Conducting Local Monitoring Visits Based Upon Maryland’s Unique Workforce and Economic Development Needs During the 2008 Maryland General Assembly Session legislation passed establishing a Tax Credit for Approved Paid Work-Based Learning Programs. Similar legislation was passed in 1998 and after three years, was extended for another three years. The legislation sunset in 2003. The 2008 legislation is very similar to the previous legislation The Act took effect July 1, 2008, but employers can not qualify for the tax credit until the end of their taxable year that begins after December 31, 2008. The Act remains in effect for a period of five years and sunsets on June 30, 2013. State Board of Education granted permission to publish regulations in December 2008. Regulations were printed in the January 30, 2009 Maryland Register with the thirty day comment period ending March 2, 2009. No comments were received. Requesting the State Board of Education approval for final publication. Final regulations will be published in the April 10, 2009 Maryland Register and would become effective April 21, 2009. Jeanne-Marie S. Holly Program Manager, CTE Systems Career Technology and Adult Learning Maryland State Department of Education Division of Career Technology and Adult Learning www.marylandpublicschools.org

Maryland’s Unique Workforce and Economic Needs Base Realignment and Closure (BRAC) Governor’s P-20 Leadership Council of Maryland Career and Technology Education Task Force Maryland’s Geographic Location Governing Bodies for secondary and postsecondary programs An eligible party is defined as: An employer A group of employers An industry trade association A labor organization An operator of a registered apprenticeship program, or Any other entity that MSDE approves to establish a paid work-based learning program A student is defined as: An individual who is at least 16 years old but younger than the age of 23, or Reaches the age of 23 while participating in an approved work-based learning program An individual who is enrolled in a public or private secondary or postsecondary school in the State Work-Based Learning Program NOTE: See next slide 2

Monitoring CTE Systems Procedures already in place State Plan Workgroup Work-based learning are activities at the high school and college levels that involve actual work experience and connect classroom learning to work. This is an all-encompassing term that includes: apprenticeships, cooperative education, and internships. It is required of all CTE programs and is applied to other programs as well. Apprenticeships: industry-driven program sponsored by employers, employer associations, and jointly by management and labor. An apprentice, as an employee, receives supervised, structured, on-the-job training combined with related technical instruction in a specific occupation Apprenticeship training programs must be at least 2,000 hours in duration to be considered as an apprenticeable occupation. The Maryland Apprenticeship and Training Council is the registration agency for apprenticeship programs. The Apprenticeship and Training Council has approved and registered programs in 207 occupations. Capstone Experiences:  On-the-job component of the program is subsequent to the in school, skill development component Students are placed at training sites that have the potential to extend and refine competencies that are developed in the in-school component Integrated Work-Based Learning: On-the-job component of the program is entered after some in-school skill development, and the in-school skill development component is maintained concurrent with on-the-job experience. Students are placed at training sites that have potential to complement the in-school component Internships: Short term experiences that offer students a chance to work under the tutelage of employers and experience on –the-job training in a mentoring relationship. Students work with employers to learn about a particular industry or career pathway. Workplace activities include special projects, a sample of tasks from different jobs, or tasks from a single career pathway. Career Research and Development:  

Monitoring – What’s New Monitoring Instruments Developed Selection of sites to be monitored in 2008 - 2009 Employers at a multicraft construction site are only eligible for two students per taxable year 4

Monitoring Instruments Secondary Instrument Postsecondary Instrument

Self-Assessment: Monitoring for Growth Developed with internal and external stakeholders Included in Maryland’s State Plan Completed and submitted two weeks prior to the visit Reviewed by State staff and questions shared with the local recipient prior to the visit Work-Based Learning Program: There must be in writing a description of the knowledge and skills to be developed A description of the methodology to be used A description of the criteria for monitoring, assessing, and credentialing; and Evidence of approval by appropriate school personnel 6

Secondary Monitoring Instrument Flowchart Eight Areas of Assessment Rating Scale of Implementation

Postsecondary Monitoring Instrument Flowchart Six Areas of Assessment Rating Scale of Priority

Companion Document Companion Document mirrors self-assessment Provides opportunities for notes which are incorporated into the report Documents data source and additional information

On Site Visit Who should attend? How is it conducted? What is the follow up?

Results of Monitoring Visit Report is prepared and sent to the Local Superintendent/Community College President Items requiring immediate action are to be included in the next submisssion of the Local CTE Plan for Program Improvement

Action Items after the Monitoring Visit Incorporate feedback/upgrades in the next Local Plan submission Take corrective action on items in non-compliance with Perkins IV 12