C.M.R. 05, 071, ch. 232
Summary: This Chapter adopts Standard Criteria for Maine Secondary Vocational Programs (The text of this Chapter appears in the attached booklet). These rules detail minimum standards which must be adhered to by educational agencies in planning, implementing and evaluating vocational courses and programs. These standards will be used in conjunction with the Basic Program Approval process provided for in Chapters 125 and 127 and will also be used in course and program review and accreditation procedures.
These rules provide detailed guidelines and procedures to be used by local administrative units when planning, implementing and assessing local programs. Individual programs, whether vocationally subsidized or subsidized through general purpose aid identify the following requirements: scope, sequence, curriculum content, time, third party requirements, class size, facilities equipment and teaching materials, student organizations, safety, teacher certification, advisory committees, technical and assistance provided by the Department of Education. A comprehensive appendix provides guidelines for accreditation, -school approval, program review, special projects, sex equity, Methods of Administration (MOA), student screening and student services, student organizations and vocational assessments.
FOREWORD
These vocational education program standards set forth the Department of Education, requirements for Maine's secondary vocational education courses of study. These standards were developed for department personnel, school administrators and instructors, and others who are responsible for Instructional and program management.
The underlying intent of these standards is to enhance secondary educational opportunities for all Maine's students by affording them access to quality vocational programs thus giving them a competitive edge as they prepare for their Life and career choices.
Maine's future economic vitality ties in its greatest natural resource Its people. Secondary vocational education is very much an integral part of that vitality.
Eve M. Bither
Commissioner
Maine Department of Educational and
Cultural Services
INTRODUCTORY STATEMENT
The ever flexing and changing needs of Maine's business and industrial community require Maine's educational system, as a whole, to realign itself as necessary to meet these emerging needs. The Department of Education, under the authority of the Maine State Board of Education, presents these standards for program approval, revision, and evaluation as keystones from which to maintain a viable and effective adult and secondary vocational education network throughout the State of Maine.
PREFACE
This document sets forth standards and procedures which govern vocational instruction at the secondary level in the State of Maine. These standards have been developed pursuant to the intent and Legal requirements set forth in Maine's revised statutes, Title 20-A, governing education and other state and federal regulations; e.g., P.L. 98-524 Carl Perkins Vocational Education Act, Section 504 of the Rehabilitation Act, Chapter 125 Regulations Governing Basic School Approval, and Chapter 127 Instruction Requirements and Graduation Standards of the Education Reform Act.
These standards must be adhered to by educational agencies in planning, implementing and evaluating vocational courses and programs. These standards mitt be used in conjunction with the Basic Program Approval process provided for in Chapters 125 and 127, and they also mitt be used in course and program review and accreditation procedures.
These standards mitt be reviewed annually by the Bureau of Adult and Secondary Vocational Education and modified appropriately to reflect necessary adjustments to deliver relevant occupational training in)faint's educational institutions.
This document sets forth program criteria. Following specific program listings is an appendix with general information and applicable requirements. The provisions of the appendix are part of the rules and are legally binding except where stated to be advisory or informational.
For further Information or assistance, contact the Department of Education, Director of the Division of Secondary Vocational Education, 23 State House Station, Augusta, Maine 04333.
ACKNOWLEDGMENTS
On behalf of the Department of Education, the Bureau of Adult and Secondary Vocational Education wishes to recognize the following individuals for their contributions in serving as members of the Steering Committee for the preparation of this document:
Vocational Administration:
Frank Lee (Instructional Support Group)
Consultant, Trade & Industrial Programs
Bureau of Vocational Education, DE
Richard Duntley, Director
Portland Regional Vocational Center
Linwood Turcotte, Director
Skowhegan Regional Vocational Center
Elwood Littlefield, Director
Vocational Region Four
Consumer and Home Economics:
Donna Muto, Department Head
Consumer and Home Economics Education
Mount Ararat School
Business Education:
Mike Fortunato, Department Head
Business Education
Cony High School
Health Occupations:
Reneva Smith, Coordinator
Secondary Health Occupations Education
Vocational Region Two
Home Economics Related Occupational Programs:
Natalie Mcfalls, Instructor
Mount Desert Island High School
Marketing:
David Berry. Instructor
Vocational Region Four
Cooperative Education:
Bruce Elder, Coordinator
Cooperative Education
Windham High School
Technology/Industrial Arts:
Richard Bray, Department Read
Industrial Arts Education
Oak Hill High School
John Kraljic, Instructor
Industrial Arts Education
Garland Street Middle School, Bangor
Neale Buck, Director
Presque Isle Regional Vocational Center
Agriculture:
Robert Rhodes, Director
Technical Division
University of Maine, Orono
Frank McElwain, President
Vocational Agriculture Teacher
Limestone High School
Handicapped:
Gunnel White, Cluster Coordinator
General Trades Programs
Portland Regional Vocational Center
Trade & Industrial:
Michael Kane, Counselor
Westbrook Regional Vocational Center
Vocational Guidance:
Chuck Hodge
Vocational Guidance/Student Services
Dexter Regional Vocational Center
State Principals Association:
Richard Sykes, Principal
Lewiston High School
State Superintendents' Association:
Dale Doughty, Superintendent S.A.D. #9
Mt. Blue High School
Project Chair:
Joan W. Jones, Consultant
Bureau of Adult & Secondary Vocational Education
Project Consulting Editor:
Richard Getchell, Associate Director Maine Principals' Association
Division of Secondary Vocational Education:
Donald Marchildon, Director
We also wish to give special recognition to Richard Duntley, Director of Portland Regional Vocational Center, and Fred St. Cyr, Director of Sanford Regional Vocational Center, for their efforts in the final editing of this document.
PHILOSOPHY
The State Board of Education believes vocational education is an integral component of the comprehensive secondary school and should be accessible to sit students. It also believes that the acquisition of academic skills is fundamental in the development of sound vocational skills. Interaction with community, business, and Industrial advisory groups is essential to assure the development of quality, comprehensive vocational programs to meet the needs of students with diverse interests, skills, and abilities. The opportunity for enrollment in vocational education should be extended to all individuals including those who have completed or discontinued their format education.
MISSION
The mission of Secondary Vocational Education in Maine is to provide programs and services for youth and adults that assure the acquisition of appropriate employment-related skills which, in turn, provide relevance to academic subject matter.
GOALS
DEFINITIONS
Approval - Approval for programs and services to be operated by the school administrative units may be granted by the Division of Secondary Vocational Education, subject to review and approval by the Commissioner. Programs that are approved are eligible for subsidy.
Associate Commissioner - The designated head of the Bureau of Adult and Secondary Vocational Education whose function is the administration of adult and secondary vocational education programs.
Basic Skills - Infusion of instruction in the basic subjects within the vocational curriculum.
Bureau - The Bureau of Adult and Secondary Vocational Education within the Department of Education (DE) designated to administer and supervise the adult and secondary vocational education delivery systems.
Cart Perkins Vocational Education Act - P.L. 98-524 is the federal Law that sets forth all the requirements for qualification for and expenditures of federal funds for vocational education.
Center Cooperative Agreement - A cooperative agreement may be developed by the superintendents' advisory committee which shall delineate the duties and powers of the advisory committee and devise a formula for sharing costs. The agreement is subject to ratification by all of the school boards of the participating administrative units.
Center Director - The director shall serve as chief administrative officer of the center and its satellites and have all the authority and obligations of a secondary school principal in the school administrative unit operating the center.
