Advisory Committee Glossary

[http://wdr.doleta.gov/directives/attach/TEGL15-10a2.pdf])

Basic Skills – Basic academic and tutorial services designed to increase literacy levels, upgrade literacy, and improve listening and speaking skills.

BEST Plus – BEST Plus is an adaptation of the Basic English Skills Test (BEST) oral interview. BEST Plus comes in two versions—a computer-adaptive assessment on CD or a semi-adaptive print-based version. Both versions are administered as a face-to-face oral interview.

Bridge Programs – Postsecondary programs designed to prepare academically under-prepared and under-served populations to enter credit-based academic courses, often by teaching remedial or basic skills in the context of occupational skills.

Career Academies – Operating as schools within schools, career academies are small learning communities which are organized around such themes as health, business and finance, computer technology, and the like. Academy students take classes together, remain with the same group of teachers over time, follow a curriculum that includes both academic and career-oriented courses, and participate in work internships and other career-related experiences outside the classroom. Over time, improving the rigor of academic and career-related curricula has become an increasingly prominent part of the career academies agenda.

Career and Technical Student Organizations (CTSO) – The purpose of career and technical student organizations is to provide additional opportunities for secondary and/or postsecondary students to develop competencies for occupations. The CTSO can be an integral part of the instructional program and in addition can promote a sense of civic and personal responsibility. Examples of CTSO include:

• Collegiate DECA – DECA prepares emerging leaders and entrepreneurs for careers in marketing, finance, hospitality and management in high schools and colleges around the globe.
• FBLA-PBL – Future Business Leaders of America (FBLA) is a national career and technical education student organization for secondary students preparing for careers in business or careers in business education. Phi Beta Lambda (PBL) is an organization on the move for postsecondary and collegiate students enrolled or interested in a variety of business programs.
• FCCLA – Family, Career and Community Leaders of America (FCCLA) is the only national career and technical student organization with the family as its central focus. Since 1945, FCCLA members have been making a difference in their families, careers and communities by addressing important personal, work and societal issues through family and consumer sciences education.
• FFA – Colorado Future Farmers of America (FFA) is for youth from 14 to 22 years of age enrolled in agriculture education. The largest student youth organization in America, the FFA is both an intracurricular and integral part of the complete CTE agriculture education program. The Colorado Young Farmer Education Association is a statewide organization of people enrolled in the Young Farmer Program. The Young Farmer Program is usually conducted by local CTE agriculture instructors in addition to their regular high school or college agriculture classes.
• HOSA – Health Occupations Students of America (HOSA) is an organization for students enrolled in health occupations education programs. Through HOSA, students develop leadership and technical skills through a program of motivation, awareness and recognition.
• SkillsUSA – SkillsUSA is a partnership of students, teachers and industry. While working together to ensure America has a skilled work force, SkillsUSA helps every student excel. SkillsUSA serves high school and college students who are enrolled in programs preparing them for technical, skilled and service careers. SkillsUSA adds to students’ technical training by teaching them leadership skills, teamwork, citizenship and character development-all things that go into shaping responsible, reliable employees who will one day become leaders in our workplaces.
• COTSA – The Colorado Technology Student Association (COTSA) is a national non-profit organization devoted exclusively to the needs of elementary, middle and high school students with a dedicated interest in technology. Involvement in TSA benefits teachers as well as students. Relating class activities to local, regional, state and national technology oriented competitive events can be highly motivational for students. The natural interaction between teachers and students provides an excellent learning environment, while working toward common goals.

Career and Technology Education – Organized educational programs offering sequences of courses directly related to preparing individuals for paid or unpaid employment in current or emerging occupations requiring other than a baccalaureate or advanced degree. (Carl D. Perkins Vocational and Technical Education Act, Public Law 105-332)

Career Awareness – Activities designed to help students understand the role of work, one’s own uniqueness, and basic knowledge about career clusters and different occupations.

