Career and Technical Education Data Reporting

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

Definitions

Career Pathways

The Perkins grant collects data on how many CTE concentrators complete a career pathway from each school. The Career Ready Team creates career pathways. A career pathway is a sequence of two or more CTE courses that also meet size, scope, and quality.

Each SIS vendor has specific instructions about career pathway component data entry. 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 career pathway. DPI does not record each school's choices of the two or more courses that go into the career pathway. DPI only sees that the school submits an IAC code with each CTE concentrator.

Clusters and Career Pathways

There are 16 Career Clusters. Each one has numerous threads, called career pathways (79 career pathways). The IAC code is the numerical "title" of a career pathway that your school offers. IAC code titles do not perfectly match career pathway titles. The IAC code is a means to norm occupational data that is used across high school, college, and workforce. Schools are identifying their career pathway courses by using an IAC code. Ultimately, schools are submitting the number of CTE concentrators that are part of a career pathway with CTE courses in a reporting year.

At this time, DPI continues to use the 16 Career Clusters model, as written into the Wisconsin Perkins V State Plan. Transition to an updated cluster framework will begin during the 26-27 SY. Please visit the DPI Career Clusters and Pathways webpage for more information.

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. Each SIS vendor has specific instructions on how to designate a student as a CTE concentrator in their software.

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

Instructional Area Codes

Districts create career pathways through the Perkins grant and regional career pathway work. IAC codes are used to represent a career pathway title. There are more IAC codes than the 79 recognized career pathways. ("CIP codes," are related to IAC codes, and used in national data.) IAC codes are used to report programs and fields of study across many different educational agencies at the state and federal levels. In addition, IAC codes represent labor market information that pertains to non-traditional occupations (NTO) calculations for Perkins indicator 4S1 – NTO in Wisconsin. The IAC codes below should be used for all career pathways that a district creates within a cluster. In prior years, the use of IAC codes was spread across 216 codes, causing much confusion. The list of IAC codes by cluster, reduces inconsistent state data results, reduces workload at the school data entry level, and provides consistent annual data reviews in WISEdash for District>Perkins dashboard.

Each student information system will have directions on where to enter the IAC code, which represent a group of CTE courses from a career pathway to identify concentrators. The 16 IAC codes below are for Perkins V reporting years, 2024-25 through 2027-28. CTE Concentrator reporting is done within the student information system, each school year. Districts are encouraged to utilize the Roster Work Plan, to lay out their career pathways for consistency in course identification. DPI is not able to map career pathway courses from each district in WISEdash for District.

Industrial Area Codes (IAC) by Cluster for Non-Traditional Occupations

IAC code	Cluster	Non-Traditional Occupations
1.99	Agriculture, Food & Natural Resources	Female
46.99	Architecture & Construction	Female
10.03	Arts, A/V Technology & Communications	not applicable
52.99	Business Management & Administration	not applicable
13.15	Education & Training	Male
52.03	Finance	not applicable
44.99	Government & Public Administration	Female
51.39	Health Science	Male
12.05	Hospitality & Tourism	Female
51.15	Human Services	Male
11.02	Information Technology	Female
43.01	Law, Public Safety, Corrections & Security	Female
15.06	Manufacturing	Female
52.14	Marketing	not applicable
14.01	Science, Technology, Engineering & Mathematics	Female
47.06	Transportation, Distribution & Logistics	Female

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 you 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 web applications and tools in one location. To access DPI applications, log into WISEhome with a WAMS ID or a Google account associated with a district email. You can request access to an application through WISEhome. More information on how to gain access to WISEdash for District or WISEdata Portal can be found at the WISEhome webpage.

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 (but are not limited to:

• 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. WISEdata Portal has a link called Resources, which includes a recorded CTE Data Reporting training from each SIS vendor.

Timeline of Data Entry and Review

Below is a suggested timeline of organizing, entering, and checking data for accuracy. This timeline can help with completing data entry by the end of the school year. Data accuracy 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.

A Suggested Timeline of Organizing, Entering, and Checking CTE Data.

When Tasks Need to be Completed	Tasks to be Completed for Organizing, Entering and Checking CTE Data
Spring/Summer of Year Prior	Course master maintenance for new school year Review how your courses are set up to record CTE, AP, and IB roster codes, dual enrollment, WBL, and IRC. Check with your SIS vendor for software directions and preferences. Career pathways are laid out with a sequence of courses and instructional area codes (IACs), 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
Winter/Spring	Grade courses. Review enrollment and courses for AP/IB Roster codes, dual enrollment indicator, WBL Roster code and certificated program status, IRC certificated program status. Review WISEdata errors and WISEdash for District dashboards, use Career Education and CTE Snapshot Preparation Guide. CTE Graduate Concentrator Report collection begins January, through Qualtrics.
June 30	CTE Graduate Concentrator Report due in Qualtrics. Identify CTE Concentrators. Use SIS software directions. CTE teachers provide lists of students with IRC and certified WBL and identify certificated program status. Review WISEdata errors and WISEdash for District dashboards, use Career Education and CTE Snapshot Preparation Guide.

Appendix A provides an overview of Career Education data elements.