CIP - Federal Classification of instructional Programs promulgated by the U.S. Office of Education. This code replaces the Dictionary of Occupations Titles coding promulgated by the U.S. Department of Labor.
Cluster Curriculum - Provides core skills and knowledges that cut across a group of closely related occupational areas.
Commissioner - The designated head of the Department of Education (DE) and executive officer of the State Board of Education.
Competency-Based Curriculum - A curriculum designed to focus on the student's ability to demonstrate understanding of concepts and principles and to perform the tasks and operations specified in Learning objectives.
Competency-Based Education - The concept that acquisition of pre-determined skills and knowledge rather than time is the determiner of achievement in a course or program.
Cooperative Agreement - A collaborative effort among special education, vocational rehabilitation, and vocational education for the delivery of appropriate vocational services to special populations.
Cooperative Board - The administrative body governing the operation of a vocational region made up of representatives of those school administrative units sending students to the vocational region in accordance with Title 20A, Section 8453 of the Maine Revised Statutes, Title 20-A.
Core Competencies - Minimum knowledge and skills needed for employment in a specific occupation.
Curriculum - The series of courses designed to cover the instruction in a designated area of study: may also be considered to be the whole body of courses or units of instruction offered in an educational institution.
Division of Secondary vocational Education - The division of the Bureau whose function is the administration and supervision of secondary vocational education.
Federal Funds - Funds made available to the State under provisions of P.L. 98-524 (Carl Perkins Act).
General Purpose Aid Programs - Consumer and home economics, business, technology education, and general agriculture programs which are under the aegis of the Division of Secondary Vocational Education but are administered by school administrative units and are subsidized the same as general education programs.
IVEP - individual Vocational Education Plan
Occupational Analysis - A format study of a recognizable occupation.
Program Advisory Committee - Each vocational program has a program advisory committee composed of active practitioners from the occupations, employers and employees, community representatives and past and present student representatives.
Program Consultants - The Division of Secondary Vocational Education has a staff of program consultants which serve to assist Centers and Regions in the development, review and evaluation of vocational programs; the consultants also provide technical assistance and Leadership to general purpose aid programs in consumer and home economics, business, technology education, and general agriculture programs.
Recognized Occupation - An occupation that is listed in the Dictionary of Occupational Titles or in the Standard Industrial Classification; or in the case of a new or unique occupation, one that is clearly defined and accepted by the Commissioner of Education.
Region Director - The chief administrative officer of a vocational region with responsibilities to serve as secretary and treasurer to the cooperative board; to nominate teachers and perform other duties similar to those of a superintendent if so designated by the cooperative board.
Regional Cooperative Agreement - An agreement delineating that vocational education shall be administered in its region. This agreement is to be maintained in accordance with Section 8457-2 of the Maine Revised Statutes, Title 20-A.
SAU's - School administrative units - local education agencies which are responsible for education programs in their respective communities.
Secondary Vocational Education - All the programs which establish the system for the delivery of vocational education by Vocational Centers and Regions, working within the regulations, procedures, and guidelines established by State and Federal taws and State Board policies. Additionally, those vocational programs of consumer and home economics, technology education (industrial arts), agriculture, and business education housed within comprehensive high schools fall within the scope and authority of vocational education.
State Board - The State Board of Education which sets the State education policies and overseas the operation of the education institutions of the State as empowered in Title 20-A, of the MRSA, subsection 405, Powers and Duties.
State Funds - Funds appropriated by the State Legislature or allotted by the State Board to be used for programs of vocational education meeting standards established by the State Board.
State Plan - A contract between the State Board of Education and the U. S. Office of education which is required by taw for the operation of vocational education programs using federal funds. ( P.L. 98-524, Cart D. Perkins Vocational Education Act)
Vocational Center - An administrative unit designated to provide vocational education to secondary school students of a single school administrative unit and its affiliated school administrative units.
Vocational Center Advisory Committee - The committee which consists of the superintendent or the superintendent's representative and one member from each school board In the participating affiliated school administrative units that is responsible for coordinating vocational education for that Center.
Vocational Education - Education-to create or improve job related knowledge and skills which Is part of a secondary school curriculum.
Vocational Program - A vocational offering which meets the standard criteria for such a program.
Vocational Region - An administrative unit designated to provide vocational education to secondary school students within a geographic area established in accordance with Section 8451 of the Maine Revised Statutes. It is governed by a Cooperative Board in accordance with section 8452.
Vocational Satellite Program - A vocational program which is administered by a school administrative unit affiliated with a Center, under the direction of the Center Director, and which is located at a site away from the Vocational Center.
Procedure For Initial Approval of
Secondary Vocational Education Programs
GUIDELINES AND FORMAT FOR PREPARING AND SUBMITTING A PROGRAM PROPOSAL
Each item identifies information required when requesting approval to offer an occupational course using vocational education funds.
Public Laws and DE regulations as stated In
(See the Guidelines for Screening in Appendix 1)
PROCEDURE FOR MAKING SUBSTANTIVE CHANGE IN AN EXISTING
SECONDARY VOCATIONAL PROGRAM
NON-RENEWAL OR REVOCATION OF PROGRAM APPROVAL
VOCATIONAL SUBSIDIZED PROGRAMS
Programs in this section of the document include those funded under vocational education subsidy. They focus on competency development for trade specific or rotated employment and provide a foundation for continued education and training.
STANDARD CRITERIA FOR THE APPROVAL OF AGRICULTURAL EDUCATION PROGRAMS
Programs shall be developed and maintained in response to employment opportunities, and utilize a current field validated occupational analysis as its curriculum design base. An individual student's course of study may be flexible but must be directed to previously identified career objectives in a manner that leads to progressive skill and knowledge development and toward individual career objectives.
Vocational agricultural programs shall include both classroom and laboratory experiences. Field experiences may be utilized as all, or part of, the laboratory requirement.
Occupational experience programs should be continuous and of such nature and duration as to provide the experience necessary to meet the student's occupational objectives. Supervised occupational experience is an integral part of the vocational agriculture program that allows students to become actively involved in tasks performed by people in agricultural occupations.
Chapter 125.04 of the Basic School Approval Rules states that each school must have a written curriculum. The curriculum must reflect a comprehensive plan for continuous, sequential and specific instruction.
Agriculture and natural resources vocational education programs shall provide for a minimum of 350 hours of instruction per school year. Programs or career objectives for less than 350 hours per school year may be approved upon application and Justification to the Bureau of Adult and Secondary Vocational Education. Actual hours of instruction for each student will be determined by the individual's ability to meet basic core competencies as identified in the approved competency-based curriculum. ALL third party time and task requirements will be adhered to as per their statute and regulations.
The program shall be in compliance with all applicable State and Federal regulations including facility and personnel licensing requirements.
The maximum number of students in a program will be governed by the size of the facility as set forth in the State Board of Education School Building Construction Rules, Chapter 061, will vary depending on the potential hazard the use of equipment presents, the type of instruction necessary, the size of the instructional area and the number of work stations available. Minimum enrollment figures shall be established at the time of program approval and must be maintained in order to ensure continuation of the program. Students who are identified as disadvantaged or handicapped may require special services when in regular classes as determined by an I.V.E.P.
Facilities shall be in compliance with the space requirements identified in the State Board of Education's School Building Construction Rules, Chapter 061, with national, state and local health and safety codes and Chapter 125, Regulations Governing Basic School Approval.
