Transcript Document

Perkins IV Overview
Presented to
CCTODA
November 30, 2006
Spirit of the New Law
• Leading CTE into the 21st century
– Program Improvement
– Global Competition
– Ensuring modern, durable and rigorous CTE
programs
Intent of the Act
• To ensure development of challenging academic and
technical standards and related challenging, integrated
instruction.
• To ensure increased opportunities for individuals to
keep America competitive.
• To ensure a focus on high skill, high wage, high demand
occupations.
• To ensure implementation of partnerships b/w
education, workforce boards, business & industry, etc.
• To ensure provision of technical assistance and
professional development geared towards program
improvement.
What is CTE?
• Change in the definition to eliminate focus on
sub-baccalaureate careers (does not impact $).
• Dual preparation for postsecondary education
and employment.
• Not just ‘job’ preparation, but ‘academic and
technical’ preparation.
• Increased emphasis on attainment of a technical
skill proficiency, degree, certificate or credential.
Allocations
Section 111
Fed to State Allocation
• Fed to state formula (which factors in
population) is similar to current law
• Elimination of fed to state incentive
grants, so all states should see small
increase.
• MS currently receives approximately $14
million in Perkins funds
Uses Mandated by the Law
• 10% for state leadership (unchanged)
– Not more than 1% on corrections
– B/W $60,000 and $150,000 on non-traditional
• 5% or $250,000 on administration of state
plan (unchanged)
– Requires a non-federal dollar-for-dollar match
• 85% to locals (unchanged)
– In MS, this equates to approx. $11.9 million
– 10% of this ‘can’ be set aside for a reserve fund
Explanation: The Reserve Fund
• States can an set aside up to 10% of the
85% local funds for distribution in means
other than the formula.
– Focus on serving:
• rural areas
• areas with high # of CTE students
• areas with high % of CTE students
State to Local Allocation
• Each State’s State Plan determines the breakdown
between secondary and postsecondary institutions.
– National range for PS: 15% (CT, AZ, AK) to 65% (MN)
– National average: 40%
– In MS, 47% of Perkins funds goes to PS
• Based on number of CTE programs
• Equates to approximately $5.6 million
• The postsecondary formula provided in the law
determines the breakdown between local
postsecondary institutions (Section 132)
– Based on number Federal Pell Grant recipients and
recipients of Bureau of Indian Affairs (BIA) assistance
enrolled in eligible programs
The Role of the State
The Role of the State
• Ensure compliance with the law;
• Work with feds to set state performance targets;
• Work with locals to set local performance targets
which ensure program improvement and lead to
meeting state targets;
• Ensure valid and reliable data;
• Use data to drive program decisions;
• Provide technical assistance for program
improvement.
State Plans
Section 122
States have 2 Options:
• Full 6-Year Plan
• 1 Year Transition Plan, followed
by a 5 Year Plan
One Year Transition State Plan
• Won’t be required to hold hearings prior to
submission;
• Won’t have to provide as much narrative;
• Not required to provide baseline data or reach
agreement on performance levels for the first two
program years for every indicator
• Are not subject to sanctions for the first program year
• Must submit a 5 year plan prior to the second
program year (July 1, 2008 – June 30, 2009).
State Plans
• Must ensure that CTE and CTE programs of
study are:
– Aligned with rigorous and challenging academic content
standards and student achievement standards (NCLB)
– Relevant and challenging at the postsecondary level
– Lead to employment in high skill, high wage or high
demand occupations
• Must provide avenues to increase transition from
2 to 4-year post-secondary;
• Must focus on articulation;
– Statewide preferred, because closest college is
not always the choice students make
• Should incorporate best practices of Tech Prep
(Title II) and Perkins (Title I);
• Should include efforts to recruit and retain
administration, faculty, and teachers for underrepresented groups;
• Should include efforts to improve the transition
from business & industry to teaching.
State Leadership Activities
(10% of total allocation)
Section 122
Nine Required Uses: Leadership $$
1. Assessment of CTE programs with regards to how
they are meeting needs of special pops
2. Developing, expanding, improving the use of
technology
3. Strengthening integration of academic and CareerTech
4. Providing preparation for non-traditional fields
5. Supporting partnerships b/w education,
employers, labor organizations, etc.
6. Serving students in state institutions
(correctional, disability)
7. Supporting programs for special pops that
lead to high skill, high wage, or high demand
occupations.
8. Technical Assistance
9. Professional Development
Professional Development
• More prescriptive in the ‘what and how’ of
professional development.
