Career and Technical Education Data Reporting

Use the expandable sections to learn more about CTE data reporting:

Definitions

Career Pathways

The Perkins V grant collects data on CTE concentrators that complete two or more courses per cluster, anytime in high school. The Career Ready Team creates career pathways by cluster. The Perkins V grant supports career pathways/clusters that have a sequence of two or more CTE courses, and also meet size, scope, and quality.

DPI has transitioned to the 14 Career Cluster Framework beginning in the 2026-27 SY. DPI identified on the courses download a single CTE courses to a single cluster. Use the courses download to identify the state approved CTE courses for each cluster and if the course is part of the CTE concentrator calculation.

Use the Roster Work Plan to organize the career pathway, then use the SIS instructions to enter the data elements. Maintain a record of each CTE course that goes into each cluster.

Clusters and Career Pathways

There are 14 Career Clusters adopted by DPI to measure CTE Concentrators for the Perkins V grant. The terms Clusters and Career Pathways are often interchangeable. Perkins V uses Clusters to measure CTE concentrators.

Courses

Data collection begins with identifying all CTE courses with a "CTE" Roster, State, or SCED code in the SIS. The Courses webpage has an Excel spreadsheet for each reporting year. Schools create courses with course titles and assign a Roster/State/SCED code to each course to give it a universal title and definition. CTE courses must be coded with CTE Roster/State/SCED codes. License CTE teachers are required to use a CTE course code. CTE courses are used to calculate CTE participants and Civil Rights Compliance monitoring.

Some SIS vendors have the Courses spreadsheet built into their programming. However, teachers usually do not have access to the course master side of a SIS. CTE teachers working with the Perkins grant will need to know the Roster/State/SCED codes assigned to their courses. This will allow them to read the WISEdash for District > Topics > Course Enrollment dashboard and assist data-entry personnel with sequencing CTE courses for career pathways.

CTE Concentrator

The Perkins V definition of a CTE concentrator is a secondary student in grades 11 or 12 who has completed (passed) a minimum of two CTE courses in a single career pathway throughout their high school career. Perkins accountability measures the performance of concentrators regarding graduation, ACT, post-graduation survey, non-traditional occupation preparation, and work-based learning. DPI will calculate CTE concentrators after the December snapshot and present in WISEdash for District each spring.

CTE concentrators may have more than one cluster association. This is new in the 2026-27 SY.

CTE Concentrator Graduate

A CTE concentrator graduate is a CTE concentrator who has graduated from high school with a regular high school diploma. CTE concentrator graduate follow-up is initiated in the second quarter after exiting from secondary education.

CTE Participant

A student is a CTE participant in grades 9-12 if enrolled in one or more CTE courses in the reporting year and completed (passed) at least one CTE course. If the school reports CTE courses with CTE Roster/State/SCED codes and grades are sent to WISE, CTE participants are automatically calculated.

CTE Workbook/Roster Work Plan

This is an organizational planner to help schools keep a historical record of the CTE courses and data elements that make up career pathways. This is what your data looks like on paper. It will help communicate to all Career Ready Team members.

Student Information System

Each school district contracts with a primary student information system (SIS) vendor to send data about courses and students to DPI. Each SIS provides their own training and customer service on how to utilize their software.

WISEhome

WISEhome allows authorized users to access DPI secure web applications and tools from one location. WISEhome is your WISE application menu. DPI controls WISEhome. Scroll down this page to learn how to Request Access to a WISE Application.

Access to WISEdash for District allows users to review and analyze data submitted to DPI. Individual data elements are combined to create dashboards. There are many dashboards available in WISEdash for District. For example, Career Ready Teams use these dashboards for Perkins grant analysis:

• WISEdash for Districts > Snapshots > Perkins dashboard
• WISEdash for Districts > Snapshot > Career Education and Coursework
• WISEdash for Districts > Topics > ACT Statewide
• WISEdash for Districts > Topics > Course Enrollment

Access to WISEdata Portal enables data-entry personnel to see individual data elements that have been sent from the SIS vendor to DPI. Data goes through validation or business rules to check for errors and warnings. This is the first place that data lands at DPI, and where it is first viewable by the district.

