Perkins IV Overview

1. Perkins IV Overview Presented to C C T O D A November 30, 2006

2. Spirit of the New Law • Leading CTE into the 21st century • Program Improvement • Global Competition • Ensuring modern, durable and rigorous CTE programs

3. 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.

4. 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.

5. AllocationsSection 111

6. 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

7. 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

8. 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

9. 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

10. The Role of the State

11. 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.

12. State PlansSection 122

13. States have 2 Options: • Full 6-Year Plan • 1 Year Transition Plan, followed by a 5 Year Plan

14. 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).

15. 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;

16. 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 under-represented groups; • Should include efforts to improve the transition from business & industry to teaching.

17. State Leadership Activities(10% of total allocation)Section 122

18. Nine Required Uses: Leadership $$ • Assessment of CTE programs with regards to how they are meeting needs of special pops • Developing, expanding, improving the use of technology • Strengthening integration of academic and Career-Tech • Providing preparation for non-traditional fields

19. Supporting partnerships b/w education, employers, labor organizations, etc. • Serving students in state institutions (correctional, disability) • Supporting programs for special pops that lead to high skill, high wage, or high demand occupations. • Technical Assistance • Professional Development

20. 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

21. 17 Permissive Uses: Leadership $$ • 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 • Articulation agreements (secondary to postsecondary)

22. Facilitating transition to baccalaureate degree programs • Statewide articulation agreements • Dual and concurrent enrollment programs • Academic and financial aid counseling • Support for CTE student organizations; • Support for public charter schools operating CTE programs;

23. Support for CTE programs that offer experience in and understanding of all aspects of an industry; • Support for family and consumer science programs; • Support for partnerships b/w education and business • Support to improve or develop new CTE initiatives, such as career clusters, etc;

24. Incentive grants; • Entrepreneurship education and training; • CTE programs for adults and HS dropouts; • Assisting individuals with continuing education or training or finding employment;

25. Development of valid and reliable assessments; • Development and enhancement of data systems; • Recruitment and retention of CTE teachers, administrators, career & academic counselors; • Support for occupational and employment information resources;

26. AccountabilitySection 113

27. 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.

28. Postsecondary Indicators • Technical skill attainment aligned to industry-recognized 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

29. 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

30. 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

31. 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

32. 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.

33. 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

34. Local Plans(Section 134)

35. 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;

36. 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

37. Local Uses of Funds(85% of total allocation)(Section 135)

38. Nine Required Uses: Local $$ • Strengthening integration of academic and Career-Tech; • Strengthening linkage b/w secondary and postsecondary by offering at least one program of study; • Providing students with strong experience in and understanding of all aspects of an industry, which may include WBL; • Developing, expanding, improving the use of technology; • Professional development (in-service and pre-service);

39. Developing and implementing evaluations of CTE programs, including assessment of how needs of special pops are being met; • Initiating, improving, expanding, and modernizing CTE programs; • Providing services of sufficient size and scope to be effective; • 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.

40. 19 Permissive Uses: Local $$ • Involving businesses and labor organizations as appropriate in the design, implementation, and evaluation of CTE programs • Improving career guidance and academic counseling for CT students; • 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

41. Providing programs for special pops; • Support for CTE student organizations; • Mentoring and support services; • Leasing, purchasing, upgrading, updating or adapting equipment designed to strengthen and support academic and technical skill attainment;

42. Faculty preparation programs that address integration of academic and career and technical; • Developing and expanding PS program offerings at times and in formats that are accessible to working students, including distance learning • Facilitating transition to baccalaureate degree programs • Statewide articulation agreements • Dual and concurrent enrollment programs • Academic and financial aid counseling

43. Entrepreneurship education and training; • Improving or developing new CTE programs for high skill, high wage, high demand occupations; • Developing and supporting small, personalized career-themed learning communities; • Supporting family and consumer science programs;

44. CTE programs for adults and HS dropouts; • Assisting individuals with continuing education or training or finding employment; • Supporting training and activities, such as mentoring and outreach in non-trad fields

45. Support training in automotive technologies; • Support innovative initiatives.

46. 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?

47. Of Particular Focus In Perkins IV

48. 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

49. 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.

50. 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