Perkins Stakeholder Input Sessions Overview

1. Perkins Stakeholder Input Sessions December 2023 – January 2024 1

2. Session Dates Perkins Stakeholder Input Sessions were open to all stakeholders and held on the following dates: • Secondary Education Topics • December 18, 2023 • January 3, 2024 • Postsecondary Education Topics: • December 19, 2023 • January 4, 2024 • State Institution Topics: • January 5, 2024 2

3. Agenda • Norms and Purpose • Connection to Educational Vision • Perkins Overview • Preview Perkins Topics & Survey • Perkins Topics & Proposed Updates • Stakeholder Survey & Next Steps 3

4. Zoom Norms • Mute audio unless speaking • Ask questions in the chat 4

5. Purpose • The Strengthening Career and Technical Education for the 21st Century Act (Perkins V) calls for extensive and meaningful stakeholder involvement in the development and implementation of state plans. • We share a collective commitment to providing high quality college and career-connected learning opportunities to all students in the Commonwealth. • Whether you have engaged with us previously on Perkins or are joining us for the first time today- thank you! 5

6. DESE Educational Vision 6 6

7. MA DESE: Educational Vision What principles guide our work? What does that look like in practice? • All students in Massachusetts, particularly students from historically underserved groups and communities, will have equitable opportunities to excel in all content areas across all grades. • Culturally and linguistically sustaining classroom and school practices will support students to thrive by creating affirming environments where students have a sense of belonging, engage in deeper learning, and are held to high expectations with targeted support. All students • Are known and valued Learning experiences • Are relevant, real-world and interactive • Enable students to excel at grade level and beyond Individualized supports 7

8. DESE’s Educational Vision As a result of their public education in Massachusetts, students will: So that they can... Attain academic knowledge and skills: achieve in a comprehensive and diverse range of subjects and apply their competencies in relevant, real-world contexts. Be curious and creative: find joy in learning, pursue their interests, and use innovative thinking to approach opportunities and solve challenges, including those previously unseen. • • Understand and value self: know their own strengths, interests, and areas of growth, be self- aware, be a self-advocate, and make responsible decisions. Shape their path: be well prepared to thrive in college and/or career and be positioned for lifelong learning. • • Feel connected: see themselves as valuable and involved members of their communities and be aware of their independence and interdependence. • Understand and value others: understand differences and multiple perspectives, empathize with others, and build connections with peers and adults. • Be empowered: play a role in advocating for equity, justice, and liberty in their communities and beyond. • Engage with the world: understand and think critically about local, national, and world events and societal systems; and create positive change through civic action. • 8

9. DESE’s Strategic Objectives DESE partners with districts, schools, and programs to: Strategic Objective 1 - "Whole Student" • Cultivate systems to support the whole student and foster joyful, healthy, and supportive learning environments so that all students feel valued, connected, nourished, and ready to learn. . Strategic Objective 2 - "Deeper Learning" • Promote deeper learning so that all students engage in grade-level work that is real-world, relevant, and interactive. Strategic Objective 3 - "Diverse and Effective Workforce" • Develop and sustain a workforce that is diverse, culturally responsive, well-prepared, and committed to continuous improvement, so that all students have equitable access to effective educators. 9

10. Systems/Structures to Graduate CCR Students 10

11. Perkins Overview & Input 11 11

12. What is Perkins? • The federal Strengthening Career and Technical Education for the 21stCentury, also known as Perkins V, provides federal funding to recipients to ensure students enrolled in career and technical education programs can fully develop the academic knowledge, technical skills, and employability skills needed to enter the workforce and pursue continued education in their chosen field. • ~23M annually 12

13. Key Items by Set-Aside Administration (4%) ~930k Leadership (10%) ~2.3M Distribution (86%) ~20M - Staffing - Memberships - Data/Reporting - CTE Teacher Testing - CTE Frameworks - Grants to State Corrections - School Finder Helpline - Equitable Access Support Vendors - Technical Assistance - CTE Student Organizations - Allocation Grants (400 & 401) - Program Improvement and Equipment Grants - High Quality, Rural, and/or Innovative Programs - Equitable Access School Grants 13

