Training 2008-09 Presented by: Russ Weikle, Administrator rweikle@cde

CALIFORNIA DEPARTMENT OF EDUCATIONJack O’Connell, State Superintendent of Public Instruction

Training 2008-09

Presented by:Russ Weikle, Administrator

[email protected]

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

JACK O’CONNELLState Superintendent of Public Instruction

2

Agenda• Perkins IV Overview• Overview of the State Plan• State Plan Requirements• State Application Process• Accountability Framework• Local Plan Development• Timeline and Required Documents• Consortiums• Other Important Information


Perkins IV Overview

The Carl D. Perkins Career and Technical Education improvement

Act of 2006


4

Spirit of the New Law

– Global competition– Program

improvement– Ensuring modern,

durable and rigorous CTE programs

Leading CTE into the 21st century


5

PurposeThe Improvement of CTE Programs

• Increased Accountability for Results• Increased Coordination within the CTE

Community• Stronger Academic and CTE Integration• Increased Connection between

Secondary and Postsecondary Education

• Increased Coordination with Business and Industry


6

Mandatory Program Elements - Section 135(b)

Programs receiving Perkins funding must have the following elements in place before spending Perkins funds for other uses.

1. Strengthen academic and CTE skills through the integration of academics with CTE

2. Link CTE at the secondary and postsecondary levels

3. Understanding of all aspects of the industry4. Develop, improve, or expand the use of

technology in CTE


7

Mandatory Program Elements - Section 135(b)

5. Provide professional development programs6. Develop and implement evaluations of CTE

programs7. Initiate, improve, expand, and modernize

CTE programs8. Provide activities of sufficient size and scope

to be effective9. Provide activities to prepare special

populations for high skill, high wage, or high demand occupations that lead to self-sufficiency


8

Section 135(c) –Permissive Uses of Funds

• Involve parents, businesses, and labor organizations as appropriate, in the design, implementation and evaluation of CTE

• Provide career guidance and academic counseling for students participating in CTE above and beyond what is available to all students


9

Section 135(c)Permissive Uses

• For local education and business partnerships

• Assist CTE student organizations• For mentoring and support services• Leasing, purchasing, upgrading or

adapting equipment, designed to strengthen and support academic and technical skill achievement


10

Section 135(c)Permissive Uses

• Develop and expand postsecondary program offerings at times and in formats that are accessible for students

• Pooling a portion of funds with other recipients for innovative programs

• Provide activities to support entrepreneurship education and training

• Provide programs for special populations


TERMS AND DEFINITIONS


12

CTE Terms andCurrent California Definitions

• CTE Program

• Program Participant

• Program Concentrator

• Capstone Course

• Special Populations

• Tech Prep


13

CTE Program

• “a sequence of courses that provides individuals with coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in current or emerging professions.”

Perkins Act – Sec. 3(5)


14

CTE Program Continued

• California’s Interpretation

– CTE program is a sequence of courses

– Sequence should be determined from the type and length of the instruction needed for career success and/or advanced education or training for a specific industry

– Program sequences may vary in length

– Sequences contain a minimum 300 hours of instruction

– Some ROCP and Adult Education CTE programs can be single-year programs


15

CTE Program Participant

• Student who has completed one CTE course

• Counted by the LEA and reported on the E1

• Not used to calculate any of the core indicators


16

Secondary CTE Concentrator

• A secondary concentrator is a student who has been enrolled in the last course of the planned program sequence

• Counted by the LEA and reported on the E-1 and E-2

• Used to calculate the core indicators


17

Adult CTE Concentrator• An adult concentrator is a student

who has the potential of completing the last course in a planned program sequence and earning a certificate, license, or certification in the reporting year. May be an LEA issued certificate if it indicates skill competencies met by the student and signed by advisory committee member.


18

Special Populations

• Individuals with disabilities• Individuals from economically

disadvantaged families, including foster youth

• Individuals preparing for nontraditional fields

• Single parents, including single pregnant women

• Displaced homemakers• Limited English proficiency


19

Conditions

• Recipients of funds must:– Provide equal access for special

population students– Provide programs and support

services designed to enable special population students to meet or exceed state-adjusted levels of performance


20

Tech Prep Definition

• Combines a minimum 2 years of secondary education with a minimum of 2 years of postsecondary education in a non-duplicative sequential course of study

• Integrates academic and career technical instruction and utilizes work-based and worksite learning where appropriate and available

• Provides technical preparation in a career field including high skill, high wage, or high demand occupations