Timeline of Data Entry and Review

Below is a suggested timeline for organizing, entering, and checking data for accuracy. This timeline can help with completing data entry by the end of the school year. Data checks should be completed by June 30 of the same school year to ensure accuracy. It also will help with being Snapshot-ready prior to the new school year.

Timeline	Tasks to be Completed for Organizing, Entering, and Checking CTE Data
Spring/Summer	Course master maintenance for new school year Review how your courses are set up to record CTE, AP, IB roster codes, dual enrollment, WBL, and IRC. Check with your SIS vendor for software directions and preferences. Clusters are laid out with a sequence of CTE courses, use the Roster Work Plan to maintain historical documentation. Double-check prior year data in WISEdash for District. Use Career Education and CTE Snapshot Preparation Guide. Review prior year WISEdata errors and WISEdash for District dashboards. Use Career Education and CTE Snapshot Preparation Guide.
Fall	Students enrolled and demographic information is collected. Students scheduled into courses.
December	Snapshot of CTE and Career Education data from the prior school year 18-19 SY Roster/Career Ed data - January 28, 2020 19-20 SY Roster/Career Ed data - December 8, 2020 20-21 SY Roster/Career Ed data - December 7, 2021 21-22 SY Roster/Career Ed data - December 6, 2022 22-23 SY Roster/Career Ed data - December 5, 2023 23-24 SY Roster/Career Ed data - December 10, 2024 24-25 SY Roster/Career Ed data - December 9, 2025 25-26 SY Roster/Career Ed data - December 8, 2026
Winter/Spring	Grade courses. Review enrollment and courses for Career Education Roster codes, dual enrollment indicator, WBL Roster code, and IRC certificated program status. Review WISEdata errors and WISEdash for District dashboards, use Career Education and CTE Snapshot Preparation Guide. CTE Graduate Concentrator Follow-Up Report collection begins in December and is due June 30. This is data collected through a DPI link, not the student information system.
June 30	CTE Graduate Concentrator Follow-Up Report due. CTE teachers provide certificated program status for students earning IRC's. Review WISEdata errors and WISEdash for District dashboards, use Career Education and CTE Snapshot Preparation Guide.

Perkins V Accountability

Perkins V Accountability is publicly displayed on the Department of Education, Office of Career, Technical, and Adult Education. Immediately after the December Snapshot, Perkins data is submitted to the U.S. Department of Education. In the current Perkins V State Plan, Accountability Reports are produced annually for each Perkins fiscal agent. The release of confidential numerator/denominator and accountability percentage data is done through WISEgrants every April. DPI is required to publicly release nonconfidential versions of fiscal agent accountability on an annual basis. Public reports are posted on the Perkins V Accountability Reports page.

Numerator and denominator for each Perkins V indicator:

1S1 and 1S2 – Four-Year and Seven-Year Graduation

Performance Indicator Measure – The percentage of CTE concentrators who graduate high school as measured by the four-year or seven-year adjusted cohort graduation rate defined in ESEA.

• Numerator – Number of CTE concentrators in the cohort who graduated within four/seven years with a regular high school diploma.
• Denominator – Number of CTE concentrators who form the adjusted four-/seven- year cohort for the graduating class.

2S1, 2S2, 2S3 – ACT Assessments in ELA, Math, and Science

Performance Indicator Measure – CTE concentrator proficiency in the challenging academic standards adopted by the State under ESEA as measured by the academic assessments described in ESEA.

• Numerator – Number of CTE senior concentrators who took the: ACT ELA/Math/Science Assessments in grade 11 and tested proficient and above.
• Denominator – Number of CTE senior concentrators who took the: ACT ELA/Math/Science Assessments in grade 11.

3S1 – Post-program Placement

Performance Indicator Measure – The percentage of CTE concentrators who, in the second quarter after exiting from secondary education, are in postsecondary education or advanced training, military service or a service program under the National and Community Service Act, are volunteers in the Peace Corps, or are employed.

