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Perkins IV HistoryFunding Performance Requirements Performance Requirements Data Reporting Perkins Report Card CTE New Teacher Professional Development.

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Presentation on theme: "Perkins IV HistoryFunding Performance Requirements Performance Requirements Data Reporting Perkins Report Card CTE New Teacher Professional Development."— Presentation transcript:

1 Perkins IV HistoryFunding Performance Requirements Performance Requirements Data Reporting Perkins Report Card CTE New Teacher Professional Development MTSU July 21, 2008

2 What We Hope to Accomplish TLW will understand Perkins and State Requirements; TLW will understand Perkins and State Requirements; TLW know how we get our funds; TLW know how we get our funds; TLW understand the reporting requirements for Perkins IV that directly affect them; TLW understand the reporting requirements for Perkins IV that directly affect them; TLW know the reasons for the data reporting and time lines; TLW know the reasons for the data reporting and time lines; TLW understand the base-line negotiation process; TLW understand the base-line negotiation process; TLW know the data we collect for the Perkins Report Card. TLW know the data we collect for the Perkins Report Card.

3 Challenge Our challenge is to address the needs and support the requirements as related to Perkins IV and the new High School Policy Our challenge is to address the needs and support the requirements as related to Perkins IV and the new High School Policy

4 Carl Perkins Don't step on my blue suede shoes (1932-1998)

5 Carl D. Perkins Career and Technical Education Act of 2006 …will allow students … to get a vision of what can be achieved, what they can do in technical education and what they can do in employment opportunities and what a better future they can have. This should be billed as a hope bill, … Rep. Ralph Regula July 27, 2006

6 Congressman Carl D. Perkins (KY) I dont sing, but I was instrumental in passing the Vocational Education Act of 1963. (1912-1984)

7 History of the Legislation 1914 – Smith Hughes Act 1914 – Smith Hughes Act 1963 – The Vocational Education Act of 1963 1963 – The Vocational Education Act of 1963 Amended in 1968 and 1976 Amended in 1968 and 1976 1984 – The Carl D. Perkins Vocational Act 1984 – The Carl D. Perkins Vocational Act 1990 – The Carl D. Perkins Vocational and Applied Technology Education Act 1990 – The Carl D. Perkins Vocational and Applied Technology Education Act 1998 – The Carl D. Perkins Vocational and Technical Education Act 1998 – The Carl D. Perkins Vocational and Technical Education Act 2006 – The Carl D. Perkins Career and Technical Education Act 2006 – The Carl D. Perkins Career and Technical Education Act

8 Carl D. Perkins Career and Technical Education Act of 2006 Highlights

9 Perkins 2006 Highlights Increased Accountability

10 Accountability New components for the Basic Grant New components for the Basic Grant –Local performance targets will be negotiated –Local programs held responsible to meet targets –Improvement plans required for failure to meet targets –Programs may be sanctioned for continued failures to meet targets

11 Accountability Academic attainment and graduation rates now aligned with states No Child Left Behind (NCLB). Academic attainment and graduation rates now aligned with states No Child Left Behind (NCLB). Technical assessment aligned with industry- recognized standards, when possible Technical assessment aligned with industry- recognized standards, when possible Student placement in high-skill, high-wage, or high-demand occupations or professions must be measured Student placement in high-skill, high-wage, or high-demand occupations or professions must be measured

12 Perkins 2006 Highlights Programs of Study

13 Every local recipient must offer at least one CTE Program of Study* Every local recipient must offer at least one CTE Program of Study* –Must include secondary and postsecondary alignment –Must include coherent and rigorous course content (academic and technical) –May include dual enrollment/credit opportunity –Must lead to an industry-recognized credential, certificate or postsecondary degree

14 Perkins 2006 Highlights Focus on rigorous academic and technical achievements Focus on rigorous academic and technical achievements Recruitment and retention of CTE teachers, faculty, and counselors Recruitment and retention of CTE teachers, faculty, and counselors Nontraditional occupation training and employment Nontraditional occupation training and employment

