Part 1: Key Facts
Student & Teacher Information
According to 2004-2005 data from the U.S. Department of Education (the latest numbers publicly available), the total number of CTE students in Colorado was 132,172. This includes the following:
- Secondary: 103,000
- Postsecondary: 29,172
Delivery System/School Information
In Colorado, CTE is delivered through 1,226 secondary programs in 166 school districts. These programs are offered at 265 high schools, eight technical centers, and four area vocational school/technical colleges. At the postsecondary level, there are 600 postsecondary CTE programs offered through the Colorado Community College System’s 13 community colleges, two local district colleges, one four-year college, four area vocational school/technical colleges, both adult and youth state correctional facilities, and a few private vocational schools.
Funding/Financing for CTE
Federal: Colorado is estimated to receive $15,865,151 from the Perkins Basic State Grant and $1,394,658 from Tech Prep in FY 2007.
State: Another $21 million in state funding is allocated by the Colorado State Legislature through the Colorado Vocational Act (CVA) to support CTE programs offered at Colorado high schools. The Colorado Vocational Act reimburses districts for all or a percentage of costs associated with providing selected CTE services. Colorado base funding is $5,175 and covers some of the costs if a district goes beyond that amount. In Colorado, if CTE costs exceed per-pupil funding, the state will cover 80 percent of the first $1,250 above per-pupil cost, and 50 percent thereafter.
Part 2: State Administration
Key State CTE Contacts
Scott Stump
Dean of Career and Technical Education
Colorado Community College System
9101 E. Lowry Blvd
Denver, CO 80230
Phone: 303-595-1578
State Agencies
The Colorado State Board for Community Colleges and Occupational Education (SBCCOE) oversees all CTE programs for the State of Colorado. The Board has responsibility for both secondary and postsecondary CTE and community college governance. The Colorado Community College System (CCCS), staff for the SBCCOE since its creation in 1967, has provided leadership in the overall governance of CTE program quality and teacher effectiveness. The Board approves programs and disburses funding to programs at the secondary and postsecondary level.
State Standards for CTE
The SBCCOE requires that all CTE secondary and postsecondary programs be initially approved and then reviewed at least once every five years. Currently, this requirement is met using the CCCS Career and Technical Education Program Approval Process. This CCCS program approval process is an electronic online template that enables the user to enter all program information needed for approval and review. It is easily accessed through the CCCS home Web page.
Approved programs must include basic and advanced academic standards, specific technical standards and general employability standards, including leadership standards. These standards have been supported by many years of coordinated, extensive work of CCCS staff in developing CTE program crosswalks, aligning standards of the occupation to the CTE courses and the integration of leadership skills and concepts through career and technical student organization (CTSO) involvement.
Colorado will continue to promote the use of the statewide Common Course Numbering System (CCCNS) and the statewide General Education Transfer Curriculum (gtPathways Curriculum). The gtPathways curriculum is a statewide policy that guarantees the transfer of up to 35-37 approved general education courses taken at a Colorado public college or university to all two-and four-year public institutions within the state.
Program Approval/Quality Control
Under the new Perkins state plan, CCCS requires each Perkins Local Recipient (community college, technical college, school district or consortium) to complete an annual Local Plan for use of Perkins funds. CCCS staff is redesigning the Local Plan to focus on “projects” for the use of local funds.
In each year’s application for funds, the Local Recipient proposes one or more projects—time-limited activities lasting one to three years—that are aligned with the sub-recipient’s strategic plan, the upcoming Colorado CTE Strategic plan, and the requirements of Perkins 2006, particularly continuous improvement of all the Perkins accountability indicators.
The existing standards for CTE program approval will be enhanced to assure compliance with the Plans of Study criteria. Currently, new programs must meet a set of standards for an initial five-year approval. Established programs must meet additional standards for program renewal approval that document the program quality. Also, the program renewals require an assurance that the programs have implemented articulation agreements, a key component to successful Plans of Study. CCCS will revise this standard to match the new Perkins Act definition for articulation agreements.
