The Future of CTE in Iowa: Implementing Perkins V

1. AN OVERVIEW OF WHAT LIES AHEAD FOR IOWA WITH REGARD TO IMPLEMENTATION The New Federal CTE Law: The Strengthening Career and Technical Education for the 21st Century Act (AKA Perkins V) February 15, 2019

2. Agenda • Setting the Context for Perkins V • What is Perkins? • Major Tenets of Perkins V • Perkins V Reauthorization Timeline • State Plan Development Timeline and Process • State Plan Action Planning • Steps Towards Full State Plan Development • Resources

3. SETTING CONTEXT FOR PERKINS V IN IOWA

4. CTE in the States: Where is the Focus? Kotamraju P., 2012, June. Using return on investment (ROI) and other related tools: Guidelines for measuring career and technical education (CTE) internal efficiency and external effectiveness. Louisville, KY: National Research Center for Career and Technical Education, University of Louisville.

5. Moving Towards a Future Ready Iowa • Redesigning secondary CTE using the programs of study (POS) framework as the linchpin (Iowa Department of Education); • Building out registered apprenticeships in key industries and targeting underserved populations (Iowa Workforce Development, Iowa Economic Development Authority); • Expanding career pathways through the Iowa Skilled Worker and Job Training Fund (Department of Education, Iowa Workforce Development, Iowa Economic Development Authority); • Tackling the growing workforce and skills gap through employer-led sector partnerships (Iowa Department of Education, Iowa Workforce Development); • Connecting school districts to employers using intermediaries to increase work- and project based experiences using the Regional Intermediary Network (Iowa Department of Education) and initiatives supported through STEM Regional Hubs (Iowa Governor’s STEM Advisory Council).

6. Moving Towards a Future Ready Iowa • Aligning statewide efforts on talent pipeline strategy development and defining, elevating, and enhancing, measuring, and scaling high quality work-based learning (Iowa’s Governor’s Office). • Iowa continues to implement:- • the requirements under the current Carl D. Perkins federal legislation (known as Perkins IV). • putting in place the mechanisms outlined in the Workforce Innovation and Opportunity Act (WIOA) to focus on employer-led career pathway development. • Begun implementing the recently approved Every Students Succeed Act (ESSA), which serves as the foundation for the state’s system of accountability and support for students, educators and schools

7. The policy context for CTE in Iowa • State policy is based on Iowa Code Chapter 12 requirements • More recently implementation of HF2392 CTE Redesign Legislation • Supported by Federal policy through Perkins IV implementation • Increasingly connecting Iowa CTE to several state and regional education, workforce, and economic development efforts State Plan Development Under Perkins V Moving Towards a Future Ready Iowa

8. Redesigning CTE in Iowa to make it Future Ready • HF2392 Implementation • Consists of two divisions: • division I is a reconfigured career guidance approach, where a district career guidance team: • chooses a career information system • have all an eighth grade students complete an individual career and academic plan (ICAP) • division II embeds high quality CTE and requires each secondary CTE regional planning partnerships (RPPs) to: • Implement, with a budget, a multi-year strategic plan • have all secondary CTE programs be approved Iowa Perkins V Planning and Implementation: Ingraining High Quality CTE regardless of person, place, or proximity

9. Secondary Career and Technical Education Redesign in Iowa: Setting the Stage for Perkins V

10. Secondary Career and Technical Education Redesign in Iowa: Setting the Stage for Perkins V State Planning Process Regional Planning Partnerships Multi-Year Plans • Perkins V State Planning Process • What Might be Familiar • Plan Development and Consultations • Program Administration and Implementation • Budget • Fiscal Responsibility • Assurances • What is New • State Determined Performance Levels • Local Needs Assessment • Accountability for Results

11. Program of Study Defined • The term ‘program of study’ means a coordinated, non-duplicative sequence of academic and technical content at the secondary and postsecondary level that— • (A) incorporates challenging State academic standards, including those adopted by a State under section 1111(b)(1) of the Elementary and Secondary Education Act of 1965; • (B) addresses both academic and technical knowledge and skills, including employability skills; • (C) is aligned with the needs of industries in the economy of the State, region, Tribal community, or local area; • (D) progresses in specificity (beginning with all aspects of an industry or career cluster and leading to more occupation-specific instruction); • (E) has multiple entry and exit points that incorporate credentialing; and • (F) culminates in the attainment of a recognized postsecondary credential.