15 Perkins 2006 Highlights In-depth career exploration In-depth career exploration Professional development guidelines are both expanded and tightened. Professional development guidelines are both expanded and tightened. Permissive uses – provides flexibility and offers option to focus funds for improved performance* Permissive uses – provides flexibility and offers option to focus funds for improved performance*

16 Carl D. Perkins Career and Technical Education Act of 2006 Required Activities

17 Assess CTE programs funded with Perkins, with a focus on special populations Assess CTE programs funded with Perkins, with a focus on special populations Develop, improve, or expand the use of technology in CTE Develop, improve, or expand the use of technology in CTE Provide professional development programs Provide professional development programs

18 Required Activities Support for CTE education programs Support for CTE education programs –emphasizes coherent and relevant content aligned with challenging academic standards Provide preparation for nontraditional fields Provide preparation for nontraditional fields Support partnerships that enable students to complete career and technical programs of study Support partnerships that enable students to complete career and technical programs of study

19 Required Activities Serve individuals in state institutions Serve individuals in state institutions Support programs for special populations that lead to high-skills, high-wage, or high- demand occupations Support programs for special populations that lead to high-skills, high-wage, or high- demand occupations Provide technical assistance for eligible recipients Provide technical assistance for eligible recipients

20 Carl D. Perkins Career and Technical Education Act of 2006 Permissive Activities

21 Establish articulation agreements between secondary and postsecondary CTE programs Establish articulation agreements between secondary and postsecondary CTE programs Support of student leadership organizations Support of student leadership organizations Support to improve or develop new CTE courses and initiatives, including career clusters, career academies, and distance education Support to improve or develop new CTE courses and initiatives, including career clusters, career academies, and distance education Permissive Activities

22 CTE programs for adults and school dropouts to complete their secondary school education CTE programs for adults and school dropouts to complete their secondary school education Assist students with job-placement and continuing education Assist students with job-placement and continuing education Improve career guidance and academic counseling programs Improve career guidance and academic counseling programs

23 Permissive Activities Support initiatives to facilitate the transition of CTE students into baccalaureate degree programs Support initiatives to facilitate the transition of CTE students into baccalaureate degree programs Statewide articulation agreements Statewide articulation agreements Dual and concurrent postsecondary enrollment programs Dual and concurrent postsecondary enrollment programs Academic and financial aid counseling Academic and financial aid counseling Other initiatives to overcome barriers to participation in such programs, including geographic barriers affecting rural students and special populations Other initiatives to overcome barriers to participation in such programs, including geographic barriers affecting rural students and special populations

24 Permissive Activities Award incentive grants to local recipients for exemplary performance Award incentive grants to local recipients for exemplary performance Support entrepreneurship education and training Support entrepreneurship education and training Development of valid and reliable assessments of technical skills Development of valid and reliable assessments of technical skills Developing and enhancing data systems to collect and analyze CTE outcomes data Developing and enhancing data systems to collect and analyze CTE outcomes data

25 Permissive Activities Improve recruitment and retention of CTE teachers, faculty, administrators, and career guidance and academic counselors Improve recruitment and retention of CTE teachers, faculty, administrators, and career guidance and academic counselors Support for occupational employment information resources Support for occupational employment information resources

26 Perkins IV Accountability - specific performance targets on each performance indicator Accountability - specific performance targets on each performance indicator Locals may choose to accept the state performance targets or negotiate levels Locals may choose to accept the state performance targets or negotiate levels Sanctions for failing to meet 90% of the performance target Sanctions for failing to meet 90% of the performance target Alignment with NCLB academic assessments and graduation rates Alignment with NCLB academic assessments and graduation rates Technical assessments that align to industry- recognized standards Technical assessments that align to industry- recognized standards Academic and Technical Integration Academic and Technical Integration Connections between Secondary and Postsecondary Connections between Secondary and Postsecondary

