CARL D. PERKINS APPLICATION WORKSHOP JANUARY 14 – 15, 2015 8 AM- 4:30 PM

CNM WORKFORCE CENTER 5600 EAGLE ROCK AVENUE ALBUQUERQUE, NM 87113

WELCOME New Directors Orientation

Purpose of Carl D. Perkins Career and Technical Education Act 2006 Eric Spencer Director, College and Career Readiness Bureau [email protected]

(505) 827-6420

Introductions

• • • • • • • • • Eric Spencer, Director CCRB Theresa Romero, Perkins Project Manager Mary Medina, Education Administrator Louise Williams, Education Administrator Elaine Perea, PhD, Education Administrator Renee Garcia, CCRB Staff Manager Mark Curran, Education Administrator Barb Armijo, Education Administrator Caroline Jaramillo-Crone, CCRB Administrative Assistant

SETTING THE STAGE

Opportunities and Options: Making Career Preparation Work for Students

-A Report of the CCSSO Task Force on Improving Career Readiness Google: CCSSO task force career readiness

Improving Career Readiness: Why it Matters

Recommendations to Improve Career Readiness

Enlist Employer Community as Lead Partner Raise the Bar for Quality Career Preparation Programs Make Career Preparation Matter to Schools and Students

Enlist Employer Community as Lead Partner    Identify sectors most important to the state’s economy Engage in designing specific knowledge and skill sets Establish priorities and design pathways

Raise the Bar for Quality Career Preparation Programs       Pathways shall culminate with degree or credential Raise rigor in CTE programs throughout the system Dramatically expand work based learning Strengthen and expand career guidance Scale up though an approval process Build capacity of educators

Make Career Preparation Matter to Schools and Students   Make CTE a higher priority in school rating and accountability Adapt graduation requirements and scholarship criteria to give students credit for meeting career readiness indicators

Taking a Strategic Approach

CCSSO report and other actions for improving CTE SREB study of NM‘s CTE system Program of study framework Perkins V and the CTE State Plan

Opportunities and Options: Making Career Preparation Work for Students

  Questions?

Recommendations?

Purpose of Carl D. Perkins Career and Technical Education Act 2006 Theresa Romero Perkins Project Manager [email protected]

(505) 827-6719 College and Career Readiness Bureau

Housekeeping

     Location of restrooms Cell phones on vibrate 15 minute breaks Lunch provided by CNM on Day 2 only Copies of presentations available, plus online

Overview

Career Technical Education (CTE) provides students of all ages the academic and technical skills, knowledge and training necessary to succeed in future careers and to become lifelong learners.

CTE Making Its Mark

CTE prepares students for the world of work by introducing them to workplace competencies, and makes academic content accessible to students by providing hands-on context. Foundational to CTE are rigorous program standards. These standards help define high quality CTE Programs of Study (POS) that align to the National Career Clusters Framework.

College & Career Readiness Bureau (CCRB) is the department within the PED responsible for CTE initiatives: Our goal is to meet the needs of New Mexico students in: • career exploration • academic achievement • • career preparation leadership development

Focus on Quality

• Integrate academic and career-technical education through a coherent sequence of courses • Promote student attainment of challenging academic and career-technical standards • Link career-technical education at the secondary and postsecondary level through career-technical programs of study

Focus on Quality

• Provide students with strong experience in, and understanding of, all aspects of an industry to include work-based learning • Address the needs of individuals who are members of special populations • Involve parents, employers, labor organizations, and representatives of special populations

• • •

Focus on Quality:

Provide strong linkages between secondary and postsecondary education Develop, improve and expand the use of technology Provide professional development for secondary and postsecondary teachers, faculty, administrators, and career guidance and academic counselors, in the areas of integration, best practices, and the use of scientifically based research data to improve career-technical education

• • • •

Perkins POS

Incorporates and align secondary with postsecondary education elements Includes academic and CTE content in a coordinated, non-duplicative course sequence Offers the opportunity for secondary students to acquire postsecondary credits Leads to an industry-recognized credential/certificate (postsecondary) or an associate or baccalaureate degree

•

A CTE Student:

Acts as a responsible and contributing citizen and employee • Applies appropriate academic and technical skills • Attends to personal health and financial well being • Communicates clearly, effectively and with reason

•

A CTE Student

Considers the environmental, social and economic impacts of decisions • Demonstrates creativity and innovation • Employs valid and reliable research strategies • Utilizes critical thinking to make sense of problems and persevere in solving them

•

A CTE Educator

Models integrity, ethical leadership and effective management • Plans education and career paths aligned to student goals • Uses technology to enhance productivity • Works productively in teams using economic awareness

16 National Career Clusters

1. Agriculture, Food & Natural Resources 2. Architecture & Construction 3. Arts, A/V Technology & Communications 4. Business Management & Administration 5. Education & Training 6. Finance 7. Government & Public Administration 8. Health Science

16 National Career Clusters

9. Hospitality, Tourism 10. Human Services 11. Information Technology 12. Law, Public Safety, Corrections, Security 13. Manufacturing 14. Marketing 15. Science, Technology, Engineering, Math 16. Transportation, Distribution & Logistic