• Numerator – Number of CTE concentrators who graduated in the previous school year with a positive outcome follow-up.
• Denominator – Number of CTE concentrators who graduated in the previous school year with a follow-up response.

4S1 – Nontraditional Occupations

Performance Indicator Measure – The percentage of CTE concentrators in CTE programs and programs of study (career pathways) that lead to nontraditional fields.

• Numerator – Number of CTE concentrators from underrepresented gender groups in CTE program(s) that lead to nontraditional fields.
• Denominator – Number of CTE concentrators in CTE program(s) that leads to a nontraditional field.

5S3 – Work-Based Learning

Performance Indicator Measure – The percentage of CTE concentrators graduating from high school having participated in work-based learning.

Numerator – Number of CTE concentrators who graduated with a regular high school diploma in the academic year having participated in work-based learning at some time during high school. Denominator – Number of CTE concentrators who graduated with a regular high school diploma in the academic year.

Perkins Accountability Performance Measure Targets

The WI Perkins V State Plan has federally approved performance measure targets for each indicator. Each year, in the State plan, Wisconsin concentrators are expected to improve.

Perkins Accountability Performance Indicator Targets

Indicator	FY 24-25	FY 25-26	FY 26-27
1S1: 4 YR Graduation	96.92%	97.38%	97.72%
2S1: ACT ELA Proficiency	36.51%	38.94%	41.99%
2S2: ACT Math Proficiency	29.66%	30.17%	36.37%
2S3: ACT Sci Proficiency	30.35%	31.44%	37.33%
3S1: Post-Program Placement	95.94%	95.95%	95.96%
4S1: Non-traditional Occupations	31.40%	31.86%	25.96%
5S3: Work-Based Learning	29.62%	35.48%	36.18%

 

Perkins Data Collection Directions

All schools that utilize Perkins funding are required to submit valid and reliable CTE data per Perkins V law Sec 113 (a) (b)(2). The data is used to fulfill Perkins V required reporting:

• Consolidated Annual Report to the U.S. Department of Education, Office of Career, Technical, and Adult Education
• Perkins Accountability Indicator Reports for Perkins subrecipients
• Civil Rights Compliance monitoring

The Consolidated Annual Report (CAR) is submitted to the U.S. Department of Education, Office of Career, Technical, and Adult Education each year. It measures the overall state performance of concentrators. The WI Perkins V State Plan provides more details about the use of funds, CTE programming, equity, and access. Data for the CAR is collected through WISE and the CTE Graduate Follow-Up Report.

Perkins Accountability measures the count of CTE concentrators completing two or more courses in a school career pathway, anytime during high school. Performance indicators measure CTE concentrators in:

• Four-year graduation/seven-year graduation
• ACT proficiency in ELA/math/science
• Post-program placement
• Nontraditional occupations
• Work-based learning

Key data elements entered into the SIS by the school for Perkins are:

• CTE Course codes
• CTE Department
• Final Grades
• Work-based learning programs
• Graduation exit type
• Additional student characteristics and demographics

Reporting CTE Courses and CTE Department

Each CTE course is to be reported to DPI using a CTE Roster/State/SCED code. CTE course codes are available for each reporting year on the Courses page. CTE courses taught by licensed CTE teachers should also report the CTE Department. There are six recognized CTE Departments in Wisconsin. The courses download can be filtered for CTE Course – “Yes,” and CTE Department. All public high schools (no matter if they accept Perkins funds or not) will report CTE courses and CTE departments, if offered to students. The use of CTE courses and CTE departments is required for DPI to calculate Civil Rights Compliance.