14. Distribution Grants • Secondary • Federal Formula: • Based on Census data • Considers all children ages 5-17 living in a town/municipality and the number of those children living in poverty. • Then to create allocations for regionals using reported number of students in CTE programs Note: The number of programs a school has is not the determinant of Perkins funding, though it does contribute to the regional distribution. • Post-Secondary • Federal Formula: • Based on numbers of students receiving Pell Grants 14

15. Program Requirements Programs eligible for funding include: Chapter 74 CTE programs, Innovation Career Pathways programs, Secondary Career Connections programs, Post-Secondary CTE Programs, and CTE Programs at State Incarceration Institutions. • Align to MA definition of Size, Scope and Quality . • Ensure Equitable Access to programs. 15

16. Performance Indicators Secondary • 1S1 Four Year Graduation Rate • 2S1 Academic Attainment in ELA • 2S2 Academic Attainment in Mathematics • 2S3 Academic Attainment in Science • 3S1 Postsecondary Placement • 4S1 Nontraditional Program Enrollment • 5S3 Program Quality: Participated in Work-Based Learning Postsecondary • 1P1 Postsecondary Retention & Placement • 2P1 Postsecondary Credential, Certificate or Diploma • 3S1 Nontraditional Program Enrollment 16

17. Preview Perkins Topics 17 17

18. Areas for Stakeholder Input Guiding Question: Aligned to the Educational Vision, how do we increase capacity and equitable access to high quality career-connected learning? State Institution Education Topics:  State’s Vision for Education and Workforce Development  CLNA Leadership Fund Use (State-Level)  Reserve Funding (Direct School Support) Programs of Study – Secondary & Postsecondary Accountability – Secondary & Postsecondary  State Institutions 18

19. Preview Stakeholder Survey • We will ask participants to complete a Stakeholder Survey at the end of this session. • Feel free to preview the survey now and/or complete it as we discuss each topic. • The survey sections match the topics we will discuss. • Likert scale and open-ended option for each topic • Ability to navigate back and forth through the survey • Do not click 'Submit' until you are ready to submit 19

20. Framing Proposed Updates We are... • Leveraging strong foundations of previous and current Perkins State Plans • Seeking to finetune systems, structures, and practices to continuously improve outcomes for students The following slides focus on the small but meaningful shifts we are proposing for the next iteration of our State Plan. 20

21. Questions for Discussion Questions for Discussion for Each Topic Area: • Clarifying questions on this topic? • What does this topic make you think of or wonder? • What would need to be true to accomplish the proposed changes and impact? • Any other glows or grows for this topic? 21

22. Perkins Topics & Proposed Updates 22 22

23. State's Vision for Education and Workforce Development Current Plan Proposed Updates Impact • • • Aligns with WIOA State Plan Launch of High Quality College and Career Pathway (HQCCP) and new programs Regional Blueprints and data dashboards provided as State CLNA tools Districts developing individual CLNAs Organize resources to more clearly provide statewide Comprehensive Needs Assessment Build MassHire Board infrastructure to support districts in Regional CLNAs as starting point for local needs Communicate alignment of all student options to the CLNA More clearly define role and work of MassHire Boards in supporting schools Make the CLNA more meaningful and effective at identifying local workforce needs and aligning available opportunities for students Yield increasingly equitable outcomes for students • • • • • • • 23