Career Cluster – “An organizing tool defining CTE using broad clusters of occupations and pathways with validated standards that ensure opportunities for all students regardless of their career goals and interests” (careerclusters.org). States may develop and implement career and technical programs of study in one or more of 16 career clusters that are recognized by the U.S. Department of Education. The 16 career clusters are occupational categories with industry-validated knowledge and skills statements that define what students need to know and be able to do in order to realize success in a chosen field. Within each of the clusters, programs of study (also known as career pathways) have been developed, which outline sequences of academic, career, and technical courses and training that begin as early as ninth grade and lead to progressively higher levels of education and higher-skilled positions in specific industries or occupational sectors.

Career Ladder – A set of occupations that are linked together by common or complementary skills. These linkages provide workers with opportunities to advance and expand recruitment opportunities for employers.

Career Pathway – A Career Pathway represents a grouping of occupations within a cluster that share a base level of common knowledge and skill. Nationally, sample Career Pathways Plans of Study were developed for each of the 79 pathways corresponding to the national 16 Career Clusters. A career pathway is a coherent sequence of rigorous academic and career courses that begins in high school and leads to an associate degree, a bachelor’s degree and beyond, and/or an industry-recognized certificate or license. Career pathways are developed, implemented, and maintained by partnerships involving educators, community leaders, and employers. (Often a synonym for program of study.) In Adult Career Pathways also consists of the guidance, remediation, curricula, and other support elements required to enable career-limited adults to enter the workforce and progress in rewarding careers.

Career Interest Inventory – Carefully constructed questionnaires that enable an individual to identify preferred activities that are then correlated to career clusters.

Carl D. Perkins Career and Technical Education Improvement Act of 2006 (“Perkins Act”) – The Carl D. Perkins Vocational and Technical Education Improvement Act of 2006 provides federal career and technical education funds to the State. The Perkins Act provides federal assistance to secondary and postsecondary CTE programs during the State fiscal year, which is July 1 through June 30 of the each year. In particular, the Perkins Act requires states to:

• Increase opportunities for individuals to keep America competitive;
• Develop challenging academic and technical standards and related, challenging integrated (academic and CTE) instruction;
• Prepare students for high skill, high wage, or high demand occupations in current or emerging professions;
• Promote partnerships (education, workforce boards, business and industry, etc.);
• Provide technical assistance and professional development to teachers/instructors and administrators; and
• Increase state and local accountability.

Certificate (postsecondary level) – A postsecondary certificate program (with occupational field of study specified) is an organized program of study intended to prepare students to enter skilled and/or paraprofessional occupations or to upgrade or stabilize their employment. This program is not intended for transfer to baccalaureate degree programs, but may transfer to Associate Degree Programs. An initial certificate in a program area needs to include the skills, knowledge and competencies required for entry-level employment. Other certificates in the same program need to advance that skill level. (Colorado Community College System, Career and Technical Education Administrators’ Handbook

CIP Code – The Classification of Instructional Programs (CIP) is a taxonomic coding scheme of instructional programs. Its purpose is to facilitate the organization, collection, and reporting of fields of study and program completions.

“Chunked” Curriculum – Chunked curriculum refers to the practice of breaking degrees or certificates into smaller portions or chunks. Each chunk leads to employment and connects to the next chunk, eventually leading to completion of a state-approved professional-technical degree. The major purpose of chunking is to improve the rate of degree completion among community college students by allowing students to complete a degree non-sequentially and non-continually, leading to better wages and career advancement. Chunking is one element in a comprehensive career pathways system. (http://www.worksourceoregon.org/index.php/career-pathways/165-career-pathways-glossary)

Colorado Community College System (CCCS) – The CCCS comprises the state’s largest system of higher education. Its career and academic programs in the 13 state community colleges serve more than 151,000 students annually. (http://www.cccs.edu/)

Colorado Department of Education (CDE) – CDE is the administrative arm of the Colorado State Board of Education. CDE serves Colorado’s 178 local school districts, providing them with leadership, consultation and administrative services on a statewide and regional basis. CDE is comprised of over 40 units, 25 different programs and 300-plus staff members. (http://www.cde.state.co.us/cdecomm/aboutcde.htm)