Districts will need to create CTE courses:

• CTE course with CTE Roster/State/SCED code.
• Identify the CTE Department that is teaching the course. Reference the Courses download for CTE Department, column H – CTE Department.
  • (A) Agriculture, Food, and Natural Resources
  • (B) Business and Information Technology
  • (F) Family and Consumer Sciences
  • (H) Health Science
  • (M) Management and Entrepreneurship
  • (T) Technology and Engineering.
• Check that the high school employed CTE teacher has the proper license for the CTE Department.
• CTE dual enrollment courses may use CTE Departments, if it makes sense to award the student high school CTE credit. If not, the school can use a non-CTE course code. College instructors do not have DPI licenses. There will be no license association for college instructors. High schools will select a local Instructor or Record.

CTE Concentrators and Participants

The CTE concentrator is based on 11th and 12th grade students and the academic CTE courses passed throughout their high school career. Beginning in the 2025-26 school year, CTE concentrators will be calculated by DPI. In alignment with the Wisconsin Technical College System, CTE concentrators may also have multiple cluster designations.

The CTE concentrator calculation is based on multiple years for students in grades 11 and 12:

• CTE Roster codes that are identified as Concentrator "Yes," from the courses download.
• A students' CTE Roster codes/Concentrator “Yes” since 9th grade
• Passing status

The CTE participants calculation is based on a single year for students in grades 9-12.:

• CTE Roster codes
• Schedule students into CTE courses
• Passing status

Review of CTE concentrators can be done each spring, after the December snapshot and DPI has completed the calculation. WISEdash for District > Snapshots > Perkins, scroll to the purple graph for “Snapshot” data and use the crosstab CTE concentrators.

Review of CTE participants can be done in WISEdata Portal > Exports > CTE Participants after the final grading period. WISEdata Portal is live data that can change daily. Checking the CTE participant export only confirms student data has gone through DPI validation rules on a given day. WISEdata Portal is a single year view of data that is sent from the SIS. Thus, CTE concentrators have been removed from WISEdata Portal and will be calculated by DPI each spring, after the December Snapshot.

Non-traditional Occupations by Cluster

The following clusters have been identified by DPI as non-traditional occupations (NTO) for a specific gender. NTO research will be updated in years: 2030, 2040, 2050, etc.

Modernized Cluster Framework	NTO
Advanced Manufacturing	F
Agriculture	F
Arts, Entertainment & Design
Construction	F
Digital Technology	F
Education	M
Energy and Natural Resources	F
Financial Services
Healthcare & Human Services	M
Hospitality, Events, & Tourism
Management & Entrepreneurship
Marketing & Sales
Public Service & Safety	F
Supply Chain & Transportation	F

CTE Course and Career Pathway Guidance for Concentrators

DPI recognizes the unique and vast local CTE course offerings and requirements at the district level. To accurately capture CTE concentrators, DPI highly encourages districts to review the following guidance when determining CTE courses used for CTE concentrator data reporting.

• To ensure data reporting is consistent and accurate across the state, a single CTE course must be equivalent to at least one semester or 90 hours. Each CTE course uses specific CTE Roster/State/SCED codes. These codes can be found at the DPI Courses page.
• In public K12 education, a CTE teacher must hold a valid DPI license for a CTE content area. There are multiple pathways to CTE licensure, including experience-based licensure in technical education. Additional information on requirements and qualifications can be found at Pathways to Licensure.
• College instructors that are employed by a technical college, four-year college, or university do not hold K12 DPI licenses. College employees must meet the requirements of their employer.

Career Pathway Guidance for Concentrators

When identifying and reporting CTE concentrators, local districts should verify that the two CTE courses used to signify a concentrator status proceed from introductory to advanced and are specific to a single cluster. Courses not included in CTE concentrator calculation have been identified on the courses download, starting in 2026-27 school. Review column I – Concentrator. Courses with an “N” will not be used in the CTE concentrator calculation. The DPI – CTE Section reviews the CTE course codes annual, as they become available from the National Center of Education Statistics.

