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MDE-CTE Update

MDE-CTE Update. District #287 Counselor Forum September 20, 2006. Agenda. Participation Statistics STEM New Perkins Act Program Approval Rubrics Local Standards/Assessments CTE Levy Recalculation College and Work Readiness Skills Math in CTE

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MDE-CTE Update

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  1. MDE-CTE Update District #287 Counselor Forum September 20, 2006

  2. Agenda • Participation Statistics • STEM • New Perkins Act • Program Approval Rubrics • Local Standards/Assessments • CTE Levy Recalculation • College and Work Readiness Skills • Math in CTE • NGA Grant - CTE Certifications • CTE Resources from MDE

  3. Learning in the Context of Careers

  4. Minnesota Career and Technical Education Participation

  5. Minnesota Career and Technical Education Participation • Career and Technical Education is a significant part of Minnesota’s educational experience. FY2005 data suggest: • 125,724 students participated in secondary CTE courses (unduplicated count) • = 56.6% of grade 10-12

  6. Minnesota Career and Technical Education Participation • Secondary CTE Participants by gender: • 45.6% Female • 54.4% Male • Secondary CTE by race: • American Indian • Asian • Black • Hispanic • White State 10-12 % 1.7% 5.8% 7.0% 3.3% 82.3% 1.9% 5.5% 7.8% 3.9% 80.9%

  7. Minnesota Career and Technical Education Participation • FY 2005 data suggest: • 63,183 students in special populations* participated in CTE courses • = 50.3% of CTE students • * Federal Perkins Act defines special populations as: • Students with disabilities • Students who are economically disadvantaged • Students with limited English proficiency • Students who are single parents or pregnant • Students who are displaced homemakers • Students who participate in programs not traditional for • their gender

  8. Minnesota Career and Technical Education Participation • Special Populations Served in CTE • (duplicated count): • Individuals with Disabilities (13.1%) • Economically Disadvantaged (25.6%) • Limited English Proficient (5.2%) • Single Parent (0.4%) • Nontraditional Enrollee (26.1%) 16,491 32,162 6,528 537 32,840

  9. STEM – Science, Technology, Engineering, Mathematics

  10. Carl D. Perkins Career and Technical Education Improvement Act of 2006

  11. Carl D. Perkins Career and Technical Education Improvement Act of 2006 The president signed the new Perkins Act into law on August 14 following passage in the Senate by unanimous consent and passage in the House on a vote of 399 to 1. The new Act is not dramatically different from current law, but does have some significant changes. A webcast pertaining to the new Act was conducted by ACTE on August 15. This webcast has been archived on the ACTE website: www.acteonline.org.

  12. Carl D. Perkins Career and Technical Education Improvement Act of 2006 The Perkins Act provides approximately $20 million annually to Minnesota’s secondary and postsecondary career and technical education programs.

  13. Carl D. Perkins Career and Technical Education Improvement Act of 2006 Key provisions that are included in the new Act: • Language throughout has been updated from “vocational” to “career and technical.” • Tech prep may, at state discretion, be continued as a separate program, or may be rolled into the Basic grant.

  14. Carl D. Perkins Career and Technical Education Improvement Act of 2006 • Local recipients will now have to meet state performance levels on core indicators or negotiate performance with the state. • Tech prep accountability will parallel Basic Grant accountability.

  15. Carl D. Perkins Career and Technical Education Improvement Act of 2006 • Each state must develop model Career and Technical Education Programs of Study that span grades 11-14. Each local recipient must adopt one or more of the state’s model programs of study.

  16. Program Approval Rubrics

  17. Program Approval Rubrics Minnesota Rules specify that local districts must obtain state approval to operate their secondary career and technical education programs …

  18. Program Approval Rubrics 3505.1100 STANDARDS FOR PROGRAM APPROVAL. Written application for the approval of vocational programs by local education agencies shall be made to the commissioner of education. The commissioner's approval to establish vocational programs shall be conditioned on meeting the following minimum standards.

  19. Program Approval Rubrics 3505.1100 continued All programs shall be assigned vocationally licensed instructional staff as specified in the state plan for vocational-technical education. Sufficient and suitable facilities including laboratories, shops, classrooms, equipment, supplies, and adequate storage for the course to be offered shall be provided. Class size conducive to efficient teaching and not exceeding the number which the space and equipment will accommodate effectively shall be maintained.

