The correct spelling Is school Not school . Some people put the second o before the

1. The correct spelling Is school Not school. Some people put the second o before the First o, which is Very wrong

2. Comprehensive Local Needs Assessment (CLNA)

3. Today's Agenda • Step One:  Student Performance • Step Two: Labor Market Alignment • Step Three:  Size, Scope, and Quality • Step Four:  Implementing Programs of Study • Step Five:  Staff Recruitment and Retention • Step Six:  Goals and Budget

4. Perkins Evolution 2018 2006 Netflix IPhone Drones Great Recession Autonomous Vehicles

6. New Four-Year Application

7. Resources • CLNA • CareerTech Staff • Carl Perkins Division • Program Administrators • Regional Coordinators • The Answers to Your Questions—Plus Examples and Definitions • Questions/Answers • Suggestions • Definitions

8. CLNA Purpose: Increase Student Success CLNA is foundation of local application • Identify areas where targeted improvements can increase student opportunities for success • No one is perfect—not expected to achieve high scores on all items • Results used by applicants to develop stronger programs • Direct your budget request • Reflect goals identified in Step Six of CLNA Oklahoma Perkins V

9. Let’s Get Moving • Download CLNA • Save on Desktop • Applicant Information

10. First Things First: Stakeholder Input • Stakeholder Participation • Team members • Postsecondary • Business and Industry • Representatives of special populations • Indian tribes • Parents and students • Methods for Input • ODCTE CLNA training sessions • Business and industry • Special populations • Teacher professional development (posted on ODCTE Perkins V website) • One large meeting • Advisory committee meetings, i.e. programs, business and industry, academic, etc. • Focus groups • Student and parent surveys • Listening sessions.

11. Stakeholder Input • Today’s Input • Business and Industry • Workforce Board • Special Populations • You still need to complete the remainder of the stakeholder input

12. Oklahoma Stakeholder Input Policies and Procedures See: The Answers to Your Questions Stakeholder Input Policies and Procedures • Stakeholder input is a required component for the needs assessment. The legislation requires that the applicants seek information from all parties listed in the Stakeholder Table of the needs assessment. • These policies and procedures apply to all applicants in terms of obtaining input. • Identify representatives for each of the categories listed in the Stakeholder Table.

13. Six Steps to Completion • Six Steps to Completing CLNA Begin with broad overview—conclude with narrow focus

14. Step One—Student Performance Data Three Sections • District student performance data analysis • Download district data • Review looking for strengths and gaps in performance • Use discussion questions to analyze data • The Answers To Your Questions • Based on analysis list any actions you need to take to close gaps and strengthen student performance

15. Step One: Concentrator Definition Secondary—CTE student who has completed at least 2 courses in a program or program of study. Postsecondary—student enrolled in an eligible recipient who has (i) earned at least 12 credits within a career and technical education program or program of study; or (ii) completed such a program if the program encompasses fewer than 12 credits or the equivalent in total. Tech Center postsecondary—two courses or 240 clock hours.

16. Step One: Special Populations

17. Student Performance • Click to Download Student Data Worksheet • Analyze • No concentrator—although they do have students in this category they do not have any concentrators • 00—no students in the category

19. Student Performance—Analyze Data • What does it tell you? • Where are you meeting success targets • Where are the gaps in meeting success targets • Review total data line • Review special populations results • What steps can you take to improve results • Look at examples in The Answers To Your Questions • Insight from stakeholder input • Group discussion and suggestions

20. Student Performance • Next Steps • Define performance targets • Work-based learning • sustained interactions with industry or community professionals in real workplace settings, to the extent practicable, or simulated environments at an educational institution that foster in-depth, firsthand engagement with the tasks required in a given career field, that are aligned to curriculum and instruction. • Implement work-based learning data collection process

21. Student Performance—Activities to Increase Performance • List steps you will take to continue to improve performance • Will it require a budget to accomplish the steps?

22. Step Two: Labor Market Alignment Three Sections • District student performance data analysis • Download data for your region • Review looking clusters that lead to high wage, high skill and in-demand clusters • Use discussion questions to analyze data • The Answers To Your Questions • Based on analysis list any actions you need to take to close gaps and strengthen student performance

23. Step Two—Labor Market Alignment • Do programs lead to: • High wage—Jobs that pay more than the median wage in an occupation compared to the regional career cluster wage • High skill—Jobs that require a high school diploma and postsecondary training/education nor high school diploma and intensive on-the-job training such as an apprenticeship • In-demand—Industry sector that has a substantial current or potential impact on the economy, as appropriate, that contributes to the growth or stability of other supporting businesses

24. Labor Alignment--Download Data • https://www.okcareertech.org/about/state-agency/divisions/federal-legislation-assistance/carl-perkins/perkins-v

25. Southern Region Labor Market

26. Step Three: Size, Scope and Quality • New Definitions • Size—based on Oklahoma CTE Rules • Facilities • Equipment • Classroom size • Scope • Curriculum • Work-based learning • Quality • High school graduation • Academic standards proficiency • Science, reading and math • Positive placement • Program quality • Non-traditional enrollment

27. Step Four: Program of Study • Measure Programs of Study in terms of  • Sequencing and Articulation • Engaging Instruction • Student Development • Access and Equity

28. Step Five:  Recruitment, Retention and Training • Recruitment and Retention • Certifications • Training for first and second year teachers • Instructors that resemble student population, including special populations • Professional Development • Develop and maintain instructor knowledge • Academic and technical integration • Working with special populations • Work-based learning opportunities • Certifications • Teaching • Program content Oklahoma teacher and administrator PD input posted on Perkins V website by Nov 1

29. Step Six: Conclusions and Action Items Examples

30. Next Steps • Complete your CLNA • Return home and bring together stakeholders • Actions identified in CLNA help to build foundation of the local application for Perkins V funding

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