Perkins Data Collection Directions

All schools that utilize Perkins funding are required to submit valid and reliable CTE data per the Perkins V law Sec 113 (a) (b)(2) (see page 19). The data is used to fulfill Perkins V required reporting:

• Consolidated Annual Report to U.S. Department of Education
• Perkins Accountability Indicator Reports for Perkins recipients
• Civil Rights Compliance monitoring

The Consolidated Annual Report is submitted to the U.S. Department of Education each year. It measures the overall state performance of concentrators and participants. The WI Perkins V State Plan provides more details about the use of funds, CTE programming, and equity and access. Data for the consolidated annual report is collected through WISE and a Qualtrics survey. The Qualtrics survey is used for CTE concentrator graduate, post-program placement data.

Perkins Accountability measures the count of CTE concentrators completing two or more courses in a school career pathway. Accountability 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

Specific numerator and denominator information is provided in Appendix B.

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

• CTE Courses and CTE Department
• CTE Concentrator
• IAC code representing the school career pathway
• Work-based learning
• Graduation exit type
• Additional student characteristics and demographics

Reporting CTE Courses and CTE Department

Each CTE course is to be reported to DPI by using a CTE Roster/State/SCED code. CTE course codes are available for each reporting year on the Courses webpage. 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 school (no matter if they accept Perkins funds or not) will report CTE courses and CTE departments. The use of CTE courses and CTE departments is required for DPI to calculate Civil Rights Compliance, for all public districts under Carl Perkins legislation.

Districts will need to create courses:

• CTE course with CTE Roster/State/SCED code.
• Identify the CTE Department that is teaching each section of the course. Reference the Courses download for CTE Department options.
• 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.

Reporting CTE Participants

CTE participants are calculated for districts by DPI. Districts will need to create:

• CTE courses
• Use CTE Roster codes
• Schedule students into CTE courses
• Post final grades
• Ensure Roster data is flowing to WISE
• Review CTE Participant Export in WISEdata Portal and Perkins dashboard in WISEdash for Districts

Review of CTE participants can be done in WISEdata Portal>Exports>CTE Participants after the 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. To confirm school CTE participants, review WISEdash for District>Snapshots>Perkins, scroll to the green graph for “current” data and the purple graph for Snapshot data. Use the crosstab CTE Participants. Snapshot data is the only data used for federal reporting of Perkins.

Reporting CTE Concentrators

Each SIS vendor has directions on how to identify CTE concentrators in their software. The district should have documented career pathways that outline a minimum of two CTE courses required to be a concentrator.

1. Review career pathway courses.
2. Use Roster Work Plan to lay out career pathway data.
3. Each career pathway will use an IAC code to represent the name.
4. Use the same number of IAC codes as there are career pathways in your school.
5. Use the 16 suggested IAC codes by DPI, found at IAC Code type.
6. Check with your SIS for any utility directions to assist with the calculation.
7. Approve CTE concentrators and review that their IAC/cluster agree with Program Association (CTE Department).
8. Ensure Roster and CTE data is flowing to WISE. Review CTE Concentrator Export in WISEdata Portal and Perkins dashboard in WISEdash for District.

The first review of CTE concentrators that have been sent to WISE can be done in WISEdata Portal>Exports>CTE Concentrators. WISEdata Portal is live data that can change daily. Checking the CTE Concentrator export only confirms that on a given day, student data has gone through DPI validations or business rules. To confirm your school CTE concentrators, look at WISEdash for District>Snapshots>Perkins, and use the crosstab CTE Concentrators. The green graph reflects current year data (prior to the Snapshot). Use the purple graph to review data that was included in the last Snapshot. The CTE and Career Education Snapshot is in December of each year, for the previous school year. DPI only uses Snapshot data to complete federal reporting for Perkins.

DPI does not have the ability to map CTE courses to IAC code. DPI only receives data that signifies a student is a CTE concentrator along with the associated IAC code to identify which school career pathway the student concentrated in. Each SIS vendor has directions on how to manually approve CTE concentrators each year. Manual review by data-entry personnel and a CTE staff member is required in case a student concentrates in more than one career pathway. (The U.S. Department of Education only collects one career pathway per CTE concentrator.) Because students cannot have two concentrations or IAC codes, the school selects the one career pathway that interests the student in a reporting year.

The school creates a method of documenting the CTE courses in each career pathway. This not only assists with data collection but also helps school personnel and families understand which courses are tied to a pathway. DPI suggests writing your career pathway down on paper using the Roster Work Plan to understand which CTE courses are in each of your school’s career pathways. (An example Roster Work Plan is in Appendix C of this guide.) SIS vendors may have utilities to assist with organizing CTE courses within each career pathway as well. However, archiving your school’s career pathways and associated courses will assist with communication between the district’s CTE staff and data-entry personnel.

Once a student is reported as a CTE concentrator for the reporting year, districts should continue to report the student as a CTE concentrator in the next reporting year(s) until high school completion. This fulfills the “once a concentrator, always a concentrator” federal reporting requirement. This does not happen automatically in the SIS! Each year, school data-entry personnel must update the Concentrator Status on each student record to reflect the current school year. The school can decide if the IAC code should change if the student develops an interest in a new career pathway or if they prefer the original career pathway.