21

Definition Continued

• Builds student competence in technical skills and core academic subjects as appropriate, through applied, contextual academics, and integrated instruction, in a coherent sequence of courses

• Leads to technical skill proficiency, an industry-recognized credential, a certificate, or a degree, in a specific career field

• Leads to placement in high skill or high wage employment, or to further education

• Utilizes career and technical education programs of study, to the extent practicable


DISTRIBUTION OF FUNDS


23

How the Funds are Distributed

• Basic Grant:– State Administration – 5%– State Leadership – 10%

• 1% for state institutions• $150,000 for nontraditional training

– Local Assistance 85%

• Tech Prep:– State Leadership – 8%– Tech Prep Consortia – 92%


24

Local Assistance Funds

• Divided based on a comparison of the preceding Fall Semester CTE enrollments at the Secondary and Postsecondary levels– Secondary 42%– Postsecondary 58%

• ROCPs• Adult Schools• Community Colleges


25

Local Allocations

Secondary– 30% based on the LEA’s proportion

of the State’s K-12 enrollment – 70% based on LEA’s proportion of

the State’s K-12 enrollment of students from homes with incomes below the poverty level

• Data from CBEDS


26

Local Allocations Continued

Postsecondary– Based entirely on the number of

economically disadvantaged adults enrolled in CTE programs during the last completed program year

• Data from the CDE 20

Tech Prep– Distributed to 80 identified consortiums

composed of community college districts, high school districts and ROCPs


27

Secondary (Section 131)

• Minimum grant is $15,000

• Can’t Qualify?– Enter into a consortium– Apply for a waiver if:

• Located in a rural, sparsely-populated area and;

• Can demonstrate inability to enter into a consortium.


28

Postsecondary (Section 132)

• Minimum grant $50,000

• Can’t Qualify?– Enter into a consortium– No provision for a wavier


29

Consortium Funds

• Flow to a fiscal agent

• Fiscal agent’s responsibilities– Coordinate, assemble, submit and

administer consortium’s local plan– Coordinate, assemble, and submit the

annual application for funds– Submit the Memorandum of Understanding– Administer the consortium funds as directed

in the Perkins Act and MOU


30

Responsibilities of Consortium Members

• Cooperate in development of Memorandum of Understanding

• Assist in development and administration of the Local Plan

• Cooperate in the development of the annual application


31

Consortiums

• Funds may only be used for purposes and programs that are mutually beneficial to all members of the consortium

• Funds may NOT be reallocated to individual members of the consortium for purposes benefiting only one member


ACCOUNTABILITY


33

Success of CTE Programs Measured Through Core Indicators

• Emphasizes the importance of accountability for performance

• Separate measures for secondary, adult, and postsecondary

• E1 report collects enrollment data for core indicators.

• E2 report collects placement data for core indicators.


34

Secondary Core Indicators

• 1S1 - Academic Attainment,– Percentage of concentrators scoring

proficient or above on the Reading Language Arts portion of CAHSEE and who leave public education

• 1S2 - Academic Attainment,– Percentage of concentrators scoring

proficient or above on the Mathematics portion of CAHSEE and who leave public education


35


• 2S1 – Technical Skill Attainment– Percentage of concentrators

obtaining a “C” grade or higher in the capstone course

• 3S1 - Secondary School Diploma– Percentage of concentrators leaving

public education with a H.S. diploma, GED, or certificate of proficiency


36


• 4S1 – Student Graduation Rates• 5S1 – Secondary Placement

– Percentage of concentrators who six months after leaving public education have obtained employment, in the military, or enrolled in further education

• 6S1 – Nontraditional Participation• 6S2 – Nontraditional Completion


38

Adult Core Indicators1A1 – Technical Skill Attainment• An adult concentrator who receives an

LEA or industry recognized certificate, license, credential or authorization.

– Curriculum must be based on industry standards and CTE content standards

– LEA certificate must identify skill competencies obtained by student

– An adult student who leaves a CTE program prior to the end of the program-year to accept employment in a program-related job may be reported


39

Adult Core Indicators

• 2A1 – Student Placement

• 3A1 – Nontraditional Participation

• 3A2 – Nontraditional Completion


40

Accountability

• All data reported must be disaggregated by population groups as described in NCLB

• Achievement gaps must be identified and quantified

• Must have valid and reliable measures


41

Improvement Plans

• The first year an eligible recipient fails to meet at least 90% of any single performance indicator, an improvement plan must be put in place.