– Focus on integration; academic and technical
rigor (curriculum development)
– Coordinated with teacher certification, licensing
and professional development activities of
Title II of ESEA and Title II of HEA
– Aimed at keeping teachers current with needs,
expectations, and methods of industry
– Linked to meeting performance targets
– Cannot be ‘1-day or short-term’ workshops or
conferences
17 Permissive Uses: Leadership $$
1. Improving career guidance and
academic counseling for CT students;
–
–
To ensure they obtain a degree, certificate,
or credential
To expose them to high skill, high wage
occupations and non-traditional fields
2. Articulation agreements (secondary to
postsecondary)
3. Facilitating transition to baccalaureate
degree programs



Statewide articulation agreements
Dual and concurrent enrollment programs
Academic and financial aid counseling
4. Support for CTE student organizations;
5. Support for public charter schools
operating CTE programs;
6. Support for CTE programs that offer
experience in and understanding of
all aspects of an industry;
7. Support for family and consumer
science programs;
8. Support for partnerships b/w
education and business
9. Support to improve or develop new
CTE initiatives, such as career
clusters, etc;
10. Incentive grants;
11. Entrepreneurship education and
training;
12. CTE programs for adults and HS
dropouts;
13. Assisting individuals with continuing
education or training or finding
employment;
14. Development of valid and reliable
assessments;
15. Development and enhancement of
data systems;
16. Recruitment and retention of CTE
teachers, administrators, career &
academic counselors;
17. Support for occupational and
employment information resources;
Accountability
Section 113
Increased Accountability
• New accountability provisions are a reminder that:
– Perkins Funds are NOT an entitlement
– Use of funds must flexible and responsive to the data that
is collected
• Data reported must be disaggregated by special
population categories.
– Still disagreement on whether sanctions should be based
on performance level or disaggregate level
• Achievement gaps must be identified, quantified,
and addressed.
Postsecondary Indicators
• Technical skill attainment aligned to industryrecognized standards, if available and appropriate
• Attainment of industry-recognized credential, a
certificate or degree (completion)
• Retention in postsecondary education or transfer to
baccalaureate program
• Placement in military, apprenticeship OR placement
or retention in high skill, high wage or high demand
occupations or professions
• Participation, completion of non-trads
Negotiations: Fed to State
• Feds continue to negotiate with the states
– Negotiations every 2 years
– Will look at state to state comparisons
– States must show continuous improvement
Negotiations: State to Local
• States required to ‘negotiate’ performance
levels with all local recipients
– Negotiations every 2 years
– Starting point will be state levels of performance
– Secondary process for when local does not want
to accept state levels of performance
– Local will still be expected to show continuous
improvement, even if exceeding state levels of
performance
Improvement Plans
• If a state fails to meet 90% of
performance target for any measure,
they must develop and implement an
improvement plan.
– This is what happens the first year a state
fails to meet all of its performance targets
Sanctions
• Sanctions possible if state:
– Fails to implement improvement plan; OR
– Fails to show performance improvements
once improvement plan is implemented; OR
– Fails to meet 90% of the same measure’s
performance target 3 years in a row.
Sanctions
• State Sanctions:
– Secretary of Education can withhold some or
all of state admin/leadership pot of funds
• Local Sanctions:
– Sanction language mirrors that of the state
– State can withhold some or all of the entire
local grant
Local Plans
(Section 134)
Local Plans
• In addition to (1) describing how the CTE programs
will be carried out and (2) how the performance
measures will be met, Local Plans must describe how
the eligible recipient will:
– Provide at least one CTE program of study;
– Strengthen the academic and career & technical education
components and align them with challenging and rigorous
academic and technical standards;
– Provide students with strong experience in and
understanding of all aspects of an industry;
– Provide assurances that the eligible recipient will provide a
CTE program of sufficient size, scope, and quality
– Incorporate comprehensive professional development
– Involve students, faculty, administrators, career guidance
and academic counselors, tech prep reps, business and
industry reps, reps from special pops, etc. in the
development, implementation, and evaluation of CTE
programs
– Incorporate teacher recruitment strategies
– Evaluate programs and ensure continuous improvement,
with emphasis on special populations
Local Uses of Funds
(85% of total allocation)
(Section 135)
Nine Required Uses: Local $$
1.
Strengthening integration of academic and Career-Tech;
2.
Strengthening linkage b/w secondary and postsecondary
by offering at least one program of study;
3.