Below is an example of data needed for data-entry personnel to begin calculating CTE concentrators within each school career pathway. This is the first portion of the career pathway within the Roster Work Plan. The full Roster Work Plan with all career pathway components is in Appendix C. Additional course data is collected for report cards and used to review career pathway size, scope and quality. Below is the minimum data needed to identify CTE concentrators. It is highly encouraged that all districts write out their career pathways to organize themselves in identifying CTE concentrators.

Example of Dat Needed for Data-Entry Staff to Calculate Concentrators

Cluster Name	IAC	CTE Course Title and Roster/State/SCED Code *Roster codes shown	CTE Department/Program Area Type *Dept name A, B, F, H, M, T
Manufacturing	15.06	Gas Metal Arc 1 -5632	T
Manufacturing	15.06	Fundamentals of Machining - 5652	T

Schools should be aware of how many career pathways they have established by counting the number of IAC codes/titles and working with their CTE staff. This can be done in WISEdash for District>Snapshots>Perkins>IAC title crosstab. The IAC codes/titles represent specific career pathways established in the school. Most important is that your school career pathways are documented with strategic CTE course sequencing. To understand how many career pathways are being supported by districts across the state, the IAC code is critical.

Perkins districts identify CTE Concentrators by IAC code, which represents a career pathway. Career pathways are based on labor market information, identification of 2+ CTE courses, size, scope, and quality indicators. CTE Concentrators are 11th and 12th grade students that complete 2+ CTE courses within a career pathway. IAC codes do not perfectly align to 79 career pathways. IAC codes align to broad categories of occupations and have been cross walked with clusters.

To assist schools with labor market information that impacts non-traditional occupations (NTO) calculations for Perkins indicator 4S1 - NTO, DPI has selected specific IAC codes for each cluster. The IAC codes on page 5 should be used for all career pathways that a district creates within a cluster. In prior years, the use of IAC codes was spread across 216 codes, causing much confusion. The list of IAC codes by cluster, reduces inconsistent state data results for NTO and 4S1, reduces workload at the school data entry level, and provides consistent annual data reviews in WISEdash for District>Perkins dashboard.

The 16 IAC codes on page 5 are for Perkins V reporting. CTE Concentrator reporting is done within the student information system, each school year. Districts are encouraged to utilize the Roster Work Plan, to lay out their career pathways for consistency in course identification. DPI is not able to map career pathway courses from each district in WISEdash for District.

Please reach out to Jessie Sloan, DPI-CTE Data consultant with any IAC and career pathway data questions, jessica.sloan@dpi.wi.gov .

Example: School A has two career pathways developed by their CTE department: Advanced Manufacturing and Health Science. Each pathway has an assigned IAC code. A senior in high school, Penny is interested in advertising and Marketing. Her school does not have a Business or Marketing teacher. She has taken a couple of art courses; however, the school does not have a Business Management & Administration or Marketing pathway. Penny cannot be counted as a concentrator because there is no career pathway developed at her school and the school does not have a CTE-licensed instructor for the pathway. School A would need to create a Business Management & Administration or Marketing career pathway, with two or more CTE courses.

Again, IAC codes report the number of CTE concentrators who access documented school career pathways. If data-entry personnel recognize that the school has CTE course combinations that could represent a career pathway, they should inform the CTE department, which can then work with stakeholders to develop a new career pathway. Components of a career pathway go beyond two CTE courses.

CTE Course and Career Pathway Guidance for Concentrators

Wisconsin recognizes six CTE Departments/program area types that must be taught by a licensed CTE instructor for that specific discipline. CTE Department is identified within the course setup of each CTE course and for separately for CTE concentrators. Starting in 2024-25 SY, the DPI courses download, column I – CTE Department, indicates which CTE Department(s) can teach a course. Utilize your SIS vendor guidance to understand the two locations that CTE Department/program area type is required to be indicated:

• (A) Agriculture, Food, and Natural Resources
• (B) Business and Information Technology
• (F) Family and Consumer Sciences
• (H) Health ScienceMarketing
• (M) Management and Entrepreneurship
• (T) Technology and Engineering.

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, a single CTE course must be equivalent to at least one semester. Each CTE course uses specific CTE Roster/State/SCED codes. These codes can be found at the DPI Courses website. Some SIS vendors incorporate the Roster codes into their software.
• A course can only be recognized as a CTE course if it is taught by a licensed CTE teacher. There are multiple pathways to licensure to teach a CTE course, including experience-based licensure in technical education. Additional information on requirements and qualifications can be found at Pathways to Licensure.

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 career pathway. Courses not included in CTE concentrator calculation are:

• CTE courses that are locally required for all students. Examples of these include:
  • Personal financial literacy courses
  • Keyboarding courses
  • Computer literacy courses
  • Economics, if required for graduation

Be aware that there is a difference between a nonelective CTE course required of all students and a requirement that students take at least one CTE course. To illustrate, some schools require all students to take at least one CTE course; because the student has the option to select the course, it may count as one of the two CTE courses for concentrators.

CTE courses that explore multiple careers do not count. Any CTE course where the content explores more than one career pathway does not qualify as one of the two CTE courses towards a student’s concentrator status. For example, career exploration courses do not count.