27 Tennessee Demographics CTE serves 128 school systems in Tennessee CTE serves 128 school systems in Tennessee 362,973 students were enrolled in Career and Technical courses (duplicate count) 2006-07 362,973 students were enrolled in Career and Technical courses (duplicate count) 2006-07 –Agricultural Education--------------------------33,821 –Business Technology Education------------89,351 –Contextual Academics-------------------------10,497 –Family and Consumer Science--------------54,345 –Health Science Education--------------------22,318 –Marketing Education---------------------------17,227 –Technology Engineering Education---------9,228 –Trade and Industrial Education-------------86,260

28 Demographics 58.66% of all secondary students in Tennessee take a CTE course 58.66% of all secondary students in Tennessee take a CTE course Students with Disabilities served by CTE- 12, 746 Students with Disabilities served by CTE- 12, 746 Economically disadvantaged students served by CTE-54,123 Economically disadvantaged students served by CTE-54,123 Limited English Proficiency students served by CTE-2,735 Limited English Proficiency students served by CTE-2,735

29 Perkins Funding $25+Million Basic State Grant - Such sums as may be necessary for each fiscal years 2007 through 2013 is authorized for the Basic Grant. [Section 9] Basic State Grant - Such sums as may be necessary for each fiscal years 2007 through 2013 is authorized for the Basic Grant. [Section 9] Funding will continue 5 years and a new reauthorization after that Funding will continue 5 years and a new reauthorization after that The President must submit a budget each year for the law The President must submit a budget each year for the law

30 Distribution of funds The state to local formula is the same as the 1998 Act The state to local formula is the same as the 1998 Act The formula includes 30 percent allocation to LEAs based on the number of 5 to 17 year- olds who reside in each school district The formula includes 30 percent allocation to LEAs based on the number of 5 to 17 year- olds who reside in each school district 70 percent allocated to LEAs based on the number of 5-to 17 year-olds below the poverty line based on data collected under ESEA 70 percent allocated to LEAs based on the number of 5-to 17 year-olds below the poverty line based on data collected under ESEA Population counts must come from the most recent satisfactory data from the National Center for Education Statistics or have been provided by the Census Bureau for ESEA Title I eligibility purposes Population counts must come from the most recent satisfactory data from the National Center for Education Statistics or have been provided by the Census Bureau for ESEA Title I eligibility purposes

31 Distribution of Funds An LEA must qualify for a grant of a least $15,000 under the allocation formula, or An LEA must qualify for a grant of a least $15,000 under the allocation formula, or It must enter into a consortium that meets the minimum allocation It must enter into a consortium that meets the minimum allocation Waivers do support rural, sparsely populated area or public charter schools operating CTE programs Waivers do support rural, sparsely populated area or public charter schools operating CTE programs

32 Within State Allotment 5% Administration Support 5% Administration Support 10% State Leadership 10% State Leadership 85% formula distribution to local systems 85% formula distribution to local systems Within the 85% there is a secondary Within the 85% there is a secondary and postsecondary split and postsecondary split –15% of the 85% goes to TBR--Grants –10% of the 85% goes into a Reserve which is split between secondary and postsecondary –The remainder flows by formula to LEAs

33 Youth Population $4,998,561 Formula 30% State Leadership $2,562,379 Basic Grant - Title I & II $ 25,623,791 100% Low Income Population $11,663,309 Formula 70% Competitive Grant Process Flow Thru Funds $21,780,222 State Funds $3,843,569 State Administration $1,281,190 Nontraditional Training & Employment $60,000 Post Secondary Funds TBR $2,940,330 TN Dept. of Education $16,661,870 Post Secondary Leadership $294,033 2008-09 PERKINS IMPROVEMENT FUNDS 15% 5% 10% (15%) 85% (85%) Total 10% Reserve $2,178,022 1% Corrections Less Reserve $19,602,200

34 State funding Career and Technical Division receives over Four (4) Million in State funding which supports: Career and Technical Division receives over Four (4) Million in State funding which supports: –Assistant Commissioner –Program Consultants –Support Staff –State Leadership activities –Special Projects (HSTW,JTG, Governors Schools, Kuder, ABC, AYES)

35 STATE Expenditures for CTE Funds reported by local education agencies that were spent on CTE for 2006-07- Funds reported by local education agencies that were spent on CTE for 2006-07- Instruction--$203,041,941 Instruction--$203,041,941 Staff Expenditures---$12, 507,127 Staff Expenditures---$12, 507,127 Perkins Improvement--$18,271,434.51 Perkins Improvement--$18,271,434.51 These funds come from the Basic Education Program (BEP) and from local system support usually in approximately 30%-70% split. This is based on an index for an LEAs ability to pay.

