Public Service conduct research to identify and update the skills that are of most value to the state’s many employers. The Office of Career and Technical Education convened a panel of CTE administrators and educators, business and industry representatives, and curriculum development and assessment experts to review the Weldon Cooper Center recommendations and to continue the process of refining the skills. As a result of their collaborative efforts, a new set of 22 WRS for the Commonwealth was developed. These 22 WRS are embedded and taught in context in each state-approved CTE course. The refinements made to Virginia’s WRS for the Commonwealth ensures that all courses have up-to-date and aligned employability skills that focus on the needs of Virginia’s employers.

Postsecondary

Inclusion of employability skills is evidenced through the incorporation of input from advisory committees (comprised of relevant occupational experts and employers) that inform programs of study or career pathways regarding needed employability skills both within the colleges’ immediate service region and statewide for successful program completion.

Three major initiatives help the VCCS ensure programs are aligned with critical industry demands and with industry-recognized certifications:

1. Complete 2021
2. FastForward
3. G3, tuition-free community college in workforce pathways

Each initiative has helped, and will continue to help, the VCCS substantially increase the number of awarded industry credentials preparing students for entry and advancement in high-skill, high-wage, or in-demand careers.

II.B.2.c.   Describe how the eligible agency will-

II.B.2.c.i. make information on approved programs of study and career pathways (including career exploration, WBL opportunities, early college high schools, and dual or concurrent enrollment program opportunities) and guidance and advisement resources, available to students (and parents, as appropriate), representatives of secondary and postsecondary education, and special populations, and to the extent practicable, provide that information and those resources in a language students, parents, and educators can understand.

Secondary

Perkins V builds on current CTE success by maintaining a strong commitment to programs of study that were first introduced in the 2006 Perkins Act. As programs of study are developed and approved by the VDOE and the VCCS, they are posted on the VDOE website and disseminated electronically to stakeholders with responsibility for CTE.

Specifically, the information for CTE Programs of Study is disseminated through the following methods as they are developed and approved at the state level:

• CTE administrative meetings at both the secondary and postsecondary levels
• CTE administrator’s listserv
• CTERC website for the approved curriculum frameworks and curriculum resources

State regulations, 8VAC20-131-140-C(1)(2), require each middle and secondary school to provide for the early identification and enrollment of students in a program with a range of educational and academic experiences related to college and career readiness in and outside the classroom, including an emphasis on experiences that will motivate disadvantaged and minority students to prepare for a career, whether directly entering the career field or seeking postsecondary education.

Beginning with the 2018–2019 academic year:

• Each elementary, middle, and secondary school shall provide for the identification of personal interests and abilities to support planning for postsecondary opportunities and career preparation for all students. Such support shall include the provision of information regarding exploration of career cluster areas in elementary grades; and, course information and planning for college preparation programs, opportunities for educational and academic experiences in and outside the classroom including internships and WBL, and the multiple pathways to college and career readiness in middle and high school grades.
• Beginning in the elementary school years, students are to explore different occupations associated with career clusters and select an area or areas of interest. Students shall begin the development of an ACPP in elementary grades to include information about interests, values such as dependability and responsibility, and skills supporting decisions about their future interests and goals. The ACPP is a repository for planning notes, class projects, interest inventory results, awards and recognitions, and other information related to academic and career plans and preparation. The ACPP is student led and updated and revised as the student continues to plan for their future throughout school years. The information contained in the ACPP shall serve as the foundation for creating the ACP in grade seven.

In middle school, students are to complete a locally selected career interest inventory and select a career pathway. To support development of the ACP, students shall complete a career investigations course selected from the CTE state-approved list, or a school division-provided alternative means of delivering the career investigations course content, provided that the alternative is equivalent in content and academic rigor. The course, or its alternative, shall address, at a minimum, planning for academic courses, WBL opportunities, completion of industry certifications, possible independent projects, and postsecondary education. The course, or its alternative, shall include demonstration of personal, professional, and technical WRS.

• Local school divisions then utilize school counselors, career counselors, and career coaches to provide information and advisement on career pathways to Virginia’s high school students. Career coaches are community college employees who are based in local high schools to assist students in preparing for higher education and careers, and to increase student access to college programs and services, postsecondary faculty, and business and industry. Career coaches are based in high schools, alternative centers, Governor’s schools, and combined schools in Virginia. Under Perkins V, the VCCS and VDOE will continue to expand the career coaches initiative statewide.

Postsecondary

As programs of study are developed and approved by the VDOE and the VCCS, they will be posted on the VDOE website and disseminated electronically to stakeholders such as Workforce Investment Boards with shared responsibility for CTE. Dissemination strategies include the following:

• CTE administrative meetings at both the secondary and postsecondary levels
• CTERC website for the approved curriculum frameworks and curriculum resources
• The Virginia Rural Horseshoe Initiative
• Adult, Advanced Technology, and High School career coaches
• Virginia Education Wizard (a secondary and postsecondary online college and career planning tool); and on the Virginia CTERC website in VERSO approved curriculum frameworks

The VCCS has initiated a number of strategies intended to provide members of underrepresented gender populations with introductions to career and technical career fields that they may not have considered otherwise. Colleges are offering summer camps to introduce nontraditional prospective and enrolled, undecided students to CTE opportunities such as computer coding and manufacturing for females, and healthcare careers for males among others. Additionally, several colleges have created nontraditional student support groups. The VCCS high school, adult, and advanced technology coaches advise nontraditional students to consider career and technical opportunities and make referrals to the college CTE departments.

II.B.2.c.     Describe how the eligible agency will-

II.B.2.c.ii.  facilitate collaboration among eligible recipients in the development and coordination of career and technical education programs and programs of study and career pathways that include multiple entry and exit points.

Secondary

The CTE State Advisory Committee was established by the Virginia BOE in 2003. This committee is a standing committee of the Board to provide input on issues important to CTE programs and periodically makes reports to the BOE. This committee is comprised of business and industry (includes labor) leaders, professional organization leaders, and representatives from secondary and postsecondary education who are appointed by the BOE.