Equipment needs may vary from program to program; however, equipment will represent that which is currently used within the occupation. Equipment must be maintained in proper and safe working condition at all times. Sufficient funds for teaching materials and the maintenance of equipment will be budgeted each year. A plan for regular equipment maintenance and repair shall be developed.
Student organizations, sanctioned by the U. S. Office of Education, are viewed as ongoing integral components of vocational education programs. Each vocational program is encouraged to provide students with the opportunity to participate in student Leadership development activities. The designated student organization for agriculture and natural resources education is (FFA) Future Farmers of America.
Progress must identify Licensing and certification requirements necessary for the instructor of each proposed program. individual instructors must be certified in accordance with Title 20-A, MRSA, Chapter 502 and DE implementing rules (Chapters 113, 114, 115, 115A, 116, 118A) in the subject areas to be taught.
It is the responsibility of the teacher to obtain and maintain Maine certification. Teachers should contact their Local superintendent's office or the support team for information concerning certification.
Each program shall establish and maintain an active advisory committee with representation from the broad scope of the industry and community.
Technical assistance will be provided by the Agriculture and Natural Resources Consultant.
STANDARD CRITERIA FOR ALLIED HEALTH OCCUPATIONS
Health occupations render supportive services to the health professions - e.g. nursing, medical, and dental. Employment in this discipline is available in a wide variety of settings, including health care facilities, community health agencies, professional offices and clinics.
Programs in allied health occupations shall be of sufficient duration to provide students with the knowledge and skills required at the job-entry Level.
Courses shall be scheduled progressively according to their complexity. Entrance into advanced or specialized courses shall require satisfactory completion of basic or "core" courses offered earlier in the program.
Chapter 125.04 of the Basic School Approval Regulations states that each school shall have a written curriculum. The curriculum shall reflect a comprehensive plan for continuous, sequential and specific instruction.
The cluster curriculum way lead to the specialty curricula based upon the student's career objective or to an integrated approach utilizing the core curriculum taught in conjunction with a specialty area.
Each program shall be developed around a statement of philosophy which Is consistent with the philosophy of the vocational center or region.
The conceptual framework for the curriculum shall reflect the philosophy of the educational program and shall be relevant to the objectives of the program.
Entry-level competencies shall be in place for each health occupations course and shall reflect the philosophy and objectives of the educational program.
Learning experiences and methods of instruction shall be selected by the program instructors to most effectively accomplish the stated competencies for each program.
Each course shall include planned, supervised clinical experience as a required part of the educational program. This experience shall be supervised by a qualified clinical instructor to ensure that the experiences are educationally oriented and appropriate to meet student objectives. State and Federal certification requirements shall be met.
Instructional materials and resources shall be accurate in content and reflect current concepts and practices of the health care industry; the quantity shall be sufficient to meet curriculum and student needs; they shall be updated periodically.
The curriculum shall be organized to provide sit students with the necessary knowledge, skills and behaviors required for entry level employment in the selected field within the legally defined scope of practice.
The program will ensure that all students are provided with equal learning and placement opportunities.
A minimum of 350 hours shall be provided for each year of an allied health occupations program encompassing the core curriculum and including a specialty curricula on a career objective basis. Actual hours of instruction for each student will be determined by the individual's ability to meet basic core competencies as identified in the approved competency-based curriculum. All thirdparty time and task requirements wilt be adhered to as per their statutes and regulations.
Short-term courses may be offered to meet specified needs of students and/or the industry. They must be justifiable through the Local application section and meet all state and federal guidelines and requirements.
The program shall be in compliance with all applicable state and federal regulations including facility and personnel Licensing requirements.
Teacher/student ratios
Facilities shall be in compliance with the space requirements identified in the State Board of Education School Building Construction Rules, Chapter 061, with national, state and local health and safety codes and Chapter 125, Regulations Governing Basic School Approval.
Equipment needs may vary from program to program; however, equipment will represent that which is currently used within the occupation. Equipment must be maintained in proper and safe working condition at all times. sufficient funds for teaching materials and the maintenance of equipment will be budgeted each year. A plan for regular equipment maintenance and repair shall be developed.
Student organizations, sanctioned by the U. S. Office of Education, are viewed as ongoing integral components of vocational education programs. Each vocational program is encouraged to provide students with the opportunity to participate in student leadership development activities. The designated student organization for allied health occupations is Health Occupations Students of America (HOSA).
Programs must identify licensing and certification requirements necessary for the instructor of each proposed program. Each instructor must be certified in accordance with Title 20-A, MRSA, Chapter 502 and DE implementing rules (Chapters 113, 114, 115, 115A, 116, 118A) in the subject area to be taught.
It is the responsibility of the teacher to obtain and maintain Maine certification. Teachers should contact their local support system for information concerning certification.
Additionally, health occupations teachers must meet State Board of Nursing regulations for teaching and supervising unlicensed nursing personnel.
Each program shall establish and maintain an active advisory committee with representation from the broad scope of the industry and community.
Technical assistance wilt be provided by the Health Occupations Education Consultant.
STANDARD CRITERIA FOR BUSINESS EDUCATION
(Vocationally Funded)
Business education is a broad comprehensive discipline. The instructional program encompasses primarily:
The responsibility of vocational business education programs is to educate students for meaningful employment in business and office occupations as well as for post-secondary studies.
The major objectives of business education are:
The vocational business education program of study wilt be comprehensive and shall include one or more of the prescribed occupations which are:
Executive/Administrative Assistant Office Occupations Business AdministrationCourses of study shall include:
Grade 11
Advanced Typewriting Applications
Accounting I
Shorthand I
Grade 12
Advanced Shorthand or Machine Transcription
Office systems and Procedures
Computer Applications
Grade 11
Advanced Typewriting Applications
Office Technology
Accounting I
Grade 12
Automated Accounting
Office Systems and Procedures
Computer Applications
Grade 11
Accounting I
Management/Economics
Computer Applications
Grade 12
Automated Accounting
Low
Business Administration Techniques and Practices
Pre-requisites for vocational business programs:
Keyboarding
Computer Proficiency
Applications for unique programs wilt be considered by the Bureau of Adult and Secondary Vocational Education.
Chapter 125.04 of the Basic School Approval Regulations states that each school shall have a written curriculum. The curriculum shall reflect a comprehensive plan for continuous, sequential, and specific instruction.
Business vocational education programs shall provide for a minimum of 350 hours of instruction per school year. Programs or career objectives for less than 350 hours per school year may be approved upon application and justification to the Bureau of Adult and Secondary Vocational Education. Actual hours of instruction for each student will be determined by the individual's ability to meet basic core competencies as identified in the approved competency-based curriculum. All third party time and task requirements will be adhered to as per their statute and regulations.
The maximum number of students in a program will be governed by the size of the facility as set forth in the State Board of Education School Building Construction Rules, Chapter 061, and will vary depending an the potential hazard the use of equipment presents, the type of instruction necessary, the size of the instructional area and the number of work stations available. Minimum enrollment figures shall be established at the time of program approval and must be maintained in order to ensure continuation of the program. students who are identified as disadvantaged or handicapped may require special services when in regular classes as determined by an I.V.E.P.
Facilities shall be in compliance with the space requirements identified in the State Board of Education School Building Construction Rules, Chapter 061, with national, state and local health and safety codes and Chapter 125, Regulations Governing Basic School Approve(.
Equipment needs may vary from program to program; however, equipment will represent that which is currently used in business and industry. Equipment must be maintained in proper and safe working condition at all times. Sufficient funds for teaching materials and the maintenance of equipment will be budgeted each year. A plan for regular equipment maintenance end repair shall be developed.
