[{"_1":2,"_100":-5,"_101":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6297099,"mediaKeyId","2511275-28e0bd0b56037abf2b6cb7e4160d6378","parentId",2511275,"title","Committee discusses career‑coaching definitions, tentative metrics and evaluation plan; no formal vote","audioSeconds",2368,"startMs",2894000,"endMs",5262000,"viewUrl","/Search/View?dp=1&key=2511275-28e0bd0b56037abf2b6cb7e4160d6378&start=2894&end=5262","thumbnailUrl","https://assets.pipeline.soar.com/2511275-28e0bd0b56037abf2b6cb7e4160d6378/thumbnail_2894000.jpg","articleUrl","/articles/6297099/Maryland/Committee-discusses-careercoaching-definitions-tentative-metrics-and-evaluation-plan-no-formal-vote","mediaUrl","https://secure.pipeline.soar.com/6297099-fd751cc6a6fd2c2f504b2f9ac6fc1b90/orig.mp4?Expires=1770555384&Signature=JoXUVtxLD1F61N~4jn-65L1f1uNhkqeToUMICB4qPovKcrObU3ku6pDUELnE9CFgDvREJ9z-ulMKhTQz~Py1za8vvh5ql2741EUPUq-9Hj3UMioO1nSj6bix1kDOE-bNKWVurYYOPM-r08HACm2NIc-2eDzIulplN5fH60KVt9oxQouzl--DEr6iYMhPm940lSf4RR~FMLlVgN3TJQMhbDNU~7yBi55XaulVA6aVj-f3Wo8ClBY9ktNweYbd3yvHpaNL-vclwzzhQcZ3FTsbmpXRDQSiprNcPchyLAkSZWEFscYBFigD0s5A7NWIJ4i7PDdLg7MzRvMNBLeuyATthQ__&Key-Pair-Id=KUT5TJCACFTXG","author","MSDE TV","date","2025-01-30T00:00:00Z","article","The CTE committee held an extended discussion — not a vote — on proposed definitions and tentative metrics for the career‑coaching initiative established under the Blueprint. Staff and local partners presented a data framework for implementation metrics, near‑term impact metrics and longer‑term student outcomes, and outlined plans to contract an external evaluator to finalize measures for the required evaluation due at the end of the year.

Molly Meznard, senior advisor to the Governor's Workforce Development Board CTE committee, explained the work began with a recognition that definitions (a data dictionary) and a concise, non‑burdensome set of metrics were needed before the required evaluation could be designed. Kirkland (Kirk) Murray, representing the Maryland Workforce Association and the network of 13 local workforce boards, described the initiative as both a startup and a partnership consolidation: local workforce boards, local education agencies (LEAs) and community colleges must form local MOUs, hire or fund career coaches, and coordinate to deliver services.

Staff presented the candidate metrics in three buckets: implementation metrics (inputs such as budget, number of career coaches hired, trainings completed and number of employer partners engaged), impact metrics (percent of students completing career assessments, percent participating in career exploration activities, percent of 10th graders with identified post‑secondary and career pathways, and percent of graduates leaving with a post‑graduation plan), and long‑term student outcomes (employment, employer sentiment, wage and credential attainment). Presenters said many implementation measures are already collected by local workforce boards; impact and long‑term measures will require harmonized definitions and likely an external evaluator to design surveys and sampling.

Presenters clarified definitions for key terms used in the Blueprint and the draft metrics. ‘‘All students’’ was defined to include middle and high school students in scope for required career‑coaching services. ‘‘Individualized career counseling’’ was clarified to mean services customized to a student's strengths, interests and values and not necessarily one‑on‑one direct service for every student (staff noted some localities would provide group services where appropriate). Staff described a proposed \"six‑year plan\" (beginning in middle school, formalized by eighth grade and updated annually) as a personalized roadmap for post‑secondary and career progression; MSDE staff said a template for the six‑year plan will be developed during implementation.

Committee members emphasized equitable access and employer engagement. Members asked how students in communities lacking local industry could access subject matter expertise; presenters said local workforce boards and the Maryland Workforce Association will coordinate cross‑jurisdictional expertise sharing and convenings so smaller localities can draw on subject‑matter resources in other counties. Several committee members urged early consideration of long‑term metrics — employer sentiment, employment and wage outcomes — rather than only short‑term activity counts.

Next steps identified by staff: revise the draft definitions and metrics based on feedback, secure an external evaluator to finalize survey instruments and sampling strategies, and continue technical assistance to local partnerships. Staff said the AIB maintains an annual reporting structure for local workforce boards (with a June 30/July 1 reporting cadence discussed), and the committee will return a refined packet for formal review and potential vote when ready.