Virginia’s CTE programs and programs of study provide a statewide system of career pathways that bring together secondary, postsecondary, workforce development, and business/industry while allowing students multiple entry and exit points throughout the process. Utilizing the statewide career clusters model, the state ensures delivery of modern, rigorous, and flexible programs that offer global competitiveness and support students to be workforce ready upon high school graduation and/or postsecondary program completion. In both secondary and postsecondary, obtainment of workforce credentials such as industry certification, a state licensure examination, a national occupational competency assessment, or the Commonwealth WRS Assessment is a priority. Secondary CTE students have the opportunity to graduate with a credential and continue to postsecondary education or go directly into the workforce. At any point during their postsecondary studies students may earn both credit and non-credit workforce credentials.

Virginia’s curriculum framework documents for CTE programs/courses are developed with a statewide emphasis on competency-based education. The curriculum development process is based on industry standards, both those that are nationally recognized and those that are identified through research that is based on business and industry input. Among the procedures involved in the curriculum development process are the following:

• Formation of a state technical committee for every new or updated curriculum project
• Application of the modified Develop A Curriculum (DACUM) occupational analysis
• Validation of technical competencies by the state technical committees and by business/industry advisory groups
• Correlation of Virginia’s SOL to technical competencies

Ongoing research based on new and emerging high-skill, high-wage, or in-demand occupations and changing technology is utilized in the development and updating of curriculum.

Postsecondary

At the local level, each of the VCCS colleges maintain advisory committees for their CTE programs with representatives from business, labor, community organizations such as workforce investment boards and chambers of commerce, secondary educators, faculty, students, administrators, and special populations. Career pathways and career coaching are crucial approaches used at all colleges and serve as guiding practices for advisory committees that oversee CTE programs, courses, and related activities such as recruitment and retention. At the state level, the VCCS leaders are engaged with multiple partner agencies to promote and support CTE opportunities for special populations such as SNAP-ET, TANF, and ex-offenders. In 2018-2019, the VCCS trained more coaches using the established Virginia Career Coach training model, with more coaches having the opportunity to earn their Facilitating Career Development credential that leads to a globally-recognized Global Career Development Facilitator certification. As part of Perkins V, all colleges will conduct Comprehensive Local Needs Assessments that include input from several education, business, and community groups to assess current and future CTE needs. During a May 2019 webinar, colleges were given guidance on how to complete the assessment and possible collaborations.

II.B.2.c.      Describe how the eligible agency will-

II.B.2.c.iii.  Use State, regional, or local labor market data to determine alignment of eligible recipients' programs of study to the needs of the State, regional, or local economy, including in-demand industry sectors and occupations identified by the State board, and to align career and technical education with such needs, as appropriate.

Secondary

Virginia values and utilizes labor market data to drive the development of statewide curriculum and approval of local CTE programs. To ensure that programs and courses offered in localities are consistent with employment demand and opportunities in the particular community/region, the local program/course approval process requires that local school divisions submit data on labor market and/or employment needs and student interest. CTE program integration of curriculum offerings is also encouraged when competencies for high-skill, high-wage, in-demand, and emerging careers require skill development from two or more concentrations (e.g., advanced manufacturing and cybersecurity). Labor market data is secured from such resources as CTE Trailblazers, the VEC, and the Census Quarterly Workforce Indicator Explorer. School divisions must submit a CTE New Program/Course Application for review and approval of all new courses.

Postsecondary

According to the VCCS policy, occupational/technical education programs are designed to meet the increasing demand for technicians, semi-professional workers, and skilled crafts-persons for employment in industry, business, the professions, and government. These programs, which normally require two years or less of training beyond high school, may include preparation for agricultural, business, engineering, health and medical, industrial, service, and other technical and occupational fields. The curricula are planned primarily to meet the needs for workers in the region being served by the community college, but the VCCS may designate certain community colleges as centers to serve larger areas of the state in offering expensive and highly specialized occupational and technical education programs.

All community colleges also maintain a workforce development division headed by a vice president, dean, or director who is charged with analyzing and addressing business and industry’s needs for a skilled workforce within the college’s local service area. These workforce leaders work collaboratively with CAO within the institution to plan, develop, and maintain occupational/technical education programs at the colleges. Curriculum advisory committees consisting of representatives from business, industry, and labor, aid colleges in keeping courses and programs relevant to the workplace, signaling regional demand for skilled workers, and providing students and faculty with guidance regarding career entry requirements.

The VCCS also uses data provided by the VEC, the U.S. Department of Labor, the USDE, Advance CTE, and local workforce boards, as well as its own collected data to help determine CTE course and program priorities, and to identify colleges in need of technical assistance.

II.B.2.c.      Describe how the eligible agency will-

II.B.2.c.iv.  ensure equal access to approved career and technical education programs of study and activities assisted under this Act for special populations.

Secondary

Virginia is committed to equal access to CTE programs for students who are members of special populations across the state and recognizes the need to actively recruit these students to enroll in all CTE programs. The VDOE and local school divisions strive to continuously improve strategies to reach and recruit students who are members of special populations starting in elementary school and continuing through high school for all CTE programs. Once enrolled in a CTE course, there are supports for students who are members of special populations, if necessary, up to and including accommodations and/or modifications for students with disabilities, to access the CTE curriculum, course competencies, and activities.

To overcome barriers, including those based on gender, race, color, national origin, disability, and age, the VDOE requires each local application for Perkins funds to sign an assurance statement that the local applicant will ensure equal opportunities for all eligible students, faculty, and other program beneficiaries in any project or activity in which such funds are used. Further, the VDOE requires each local applicant to complete Schedule 4 of the Local Plan and Budget (submitted in the Perkins Local Application to the VDOE) that will address how they will ensure equitable access to, and equitable participation in, the project or activity to be conducted by addressing the special needs of students, faculty, and other program beneficiaries, to overcome barriers to equitable participation. Finally, the VDOE will sign an assurance that all applications for Perkins funds will be reviewed to ensure that the above requirements are met.

The VDOE also conducts MOA CTE Civil Rights Reviews and CTE Federal Program Monitoring Reviews which help ensure students who are members of special populations are provided equal access to CTE programs. The CTE Civil Rights and the CTE Federal Program Monitoring reviews include an extensive examination of the school division’s data, policies, and procedures; interviews with central office administrators, school administrators, school staff, and students; and, walk-throughs of CTE classrooms and laboratories to assess building accessibility for persons with disabilities.