Work-Based Learning

Work-based learning (WBL) is Perkins Indicator 5S3, which is written into the Wisconsin Perkins V State plan as Wisconsin's Quality Pathway Indicator. Specific WBL experiences are collected for Perkins accountability and the school report card. Beginning in the 2026-27 school year, the following six WBL program names will be used:

1. Entrepreneurial Student Business
2. Internship/Local Co-op
3. School-based Enterprise
4. Simulated Worksite Supervised
5. Supervised Agricultural Experience
6. Youth Apprenticeship

To report any of the above WBL programs, 
schools must ensure their programs provide all six criteria for Perkins V WBL to students. If a WBL program does meet the six criteria it is considered a Career-Based Learning Experience and not reported to DPI. It is still a valuable experience for students.

6 Criteria of WBL

1. Involves sustained interactions, either paid or unpaid, with industry or community professionals.
   1. Sustained = minimum of 90 hours, can be rotated among employers or positions, the employer is engaged throughout the experience. Can take place in one semester, an entire year, the summer, or even a six-week period.
   2. Interactions must be more than just observing and include direct communication and involvement with industry or community professionals.
2. Takes place in real workplace settings (as practicable) or simulated environments at an educational institution.
3. Fosters in-depth, firsthand engagement with the tasks required in a given career.
4. Aligns with a course (generally speaking should be a minimum of one semester).
5. Must include a training agreement between the student, employer or business, and school that defines the roles and responsibilities of the student, the employer, and the school.
6. Business and education partners work together to evaluate and supervise the experiences, which must be documented with training or learning plans and evaluation forms.

Schools should create a course for each of the WBL program offered by the school. This course is in addition to an aligned content course. The rationale for creating a WBL course is to have a year-to-year record of students who:

• Participated in going to a job site or work.
• Have dedicated time scheduled to go to work.
• Reflect the WBL program on the student transcript.
• The work-time is associated to a teacher in the school for evaluation and supervision of WBL.

Remember, the “aligned curriculum” and the “work-time” are two components of the six criteria. DPI is using the “work-time” to calculate students “participating” in a WBL program that meets the six criteria. If the aligned curriculum is CTE, it can be used to calculate CTE participants and concentrators. The “work-time” is not part of the equation to become a CTE participant or concentrator.

Graduation Exit Type

It is very important for Career Ready Teams to pay attention to CTE concentrator graduation rates. Perkins V Accountability Indicators 1S1 represents four-year graduation rates of CTE concentrators. Every school year, data-entry personnel enter an exit type for each student in the district. High school completion (HSC) is the exit type used to show high school graduation. When a student is identified as a CTE concentrator with HSC exit type at the four-year mark, that student is included in 1S1 calculation.

Career Ready Teams should maintain a list of students who do not graduate in the fourth year. CTE concentrators who are not graduating will need additional support to graduate and join the workforce. These students should never be a surprise because the population is small, and the students should have been getting focused support to graduate and thus join the workforce.

Additional Student Characteristics and Demographic

CTE concentrator data includes student characteristics and demographics that are collected for all students in the school during the enrollment process. Gender, race, disability status, economic disadvantage status, students experiencing homelessness, parents in the military, and English Language learner data are used in many other reports.

Single Parent is a characteristic that denotes whether a student who is unmarried or legally separated has sole or joint custody of a minor child or children at any point during the reporting year. This also includes pregnant female students who are unmarried or legally separated. Your SIS vendor will have directions on where single-parent status is entered. Single-parent status is confidential information shared with limited staff.

Student characteristics and demographic data are used across many state and federal reports. Enrollment forms and other education departments will collect this data. Career Ready Teams will focus their work on the creation of career pathways and analyzing concentrator populations within WISEdash for District.

CTE Graduate Follow-Up Report

The CTE Graduate Follow-Up Report is required data for Perkins V – 3S1 Post-Program Placement performance indicator and the Consolidated Annual Report. All Carl Perkins participating districts and CTE Coordinators are required to collect and submit this data annually. The CTE Graduate Follow-Up Report is collected separately from WISE and the December snapshot, due to students being in alumni status. The collection period for this data is at least two quarters after a CTE Concentrator graduates, through June 30, each year. DPI will open the data collection link late December through June 30, for districts to submit results.

