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Perkins V Overview: New York State Career & Technical Education Update

This update provides information on the transition from Perkins IV to Perkins V in New York State, including funding formulas, program requirements, accountability measures, and goals for improving CTE programs. It also highlights the importance of stakeholder engagement, work-based learning, and access to high-quality CTE opportunities.

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Perkins V Overview: New York State Career & Technical Education Update

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  1. April 12, 2019 Deborah Reiter, CTE P.P. Emerita New York State Education Department New York State Career & Technical Education Update and Perkins V

  2. Overview

  3. NYS P-12 CTE Office: New Staff Michael LaMastra Business & Marketing Associate Michelle Muscedere Perkins/Civil Rights Associate Jesse Chapman Program Assistant, Education Data

  4. Perkins Plan Coaching and Project Management Advance CTE, the professional organization for state CTE directors, selected NY as one three states to receive the following resources • Technical assistance and project management support from Perkins coach, Marie Barry, the former NJ state director of CTE • Participation in national Perkins workgroups and professional development

  5. Looking Back at Perkins IV

  6. Continued from P4 New with P5 • The law's purpose: retains focus on CTE program improvement • Local funding formula and funding eligibility • Requirement for program of study • Increased emphasis on equity and accountability • New program quality indicator • Many definitions shared with ESSA or WIOA

  7. Perkins V Continues Perkins IV Funding Formula Structure for Secondary Programs • Legislation’s secondary allocation requirements • based on population data—not CTE enrollments; • weighted by number of  economically disadvantaged students in district • Set a minimum threshold of $15,000 allocation (as generated by the mandated formula) to apply directly for funds • Require states to define size, scope, and quality thresholds to be met in order to apply directly for funds

  8. Board of Regents Actions During Perkins IV • Increased integrated academic credits available in approved programs from 4 to 8 • CTE graduation pathway • CDOS Commencement Credential • 4+CDOS graduation option • Revised middle-level CTE requirements • Increased number of paths to CTE teacher certification

  9. Transition from Perkins IV to Perkins V USDE requires states to submit a one-year plan that describes how they intend to: • Analyze data to determine gaps in equity and access • Engage stakeholders in identifying barriers to offering state-approved programs of study • Expand opportunities for every student to explore, choose, and follow a program of study that offers multiple entry and exit points and includes the opportunity to earn credentials of value Due to USDE in May 2019

  10. Perkins V Four-year Plan: Due to USDE April 2020

  11. Perkins V Goals • Improving the entire CTE delivery continuum through evidence-based • program development • instructional strategies • funding decisions • Career exploration and preparation for high-skill, high-wage or in-demand occupations • Increasing the employment opportunities for learners who experience significant barriers to success in the workplace

  12. Perkins Plan Goals: Quality and Access

  13. Priorities to be Addressed in NY’s Four-year Perkins V Plan Foundational elements to improving access and quality CTE programs: • Increasing the number of students enrolled in approved CTE programs • Improving the quality of work-based learning experiences • Providing targeted supports and services to improve performance of special populations • Increasing assistance to high-needs districts and underserved populations

  14. Perkins V: Definitions that Organize the Universe • State must define “size, scope, and quality” which establishes eligibility criteria for local applicants • The law defines “secondary concentrator” as a student “who has completed at least 2 courses in a single program or program of study” • The law does not define: “course” • Perkins indicators measure the performance of CTE concentrators

  15. Accountability: Secondary Performance Indicators Perkins V defines the following performance indicators to measure grant effectiveness: • Academic attainment: in ELA, mathematics, and science (mirror New York’s ESSA Plan definitions) • Graduation rates (mirror New York’s ESSA Plan definitions) • New program quality indicator: participation in work-based learning • Post-high school outcomes: placement 6-months after exiting high school • Non-traditional: Percentage of concentrators in programs that lead to fields that are non-traditional for the students’ gender

  16. Perkins V New Accountability Requirement: Publicly Available Performance Reports A new provision in Perkins V calls for states to make CTE student performance data available to the public in an accessible format.

  17. Engaging Communities and Strengthening Partnerships • PerkinsV requires: • Increasedstakeholder engagementinthe development of the state plan • Coordinationbetweenhighschoolsandcommunitycolleges toofferarticulated programsof study • Increased program connections to industrythroughaccess to industryexperts andwork‐basedlearningopportunities

  18. Perkins V requires states to consult with the following groups during the development of Four-Year Perkins Plan​ • Governor • Parents, students, and community organizations • Eligible recipients • School leaders (including charters) • School faculty and staff • Representatives of business • Labor organizations

  19. Perkins V State Plan Timeline BOR UPDATE

  20. The Transition Year: Facing Change with our eyes wide open

  21. Transition Year Local Application • Use of funds will be limited to a few areas in preparation for full P5 implementation • “Major effort” structure discontinued, efforts from last year cannot be continued, except for those • creating supports for students with disabilities or English language learners • completing the development of a new program to be submitted for program approval

  22. Proposed use of funds for transition year applications (2019-20): Better Business Connections Examples • Work-based learning, increasing number of business partners for placements, project-based learning • Advisory committee improvement through coordination with workforce development, postsecondary, and department of labor

  23. Proposed use of funds for transition year applications (2019-20): Data Quality Examples • Audit of data exchange from BOCES to districts and back • Creation of apps to directly populate SMS with BOCES data • Creation of apps to validate diploma type, CTE technical endorsement indicator against CTE program service records

  24. Perkins V Transition Application Timeline

  25. Major Change: Local Needs Assessment for the 2020-2021 application

  26. Requirement for Local Consultation

  27. Required External Stakeholders to include in Local Grant activities

  28. A journey of a thousand miles begins with one chart

  29. Questions? Or too tired?Deb ReiterCTE Bureau ChiefNYS Education DepartmentDeborah.Reiter@nysed.gov518-486-1547

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