Postsecondary

The VCCS has taken the following steps to increase access and success of special population students:

• Review and revise, as needed, current Perkins Monitoring Review questions
• Implement a specific special populations quarterly improvement plan for community colleges which have findings related to special population services as needed
• Solicit feedback from local community college administrators to identify best practices in reaching and increasing special population participation in CTE programs
• Solicit feedback in the form of a questionnaire from those who work in the student accommodations offices at all 23 colleges
• Provide additional system leadership and resources to advance best practices across the Commonwealth

II.B.2.c.     Describe how the eligible agency will-

II.B.2.c.v.  coordinate with the State board to support the local development of career pathways and articulate processes by which career pathways will be developed by local workforce development boards, as appropriate.

Secondary

In Virginia, though Perkins V, the VDOE will continue the work in the development of career pathways that was started in Perkins IV connecting high schools and postsecondary institutions through the identification of career pathways: programs of study. School divisions are required to document programs of study that progress from middle school through postsecondary and the programs must be signed by participating agencies.

Funds are also used for collaborative academic and CTE workshops and professional development, curriculum development, and development of CTSO scholastic and leadership activities. Program improvement is supported for new courses that address identified high-skill, high-wage, or in-demand jobs in Virginia.

The VDOE is also developing, in collaboration with multiple agencies including workforce development, online courses related to sector partnerships and career pathways to enhance and support the workforce needs throughout the Commonwealth.

The VDOE staff continually reviews the CTE programs activities, including courses for secondary instructors, leadership training, integrated academic/CTE instructional activities, recognition of best practices and programs of excellence, joint student leadership training for CTSO officers, and transitional programs and instructional strategies for special populations.

Postsecondary

According to the VCCS policy, colleges generally originate curriculum. There must be ample justification for the creation of new curriculum based upon the needs and opportunities of a region served by the college. In determining the curriculum to be offered, the VCCS evaluates the varying needs of the communities served throughout the Commonwealth and the substantiated requests of interested local governing bodies, employers, and individuals. The VCCS policy Section 5, Educational Programs, defines all requirements for new programs to include local college, local College Board, and VCCS approval.

All CTE programs are subject to accreditation by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) and, therefore, must include both technical and academic education. The VCCS Policy Manual provides stringent policies and guidelines to ensure a balance of core academic as well as career and technical knowledge and skills in CTE programs of study. Colleges must also continuously assess instruction and courses according to the requirements stipulated by the VCCS.

II.B.2.c.     Describe how the eligible agency will-

II.B.2.c.vi.  support effective and meaningful collaboration between secondary schools, postsecondary institutions, and employers to provide students with experience in, and understanding of, all aspects of an industry, which may include work-based learning such as internships, mentorships, simulated work environments, and other hands-on or inquiry-based learning activities.

Secondary

In Virginia, all state curriculum for CTE courses include a required unit on all aspects of industry to provide students with a strong experience in and understanding of these occupational specific competencies. This unit is linked to instructional resources that focus on the work associated with career clusters and career pathways.

During 2013-2014, a strategic review of WBL was conducted to reassess and revitalize experiential learning opportunities offered to Virginia’s CTE students. The results redefined WBL methods and provided flexibility to school divisions with eight options in three categories, ranging from career-exploration to prep-professional to career-preparation.

The 2019 General Assembly House Bill 2018 and Senate Bill 1434required the BOE to review and revise, in consultation with certain stakeholders and no later than December 1, 2019, its CTE Work-Based Learning Guide to expand the opportunities available for students to earn credit for graduation through high-quality WBL experiences such as job shadowing, mentorships, internships, and externships.

During 2018-2019, a technical review of WBL was conducted to expand experiential learning opportunities offered to students. The results increased the number of opportunities for school divisions, adding three new WBL methods for a total of eleven options in three categories: job shadowing, mentorship, school-based enterprise, externship, entrepreneurship, internship, service learning, clinical experience, cooperative education, youth registered apprenticeship, and registered apprenticeship. The CTE High-Quality Work-Based Learning Guide will was effective 
July 1, 2020, and with latest revision in 2024. A convening of business leaders and educators with defined focus on the workforce development, WBL methods of instruction, best practices, and current trends is conducted annually. The goal is for each CTE student to participate in at least one WBL experience during secondary education.

Postsecondary

Effective and meaningful collaboration among secondary schools, postsecondary institutions, and employers is essential to the development of an appropriately skilled workforce. This focus can be appreciated through review of required student learning expressed in the VDOE Profile of a Virginia Graduate, which was updated in May 2019. The profile describes four overlapping areas for student learning and achievement considered essential to success beyond high school. These are:

• Content Knowledge: Knowledge of subject areas based on state-wide standards and their application
• Workplace Skills: Demonstration of personal skills and behaviors required for productivity, effective relationships, and problem-solving within one’s workplace
• Community and Civic Responsibility: Understanding of the opportunities within civic organizations for service, and decision-making and responsibility for respectful interaction with others
• Career Exploration: Individual participation in career exploration, planning, and preparation, based on understanding of personal interests, skills, and abilities, and the needs of the economy

Virginia’s Community Colleges are committed to working with secondary educators to help advance these goals and to supporting seamless transitions to postsecondary CTE programs.

The VCCS provides a variety of programs to foster collaboration with and support for employers, incumbent workers, and the emerging workforce. Non-credit programs are delivered via open enrollment programs and as customized corporate training. Open enrollment programs are available to the general public and assist individuals in transitioning to employment after training. Customized corporate training programs are developed at the request of employer partners to upskill current or potential employees, providing opportunities for employee advancement and meeting the emerging needs of regional employers. Additionally, Virginia’s credit and non-credit career and academic pathways are designed to provide meaningful and rigorous opportunities that incorporate workplace and citizenship skills through internships, externships, credentialing, and blended learning.

The VCCS also established a Director of Career Education Programs and Workforce Partnerships, and organized staff around these priorities, to support effective and meaningful collaboration between secondary schools, community colleges, and employers to help ensure students are provided with experience in, and understanding of, all aspects of industry. Successful WBL and apprenticeship models already exist throughout the VCCS and expanding these opportunities is a system priority. Current program examples include the delivery of related technical instruction for apprentices and employer sponsors in the shipbuilding, ship repair, mechatronics, asphalt, and information technology industries. These programs will serve as a foundation as the VCCS seeks to expand WBL opportunities to offer these experiences to a larger percentage of students and employer partners. Significant opportunities exist for collaboration between secondary and postsecondary in this effort as this is a shared priority.