Districts need to work toward obtaining 80 percent or more contact results from CTE graduates. Reliability and statistical significance of data is based on a threshold of obtaining 80 percent or more contact from CTE graduates across the state. This data provides valuable information about high school CTE coursework that prepares students for employment and postsecondary education. A lack of responses can create an unreliable sample and impact decisions in CTE programming.

General Directions

1. School districts or consortium leaders will obtain the list of certified CTE graduates from WISEdash for District. Available the day after the December Snapshot, this data is found at WISEdash for District > Snapshots > Perkins > crosstab CTE Grads. Use the snapshot dashboard for the year the CTE Graduates graduated. Use the crosstab CTE Graduate and “Yes” column. School districts can download this information to create a working file. Please adhere to all student data privacy laws, policies, and standards of practice.
2. There are four data statements below that need to be collected from each CTE Graduate. The CTE Graduate Follow-Up Organizer, Excel spreadsheet, template is available to help school staff and consortium leaders maintain data records for local use and that will be entered into the CTE Graduate Concentrator Follow-Up Report link.
   • Student contact
   • Current educational status
   • Postsecondary education program length
   • Current employment status
3. School districts or consortium leaders will not be able to submit additional students to DPI that were left out of the December snapshot.
4. School districts or consortium leaders will contact CTE graduates, from December through June, approximately six months after graduation. This data will be submitted to DPI through a secure link. School districts and consortium leaders will keep a record of the student data for their own analysis in the Perkins-Comprehensive Local Needs Assessment (CLNA). DPI will not download individual student responses to share back with school districts, CESAs or consortium leaders.
5. If there is difficulty in gathering direct responses from the CTE graduates, it is appropriate to contact secondary sources that know the student, such as parents, teachers, etc., to achieve a minimum 80 percent response rate. National Student Clearinghouse data may also be used as a secondary source.
6. If reporting "No contact or no response" to the first report question, "How was contact made?" the survey collection will end for that student.
7. The report link provides a final screen that says, "Thank you. Your response has been recorded." Please note that the report link will time out and submit your session if you are inactive in the survey for 10 minutes. This will cause the partially entered student data to need to be reset. It is advised to completely enter and submit a single student before leaving your computer stagnant.
8. CTE Graduate Follow-up Report data is due June 30.

NOTE: Files submitted via email or any other unsecured platform will not be accepted.

CTE Graduate Follow-Up Report link for 2027 (coming December 17, 2026)

All LEAs and CESAs have data privacy software and need to act in compliance with FERPA. Data entry into the report link will use the original link for each student entered. If "Sorry, this survey is not currently active," displays prior to June 30, your browser and organization internet software is caching the website to prevent a data breach. Please work with your organization to follow data privacy rules and safe website acceptance.

Practices to ensure data privacy and prevent caching:

1. Clear your browser cache and cookies daily within your browser settings.
2. Log out of your browser rather than clicking the “X” in the upper right-hand corner log out of the application and shut down your computer.
3. Work with your IT department to add the annual report link as a safe site.

Report Cards

As part of the state accountability system, the Department of Public Instruction (DPI) produces report cards for every publicly funded school and district in Wisconsin, according to Section 115.385 (d)1.-5., Wis. Stat. These include data on multiple indicators for multiple years across four priority areas: achievement, growth, target group outcomes, and on-track to graduation. In addition, the report cards provide course and program participation information for grades 9-12 for public schools and districts. This informational career education data is located in the Postsecondary Preparation section and is not scored. It is based on a single school year. Postsecondary Preparation data is one year behind the Report Card date, due to the December Snapshot. Data associated with CTE may include:

• Advanced Courses Advanced Placement (AP) and International Baccalaureate (IB) courses: "Students successfully completed an Advanced Placement or International Baccalaureate course."
• Dual Enrollment "Students successfully completed at least one dual enrollment course."
• Industry-Recognized Credentials "Students earned an industry-recognized credential."
• Work-Based Learning "Students participated in a work-based learning program."