Part 3: CTE Initiatives & Related Policies
State Education & Workforce Agenda
College and Career Readiness: In his second State of the State address (2008), Governor Bill Ritter announced a policy proposal to “establish postsecondary preparation as the default program of study for all high school students.” Under the proposal, a new state policy will be established requiring that all secondary level students are assumed to be postsecondary bound and trained accordingly. Additionally, a new requirement will be established so that all students receive a curriculum that is anchored in college- and career-ready Model Content Standards, and there will be an expectation that school districts will create multiple but equally rigorous pathways to college and career readiness. The Governor’s proposal explicitly states that it is not, “a requirement for a certain number of years of seat time in math, science, or other content area.”
Governor Ritter also proposed in 2008 that the state create a new assessment policy, so that “all assessments administered in Grades 7-12 be modified to align with revised Colorado Model Content Standards and can be used for college admission and placement purposes.” The proposal involves realigning existing assessments to indicate postsecondary and career readiness, and adjusting higher education admission and placement policies. However, the proposal does not involve creating a high school exit exam.
The governor also proposes to modify higher education placement policies so that students deemed to be less than ready for college-level work can demonstrate readiness by a proficiency test, instead of having to take a specific remedial course. This would allow for self-study and online tutoring, rather than more expensive course enrollment.
“The Colorado Promise”: CCCS is aligning its Career Clusters framework to “The Colorado Promise” as described by Governor Bill Ritter. “The Colorado Promise” is a comprehensive strategy to grow a well-educated and highly-skilled workforce in Colorado, one that is competitive in the global economy.
Colorado is placing increased emphasis on the development and continuous improvement of a seamless system of education that ensures ease in student transition from one educational system to another and from one level of instruction to another. In particular, the Governor has set a goal to decrease the high school dropout rate by 50 percent and double the number of degrees and certificates earned in the next ten years.
As explained in “Bridges to Opportunity through Career Pathways,” an overview document released in fall of 2007 that explains the vision for CTE in Colorado, “CTE has begun to create the seamless transitions from high school to college to career for students who complete a concentration of CTE courses, in addition to their required academic credits.” The “Bridges” document is meant to lay out the broad strategy for connecting CTE with key education and workforce development goals for the State of Colorado. The “Bridges” document is aimed at a broad audience of educational, community and political leadership.
Aligned Economic Development: Governor Ritter also proposes to use a new Jobs Cabinet to align Colorado's economic-development strategies, education programs and regional workforce needs, producing a high-quality, 21st century labor force. In his State of the State address, the Governor said, "The Jobs Cabinet will work to align Colorado's economic-development strategies, education programs and regional workforce needs to make sure we are producing the highest-quality, 21st century labor force for Colorado businesses." The Jobs Cabinet is co-chaired by community college President Ruth Ann Woods (Trinidad State Junior College), the vice-president of Qwest, Teresa Taylor, and long-time civic leader Jim Lyons. The group, whose aim is to align the skills of workers with the needs of companies, will have 35 to 40 members.
High School Redesign
In 2007, the Colorado Commission on Higher Education established an “academic core” of subjects that it requires for admission to the state’s public colleges and universities. While this policy did not officially increase the number and type of high school academic credits required to earn a high school diploma, it did establish a “de facto” college readiness curriculum in the state.
Still, Colorado allows each district to determine its own graduation requirements. Gov. Ritter appointed the Graduation Guidelines Development Council (GGDC) to establish graduation "guidelines" for Colorado school districts. The GGDC, under Colorado law, will continue to function until July 2008.
Career Academies
A number of high schools throughout the state are adopting career academies and smaller learning communities as reform structures. Seven high schools have received federal Smaller Learning Community Grants, covering activities such as the establishment of career and freshmen academies. The National Career Academy Coalition indicates that five schools in Colorado are implementing career academies.