Through its programs of study, the VCCS contributes to Virginia’s distinguished record as one of the best states for education, employment, and growth in the disciplines of STEM. Virginia’s strong education pipeline and business friendly climate, help support an economy that employs hundreds of thousands of Virginians in STEM fields. Additionally, Virginia is expected to add nearly 150,000 new STEM jobs in the next five years, with opportunities expected to grow for years to come.

The STEM education pipeline has not evolved as quickly as economic demand and educational inequities often limit access to advanced courses in STEM disciplines, credentials, and WBL for many of the most vulnerable and underrepresented students. To close those achievement opportunity gaps, meet the growing economic demands for STEM-prepared employees, and maintain its recognition as one of the best states for STEM education and employment, Virginia’s Governor established a STEM Commission and charged the Commission with creating a unified vision and adopting a set of dynamic shared goals to strategically prepare students for STEM jobs of the future. Key representatives from the VCCS and the VDOE serve on this committee to help ensure alignment.

The State STEM Plan requires collaboration from a wide range of state and local stakeholders, with early childhood, K-12, postsecondary, out-of-school programs, informal education, workforce development, environmental education, and business and industry partners from every region of the state. Through collaboration with stakeholders, the VCCS contributes to shared goals on several initiatives including renewed emphasis on CTE career pathways through the expansion of CTE dual enrollment offerings, and opportunities to align state-level WBL efforts benefiting students and business and industry partners.

II.B.2.c.      Describe how the eligible agency will-

II.B.2.c.vii.  improve outcomes and reduce performance gaps for CTE concentrators, including those who are members of special populations.  (Section 122(d)(4)(C) of Perkins V)

Secondary

Enhancing student learning and achievement is the goal of the Virginia BOE’s efforts to improve public education. The BOE has revised its accreditation standards to provide a more comprehensive view of school quality while encouraging continuous improvement for all schools and placing increased emphasis on closing achievement gaps. The Regulations Establishing Standards for Accrediting Public Schools in Virginia (8 VAC 20-131) places emphasis on raising achievement standards for all students. The revised accreditation standards measure performance on multiple school-quality indicators, not just on overall student achievement on state tests. At the high school level, this includes indicators for college, career, and civic readiness.

School divisions are required to meet or exceed the Virginia Agreed upon Performance Levels for the Perkins Core Indicators of Performance. The actual performance of the school division is recorded in each school division’s Annual Performance Report (APR). In addition, performance data for all special populations is included in the analysis of data. If an indicator is not met, the school division must provide an explanation and the actions taken to improve the performance indicator. Once the school division has met the state standards, they must maintain or show improvement each year. School divisions, in their Comprehensive Local Needs Assessment, must disaggregate and analyze data to identify achievement gaps and ensure that students who are members of special populations have equitable access and success in all CTE programs.

Postsecondary

The VCCS will continue to utilize CTE performance indicator data to drive student learning outcome improvement. If performance does not meet state-approved minimum levels, the VCCS will work with the local colleges on improvement plans. These improvement plans may address specific targeted supports including: tutoring, academic remediation, and specialized support for members of special populations. The VCCS will also offer technical assistance aimed at improving student performance and outcomes and will also promote student academic achievement by supporting local community college efforts to develop, expand, and improve comprehensive student support systems.

The VCCS data suggests that there are opportunity and achievement gaps that persist, for example, between students of color and white students, and students with and without disabilities. The VCCS will continue to seek and develop effective strategies to address these disparities. To continue its promotion and support for nontraditional CTE participation, the VCCS will also assess the feasibility of developing a plan to evaluate and, if appropriate, implement a Program Improvement Process for Equity (PIPE). The PIPE, developed by the National Alliance for Partnerships in Equity Education Foundation (NAPEEF), is a data-driven, decision-making institutional change process that focuses on increasing participation, completion, and transition of underrepresented groups in nontraditional CTE programs. 

II.B.2.d.  Describe how the eligible agency, if it chooses to do so, will include the opportunity for secondary school students to participate in dual or concurrent enrollment programs, early college high school, or competency-based education.  (Section 122(d)(4)(D) of Perkins V)

Secondary

Virginia provides secondary school students the opportunity to participate in dual or concurrent enrollment programs, early college high school, and competency-based education.

Community college and school division partnerships identify a common set of foundation courses that could simultaneously serve as 11th and 12th grade dual enrollment courses, youth apprenticeships, registered apprenticeships, and more.

Virginia’s Early College Scholars program allows eligible high school students to earn at least 15 hours of transferable college credit while completing the requirements for an Advanced Studies Diploma. The result is a more productive senior year and a substantial reduction in college tuition. Students earning a college degree in seven semesters instead of eight can save an average of $5,000 in expenses.

To qualify for the Early College Scholars program, a student must:

• Have a "B" average or better
• Be pursuing an Advanced Studies Diploma
• Take and complete college-level course work (e.g., Advanced Placement, International Baccalaureate, Cambridge, or dual enrollment) that will earn at least 15 transferable college credits

Early College Scholars are supported by Virtual Virginia which provides statewide access to college-level courses. The Commonwealth College Course Collaborative defines the subjects high school students can complete and receive college degree credit from participating public and private colleges and universities.

Competency-based education has been an active component in Virginia’s CTE programs since the mid-1970s. The curriculum development process is based on industry standards, both those that are nationally recognized and those that are identified through research that is based on business and industry input. Among the procedures involved in the curriculum development process are the following:

Formation of a state technical committee for every new or updated curriculum revision project

• Application of the modified DACUM occupational analysis
• Validation of technical competencies by the state technical committees and by business/industry advisory committees
• Correlation of Virginia’s SOL to technical competencies

Ongoing research based on new and emerging high-skill, high-wage, in-demand occupations and changing technology is utilized in the development and revision of curriculum.

Postsecondary

Secondary students may earn VCCS college credits through dual enrollment, thereby increasing the portability of college credits earned through early college programs to all 23 community colleges. Dual enrollment has become the primary vehicle in Virginia of awarding early college credits in CTE program areas.