12. WHAT IS PERKINS?

13. What Does Perkins do? • Perkins is a federal education program that invests in secondary and postsecondary Career Technical Education (CTE) programs in all 50 states and the territories • Perkins is dedicated to increasing learner access to high-quality CTE programs of study • Perkins is critical to ensuring programs meet the ever-changing needs of learners and employers

14. What do Perkins funds support? A variety of activities, including: • Programs of Study • Professional development • Technical assistance • Career exploration, guidance and advisement • Data collection and analysis, including program and plan evaluation and monitoring

15. How does Perkins funding work? • Congress appropriates funds to Perkins on an annual basis • States designate an eligible agency to administer Perkins and must submit a plan to the U.S. Department of Education to receive funds • Locals submit an application to the eligible agency to receive funds, local recipients of Perkins funds often include: • Local school districts • Area technical centers • Community and technical colleges • Pre-apprenticeship/youth apprenticeship programs

16. Snapshot of Perkins IV in Iowa • Iowa Department of Education is the eligible agency managing both secondary and community college CTE and receives approximately $12 million annually. • Local eligible agencies (independent school districts, a consortium of school districts, and community colleges) receive 85% of the allocation, shared almost equally between secondary and post-secondary. • The remaining 15% is being retained for state leadership and administration • There are a total of 89 local eligible recipients, of which 15 are community colleges, 44 are consortia, and 30 independent school districts

17. MAJOR TENETS OF PERKINS V

18. What does reauthorization mean for the governance of Perkins? Perkins V largely retains the governance structure of Perkins IV, whereby the eligible agency maintains the ability to make key decisions about: • Receive and administer funds from the Perkins Basic State Grant • State plan development • Local grantee oversight

19. Major tenet 1: program improvement • Maintains commitment to programs of study • Introduces comprehensive local needs assessment • Adds new competitive grant program that focuses on innovation and modernization • Increased focus on alignment to labor market needs • Stronger focus on equity, including a new purpose onincreasing opportunities for special populations

20. Major tenet 2: flexibility • Retains governance structure • Allows support for career exploration in the middle grades (5-8) • Targets the Perkins Reserve Funds for developing strategic investments and innovations in: • high demand career academies, • with integrated work-based learning; • regional center development; • career and technical student organizations (CTSOs); and • accelerated, vertically integrated pathways to credentials of value

21. Major tenet 3: data & accountability • Defines who is included in the accountability system • Changes the process for setting performance targets • Includes strengthened stakeholder engagement process • Focuses on disaggregation of data • A measure of “CTE program quality”: • student attainment of recognized postsecondary credentials; • student attainment of postsecondary credits in their CTE program/program of study; or • percentage of students participating in work-based learning

22. STATE PLAN DEVELOPMENT TIMELINE & PROCESS

24. What does reauthorization mean for the state plan development?

25. Checklist of Items Required in Perkins V State Plans Submitted in FY 2019

26. What Is Required To Be in the State Plan • Cover Page • Narrative Descriptions • Plan Development and Consultations • Program Administration and Implementation • State Vison for Education and Workforce Development • Implementing Career and Technical Education Programs and Programs of Study • Meeting the Needs of Special Populations • Preparing Teachers and Faculty • Fiscal Responsibility • Accountability for Results • Assurances, Certifications and Other Forms • Statutory Assurances • Edgar Certifications • Other Forms • Budget • State Determined Performance Levels Red font indicates inclusion in the Transition Plan

27. STATE PLAN ACTION PLANNING

28. Snapshot of the State Plan Development Process Theory of Action Communication Program Collaboration Theory of Action Theory of Action Performance Payment Stakeholders Planner Theory of Action Coordination

29. Theory of Action: Planner Required under the State Plan Development Process • Alignment of the state and federal efforts to focus on: • in-demand programs of study; • employer, education, and community partnerships; • and targeting the under-represented/special populations. • Determination of local eligible recipient should enable: • Structure of local needs assessment • Defining size, scope, and quality • Engaging in a continuum of service provision for enabling middle school to high school to college and adult student transitions that includes: • career and academic planning; • dual and concurrent enrollment; • industry-based certifications; and, • high quality problem; project-, and work-based learning