36 Accountability--What do we measure? CTE Concentrator A secondary student who has earned three (3) or more credits in a single CTE program area (e.g., health care or business services), or two (2) credits in a single CTE program area, but only in those program areas where 2 credit sequences at the secondary level are recognized by the State and/or its local eligible recipients.

37 Secondary Indicators 1S1: Academic Attainment – Reading 1S1: Academic Attainment – Reading /Language Arts /Language Arts 1S2: Academic Attainment – 1S2: Academic Attainment – Mathematics Mathematics 2S1: Technical Skill Attainment 2S1: Technical Skill Attainment 3S1:Secondary School Completion 3S1:Secondary School Completion 4S1:Student Graduation Rates 4S1:Student Graduation Rates 5S1:Secondary Placement 5S1:Secondary Placement 6S1:Nontraditional Participation 6S1:Nontraditional Participation 6S2:Nontraditional Completion 6S2:Nontraditional Completion

38 1S1: Academic Attainment – Reading/Language Arts Numerator- Number of CTE concentrators who took the ESEA assessments in reading/language arts whose scores were included in the States computation of AYP and who, in the reporting year, left secondary education. Numerator- Number of CTE concentrators who took the ESEA assessments in reading/language arts whose scores were included in the States computation of AYP and who, in the reporting year, left secondary education. Denominator- TN- The count of CTE concentrators in Gateway English II and Writing tests having performance level of proficient, advanced, or below (or who took the English II and Writing tests) and left secondary education in the reporting year. Denominator- TN- The count of CTE concentrators in Gateway English II and Writing tests having performance level of proficient, advanced, or below (or who took the English II and Writing tests) and left secondary education in the reporting year.

39 1S2: Academic Attainment – Mathematics Numerator- Number of CTE concentrators who took the ESEA assessments in mathematics whose scores were included in the States computation of AYP and who, in the reporting year, left secondary education. Numerator- Number of CTE concentrators who took the ESEA assessments in mathematics whose scores were included in the States computation of AYP and who, in the reporting year, left secondary education. Denominator-TN: The count of CTE concentrators in Gateway Algebra I test having performance level of proficient, advanced, or below (or who took the Algebra I test) and left secondary education in the reporting year. Denominator-TN: The count of CTE concentrators in Gateway Algebra I test having performance level of proficient, advanced, or below (or who took the Algebra I test) and left secondary education in the reporting year.

40 2S1: Technical Skill Attainment Numerator: Number of CTE concentrators who passed technical skill assessments that are aligned with industry-recognized standards, if available and appropriate, during the reporting year. Numerator: Number of CTE concentrators who passed technical skill assessments that are aligned with industry-recognized standards, if available and appropriate, during the reporting year. Denominator: Number of CTE concentrators who took the assessments during the reporting year. Denominator: Number of CTE concentrators who took the assessments during the reporting year.

41 3S1:Secondary School Completion Numerator: Number of CTE concentrators who earned a regular secondary school diploma, earned a General Education Development (GED) credential as a State-recognized equivalent to a regular high school diploma (if offered by the State) or other State-recognized equivalent (including recognized alternative standards for individuals with disabilities), or earned a proficiency credential, certificate, or degree, in conjunction with a secondary school diploma (if offered by the State) during the reporting year. Numerator: Number of CTE concentrators who earned a regular secondary school diploma, earned a General Education Development (GED) credential as a State-recognized equivalent to a regular high school diploma (if offered by the State) or other State-recognized equivalent (including recognized alternative standards for individuals with disabilities), or earned a proficiency credential, certificate, or degree, in conjunction with a secondary school diploma (if offered by the State) during the reporting year. Denominator: Number of CTE concentrators who left secondary education during the reporting year. Denominator: Number of CTE concentrators who left secondary education during the reporting year.

