Presentation on theme: "Perkins Accountability and the Program Improvement Process."— Presentation transcript:
Perkins Accountability and the Program Improvement Process
Agenda Welcome Perkins IV Reauthorization - At last! Increased Accountability – State & Local Improvement Plans Data Results Using Data for Program Improvement, a.k.a., Data-driven Decision-Making The Rest of the Story Questions? Questions? Questions?
Career and Technical Education Improvement Act of 2006 “Perkins IV” “Vocational” has passed away “Vocational” has passed away Career and Technical Education is born Career and Technical Education is born Reauthorization until 2012 Reauthorization until 2012 Increased state and local accountability
Perkins IV – What’s New? Negotiated levels of performance with LEAs State and local improvement plans if levels of performance not met Academic achievement aligned with NCLB scores in reading and/or math Required “Career and Technical Programs of Study” (Career Pathways)
State must meet at least 90% of agreed upon level of performance for each of the core indicators. If the state fails to meet 90% of the adjusted levels of performance for core indicator, the state must develop an improvement plan. If the state fails to meet 90% of the adjusted levels of performance for any core indicator, the state must develop an improvement plan. If the state does not meet a core indicator, the state must write and submit an improvement plan to U. S. Office of Education. If after two consecutive years, the state fails to meet at least 90% on a core indicator, the U. S. Secretary of Education may withhold all or a portion of a state’s allocation from state administration and leadership. Increased State Accountability and Consequences
Increased Local Accountability and Consequences LEA must meet at least 90% of the agreed upon level of performance for each of the core indicators. If the LEA misses any of the indicators, the LEA must develop and implement a Local Improvement Plan. Plans will be sent to OCTE. If an LEA fails to meet the adjusted levels of performance for a 24-month period, the state may withhold all or part of the LEAs allocation.
The Current State of Affairs Regarding Program Improvement in South Dakota South Dakota is under a federal audit for missing the core indicators of performance for 2004-2005. The state is required to write an improvement plan and submit to OVAE. (Submitted August 4, 2006) The Plan identifies specific entities who were consulted. The state notifies all eligible recipients of the requirements of the improvement plan. (see OCTE website http://doe.sd.gov/octe) http://doe.sd.gov/octe The state establishes a timetable for completing activities designed to help LEAs meet the levels of performance (measures ). The state submits the required plan to the U. S. Office of Adult and Vocational Education (OVAE).
Local Improvement Plan 1. Local districts and consortiums develop a Local Improvement Plan (based on 2004-2005 data results). 2. The Plan identifies the specific levels of performance (measures) not met by the program. 3. The LEA conducts an assessment of deficiencies. 4. The CTE teacher, with assistance from OCTE program specialist, determines how the program’s curriculum will be revised to address deficiencies.
5. LEA’s develop and implement the plan to begin meeting the deficient levels of performance (measures) in 2006-2007. 6. The plan identifies specific strategies and person(s) responsible for implementing strategies. 7. The plan sets a timeline for implementation. Local Improvement Plan
8. The plan includes an evaluation of the success of the plan in the final narrative. 9. Program Specialists evaluate Local Improvement Plans. 10. Program Specialists provide technical assistance to meet the level of performance (measure) in the upcoming year.
Statewide Performance 2004-2005 Secondary Core Indicators of Performance (Standards and Measures) Measure1.1 Academic Skills Attainment of Completers of Completers Negotiated Level of Performance 64.49% Actual Level of Performance 66.92% +2.43% +2.43%
Strategies for Academic Attainment Read the Techniques journal published by the American Association for Career and Technical Education (ACTE). Create a climate of excellence in the classroom with high expectations for all students. Provide examples of what good work looks like. Post course standards and teacher expectations around the classroom. Integrate Writing to Win strategies such as “What I thought you taught...,” acrostics (vocabulary), quad clusters, either.... or For professional development related to any indicator, contact OCTE, Tech Prep or ESA’s (see handout for contact information)
Measure 2.1 Technical Skills Attainment of Concentrators & Completers of Concentrators & Completers Negotiated Level of Performance 93.40% Actual Level of Performance 91.84% -1.56% -1.56% Statewide Performance Core Indicators of Performance ( Standards and Measures)
Strategies for Technical Skill Attainment Read the Techniques journal published by the American Association for Career and Technical Education. Orient learners to your classroom/lab procedures & expectations. Display the course’s standards and teachers expectations around the classroom. Involve businesses in the design and delivery of course content to students. Use Perkins funds to hire tutors or classroom/lab aides. Develop a student mentor/tutor system to increase student achievement Institute a “Redo” policy. Grade A, B, C, or Redo. Do not accept mediocre work.
