1. Career and Technical Education Act of 2006
Carl D Perkins
Career and Technical
Education Act of 2006

2. Don't step on my blue suede shoes
Carl Perkins 
Don't step on my blue suede shoes 
If you “Google” Carl Perkins, 8 out of 10 results will link you with the life and times of this fellow.  
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3. Congressman Carl D. Perkins (KY)
I don’t sing, but I was instrumental in passing the Vocational Education Act of 1963.
You’ll have to dig much deeper to find reference to this man – the representative from Kentucky who set the stage for CTE with his 1963 legislation.
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4. Perkins 2006 Appropriation
U.S. Department of Education $1,287,142,000 Washington State’s Allocation $24,667,861
Congress must appropriate the Perkins funds before they are made available to the states. The funds flow to the states on an age-based formula.

5. Perkins Budget Categories
Basic Grant – 85%
Leadership – up to 10%
Administration – 5%
With the Leadership funds, states must determine how to spend these dollars on each of the 9 required activities and then the 17 permissive activities. Funding and spending provide lively discussions, and Perkins will be a springboard for such discussions, as our Board will be asked to establish policy on several funding issues.
We anticipate that these issues will include: 1. the secondary and postsecondary split; 2. the amount of funds that will be set aside for nontraditional programs; and 3. How the reserve funds will be used by SBCTC and OSPI.

6. Basic Grant Formulas Secondary Local Funding Age-based formula
$15,000 minimum award
10% reserve
* Once at the state level, funds are allocated to local recipients on a formula basis. The measure is of those aged 5-17 in the district (30%) and those aged 5-17 living in poverty within the district.(70%)
* There has been a 44/56 percent split between secondary and post-secondary since the early 1990s. This split will be a topic of discussion and a Board policy decision as we prepare the 5-year plan.
* School districts receive their funds once their local plan is approved, using the on-line iGRANT application process.
* Schools that do not meet the $15,000 minimum award level have the option of forming a consortium with other schools in order to meet the $15,000 level. Funds then must be used for programs that benefit all members of that consortium. A waiver to the minimum may be an option for schools not able to form a consortium.
* The 10 percent Reserve is a set-aside of the Basic Grant that can be used to assist districts in rural areas, or those with a high number or percentage of CTE students. This fund provides some flexibility, allowing states to focus on specific required or permissible activities, such as nontraditional programs.
* Legislation prohibits the use of these funds to support CTE programs below the seventh grade.

7. Basic Grant Formulas Postsecondary Local Funding Pell-Plus formula
$50,000 minimum award
10% reserve
Postsecondary institutions’ allocations are also formula-based and their local plans must be approved. 90% need-based (Pell/BIA)
9% rural location
1% high vocational enrollment data
The postsecondary minimum allocation is $50,000. If a district or college does not qualify for the minimum grant, they also may enter into a consortium agreement.

8. State Leadership Leadership – up to 10%
1% to serve individuals in state institutions
$60,000-$150,000 nontraditional
The law sets aside up to 1 percent of the leadership funds to serve individuals in state institutions, such as correctional facilities or institutions serving individuals with disabilities. Although no minimum amount is included, states are required to spend some dollar amount on this set-aside.
Non-traditional funds – at least $60,000 and no more than $150,000 of a state’s leadership funds must be used for services that prepare individuals for nontraditional fields.
This is defined as fields in which one gender accounts for less than 25 percent of those employed in the occupation or field of work.
*OVAE has indicated that they will provide the list of nontraditional programs for accountability purposes.

9. Administration 5% Admin Funds Requires non-federal match
Requires maintenance of effort
Admin funds must be matched and annually states must meet maintenance of effort.
This means that non-federal (or state) support for CTE programs must be equal to, or greater than, federal support for the prior year.

10. Carl D. Perkins Career and Technical Education Act of 2006
This next portion of the PowerPoint will provide brief highlights of the 2006 legislation.
Highlights

11. Perkins 2006 Highlights Increased Accountability
The 1998 Perkins legislation dramatically changed the way states were held accountable. Before then our annual reports were anecdotal and contained enrollment data.
In 1998, the Perkins Act significantly increased data collection and reporting. States were required to negotiate annual performance levels for each of the Act’s core indicators of performance. This data was disaggregated by gender and special populations, and most recently by career cluster.

12. Accountability New components - Basic Grant and Tech Prep
Local performance targets will be negotiated
Local programs held responsible to meet targets
The 2006 Act takes accountability to the next level.
States will continue to negotiate with OVAE to set performance levels. Now, however, locals will also be held accountable…both the secondary and postsecondary agencies will be required to negotiate performance levels for all core indicators with each of their local districts. Locals will be required to meet these targets.
Improvements plans for failure to meet the targets will be required, and continued failure to improve may lead to sanctions.

13. Accountability
Technical assessment aligned with industry-recognized standards, when possible
Placement in high-skill, high-wage, or high-demand occupations must be measured
No Child Left Behind (or NCLB) has been a major driver in accountability. Now two Perkins indicators will be linked by requiring state’s to align Perkins academic attainment levels and graduation rates with their NCLB measures.
As an aside, states have questioned how CTE can affect NCLB measures when academic testing takes place in 10th grade and CTE programs generally do not begin until 11 and 12 grades.
Technical assessments in another area that states are grappling with – How will states measure this? Which standards will be used? What if industry standards do not exist? Who sets and who measures the standards?
Student placement in high skill, high wage, or high demand occupations is a new measure. Here again states anticipate further guidance, as tracking at the secondary level is hampered when doing a labor match, due to the issue of social security numbers.