Student organizations, sanctioned by the U. S. Office Of Education, are viewed as ongoing integral components of vocations( education programs. Each vocational program is encouraged to provide students with the opportunity to participate in student leadership development activities. Designated student organization for business education Is Future Business Leaders of America (FBLA).
Programs must Identify licensing and certification requirements necessary for the instructor of each proposed program. 'Each instructor must be certified in accordance with Title 20-A, MRSA, Chapter 502 and DE implementing rules (Chapters 113, 114, 115, 115A, 116, 118A) in the subject area to be taught.
It is the responsibility of the teacher to obtain and maintain Maine certification. Teachers should contact the superintendent's office or their local support system for information concerning certification.
Each program shall establish and maintain an active advisory committee with representation from the broad scope of business, industry, and community.
Technical assistance will be provided by the Business Education Consultant.
STANDARD CRITERIA FOR VOCATIONAL CHILD CARE PROGRAMS
This instructional program prepares individuals for occupations in child care and guidance, foster care/family day care, and teacher assistance. (When employed in these areas, the individual will be under the supervision of professional personnel.) It includes instruction in child growth and development; nutrition; program planning and management; safety and behavior guidance; recreational and play activities; child abuse and neglect; special needs children; interpersonal relationships; laws, regulations, and policies relating to child care services; maintenance of children's environments; preparation for employment, and career and professional development.
Vocational child care programs shall be offered for the Length of time necessary to provide trainees with the necessary skills and knowledge required at the job entry level. Supervised laboratory experience shall be an integral part of the course or program. These courses may be offered to in-school youth or out-of-school youth and adults and are designed to prepare individuals for employment.
Chapter 125.04 of the Basic School Approval Regulations states that each school shall have a written curriculum. The curriculum shall reflect a comprehensive plan for continuous, sequential and specific instruction.
Vocational child care programs shall be designed in accordance with the standards of the occupation in order that an individual may enter and advance within the occupation. The State Curriculum Guide for Vocational Child Care is available from the Consultant for Vocational Child Care programs.
Content for all programs shall be derived from a validated occupational analysis.
Curriculum content shall be revised periodically with input from the program's advisory committee to assure that the program is updated to meet changing labor market, technology, and worker requirements.
Courses may be scheduled to meet the needs of individual programs, but 60% of the time must include lab or lab-related experiences and total course time must be at total 350 hours yearly. Actual hours of instruction for each student will be determined by the individuals ability to meet basic core competencies as Identified In the approved competency-based curriculum. All third party time and task requirements will be adhered to as per their statute and regulations.
Two-year programs are highly recommended to provide additional opportunities for advanced laboratory work and community-based work experiences, development of more advanced management skills and entrepreneurship training.
The program shall be in compliance with all applicable state/federal regulations including facility/personnel licensing requirements.
The maximum number of students in a program wilt be governed by the size of the facility as set forth in the State Board of Education Building Construction Rules, Chapter 061, will vary depending on the potential hazard the use of equipment presents, the type of instruction necessary, the size of the instructional area and the number of work stations available. Minimum enrollment figures shall be established at the time of program approval and must be maintained in order to ensure continuation of the program. Students who are identified as disadvantaged or handicapped may require special services when in regular classes as determined by an I.V.E.P.
The maximum number of pre-schoolers to be accepted in the laboratory nursery school shall not exceed sixteen (16) per session and in no case shall exceed two (2) pre-schoolers to each vocational student.
Facilities shall be in compliance with the space requirements identified in the State Board of Education School Building Construction Rules, Chapter 061. with national, state and local health and safety codes and Chapter 125, Regulations Governing Basic School Approval.
In addition, the minimum standards for licensed day care facilities must be met.
Equipment needs may very from program to program; however, equipment will represent that which is currently used within the occupation. Equipment must be maintained in proper and safe working condition at all times. Sufficient funds for teaching materials and the maintenance of equipment will be budgeted each year. A plan for regular equipment maintenance and repair shall be developed.
Student organizations, sanctioned by the U. S. Office of Education, are viewed as ongoing integral components of vocational education programs. Each vocational program is encouraged to provide students with the opportunity to participate in student leadership development activities. The designated student organizations for child care programs education is Future Homemakers of America/Home Economics Related Occupations (FHA/HERO) and Vocational Industrial Clubs of America (VICA).
Programs must identify licensing and certification requirements necessary for the instructor of each proposed program. Each instructor must be certified in accordance with Title 20-A, MRSA, Chapter 502 and DE implementing rules (Chapters 113, 114, 115, 115A, 116, 118A) in the subject area to be taught.
It is the responsibility of the teacher to obtain and maintain Maine certification. Teachers should contact the superintendent's office or their local support system for information concerning certification.
In addition, teachers must meet any requirements imposed by the Department of Human Services relative to the supervision of young children.
Each program shall establish and maintain an active advisory committee with representation from the broad scope of the industry and community.
Technical assistance will be provided by the Child Care Program Education Consultant.
STANDARD CRITERIA FOR COMPUTER INFORMATION PROCESSING
Advances in computer technology have brought about significant changes in how business and industry operate in today's world. The volume of information, as well as speed of access to that information, necessitates a need to train a wide range of students to understand, analyze, solve, and make decisions concerning business activities.
The responsibility of the Computer Information Processing program will be to educate students for meaningful employment in computer-related occupations as well as for post-secondary studies.
The major objectives are:
The program of study wilt provide for advanced, experience utilizing computer equipment and will also contain cognitive and effective domain objectives to provide entry-level skills for computer-related occupations. Course of study will include the following categories but need not be limited to them.
Chapter 125.04 of the Basic School Approval Regulations states that each school shall have a written curriculum. The curriculum shall reflect a comprehensive plan for continuous, sequential and specific instruction. Computer information Processing will be a course of study that provides students the opportunity to acquire concepts, attitudes, and entry-level skills essential for working in computer-related occupations. It will provide the students an opportunity to simulate the manner in which computers are used in problem solving and decision making as they rotate to business functions and activities. The program will focus on the knowledge required to accomplish computer information processing tasks.
Computer information processing vocational education programs shall provide for a minimum of 350 hours of instruction per school year. Programs or career objectives for less than 350 hours per school year may be approved upon application and justification to the Bureau of Adult and Secondary Vocational Education. Actual hours of instruction for each student will be determined by the individual's ability to meet basic core competencies as identified in the approved competency-based curriculum. ALL third party time and task requirements wilt be adhered to as per their statute and regulations.
The maximum number of students in a program will be governed by the size of the facility as set forth in the State Board School Building Construction Rules, Chapter 061, and will vary depending on the potential hazard the use of equipment presents, the type of instruction necessary, the size of the instructional area and the number, of work stations available. Minimum enrollment figures shall be established at the time of program approval and must be maintained in order to ensure continuation of the program. Students who are identified as disadvantaged or handicapped may require special services when in regular classes as determined by an I.V.E.P.
Facilities shall be in compliance with the space requirements identified in the State Board of Education School Building Construction Rules, Chapter 061, with national, state and local health and safety codes and Chapter 125, Regulations Governing Basic School Approval.
Equipment needs way vary from program to program; however, equipment will represent that which is currently used within the occupation. Equipment must be maintained in proper and safe working condition at all times. Sufficient funds for teaching materials and the maintenance of equipment will be budgeted each year. A plan for regular equipment maintenance and repair shall be developed.
