Developing A Course Sequence and a Program of Study (POS)
Students enrolled in a CTE program or program of study (POS) will complete, at a minimum, a coherent sequence of three courses. A program of study, unlike a CTE program, provides opportunities to students to earn college credits during high school that lead to a certification, or an associate or baccalaureate degree. Offering high school students a POS that consists of a non-duplicative and coherent sequence of secondary and postsecondary courses ensures that students transition into postsecondary education without duplicating classes.

The coherent sequence of courses should include “required program courses” for a specialized college program, or a sequence of the “required core courses” of multiple health science programs offered by the college that will lead to multiple career options in Health Science. The school district may expand the college course offerings to include general education or academic courses (e.g., Communications I and II; General Psychology; Composition I and II; Principles of Sociology, History; General Mathematics) after the initial sequence of CTE courses for a POS are developed and implemented by the school district. 

Most often, postsecondary institutions, will not allow students to earn college credits for advanced college courses. Community colleges will help secondary school districts identify a sequence of 100 series college courses that may be offered to students for college credit during high school. In some cases, community colleges may allow a school district to offer students a 200 series course. Four-year postsecondary institutions have their own numbering series for college courses, and will help secondary school districts identify courses that can be offered to students during high school.

If the secondary school is revising the curricula of an existing CTE program to align with a program offered at the community college, the school district will send the curricula to the partnering community college for review. The community college will determine what college courses they offer that will align with the courses offered by the secondary school district, and work with the school district to develop equivalent college courses.

If the secondary school is developing a POS that includes only one credit-bearing course for which students can earn college credit, the remaining introductory courses offered at the secondary level must teach students the broad foundational knowledge and skills for the POS.

If a school district is developing a comprehensive POS (e.g., Tech-Preg program), each course of the coherent sequence of three or more courses should be offered to students for college credit.

To develop a new CTE POS, the secondary school district will:

1. Determine the POS it will develop based upon statewide, national, or regional needs;

   Department of Labor Industry and Occupational Employment Projections
   http://lwd.dol.state.nj.us/labor/lpa/employ/indoccpj/indoccpj_index.html 

   United States Department of Labor: Bureau of Labor Statistics
   http://www.bls.gov/emp/

   Workforce Investment Board (WIB)
   http://lwd.state.nj.us/lpaapp/DataTools.html?newPage=IndProjInstant

2. Investigate college programs operating at two-year and four-year postsecondary institutions to identify postsecondary institutions that will partner with the secondary school district; 

   Potential Secondary and Postsecondary Linkages
   http://www.nj.gov/education/cte/toolbox.htm

   Determine whether the school district will develop a POS that will lead to multiple program offerings at a partnering postsecondary institution (e.g., Health Services/Allied Health/Health Sciences, General; Agriculture, General; Communication, General; Computer and Information Sciences, General, etc.), or to a specialized degree program at the postsecondary institution (e.g., Nursing; Computer Programmer; Mechanical Engineering; Accounting etc.);
   

   If a secondary school district is developing a POS that leads to multiple program offerings at the postsecondary institution (e.g., Health Services/Allied Health/Health Science, General CIO Code 510000):

   1. Select a partnering postsecondary institution that offers multiple Health Science programs under the Health Science Career Cluster, and the career pathways of the career cluster;
      
      
   2. Review the “program requirements” for each Health Science program operating at the postsecondary institution and identify a “common core of courses” that are program requirements for all of the Health Science programs. If students complete the college courses successfully, students will have an option to transition into any one of the Health Science programs operating at the postsecondary institution; and,  
      

3. Identify the name of the college program, its corresponding CIP Code number, and the name of the career pathway under which it is organized;
    
   
4. Access the National Center for Educational Statistics (NCES) website to locate the CIP Code number and the formal name of the POS to review the knowledge and skills students will learn. Accessing this information will help the school district determine the content that students will learn in the POS; 

   National Center for Educational Statistics
   http://nces.ed.gov/ipeds/cipcode/Default.aspx?y=55

   For example, the CIP Code and program description of a Health Services/Allied Health/Health Sciences, General program of study is:

   CIP Code 51.0000: Health Services/Allied Health/Health Sciences, General
   A general, introductory, undifferentiated, or joint program in health services occupations that prepare individuals for either entry into specialized training programs or for a variety of concentrations in the allied health area. The program includes instruction in the basic sciences, research and clinical procedures, and aspects of the subject matter related to various health occupations.

5. Determine whether the courses in the POS will be offered to students for dual/ concurrent, or for articulated credit . Students enrolled in a POS for deal/concurrent credit will  receive transcripted credit for college courses successfully completed during high school to ensure that they transfer seamlessly into postsecondary education;
    
   
6. Initiate contact with the postsecondary institution to begin the articulation process and to develop the POS. Individuals responsible for developing articulation agreements or memorandums of understanding with secondary school districts vary from one postsecondary institution to another. Contact the Office of Academic Affairs to request the name of the person responsible for developing articulation agreements with secondary school districts.
    
   
7. Discuss options for tuition-related costs for college courses with postsecondary partners;
    
   
8. Develop an advisory board to guide and advise major stakeholders (refer to Developing Partnerships);
   
   
9. Develop a student enrollment and exit process for the new POS.
    
   
10. Develop curricula for the POS (refer to Curricula Development);
    
    
11. Ensure that secondary school teachers have the certification requirements necessary to teach the POS;

    NJ Licensure and Credentials: Career and Technical Educators http://www.nj.gov/education/educators/license/cte/

12. Develop a CTSO (HOSA); and,
     
    
13. Develop an articulation agreement or memorandum of understanding with postsecondary partners (refer to Credit Transfer Agreements: Articulation Agreement/Memorandum of Understanding).