Each student information system (SIS) vendor has directions to provide guidance on how to enter this data into their software. Please obtain the SIS vendor direction guides each year, as data entry may change when software is updated.

Advanced Courses

Advanced courses use specific Roster codes to report the course and students enrolled to WISE. Advanced Placement (AP), International Baccalaureate (IB), and Project Lead the Way (PLTW) courses and educators must go through an approval process by their respective organizations to use these course codes. Please reach out to College Board, International Baccalaureate, Project Lead the Way, and school administration for information about these programs. DPI collects AP, IB, and PLTW course data and students enrolled. Report cards do NOT use student exam scores for AP, IB or PLTW, which is independent of the course. Exam results are reported to DPI directly from these organizations.

Dual Enrollment

Dual enrollment courses are reported by each high school. Colleges and universities do not report high school students to WISE. All dual enrollment courses offered to high school students should be created in the high school SIS course master, students scheduled into the course, and the course setup identifies the dual enrollment program name. There are no specific Roster/State/SCED codes for dual enrollment. Schools should use the course code that best describes the course. The dual enrollment data element comes from within the course setup to designate the type of dual enrollment program:

• HS course with WI private college
• HS course with WI technical college
• HS course with WI tribal college
• HS course with UW System
• College course with WI private college
• College course with WI technical college
• College course with WI tribal college
• College course with UW System
• Out-of-state dual enrollment

Industry Recognized Credentials

Industry-Recognized Credentials (IRCs) are documented with a course or directly with individual students (referred to as a student CTE program association). However, DPI highly encourages schools to identify the IRC through the course setup to manage all the students receiving the IRC education opportunity. IRC calculations on report cards follow the students' Primary Enrollment school. The data is then sent to WISEdata Portal and viewed in WISEdash for Districts. Student IRC completion is submitted with a Certificated Program Status at the end of the grading period to accurately record if the student completed or not. Question to identify IRC categories are found on the IRC page.

IRC program names are:

• IRC State-Approved WTCS–Embedded Technical Diploma
  • Verify state-approval status with the local technical college.
• IRC State-Approved WTCS–Technical Diploma
  • Verify state-approval status with the local technical college.
• IRC State-Approved WTCS–Associates
  • Verify state-approval status with the local technical college.
• IRC State-Approved Business & Industry
  • Current State-Approved list maintained by the Department of Workforce Development (DWD). Youth Apprenticeship is counted as work-based learning for DPI school report cards and Perkins Accountability reports.
• IRC Not State-Approved
  • IRC earned by students that are not currently eligible for Technical Incentive Grant funding.
  • IRC that is part of a school board approved technical education program. It is vetted by employers and serves to recognize skill attainment needed for recruitment, screening, hiring, retention, advancement, or to mitigate workforce shortages. The IRC is endorsed by a nationally recognized trade association or organization in a particular industry.

Work Based Learning

Work-Based Learning Programs count the number of students participating in:

• Entrepreneurial Student Business
• Internship/Local Co-op
• School-based Enterprise
• Simulated Worksite Supervised
• Supervised Agricultural Experience
• Youth Apprenticeship

Reporting WBL is based on the school creating one or more of the above WBL programs and the WBL program must meet the six criteria to be reported.

DPI Training

DPI also provides live WISE User Q&A and a WISEdata Conference during the school year. Visit the WISEdata Events Calendar page to view current and future trainings, webinars, and other events that support use of the WISE platform of applications.

Appendix B, Perkins Accountability

Perkins V Accountability

Perkins V Accountability is publicly displayed on the Perkins Collaborative Resource Network. Immediately after the Snapshot each December, this data is submitted to the U.S. Department of Education. In the current Perkins V State Plan, Accountability Reports are produced annually for each Perkins fiscal agent. The release of confidential numerator/denominator and accountability percentage data is done through WISEgrants every April. DPI is required to publicly release nonconfidential versions of fiscal agent accountability on an annual basis. Public reports are posted at Perkins V Accountability Reports.

