Minnesota Educational System A partial requirement for licensure as a secondary career and technical education administrator

System Structure

Board of Regents President Robert Bruininks Colleges University of Minnesota

Chancellor James McCormick Board of Trustees College Presidents Minnesota State Colleges and Universities OVAE SOLE STATE AGENCY

Minnesota Board of Education GovernorLegislature Minnesota Board of Teaching Department of Education: Commissioner Alice Seagren Local School Boards Local School Administration Minnesota Pre K-12 System

University of Minnesota Minnesota P-20 Education Partnership Department of Education Minnesota State Colleges & Universities Education Minnesota Mentoring Partnership of MN MN Assoc of Charter Schools MN Assoc of Colleges for Teacher Education MN Assoc for the Education of Young Children MN Assoc of School Administrators MN Assoc of Secondary School Principals MN Business Partnership MN Career College Assoc MN Chamber of Commerce Minnesota Citizens League MN Council on Foundations MN Elementary School Principals Assoc MN Independent School Forum MN Minority Education Partnership MN Office of Higher Education MN Parent and Teacher Assoc MN Private College Council MN School Boards Association 2 from Minnesota House of Representatives; 2 from Minnesota Senate

Postsecondary and Workforce Readiness includes the knowledge and skills that high school graduates need in order to do credit bearing coursework at a [two-or four-year] college or university and/or to embark successfully on a career-track employment position (that pays a living wage, provides benefits, and offers clear pathways for advancement through further education and training). - Achieve, Inc.

Licensure and Credentials

Postsecondary Teaching and learning competency requirement Educational requirement Occupational experience requirement State and/or national industry licensure/certification requirement Program accreditation requirement

Postsecondary Teaching and learning competency requirement Course construction Teaching/instructional methods Student outcomes assessment/ evaluation Philosophy of community and technical college education

Postsecondary Educational requirement For AS – master’s degree For AAS – associate’s degree with baccalaureate preferred For programs where certificate is highest award – 2 years of related training culminating in a diploma or associate degree For programs with career-laddered certificate or diploma – that which accommodates all academic awards offered

Postsecondary Occupational experience requirement Two years paid employment or equivalent, one year within the five years immediately preceding the date of application.

Postsecondary State and/or national industry licensure/ certification requirement Incorporated into the minimum requirements as appropriate, e.g. Minnesota Registered Nurse license or Minnesota POST certification

Postsecondary Program accreditation requirement May be incorporated into the minimum qualifications

Postsecondary Faculty Development Process Each college shall develop a policy Each unlimited faculty shall prepare an individual professional development plan that shall address: Content knowledge and skill in the discipline/program Teaching methods and instructional strategies Related work experience Study appropriate to the higher education environment Service to the college and greater community Other components as appropriate

Secondary Minnesota Rules specify four categories of appropriately licensed staff for secondary career and technical education programs.

Secondary A. teachers holding secondary teaching licenses and teachers utilizing waivers or variances granted by the Board of Teaching for teaching in state-approved secondary career and technical education programs as specified on the Table of Career and Technical Education Programs and Licenses maintained by the division within the Department of Education responsible for secondary career and technical education;

Secondary career and technical education licenses: Teacher of Agriculture Teacher of Business Teacher of Communications Technology Teacher of Construction Careers Teacher of Creative Design Careers Teacher of Early Childhood Careers Teacher of Family & Consumer Sciences Teacher of Hospitality Service Careers Teacher of Manufacturing Careers Teacher of Medical Careers Teacher of Transportation Careers Teacher/Coordinator of Work-based Learning

Table of Career and Technical Education Programs and Licenses (Table C)

Secondary B. technical tutors holding technical tutor licensure granted under rules of the State Board of Education; C. paraprofessionals meeting requirements as highly qualified under the Elementary and Secondary Education Act or its successor;

Secondary D. individuals holding licensure as Local Vocational Program Director or, where no individual within a district holds such licensure, the superintendent.

Career and Technical Education And Highly Qualified Teacher Provisions

Standards/Credits/Licensure The Minnesota Legislature has enacted M.S. 120B.024 which states in part: (c) A career and technical education course may fulfill a science, mathematics, or arts credit requirement in addition to the specified science, mathematics, or arts credits under paragraph (a), clause (2), (3), or (5).