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. They are limited to:

1. Entrepreneurial Student Business
2. Internship/Local Co-op
3. School-based Enterprise
4. Simulated Worksite Supervised
5. Supervised Agricultural Experience
6. State Co-op Education Skills Standards: DPI Occupational
7. State Co-op Education Skills Standards: DPI Employability Skills
8. Youth Apprenticeship

To report any of the above WBL experiences, schools must ensure that the Six Criteria for Perkins V WBL are met:

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

It is highly recommended that schools create a course for each of the WBL experiences offered at the school. This course is in addition to an aligned content area course. The rationale for creating a WBL course is to have a year-to-year record of students who:

• participated
• have dedicated time scheduled to go to work
• earn credit reflected on the student transcript
• are associated with a teacher in the school for evaluation and supervision of WBL.

This supports data quality and the six criteria for Perkins reporting. Currently, some SIS vendors allow WBL to be added to the student record, independent of a course. The problem is that if data-entry personnel do not remember which students to report for WBL, the data will be inaccurate. Your SIS vendor provides guidance on how to use their software to report WBL. See Appendix D for WBL reporting directions.

Graduation Exit Type

It is very important for Career Ready Teams to pay attention to CTE concentrator graduation rates. Perkins V Accountability Indicators 1S1 and 1S2 represent four-year and seven-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. Indicator 1S2, seven-year graduation, is only the count of CTE concentrators who took seven years to graduate. These students should never be a surprise because the population is small, and the students should have been getting focused support to graduate and join the workforce.

Additional Student Characteristics and Demographics

CTE concentrator data includes student characteristics and demographics that were 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 is 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 Concentrator Follow-Up Survey

The CTE Graduate Concentrator follow-up survey is required data for Perkins V – 3S1 Post-Program Placement performance indicator and the Consolidated Annual Report. All Carl Perkins participating districts are required to collect and submit this data annually. The CTE Graduate Concentrator Follow-Up Survey is collected separately from WISE and the December snapshot due to students being in alumni status. Qualtrics is a secure data-sharing platform to collect 3S1 Post-Program Placement results.

Fiscal agent, Career and Technical Education Coordinators (CTECs) may work with their local education agency (LEA) to obtain WISEdash for District access and create a system to collect 3S1 data that maintains student data privacy and meets FERPA guidelines. CTE Graduate Concentrators submitted for the Career Education Snapshot are found in the WISEdash for District>Snapshot>Perkins dashboard. December snapshot data is the official data used to compile a list of CTE Graduate Concentrators. 3S1 data collection does not permit additional students to be added or corrected. School districts or fiscal agents will contact their CTE Graduate Concentrators to ascertain their education and employment status after the second quarter following high school graduation.

To be statistically significant, each school district that participates in Carl Perkins funding is encouraged to meet or exceed the minimum of 80 percent response rate. Accurate representation of the concentrator graduate status leads to statistically significant and reliable data for the state of Wisconsin, providing the state with valuable information about employment and postsecondary education trends. This data is also a requirement of Perkins V – Consolidated Annual Report that is used to calculate performance indicator 3S1 and submitted to the U.S. Department of Education.

It may be more challenging to reach special populations; however, doing so is critical to forming an accurate picture of CTE Graduate Concentrator outcomes and will lead to meaningful programming. A lack of responses can create an unreliable sample and impact decisions in CTE high school curriculum, postsecondary trends, and employment rates of high school graduates.

Each Perkins fiscal agent and LEA are required to complete the CTE Graduate Concentrator Follow-up survey by June 30. The data is collected at least two quarters after a CTE Concentrator graduates.

General Directions

1. School districts or consortium leaders will access certified CTE Graduate Concentrators from WISEdash for District. Available the day after the December Snapshot, this data is found at WISEdash for District>Snapshots>Perkins. 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. School districts or consortium leaders will not be able to include additional students left out of the December snapshot. 
3. School districts or consortium leaders will obtain CTE Graduate Concentrator responses following the second quarter after exiting from secondary education. Response data will verify the education and employment status of the CTE Graduate Concentrator. This data will be submitted to DPI through the secured Qualtrics link. School districts or fiscal agents will use the student's WISEid in Qualtrics.
4. School districts or consortium leaders will maintain a record of their CTE Graduate Concentrator responses for local use. DPI will not download individual student responses to share back with school districts. Response data will be calculated in Perkins V - Accountability Reports and the federal Consolidated Annual Report.
5. If there is difficulty in gathering direct responses from the CTE Graduate Concentrator themselves, it is completely appropriate to contact secondary sources that know the student, such as parents, teachers, etc., to achieve the minimum 80 percent response rate.
6. If reporting "No contact or no response" to the first Qualtrics survey question, "How was contact made?" the survey collection will end for that student.
7. The Qualtrics survey provides a final screen that says, "Thank you. Your response has been recorded." Please note that Qualtrics 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. The Qualtrics survey layout and sample survey is provided in Appendix E.
8. CTE Graduate Survey data is due June 30.

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

Qualtrics link for 2026

All LEAs and CESAs have data privacy software and need to act in compliance with FERPA. Data entry into the Qualtrics survey 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 cacheand 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 Qualtrics 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 presented includes:

• 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 SIS vendor has a recorded webinar that provides guidance on how to enter this data into their software. In addition, there is a recorded DPI and SIS vendor webinar located in WISEdata Portal, under Resources.