Numerator and denominator for each Perkins V indicator:

1S1 and 1S2 – Four-Year and Seven-Year Graduation

Performance Indicator Measure – The percentage of CTE concentrators who graduate high school as measured by the four-year or seven-year adjusted cohort graduation rate defined in ESEA.

• Numerator – Number of CTE concentrators in the cohort who graduated within four/seven years with a regular high school diploma.
• Denominator – Number of CTE concentrators who form the adjusted four-/seven- year cohort for the graduating class.

2S1, 2S2, 2S3 – ACT Assessments in ELA, Math, and Science

Performance Indicator Measure – CTE concentrator proficiency in the challenging academic standards adopted by the State under ESEA as measured by the academic assessments described in ESEA.

• Numerator – Number of CTE senior concentrators who took the: ACT ELA/Math/Science Assessments in grade 11 and tested proficient and above.
• Denominator – Number of CTE senior concentrators who took the: ACT ELA/Math/Science Assessments in grade 11.

3S1 – Post-program Placement

Performance Indicator Measure – The percentage of CTE concentrators who, in the second quarter after exiting from secondary education, are in postsecondary education or advanced training, military service or a service program under the National and Community Service Act, are volunteers in the Peace Corps, or are employed.

• Numerator – Number of CTE concentrators who graduated in the previous school year with a positive outcome follow-up.
• Denominator – Number of CTE concentrators who graduated in the previous school year with a follow-up response.

4S1 – Nontraditional Occupations

Performance Indicator Measure – The percentage of CTE concentrators in CTE programs and programs of study (career pathways) that lead to nontraditional fields.

• Numerator – Number of CTE concentrators from underrepresented gender groups in CTE program(s) that lead to nontraditional fields.
• Denominator – Number of CTE concentrators in CTE program(s) that leads to a nontraditional field.

5S3 – Work-Based Learning

Performance Indicator Measure – The percentage of CTE concentrators graduating from high school having participated in work-based learning.

Numerator – Number of CTE concentrators who graduated with a regular high school diploma in the academic year having participated in work-based learning at some time during high school. Denominator – Number of CTE concentrators who graduated with a regular high school diploma in the academic year.

Perkins Accountability Performance Measure Targets

The WI Perkins V State Plan has federally approved performance measure targets for each indicator. Each year, in the State plan, Wisconsin concentrators are expected to improve.

Perkins Accountability Performance Measure Targets

Indicator	Baseline	FY 2020-21	FY 2021-22	FY 2022-23	FY 2023-24
1S1: Four-Year Graduation Rate	85.50%	85.50%	85.70%	85.90%	86.10%
1S2: Seven-Year Graduation Rate	87.47%	87.47%	87.67%	87.87%	88.07%
2S1: Academic Proficiency in Reading Language Arts	33.15%	33.15%	33.35%	33.55%	33.75%
2S2: Academic Proficiency in Mathematics	28.80%	28.80%	29.00%	29.20%	29.40%
2S3: Academic Proficiency in Science	28.26%	28.26%	28.46%	28.66%	28.86%
3S1: Post-Program Placement	87.10%	87.10%	87.30%	87.50%	87.70%
4S1: Non-traditional Program Concentration	23.06%	23.06%	23.31%	23.56%	23.81%
5S3: Program Quality – Participated in Work-based Learning	8.46%	8.46%	9.27%	9.67%	10.07%

More Perkins Accountability Performance Measure Targets

Indicator	FY 2024-25	FY 2025-26
1S1: Four-Year Graduation Rate	96.92%	97.38%
2S1: Academic Proficiency in Reading Language Arts	36.51%	38.94%
2S2: Academic Proficiency in Mathematics	29.66%	30.17%
2S3: Academic Proficiency in Science	30.35%	31.44%
3S1: Post-Program Placement	95.94%	95.95%
4S1: Non-traditional Program Concentration	31.40%	31.86%
5S3: Program Quality – Participated in Work-based Learning	29.62%	35.48%

*2025-26 SY performance measure targets have been submitted to the federal Office of Career, Technical, and Adult Education and are awaiting final approval.