42

Sanctions

• Eligible recipients are eligible for sanctions if the LEA fails to:

– implement an improvement plan

– make improvement in first year of implementing an improvement plan

– meet 90% of performance level for same measure for three consecutive years.


43

Accountability Framework

• Not applicable to community colleges

• Must accept State’s performance levels or negotiate with the State

• Reach agreement based upon prior year performance and

• Targets that demonstrate annual improvement


44


• LEAs falling below 90% on any measure will be considered Needs Improvement Agencies

• Required to submit a Program Improvement Plan

• Identify planned strategies and activities agency will implement to reach 90% of state levels


45


• LEAs falling below 90% on three or more measures or below 60% on any measure will be considered Priority Improvement Agencies

• Required to submit a detailed action plan to bring measures to 90% within two years


46


• LEAs scoring in the lower than 30% of overall performance as determined by a composite ranking of all measures will be considered as Monitored Agencies

• Subject to Perkins Program Monitoring


State Plan for CTE


48

Organization ofState Plan

Section 1: The Big Picture• Preface

• Introduction – The Perkins and state CTE priorities and the process used in developing the Plan

• Chapter 1 – Career Technical Education in California a retrospect

• Chapter 2 – The Context for Career Technical Education in California

• Chapter 3 – A Vision for the Future: Building a High Quality CTE System


49

Section 2: Perkins

• Chapter 4 – Responses to the Office of Vocational and Adult Education (OVAE) Guide for the 2008-2012 State Plan

• Chapter 5 – State Policies on the Administration and Use of the Perkins IV Funds

• Appendices – Supportive information and required assurances and certifications


50

A New Vision

• Career Technical Education will engage every student in high-quality, rigorous, and relevant educational pathways and programs, developed in partnership with business and industry, promoting creativity, innovation, leadership, community service, and lifelong learning, and allowing students to turn their “passions into paychecks” – their dreams into careers.


51

Established 11 Key Elements for CTE

• Leadership at all levels• High-quality curriculum and instruction• Career exploration and guidance• Student support and leadership

development• Industry partnerships• System Alignment and coherence


52

11 Elements for CTE

• Effective organizational design• System responsiveness to changing

economic demands• Skilled faculty and professional

development• Evaluation, accountability, and

continuous improvement• CTE promotion, outreach, and

communication


53

Themes

• Business and Industry as the Client• Investment of Federal and State funds• Demand driven• CTE as something more not something

less• CTE as a catalyst for school reform• CTE to be student-centered , industry-

focused, and performance-driven


54

State PoliciesChapter 5 of State Plan

• Division of funds

• Accountability Framework

• Required local use of funds

• Requirements of local agencies

• Requirements of Sequences

• Requirements of courses assisted with Perkins IV funds


55

Chapter 5

• Program of Study requirement• Middle School participation• ROCP participation in Perkins IV funds• Local responsibility for CTE• Consortium allocations• Work Experience• Local board approval of application


56

Middle School Participation

• Grades 7 or above• Must be integral to an approved

sequence of courses conducted by a high school

• Union high school districts may fund middle school feeder programs in a Union elementary districts


57

Programs of Study

• Must provide at least one program of study– Includes not less than one district-

funded course– Incorporates and aligns elements of

secondary and postsecondary education

– Includes academic & CTE content in a coordinated, non-duplicated progression of courses


58

– May include the opportunity for secondary students to acquire postsecondary credits

– Leads to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree

– Identify and address current or emerging occupational opportunities

– Build on Tech Prep, career clusters, career pathways, career academies


59

Local Use of FundsSection 135 Regulations

The purpose of the funds is to:• Improve Career Technical

Education• Nine requirements for programs

assisted with the funds – Section 135

• 20 permissive uses of the funds• 5% limit on local administration


60

Use of Funds

• No less than 85% of allocated funds must be directed to the improvement and/or expansion of CTE programs– Program related planning, development,

validation and accountability– Curriculum development activities– Professional development– Instructional equipment– Provide programs for special populations


61

Use of Funds

– Provide mentoring and student support services

– Resources to strengthen academic and technical skill attainment

– Support entrepreneurship education– Integration of academics and CTE– Support for consumer and family studies– Instructor cost for expanded programs


62

Other Uses• Up to 10% may be expended to

support other CTE activities that are consistent with the purposes of the Act including:– Involving partners in the design,

implementation and evaluation of CTE programs

– Career guidance and academic counseling to CTE participants beyond that for all students


63

Other Uses

– Expand offerings for adults at times and formats that are more accessible

– Developing and supporting small career-themed learning communities

– Provide programs to allow adults and school dropouts to develop or update technical skills

