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Career and Technical Education Programs

The wide variety of programs offered in Vermont's career technical centers and comprehensive high schools must receive final approval from the Secretary of Education.

Regional Education CTE School Calendars 2024-2025

Programs

All approved programs fall under one of the following three categories:

Pre-Tech Exploratory Programs

Pre-tech exploratory programs are intended as an introduction to all of the programs at a regional career center and are for students in the 9th and 10th grades. These programs include applied instruction in core academic subjects and are designed to assist students in career exploration, including exploration of career areas nontraditional to their gender, and decision making. Programs must run an average of 120 minutes per day.

Pre-Tech Foundational Programs

These programs familiarize 9th and 10th-grade students with occupations in a career cluster area and instruct students in foundational core academic and occupational skills. Programs must run an average of 200 minutes per week. Pre-tech foundational programs are incorporated into a three to four-year sequence of career technical education

Technical Education Programs

Technical education programs may be offered as half-day (600 minutes per week) or full-day (1200 minutes per week) models. These programs are based on a competency list approved by the state board and shall integrate academic content with technical and occupational skills instruction. Programs are organized in alignment to the national career clusters model.

Program of Study Explained

The Carl D. Perkins Career and Technical Education Act of 2006 (Perkins) calls upon states to create programs of study. The intent is that each program of study provides coordination so that students do not have to repeat learning they already had in their regional CTE center. At a minimum, programs of study must:

  • Incorporate and align secondary and postsecondary education elements.
  • Include academic and CTE content in a coordinated, non-duplicative progression of courses.
  • Offer the opportunity, where appropriate, for secondary students to acquire post-secondary credits.
  • Lead to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree.

Program of Study Elements

Program Quality Measures 

State approved CTE programs must meet Program Quality Measures. The minimum Program Quality requirements for each CTE program of study are set forth in the Program Quality Measures Minimums chart.

State approved CTE programs must align with Vermont's program proficiency documents.

Credit Transfer Agreements/Dual Enrollment

The Fast Forward program affords eligible students in CTE programs with the opportunity to earn college credit for concurrent enrollment classes offered at their regional CTE center. Fast Forward courses are for all CTE program students who are enrolled in a career technical education center program that partners with a college to offer dual enrollment credit. The courses are taught at the regional CTE center, and classes are scheduled during the regular school day.

Industry Recognized Credential

Education- and work-related credentials, also known as Industry Recognized Credential (IRC), can be defined as verification of an individual’s qualification or competence issued by a third party. The term credential encompasses educational certificates, degrees, certifications, and government-issued licenses. The term credential encompasses educational certificates, degrees, certifications, and government-issued licenses. For more information about IRCs in Vermont, see the Industry Recognized Credentials in Vermont Resource Sheet.

Approved Industry Recognized Credentials 

Career Technical Student Organizations

Career Technical Student Organizations (CTSO) complement and enrich career technical education programs. They are designed to offer students experience in leadership, citizenship, and occupational skills.

The State of Vermont supports four CTSOs across the state:

  • Educators Rising is an intracurricular student organization for those interested in becoming educators.
  • Future Business Leaders of America (FBLA) is an intracurricular student organization that brings business and education together in a positive working relationship through innovative leadership and career development programs.
  • Future Farmers of America (FFA) is an intracurricular student organization for those interested in agriculture and leadership.
  • SkillsUSA is a partnership of students, teachers and industry working together to ensure America has a skilled workforce. 

Information on the CTSO organizations in Vermont

Cooperative Education

Cooperative education fosters the theory of experiential learning. Cooperative education programs establish and maintain strong collaborations (partnerships, associations) between secondary education and key members of the industry. In Vermont, cooperative education is composed of four work-based learning categories: job shadow, career work experience, cooperative technical education and student apprenticeship.

Gender Equity

Increasing awareness and opportunities for young women and men to participate in education, training and employment in career fields that have historically been filled by a single gender (non-traditional) is key to the strength and future of Vermont’s economy. The regional CTE centers throughout the state are required to address concerns related to gender equity and non-traditional participation in their programs. It is important for all students to understand the spectrum of opportunities that are available to them, regardless of sex, and the responsibility that educators and businesses have to ensure there are systems in place to support students in whatever field of study and work they choose.

Non-Traditional Changes Memo

Program of Study Approval Process

In order for the programs to be offered at Vermont's regional career technical centers and comprehensive high schools, approval must be granted by the Secretary of Education. To receive approval, the director at the center where the program will reside must provide evidence demonstrating that the criteria are met. The State Board of Education has also provided a set of criteria in the event the regional CTE center is planning a “substantial” change to a program. 

Rule 2380 - Quality Criteria for Technical Education Programs & New Program Approval 

A CTE Center Director can apply to start a new program or update a current program at a CTE Center by following these steps: 

If the CTE center is hoping to add a new program: 

  • Step 1: Complete the New Program Approval Interest Form  
  • Step 2: After the CTE Team reviews your interest form, we will set up a meeting with you.  
  • Step 3: Complete the New Program Approval Form. You will receive the link after you meet with the AOE team.  

To help you prepare the requested information, the New CTE Program Approval Application Preparation Document provides an outline of what information will be required. 

If the CTE center has a change to the current program, you will need to complete the Substantive Change Request form. You can request this form link from the CTE Team at AOE.GetCTE@vermont.gov.  

When is a Substantive Change Request Required? 

A Substantive Change request is required for a program where: 

  • the Program Quality Measures (industry recognized credentials and/or college credits) change and/or are on the state approved list for a different CTE program area, or 
  • the CIP code of the program needs to change to align with what is happening or going to happen as part of the program, or 
  • if you are expanding a current one (or two) year program into a two (or three) year program, or 
  • if you plan on implementing other program changes that significantly change the program. 

What are Vermont Program Priority Areas? 

Manufacturing | Construction Trades | Engineering | Health Sciences | Education | Pre-Tech Exploratory 

Once approval is granted, the program is assigned a classification of instructional program (CIP) code.  This code helps to connect the program via a crosswalk to a career cluster and pathway. The CIP codes can also be aligned to standard occupational codes (SOC) used by the Department of Labor.

Program Proficiencies