Colorado Department of Higher Education (CDHE) – CDHE coordinates policy and state resources for the state’s 28 public institutions as well as several hundred proprietary schools and oversees two key loan programs. The Department seeks to ensure that higher education is accessible and affordable to all Coloradoans and helps bring cultural and artistic education opportunities to citizens in each of Colorado’s 64 counties. (http://highered.colorado.gov/dhe.html)

Colorado Technical Act (CTA) – The Career and Technical Act, formerly the Colorado Vocational Act of 1970, CRS 23-8-101, was adopted by the Colorado General Assembly to provide assistance to local school districts operating CTE programs approved by the State Board for Community Colleges and Occupational Education.

Colorado Works – The state welfare reform program that replaced Aid to Families with Dependent Children (AFDC) and the Job Opportunity and Basic Skills (JOBS) programs in Colorado. The Colorado Works program serves low-income families with children by providing income assistance and supportive services to help participants become and remain self-sufficient. Colorado Works is a division of the Office of Self-Sufficiency (OSS) within the Colorado Dept. of Human Services and operates in all counties of Colorado.

Common Core Standards – standards represent a set of expectations for student knowledge and skills that high school graduates need to master to succeed in college and careers. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers.

Communities of Practice – Made up of interested teachers/faculty, administrators and counselors, to focus activity and learning around a particular challenge or promising practice.

Community-Based Organization (CBO) – Community-based organizations are usually non-profits that operate in a local community for the betterment of the community. Many are run on a voluntary basis and are self-funded. Community organizations usually fit into the following categories: community-service and action, health, educational, personal growth and improvement, social welfare, and self-help for the disadvantaged.

Completer Status – Secondary Completer: A secondary student who has completed the required minimum credits within a CTE program where credit and courses are defined in the program approval documentation. Postsecondary Completer: A postsecondary student who has received a CTE certificate or degree within the reporting year. Consult the program approval documentation for the list of CTE awards approved for the program.

Concentration Status – Secondary Concentrator: A secondary student who has completed at least one half of the credits required within any CTE program where credit, course(s), and academic term are defined in the program approval documentation. Postsecondary Concentrator: A postsecondary student who has completed at least 50 percent of the minimum CTE credit hours required within a single CTE program area (defined by CIP code) that terminates in a certificate or degree within the reporting year.

Concurrent Enrollment – Concurrent enrollment is a type of dual enrollment program that allows students to receive college credit before high school graduation. Concurrent enrollment programs (current and previous) include and/or previously included the Postsecondary Enrollment Options program, the Fast College Fast Jobs program, the High School Fast Track program, Concurrent Enrollment (replaces PSEO and Fast Track no later than 2012), and the ASCENT program. The ASCENT and Concurrent Enrollment programs require the school district to pay the tuition of participating students up to the community college tuition rate. Funding to the school districts will occur as outlined in the legislation and rules.

Competency – A specific work task performed on the job or in the classroom. It is a large enough task to be valued in and of itself and is measurable and observable. (Oklahoma Department of Career and Technology Education Glossary

Contextual Learning – Academic content and skills taught by utilizing real-world problems and projects to help students understand the application of knowledge.

Cooperative Learning – A program that allows students who are enrolled in CTE programs to combine classroom studies with structured work-related experiences. Most programs include credit requirements so students can expand their knowledge of, and experience in, an industry while earning credit. (Career Pathways Glossary: Towards a Common Language for Career Pathways in Oregon, 2007. Workforce Oregon)

Common Course Numbering – Colorado was the third state in the nation to implement a community college common curriculum. The community college curriculum has common numbers, titles, descriptions, outlines and learner competencies. This common curriculum allows colleges and secondary schools to develop new programs by accessing descriptions of curriculum already in place. It also ensures ease of transfer between community colleges.

Core Academic Subjects – The term core academic subjects means English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history and geography. (No Child Left Behind [NCLB])

Core lndicators – Perkins-identified areas where student performance must be measured and reported.