Role of Career Clusters
Colorado has adopted the Career Clusters/Career Pathways model as a new organizational tool that can reflect all jobs in the U.S. economy, organized into 17 Career Clusters. This model is far more inclusive and flexible than the traditional “vocational” education offerings that were predominant during the second half of the 20th century.
Colorado’s 17 Career Clusters are organized within six CTE industry sectors:
Academic & CTE Integration
CCCS is supporting the creation of a cross-walk of academic standards that are resident in a CTE curriculum through the continued expansion of a Colorado interactive CTE standards Web site. This on-line tool allows CTE teachers to build courses based on industry defined standards. CCCS is working to complete the CTE standards Web site, which will include information on pathways, standards, and courses in each of six current CTE concentrations: Agricultural and Natural Resources; Business and Public Administration; Hospitality, Human Services and Education & Training; Health Sciences and Public Safety; STEM, Arts, Design and Information Technology; and Skilled Trades and Technical Sciences.
Once this is complete for all programs, the next steps include:
- Prioritize which academic standards should be taught.
- Create clear processes for how to integrate academic content in CTE courses.
- Provide professional development opportunities on these processes.
- Share model lesson plans for academic integration.
Inherent in this approach is a strong relationship between CCCS and the Colorado Department of Education, as the foundation of statewide development of rigorous and challenging courses aligned with academic content standards. CCCS is also researching and investigating promising practices that currently exist in academic integration and showcase these promising practices on the CCCS Web site and through professional development opportunities.
“Math-In-CTE”: During the math-in-CTE research project administered by the National Research Center in CTE, a number of Colorado teachers participated in the experimental design, analyzed academic content in their CTE courses, and developed model lesson plans to teach the content more explicitly than had previously been done.
Secondary/Postsecondary Linkages
Programs of Study Implementation: Colorado has chosen to use the term “Plans of Study” rather than Programs of Study in order to avoid confusion with the term “program” which is already in use. During the Perkins transition period, Colorado developed a framework and process for secondary and postsecondary CTE providers to identify and implement Plans of Study. In early 2008, the state issued a set of 81 model Plans of Study, adapted from the model plans of study developed by the National Career Clusters project and the College and Career Transitions Initiative.
These model Plans of Study were designed with state-level input from business and industry and education content experts, but will also allow for appropriate local adaptation and customization. The locally developed Plans of Study, based on the new model templates, will be an integral part of the state-level CTE program approval and renewal process which takes place every five years. As an established program applies for renewal, part of the review process will include a documented Plan of Study within the program.
Tech Prep/Consortia: Beginning with the program year of 2007-08, Colorado will combine the Tech Prep appropriation into the local distribution portion of the Basic Grant award.
College CTE Credit for High School Students: In 1986, Colorado enacted state legislation called the Postsecondary Enrollment Options Act (PSEO) that allows dual or concurrent enrollment programs to supplement existing articulation agreement systems and the growing number of Advanced Credit Pathways (ACP). The PSEO also provides for academic Advanced Placement courses with standards created by the College Board™.
Each of the model Plans of Study will identify the related ACP courses. While the ACP articulated credits have statewide applicability, many colleges and districts have also created local articulation agreements that govern dual enrollment. Colleges will be encouraged to recognize prior learning through work experience for adult learners engaged in approved Plans of Study. All types of articulated credit will be identified on the CTE Plans of Study.
The newly enacted Colorado “Fast College Fast Jobs Program, Senate Bill 07-148,” (2007) supports a pilot program that allows enrolled students to simultaneously complete the high school graduation requirements and an associate’s degree or a CTE postsecondary certificate during a five-year high school program. The goal of this program is to engage at-risk students early in their high school education by helping them plan for and get an early start in postsecondary education.
In 1995, Colorado developed the Colorado Community College Common Courses (Common Course Numbering System - CCCNS). The numbering system is designed to facilitate ease of transfer for community college students from one community college to another and from the community college to a four-year educational institution, to improve program planning, to increase communication among all of the colleges, and to facilitate articulation arrangements from high schools to the community colleges. The scope includes all courses offered for credit at the community colleges, and the structure is content specific rather than program, department or discipline specific. The goal of the CCCNS is to establish consistency in course offerings across the system.
