Perkins: The Newly Revised Career and Technical Education Law

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Perkins The Newly Revised Career and Technical
Education Law

• The Joyce Foundation
• Shifting Gears Initiative

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Agenda

• Welcome and Webinar Logistics
• Stacey Georg, Workforce Strategy Center
• Introduction of Speakers
• Julie Strawn, Center for Law and Social
  Policy
• Perkins Opportunities for Serving All Learners
• Kim Green, Executive Director
• National Association of State Directors of
  Career Technical Education Consortium
• Perkins, Pathways and Partnerships for the
• Low-Skilled Adult Worker in Minnesota
• Pradeep Kotamraju, System Director, Perkins
  Federal Grant
• Minnesota State Colleges and Universities
• Perkins IV Accountability
• Rob Kerr, Director of Career Technical
  Education
• Illinois Community College Board

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• Kimberly Green
• Executive Director
• National Association of State Directors
• of Career Technical Education Consortium
• Perkins Opportunities for
• Serving All Learners

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Spirit of the New Law

• Leading CTE into the
• 21st century
• Global competition
• Program improvement
• Ensuring modern, durable and rigorous CTE programs

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Purposes of the Act

• Connecting education to
• Education reform
• Economic development
• Workforce development

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Purposes of the Act (Continued)

• Increase opportunities for individuals to keep
  America competitive
• A focus on high skill, high wage, high demand
  occupations

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Purposes of the Act (Continued)

• Promote partnerships (education, workforce
  boards, business, industry, etc.)

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A Focus on Transition

• Increase transition from
• 2 to 4 year college
• Focus on articulation

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Strengthening CTE Programs

• Improve academic rigor
• Improve integration
• Improve technical quality

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What is CTE?

• Change in definition to eliminate the focus on
  sub-baccalaureate careers (does not impact )
• Emphasis on preparation for postsecondary
  education and employment
• Preparation not on job preparation but on
  academic and technical preparation
• Increased emphasis on achievement of a degree,
  certificate or credential

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Way to Achieve New Vision?

• Programs of Study
• Also known as career clusters or career pathways

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Programs of Study

• Secondary postsecondary
• Non-duplicative sequence that is coherent and
  rigorous
• May provide opportunities for dual/concurrent
  enrollment in a postsecondary program
• AND lead to an industry-recognized credential,
  certificate, or an associate or baccalaureate
  degree

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Programs of Study Requirements

• State to develop or approve programs of study.
• All locals must implement a minimum of one
  program of study.

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Increased Accountability

• New accountability provisions
• are a reminder that
• Funds are not an entitlement
• Use of funds must be flexible and responsive to
  the accountability data that is collected

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Increased Accountability (Continued)

• Separate secondary and postsecondary measures
• Performance levels at state and local levels
• Negotiations and redirection of funds

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Summary Slide Supporting Adult Programs

• Aligned to vision of legislation
• Listed as an allowable use of funds
• Important part of programs of study
• Reinforced importance on lifelong learning
  (certificates, credentials)

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• Pradeep Kotamraju
• System Director, Perkins Federal Grant
  Minnesota State Colleges and Universities
• Perkins, Pathways and Partnerships for the
  Low-Skilled Adult Worker in Minnesota

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Perkins IV Guiding Assumptions and the
Low-Skilled Adult Populations

• College and Work Readiness Skills are one and the
  same.
• Each student needs at least some education or
  advanced training past high school whether
  2-year college, 4-year university, industry
  certification, or advanced training through work.
  
• CTE must be strategically placed within the
  broader vision, mission and goals for education
  within the state of Minnesota.

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Perkins IV State PlanA New Consortium Structure

• A SINGLE JOINT LOCAL PLAN will govern the
• use of secondary basic, postsecondary basic and
• tech prep funds for each recognized consortium.

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Minnesotas CTE Looking Beyond June 30, 2008
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Perkins IV State PlanPrograms of Study
This chart describes Minnesotas Career Fields,
Career Clusters and Career Pathways
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Perkins IV State PlanEmployer, Community
Education Partnerships
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Creating Momentum Points through Partnerships and
Collaborations for Low-Skilled Adult Workers

• MnSCU
• With Primary Collaboration with MDE, Perkins
  addresses issues facing Traditional College Ready
  High School Student Learners 1 but needs to
  address, as well, Non-credit Adult Learners who
  transition to the credit side 4
• Access Opportunity Grants address all Learners
  including Adult Learners 1-4

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Creating Momentum Points through Partnerships and
Collaborations for Low-Skilled Adult Workers
(continued)