Credential – Within the context of education, workforce development, and employment and training for the labor market, the term credential refers to a verification of qualification of competence issued to an individual by a third party with the relevant authority or jurisdiction to issue such credentials (such as an accredited educational institution, an industry recognized association, or an occupational association or professional society). (U.S. Department of Labor, Credential Resource Guide, handout, April 26, 2010 [http://wdr.doleta.gov/directives/attach/TEGL15-10a2.pdf])

CTE – The term career and technical education means organized education activities that offer a sequence of courses that provides individuals with coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in current or emerging professions; provides technical skill proficiency, an industry-recognized credential, a certificate, or an associate degree; may include prerequisite courses (other than a remedial course); and includes competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, occupation-specific skills, and knowledge of all aspects of an industry, including entrepreneurship, of an individual.

CTE Approved Program – The SBCCOE (BP9-30) requires that all institutions seeking state and/or federal funding for secondary CTE programs or postsecondary CTE degree or certificates shall submit such programs for Board approval. The purpose of the program review process is to ensure a program meets the criteria outlined by the SBCCOE in the Colorado Technical Education Act, Colorado Revised Statues 23-8-103, State System of Community Colleges and Occupational Education 23-60-202, 301-307, Board Policy and the Colorado State Perkins Plan. The CCCS CTE Program Approval Process is facilitated by a web-based application that enables users to enter all program information needed for approval and review. (Colorado Community College System, Career and Technical Education Administrators’ Handbook

CTE Industry Sectors – In Colorado, the 17 Career Clusters are organized within six CTE industry sectors:

• Agricultural and Natural Resources
• STEM, Arts, Design and Information Technology
• Skilled Trades and Technical Sciences
• Health Sciences and Public Safety
• Hospitality, Human Services and Education
• Business and Public Administration

Curriculum Mapping – Aligning or “mapping” curriculum to standards to ensure all students arrive at the final destination: mastery of core knowledge.

Discipline Teams – CCCS has organized state-level “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 Colorado Nursing Associations and the American Welding Society to ensure that curriculum is valid and applies to the specific field.

Displaced Homemaker (postsecondary only) – Student is a displaced homemaker if he or she a) (i) has worked primarily without remuneration to care for a home and family and for that reason has diminished marketable skills; (ii) has been dependent on the income of another family member but is no longer supported by that income; or (iii) is a parent whose youngest dependent child will become ineligible to receive assistance under part A of title IV of the Social Security Act not later than 2 years after the date on which the parent applies for assistance under this title; and b) is unemployed or underemployed and is experiencing difficulty in obtaining or upgrading employment.

Dual Enrollment Option – Postsecondary enrollment options allow public school juniors and seniors to enroll in courses at Colorado public institutions of higher education. The intent of the program is two-fold: (1) to provide students with opportunities for additional academic challenge and rigor, and (2) to offer an alternative educational setting which may stimulate interest and motivation in learning. Tuition is paid by the student’s school district when the courses count toward high school graduation.

Economically Disadvantaged – Secondary: Free Lunch or Reduced Lunch Eligible. Student meets the eligibility criteria for free or reduced lunch pursuant to the provisions of the “Federal National School Lunch Act.” For specific guidelines in meeting the criteria for free/reduced lunch, refer to the Rules for the Administration of the Public School Finance Act. Postsecondary:Students who are receiving need-based financial assistance.

Employment First – A federally mandated program designed to ensure that all able-bodied food stamp participants are engaged in activities that will improve their employability. Colorado Employment First is administered by the Colorado Dept. of Human Services. All individuals who apply for food stamps in Colorado and who do not meet federal exemption criteria must participate in Employment First activities such as workfare, adult basic education, GED preparation, literacy, job search classes, and part-time work.

ESL – English as a Second Language

ESOL – English for Speakers of Other Languages

Faculty – Faculty includes the professors, teachers and lecturers of a university or college. Generally, the faculty is responsible for designing and disseminating the plans of study offered by the institution. A body of teachers and administrators in a university can also be called faculty. Faculty can be a division of the university or college. For example, the faculty of law. (http://definitions.uslegal.com/f/faculty-education/). The term is also used at the secondary system.