Providing students with strong experience in and
understanding of all aspects of an industry, which may
include WBL;
4.
Developing, expanding, improving the use of technology;
5.
Professional development (in-service and pre-service);
6.
Developing and implementing evaluations of CTE
programs, including assessment of how needs of special
pops are being met;
7.
Initiating, improving, expanding, and modernizing CTE
programs;
8.
Providing services of sufficient size and scope to be
effective;
9.
Providing activities to prepare special pops, including
single parents and displaced homemakers for high skill,
high wage, high demand occupations that will lead to
self sufficiency.
19 Permissive Uses: Local $$
1.
Involving businesses and labor organizations as
appropriate in the design, implementation, and
evaluation of CTE programs
2.
Improving career guidance and academic
counseling for CT students;
–
–
3.
Improve graduation rates and provide info on
postsecondary and career options
Provide assistance for adult students who are
changing careers or updating skills
Establishing education and business partnerships,
including:
–
–
–
Internships, co-op, etc. experiences for students
Adjunct faculty arrangements for qualified industry
professionals
Industry experience for faculty
4.
Providing programs for special pops;
5.
Support for CTE student organizations;
6.
Mentoring and support services;
7.
Leasing, purchasing, upgrading, updating or
adapting equipment designed to strengthen and
support academic and technical skill attainment;
8.
Faculty preparation programs that address
integration of academic and career and technical;
9.
Developing and expanding PS program offerings
at times and in formats that are accessible to
working students, including distance learning
10. Facilitating transition to baccalaureate degree
programs



Statewide articulation agreements
Dual and concurrent enrollment programs
Academic and financial aid counseling
11. Entrepreneurship education and training;
12. Improving or developing new CTE programs
for high skill, high wage, high demand
occupations;
13. Developing and supporting small,
personalized career-themed learning
communities;
14. Supporting family and consumer science
programs;
15. CTE programs for adults and HS
dropouts;
16. Assisting individuals with continuing
education or training or finding
employment;
17. Supporting training and activities, such
as mentoring and outreach in non-trad
fields
18. Support training in automotive
technologies;
19. Support innovative initiatives.
With Permissible Uses of Funds
(Both State and Local), the
Question Becomes:
What do we spend our
money on that will drive
program improvement and
allow us to capture our
successes?
Of Particular Focus
In Perkins IV
Special Pops/Equity
• $60,000 - $150,000 of state leadership must be devoted to
non-trad
• Focus also on serving special pops with attention to high
skill, high wage, high demand occupations, and attainment
of self-sufficiency
• Must be included in state and local plan
• In both required and permissible uses of state and local
funds
• 4 performance indicators tied to non-trad
• Desegregation of data and reporting requirements based
on non-trad and special pops
Tech Prep
(section 201)
• Congress has an expectation that we will do a
better job of communicating and working
together w/in the CTE family.
• Must create a single state plan for basic state
grant (Perkins) and Tech Prep to ensure
coordination of funding streams.
• States can choose to merge basic state grants
and Tech Prep.
– If merged all fund go out according to basic state grant
rules: formulas, uses of funds, accountability, etc.
If Tech Prep is Kept Separate
• Funding still:
– Goes to consortia
– Can be distributed by a state determined
formula or competitively
• There is a lot of flexibility in defining local
tech prep application
Tech Prep
• New definition of a tech prep student:
– Secondary
– Postsecondary
• New performance indicators
• Great flexibility in setting performance
goals, improvement plans and sanctions
Occupational and
Employment Information
Section 118
Occupational Information
• Plays a far more visible role in Perkins IV
– Link to high skill, high wage, high demand
– Determining what is ‘self-sufficiency’
– Role of counseling in removing barriers to
transition
Questions still to be
answered....
Stay tuned....
• Will there be regulations?
– Limitations on regulations with in the law
• Accountability definitions & measures?
– Entry/exit cohort?
– Should measures be limited to 1st time entering freshmen?
– How much time should exiting students have to achieve
their CTE concentrator status?
– How much time should elapse following exit to determine
that students have not re-enrolled?
Time Line
1/31/2007
DOE issues state plan guide.
1/31-3/16
OVAE holds technical assistance calls for
Accountability
Late Jan - mid
Feb
FY2007 Allocations issued
4/16
State Plans due to DOE
4/17-6/5
DOE reviews state plans and reaches
agreements with states on performance levels
7/1
DOE issues 1st installment of grant awards for
PY 2007
10/1
DOE issues supplemental and final installment
of grant awards for PY 2007
Thank you!