Student organizations, sanctioned by the U. S. Office of Education, are viewed as ongoing integral components of vocational education programs. Each vocational program is encouraged to provide students with the opportunity to participate in student leadership development activities. Designated student organization for computer information processing is future Business Leaders of America (FBLA).
Programs must identify Licensing and certification requirements necessary for the instructor of each proposed program. Each instructor must be certified in accordance with Title 20-A, MRSA, Chapter 502 and DE implementing rules (Chapters 113, 114, 115, 115A, 116, 118A) in the subject area to be taught.
It is the responsibility of the teacher to obtain and maintain Maine certification. Teachers should contact the superintendent's office or their local support system for information concerning certification.
Each program shall establish and maintain an active advisory committee with representation from the broad scope of business, industry, and community.
Technical assistance will be provided by the Computer Information Processing Education Consultant.
STANDARD CRITERIA FOR COOPERATIVE EDUCATION PROGRAMS
Cooperative vocational education programs may provide cooperative job and occupational training in whatever field there is an occupational need that:
Cooperative education programs may be offered for a one year or a two year period as separate programs or in conjunction with existing approved school based vocational programs as capstone activities. All programs shall make provisions for both job training and supporting related instruction. They shall operate with both components for all students enrolled.
Chapter 125.04 of the Basic School Approval Regulations states that each school shall have a written curriculum. The curriculum shall reflect a comprehensive plan for continuous, sequential and specific Instruction.
A detailed training plan shall be cooperatively developed by the coordinator and the training site sponsor. The training plan shall identify:
This training plan shall constitute the curriculum outline for both the individual job training and job-specific related instruction required for each student.
A written and progressive curriculum stated in measurable terms and reviewed by the program's advisory committee shall be utilized in the delivery of general related instruction.
The program shall be in compliance with all applicable state/federal regulations including facility/personnel licensing requirements.
The placement of cooperative education students on job training sites shall not act to displace full-time workers employed in that establishment.
Facilities shall be in compliance with the space requirements identified in the State Board of Education School Building Construction Rules, Chapter 061, with national, state and local health and safety codes and Chapter 125, Regulations Governing Basic School Approval.
A classroom must be available to the cooperative education teacher for related instruction and an area with a telephone for student consultations, making employer contacts, and the filing of student records shall be provided.
Student organizations, sanctioned by the U. S. Office of Education, are viewed as ongoing integral components of vocational education programs. Each vocational program is encouraged to provide students with the opportunity to participate in student leadership development activities. The designated student organization for cooperative education is Vocational Industrial Clubs of America (VICA).
Programs must identify licensing and certification requirements necessary for the instructor of each proposed program. Each instructor must be certified in accordance with Title 20-A, MRSA, Chapter 502 and DE implementing rules Chapters 113, 114, 115, 115A, 116, 118A) in the subject area to be taught.
It is the responsibility of the teacher to obtain and maintain Maine certification. Teachers should contact the superintendent's office or their local support system or information concerning certification.
Each program shall establish and maintain an active advisory committee with representation from the broad scope of the industry and community.
Technical assistance will be provided by the Cooperative Education Consultant.
STANDARD CRITERIA FOR THE APPROVAL OF FOOD SERVICE
OCCUPATIONAL PROGRAMS
This instructional program prepares individuals in managerial, production, and service skills used in institutional, commercial, or self-owned food establishments or other food industry occupations. Included is instruction in planning, selecting, storing, purchasing, preparing, and serving quantity food and food products; nutritive values; safety and sanitation precautions; use and care of commercial equipment; serving techniques; special diets; and management of food establishments.
Food service career opportunities, goals and objectives and curriculum information are available in the curriculum guide available from the Bureau of Adult and Secondary Vocational Education.
Food service occupational programs shall be offered for the length of time necessary to provide trainees the skills and knowledge required at the job-entry level.
Chapter 125.04 of the Basic School Approval Regulations states that each school shall have a written curriculum. The curriculum shall reflect a comprehensive plan for continuous, sequential and specific instruction.
Cluster curricula includes an integrated foundation of knowledge and skills essential to a broad spectrum of food service occupations as well as exposure to a variety of career options in the field.
Specialty curricula includes education which provides knowledge and skills required of entry level workers in a specified food service occupation.
Each program shall be developed around a statement of philosophy of the vocational center or region.
The conceptual framework for the curriculum shall reflect the philosophy of the educational program and shall be relevant to the objectives of the program.
Entry-level competencies shall be written for each food service course and shall reflect the philosophy and objectives of the educational program.
Learning experiences and methods of instruction shall be selected by the program instructors for the most effective accomplishment of the stated competencies for each program.
Each course shall Include planned, supervised laboratory experience as a required part of the educational program. This experience shall be supervised by qualified instructors to ensure that the experiences are educationally oriented and appropriate to meet student objectives.
Community-based work experience in licensed/accredited institutions is strongly recommended. Such experiences shall be conducted in accordance with applicable Department of Labor regulations.
The program shall be in compliance with all applicable third party requirements including facility/personnel licensing requirements.
A minimum of 350 hours per year shall be provided for the comprehensive food service cluster program and shall include the instructional units listed in the State Curriculum Guide for Food Service. Actual hours of instruction for each student will be determined by the individual's ability to meet basic care competencies as identified in the approved competency-based curriculum. ALL third party time and task requirements will be adhered to as per their statute and regulations.
Short term courses may be offered to meet Local needs. These programs require approval of the Consultant for Food Service Programs, Bureau of Adult and Secondary Vocational Education. A minimum of 350 hours shall be provided for this type of program.
The maximum number of students in a program will be governed by the size of the facility as set forth in the State Board of Education School Building Construction Rules, Chapter 061, and will vary depending on the potential hazard the use of equipment presents, the type of instruction necessary, the size of the instructional area and the number of work stations available. Minimum enrollment figures shall be established at the time of program approval and must be maintained in order to ensure continuation of the program. Students who are identified as disadvantaged or handicapped may require special services when in regular classes as determined by an I.V.E.P.
Facilities shall be in compliance with the space requirements identified in the State Board of Education School Building Construction Rules, Chapter 061, with national, state and local health and safety codes and Chapter 125, Regulations Governing Basic School Approval.
Facilities must meet the State Department of Human Services Licensing requirements for eating and lodging establishments.
Equipment needs may vary from program to program; however, equipment will represent that which is currently used within the occupation. Equipment must be maintained in proper and safe working condition at all times. Sufficient funds for teaching materials and the maintenance of equipment will be budgeted each year. A plan for regular equipment maintenance and repair shall be developed.
Student organizations, sanctioned by the U. S. Office of Education, are viewed as ongoing integral components of vocational education programs. Each vocational program is encouraged to provide students with the opportunity to participate in student Leadership development activities. The designated student organizations for foodservice education programs is Future Homemakers of America/Home Economics Related Occupations (FHA/HERO), or Vocational Industrial Clubs of America (VICA).
Students must meet the following requirements in order to work in food preparation areas and serving areas:
Programs must identify licensing and certification requirements necessary for the instructor of each proposed program. Each Instructor must be certified in accordance with Title 20-A, MRSA, Chapter 502 and DE implementing rules (Chapters 113, 114, 115, 115A, 116, 118A) in the subject area to be taught.
It is the responsibility of the teacher to obtain and maintain Maine certification. Teachers should contact the superintendent's office or their local support system for information concerning certification.
Each program shall establish and maintain an active advisory committee with representation from the broad scope of the industry and community.