Advanced courses use specific Roster codes to report the course and students enrolled to WISE. AP courses and educators must go through an approval process by the College Board to use the AP designation on transcripts and Roster code. Students do not have to take an AP course to take an AP exam. IB courses also have an approval process through International Baccalaureate.

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, students scheduled into the course, and the course setup to identify as dual enrollment. 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

Indistry Recognized Credentials

Industry-Recognized Credentials (IRCs) are documented with a course or directly with individual students (referred to as a student 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 webpage.

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.

See Appendix F for more information on IRCs.

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
• State Co-op Education Skills Standards: DPI Occupational
• State Co-op Education Skills Standards: DPI Employability Skills
• Youth Apprenticeship

To be considered WBL, these WBL programs need to meet six criteria. (See page 13.) Data teams are encouraged to create courses to organize and track this data. Each course should include the respective course name, WBL Roster code, scheduled students, student grades, and an assigned instructor responsible for the students. This data structure will help meet some of the six criteria of WBL.See Appendix F for IRC Information Graphic.Work-Based Learning Programs count the number of students participating in:Entrepreneurial Student Business Internship/Local Co-op School-based Enterprise Simulated Worksite Supervised Agricultural Experience State Co-op Education Skills Standards: DPI Occupational State Co-op Education Skills Standards: DPI Employability Skills Youth Apprenticeship.

CTE Technical Incentive Grant

School districts can claim funds annually based on the number of students who meet the following eligibility criteria for the CTE Technical Incentive Grant:

• Certifications earned must be named on the Approved Certifications List for the student's graduating year.
• Students graduated with a regular high school diploma or a technical education high school diploma.
• Funding is limited to $1,000 per pupil regardless of the number of certifications the student earned on the approved list.

The CTE Technical Incentive Grant is run through the Wisconsin Department of Workforce Development (DWD), Division of Employment and Training, Career and Technical Education (CTE) Incentive Grants Program. DPI assists with the CTE Technical Incentive Grant by hosting the grant application in WISEhome and posting an informational public webpage. DWD maintains the approved certifications list of IRCs each year. Questions regarding the CTE Technical Incentive Grant should be directed to: DWD Office of Special Initiatives, Technical Incentive Grant email.

The CTE Technical Incentive Grant application (app) and data are separate from the WISE reporting system for Perkins and Report Cards. School staff will gain access to the CTE Technical Incentive Grant app to submit student records of IRCs earned. This data is NOT cross-referenced by DPI staff through WISE reporting. However, school staff may use WISEdash for District to review student data about IRCs or maintain their own records.

DPI Training Slides

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.

WISE Resources

• CTE Data Resources
• Career Education Programs
• Career Education: Info, Help and FAQ
• Career Education Data Reporting Scenarios
• Knowledge-Based Articles
• Roster: Info, Help and FAQ
• WISE Training

WISEdata Elements and Tips for Data-Entry Personnel

WISEdata Elements webpage provides definitions of the data elements collected through the WISE reporting system. Listed below is an expansive list of data terms that can be part of a school's Career Education data collection and may be beyond what is required by Perkins law. Each entry is followed by reminders for data-entry personnel to be aware of.

Course data

Data-entry personnel may need to gain an understanding of what is being taught in CTE and career education courses to organize required reporting. Below are examples of data elements that represent curriculum, course setup, and grading of a course.

• Advanced Placement/International Baccalaureate (AP/IB) - specific Roster codes, schedule students, submit final grades
• CTE Participant – auto-calculated based on CTE course scheduled, graded, and passed
• Dual Enrollment course created, marked as dual enrollment, and student scheduled to report high school students taking any dual enrollment course
• Final grades submitted for all courses in high school
• Industry-Recognized Credential – “Successfully completes a technical education program, established by the school board, in a subject or subjects.” 118.33 (1) (g) 1. c.
• CTE Department/Program Areas Type – Ag and Natural Resources Ed, Bus and IT Ed, Marketing Ed, Fam and Cons Sci Ed, Health Sci Ed, Tech and Eng Ed
• Roster codes – every course has a Roster/State/SCED code, CTE-specific
• Work-Based Learning – create a course to record students and teacher, based on the six WBL criteria

Student data

Data-entry personnel will also need to organize and report data elements for individual students. Below are examples of individual data elements used in CTE and career education reporting.

• Certificated Program Status Type added to IRC student record
• CTE Concentrator SIS vendor instructions, associated with IAC code
• Disability Status any student in the district
• Special Education data collection
• Economically Disadvantaged Status any student in the district
• Food Services Eligibility and Food Services Begin and End Dates – any student in the district
• Enrollment data collection
• English Language Proficiency any student in the district
• Exit Type and Credential Type - High School Completion
• Gender all students in the district
• Homeless Status any student in the district IAC Code and IAC Title represents a group of CTE courses for a Career Pathway Type, identifies concentrators
• Migrant Status any student in the district
• Parent in Military any student in the district
• Race and Ethnicity all students in the district
• Single Parent – any student in the district

Appendix A, Career Education Reporting graphic

This is a quick reference to data elements required for Career Education reporting.

• All public districts are required to submit CTE course data for grades 9-12.
• Work-based Learning is required to meet the six criteria to be reported to DPI

CTE (Carl Perkins Districts)

CTE concentrator – Grades 11 and 12
 

• Instructional area code (IAC represents career pathway/cluster)
• CTE Program area type
• Single parent – Grades 11 and 12

CTE participant – Grades 9-12
 

• CTE course code, CTE Department, enroll students, and passing performance based conversion.