Because the discussion was informal and intended to gather committee feedback, no formal motions or votes were taken on the definitions or metrics during the meeting.","mediaType","Video","parentTitle","CTE Committee Meeting| Thursday January 30th, 2025 | 3 p.m - 5 p.m","oneSentenceSummary","Committee members reviewed proposed statewide definitions and tentative metrics for the Blueprint career‑coaching initiative and asked staff to refine the measures and bring a finalized package, including an external evaluation plan, back for formal consideration.","taxTitle","Maryland Department of Education, School Boards, Maryland","taxId",79256,"location","Maryland","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6297104,"CTE committee approves annual report and CTE framework, notes data limits on 45% goal",895,1975000,2870000,"/Search/View?dp=1&key=2511275-28e0bd0b56037abf2b6cb7e4160d6378&start=1975&end=2870","https://assets.pipeline.soar.com/2511275-28e0bd0b56037abf2b6cb7e4160d6378/thumbnail_1975000.jpg","/articles/6297104/Maryland/CTE-committee-approves-annual-report-and-CTE-framework-notes-data-limits-on-45-goal","https://secure.pipeline.soar.com/6297104-590a8dae5c95b1566bfe81513153ab15/orig.mp4?Expires=1770555384&Signature=l3Uji8gcCapPaG74yZ~-JId3ZoUamgejxrm3uQrPVAb1UdzSo1uTUH615KqGUf5-g37mvqeIrnQxXJJwjCEiWaa~kfY9IFfHcMkVKLIQSA5Fbiqwz~uO6CXoMfrfdWHWYjXp~ZgKIerVs1RHYZIdOXQJbZ-PZTUskNweRN6ePAh5lacdcF9C-fBIJjbPOF2cHF3OjV5m2KTtwV~TaIqSmPkdfepoQ3r98Urp3BVdunNd8T-hnbCDlLAAXekfD-SEsQDsLzoXfuKT1RtXX4Qyc5Pmwv8Wwmy29JpKkbomMIfj~WTTkVCD6S5OIU7IkOM2C1Eq8Ylbkv~tGVAZEpbxSg__&Key-Pair-Id=KUT5TJCACFTXG","The Governor's Workforce Development Board CTE committee voted to approve its CTE framework and the annual report required by statute. Committee leaders said the report will be submitted following the meeting and made publicly available.

Committee chair Myra Norton told members the report summarizes progress, remaining data limitations and next steps to reach a statewide goal that was set in committee guidance: a 45% target for students earning industry‑recognized credentials or comparable mark of career readiness. Norton and staff cautioned that current calculations use historical data and proxy methods while MSDE and partners build the systems needed to track the policy definition precisely.

Staff reported the current estimate toward the 45% goal is roughly 9%, calculated from historical completion metrics and existing credential and apprenticeship records. They emphasized that figure comes with caveats: data systems do not yet tag some completions as \"high‑school level\" registered apprenticeship or otherwise distinguish the exact set of completions that the new policy counts. The annual report documents those caveats and outlines a plan to improve data collection and set meaningful interim targets for school systems.

The report also summarizes findings from expert review team visits. Staff said they have completed six visits and identified emerging themes: students strongly favor CTE programs and many programs lack capacity to meet student demand; regional variation in challenges means state strategies must be adaptable to local conditions.

The CTE framework approved by the committee is a two‑page, high‑level vision statement of priorities and intended alignment across K‑12, post‑secondary and employer partners. Committee members instructed staff to break the framework priorities into actionable implementation items in the coming months and to schedule a strategic planning and implementation retreat in May or June.

The annual report will be submitted after the meeting as approved; staff said future report iterations will include clearer, more precise targets once data and employer demand strategies are developed.

