1. Perkins IV Overview Public Hearings February 28-29, 2008

2. Hitting the Mark! Perkins considered “wildly popular” Perkins considered “wildly popular” True bipartisan and bicameral support True bipartisan and bicameral support Perkins IV became law on August 12, 2006 Perkins IV became law on August 12, 2006 Authorized until 2012 Authorized until 2012

3. Spirit of the New Law Leading CTE into the 21 st century Leading CTE into the 21 st century -- Global competition -- Program improvement -- Ensuring modern, durable and rigorous CTE programs

4. Purposes of the Act Develop challenging academic and technical standards and related challenging, integrated instruction Develop challenging academic and technical standards and related challenging, integrated instruction

5. Purposes of the Act Increase opportunities for individuals to keep America competitive Increase opportunities for individuals to keep America competitive A focus on high skill, high wage, high demand occupations A focus on high skill, high wage, high demand occupations

6. Purposes of the Act Provide increased flexibility Provide increased flexibility Conduct and disseminate research and information on best practices Conduct and disseminate research and information on best practices

7. Purposes of the Act Promote partnerships (education, workforce boards, business, industry, etc.) Promote partnerships (education, workforce boards, business, industry, etc.) Provide technical assistance and professional development Provide technical assistance and professional development

8. Local Plans The law outlines the minimum requirements. The law outlines the minimum requirements. States may add more requirements, set parameters, restrictions, etc. States may add more requirements, set parameters, restrictions, etc. –Prioritize uses of funds –Connect accountability to uses of funds –Set % or # minima or maxima

9. Local Plans Provide at least one CTE program of study Provide at least one CTE program of study Describe how local recipients will encourage students to take “rigorous and challenging” core academic courses Describe how local recipients will encourage students to take “rigorous and challenging” core academic courses Programs aligned to rigorous technical standards Programs aligned to rigorous technical standards All aspects of the industry All aspects of the industry Size, scope and quality Size, scope and quality

10. Local Plans Performance targets Performance targets Evaluate and continuous improvement with special emphasis on special pops Evaluate and continuous improvement with special emphasis on special pops

11. Local Uses of Funds: Required Very similar to current law Very similar to current law Professional Development activities must be intensive and more than one day in duration. Professional Development activities must be intensive and more than one day in duration. Funds must be spent on programs of study (non-duplicative sequence of courses starting in secondary and proceeding to postsecondary). Funds must be spent on programs of study (non-duplicative sequence of courses starting in secondary and proceeding to postsecondary).

12. Local Uses of Funds: Required Supporting activities that prepare special populations, including single parents and displaced homemakers who are enrolled in CTE programs, for high skill, high wage or high demand occupations that will lead to self sufficiency. Supporting activities that prepare special populations, including single parents and displaced homemakers who are enrolled in CTE programs, for high skill, high wage or high demand occupations that will lead to self sufficiency.

13. Local Uses of Funds: Permissive Very similar to current law Very similar to current law New uses of funds include: New uses of funds include: -- Entrepreneurship programs

14. Local Uses of Funds: Permissive Dual credit/enrollment programs Dual credit/enrollment programs Smaller, personalized, career-themed learning communities Smaller, personalized, career-themed learning communities

15. Special Populations Individuals with disabilities Individuals with disabilities Individuals from economically disadvantaged families, including foster children Individuals from economically disadvantaged families, including foster children Individuals preparing for non-traditional fields Individuals preparing for non-traditional fields Single parents, including single pregnant women Single parents, including single pregnant women (continued on next slide)

16. Special Populations Displaced homemakers, and Displaced homemakers, and Individuals with limited English proficiency Individuals with limited English proficiency

17. Increased Accountability –Separate secondary and postsecondary measures –Performance levels at state and local levels –Sanctions

18. Increased Accountability Data reported must be disaggregated by special populations Data reported must be disaggregated by special populations Achievement gaps must be identified and quantified Achievement gaps must be identified and quantified

19. Improvement Plans Failure to meet performance target for any measure Failure to meet performance target for any measure -- Must develop and implement an improvement plan

20. Sanctions are real! Sanctions possible if states: Sanctions possible if states: -- Fail to implement improvement plan OR -- Fail to show performance improvements once an improvement plan is in place OR -- Fail to meet 90% of the same measure’s performance target 3 years in a row

21. Sanctions State State -- Secretary of Education can withhold some or all funds -- Sanction comes out of admin/leadership pot of funds Local Local -- Sanction language mirrors that of the state -- Eligible agency can withhold some or all of the local grant

22. Will there be regulations? Limitation on regulations within the law Limitation on regulations within the law

23. Timeline ??? FY 2008 is considered a transition year. FY 2008 is considered a transition year. States submit five- year plan in April, 2008. States submit five- year plan in April, 2008.

24. Thank you! Any Questions?