Report Card (All Districts) – Gr. 9-12

Dual enrollment courses
 

• 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 - certificated program status is required
 

• IRC – not state approved
• IRC – state-approved business & industry
• IRC - Embedded technical diploma WTCS
• IRC - Technical diploma WTCS
• IRC - Associates degree WTCS
• Advanced Placement and International Baccalaureate course.

Carl Perkins and Report Card – Gr. 9-12

Work-based Learning
 

• Entrepreneurial Student Business
• State Co-op Education Skills Standards:
• Internship/Local Co-op
• DPI Occupational
• School-based Enterprise
• DPI Employability Skills
• Simulated Worksite
• Youth Apprenticeship
• Supervised Agricultural Experience

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.

 

 

Appendix C, Roster Work Plan

Example Roster Work Plan for Career Pathway Data Collection

These are the data elements and information that data-entry personnel need from the Career Ready Team to enter into the SIS for all career pathways with CTE courses. All career pathways with CTE courses are used to calculate CTE concentrators. 

Career Pathway Title (used by district)

Concentrator status is based on 11^th and 12^th grade students completing 2+ CTE courses within a career pathway:

Sample 1: Roster Work Plan

Cluster Name	IAC	CTE Course Title and Roster/State/SCED Code (Roster Codes Shown)	CTE Department/Program Area Type (Department Names: A, B, H, M, F, T)
Manufacturing	15.06	Gas Arc Metal 1 - 5632	T
Manufacturing	15.06	Fundamentals of Machining - 5652	T

The Roster Work Plan is the "big picture" of all courses and programs that go into a career pathway. WBL programs are not required to be separated by cluster. Breaking WBL programs down by cluster is the decision of the Career Ready Team, to aid in reading the data. On paper, this example helps the Career Ready Team see all the components and opportunities for students in the Manufacturing career pathway, at this school.

Sample 2: Roster Work Plan

Cluster Name	IAC	CTE Course Title and Roster/State/SCED Code (Roster Codes Shown)	CTE Department/Program Area Type (Department Names: A, B, H, M, F, T)	Dual Enrollment	Industry Recognized Credentials	Work Based Learning Program
Manufacturing	15.06	Gas Arc Metal 1 - 5632	T	High school course with WTCS
Manufacturing	15.06	Fundamentals of Machining - 5652	T		Haas CNC Certification - State Approved Business & Industry

Appendix D, Work-Based Learning Roster Codes, Definitions

Work-Based Learning Roster Codes

WBL is reported through the WBL program name that is selected within the course setup. The roster code does not send WBL data element to DPI. The roster code assists with viewing the course in WISEdash for District>Topics>Course Enrollment. Schools must select the WBL program name within the course setup for students to report correctly.

In contrast to a regular after-school job, WBL programs are school-supervised experiences that allow a student to observe, train, or work with an employer to discover how to apply knowledge learned in school, while gaining valuable worksite skills. The six criteria of WBL must be met to report WBL to DPI (see page 13). Brief and printable definitions of each WBL program are available here.

To help districts meet the six criteria, organize, and accurately report students involved in school supervised WBL experiences, it is advised to schedule students into an appropriately named WBL course for the time spent working. This is a separate course from the aligned subject matter content course (see criteria #4). By creating a separate course that reflects the time students are working, the district can show the WBL experience on the students’ transcript and maintain accurate data records.

Directions:

1. Create a local course called:
   1. Entrepreneurial Student Business
   2. Internship/Local Co-op
   3. School-based Enterprise
   4. Simulated Worksite Supervised
   5. Supervised Agricultural Experience
   6. State Co-op Education Skills Standards – DPI Occupational
   7. State Co-op Education Skills Standards – DPI Employability Skills
   8. State Co-op Education Skills Standards – Youth Leadership
   9. Youth Apprenticeship
2. Select a roster/SCED code from the Courses download. The courses download contains many course titles with “Workplace Experience,” that can be used for a WBL program.  
3. Use the Excel, Text Filters>Contain “Workplace Experience,” feature for column C–Course Title. The Miscellaneous Workplace SCED code 22998, can be used for all and multiple WBL Programs.
   1. Filter column N-Course Status for N/A. This means the course code is active. Deprecated means the course code is retired.
   2. Use other column filters to reduce options:
      1. G-CTE Course
      2. H-CTE Cluster
      3. I-CTE Department
4. Within the course setup, select the individual WBL program type listed in the first bullet point. This is the data element sent to DPI for reporting.
5. Do not identify an IAC code on a WBL program course. WBL is not part of the Concentrator calculation. WBL is part of the “big picture” career pathway of opportunities. A Concentrator is calculated based on completing 2+ CTE academic content courses. WBL is a program that Concentrators are encouraged to experience.
6. Identify the school staff responsible for WBL. The educator descriptor may be Instructor of Record, Teacher…. The school staff is responsible for creating training agreements and contract with employers, student supervision, and be the school contact. This meets criteria #5 and #6:
   1. #5. Must include a training agreement between the student, employer/business, and school that defines the roles and responsibilities of the student, the employer, and the school.
   2. #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.
7. The time of day for the WBL is not collected by DPI. Students often work outside of school hours. The WBL course meet could be any hour 0-9, 10…
8. Grade the course. Grading can be pass/fail or grading per your school policy.
9. Determine if the WBL is for credit or not. This meets criteria #4:
   1. #4. Aligns with a course (generally speaking should be a minimum of one semester). It is highly encouraged to provide credit for the work-based learning experience as well as credit for the school-based course.
10. In the course handbook, identify the aligned subject matter content course(s) that prepare students for the WBL experience. The aligned course is not WBL. Students should be scheduled into the aligned course during the school year that they are completing the WBL experience hours. The student would have an aligned course and a WBL course on their schedule. This meets criteria #4:
    1. #4. Aligns with a course (generally speaking should be a minimum of one semester). It is highly encouraged to provide credit for the work-based learning experience as well as credit for the school-based course.
    2. Example: Small Animal is a subject matter content course. This would not be identified as WBL in the course setup. A second course would be created and named Supervised Agriculture Experience. In the course setup it would be identified as Work-Based Learning – Supervised Agriculture Experience to send the WBL data element. It would also use any Workplace Experience roster code that the school decides. Students participating in Supervised Agriculture Experience would also be taking the Small Animal course for subject matter content. The school decides if the Supervised Agriculture Experience course is for credit or not. The course will show up on the students’ transcript when the student is scheduled for it.