– Provide placement assistance in jobs– Provide outreach and mentoring for

non-traditional fields


64

Local Administration Funds

• Up to 5% may be used for costs associated with administering the grant

• These can be for direct or indirect costs

• Must be equal to the indirect cost rate of the LEA, but not more than 5% of total expenditures


65

Requirements of Programs Assisted with the funds

• Incorporate the nine requirements established in Section 135(b)

• Be staffed by qualified CTE teachers– Credential authorizing the teaching of the

CTE course and;– Can document employment experience,

outside of education, in the career pathway addressed by the program or other evidence of equivalent proficiency


66


• Focus on current or emerging high skill, high wage or high demand occupations

• Be aligned with State’s model CTE standards and framework

• Have extensive industry involvement, as evidenced by no less than one annual business and industry advisory committee meeting and involvement in other program activities


67


• Provide for certification of students who achieve industry-recognized skill and knowledge requirements

• Be aligned with applicable feeder and advanced-level instruction in pathway

• Integrate the development of CTE and academic skills in order to prepare students for immediate employment or further education

• Must provide practical applications and experiences through actual or simulated work-based experiences


68


• Provide equitable access and needed support services for all students

• Include planned career awareness and exploration experiences

• Must provide for development of student leadership skills

• Use annual evaluation results, to determine needed program improvements modifications, and professional development for staff

• Systematic plan for promoting the program to all concerned groups


69

Sequences of Courses

• Consist of not less than two full-year CTE courses with a combined duration of not less than 300 hours or;

• A single, multiple hour course which provides sequential units of instruction that has a duration of not less than 300 hours

• Be coherent, meaning sequence may only include those CTE courses with objectives and content that have a clear and direct relationship to the occupation(s) or career targeted by the program


70

Sequences of Courses

• Include sufficient content to provide students with the knowledge and skills required for employment and/or advanced education or training


71

Requirements of Courses

• Be integral to an approved CTE sequence• Be explicitly designed to prepare students with

technical skills that lead to employment• Have no less than 50 percent of the course

curriculum and content directly to the development of career knowledge and skills

• Have business and industry involvement in the development and validation of the curriculum

• Be taught by a teacher meeting the CTE teacher credential and occupational experience qualifications


72

ROCP Participation

• Beginning in 2008-09 Section 131 funds to County Offices will no longer be restricted to court and community school use

• Each COE will receive a Section 131 allocation to improve CTE programs using the Section 131 allocation formula


73

ROCP Participation

• COE allocation may be directed to ROCP

• It is assumed that the ROCP will collaborate with court and community schools to ensure students are served


74

ROCP Participation

• An ROCP may also become an eligible recipient in any instance in which one or more districts determine that the allocation is insufficient to warrant the required administrative activities or is not providing at least one district-funded CTE course

• A consortium would be formed with a MOU identifying the ROCP as the fiscal agent, the effected district allocations would be redirected to the ROCP


75

ROCP Participation

• ROCP courses that are integral to member district sequences may be assisted with district allocation

• District must have at least one district funded course in the same industry sector

• The eligible recipient (district) decides if and what ROCP courses to assist


76

Local Participation in CTE

• Must be actively involved in delivery of CTE programs, meaning– Provide at least one CTE Program of

Study which includes at least one district-funded course

– Provide at least one district-funded course in each industry sector assisted with the funds


77

Work Experience

• Exploratory and Vocational Work Experience activities may be assisted with Perkins funds if– They are planned and listed component of

a CTE program– Are integral to one or more approved

sequences

• Funds may not be used to assist General Work Experience


78

Local Board Approval

• Local Board approval is required on all applications as evidenced by a current year approval date submitted with the application

• County Offices of Education with an elected superintendent are exempt


79

The Local Plan• Requirements of section 134 and 135 of

Perkins IV and requirements of the State Plan

• Four chapters and an appendix– Ch. 1: CTE in the Local Agency– Ch. 2: Building high-quality CTE programs– Ch. 3: Requirements of Perkins IV– Ch 4: Local policies on administration and use of Perkins funds

• Identification of CTE sequences• Identification of Program of Study


80

CDE 101 E1

• Report on Career Technical Education Enrollment and Program Completion

– Collects annual enrollment and completion data

– Mandated in Section 113 of Act• Required of all agencies receiving Perkins funds