Technical assistance will be provided by the Vocational Food Service Program Consultant.
STANDARD CRITERIA FOR MARKETING PROGRAMS
A marketing occupation is one in which employees are engaged primarily in the promoting and merchandising of goods and services. These occupations are commonly found in businesses such as retailing, wholesaling, manufacturing, storing, transporting, financing and service industries.
The objective of marketing education programs shall be to prepare students for employment and/or post-secondary education in the marketing fields.
The marketing program shall be designed to prepare students for employment in marketing careers for which there are existing employment opportunities or for which there are documented anticipated opportunities when the secondary educational program is completed.
The marketing education course shall be comprehensive and shall provide a sequential course of study and experience in the marketing occupations. Work experience in marketing occupations shall be available to students.
Chapter 125.04 of the Basic School Approval Regulations states that each school shall have a written curriculum. The curriculum shall reflect a comprehensive plan for continuous, sequential and specific instruction.
The content for marketing education programs shall be derived from a validated analysis of the functions necessary for the marketing and merchandising of goods and services. The validated analysis shall be updated every 5 years.
A detailed training plan shall be cooperatively developed by the coordinator and the training site sponsor. The training plan shall identify:
This training plan shall constitute the curriculum outline for the individual job training and job-specific related instruction.
The program shall be in compliance with all applicable state/federal regulations including facility/personnel licensing requirements.
The maximum number of students in a program will be governed by the size of the facility as set forth in the State Board School Building Construction Rules, Chapter 061, and will vary depending on the potential hazard the use of equipment presents, the type of instruction necessary, the size of the instructional area and the number of work stations available. Minimum enrollment figures shall be established at the time of program approval and must be maintained in order to ensure continuation of the program. Students who are identified as disadvantaged or handicapped may require special services when in regular classes as determined by an I.V.E.P.
The ratio for the cooperative education component shall be governed by the time available to the instructor to make training station visitations, develop training plans, and evaluate training stations.
Facilities shall be in compliance with the space requirements identified in the State Board of Education School Building Construction Rules, Chapter 061, national, state and local health and safety codes and Chapter 125, Regulations Governing Basic School Approval.
Equipment needs may vary from program to program; however, equipment will represent that which is currently used within the occupation. Equipment must be maintained in proper and safe working condition at all tines. Sufficient funds for teaching materials and the maintenance of equipment will be budgeted each year. A plan for regular equipment maintenance and repair shall be developed.
Student organizations, sanctioned by the U. S. Office of Education, are viewed as ongoing integral components of vocational education programs. Each vocational program is encouraged to provide students with the opportunity to participate in student leadership development activities. The designated student organization for marketing education programs is Distributive Education Clubs of America (DECA).
Programs must identify licensing and certification requirements necessary for the instructor of each proposed program. Each instructor must be certified in accordance with Title 20-A, MRSA, Chapter 502 and DE implementing rules (Chapters 113, 114, 115, 115A, 116, 118A) in the subject area to be taught.
It is the responsibility of the teacher to obtain and maintain Maine certification; Teachers should contact the superintendent's office or their local support system for information concerning certification.
Each program shall establish and maintain an active advisory committee with representation from the broad scope of the industry and community.
Technical assistance will be provided by the Marketing Education Program Consultant.
STANDARD CRITERIA FOR VOCATIONAL DIVERSIFIED OCCUPATIONAL PROGRAMS
(Special Needs)
The goals of vocational special needs programs are to teach competencies that will lead to entry level employment. The competencies are to be attained through technical and employability skills instruction.
Major components of the program for vocational education for specific and appropriate jobs and community job development are:
The program provides additional or supplemental services as identified by the pupil evaluation team in addition to support services provided by consulting models to mainstreamed vocational education special needs students.
Program sequences may be developed which recognize the unique needs of the special needs student.
Chapter 125.04 of the Basic School Approval Regulations states that each school shall have a written curriculum. The curriculum shall reflect a comprehensive plan for continuous, sequential and specific instruction.
The program shall be in compliance with all applicable state/federal regulations Including facility/personnel requirements.
The placement of special needs students in community based work sites shall not displace full-time workers employed in that establishment.
Programs designed for special needs students shall be in accordance with the occupation into which students are being oriented. An occupational analysis shall be utilized to identify those experiences and areas of knowledge to be included in instruction. Consideration shall be given to the unique needs and capabilities of the beneficiaries of the program.
The following steps must be followed for recruitment, enrollment and placement of special needs students:
The maximum number of students in a program will be governed by the size of the facility as set forth in the State Board School Building Construction Rules, Chapter 061, and will vary depending on the potential hazard the use of equipment presents, the type of instruction necessary, the size of the instructional area and the number of work stations available. Minimum enrollment figures shall be established at the time of program approval and must be maintained in order to ensure continuation of the program. Students who are identified as disadvantaged or handicapped may require special services when in regular classes as determined by an I.V.E.P.
The student-teacher ratio will depend on the severity of the handicapping condition of the students enrolled in the program. Programs are expected to conform to applicable state and federal regulations for special education students.
Facilities shall be in compliance with the space requirements identified in the State Board of Education School Building Construction Rules, Chapter 061, with national, state and local health and safety codes and Chapter 125, Regulations Governing Basic School Approval.
Equipment needs may vary from program to program; however, equipment will represent that which is currently used within the occupation. Equipment must be maintained in proper and safe working condition at all times. Sufficient funds for teaching materials and the maintenance of equipment will be budgeted each year. A plan for regular equipment maintenance and repair shall be developed.
Student organizations, sanctioned by the U. S. Office Of Education, ore viewed as ongoing integral components of vocational education programs. Each vocational program is encouraged to provide students with the opportunity to participate in student leadership development activities.
Programs must identify licensing and certification requirements necessary for the instructor of each proposed program.. Each instructor must be certified in accordance with Title 20-A, MRSA, Chapter 502 and DE implementing rules (Chapters 113, 114, 115, 115A, 116, 118A) in the subject area to be taught.
It is the responsibility of the teacher to obtain and maintain Maine certification. Teachers should contact the superintendent's office or their local support system for information concerning certification.
Each program shall establish and maintain an active advisory committee with representation from the broad scope of the industry.
Technical assistance will be provided by the Special Needs Students Consultant.
STANDARD CRITERIA FOR TRADE AND INDUSTRY
Trade and industrial education includes any offering which is necessary to develop the manipulative skills, technical knowledge and rotated instruction for employment in any craft, skilled trade, single skilled or semiskilled occupation. These occupations may function in the designing, producing, processing, fabricating, assembling, testing, modifying, maintaining, servicing of any product or commodity. It may also include any other occupation or combination of occupations that are usually considered to be trade, technical, or industrial.
The program offered may be specific in nature, preparing learners for specific jobs or for specific occupations. They may also be broader based and prepare learners for a group of closely related occupations. They must be based on known or projected employment opportunities and provide the skills, processes and knowledge necessary for participants to become entry level workers. Preparation for post-secondary education may take place within the context of trade and industrial programs.
Trade and industrial courses and program offerings may be for varying lengths of time. They must be designed in accordance with the standards of the occupation they represent and be of sufficient length in time to assure the acquisition of entry-level skills for their participants.
They shall be developed or maintained in response to employment opportunities and utilize a current field-validated occupations analysis as its curriculum design base. An individual student's course of study may be flexible but must be directed to previously identified career objectives in a manner that leads to progressive skill and development of knowledge and toward individual career objectives.