30. Theory of Action: Payment Required under the State Plan Development Process • Determining the current split of Perkins funds between secondary school districts and community colleges • Allocation of funds to new areas (teacher preparation, high quality work-based learning, industry certifications, dual and concurrent enrollment) • Using the Perkins Reserve Funds be targeted towards developing strategic investments and innovations

31. Theory of Action: Program Required under the State Plan Development Process • Meeting the formal new federal definition of Programs of Study (POS) • Specific strategies for improving access to CTE programs of study (POS) by underrepresented/special populations • Ensuring an active role for CTE within state career pathways systems

32. Theory of Action: Performance Required under the State Plan Development Process • Defining the secondary CTE and a post-secondary CTE concentrator • Determining targets for each of the secondary and post-secondary Perkins accountability indicators • Addressing performance gaps be addressed, specifically for under-represented/special populations, in order to develop targeted program improvement strategies • Creating a consumer report system that provides stakeholders information regarding CTE performance trends

33. STEPS TOWARDS FULL STATE PLAN DEVELOPMENT

34. Stakeholders in the State Plan Development Process Representatives of secondary and postsecondary CTE programs, including eligible recipients and representatives of two-year minority-serving institutions and historically black colleges and universities and tribally controlled colleges or universities in states where such institutions are in existence, adult CTE providers, and charter school representatives in states where such schools are in existence, which shall include teachers, faculty, school leaders, specialized instructional support personnel career and academic guidance counselors, and paraprofessionals; Interested community representatives, including parents, students and community organizations; Representatives of the state workforce development board (defined by WIOA); Members and representatives of special populations;

35. Stakeholders in the State Plan Development Process Representatives of business and industry (including representatives of small business), which shall include representatives of industry and sector partnerships in the state, as appropriate, and representatives of labor organizations in the state; Representatives of agencies serving out-of-school youth, homeless children and youth, and at-risk youth, including the state coordinator for education of homeless children and youths; Representatives of Indian tribes and tribal organizations located in, or providing services in, the state; and Individuals with disabilities.

36. State Plan Development Timeline

37. Resources Any questions, comments, concerns, or suggestions can be sent to the following email: perkins@iowa.gov Information will placed on the Department website and can be accessed at the following url: https://educateiowa.gov/adult-career-and-community-college/career-and-technical-education/perkins-v

38. Resources • Find Perkins V resources at: www.careertech.org/Perkins • To learn more about Iowa CTE: • https://educateiowa.gov/perkins-0 • https://educateiowa.gov/pk-12/learner-supports/career-and-academic-planning/career-planning-faqs • https://educateiowa.gov/search/CTE%20Redesign • https://educateiowa.gov/sites/files/ed/documents/Condition%20of%20CTE%20final%20for%20web.pdf • To learn more about Future Ready Iowa: • https://www.futurereadyiowa.gov/

39. Resources • Future Ready Iowa Fact Sheet, https://governor.iowa.gov/sites/default/files/documents/FutureReadyIowa-FactSheet.pdf • Final Report of Secondary Career and Technical Education Task Force, October 2015. https://www.educateiowa.gov/sites/files/ed/documents/2015-10-26CTETaskForceFinalReport_0.pdf • Basic Information on CTE Redesign Implementation in Iowa, https://www.educateiowa.gov/adult-career-and-community-college/career-and-technical-education/cte-redesign • Basic Information on Sector Partnerships Implementation in Iowa, https://www.educateiowa.gov/adult-career-and-community-college/sector-partnerships • Basic Information on Workforce Innovation and Opportunity (WIOA) Implementation in Iowa, https://www.iowaworkforcedevelopment.gov/workforce-innovation-and-opportunity-act • Basic Information on Every Student Succeeds Act (ESSA) Planning in Iowa, https://www.educateiowa.gov/pk-12/every-student-succeeds-act

40. Contact Information: Pradeep Kotamraju Ph.D. Bureau Chief, Career and Technical Education Division of Community Colleges and Workforce Preparation Iowa Department of Education Pradeep.Kotamraju@iowa.gov