24. Leadership Fund Use (State-Level) Current Plan Proposed Updates Impact • Central focus on equity and access • Development of CTE Frameworks • Technical assistance & data resources for continuous improvement • Support of educator/leader pipeline, teacher testing & retention/development • Development of responsive CTE Frameworks that frame immersive programs leading to employment when used in CTE and provide direction for use in all programs of study • Technical assistance & data resources for continuous improvement • Statewide support for Competency Management and Graduate Follow Up • Increased transparency of funding & program development • Support of educator/leader pipeline, teacher testing & retention/development • Support Career Technical Student Organizations • Support of Middle-School Career Connected Learning • Expand the resources and models provided by the state for schools to implement programming • Invest in recruiting and developing educators and program leaders • Develop programming that is increasingly comprehensive, aligned, and responsive to student needs 24

25. Reserve Funding (Direct School Support) Current Plan Proposed Updates Impact • • • Competitive grant processes for program improvement and increasing access to high quality CTE Career & Technical Student Organizations Targeted, data-driven grants for program improvement and increasing access to high quality CTE Competitive grants for new and emerging program support Funding for small and rural schools to support HQ and innovative CTE programs meeting specific community needs (453 and 459) Increased flexibility to meet the needs of schools and programs Support innovation in new programming as well as continuous improvement of existing programs Move CTSO to appropriate funding type (see Leadership) • • • • • 25

26. Programs of Study - Secondary Current Plan Proposed Updates Impact • • • CTE Chapter 74, Career Connections, Innovation Career Pathways when also Career Connections, Early College Update Career Connections review/approval process CTE Chapter 74, Career Connections, Innovation Career Pathways, STEM Tech Update ICP designation to reinforce alignment with Perkins and include reporting (supported by new state systems) Update Career Connections review/approval process Increase clarity and focus on outcomes of various designated pathways Increase cohesion and thoughtfulness across programs • • • • 26

27. Programs of Study - Postsecondary Current Plan Proposed Updates Impact • Postsecondary Chapter 74, Programs Leading to Credentials, Associate Degrees determined to be CTE by local institution • Postsecondary working group to develop during first year of plan and make recommendations to implement for remaining plan years • Review WIOA and LMI • Review definitions and accountability metrics • Update Size, Scope, Quality to name IRCs and AAs aligned to MA employment opportunities • Linkages / Spending / Programming clarity • Develop intentional postsecondary systems for Perkins • Increase program alignment with student and industry needs 27

28. Accountability - Secondary Current Plan Proposed Updates Impact • • • Graduate follow up- Denominator is written all graduates, but in practice is all who respond Performance indicator for program quality is the percentage of CTE concentrators having participated in work-based learning Work-based learning definition defines all C74 programs as work- based learning Update Denominator to reflect practice for graduate follow up Introduce state supported survey/tool for graduate follow up • Would be required of all CTE, CC, ICP, STEMTech participants Revise WBL definition to specific experiences within C74 and other programs Improve state systems for graduate follow up Revision of baseline WBL metric that is more accurate and meaningful Improved WBL tools and collection • • • • • • 28

29. Accountability - Postsecondary Current Plan Proposed Updates Impact • Graduate follow up- Denominator officially is all graduates, practice was updated in SY21-22 to reflect definition. • Confirm Denominator as all graduates going forward • Continue labor market match, explore other state match processes (did for first time this year) • Increase accuracy of graduate follow up data 29

30. State Institutions Current Plan​ •Competitive Grant for State (County) corrections •Partnership with ACLS office •Linked/aligned to WIOA Proposed Updates​ •Define IRC credential as primary goal of programs •Target specific program areas aligned to MA LMI Impact​ •Support state institutions with use of funds to increase effectiveness and impact. 30

31. What's Next? 31 31

32. Plan Revision Timeline Broad Stakeholder Consultation has included: • CTE Field Convening • CTE/VTE Advisory • Postsecondary field interviews • MAVA General Membership Meeting • Superintendents Regional Meetings • CTE Newsletter • And more! Required Steps Timeline Broad Stakeholder Consultation January 2023 – January 2024 Public Hearings & Public Comment Period (30 days) January 2024 – March 2024 Updated Plan March 2024 – April 2024 Submission Due May 10, 2024 32

33. Thank you! 33 33