Trade and industrial programs shall include both classroom and laboratory experiences. Field experiences may be utilized as part of the laboratory requirement.
Chapter 125.04 of the Basic School Approval Regulations states that each school shall have a written curriculum. The curriculum shall reflect a comprehensive plan for continuous, sequential and specific instruction.
Trade and industrial vocational education programs shall provide for a minimum of 350 hours of instruction per school year. Programs or career objectives for less than 350 hours per school year may be approved upon application and justification to the Bureau of Adult and Secondary Vocational Education. Actual hours of instruction for each student wilt be determined by the individual's ability to meet basic core competencies as identified in the approved competency-based curriculum. All third party time and task requirements wilt be adhered to as per their statute and regulations.
The program shall be in compliance with all state/federal regulations including facility/personnel requirements.
The maximum number of students in a program wilt be governed by the size of the facility as set forth in the State Board of Education School Building Construction Rules, Chapter 061, and wilt vary depending on the potential hazard the use of equipment presents, the type of instruction necessary, the size of the instructional area and the number of work stations available. Minimum enrollment figures shall be established at the time of program approval and must be maintained in order to ensure continuation of the program. Students who are identified as disadvantaged or handicapped may require special services when in regular classes as determined by an I.V.E.P.
Facilities shall be in compliance with the space requirements identified in the State Board of Education School Building Construction Rules, Chapter 061, with national, state and local health and safety codes and Chapter 125, Regulations Governing Basic School Approval.
Equipment needs may vary from program to program; however, equipment wilt represent that which is currently used within the occupation. Equipment must be maintained in proper and safe working condition at all times. Sufficient funds for teaching motorists and the maintenance of equipment wilt be budgeted each year. A plan for regular equipment maintenance and repair shall be developed.
Student organizations, sanctioned by the U. S. Office of Education, ore viewed as ongoing integral components of vocational education programs. Each vocational program is encouraged to provide students with the opportunity to participate in student leadership development activities. The designated student organization for trades and industrial education is Vocational Industrial Clubs of America (VICA).
Programs must identify licensing and certification requirements necessary for the instructor of each proposed program. Each instructor must be certified In accordance with Title 20-A, MRSA, Chapter 502 and DE implementing rules (Chapters 113, 114, 115, 115A, 116, 118A) in the subject area to be taught.
It is the responsibility of the teacher to obtain and maintain Maine certification. Teachers should contact the superintendent's office or their local support system for information concerning certification.
Each program shall establish and maintain an active advisory committee with representation from the broad scope of the industry and community.
Technical assistance will be provided by the Trade and Industrial Education Consultant.
Standards for Vocational Programs
Funded Through General Purpose Aid
Programs in this section of the document include those funded under state general purpose aid. They focus on living skills, vocational exploration and career decision-making.
MINIMUM STANDARDS FOR AGRICULTURE EDUCATION PROGRAMS FUNDED
BY GENERAL PURPOSE AID
Courses may be offered at the secondary level designed to meet the needs of students who ore preparing to enter agricultural/ agribusiness occupations or to pursue training at a post-secondary level. Secondary school instructional programs in agriculture may be from one to four years in duration.
Occupational experience programs should be continuous and of such nature and duration as to provide the experience necessary to meet the student's occupations objectives. Supervised occupational experience is an integral part of the vocational agriculture program that allows students to become actively involved in tasks performed by people in agricultural occupations.
Chapter 125.04 of the Basic School Approval Regulations states that each school shall have a written curriculum. The curriculum shall reflect a comprehensive plan for continuous, sequential and specific instruction.
The maximum number of students in a program will be governed by the size of the facility as set forth in the State Board of Education School Building Construction Rules, Chapter 061, and will vary depending on the potential hazard the use of equipment presents, the type of instruction necessary, the size of the instructional area and the number of work stations available. Minimum enrollment figures shall be established at the time of program approval and must be maintained in order to ensure continuation of the program. Students who are identified as disadvantaged or handicapped may require special services when in regular classes as determined by an I.V.E.P.
Facilities shall be in compliance with the space requirements Identified in the State Board of Education School building Construction Rules, Chapter 061, with national, state and local health and safety codes and Chapter 125, Regulations Governing Basic School Approval.
Equipment needs may vary from program to program; however, equipment will represent that which is currently used within the occupation. Equipment must be maintained in proper and safe working condition at all times. Sufficient funds for teaching materials and the maintenance of equipment mitt be budgeted each year. A plan for regular equipment maintenance and repair shall be developed.
Student organizations, sanctioned by the U. S. Office of Education, are viewed as ongoing integral components of vocational education programs. Each vocational program Is encouraged to provide students with the opportunity to participate in student leadership development activities. Designated student organization for agriculture and natural resources education is Future Farmers of America (FFA).
Programs must identify licensing and certification requirements necessary for the instructor of each proposed program. Each Instructor must be certified In accordance with Title 20-A, MRSA, Chapter 502 and DE implementing rules (Chapters 113, 114, 115, 115A, 116, 118A) in the subject area to be taught.
It Is the responsibility of the teacher to obtain and maintain Maine certification. Teachers should contact their Local support system for information concerning certification.
Each program shall establish and maintain an active advisory committee with representation from the broad scope of the industry and community.
Technical assistance will be provided by the Agriculture and Natural Resources Consultant.
STANDARD CRITERIA FOR BUSINESS EDUCATION
(General Purpose Subsidy)
Business education is a broad comprehensive discipline. The instructional program encompasses primarily:
The responsibility of vocational business education programs is to educate students for meaningful employment in business and office occupations as wall as for post-secondary studies.
The major objectives of business education are:
The vocational business education program of study will be comprehensive and shall include one or more of the prescribed occupations which are:
Executive/Administrative Assistant Office Occupations Business AdministrationCourses of study shall include:
Grade 11
Advanced Typewriting Applications
Accounting I
Shorthand I
Grade 12
Advanced Shorthand or Machine Transcriptions
Office Systems and Procedures
Computer Applications
Grade 11
Advanced Typewriting Applications
Office Technology
Accounting I
Grade 12
Automated Accounting
Office Systems and Procedures
Computer Applications
Grade 11
Accounting I
Management/Economics
Computer Applications
Grade 12
Automated Accounting
Law
Business Administration Techniques and Practices
Chapter 125.04 of the Basic School Approval Regulations states that each school shall have a written curriculum. The curriculum shall reflect a comprehensive plan for continuous, sequential and specific instruction.
The maximum number of students in a program will be governed by the size of the facility as set forth In the State Board of Education School Building Construction Rules, Chapter 061, and will vary depending an the potential hazard the use of equipment presents, the type of instruction necessary, the size of the instructional area and the number of work stations available. Students who are identified as disadvantaged or handicapped may require special services when in regular classes as determined by an I.V.E.P.
Facilities shall be in compliance with the space requirements identified in the State Board of Education School Building Construction Rules, Chapter 061, with national, state and local health and safety codes and Chapter 125, Regulations Governing Basic School Approval.
Equipment needs may vary from program to program; however, equipment will represent that which is currently used In business and industry. Equipment must be maintained in proper and safe working condition at all times. Sufficient funds for teaching materials and the maintenance of equipment will be budgeted each year. A plan for regular equipment maintenance and repair shall be developed.
Student organizations, sanctioned by the U. S. Office of Education, are viewed as ongoing integral components of vocational education programs. Each vocational program is encouraged to provide students with the opportunity to participate in student leadership development activities. Designated student organization for business education is Future Business Leaders of America (FBLA).