Career Guidance & Advisement
CCCS will work in partnership with College In Colorado, a student services Web site representing the colleges and universities of Colorado. CCCS will support the efforts of College in Colorado to integrate model Plans of Study into the Web site.
Online career centers will be piloted at Colorado Community Colleges Online, (CCCOnline) which serves all thirteen member colleges in the Colorado Community College system as well as one technical college.
CCCS staff also plans to build stronger relationships with Colorado counseling associations and professional organizations such as the Colorado School Counselor Association (CSCA), the Colorado Council on High School/College Relations (CCHS/CR), and other appropriate groups including students, parents, community and business leaders.
Technical Skills Assessments
CCCS believes that a prudent, efficient, and thoughtful approach to secondary CTE student assessment will involve several phases.
- Staff research, training and development about content, instruction and assessment industry alignment.
- Capacity building with CTE teachers about content, instruction and assessment industry alignment.
- Piloting state- or teacher-developed assessments.
- Analysis of piloted assessments.
- Readjustments of assessment strategies based on pilot results.
- Implementation of content, instruction and assessments that are aligned with industry standards.
For postsecondary assessments, CCCS staff and postsecondary field partners will continue to investigate how and when test results might be provided to the State directly from industry-assessment providers or how and when test results might be provided by postsecondary faculty. Postsecondary CTE programs are already required to meet valid and reliable assessment standards through regional accreditation systems. Given the relatively strong position of postsecondary CTE assessments, the bulk of CCCS resources will focus on development of secondary CTE skill attainment measurement systems.
Business & Industry Involvement
Local schools and institutions that receive state and federal funds for CTE programs are required by the Colorado Vocational Act to establish and operate Program Advisory Committees. For program approval, CCCS mandates local business and industry advisory committee review of programs to help assure modernization of technology and curriculum. These local Advisory Committees often enhance the technology for CTE programs through donations. Many CTE programs have partnered with business/industry sites for the provision of student lab training, which allows a “real world” training environment with expensive state-of-the-art facilities.
CCCS has organized “Discipline Teams” to review curriculum and program content in each of the industry sectors and Career Clusters. These discipline teams will interact with other state-level Career Sector advisory councils such as the Colorado Nurses Association and the American Welding Society to ensure that curriculum is valid and applies to the specific field.
CCCS is developing and strengthening state-level business and industry focus groups and Plans of Study Advisory Councils to provide advice about emerging career areas.
Educator Development
Building the future CTE teaching force may be one of the biggest challenges facing Colorado and its school districts and colleges. CCCS will investigate potential options that could include restructuring of teacher preparation programs, and enhancing the role of community colleges in preparing CTE teachers and providing professional development for professionals coming into teaching from business and industry.
CCCS will continue to facilitate student exploration of teaching in “Teacher Cadet” programs which designed to introduce high school students to the profession of teaching.
In early Fiscal Year 2008-09, CCCS will convene a statewide working group of secondary and postsecondary master-teachers and administrators to develop a new model for professional growth, built around the knowledge and skills every CTE teacher and faculty should possess. The goal of the group will be to create a five-year plan for ongoing professional development articulating the theme for each of the five years thus ensuring an integrated, thoughtful approach to professional development. While short-duration training events may still have an appropriate place in a teacher’s professional growth, the development of a personal professional growth plan for each teacher and faculty member would demonstrate how short-duration training fits into a plan of ongoing professional growth.
CCCS will also encourage the development of “Communities of Practice” made up of interested teachers/faculty, administrators and counselors, to focus activity and learning around a particular challenge or promising practice.
Part 4: Results
Coming Soon.
This state profile was developed by the Association of Career and Technical Education with the assistance of the Meeder Consulting Group, LLC. If you need further information or more specific details, please contact ACTE. Customized reports can be developed on specific topics or entities.
Last Updated 3/18/08