  20. Program Approval Rubrics 3505.1100 continued Programs shall comply with federal and/or state civil rights laws, labor laws, and wage and hour statutes where applicable. School districts and centers shall maintain accounting and reporting records according to a uniform financial accounting and reporting system (UFARS) and all such records shall be available to the Department of Education.

  21. Program Approval Rubrics 3505.1100 continued A student shall not be denied access to vocational education programs because of handicapped or disadvantaged status. A person with special needs shall be defined as handicapped or disadvantaged to be eligible for enrollment in special needs vocational programs. The authorized local administrator shall be responsible for coordinating vocational education programs with comprehensive employment training act prime sponsors. Who remembers what that is?

  22. Program Approval Rubrics To address the program approval requirement and to promote quality, the Department reinstituted a process of program approval in 2001. The Department also implemented a 5-year geographic cycle for program re-approvals and has since developed a rubric to assist in the program approval process.

  23. Program Approval Rubrics • FY06-07 Minneapolis and West Metro (including Fridley, Anoka-Hennepin)

  24. Program Approval Rubrics The rubrics establish more uniform, statewide criteria for program approval that defines minimum expectations while also helping to identify standards for quality and beyond.

  25. Program Approval Rubrics Four levels of quality: • Minimal • Emerging • Quality • Exemplary

  26. Program Approval Rubrics +EXEMPLARY +QUALITY +EMERGING MINIMAL +QUALITY +EMERGING +MINIMAL + EMERGING MINIMAL MINIMAL Rubrics are cumulative. Each quality column builds upon, and includes, those items in all columns to the left.

  27. Program Approval Rubrics Seven major categories: • Community Involvement • Personnel • Program Administration • Program Assessment • Program Design • Resources and • Support Services

  28. Program Approval Rubrics

  29. Program Approval Rubrics

  30. Program Approval Rubrics

  31. Program Approval Rubrics

  32. Program Approval Rubrics

  33. Program Approval Rubrics

  34. Program Approval Rubrics

  35. Program Approval Rubrics Career and Technical Education Definitions

  36. Program Approval Rubrics Use in program approvals beginning in the 2006-07 school year. You can find the rubrics and supporting documents on the MDE web site at: http://education.state.mn.us/mde/Academic_Excellence/Career_Technical_Education/ Forms_Resources/index.html

  37. Local Standards and Assessments

  38. Local Standards and Assessments Minnesota Statute120B.022 Elective standards. Subdivision 1. Elective standards. A district must establish its own standards in the following subject areas: (1) vocational and technical education; and (2) world languages. A school district must offer courses in all elective subject areas. Subd. 2. Local assessments. A district must use a locally selected assessment to determine if a student has achieved an elective standard.

  39. CTE Levy Recalculation

  40. CTE Levy Recalculation Prior to 2001, Minnesota school districts were eligible to receive categorical aid to support a portion of the costs of career and technical (secondary vocational) education programs. This aid was eliminated in 2001 and replaced with a permissive local levy.

  41. CTE Levy Recalculation The amount of this permissive levy has been fixed at the greater of: • the amount of aid a district was eligible to receive in 2001, or • $10,000 The 2005 legislature agreed with the Department’s request that this levy authority should be recalculated annually to reflect current programming and expenditures. This change is effective for levy proceeds in 2008.

  42. CTE Levy Recalculation To meet the requirements of this section, by May of 2007 independent and cooperative school districts (including the three intermediate school districts) will be required to prepare a budget for their career and technical education programs for the 2007-2008 school year, and to submit these budgets for state approval.

  43. CTE Levy Recalculation This levy recalculation process is under development. Detailed information is expected to be available for the winter meeting of the Minnesota Association of Career and Technical Administrators (MACTA).

  44. College and Work Readiness Skills

  45. College and Work Readiness Skills Minnesota has joined the American Diploma Project Network of States in determining that there is a single skill set necessary for all high school graduates to be ready for both higher education and the high-skilled workplace.

  46. College and Work Readiness Skills This premise is being further refined by the work of one of six committees under Minnesota’s P-16 Education Partnership.

  47. College and Work Readiness Skills ADP Education and Workplace Skills: • Reading/understanding complicated materials • Quality writing • Doing research • Mathematics • Oral communications/public speaking • Science • Thinking analytically • Work and study habits • Applying what is learned to solving problems • Computer skills

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