Transcript CTE Update Perkins IV

Creating a Quality Program
Mrs. Willie E. Slate
Executive Director
Memphis City Schools
Division of Careers,
Technology & Adult Education
Career and Technical Education
Quality Programs
Preparing Students for –
College
Careers
Life After High School
State Report Card Data
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The state report card reflects the
Perkins IV core indicators in alignment
with NCLB performance standards.
State report card data = Data submitted
by the local system
Submission of accurate data is critical
Use the data to develop strategies for
improving students’ levels of performance
All teachers affect all report cards
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http://www.state.tn.us/education/reportcard/index.shtml
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CTE Report Card
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CTE Part V of the System Report Card
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Enrollment – Program Area
Scores on Core Indicators
Shows School, System, State
Performance
Disaggregated Groups
E-TIGER
Tame the Tiger!
Timely, Information, Gathering, Examination and
Reporting
 Teachers Login-maintain your password
http://www.tennessee.gov/education/cte/ad/tiger/
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Verify class, instructor, and student data
Report inconsistencies
Enter student performance data
Attest data accuracy
Notify upon completion
Listed below is the role you play in data
reporting as a CTE Teacher:
1. Report any missing classes to your CTE Supervisor.
2. Verify all information listed for your class and report to CTE Supervisor any incorrect data
found for your EIS person to update on:
“EIS Class Listing” screen,
Class information
Student roster of the class
“Instructor Information” screen,
Instructor information
“Student Information” screen
Student Information
3. Enter only “Foster Child”, “Pregnant Teen” and “Single Parent” data if applicable for that
student (at “Student Information” screen).
4. Report class performance data at “EIS Class Listing screen” including:
Checking Course Competencies, Credits, and Number Periods of each student;
Identifying Concentrators;
Entering Number of Competencies Mastered and Number of Credits Earned for the whole class;
Reporting Dual Credit, and Dual Enrollment information.
5. Attest the data of all classes.
6. Inform your CTE Supervisor upon completion of data reporting.
e-TIGER
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Competency Profiles
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Completed on-line at the
end of each course in eTIGER
Data used to calculate skill
attainment
Reported with Gateway
exams
Tied to Perkins funding
Negotiate Base Line Levels
for system
Correct Data
Competency Profiles
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Student Name, SS#, Class
Skill Attainment (2S1)
Race
Gender (6S1 and 6S2)
CTSO Affiliation
Population Status
Teachers complete the forms and attest that the forms
are correct.
http://www.state.tn.us/education/cte/standards.shtml
Perkins IV Quality Program Indicators
1. Programs of such size that offer a sequence of three or more
earned credits
2. Programs of such scope that are aligned with a state approved
program of study within career clusters
3. Programs have a certified and appropriately endorsed
teacher (Note: A teacher who teaches a CTE course that
substitutes for a core academic course must be highly
qualified.)
4. Programs teaching the state approved curriculum standards
5. Programs having a state approved articulation agreement for
a program of study or an approved articulation agreement
approved by the lead administrators of secondary and postsecondary institutions, where available.
Perkins IV Quality Program Indicators
6. Programs being supported by current labor market
data to support high skill, high wage, high demand jobs
7. Programs that teach all aspects of an industry
8. Programs having an active advisory panel
9. Programs having a career and technical student
organization as an integral part of the instructional
program
10.Programs that promote CTE and academic
curriculum integration with academic teachers
Effective, High Quality Programs
Perkins IV
CTE teachers should provide documentation
of each quality program indicator.
1. Programs of such size that offer a sequence
of 3 or more Earned Credits
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Master schedule of classes to include all program of study course
offerings
Student handbook/course guide listing program of study course
offerings and descriptions
Registration materials showing program of study course rotation
(where applicable)
Lower to Higher Level
2-Teacher Programs should reach a higher level and offer more
courses
Career Clusters
http://www.tennessee.gov/education/cte/
Effective, High Quality Programs
Perkins IV
2. Programs of such scope that are aligned with a state
approved Program of Study within Career Clusters
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Student handbook/course guide listing program of study course
offerings and descriptions
Copy of Program(s) of Study for program area (CTE Director
Attested List from website)
Copy of approval for Special Programs of Study for program area
(if applicable)
Dual credit, dual enrollment and/or articulation agreements
and materials demonstrating linkage to postsecondary through a
program of study
Registration materials showing program of study course rotation
(where applicable)
Sample four/six year plans indicating program of study sequence
Eighth grade orientation materials explaining programs of study
Effective, High Quality Programs
Perkins IV
3. Programs that have a Certified and Appropriately
Endorsed Teacher
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Teaching certificate verifying proper endorsement(s)
Highly qualified status verification (as applicable) (HQ
Assurance Page and/or verification from “Highly
Qualified Reporting” on website)
Industry certification certificate (as applicable)
verifying up-to-date training/testing
WBL certificate (as applicable) verifying training
CTE courses that substitute for core academic courses
must have a highly qualified teacher
Contextual Academic Teachers
WBL Certification
Maintain copies of all documentation
Effective, High Quality Programs
Perkins IV
4. Programs that teach State Approved