FBO – Faith based organization

GED (General Educational Development) – A high school equivalency certificate gained by successfully completing assessments in language arts, reading, social studies, science, and mathematics.

High School Diploma (or recognized equivalent) – A document certifying the successful completion of a prescribed secondary school program of studies, or the attainment of satisfactory scores on the General Education Development (GED) test or another state specified examination. (U.S. Department of Labor, Credential Resource Guide, handout, April 26, 2010 [http://wdr.doleta.gov/directives/attach/TEGL15-10a2.pdf])

Individual Career and Academic Plans (ICAP) – Each student must have an ICAP which includes a career planning, guidance and tracking component and a portfolio. The intent of the ICAP policy is to ultimately decrease dropout rates and increase graduation rates by assisting students in developing and maintaining a personalized postsecondary plan that ensures readiness for postsecondary and workforce success. An ICAP should be designed to assist a student and his or her parent or legal guardian in exploring the postsecondary career and educational opportunities available to the student, aligning course work and curriculum, applying to postsecondary education institutions, securing financial aid and ultimately entering the workforce.
Individuals with Disabilities Education Act (IDEA)—The Individuals with Disabilities Education Act (IDEA) is a federal law enacted in 1990 and reauthorized in 1997. It is designed to protect the rights of students with disabilities by ensuring that everyone receives a free appropriate public education (FAPE), regardless of ability. Furthermore, IDEA strives not only to grant equal access to students with disabilities, but also to provide additional special education services and procedural safeguards.

Industry-Recognized—An industry-recognized credential is one that is either developed or offered by, or endorsed by, a nationally recognized industry association or organization representing a sizeable portion of the industry sector or a credential that is sought or accepted by companies within the industry sector for purposes of hiring or recruitment which may include credentials from vendors of certain products.

Internships—Secondary or postsecondary work-based learning for students or educators to provide practical education. Experiences take place in a workplace setting and offer teachers and students the opportunity to see a relationship between curriculum and career choices.

Job Shadowing—A career awareness/exploration opportunity in which a student observes or “shadows” a worker for a designated period of time to learn about that worker’s career.

Knowledge and Skill Statements—Industry validated statements that describe what a learner needs to know and be able to do to demonstrate competence in a given area and, ultimately, be successful in the workplace.

Literacy—An individual’s ability to read, write, and speak in English, compute, and solve problems at levels of proficiency necessary to function on the job, in the family, and in society.

Local Advisory Committee—The planning, development, implementation and evaluation of a CTE program are handled at the local level. CCCS encourages the active involvement of parents, academic and CTE teachers, administrators, faculty, career guidance and academic counselors, local business (including small business), and labor organizations in the planning, development, and implementation of CTE programs. The Local Advisory Committee is typically the forum through which the constituencies named above are included in local CTE program planning, development, implementation and evaluation.

Local Perkins Plan—Since Perkins funds are grant funds, rather than entitlement funds, a Local Plan must be submitted by each local Perkins recipient, each year, that indicates how the funds will be used.

National Career Pathways Network—A membership organization for educators and employers involved in the advancement of career pathways and related education reform initiatives. (http://www.ncpn.info)

Non-Traditional Careers—The term “non-traditional fields” means occupations or fields of work, including careers in computer science, technology, and other current and emerging high skill occupations, for which individuals from one gender comprise less than 25 percent of the individuals employed in each such occupation or field of work. (Perkins IV)

One-Stop Centers—Also called One-Stop Career Centers, One-Stops, or Workforce Centers. Under WIA Title I, the One-Stop Career Center provides information about and access to a wide range of employment, job training, and education services to customers at a single location. One-Stops provide a triage of services to job seekers: core services, intensive services, and individual training accounts (ITA) or vouchers. One-Stops provide core services to all adults, with no eligibility requirements, and provide intensive services for unemployed individuals who can’t find jobs through core services alone. Intensive services include more comprehensive assessments, development of individual employment plans, case management, etc. In cases where individuals receive intensive services and still can’t find jobs, training services directly linked to job opportunities in the local area may be available. These services include on-the-job training, skills upgrading, job readiness training, and adult education and literacy services.