The Department’s interpretation has been that the restrictions in this section [ paragraph (a), clause (2), (3), or (5)] refer only to biology and algebra I, but that they will apply to chemistry or physics when that requirement takes effect.

The language, unfortunately, still leaves much interpretation to the local level with little direct guidance from the Department since clarification would obligate the Department to undertake rulemaking.

Licensure Board of Teaching Rules Standards M.S. 120B.024 Credits [District Discretion] Delivering academic credit in CTE

The district determines the credits that students shall earn for participation in its courses and when the student has met requirements for graduation LicensureStandards Credits Delivering academic credit in CTE Teaching Assignment The teaching assignment presumes that credit is given where standards are met. Teaching assignments must be connected to appropriate licensure The district must assure that students have opportunities to meet all standards and shall place standards in courses where the standards will be met with integrity

Highly Qualified Teacher provisions in the Elementary and Secondary Education Act require districts to use highly qualified teachers in academic courses. The determination is made by connecting the teaching assignment with the licensure. It is not made by aligning licensure with either credits or standards.

However, to alleviate concerns by school districts and to assist districts in determining if their career and technical education staff members are qualified to deliver academic credits, Minnesota Rule was adopted that allows districts to consider CTE teachers highly qualified to deliver academic content when the teacher can show subject matter competence using the test for that purpose selected by the Board of Teaching.

There are special issues when it comes to granting arts credits through career and technical education.

At the secondary level, Minnesota recognizes five areas of the arts: Visual arts Music (vocal and instrumental) Theatre arts Dance Media arts

Minnesota maintains teacher licensure in four of the five areas of the arts: Visual arts Music (vocal and instrumental) Theatre arts Dance Media arts Since there is no license in media arts, districts may determine who is qualified to deliver the content.

To give districts staffing flexibility, only two areas of the arts require highly qualified teachers under NCLB: Visual arts Music (vocal and instrumental) Theatre arts Dance Media arts

M.S. 120B.024 requires students to complete one credit in the arts. The statute does not specify which of the arts, nor is there any relationship between highly qualified provisions and the requirement that students complete a credit in the arts. The arts credit can be fulfilled in any way the district determines.

Program Approval

Postsecondary Approval of academic programs (including career and technical programs) governed by Board Policy 3.36 – Academic Programs

Postsecondary Undergraduate certificate upon completion of 9 to 30 credit program Diploma upon completion of 31 to 72 credit program with a minimum of 24 credits in occupational or technical courses AS degree upon completion of 60 credit program, at least 30 credits from the Minnesota Transfer Curriculum AAS degree upon completion of a 60 credit program, at least 15 credits from the Minnesota Transfer Curriculum

Postsecondary Minnesota Transfer Curriculum – A 40 credit package of general education based on 10 goal areas and competencies that allows for transfer of general education among public higher education institutions

Secondary Minnesota Rules , and govern the program approval process.

Secondary Department of Education shall approve career and technical education programs for school districts that meet at least minimum standards in 25 criteria specified in the Career and Technical Education Program Quality Assessment Rubrics TechEd/documents/Manual/ pdf

Minnesota’s CTE Consortium Structure

A clear theme of Perkins IV is high school to college transitions for career and technical education students.

To help address this charge, Minnesota adopted a structural change under Perkins IV that required the establishment of formal consortia of secondary and postsecondary partners to receive Perkins funds.

The intent of a regional career and technical education consortium is to promote: Regional planning Implementation of the regional Perkins plan Management of the regional Perkins funds

Each new consortium must include at least one eligible postsecondary institution and at least one eligible secondary school district. No college nor any school district may participate in more than one consortium. Charter schools with approved CTE programs must be invited to participate in a local consortium.

A single joint local plan governs the use of secondary basic, postsecondary basic and tech prep funds. The state has granted as much flexibility in the use of funds as possible for purposes previously addressed under tech prep. Tech prep is a required element of the joint local plan.

We did not impose a new structure under Perkins IV, but built the consortium structure from recommendations received from past Perkins recipients.

An important consideration for Minnesota’s CTE consortia is found in Sec. 131(f)(2) of the Perkins Act: Funds allocated to a consortium … shall be used only for purposes and programs that are mutually beneficial to all members of the consortium and can be used only for programs authorized under [the Act]. Such funds may not be reallocated to individual members of the consortium for purposes or programs benefitting only one member of the consortium.