Dual enrollment affords qualified high school students in the Commonwealth the opportunity to enroll in college-level coursework while concurrently satisfying high school graduation requirements. Dual enrollment programs have many potential benefits for students, depending on their talents, intentions, and the particular postsecondary path they intend to pursue. These benefits include improving the student’s ability to complete postsecondary programs efficiently, enriching educational opportunities, and preparing for future employment. To support the achievement of these goals, dual enrollment courses should:

• Provide access to postsecondary education and pathways to the workforce for qualified high school students from all backgrounds
• Expose students to rigorous coursework that familiarizes them with the academic and behavioral expectations of colleges and universities
• Contribute to the enhanced student success and quality outcomes in postsecondary education
• Afford the opportunity to reduce time to complete and cost in postsecondary education

It is the mutual responsibility of higher education institutions, secondary schools, and secondary school divisions to ensure that dual enrollment offerings enable fulfillment of the above purposes according to students’ interests, abilities, and aspirations.

II.B.2.   Implementing Career and Technical Education Programs and Programs of Study

II.B.2.e.  Describe how the eligible agency will involve parents, academic and career and technical education teachers, administrators, faculty, career guidance and academic counselors, local business (including small businesses), labor organizations, and representatives of Indian Tribes and Tribal organizations, as appropriate, in the planning, development, implementation, and evaluation of its career and technical education programs.  (Section 122(d)(12) of Perkins V)

Secondary

Virginia stakeholders include parents, academic and CTE teachers, administrators, faculty, career guidance and academic counselors, local business (including small businesses), and labor organizations in the planning, development, implementation, and evaluation of its CTE programs. All the above-named stakeholders are members of the State Plan Review Committee.

The VDOE utilizes the following activities/organizations to provide continued input into the planning, development, implementation, and evaluation of CTE programs.

• As a direct result of the Virginia Congress of Parents and Teachers (PTA) representative serving on previous State Plan Review Committees, the VDOE will continue to engage the PTA in the development of the Perkins V Four-Year State Plan
• The CTE State Advisory Committee is a standing committee of the BOE which provides input on issues important to CTE programs. This committee is comprised of business and industry (includes labor) leaders, professional organization leaders, and representatives from secondary and postsecondary education who are appointed by the BOE.
• Local CTE Advisory Committees are required through state regulation (8VAC20-120-50). These committees serve the same purpose at the local level in advising and providing input on issues important to the local CTE programs and approving their Local Plan and Budget that is submitted for Perkins funds. These committees are comprised of the same stakeholders as the CTE State Advisory Committee but secured from the local/regional area served by the school divisions and represent the programs offered in that division/center.
• The Office of Career and Technical Education’s regional directors planning group is composed of local CTE administrators from each of the eight superintendent’s regions. This group keeps the VDOE CTE staff aware of CTE-related best practices, professional development needs, and questions arising that are best addressed at the state level.
• The Virginia Career Education Foundation was established in 2002 by Governor Mark Warner and its fundamental missions are to raise funds and to lend support for initiatives that promote quality technical programs and raise the level of awareness for technical careers in the Commonwealth. The Foundation, a public-private partnership, supports and facilitates public-private partnerships, for it is through the combined efforts of industry, government, and educational institutions that these challenges can best be overcome. The Foundation focuses its efforts primarily on initiatives that are geared toward middle and high school students, those students for whom the future is just around the corner. Under Perkins V, the foundation will be restructured to continue to meet the needs of statewide CTE initiatives. Additional information is available at www.vcef.works.
• The CTE State Director serves as an ex-officio member of the Virginia Association of Career and Technical Administrators (VACTEA) and the Virginia Association for Career and Technical Education (VACTE). These organizations provide opportunities for professional development, awareness of trends, and needed changes to CTE programs in Virginia.
• Staff at the Demographics and Workforce and Center for Survey Research of the Weldon Cooper Center for Public Service at the University of Virginia maintains Trailblazers (formerly Career Prospects in Virginia), an online resource to help teachers, administrators, and school divisions meet Perkins requirements. In addition, this site provides useful employment projections, labor market data, and research as it is regularly updated, and manages the CTE Completer Follow-Up system.
• In addition to coordinating program maintenance and improvement activities with the State’s Perkins grant subrecipients, the VDOE staff maintains open communication with each of the CTE professional associations including the VACTE, VACTEA, Virginia Association of Agricultural Educators (VAAE), Virginia Association for Career and Technical Education-Special Needs Division (VACTE - SND), Virginia Association of Marketing Educators (VAME), Virginia Association of Teachers of Family and Consumer Sciences (VATFACS), Virginia Association of Trade and Industrial Educators (VATIE), Virginia Business Education Association (VBEA), Virginia Health and Medical Sciences Education Association (VAHAMSEA), and Virginia Technology and Engineering Education Association (VTEEA). These organizations are dedicated to expanding relevant and rigorous CTE programs and enhancing leadership among its members.

Postsecondary

At the local level, each of the VCCS colleges maintains advisory committees for their CTE programs with representatives from business, labor, community organizations such as workforce investment boards, chambers of commerce, secondary educators, faculty, students, administrators, and special populations. The VCCS leadership engages with multiple partner agencies to promote and support CTE opportunities for special populations such as SNAP-ET, TANF, and ex-offenders. As part of Perkins V, all colleges will continue to conduct a Comprehensive Local Needs Assessment that includes input from education, business, and community groups to assess current and future CTE needs.

II.B.2.   Implementing Career and Technical Education Programs and Programs of Study

II.B.2.f. Include a copy of the local application template that the eligible agency will require eligible recipients to submit pursuant to section 134(b) of Perkins V. See Text Box 4 for the statutory requirements for local applications under section 134(b) of Perkins V.

Secondary

2024-2025 Perkins Secondary Local Plan and Budget Application 

Postsecondary

2024-2025 Perkins Postsecondary Local Plan and Budget Application

II.B.2.   Implementing Career and Technical Education Programs and Programs of Study

II.B.2.g    Include a copy of the comprehensive local needs assessment template and/or guidelines that the eligible agency will require of eligible recipients to meet the requirements of section 134(c) of Perkins V. See Text Box 5 for the requirements for the comprehensive local needs assessment under section 134(c) of Perkins V. 