42 4S1: Student Graduation Rates Numerator- The count of CTE concentrators who, in the reporting year, were included as graduated in the States computation of its graduation rate as described in Section 1111(b)(2)(C)(vi) of the ESEA. Numerator- The count of CTE concentrators who, in the reporting year, were included as graduated in the States computation of its graduation rate as described in Section 1111(b)(2)(C)(vi) of the ESEA. Denominator- TN: The count of CTE concentrators who graduated (on-time graduation, defined as graduated between 8/16/2005 and 8/15/2006 with regular diploma) in the reporting year. Denominator- TN: The count of CTE concentrators who graduated (on-time graduation, defined as graduated between 8/16/2005 and 8/15/2006 with regular diploma) in the reporting year.

43 4S1: Student Graduation Rates Numerator : Number of CTE concentrators who, in the reporting year, were included as graduated in the States computation of its graduation rate as described in Section 1111(b)(2)(C)(vi) of the ESEA. Numerator : Number of CTE concentrators who, in the reporting year, were included as graduated in the States computation of its graduation rate as described in Section 1111(b)(2)(C)(vi) of the ESEA. Denominator-TN: The count of CTE concentrators who were included in the States computation of its graduation rate (graduated between 8/16/2005 and 8/15/2006 with regular or special education diploma, GED, certificate of attendance; or drop-outs) in the reporting year. Denominator-TN: The count of CTE concentrators who were included in the States computation of its graduation rate (graduated between 8/16/2005 and 8/15/2006 with regular or special education diploma, GED, certificate of attendance; or drop-outs) in the reporting year.

44 5S1: Secondary Placement Numerator: Number of CTE concentrators who left secondary education and were placed in postsecondary education or advanced training, in the military service, or employment in the second quarter following the program year in which they left secondary education (i.e., unduplicated placement status for CTE concentrators who graduated by June 30, 2007 would be assessed between October 1, 2007 and December 31, 2007). Numerator: Number of CTE concentrators who left secondary education and were placed in postsecondary education or advanced training, in the military service, or employment in the second quarter following the program year in which they left secondary education (i.e., unduplicated placement status for CTE concentrators who graduated by June 30, 2007 would be assessed between October 1, 2007 and December 31, 2007). Denominator: Number of CTE concentrators who left secondary education during the reporting year. Denominator: Number of CTE concentrators who left secondary education during the reporting year.

45 6S1: Nontraditional Participation Numerator: Number of CTE participants from underrepresented gender groups who participated in a program that leads to employment in nontraditional fields during the reporting year. Numerator: Number of CTE participants from underrepresented gender groups who participated in a program that leads to employment in nontraditional fields during the reporting year. Denominator: Number of CTE participants who participated in a program that leads to employment in nontraditional fields during the reporting year. Denominator: Number of CTE participants who participated in a program that leads to employment in nontraditional fields during the reporting year.

46 6S2: Nontraditional Completion Numerator: Number of CTE concentrators from underrepresented gender groups who completed a program that leads to employment in nontraditional fields during the reporting year. Numerator: Number of CTE concentrators from underrepresented gender groups who completed a program that leads to employment in nontraditional fields during the reporting year. Denominator: Number of CTE concentrators who completed a program that leads to employment in nontraditional fields during the reporting year. Denominator: Number of CTE concentrators who completed a program that leads to employment in nontraditional fields during the reporting year.