New Mexico 7 Career Clusters Align with the 16 National Career Clusters

Accountability Indicators

Secondary Level 1S1 - Academic Attainment Reading/Language Arts 1S2 - Academic Attainment Mathematics 2S1 - Technical Skills Attainment 3S1 - Secondary School Completion 4S1 - Student Graduation Rate 5S1 - Secondary Placement 6S1 - Nontraditional Participation 6S2 - Nontraditional Completion

Accountability Indicators

Postsecondary Level 1P1 - Technical Skill Attainment 2P1 - Credential, Certificate or Diploma 3P1 - Student Retention or Transfer 4P1 - Student Placement 5P1 - Nontraditional Participation 5P2 - Nontraditional Completion

Through the Carl D. Perkins grant, educational institutions are providing individuals with opportunities throughout their lifetime to develop, in conjunction with other education and training programs, the knowledge and skills needed to keep the United States competitive.

Nine Required Uses & Special Populations

Leveraging Perkins Funds To Significantly Improve CTE Programs Mary Medina Education Administrator [email protected]

(505) 827-6723 College and Career Readiness Bureau

The Carl D. Perkins Career and Technical Act of 2006

“(The Act) will allow students…to get a vision of what can be achieved, what they can do in technical education and what they can do in employment opportunities and what a better future they can have. This should be billed as a hope bill…” Rep. Ralph Regula, Retired, Ohio Congressman July 27, 2006

How can your institution spend Perkins funds?

Your application needs to focus on one or more of the following nine uses

Nine Required Uses

All nine must be addressed before spending funds for other purposes.

1.

Strong/rigorous CTE programs 2.

Secondary programs linked to postsecondary CTE programs 3.

4.

5.

6.

7.

8.

9.

Work-based learning experiences that enhance understanding of all aspects of an industry Develop, expand and improve the use of technology in CTE courses Develop/attend professional development programs Develop/implement evaluations of CTE programs Initiate, improve, expand, and modernize CTE programs, including relevant technology Provide service/activities that are of sufficient size, scope and quality to be effective.

Prepare special student populations (single parents, displaced homemakers, disabled, ELL students and others) for high skill, high-wage, high-demand occupations.

Required Use #1

To strengthen the academic and career & technical skills of students participating in career & technical programs.

• Implementation of research based strategies and best practices • • • • • • Infusion of academic skills into technical courses Using occupationally related applied learning strategies in academic courses Aligning and linking academic content with challenging academic standards Using advisory committees to validate learning outcomes Create a rigorous, integrated and aligned curriculum Encourage academic and technical instructors to jointly develop curriculum

Required Use #2

• • • To link CTE at the secondary level with CTE at postsecondary level.

Secondary/postsecondary articulation Update or expand articulation agreements o o Create aligned and non-duplicative sequence of courses Concurrent enrollment and /or dual credit Establishing policies and procedures for awarding advance placement and credits o Track and increase the utilization of existing articulation agreement

Required Use #3

To provide students with strong experiences in the understanding of all aspects of an industry, which may include work-based learning experiences.

Infuse all aspects of an industry into curricula and services.

• • • • • • • • Regional labor market statistics, trends and job requirements Horizontal and vertical career ladders to broaden career horizons General employability skills needed for career mobility and success Industry-wide management and production/service issues Expertise in classroom setting (guest speakers, field trips, other resources) Use qualified business/industry professionals as adjunct faculty Validate curricula outcomes by program advisory committees Coordinate business/industry experiences for students

Required Use #4

To develop, improve or expand the use of technology in career and technical education.

• • • • • • Infuse and expand relevant technology in programs Upgrade new technology and equipment Develop or update realistic multi-year equipment replacement schedules Ensure students acquire the technology related skills needed for entry to high-skill careers Collaborate with technology industries to provide internships, mentoring, and employment experiences for students Employ personnel to coordinate work – based technology experiences

o o o o o o o o o o o

Required Use #5

To provide professional development programs.

Establishing intensive and sustained professional development programs. Focus professional development activities on instruction.

Strategies for achieving NM common core standards Methods for effectively integrating academic and technical education Incorporation of applied learning strategies Techniques for teaching “all aspects of an industry” Stay current with needs, expectations, practices of business/industry Research based effective teaching skills Effective use and application of technology to improve instruction Improve instruction for special populations, including nontraditional Use of student and program assessment data to improve instruction Comprehensive professional development plan for each educator Involve participants in determination and evaluation of in-service activities

Required Use #6

To develop and implement evaluations of the career & technical education programs carried out with funds.

      o o o o o o Assess and analyze: Attainment of NM Common Core Standard indicators Student numbers and trends (enrollment, completion, placement, etc.) Levels of student satisfaction Extent of academic and technical integration in courses/programs Involvement of business / industry Relevance of program to regional labor market Create and implement student achievement and program evaluations Develop strategic improvement plans based upon assessments Utilize program advisory committees Ensure preparation for nontraditional fields Track and report industry-recognized credential, certificate or degrees awarded

Required Use #7

Initiate, improve, expand, modernize quality CTE programs, including relevant technology.

