Training 2008-09 Presented by: Russ Weikle, Administrator rweikle@cde

1. Carl D. Perkins Career and Technical Education Improvement Act of 2006 Training 2008-09Presented by:Russ Weikle, Administratorrweikle@cde.ca.gov

2. Agenda • Perkins IV Overview • Overview of the State Plan • State Plan Requirements • State Application Process • Accountability Framework • Local Plan Development • Timeline and Required Documents • Consortiums • Other Important Information

3. Perkins IV Overview The Carl D. Perkins Career and Technical Education improvement Act of 2006

4. Spirit of the New Law • Global competition • Program improvement • Ensuring modern, durable and rigorous CTE programs Leading CTE into the 21st century

5. PurposeThe Improvement of CTE Programs • Increased Accountability for Results • Increased Coordination within the CTE Community • Stronger Academic and CTE Integration • Increased Connection between Secondary and Postsecondary Education • Increased Coordination with Business and Industry

6. Mandatory Program Elements - Section 135(b) Programs receiving Perkins funding must have the following elements in place before spending Perkins funds for other uses. • Strengthen academic and CTE skills through the integration of academics with CTE • Link CTE at the secondary and postsecondary levels • Understanding of all aspects of the industry • Develop, improve, or expand the use of technology in CTE

7. Mandatory Program Elements - Section 135(b) • Provide professional development programs • Develop and implement evaluations of CTE programs • Initiate, improve, expand, and modernize CTE programs • Provide activities of sufficient size and scope to be effective • Provide activities to prepare special populations for high skill, high wage, or high demand occupations that lead to self-sufficiency

8. Section 135(c) –Permissive Uses of Funds • Involve parents, businesses, and labor organizations as appropriate, in the design, implementation and evaluation of CTE • Provide career guidance and academic counseling for students participating in CTE above and beyond what is available to all students

9. Section 135(c)Permissive Uses • For local education and business partnerships • Assist CTE student organizations • For mentoring and support services • Leasing, purchasing, upgrading or adapting equipment, designed to strengthen and support academic and technical skill achievement

10. Section 135(c)Permissive Uses • Develop and expand postsecondary program offerings at times and in formats that are accessible for students • Pooling a portion of funds with other recipients for innovative programs • Provide activities to support entrepreneurship education and training • Provide programs for special populations

11. TERMS AND DEFINITIONS

12. CTE Terms andCurrent California Definitions • CTE Program • Program Participant • Program Concentrator • Capstone Course • Special Populations • Tech Prep

13. CTE Program • “a sequence of courses that provides individuals with coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in current or emerging professions.” Perkins Act – Sec. 3(5)

14. CTE Program Continued • California’s Interpretation • CTE program is a sequence of courses • Sequence should be determined from the type and length of the instruction needed for career success and/or advanced education or training for a specific industry • Program sequences may vary in length • Sequences contain a minimum 300 hours of instruction • Some ROCP and Adult Education CTE programs can be single-year programs

15. CTE Program Participant • Student who has completed one CTE course • Counted by the LEA and reported on the E1 • Not used to calculate any of the core indicators

16. Secondary CTE Concentrator • A secondary concentrator is a student who has been enrolled in the last course of the planned program sequence • Counted by the LEA and reported on the E-1 and E-2 • Used to calculate the core indicators

17. Adult CTE Concentrator • An adult concentrator is a student who has the potential of completing the last course in a planned program sequence and earning a certificate, license, or certification in the reporting year. May be an LEA issued certificate if it indicates skill competencies met by the student and signed by advisory committee member.

18. Special Populations • Individuals with disabilities • Individuals from economically disadvantaged families, including foster youth • Individuals preparing for nontraditional fields • Single parents, including single pregnant women • Displaced homemakers • Limited English proficiency

19. Conditions • Recipients of funds must: • Provide equal access for special population students • Provide programs and support services designed to enable special population students to meet or exceed state-adjusted levels of performance

20. Tech Prep Definition • Combines a minimum 2 years of secondary education with a minimum of 2 years of postsecondary education in a non-duplicative sequential course of study • Integrates academic and career technical instruction and utilizes work-based and worksite learning where appropriate and available • Provides technical preparation in a career field including high skill, high wage, or high demand occupations

21. Definition Continued • Builds student competence in technical skills and core academic subjects as appropriate, through applied, contextual academics, and integrated instruction, in a coherent sequence of courses • Leads to technical skill proficiency, an industry-recognized credential, a certificate, or a degree, in a specific career field • Leads to placement in high skill or high wage employment, or to further education • Utilizes career and technical education programs of study, to the extent practicable

22. DISTRIBUTION OF FUNDS

23. How the Funds are Distributed • Basic Grant: • State Administration – 5% • State Leadership – 10% • 1% for state institutions • $150,000 for nontraditional training • Local Assistance 85% • Tech Prep: • State Leadership – 8% • Tech Prep Consortia – 92%

24. Local Assistance Funds • Divided based on a comparison of the preceding Fall Semester CTE enrollments at the Secondary and Postsecondary levels • Secondary 42% • Postsecondary 58% • ROCPs • Adult Schools • Community Colleges

25. Local Allocations Secondary • 30% based on the LEA’s proportion of the State’s K-12 enrollment • 70% based on LEA’s proportion of the State’s K-12 enrollment of students from homes with incomes below the poverty level • Data from CBEDS

26. Local Allocations Continued Postsecondary • Based entirely on the number of economically disadvantaged adults enrolled in CTE programs during the last completed program year • Data from the CDE 20 Tech Prep • Distributed to 80 identified consortiums composed of community college districts, high school districts and ROCPs

27. Secondary (Section 131) • Minimum grant is $15,000 • Can’t Qualify? • Enter into a consortium • Apply for a waiver if: • Located in a rural, sparsely-populated area and; • Can demonstrate inability to enter into a consortium.