– Section 8007 of Ed Code• Required of all ROCPs, including those not

receiving Perkins Funds


81

CDE 101 E1 Continued

Perkins Data System (PDS)• Password protected• Opens July 1- closes October 15• Web address: http://inet2.cde.ca.gov/perkins/ASP/PDSlogon.asp or www.cde.ca.gov/ci/ct/pk/

– Perkins Questions: [email protected]


82

Perkins Data System Continued

• Unduplicated Enrollment data– Race and Ethnicity

• Duplicated data– Special Populations

• Program level by CBEDS Code– Introductory– Concentrator– Completer

• Core indicator levels 1, 2, 3, 4 and 6


83

CDE 101 E2

• Report on Career Technical Education Program Completer Placement

– Collects placement information on program completers

– Mandated in Section 113 of Act– Required of all LEAs receiving funds– Required of all ROCPs whether or

not they receive funds


84

CDE 101 E2 Continued

Perkins Data System (PDS)

• Opens February 15 – closes May 15

• Pre-populated from E-1 data

• Web address: http://inet2.cde.ca.gov/perkins/ASP/

PDSlogon.asp

or www.cde.ca.gov/ci/ct/pk/


85

Perkins Data System Continued

• Placement data on CTE program completers

– Unduplicated enrollment data• Race and Ethnicity

– Duplicated data• Special Population

• Placement– Duplicated data

• Military• Further education or training• Related or non-related occupations

• Core indicators 5S1 and 4A1


REQUIREDDOCUMENTS


87

Required Documents

• Annual application for funds(CDE 100) - Due on May 1, 2007

• Annual report on placement of program completers (CDE 101 E2) - Due on May 15

• Local Plan for 2008-2012 – due on October 31, 2008


88

Documents Continued

• Final fiscal claim(CDE 101 A) and (VE-5) - Due July 31

• Annual report on CTE enrollment and program completion(CDE 101 E1) - Due October 15


89

CDE 20Adult schools and ROCPs

• Unduplicated count of economically disadvantaged adults enrolled in CTE programs

• Used to determine level of eligibility for Section 132 funds

• Deadline October 15


90

CDE 21Adult schools and ROCPs

• Collects fall semester adult enrollment in CTE from adult schools

• Collects fall semester adult and secondary enrollments from ROCPs

• Used to divide local assistance funds between secondary and postsecondary programs

• Due March 10


91

Annual Application

• Due May 1

• Must have date of Board Approval

• Must have an original signature

• All sections and questions must be completed


92

Budget Amendments

• Restricted to approved program improvements as described in the Local Plan

• May move funds within and between objects and categories of expenditure up to 20 percent of total allocation

• CDE approval is required for budget revisions exceeding 20 percent of total allocation


93

To Request Change

• Submit– A letter describing planned budget

changes and stating that the amendments conform to approved plan

– A copy of amended budget schedule– No later than May 15


94

Reimbursements

• Quarterly reimbursements in:– October– January– April– July for final Claim (due July 31)

• Interim Claim– Submit only the VE-5

• Final Claim– Submit the VE-5 and CDE 101 A


95

Final ClaimVE-5 and CDE 101 A

• Mailed to LEAs in May

• Due to CDE on July 31

• Can be submitted earlier

• Must have original signature

• Must be mailed, not FAXed

• Total of indirect/administrative cost no more than 5% of total allocation


96

Direct and Indirect Costs

• No more than 5% of the expended allocation (less any funds spent for capital outlay) can be used for activities directly related to administering the grant

• The 5% may be “indirect” costs or “direct” costs such as:– Employee compensation– Travel– Materials– Services


97

Direct and Indirect Costs

• Some cost may be “indirect”– Utilities– Rent– Maintenance– Central Office Personnel

• Must be equal to the indirect cost rate of the LEA, but not more than 5% of total expenditures


98

Carryover and Legal Obligations

• Perkins funds CANNOT be carried over to the next program year

• Section 133(b) mandates that allocated funds not expended be returned for reallocation in the following year

• Funds must be expended or legally obligated by June 30


99

Legal Obligations

Obligation is for: Obligation is made:Acquisition of real or personal property

Date which the LEA makes a binding written commitment to acquire the property

Personal services by an employee

When the services are performed

Personal services by a contractor

Date which LEA makes a binding written commitment for services

Public utility services When services are received

Travel, conferences When travel is taken or conference attended


Thank You.

Russ Weikle,

[email protected]

The California Career Technical Education (CTE)

State Plan can be found at:

http://www.wested.org/cteplan/

Date post:	04-Jan-2016
Category:	Documents
Upload:	marshall-giles
View:	24 times
Download:	2 times