• ABE/MnSCU/DEED
• ABE is currently implementing and funding a
  three-year initiative for ABE clients to develop
  and improve client transition to post-secondary,
  particularly MnSCU 2
• ABE is co-funding local program Workforce
  Education projects with DEED 3

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Creating Momentum Points through Partnerships and
Collaborations for Low-Skilled Adult Workers
(continued)

• MnSCU/GWDC/DEED/DHS/MDE/ABE/
• Workforce Intermediaries
• Shifting Gears Joyce Planning Grant 2, 3 and
  4
• Minnesota NGA Sector Academy 1 - 4

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Moving Towards Implementation Grant

• Implementing programs that address the
  Engagement, Achievement and Transition of Adult
  Students within the Career Pathway and Program of
  Study Framework
• Create a seamless network of adult education
  systems through state-level policy change, data
  sharing, and integrated performance information

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• Rob Kerr
• Director of Career Technical Education
• Illinois Community College Board
• Perkins IV - Accountability

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• Successful career and technical programs produce
  
• students that outperform their counterparts and
  make
• higher wages. We must demand that all programs
  work
• towards this same goal. The accountability
  systems move
• us in that direction.
• -Rep. George Miller (D-CA)
• This reauthorization . . . emphasizes
  accountability and
• improved results.
• -Sen. Christopher Dodd (D-CT)

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Performance Indicators

• CTE programs, funded by Perkins IV, have
• to constantly focus on
• Outcomes
• Accountability
• Data
• Program improvement

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Performance Indicators (continued)

• Secondary Indicators
• 1S1 Academic Attainment
• 2S1 Technical Skill Attainment
• 3S1 Secondary School Completion
• 4S1 Student Graduation Rates
• 5S1 Secondary Placement
• 6S1 Nontraditional Participation
• 6S2 Nontraditional Completion

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Performance Indicators (continued)

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

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Performance Indicators (continued)

• Tech Prep Indicators
• The number of secondary and postsecondary Tech
  Prep students served.
• The number and percent of secondary Tech Prep
  students who
• Enroll in postsecondary education
• Enroll in postsecondary education in the same
  field
• Complete a state or industry-recognized
  certification or licensure
• Complete courses that earn postsecondary credit
• Enroll in remedial math, writing, or reading
  courses upon entering postsecondary education.

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Performance Indicators (continued)

• Tech Prep Indicators (continued)
• The number and percent of postsecondary Tech Prep
  students who
• Are placed in a related field of employment
  within 12 months of graduation
• Complete a state or industry-recognized
  certification or licensure
• Complete a two-year degree or certificate program
  within the normal time
• Complete a baccalaureate degree program within
  the normal time.

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Academic Attainment

• Secondary Level
• measured by the academic assessments state has
  approved under NCLB. 
• Graduation rates will also have to be reported as
  defined in NCLB,
• technical proficiency should include student
  achievement on technical assessments that are
  aligned with industry-recognized standards when
  possible. 
• Postsecondary Level
• academic attainment no longer reported as a
  separate measure
• technical skill proficiency should include
  student achievement on technical assessments that
  are aligned with industry-recognized standards
  when possible. 
• student placement in high wage, high skill, or
  high demand occupations or professions should be
  measured. 

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Programs of Study

• One of the pillars of Perkins IV is the emphasis
  on connecting secondary and postsecondary
  programs into seamless, nonduplicative Programs
  of Study.
• incorporate secondary and postsecondary education
  elements
• include academic and career and technical content
  in a coordinates, nonduplicative progression of
  courses and
• lead to an industry-recognized credential or
  certificate at the postsecondary level, or an
  associate or bachelors degree.
• States must develop these Programs of Study and
  each local project (high schools and community
  colleges) are required to offer the relevant
  course work.
• Illinois views Programs of Study as the engine
  that will drive
• innovations in secondary and postsecondary
  collaboration,
• improve CTE, and
• increase successful student transitions into
  high-demand occupations.

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Contact Information

• Kimberly Green
• Executive Director
• National Association of State Directors of
• Career Technical Education Consortium (NASDCTEc)
• kgreen_at_careertech.org
• 202-737-0303
• Pradeep Kotamraju
• System Director, Perkins Federal Grant
• Minnesota State Colleges and Universities
• pradeep.kotamraju_at_so.mnscu.edu
• 651-282-5569
• Rob Kerr
• Director of Career Technical Education
• Illinois Community College Board
• rob.kerr_at_illinois.gov
• 217-785-0068