Perkins Performance Metrics—The Perkins Act requires activities funded by Perkins to support improvement of the Perkins performance metrics. CCCS has developed Perkins performance metrics reports that disaggregate data per recipient/per subpopulation and, for some recipients, disaggregates data per program. This data is reported in both percentage and actual count format. These types of disaggregated reports were developed so that the Perkins performance metrics report could be used by teachers and administrators as a tool to help the recipients determine where to focus continuous improvement strategies, activities and Perkins funds. Correctional institutions are exempt from the performance metrics. The eight secondary performance metrics are: academic attainment—reading/language arts; academic attainment—mathematics; technical skill attainment; secondary school completion; student graduation rates; secondary placement; nontraditional participation; and nontraditional completion. The six secondary performance metrics are: technical skill attainment; credential, certificate, or degree; student retention or transfer; student placement; nontraditional participation; and nontraditional completion. (Colorado Community College System, Career and Technical Education Administrators’ Handbook

Plans of Study—Colorado uses the term “Plans of Study” rather than Programs of Study in order to avoid confusion with the term “program” which is already in use. A Plan of Study is a coherent, articulated sequence of rigorous academic and career-related courses, commencing in the ninth grade and leading to an industry-recognized certificate or licensure, and/or an associate or baccalaureate degree and beyond. It must:

1. Incorporate secondary education and postsecondary education elements;
2. Include coherent and rigorous content aligned with challenging academic standards and relevant career and technical content in a coordinated, non-duplicative progression of courses;
3. Align secondary education with postsecondary education to adequately prepare students to succeed in postsecondary education;
4. Include the opportunity for secondary education students to acquire postsecondary education credits; and
5. Lead to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree.

Postsecondary—Generic term designating courses or institutions after high school. Postsecondary institutions in the State of Colorado consist of: 13 community colleges; two local district colleges; four area vocational schools/technical colleges; and four-year colleges.

Programs of Study (national term; Colorado uses the term plan of study)—Programs of study incorporate secondary and postsecondary education elements; include coherent and rigorous content aligned with challenging academic standards and relevant career and technical content in a coordinated, non-duplicative progression of courses; may include the opportunity for dual or concurrent enrollment programs; and lead to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree.

Program Approval—The SBCCOE requires that all institutions seeking state and/or federal funding for secondary CTE programs or postsecondary CTE degrees or certificates shall submit such programs for Board approval. These requirements are met by following the Colorado Community College System (CCCS) CTE Program Approval Process. The CCCS CTE Program Approval Process is facilitated by a web-based application that enables users to enter all program information needed for approval and review. It is accessed through the CCCS home web page at https://ctep.cccs.edu/energizer/progappr/login.jsp.

Seamless Education—An alignment of educational opportunities to enable students to transition from one level of education to another without loss of time, credit, or repetition.

Section 504 of the Rehabilitation Act of 1973—Section 504 of the Rehabilitation Act of 1973 is a national law that protects qualified individuals from discrimination based on their disability. Programs and activities that receive Federal financial assistance from the United States Department of Education (ED) are covered by Title VI.

Skills Standards—An industry-driven document that lists the skills, knowledge, and abilities needed to perform an occupation successfully. Skills standards lists are used to identify or develop instructional materials and guide competency test development.

Soft Money—A term that refers to funds that are not a part of the general operating budget of an institution. The funds may be from government agencies or private foundations usually in the form of a grant.

Special Populations—Perkins 2006 identifies the following students as “special populations”:

• individuals with disabilities;
• individuals from economically disadvantaged families, including foster children;
• individuals preparing for non?traditional fields (for their gender);
• single parents, including single pregnant women;
• displaced homemakers; and
• individuals with limited English proficiency.

