Local Plan

1. Development of the 2008-2012 Local Plan Presented by Russ Weikle, Consultant California Department of Education

2. Agenda • Overview of the State Plan • Details on Chapter 5 of State Plan • Local Plan Development • Distribution of Funds • Timeline and paper work • Consortiums • Tech Prep • Strategic Questions to consider • Questions and Answers

3. A New Vision • Career Technical Education will be a primary purpose of the California education system, K-16 and beyond, promoting the state’s economic development, and providing students with the world-class knowledge and skills necessary to become successful and contributing members of society.

4. 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 and innovation, allowing students to turn their passion into a paycheck.

5. Overview of the Plan Development Process • (March-December 2006) A Statewide Needs Assessment: status of CTE in California and opportunities for strengthening the CTE system • (January-May 2007) Convening of State Plan Resource Group, including representation from all the required stakeholders; three 2-day meetings • (February, April, August 2007) Review and decisions made by the state’s Joint Advisory Committeeon Career Technical Education (JACCTE)

6. Overview of the Plan Development Process • (August-September 2007) Web-based input to draft plan through online feedback from on www.wested.org/cteplan • (September 2007) Public hearings conducted in LA, Fremont, Fresno and Sacramento as well as broadcast on the Web • (October 2007) Review and approval by the JACCTE • (January 2008) Review and input from the SBE and BOG • (March 2008) Final approval by SBE and BOG

7. How the Plan is Organized 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 • Chapter 2 – The Context for Career Technical Education in California • Chapter 3 – A Vision for the Future: Building a High Quality CTE System

8. 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

9. Chapter 5 • 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

10. 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

11. Division of Funds • Divided between secondary and postsecondary program levels based on comparison of prior year CTE enrollments • This formula is currently being challenged by the CCCCO

12. 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

13. Accountability Framework • 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

14. Accountability Framework • 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

15. Accountability Framework • 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

16. Sanctions • LEAs failing to submit improvement plans and/or failing to make the required improvements are subject to sanctions • Could result in loss of a portion or all of allocated Perkins funds

17. 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

18. 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

19. 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 what is typical • Expand offerings for adults at times and formats that are more accessible

20. Other Uses • 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

21. 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

22. 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

23. Requirements of Programs Assisted with the funds • 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

24. Requirements of Programs Assisted with the funds • 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

25. Requirements of Programs Assisted with the funds • 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

26. 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

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

28. 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

29. Programs of Study • Must provide at least one program of study • Includes not less than one district-funded course • Incorporate secondary and postsecondary elements aligned in a non-duplicative progression of courses • Lead to an industry-recognized credential or certificate at the postsecondary level

30. Middle School Participation • Grades 7 or above • Must be integral to an approved sequence of courses conducted by a high school

31. ROCPParticipation • Beginning in 2008-09 Section 131 funds to County Offices will not longer be restricted to count and community school use • Each COE will receive a Section 131 allocation to improve CTE programs using the Section 131 allocation formula

32. ROCPParticipation • 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

33. ROCPParticipation • An ROCP may also become an eligible recipient in any instance in which one or more districts determines that its allocation is insufficient to warrant the required administrative activities or • Is not providing at least one district-funded CTE course • ROCP would form a consortium with a MOU identifying the ROCP as the fiscal agent, the effected district allocations would be directed to the ROCP

34. ROCPParticipation • ROCP courses that are integral to member district sequences may be assisted with district allocation • The eligible recipient (district) decides if and what ROCP courses to assist

35. Local Participation in CTE • Must be actively involved in delivery of CTE programs, meaning • Provide at least one CTE sequence which includes at least one district-funded course • Provide at least one district-funded course in each industry sector assisted with the funds

36. 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

37. 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

38. 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

39. 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

40. 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%

41. Local Distribution of Funds • 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

42. 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.

43. Local Distribution Continued • Postsecondary • Based entirely on the number of economically disadvantaged adults enrolled in CTE programs during the last completed program year • Tech Prep • Distributed to 80 identified consortiums composed of community college districts, high school districts and ROCPs

44. Postsecondary (Section 132) • Minimum grant $50,000 • Can’t Qualify? • Enter into a consortium • No provision for a wavier

45. Reimbursements • Quarterly reimbursements in: • October • January • April • July for final Claim (due June 30)

46. Requirements • Five year Local Plan for 2008-2012 – Due May 1, 2008 • Annual application for funds(CDE 100) - Due on May 1, 2008 • Annual report on CTE enrollment and program completion(CDE 101 E1) - Due on October 15

47. Requirements Continued • Annual report on placement of program completers in the military, further education or training, and employment(CDE 101 E2) - Due on May 15 • Annual fiscal claim(CDE 101 A) - Due on July 31

48. Adults and ROCPs • CDE 21—a report on fall semester CTE enrollment that is used to divide the local assistance funds between Section 131 and 132 programs—Due on March 10 • CDE 20—a report used to determine the LEA’s level of eligibility for the Section 132 funds—Due on March 31.

49. 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

50. 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