Secondary 

2024-2025 Secondary Comprehensive Local Needs Assessment (CLNA)  

Postsecondary

2024-2025 Postsecondary Comprehensive Local Needs Assessment (CLNA) Template

II.B.2.   Implementing Career and Technical Education Programs and Programs of Study

II.B.2.h.   Provide the eligible agency’s definition of “size, scope, and quality” that will be used to make funds available to eligible recipients pursuant to section 135(b) of Perkins V.

Secondary

The secondary definitions of “size, scope, and quality” in Virginia are:

Size:

1. A minimum of 11 courses in career and technical education is offered in each secondary school. (Standards of Accreditation 8 VAC 20-131-100.B)

Scope:

1. At least three different career and technical education programs, not courses, that prepare students as a career and technical education completer are provided. (Standards of Accreditation 8 VAC 20-131-100.A.1.)
2. Instruction in career and technical exploration is provided in each middle school. (Standards of Accreditation 8 VAC 20-131-90.B)

Quality:

1. Career and technical education programs incorporated into the K through 12 curriculum that include:

• Knowledge of careers and all types of employment opportunities including, but not limited to:
  • Apprenticeships, entrepreneurship, and small business ownership
  • The military
  • The teaching profession
• Emphasize the advantages of completing school with marketable skills
• Career exploration opportunities in the middle school grades
• Competency-based career and technical education programs that integrate academic outcomes, career guidance, and job-seeking skills for all secondary students. Programs must be based upon labor market needs and student interest. Career guidance shall include counseling about available employment opportunities and placement services for students exiting school. Each school board shall develop and implement a plan to ensure compliance with the provisions of this subdivision. Such plan shall be developed with the input of area business and industry representatives and local community colleges and shall be submitted to the Superintendent of Public Instruction in accordance with the timelines established by federal law. (Standards of Quality § 22.1-253.13:1. Standard 1.D.3.)

2. Establish the requirements for a standard and an advanced studies high school diploma, which shall each include at least one credit in fine or performing arts or career and technical education and one credit in United States and Virginia history. The requirements for a standard high school diploma shall, however, include at least two sequential electives chosen from a concentration of courses selected from a variety of options that may be planned to ensure the completion of a focused sequence of elective courses. Such focused sequence of elective courses shall provide a foundation for further education or training or preparation for employment. The advanced studies diploma shall be the recommended diploma for students pursuing baccalaureate study. Both the standard and the advanced studies diploma shall prepare students for postsecondary education and the career readiness required by the Commonwealth's economy… (Standards of Quality § 22.1-253.13:4.D.2.). Note: Requirements for graduation (effective for the students entering ninth grade prior to the 2018-2019 school year) (8VAC 20-131-50). Requirements for graduation (effective for students who enter the ninth grade in the 2018-2019 school year) (8VAC 20-131-51).
3. Provide for the award of verified units of credit for passing scores on industry certifications, state licensure examinations, and national occupational competency assessments approved by the BOE. School boards shall report annually to the BOE the number of Board-approved industry certifications obtained, state licensure examinations passed, national occupational competency assessments passed, for the Commonwealth Workplace Readiness Assessment passed, and the number of CTE completers who graduated. These numbers shall be reported as separate categories on the School Performance Report Card. In addition, the Board may:

• For the purpose of awarding verified units of credit, approve the use of additional or substitute tests for the correlated SOL assessment, such as academic achievement tests, industry certifications or state licensure examinations.
• Permit students completing career and technical education programs designed to enable such students to pass such industry certification examinations or state licensure examinations to be awarded, upon obtaining satisfactory scores on such industry certification or licensure examinations, the appropriate verified units of credit for one or more CTE classes into which relevant SOL for various classes taught at the same level have been integrated. Such industry certification and state licensure examinations may cover relevant SOL for various required classes and may, at the discretion of the Board, address some SOL for several required classes. (Standards of Quality § 22.1-253.13:4.D.12.)

Postsecondary

The postsecondary definitions of “size, scope, and quality” in Virginia are:

Size:

1. A minimum of 74 courses in CTE is offered in each local community college.

Scope:

1. At least seven different CTE programs, not courses, that prepare students as a CTE completer are provided.

Quality:

1. CTE programs incorporated into the postsecondary education curriculum that include:
   • Knowledge of careers and employment opportunities including, but not limited to, apprenticeships, entrepreneurship and small business ownership, the military, and the teaching profession, and emphasize the advantages of completing college with marketable skills
   • Career exploration opportunities
   • Competency-based career and technical education programs that integrate academic outcomes, career guidance and job-seeking skills

Programs must be based upon labor market needs and student interest. Career guidance includes counseling about available employment opportunities and placement services for students exiting school. Programs of study are developed with the input of area business and industry representatives, labor representative, and local Workforce Investment Board(s).

II.B.3.      Meeting the Needs of Special Populations

II.B.3.a.   Describe its program strategies for special populations, including a description of how individuals who are members of special populations-

II.B.3.a.i. will be provided with equal access to activities assisted under this Act.

Secondary

Equal access to and equity in CTE programs for students who are members of special populations, as with all students, begins in the elementary school years when each student develops an ACPP that assists in identifying their future interests and goals. In middle school, students complete a career interest inventory and select a career pathway to support the development of their ACP. In high school, students select a career-related learning experience to include in their ACP to assist in their selection of CTE courses, as well as other courses required in that program of study. Accordingly, individuals who are members of special populations go through that same registration process and have equal access to all CTE programs and activities. Once enrolled in a CTE course, there are many supports for students who are members of special populations, if needed, up to and including accommodations and/or modifications for students with disabilities, curriculum and competency adjustments based on the Individualized Educational Plans (IEPs) or Section 504 plan, and instructional activities.

Virginia is committed to equity and that members of special populations are provided equal access to CTE programs. In compliance with federal regulations, the VDOE administers MOA compliance reviews to identify and eliminate any discrimination on the basis of race, color, national origin, sex, and disability. The identification of school divisions for an on-site CTE compliance review of civil rights requirements is determined by a targeting plan that is approved by the USDE, OCR, and is applied to school divisions in the current year of a six-year cyclical monitoring schedule. The targeting plan consists of indicators that reflect CTE student enrollments, division and school demographics, existence of a language minority community, and the division’s last participation in a VDOE CTE civil rights on-site review. The CTE civil rights monitoring process includes an examination of the school division’s data, policies, and procedures; interviews with central office administrators, school administrators, school staff, and students; and, walk-throughs to assess building accessibility.