Stackable—A credential is considered stackable when it is part of a sequence of credentials that can be accumulated over time to build up an individual’s qualifications and help them to move along a career pathways or up a career ladder to different and potentially higher-paying jobs. (U.S. Department of Labor, Credential Resource Guide, handout, April 26, 2010 [http://wdr.doleta.gov/directives/attach/TEGL15-10a2.pdf])

Stakeholders—Individuals, groups or organizations that have a “stake in” the outcomes of preK-16 education. This includes, for example, students, parents, employers, economic and society in general.

State Board for Community Colleges and Occupational Education (SBCCOE)—In addition to governing the Colorado Community College System (CCCS), under state statute, the State Board for Community Colleges and Occupational Education (SBCCOE) is charged with supporting career and technical education (CTE). Specifically, SBCCOE is charged with coordinating all aspects of Colorado CTE delivered by public secondary and postsecondary entities to assure: quality programming; efficient delivery; development and establishment of optimal statewide policy; and appropriate regulation and administration of CTE funds to secondary institutions, system colleges, the legislated area technical colleges, the two local district colleges and Mesa State College’s Western Colorado Community College. (Colorado Community College System,Career and Technical Education Administrators’ Handbook

STEM—Science, Technology, Engineering and Mathematics

Supplant—Supplant means “to take the place of, to replace.” Section 311 of the Perkins Act states that Perkins funds “shall supplement, and shall not supplant, non-federal funds expended to carry out career and technical education activities.”

Supplement—Supplement means “to add to, to enhance, to expand, to increase, to extend.” Section 311 of the Perkins Act states that Perkins funds “shall supplement, and shall not supplant, non-federal funds expended to carry out career and technical education activities.”

TABE—Tests of Adult Basic Education

Teachers—One who teaches or one whose occupation is to instruct; usually a secondary term. (http://www.merriam-webster.com/dictionary/teacher)

Transcript—The official school record of a student’s performance showing all course work completed, including course titles, course hours, grades or other evaluations earned, and grading scale.

Title IX—Title IX of the Educational Amendments of 1972 is the landmark legislation that bans sex discrimination in schools, whether it be in academics or athletics. Title IX states:

“No person in the U.S. shall, on the basis of sex be excluded from participation in, or denied the benefits of, or be subjected to discrimination under any educational program or activity receiving federal aid.”

Title VI of the 1964 Civil Rights Act—Title VI of the Civil Rights Act of 1964 protects people from discrimination based on race, color or national origin in programs or activities that receive Federal financial assistance.

Work-based Learning—Work-based experiences provide hands-on or realistic experiences for secondary and postsecondary students that relate to the students’ CTE Plan of Study. Work-based experience options are required for postsecondary programs. Examples: supervised agricultural experience (SAE); workplace simulations; school-based enterprises; cooperative work and study programs; internships (paid or unpaid); job shadowing, paid work experience (OJE or OTJ) and unpaid work experience.

Workforce Investment Act (WIA)—The federal statute that establishes federal policy direction and appropriates federal funds for employment and training programs. These programs include training for disadvantaged youth, adults, and dislocated workers; adult education and literacy; employment services and labor market information; and rehabilitation services for individuals with disabilities.

Workforce Investment Board (WIB)—Board that oversees activities under the Workforce Investment Act (see WIA). The Board usually functions as the State advisory board pertaining to workforce preparation policy. The WIB ensures that the state’s workforce preparation services and programs are coordinated and integrated; and measures and evaluates the overall performance and results of these programs. The Board is also charged with furthering cooperation between government and the private sector to meet the workforce preparation needs of the State’s employers and workers. In Colorado, the State WIB is the Colorado Workforce Development Council.

Wrap-around (Student) Services—Support services that are designed to ensure student success in community college programs. These may include, but are not limited to: outreach and recruitment; referrals between programs; career development, including career assessment, advising and counseling; case management; mentoring; coaching and tutoring; conveniently scheduled, accelerated and appropriately sequenced classes; childcare; federal and state need-based financial aid; job search skills training; and job placement assistance.