Programs must identify licensing and certification requirements necessary for the instructor of each proposed program. Each instructor must be certified in accordance with Title 20-A, MRSA, Chapter 502 and DE implementing rules (Chapters 113, 114, 115, 115A, 116, 118A) in the subject area to be taught.
It is the responsibility of the teacher to obtain and maintain Maine certification. Teachers should contact the superintendent's office or their local support system for information concerning certification.
Each program shall establish and maintain an active advisory committee with representation from the broad scope of the industry and community.
Technical assistance wilt be provided by the Business Education Consultant.
STANDARD CRITERIA FOR CONSUMER AND HOME ECONOMICS EDUCATION PROGRAMS
Consumer and home economics education is an educational program designed to provide individuals and families with knowledge and skills to meet the challenges of every day living and attain optimum quality of life. It prepares mates and females, youth and adults, for the dust roles of homemaker/wage-earner in a way that eliminates sex bias and sex stereotyping.
To qualify as an approved Consumer and Home Economics Education Program, a school district shall offer instruction in each of the following areas: Consumer Education, Human Development and Family. Living, Child Development and Parenting, Nutrition and Food Management, Clothing Management, Textiles and Design (including all functional uses of textile products), Housing and Living Environments, Family Economics and Resource Management, and Career Awareness and Exploration of Nome Economics Related Occupations.
The program shall be designed to:
An approved consumer and home economics program shall be offered in middle/junior high school and/or for a minimum of three years in grades 9-12 and shall include those content areas identified in Section I - SCOPE. Courses may be offered as full year comprehensive, semester, or quarterly offerings.
Chapter 125.04 of the Basic School Approval Regulations states that each school shall have a written curriculum. The curriculum shall reflect a comprehensive plan for continuous, sequential and specific instruction.
The maximum number of students in a program will be governed by the size of the facility as set forth in the State Board of Education School Building Construction Rules, Chapter 061, and will vary depending on the potential hazard the use of equipment presents, the type of instruction necessary, the size of the instructional area and the number of work stations available. The recommended maximum students per instructor in a home economics laboratory is sixteen. Minimum enrollment figures shall be established at the time of program approval and must be maintained in order to ensure continuation of the program. Students who are identified as disadvantaged or handicapped may require special services when in regular classes as determined by a Pupil Evaluation Team through an Individual Education Plan.
Facilities shall be in compliance with the space requirements identified in the State Board of Education School Building Construction Rules, Chapter 061, with national, state and local health and safety codes and Chapter 125, Regulations Governing Basic School Approval.
There shall be space for the effective teaching of all phases of a consumer and home economics program including sufficient storage of teaching materials, equipment and supplies. Equipment must be maintained in proper and safe working condition at all times. Sufficient funds for teaching motorists and the maintenance of equipment will be budgeted each year. A plan for regular equipment maintenance and repair shall be developed.
Student organizations, sanctioned by the U. S. Office of Education, are viewed as ongoing integral components of vocational education programs. Each vocational program is encouraged to provide students with the opportunity to participate in student Leadership development activities. Designated student organization for consumer and home economics education is Future Homemakers of America/Home Economics Rotated Occupations (FHA/HERO).
Programs must identify licensing and certification requirements necessary for the instructor of each proposed program. Each instructor must be certified in accordance with Title 20-A, NASA, Chapter 502 and DE implementing rules (Chapters 113, 114, 115, 115A, 116, 118A) in the subject area to be taught.
It is the responsibility of the teacher to obtain and maintain Maine certification. Teachers should contact the superintendent's office or their local support system for information concerning fortification.
Each program shall establish and maintain an active advisory committee with representation from the broad scope of the industry and community.
Technical assistance will be provided by the Consumer and Home Economics Education Consultant.
CONSUMER AND HOME ECONOMICS
EDUCATION GRANT-ELIGIBLE PROGRAMS
The Carl D. Perkins Vocational Education Act of 1984 ( P.L. 98-524) provides funding for the improvement, expansion, or updating of vocationally approved consumer and home economics programs, grades 7 - 12 "falling within an economically depressed area." In accordance with this provision, money is available through the competitive grant process.
MINIMUM STANDARDS FOR
TECHNOLOGY EDUCATION (Industrial Arts)
Technology Education (Industrial Arts) is a comprehensive educational program concerned with the technical means, evolution, utilization, and significance of industry. It studies the organization, personnel systems, techniques, resources, and products including their social/cultural impact.
Technology Education (Industrial Arts) program content is based upon:
Chapter 125.04 states, "Each school shall have a written curriculum approved by the commissioner."
Chapter 127.02 defines, "Curriculum shall mean a written document which includes the totality of the school syllabi. The curriculum shall reflect a comprehensive plan for continuous, sequential and specific instruction." (MRSA - 20-A, Chapters 125 and 127)
Instructional content shall be drawn from one or more of the following areas:
Technology Education (Industrial Arts) classes shall meet the same number of minutes per week as any other course in grades 9-12. Other scheduling arrangements may be approved by the office of Technology Education/Industrial Arts in the Bureau of Adult and Secondary Vocational Education.
Each school unit and the elementary and secondary schools within it shall meet all requirements of Title 20A, Maine revised statutes, other statutes and rules applicable to the operation of public schools and the requirements of this ruts. (Chapter 125.03, MRSA 20-A)
The maximum number of students in a program wilt be governed by the size of the facility as set forth in the State Board of Education school Building Construction Rules, Chapter 061, and wilt very depending on the potential hazard the use of equipment presents, the type of instruction necessary, the size of the instructional area and the number of work stations available. The recommended maximum students per instructor in a laboratory is sixteen. Students who are identified as disadvantaged or handicapped way require special services when in regular classes as determined by a Pupil Evaluation Team through an Individual Education Plan.
Facilities shall be in compliance with the space requirements identified in the State Board of Education School Building Construction Rules, Chapter 061, with national, state and local health and safety codes and Chapter 125, Regulations Governing Basic School Approval.
Equipment needs may vary based on Local program needs; however, equipment and materials should be of such a variety as to offer a varied and wide-range of laboratory experiences.
Equipment shall be routinely maintained in good, safe working condition Including appropriate guarding and space requirements.
Effective and current technology teaching materials, toots, and equipment for instructional purposes shot( be provided including books, other printed motorists, audio-visuals, and new and emerging technologies.
Student organizations, sanctioned by the U. S. Office of Education, are viewed as ongoing integral components of vocational education programs. Each vocational program is encouraged to provide students with the opportunity to participate in student leadership development activities. Designated student organization for technology education (industrial arts) is Technology Student Association (TSA).
Programs must identify licensing and certification requirements necessary for the instructor of each proposed program. Each instructor must be certified in accordance with Title 20-A, MRSA, Chapter 502 and DE implementing rules (Chapters 113, 114, 115, 115A, 116, 118A) in the subject area to be taught.
It is the responsibility of the teacher to obtain and maintain Maine certification. Teachers should contact the superintendent's office or their local support system for information concerning certification.
Technical assistance wilt be provided by the Technology Education (Industrial Arts) Consultant.
C.M.R. 05, 071, ch. 232
STATUTORY AUTHORITY: Title 20-A governing education*and other state and federal regulations; e.g., P.L. 98-524, Carl D. Perkins Vocational Education Act. Section 504 of the Rehabilitation Act, Chapter 125, Regulations Governing Basic School Approval and Chapter 127 Instruction Requirements and Graduation Standards of the Education Reform Act.