The school divisions must include notices of nondiscrimination in school division and/or school student handbooks, course registration materials, major publications, and other materials that are disseminated to students and parents that states that it does not discriminate on the basis of race, color, national origin, sex, or disability, and if applicable, must also notify English language learners stakeholders of the nondiscrimination provisions in their language.

Postsecondary

Annual on-site MOA and Perkins monitoring help to ensure that all students are provided with equal access to activities assisted under this Act. These visits include an evaluation of disability services offices and other special population related programs to ensure the success of special populations and underrepresented gender students. Questions are posed to determine the level of support, assistive technology service needs, and physical access to services. Corrective action plans are developed with guidance from a monitoring team for any findings or gaps in services. The VCCS and its local colleges must include nondiscrimination statements on all advertising and promotional materials intended for public consumption.

II.B.3.a.  Describe its program strategies for special populations, including a description of how individuals who are members of special populations-

II.B.3.a.ii. will not be discriminated against on the basis of status as a member of a special population.

Secondary

Each local recipient shall include in the Local Plan strategies to overcome barriers that result in lowering rates of access to, and lowering success in, the programs for special populations. These may include staff development activities related to serving special populations, literature and resources designed to attract special populations to the program, and the sharing of information about program offerings in creative ways that target all special population groups. To comply with regulations from the USDE, OCR, all school divisions and colleges must publish statements of nondiscrimination and name and contact information for designated person responsible for addressing complaints.

Local school divisions provide assurances in their local applications that discrimination against students who are members of special populations will not occur. School division must provide equal opportunities in its CTE programs without discrimination based on gender, race, color, national origin, religion, age, political affiliation, veteran status, persons with disabilities, and equal access to the Boy Scouts and other designated youth groups. Recruitment and enrollment methods must be developed and implemented by the school division to provide information and access to all students, including students who are members of special populations. Additionally, school divisions, in their Comprehensive Local Needs Assessment, must disaggregate and analyze data to identify achievement gaps and ensure that students who are members of special populations have equitable access and success in all CTE programs.

Postsecondary

Each eligible recipient of Perkins funding must assess access and opportunity gaps in their respective comprehensive local needs assessment. Specifically, applicants must:

1. describe progress toward implementation of equal access to high quality CTE courses and programs of study for all study
2. describe strategies to overcome barriers that result in lower rates of access to, or performance gaps in, the courses and programs for special populations

Such activities help to ensure that students are not discriminated against on the basis of status as a member of a special population. All eligible recipients are required to comply with all award conditions including compliances with Titles VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, the Individuals with Disabilities Act and Section 504 of the 1973 Rehabilitation Act.

II.B.3.a.      Describe its program strategies for special populations, including a description of how individuals who are members of special populations-

II.B.3.a.iii.  will be provided with programs designed to enable individuals who are members of special populations to meet or exceed State determined levels of performance described in section 113, and prepare special populations for further learning and for high-skill, high-wage, or in-demand industry sectors or occupations;

Secondary

Students who are members of special populations go through the same registration process as do all students, with equal access to all CTE programs and activities. Once enrolled in a CTE course, there are many supports for students who are members of special populations, if necessary, up to and including accommodations and/or modifications for students with disabilities, to access the CTE curriculum, course competencies, and activities.

Virginia also has developed Education for Employment (EFE) CTE courses for students with special needs. EFE courses are specifically designed for students with disabilities, or students identified as disadvantaged, at risk, or diverse learners to prepare them for inclusion in regular CTE programs as soon as feasible. The EFE programs are provided at various instructional levels within the middle and high schools and include WBL opportunities.

The following programs and courses are designed specifically to provide career preparation for students with special needs:

Education for Employment (EFE) course titles and codes are as follows:

Middle School Courses

• Exploratory Development (9083/36 weeks/for Students with Disabilities)
• Exploratory Development (9031/9 weeks/for Students with Disabilities)
• Exploratory Development (9030/6 weeks/for Students with Disabilities)
• Exploratory Development (9032/12 weeks/for Students with Disabilities)
• Exploratory Development (9082/18 weeks/for Students with Disabilities)
• Exploratory Preparation (9076/36 weeks/for Students Identified as Disadvantaged)
• Exploratory Preparation (9075/18 weeks/for Students Identified as Disadvantaged)
• Exploratory Preparation (9021/9 weeks/for Students Identified as Disadvantaged)
• Exploratory Preparation (9020/6 weeks/for Students Identified as Disadvantaged)
• Exploratory Preparation (9022/12 weeks/for Students Identified as Disadvantaged)

High School Courses

• Level I--Development (9085/36 weeks/for Students with Disabilities)
• Level I--Development (9084/18 weeks/for Students with Disabilities)
• Level I--Preparation (9077/18 weeks/for Students with Disabilities)
• Level I--Preparation (9078/36 weeks/for Students Identified as Disadvantaged)
• Level II--Development (9086/18 weeks/for Students with Disabilities)
• Level II--Development (9087/36 weeks/for Students with Disabilities)
• Level II--Preparation (9079/18 weeks/for Students Identified as Disadvantaged)
• Level II--Preparation (9080/36 weeks/for Students Identified as Disadvantaged)

In addition to the EFE courses, programs and courses designed specifically for students with special needs are available within the following program areas: agricultural education, business and information technology, career connections, and technology education. In addition, family and consumer science, health and medical sciences, marketing, and trade and industrial education also provide for students with disabilities through their IEPs. Further, when a student with disability reaches age 14, their IEP must include services that are needed to transition to student-identified postsecondary goals. The transitional plan goals must relate to training, education, employment, and transition services, including courses of study to reach preferred occupational goal(s).

Postsecondary

Each VCCS college maintains advisory committees for their CTE programs with representatives from business, labor, community organizations such as workforce investment boards and chambers of commerce, faculty, students, administrators, and special populations. Career pathways and career coaching are crucial services used at all colleges and serve as guiding practices for advisory committees that oversee CTE programs, courses, and related activities such as recruitment and retention of special populations. At the state level, the VCCS leaders are engaged with multiple partner agencies to promote and support CTE opportunities for special populations such as SNAP-ET, TANF, and ex-offenders. Strategies utilized to ensure that members of special populations are provided with programs designed to enable them to meet or exceed state-determined levels of performance are incorporated by the colleges and include adaptive technologies, specialized personal tutoring, facilities accessibility, and addressing transportation concerns.