28. Postsecondary (Section 132) • Minimum grant $50,000 • Can’t Qualify? • Enter into a consortium • No provision for a wavier

29. Consortium Funds • Flow to a fiscal agent • Fiscal agent’s responsibilities • Coordinate, assemble, submit and administer consortium’s local plan • Coordinate, assemble, and submit the annual application for funds • Submit the Memorandum of Understanding • Administer the consortium funds as directed in the Perkins Act and MOU

30. Responsibilities of Consortium Members • Cooperate in development of Memorandum of Understanding • Assist in development and administration of the Local Plan • Cooperate in the development of the annual application

31. Consortiums • Funds may only be used for purposes and programs that are mutually beneficial to all members of the consortium • Funds may NOT be reallocated to individual members of the consortium for purposes benefiting only one member

32. ACCOUNTABILITY

33. Success of CTE Programs Measured Through Core Indicators • Emphasizes the importance of accountability for performance • Separate measures for secondary, adult, and postsecondary • E1 report collects enrollment data for core indicators. • E2 report collects placement data for core indicators.

34. Secondary Core Indicators • 1S1 - Academic Attainment, • Percentage of concentrators scoring proficient or above on the Reading Language Arts portion of CAHSEE and who leave public education • 1S2 - Academic Attainment, • Percentage of concentrators scoring proficient or above on the Mathematics portion of CAHSEE and who leave public education

35. Secondary Core Indicators • 2S1 – Technical Skill Attainment • Percentage of concentrators obtaining a “C” grade or higher in the capstone course • 3S1 - Secondary School Diploma • Percentage of concentrators leaving public education with a H.S. diploma, GED, or certificate of proficiency

36. Secondary Core Indicators • 4S1 – Student Graduation Rates • 5S1 – Secondary Placement • Percentage of concentrators who six months after leaving public education have obtained employment, in the military, or enrolled in further education • 6S1 – Nontraditional Participation • 6S2 – Nontraditional Completion

38. Adult Core Indicators 1A1 – Technical Skill Attainment • An adult concentrator who receives an LEA or industry recognized certificate, license, credential or authorization. • Curriculum must be based on industry standards and CTE content standards • LEA certificate must identify skill competencies obtained by student • An adult student who leaves a CTE program prior to the end of the program-year to accept employment in a program-related job may be reported

39. Adult Core Indicators • 2A1 – Student Placement • 3A1 – Nontraditional Participation • 3A2 – Nontraditional Completion

40. Accountability • All data reported must be disaggregated by population groups as described in NCLB • Achievement gaps must be identified and quantified • Must have valid and reliable measures

41. The first year an eligible recipient fails to meet at least 90% of any single performance indicator, an improvement plan must be put in place. Improvement Plans

42. Sanctions • Eligible recipients are eligible for sanctions if the LEA fails to: • implement an improvement plan • make improvement in first year of implementing an improvement plan • meet 90% of performance level for same measure for three consecutive years.

43. Accountability Framework • Not applicable to community colleges • Must accept State’s performance levels or negotiate with the State • Reach agreement based upon prior year performance and • Targets that demonstrate annual improvement

44. Accountability Framework • LEAs falling below 90% on any measure will be considered Needs Improvement Agencies • Required to submit a Program Improvement Plan • Identify planned strategies and activities agency will implement to reach 90% of state levels

45. Accountability Framework • LEAs falling below 90% on three or more measures or below 60% on any measure will be considered Priority Improvement Agencies • Required to submit a detailed action plan to bring measures to 90% within two years

46. Accountability Framework • LEAs scoring in the lower than 30% of overall performance as determined by a composite ranking of all measures will be considered as Monitored Agencies • Subject to Perkins Program Monitoring

47. State Plan for CTE

48. Organization ofState Plan Section 1: The Big Picture • Preface • Introduction– The Perkins and state CTE priorities and the process used in developing the Plan • Chapter 1 – Career Technical Education in California a retrospect • Chapter 2 – The Context for Career Technical Education in California • Chapter 3 – A Vision for the Future: Building a High Quality CTE System

49. Section 2: Perkins • Chapter 4 – Responses to the Office of Vocational and Adult Education (OVAE) Guide for the 2008-2012 State Plan • Chapter 5 –State Policies on the Administration and Use of the Perkins IV Funds • Appendices–Supportive information and required assurances and certifications

50. A New Vision • Career Technical Education will engage every student in high-quality, rigorous, and relevant educational pathways and programs, developed in partnership with business and industry, promoting creativity, innovation, leadership, community service, and lifelong learning, and allowing students to turn their “passions into paychecks” – their dreams into careers.