47 Data Reporting Local School Systems Class performance entry Class performance entry Follow-up entry Follow-up entry Student information verification Student information verification Teacher information verification Teacher information verification CTE Teacher class attestation CTE Teacher class attestation CTE Director system approval CTE Director system approval

48 Data Reporting State CTE Division Course enrollment (EIS) Course enrollment (EIS) Teacher/student information (EIS) Teacher/student information (EIS) Identify participants programmatically Identify participants programmatically Identify concentrators programmatically Identify concentrators programmatically Graduation/Drop-out roster Graduation/Drop-out roster Gateway tests results Gateway tests results Generate nontraditional course list Generate nontraditional course list

49 Data Reporting 2007-08 Academic Attainment 1S1 and 1S2 & Academic Attainment 1S1 and 1S2 & Graduation 4S1 Graduation 4S1 Concentrators who scored proficient and advanced on NCLB assessments Concentrators who scored proficient and advanced on NCLB assessments 2005-06 Baseline performance level determination - students who have three earned CTE credits in a program area. 2005-06 Baseline performance level determination - students who have three earned CTE credits in a program area.

50 Data Elements NLCB Elements NLCB Elements First time test takers First time test takers A snap shot for the reporting year A snap shot for the reporting year Algebra 1, English II and Writing Assessment Algebra 1, English II and Writing Assessment Graduation and drop-outs Graduation and drop-outs

51 CTE Data Elements Three (3) earned credits Three (3) earned credits Program area Program area First time test takers First time test takers Proficient/advanced in Math-Algebra 1 Assessment Proficient/advanced in Math-Algebra 1 Assessment Proficient/advanced in English/Language Arts/Writing Assessment Proficient/advanced in English/Language Arts/Writing Assessment Left the system in the reporting year Left the system in the reporting year

52 Requirements Recommend that states use the NCLB negotiated performance levels for CTE baseline performance levels Recommend that states use the NCLB negotiated performance levels for CTE baseline performance levels Report all students who left the system in the reporting year - graduates and dropouts in the reporting cohort population Report all students who left the system in the reporting year - graduates and dropouts in the reporting cohort population Must make adequate yearly progress and show continued improvement (90%) Must make adequate yearly progress and show continued improvement (90%)

53 How is Tennessee Performing Alignment with NCBL academic assessments and graduation rate (05-06 Students) Core Indicator NCBL 05-06 CTE 06-07 1s1- Reading/ Language Language plus Writing plus Writing91.00%87.87% Met the 90% but below the state NCLB level 1s2- Math 83.00%95.48% Met the 90% and above the NCLB level 4s1- Graduation 79.50%92.31% Met the 90% and above the NCLB *Gateway English II and writing assessment test

54 CTE Report Card of 2007-2008 State – System – School CTE Course Enrollment CTE Course Enrollment CTE Course Enrollment by CTE Course Enrollment by Program Area Program Area Student Enrollment by Grade Student Enrollment by Grade CTE Students vs. High School Students CTE Students vs. High School Students Ethnicity Comparison Ethnicity Comparison Special Populations Comparison Special Populations Comparison Perkins III (6 Core Indicators) Perkins III (6 Core Indicators) Perkins IV (3 Core Indicators) Perkins IV (3 Core Indicators)

55 CTE Report Card of 2006-2007 State – System – School Align with State School Report Align with State School Report Card (October 1 on-line) Card (October 1 on-line) Data not reported and approved by August 1 to eTIGER will NOT be included Data not reported and approved by August 1 to eTIGER will NOT be included

56 CTE Data Reporting EIS eTIGER Perkins IV TN Report card CTE Class performance data CTE Follow-up data Data Warehouse Graduation/Drop- out Special group data AYP assessment results Disaggregate data CTE Class enrollment CTE Student data CTE Teacher data

57 Thank you for allowing me to be with you today! We hope you have a wonderful new school year! We hope you have a wonderful new school year! When you return to your system, be sure to have your. Go in and spend sometime in the eTiger Teacher Tutorial and visit our homepage. When you return to your system, be sure to have your CTE Director request a password for you. Go in and spend sometime in the eTiger Teacher Tutorial and visit our homepage. eTiger is our Divisions data reporting system. eTiger is our Divisions data reporting system. The e stands for electronic data reporting, the t stands for timely, the i stands for information, the g stands for, the e stands examination and the r stands for reporting. The e stands for electronic data reporting, the t stands for timely, the i stands for information, the g stands for gathering, the e stands examination and the r stands for reporting.


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