Curriculum Standards
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State standards for all courses taught in all
programs of study
Equipment/inventory lists indicating
opportunity for teaching of all standards (as
applicable)
Lesson plans/course syllabus evidencing
standards and competencies are cross
referenced and taught
Continue to emphasize reading, language arts and math skills
Utilize teaching strategies that improve student engagement
http://www.state.tn.us/education/cte/standards.shtml
Effective, High Quality Programs
Perkins IV
5. Programs that have a State Approved
Articulation Agreement for a Program of Study
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Current dual credit, dual enrollment and/or
articulation agreements and materials
demonstrating linkage to postsecondary
through a program of study
Student data (follow-up reports, dual credit
course reports, etc.) from secondary and postsecondary indicating dual credit, dual enrollment,
and/or articulated credit/opportunity for credit
Aligned with a Career Cluster
Dual credit/dual enrollment
Effective, High Quality Programs
Perkins IV
6. Programs being supported by Current Labor
Market Data to support High Skill, High Wage,
High Demand Jobs
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The SOURCE (Department of Labor) data indicating
job outlook reports for region specific to program of
study,
OR Local chamber of commerce data indicating job
outlook specific to program of study
Advisory panel input indicating job outlook specific to
the program of study
Kuder and/or other career planning resources utilized
to highlight job outlook
TCIDS
MSN Careers
ACTE
Effective, High Quality Programs
Perkins IV
7. Programs that teach all nine aspects of an industry
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Business Planning
Management
Health, Safety and Environment
Finance
Community Issues
Principles of Technology
Personal Work Habits
Labor
Technical and Production Skills
State standards for all courses taught in all programs of study
Field trip, business/industry guest speaker, and/or lesson plans
documenting teaching of all aspects of industry
Projects focusing on all aspects of industry (research, school-based
enterprises, etc.)
Professional development and/or teacher internship activities
focusing on all aspects of industry
Effective, High Quality Programs
Perkins IV
Nine Aspects of an Industry
Teaching Strategies
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Field Experiences or Job
Shadowing
Guest speakers from local
industries
Project Documentation with
Research on All Aspects of
the Industry
Effective, High Quality Programs
Perkins IV
8. Programs having an Active Advisory Panel
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Roster of advisory panel members (by program, school
and/or system) indicating program areas represented/place of
employment/responsibilities
Current meeting agenda, sign-sheets and minutes for at
least two meetings annually
Panel recommendations and implementation plans for
program improvement
50% Industry Representation
Involvement
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Curriculum development
Facilities and equipment – up to date
Student recruitment and placement
Staff development
Public relations – community needs
Legislative & financial support
CTSO organization support
Effective, High Quality Programs
Perkins IV
9. Programs having a Career & Technical Student
Organization (CTSO) as an Integral Part of the
Instructional Program
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Lesson plans indicating the integration of CTSO leadership skills
and activities in all classes/courses
 Leadership Development
 Student Presentations
 Teamwork and Cooperative Learning
State and national membership rosters demonstrating affiliation
(Levels II, III and IV)
Scrapbooks and/or compilations of CTSO competition
participation/results, community service activities, student led
projects and activities, other projects
Classroom Organization
 Teamwork Activities
 Cooperative Learning Activities
 Peer Tutoring
 Problem Solving & Critical Thinking Skill Activities
Career and Technical Student
Organizations
http://www.deca.org
http://www.fccla.com/
Career and Technical Student
Organizations
http://www.hosa.org
http://www.skillsusa.org
Career and Technical Student
Organizations
http://www.fbla-pbl.org/
Effective, High Quality Programs
Perkins IV
10. Programs that promote CTE and Academic
Curriculum Integration with Academic Teachers
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Lesson plans (two per year) indicating joint integration
activities with Math, Science, English, and/or Social Studies
teachers
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Create lesson plans, projects, or experiments that involve academic
teachers.
Integrate hands-on experiences with written assignments.
Joint professional development activities for academic
and CTE teachers
School-wide projects (career academies, themed learning
units, etc.) verifying integration of academics and CTE
Communications (e-mail correspondence, phone logs, etc.)
showing integration planning activities
Effective, High Quality Programs
Perkins IV
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Do you have a Quality CTE Program?
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How do you know that you have a quality program?
What documentation will be required of each
teacher to show performance?
Do you employ classroom strategies that enhance
student performance on Gateway exams?
Are you utilizing Perkins Funds to improve student
performance?
Effective, High Quality Programs
Perkins IV
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Student Performance
and
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Fiscal Accountability
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Is the money spent
effecting student
performance and
how?
Perkins Report Card
No Child Left Behind
Data
Effective, High Quality Programs
Perkins IV
You are the
expert!
You are on your way
to implementing a
quality program!
Have a great school year!
Division of Careers, Technology &
Adult Education
901-416-7482
A parting thought…
“Quality is never an accident; it is
always the result of high
intention, sincere effort,
intelligent direction and skillful
execution; it represents the wise
choice of many alternatives.”
Author: William A. Foster