     Expand program offerings at times or in formats more accessible for students Curriculum development activities Acquire external business and industry related program certifications/accreditations Implement program modifications to ensure program and student learning outcomes are aligned with business and industry standards Involve program advisory committees in improving and modernizing programs

Required Use #8

Provide services and activities that are of sufficient size, scope, and quality to be effective.

• • • • • • • • • Refining programs to incorporate elements in the definition of Program of Study Ensure classrooms/laboratory settings simulate workplace environments Staffing programs with adequate personnel Increase student enrollment, completion and placement to justify program continuation Basing breadth and depth of learning outcomes on current job requirements Using program advisory committees to evaluate and validate relevancy of learning outcomes Ensuring programs prepare students for high skill, wage or demand occupations Improve accessibility to program information and statistics for prospective students and the public Provide career guidance and academic counseling

Required Use #9

Provide activities to prepare special populations, including single parents and displaced homemakers who are enrolled in career & technical education programs for high-skill, high wage, or high-demand occupations that will lead to sufficiency.

• • • • • Establish or refine non-discrimination policies and procedures Implement strategies to overcome program enrollment and completion barriers Redesign programs to enable attainment of NM Common Core Standards indicators Make modifications to curriculum or equipment Expand/align student services (assessment, counseling, financial assistance, job placement, etc.)

Special Populations

Students:  With disabilities       From economically disadvantaged families, including foster children Preparing for non-traditional fields Who are single parents, including single pregnant women Who are displaced homemakers With limited English proficiency Who are migrant workers

Special pops are required use #9

Ideas to help subgroups

Use funds to supplement, not supplant, assistance that is otherwise available from non-Federal sources, and assistance may only be provided to an individual to the extent that it is needed to address barriers to the individual’s successful participation in career and technical education.

 An allowance for books, supplies, transportation, dependent care, and miscellaneous personal expenses for a student attending the institution on at least half-time basis as determined by the institution

Assuring access

     Comprehensive career counseling and guidance, including labor market information , career testing, placement services for part-time, summer employment, internships and cooperative programs Facilitate the identification of appropriate adaptive equipment, assistive devices, and new technology for students with disabilities, as funding is available Promote outreach and recruitment information regarding career opportunities with an emphasis on nontraditional opportunities Provide in-service activities for vocational and technical teachers, counselors, and administrators Identify and/or develop special instructional materials or adapting existing instructional materials

     

Success for Special Populations

Provide mentors and role models from the school, workforce and community to whom special population students can relate Offer job readiness workshops including resume preparation and interview skills Include industry speakers and presentations in the curriculum Offer modularized instruction and short-term training with flexible schedules Provide distance learning options when appropriate Provide tutoring services

More Strategies

      Ensure classrooms are work-based learning sites Ensure all students, especially special population students, have access to technology Organize staff development activities that inform them of the needs and challenges special populations face and enhance employees’ abilities to overcome these barriers Ensure campus is accessible to all students and has specialized equipment to support learning Make sure bilingual maps of campuses are available Make technology centers available in the evenings and/or weekends

Supporting special populations

      Create and distribute recruitment materials in languages of the demographic group Provide copies of textbooks for loan to students Organize career development activities that lead to mastery of career development competencies Refer students to financial aid and work-study opportunities Provide vouchers /other supports for materials, tools, and/or transportation Include diverse student role models (particularly nontraditional students) in recruitment and motivational speaking events

Special Population Success

    Identify services available in the community (counseling, social services, transportation support, etc.) Provide information on nontraditional jobs that offer higher pay and opportunities for advancement and benefits Identify and promote linkages with the community (adult schools, businesses, workforce agencies, public assistance offices, child care agencies, etc.) Teach students financial responsibility by offering training in setting budgets, using bank accounts and services

Help students to be successful

   Incorporate career exploration and planning strategies into the Next Step Plans Provide guidance to students and parents on identifying and selecting postsecondary institutions, and on the process for applications and registration

USE YOUR DATA

staff – For retention of special populations, improve student performance and provide professional development for

Training for Non-Trad Careers

        Encourage participation in STEM courses since these classes are often the gateway for nontraditional careers Evaluate school materials (including recruitment) for gender bias and positive nontraditional images Debunk stereotyping myths that careers are gender specific Foster self-esteem and self-efficacy in potential nontraditional students Provide on-campus presentations or field trips where students can meet successful nontraditional workers Offer job-shadowing experiences with nontraditional workers Conduct professional development to increase awareness of gender bias and stereotyping and to eliminate sexual harassment.

Recruit and place nontraditional students in cohorts to provide a supportive and inclusive environment

Expenditures

    Allowable/lawful as per Federal cost principles (OMB circular) Necessary study for operation of the program of Reasonable - appropriate Allocable - support or advance the objective of the program of study

Funding Limits

Career and Technical Education Programs must have sufficient local and state funds to enable them to operate without federal Perkins funds. Perkins funds are to be used to supplement, upgrade and improve Career and Technical Education programs and not simply to maintain the program at its current level.

Thank You

   Mary Medina Education Administrator College and Career Readiness Bureau  [email protected]

 505-827-6723