This page is designed to help campus administrators and leadership better understand statewide compliance needs for Career-Technical Assurance Guides (CTAGs). It will also provide information on current and past efforts related to the implementation of The Secondary Career-Technical Alignment Initiative.
Establishing and Creating Compliance Expectations
When new CTAGs are developed, statewide surveys are distributed for feedback. Institutions are asked to respond letting ODHE know if they offer a program or courses similar to those on the CTAG. The course name and number can be reported. When there is no data provided in survey, course catalogues are audited for possible course equivalencies. Reported courses, and those found through audits, are used to create the initial expected compliance for a CTAG at announcement.
Expected Compliance Reports
Each technical area for which there is a statewide articulation agreement (called a CTAG) has an Expected Compliance Report. These reports are used to easily identify approved courses (those courses that have been submitted and approved by faculty review panels ) for a particular statewide agreement, as well as courses at institutions we believe need to be submitted to the faculty review panel. As institutions submit courses for review, and communicate updated information to our office, the expected compliance reports change. The report shifts from expected compliance to confirmed courses with forthcoming submissions.
Compliance Reports change frequently by nature, and the date on the report should always be noted. These documents are a snapshot in time, and students referencing this should always verify information.
Descriptions and learning outcomes associated with all Career-Technical Assurance Guides (CTAGs) can be found using this link, and this information may be helpful as you view each report.
Getting Help with Expected Compliance
For questions regarding compliance expectations, including concerns regarding the need to submit a course, please contact:
Associate Director, Secondary Career-Technical Alignment Initiative
Ohio Articulation and Transfer Network
Ohio Department of Higher Education
A general outline of the process used when institutions are unsure about submission can be found in this document.
Past Compliance Efforts - OCTANE
The Secondary Career-Technical Alignment Initiative, a multi-year Perkins-funded collaboration between the Ohio Department of Education and the Ohio Department of Higher Education, was designed to increase the number of statewide articulation agreements (CTAGs) that specifically serve secondary career technical students. As a result of the initiative, there is an expanded inventory of courses that have been identified for statewide articulation. OCTANE events were state-directed events, aimed at assisting public institutions with the systemic implementation of career-technical articulation and transfer on their campuses.
OCTANE events were designed to:
- Engage campus teams in focused activities that challenge them to think critically about their processes related to career-technical students who qualify for credit under statewide articulation agreements (CTAGs) in the areas of academic affairs, admissions/advising, registrar/records, institutional research, and data management and reporting.
- Provide opportunities for both regional and statewide collaboration, including professional development, around career-technical transfer initiatives.
- Assist institutions with implementation and adoption of SCTAI-created CTAGs including submission compliance.
The first OCTANE Event was in April of 2017 and brought cross-functional campus teams from all institutions together. This first event served primarily to gather information and to set goals for the coming year.
OCTANE 2.0 was a continuation of the events and efforts from year one of OCTANE. Multiple strategies were put into motion with one goal in mind: increasing post-secondary compliance and creating opportunities for career-technical students in Ohio. Clarification of compliance and policy, providing consistent support from our office, and offering structured and goal oriented submission workshops around the state were the highlights of the second year of OCTANE.
OCTANE 3.0 focused on content specific submission workshops for faculty. This new structure also provided opportunities for faculty of the same discipline to come together to explore professional development needs in their fields.
Beginning for FY20, with no large scale OCTANE events planned, stakeholders will see the name OCTANE used less. OATN staff will instead focus on working with institutions to create targeted plans that work to address their specific compliance needs. The Provost appointmed Campus Liaisons introduced last year will be an important part of this work.