14. Perkins 2006 Highlights Programs of Study
Programs of Study are new to this legislation.

15. Programs of Study
Every local recipient must offer at least one CTE Program of Study
There are specific requirements for a program to be considered a “program of study.” This will be an important issue, as at least one Program of Study must be offered by a district or institution receiving Perkins Funds.

16. Programs of Study Secondary and postsecondary alignment
Coherent and rigorous course content (academic and technical)
Dual enrollment/credit opportunity
Must lead to an industry-recognized credential, certificate or degree
The Transitions Team is in the discussion stage of this issue, and in the months ahead will identify programs and processes.
The infrastructure for the program of study will come from our pathways, career clusters, and Tech Prep programs.

17. Perkins 2006 Highlights
Professional development guidelines – new rules
Permissive use of funds provides flexibility
While Perkins dropped career exploration as a separate line item, the new Act promotes student participation in in-depth career exploration.
Faculty, career guidance counselors, academic counselors & administrators involved in integrated CTE programs can be provided with professional development and the Act encourages CTE and academic instructors working together.
Training must be high-quality, sustained, intensive, and classroom-focused – not one-day or short-term workshops or conferences. (Short-term and one-day workshops and conferences may be funded, but would be considered technical assistance, not professional development.)
Permissive use of funds provides flexibility and offers option to focus funds for improved performance.
While we anticipate the federal office to issue regulations under the new guidance of Troy Justesen, the new Assistant Secretary at OVAE, the Act encourages states to take advantage of the flexibility afforded with the permissive uses by focusing their funds to improve performance.

18. Carl D. Perkins Career and Technical Education Act of 2006
These next slides provide you with the required and permissive activities of the new Act.
Required Activities

19. Required Activities
Assess CTE programs with a focus on special populations
Develop, improve, or expand the use of technology in CTE
Provide professional development programs
Perkins requires state to use their funds to provide required activities. Funds remaining after these activities are provided by be used for the permissible activities.

20. Required Activities Support CTE programs
Emphasis on those with challenging academic standards
Preparation for nontraditional occupations
Support education partnerships
Support of strong education partnerships will provide employment links and opportunities for our program completers.

21. Required Activities Serve individuals in state institutions
Support programs that lead to high-skills, high-wage, or high-demand occupations
Provide technical assistance
These required activities include integration of academics; ensuring that students have an understanding of all aspects of the industry for which they are being trained; providing inservice and preservice professional development.

22. Carl D. Perkins Career and Technical Education Act of 2006
While there are 9 required uses of the Perkins funds – there are also 20 permissible uses. Permissible activities include: programs for special populations; mentoring and support services’ activities to support entrepreneurship education and training; development small CTE learning communities; assisting CTE student leadership organizations.
Permissive Activities

23. Carl D. Perkins Career and Technical Education Act of 2006
Tech Prep has probably never been highlighted by the states nearly so much as it has been since this Act was signed.
Tech Prep

24. Tech Prep States may consolidate funds
10 additional performance accountability measures
In the past, Tech Prep has been a separate Title under the Perkins legislation. There has been talk during previous reauthorization to do a block grant, thus eliminating this Title. That same conversation took place with this reauthorization effort, and while Congress did not wrap Tech Prep into the Basic Grant, they provided states with the option to do so. This will be one of the policy issues that will be brought to the Board as the five-year plan is drafted.
States may be deciding to merge Tech Prep with their basic grants based on the 10 additional performance measures that are required for those maintaining the separate Title.
Consortia must negotiate performance levels for each of these measures, and must collect the data.

25. Tech Prep Non-duplicative, sequential course of study
includes at least 2 years secondary and 2 years postsecondary or an apprenticeship program
Signed articulation agreements
Dual and concurrent enrollment
Previously articulation agreements could be and often were signed between faculty members. Now however, they must be reviewed and renewed annually – and signed by the district superintendent and college president – or designated representative.
Tech Prep will also require a work-based component.

26. Carl D. Perkins Career and Technical Education Act of 2006
This new Legislation provides states with the opportunity to have a one-year transition period to prepare for full implementation. To insure that our stakeholders and partners have a voice in the planning process, we are working closely with a team of representatives.
Transition Activities

27. Transition Team Workforce Board
Admin., Accountability, Legislative
Office of the Superintendent of Public Instruction
Admin., WAVA, Non-Trad, Accountability
State Board for Community & Technical Colleges
Admin. WEC, Accountability
Tech Prep Directors Association
Offender Employment Services (ES)
The Transition Team brings together professionals from the secondary and postsecondary agencies and CTE programs. Most attended a workshop in Phoenix last November, have been meeting monthly since then, and will continue to work together throughout the planning and implementation period.

28. Transition Team’s Work Plan
Develop transition plan
Develop local plans
Assist with policy development
Act as information resource
Assist in 5-year plan development
Assist in public hearing phase
Provide technical assistance
In the coming 1½ years the team will play an instrumental role in bringing a dynamic and effective Perkins plan for CTE across the state. I will rely on them for their ideas and input. Together we want to provide a working document that supports the goals we identified for where we would like to CTE five years from now:
PLAN GOALS

29. Carl D. Perkins Career and Technical Education Act of 2006
Questions?