Work-Based Learning (WBL) Program: Types, Definitions, and Hours

WBL Program	Definition	Hours
Entrepreneurial Student Business	A student-led entrepreneurial business is created and managed by a student, with guidance from an entrepreneur mentor. The student serves as the primary decision-maker, and outside partners may provide space, materials, or other resources. The experience builds essential entrepreneurial business skills. Required Program Elements Entrepreneurial Student Business is described in the course handbook as a work-based learning program The following elements must be included in a WBL syllabus or guide that describes the program: Entrepreneur mentor Business plan Business financial statements Student positions may be paid or unpaid	90 hours
Internship	A school-approved and designed training program in which the student is placed with an employer. Learning objectives are structured to give the student an understanding of a particular business or career. The internship allows students to gain practical, hands-on experience in a career area while earning academic credit. Required Program Elements Internship is described in the course handbook as a work-based learning program The following elements must be included in a WBL syllabus or guide that describes the program: School and employer develop learning objectives Student positions may be paid or unpaid	90 hours
School-based Enterprise	A school-run business operated by students as part of their learning. The school owns the resources, sets up the business model, ensures long-term operation, and evaluates student performance through an educator. Required Program Elements School-based Enterprise is described in the course handbook as a work-based learning program The following elements must be included in a WBL syllabus or guide that describes the program: School administered business plan School-based Enterprise financial statements Student employee position descriptions Student positions may be paid or unpaid	90 hours
Simulated Worksite Supervised	A school-created mock workplace that mirrors real job settings. It should be designed with input from local employers. Students' complete tasks using realistic tools, materials, and guidelines, gaining hands-on experience in a controlled environment. Required Program Elements Simulated Worksite Supervised is described in the course handbook as a work-based learning program The following elements must be included in a WBL syllabus or guide that describes the program: School developed worksite that replicates a real-world employment environment School partners with employer to identify industry-related work Student employee position descriptions Student positions may be paid or unpaid	90 hours
Supervised Agricultural Experience	Supervised Agricultural Experiences (SAEs) are student-led, instructor supervised work-based learning experiences that result in measurable outcomes related to AFNR Standards. “Student-led" means that a student takes the primary responsibility for designing, implementing, and managing their own agricultural project. “Instructor Supervised” means an agriculture teacher supervises the students work in collaboration with an industry professional, allowing the student to gain hands-on experience in a chosen area of agriculture while making key decisions and learning from their experiences. Required Program Elements Supervised Agricultural Experience is described in the course handbook as a work-based learning program The following elements must be included in a WBL syllabus or guide that describes the program: Aligned to the schools Agriculture career pathway Aligned academic content course must utilize AFNR academic content standards Student positions may be paid or unpaid	90 hours
State Co-op Education Skills Standards and DPI Occupational	The State Co-op Education Skills Standards: DPI Occupational consists of the following competency-based work-based learning programs that have been developed by the Department of Public Instruction. Schools work in collaboration with employers to create a work-based learning opportunity for students. Schools implementing a State Co-op Education Skills Standards: DPI Occupational program will follow the Wisconsin’s State-Certified Cooperative Education Implementation Guide. Required Program Elements Simulated Worksite Supervised is described in the course handbook as a work-based learning program Minimum required hours per school year: 480 hrs The following elements must be included in a WBL syllabus or guide that describes the program: DPI licensed CTE teacher-coordinator in the content area for each State Co-op offered School agrees to program assurances annually within the DPI State-Certified Credential application 11th and 12th graders only Student positions are paid The program is operated by the school in partnership with a business or industry	480 hours
State Co-op Education Skills Standards and DPI Employability Skills	A DPI-developed, competency-based program that builds students’ employability skills—such as work habits, attitude, and career planning. Schools work with employers to provide structured work-based learning experiences focused on career readiness. Schools implementing a State Co-op Education Skills Standards: DPI Employability Skills program will follow the Wisconsin’s State-Certified Cooperative Education Implementation Guide. Required Program Elements State Co-op Education Skills Standards: DPI Employability Skills is described in the course handbook as a work-based learning program The following elements must be included in a WBL syllabus or guide that describes the program: School agrees to program assurances annually within the DPI State-Certified Credential application Student positions are paid The program is operated by the school in partnership with a business or industry	90 hours
Youth Apprenticeship	An “earn while you learn” program for high school juniors and seniors, operated by Wisconsin’s Department of Workforce Development (DWD). Students gain hands-on skills from employers through paid work experience and take related coursework to support their training in a specific career area. Required Program Elements Youth Apprenticeship is described in the course handbook as a work-based learning program The following elements must be included in a WBL syllabus or guide that describes the program: Student positions are paid Hands-on training for students The program is operated by a YA Coordinator in collaboration with school and employers.	450 hours