Votes were taken by voice and recorded as unanimous in the transcript; no roll‑call tallies were published in the meeting record.","The committee approved a two‑page CTE framework and the committee's annual report for submission. The report outlines progress toward a 45% IRC/completion target, estimates the current baseline at about 9% with data caveats, and sets next steps for target‑setting and employer demand work.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6297109,"CTE committee approves MSDE recommendations on industry-recognized credentials and grants administrative update authority",1535,133000,1668000,"/Search/View?dp=1&key=2511275-28e0bd0b56037abf2b6cb7e4160d6378&start=133&end=1668","https://assets.pipeline.soar.com/2511275-28e0bd0b56037abf2b6cb7e4160d6378/thumbnail_133000.jpg","/articles/6297109/Maryland/CTE-committee-approves-MSDE-recommendations-on-industry-recognized-credentials-and-grants-administrative-update-authority","https://secure.pipeline.soar.com/6297109-86a491cec2d000f4a79f92648824dddd/orig.mp4?Expires=1770555384&Signature=WgFK8QTky--wCGrwL0bhesLKXInMwBql-QCkJpPR50o1mfxakbKb-4ZIS~0IjzuxbWZGisQPCB-qHvpXjEP~tW-MddyaBPea2oiJ2xIkg5PHV5pRaO3bboVA1TIQwZnoHecR134urMQvTRNBev1KX0rKWAg6hWgPkojtRdlyr-AY9y0ChzWne3fXlv2rhyNK6yviUFxPfidIo2H98yloQvVGe4cIqCf1u3gTxMtuUPc-W9nKUkn8sQcHazz95FZfIub2MA3By-EQ4x~aDKyaTimhoFcyz9QKE8PUUNkHYl0-4KFcl5EjbdNMKJqvvw0hE7lBTjk4wwMVZMGfv1oOzg__&Key-Pair-Id=KUT5TJCACFTXG","The Governor's Workforce Development Board Career and Technical Education (CTE) committee voted to accept Maryland State Department of Education recommendations on industry-recognized credentials (IRCs) and to permit MSDE to make minor administrative updates to credentials on the approved list.

The committee accepted MSDE's categorization of the first application cycle, approving the credentials MSDE recommended for the statewide list, declining the credentials MSDE recommended not be approved, and directing MSDE and applicants to pursue a 60-day review for a third \"gray area\" group that needs additional documentation or revision.

MSDE staff said the first application cycle opened Aug. 26 and closed Oct. 31. The department received 91 total submissions, which it counted as 68 unique, non‑duplicative applications. MSDE recommended 19 of those 68 for approval and identified 31 that were not eligible for inclusion in the statewide list in this cycle. Committee staff said applicants may reapply and MSDE provided outreach when applications were incomplete.

MSDE staff highlighted examples of strong applications. Tracy Kittle, director of apprenticeships and industry‑recognized credentials in MSDE's Office of College and Career Pathways, described an ABYC marine service technician application submitted by Anne Arundel County Public Schools that included endorsements from the Marine Trades Association of Maryland and names of businesses that had hired program graduates. Pamela Clay, MSDE coordinator for apprenticeship and IRCs, described a National Basic Crime Scene Investigator application from the Law and Public Safety Education Network (LASPEN) that included letters from regional partners and a Cambridge Police Department chief endorsing recognition at secondary and post‑secondary levels. MSDE staff also cited an American Welding Society application with a sample welder qualification record and an electrical pre‑apprenticeship application showing articulation with Howard County Community College for college credit.

MSDE flagged common weaknesses among applications that were not recommended: submissions that lacked supporting artifacts (about 25 of the 31 not‑recommended were a single advocacy letter without artifacts), duplicate submissions for credentials already on the approved list, materials relying solely on vendor‑provided content or blog/news articles instead of independent employer endorsements, and mismatches between credential scope and associated job postings (for example, credentials intended as entry points paired with job postings requiring advanced degrees).

On a separate vote, the committee granted MSDE the authority to make limited administrative updates to entries on the approved IRC list when the change does not require a substantive re‑review. Richard Kinkade, who leads MSDE's Office of College and Career Pathways, told the committee the administrative privilege would be used for naming conventions and other minor edits that do not alter assessments or standards; substantial changes (for example, the addition of AI components that would alter classroom instruction or a shift of a credential to a post‑secondary‑only credential) would trigger the full review process.

Committee members stressed oversight: the chair said MSDE would report back on administrative updates so the committee could review any changes that appeared to exceed a minor threshold.

Votes recorded during the meeting were voice votes with no roll‑call tallies published in the meeting transcript. Committee members approved the MSDE recommendations and the administrative update authority without opposition.

MSDE said it will add approved IRCs to the state's approved list for the upcoming school year and publish the list after the committee's action.

The committee explained the \"gray area\" applications will enter a 60‑day period of follow‑up in which MSDE and the applicants will work to provide additional documentation or make revisions that could move those items to approve or not‑approve status.","The CTE committee accepted Maryland State Department of Education (MSDE) recommendations from the first IRC review cycle — approving a subset of credentials, rejecting others and sending a gray set to a 60-day follow-up — and voted to allow MSDE to make limited administrative updates to listed credentials without full resubmission.","actionData","errors"]

Article not found

Committee discusses career‑coaching definitions, tentative metrics and evaluation plan; no formal vote

CTE committee approves annual report and CTE framework, notes data limits on 45% goal

CTE committee approves MSDE recommendations on industry-recognized credentials and grants administrative update authority