Funding

There are four sources of funding to support secondary Career & Technical Education programs: State General Education Revenue Local (unequalized) Career & Technical Education Levy State Transition-Disabled Aid (for career & technical education programs designed for students with disabilities Federal Carl Perkins funds

State General Education Revenue is available to all school districts on a per pupil basis though, to the dismay of some in the general public, a “ pupil ” isn ’ t a “ pupil. ” [See Minnesota Funding Reports System, Aid Entitlement Reports – General Education Revenue:

The state provides districts $5,124 per adjusted marginal cost pupil unit. Factors that adjust pupil units for funding calculations include: –Pupil weighting (secondary students count more than elementary or kindergarten students) –Poverty –Sparsity –Population swings

Local (unequalized) Career & Technical Education Levy Districts may levy locally an amount that replaces the funding that was available as state aid in Beginning in , a district ’ s levy authority has been recalculated to reflect current program efforts.

This calculation is based on a 4-part formula: –The greater of: The lesser of: $80/student in grades 10-12, OR 25% of approved expenditures –OR The lesser of: CTE levy authority for the prior year, OR 100% of approved expenditures This calculation is based on a 4-part formula: –The greater of: The lesser of: $80/student in grades 10-12, OR 25% of approved expenditures –OR The lesser of: CTE levy authority for the prior year, OR 100% of approved expenditures

Large District A – students in grades reported CTE expenditures 2008 levy $80/ % 2008 levy 100% expenditures 3,011 2,829, ,185 $240,880 $707,418 $262,185 $2,829,670

Allowable expenditures for levy calculation: –Salaries for direct instruction by appropriately licensed personnel –Contracted services provided by a public or private agency other than a Minnesota school district or cooperative center Allowable expenditures for levy calculation: –Salaries for direct instruction by appropriately licensed personnel –Contracted services provided by a public or private agency other than a Minnesota school district or cooperative center

Allowable expenditures (cont.): –Travel: Between instructional sites, including worksites for students in community settings For in-state student organization activities (instructor travel only) For non-credit-bearing professional development Allowable expenditures (cont.): –Travel: Between instructional sites, including worksites for students in community settings For in-state student organization activities (instructor travel only) For non-credit-bearing professional development

Allowable expenditures (cont.): –Specialized instructional supplies (not general supplies) –Curriculum development activities connected to a 5-year plan Allowable expenditures (cont.): –Specialized instructional supplies (not general supplies) –Curriculum development activities connected to a 5-year plan

State Transition-Disabled Aid (for career & technical education programs designed for students with disabilities) Funding for the transition-disabled program is included in funding for general special education.

The fact that a student has a disability does not qualify the individual for funding under transition-disabled. Funding supports programs that are implemented when the population of students with disabilities warrants such programs. Access to a transition-disabled program must be specified in the student ’ s I.E.P.

Implementation of a transition-disabled program means that the curriculum and instruction have been modified to address the needs of the students. Many (most) students with disabilities can be successful in regular career and technical education programs and don ’ t need to have special programs designed for them.

Funds under the Perkins Act are distributed to consortia by formula. Postsecondary funds are distributed on the basis of PELL grant and BIA recipients in CTE programs in the state’s community and technical colleges Secondary funds are distributed on the basis of US Census counts of: individuals aged 5-17 (30% of the distribution) and individuals aged 5-17 living in households of poverty (70% of the distribution).

The state reserves 10% of the funds distributed to local consortia to address: the needs of rural areas of the state, and the needs of programs attracting high numbers of CTE participants These funds are distributed to consortia on the basis of geographic area and prior year participation.

Operating Authority

Neither the Office of the Chancellor nor the Department of Education may implement career and technical education programs or procedures without specific authority. The following is a brief overview of the lines of authority governing career and technical education in Minnesota.

The Carl D. Perkins Career and Technical Education Act of bin/getdoc.cgi?dbname=109_cong_bills& docid=f:s250enr.txt.pdf

Office of Management and Budget Circulars and Education Department General Administrative Regulations (EDGAR) edgar.pdf

The Minnesota State Plan for Career and Technical Education State_Plan/index.html

Minnesota Statutes, Laws, Rules Statutes are laws that apply to all citizens and cover a variety of topics Session laws are passed each legislative session. Laws of a permanent nature are incorporated into statutes Rules are developed by state agencies that administer them

Policies of the Board of Trustees, Minnesota State Colleges and Universities index.html

A Scenario

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