Appendix E, Qualtrics and Student Follow-Up Study

Student Follow Up Study, Qualtrics Form Demonstration

1. Enter the student's WISEid number in the form field.
   • WISEid's are always 10-digits.

   • 

      

2. Concentrator Graduate Follow Up Report:
   • Who is filling our this survey?
     • Student contact
       • Second Pary contact
       • No contact/No response).

   • 

      

3. Careed Education Status: 
   • Not attending any post-secondary institution
   • Attending a post-secondary institution.
   • Other Advanced Training.
   • No response. 

   • 

      

4. Current Employment Status (Check Appropriate item. Employment includes all employment, full- or part-time.)
   • Employed
   • Military
   • Volunteer for the Peace Corps or service program under the National & Community Service Act
   • Unemployed but seeking employment
   • Not in labor force and not pursuing employment
   • Deceased
   • No response to question

   • 

      

5. Thank you. Your Response has been recorded. 

   • 

      

Sample Student Follow-Up Study

CTE GRADUATE CONCENTRATOR FOLLOW-UP SURVEY

Your cooperation in completing this survey will help to better serve our present and future students and provide data to improve career and technical education programs. Thank you in advance for your participation!

Complete and return to:

• Student Name:
• School Attended:

Student contact status

• A Student contact
• A Second-party contact
• No contact or no response – End survey
• CTE Graduates may have both an education and employment status.

Current educational status (check appropriate item):

• A: Not attending any postsecondary institution
• B: Attending a postsecondary institution
• C: Other advanced training

Postsecondary education program length (check appropriate item):

• Certificate
• Associate degree
• Bachelor degree

Current employment status (check appropriate item). Employment includes all employment, including full- and part-time.

1. Employed
2. Military
3. Volunteer for the Peace Corps or service program under the National & Community Service Act
4. Unemployed but seeking employment
5. Not in labor force and not pursuing employment
6. Deceased
7. No response to question

Appendix F, Industry Recognized Credentials

Industry Recognized Credential Data Reporting Requirements

Industry Recognized Credentials (IRC) are certifications, credentials, or licenses that are vetted by employers and serve 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.

School and DistrictReport Card

Industry-recognized credentials (IRCs) are part of Career Education data reporting. State statute (Wis. Stat. 115.385) requires DPI to report course data annually in Accountability Report Cards. This is presented in district and high school report cards for grades 9-12.

“the number of pupils earning industry-recognized credentials through a technical education program established by a school board as described in s. 118.33 (1) (g) 1. c.”

“Successfully completes a technical education program, established by the school board, in a subject or subjects.” 118.33 (1) (g) 1. c.

Perkins V

District CTE or Career Readiness teams will also utilize IRC data to strengthen career pathway development. IRCs are used as one of the size, scope, and quality components of a career pathway, as defined by Carl D. Perkins: Strengthening CTE for the 21st Century Act. CTE teams can utilize WISEdash for Districts to analyze IRC participation.

CTE Incentive Grants

Limited to those approved by Department of Workforce Development (DWD), each year; must support worker shortage areas and meet DWD requirements; Directed by WI Statutes Wisconsin Legislature: 106.273

Create district organization method of reporting IRC by scheduling students into an identified course or add to individual student record.

Report through Student Information System (SIS) and review in WISE.

IRCs support career pathway development: size, scope, and quality. Career pathways are created for Perkins and Regional Career Pathways.

IRCs are identified in Perkins grant and career pathway maps.

Staff is assigned to CTE Incentive Grant application in WISEhome and reports students who earned DWD approved certifications

Report through CTE Incentive Grant application. More information

Five Program Names for IRC Data Collection in WISE:

1. IRC - STATE APPROVED WTCS-Embedded Technical Diploma
2. IRC - STATE APPROVED WTCS-Technical Diploma
3. IRC - STATE APPROVED WTCS-Associates
4. IRC - STATE APPROVED BUSINESS & INDUSTRY approved by DWD
   1. Each student will need a final data element of Certificated Program Status Type entered at the completion of the IRC to report properly for report card data. Reference SIS vendor guidance for software data entry instructions. Review students in WISEdata Portal and WISEdash for District before the December Career Education Snapshot.
5. IRC - NOT STATE APPROVED
   1. Industry Recognized Credentials are certifications, credentials, or licenses that are vetted by employers and serve 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. An IRC is a verification of a students’ qualification or competence through a technical education program.