Measure 3.1 Seniors Enrolled vs. Seniors Who Are Completers Who Are Completers Negotiated Level of Performance 76.30% Actual Level of Performance 57.53% -18.77% -18.77% Statewide Performance Core Indicators of Performance (Standards and Measures)
Strategies for Attaining Program Completion Read the Techniques journal published by ACTE. Develop and implement a marketing plan for your program. Include your students in the planning. Sell, sell, sell. Revise the curriculum to the career pathway model and include advanced-level supporting academic courses, dual credit, and advanced placement as part of your “program”; consider adding new courses. Encourage your students to attain the CTE Scholar Recognition. Add internships and senior projects to your course selections.
Measure 4.1 Placement of Completers Negotiated Level of Performance 91.88% Actual Level of Performance 93.99% +2.11% +2.11% Statewide Performance Core Indicators of Performance (Standards and Measures)
Strategies for Placement Attainment Expand the availability of work-based learning experiences in high-wage, high-skills careers. When providing work-based learning lessons and experiences for students, make sure they are exposed to all aspects of that particular industry or business. Develop articulation agreements with postsecondary technical institutes. Assist students in developing a Personalized Learning Plan.
Measure 5.1 Nontraditional Students Enrolled in Program Negotiated Level of Performance 10.50% Actual Level of Performance 10.14% -.36% -.36% Statewide Performance Core Indicators of Performance (Standards and Measures)
Strategies for Attaining Nontraditional Participation Create and maintain an atmosphere of acceptance and support for all students in your classroom. Develop and provide nontraditional work-based experiences for all students. Expose each student to a full range of careers, including those nontraditional for their gender. Provide students with career exploration activities, experiences, and information about high-wage, high- skill, and nontraditional careers; access to role models in nontraditional careers; and visits to work sites. Check websites for equity information: www.napeonline.com; AGELE.org; www.womenwork.org and many more. www.napeonline.comAGELE.org www.womenwork.org www.napeonline.comAGELE.org www.womenwork.org
Measure 5.2 Nontraditional Completers Negotiated Level of Performance 7.05% Actual Level of Performance 8.47% +1.42% +1.42% Statewide Performance Core Indicators of Performance (Standards and Measures)
Strategies for Attaining Nontraditional Completion Involve women-owned and minority-owned businesses in all phases of planning and implementation of work-based learning experiences. Train workplace mentors on gender issues and methods to mentor girls and boys interested in nontraditional careers. Ask your Tech Prep coordinator, school administration or the OCTE Nontraditional specialist for in-service on nontraditional participation and completion.
Statewide Performance Core Indicators of Performance (Standards and Measures) Total Scores Negotiated Level of Performance 334.62% Actual Level of Performance 328.89% Deficient – 5.73
How do you know if your program met the level of performance for each measure? Go to: http://vistronix.state.sd.us/OCTEDataCollection
Perkins Accountability, Perkins Program Improvement, Perkins Funds – The Rest of the Story All three are interrelated: Accountability and program improvement are required by Perkins. If a program misses any accountability measures, it must write an improvement plan. The LEA should use Perkins funds to address any deficiencies in performance (accountability and program improvement). The LEA must use Perkins funds for program improvement, not program maintenance.
Program Improvement Process Steps Important Dates Attend PIP In-service Review PIP Instrument Set a date for an advisory committee meeting Complete PIP Instrument with advisory committee Provide to State Program Specialist on or before due date Dec. 1, 2006 (see Important Dates)
Changes in PIP Revised PIP Instrument Revised Action Plan with measurable, reachable goals Submission of a Local Improvement Plan Revisions to Annual Program Approval Application
Annual Program Approval Application H:\Work\WINWORD\PIP 2006- 2007\Annual program approval application 2006-2007.doc H:\Work\WINWORD\PIP 2006- 2007\Annual program approval application 2006-2007.doc