II.B.3.a.      Describe its program strategies for special populations, including a description of how individuals who are members of special populations-

II.B.3.a.iv.  will be provided with appropriate accommodations.

Secondary

Students receiving special education services or Section 504 provisions will be provided with the accommodations and/or modifications in all CTE program areas according to each student’s IEP or Section 504 Plan. The CTE instructors have access to students’ IEP and 504 Plans and other accommodation information that will assist them as they teach students who are members of special populations.

Postsecondary

All community colleges are required to have a designated disability services representative for students to receive assistance with the implementation and maintenance of necessary accommodations such as provisions for students with physical or emotional disabilities. Physical barriers to accessibility are addressed as part of MOA on-site reviews. All services and accommodations for special population students must be identified in the college website, student handbook, and college catalog.

II.B.3.a.    Describe its program strategies for special populations, including a description of how individuals who are members of special populations-

II.B.3.a.v.  will be provided instruction and work-based learning opportunities in integrated settings that support competitive, integrated employment.  (Section 122(d)(9) of Perkins V)

Secondary

Students who are members of special populations have equal access to each of the WBL experiences dependent on each student’s interests, CTE program, and IEP or section 504 plan. The WBL supervisors, along with other school division staff responsible for the oversight and coordination of work-based learning, must monitor and verify the rigor and expectations of all placements. Students within special populations participating in WBL opportunities must also meet the technical, performance, academic, and competency standards as prescribed by their program, with accommodations if included in their IEP or Section 504 plan.

Postsecondary

The VCCS will continue working with and supporting local education agency WBL coordinators throughout Virginia. The VCCS will also seek to support, or to expand support for, innovative and accessible WBL opportunities which may include: career exploration experiences, service learning, internships, cooperative education, and apprenticeships. The WBL experiences and activities include actual paid or unpaid work experience.

II.B.4.      Preparing Teachers and Faculty 

II.B.4.a.   Describe how the eligible agency will support the recruitment and preparation of teachers, including special education teachers, faculty, school principals, administrators, specialized instructional support personnel, and paraprofessionals to provide career and technical education instruction, leadership, and support, including professional development that provides the knowledge and skills needed to work with and improve instruction for special populations. (Section 122(d)(6) of Perkins V) 

Based on the context of this requirement, the reference to the local application process under “section 132” appears to be a typographical error in the Perkins V statute. The correct section for local applications in Perkins V is section 134. Therefore, eligible agencies should respond to this item using the provisions in section 134 of Perkins V.

Secondary

The VDOE, along with the business and Industry community, places the recruitment, preparation, and retention of teachers and other school professionals as one of its top priorities. Virginia uses a number of required and optional strategies and methods to achieve this objective.

In the Virginia Perkins V Local Application, each school division must indicate, for each Perkins Award Year, the number of teachers who will participate in the professional development activities, including, state conferences, institutes, or workshops (including virtual training programs); national conferences, institutes, or workshops; local conferences, institutes, or workshops; and/or internship in industry. Further, in alignment with Section 134(b)(8), each school division must describe in its Perkins Application how the school division will coordinate with the state agency and institutions of higher education to support the recruitment, preparation, retention, and training, including professional development of teachers, faculty, administrators, and specialized instructional support personnel and paraprofessionals who meet applicable state certification and licensure requirements (including requirements met through alternative routes to certification), including individuals from groups underrepresented in the teaching profession. Lastly, each school division is required to describe how they will spend a portion of its allocated Perkins funds for professional development activities. Each school division must identify the career and technical activity funded, align the budgeted expense to its Comprehensive Local Needs Assessment, identify the Section 134 Local Use of Funds and career and technical program area(s) funded, provide a narrative description and the budgeted fund amount.

The Office of Career and Technical Education provides a Video Training Series for Administrators for new and experienced CTE administrators to provide sustained professional development on the responsibilities of the CTE administrator, identify resources, and provide timely support throughout the school year. The sessions are recorded and archived on the VDOE website.

The Office of Career and Technical Education annually conducts a New Teacher Institute, for college credit, that is designed to help new CTE teachers design and implement effective, engaging classroom instruction. The New Teacher Institute instruction is provided on state-approved competencies and curriculum frameworks to develop lesson plans, assessments, and instructional sequences. Additionally, emphasis is placed on differentiated instruction and authentic performance-based assessments to provide tools for the new teacher for working with students in special populations.

The VDOE in collaboration with the VCCS sponsors Creating Excellence Awards that recognize excellence in following secondary and postsecondary categories at the local, regional, and state levels: CTE exemplary programs, advisory committees, and business and industry partnerships. This has proven to be an excellent retention strategy as well as a local, regional, and state-wide promotional event to inform the about CTE programs offered in Virginia.

The Office of Career and Technical Education annually conducts Experience Works 2024: Pathways for the Future Resources to bring together business, industry, and educators and provide focused presentations and activities on building positive WBL experiences for CTE students throughout the Commonwealth. The targeted audience includes WBL instructors and coordinators, CTE administrators, school counselors and administrators, career coaches, and business and industry leaders. Highlights include:

• Concurrent sessions featuring best practices and establishing and developing business partnerships for the WBL instructional methods
• Career opportunities
• Strategic discussions between business leaders and educators
• A selection of industry tours in the Greater Richmond area

Postsecondary

The VCCS will continue to support and promote the recruitment and preparation of instructors, faculty, administrators, and specialized instructional support personnel, and will support or provide CTE instruction, leadership, and professional development that provides the knowledge and skills needed to work with and improve instruction for special populations.

Perkins will continue to provide funding and resources for professional development and other activities to support the retention of qualified teaching and administrative personnel. Additionally, the VCCS will continue to partner with the VDOE to support, with Perkins leadership funds, an annual ACTE conference which serves as a statewide professional development conference for secondary and postsecondary CTE instructors, counselors, and administrators.

Within the VCCS’ Academic and Workforce Programs Department are the Student Success Center and the Office of Professional Development; the goal is to support the development of faculty, staff, and administrators to achieve the mission of Virginia’s Community Colleges. With more than 6,500 full-time and nearly 14,000 part-time employees across 23 colleges, the Office of Professional Development plays a vital role in supporting and preparing teachers and faculty.