Creating a Quality Program

1
Creating a Quality Program

• Dr. Carol Peterson
• 416-8046
• petersoncarol_at_mcsk12.net
• Memphis City Schools
• Division of Careers,Technology Adult Education

2
Career and Technical Education Quality Programs

• Preparing Students for
• College
• Careers
• Life After High School

3
State Report Card Data

• The state report card reflects the
• Perkins IV core indicators in alignment with
  NCLB performance standards.
• State report card data Data submitted by the
  local system
• Submission of accurate data is critical
• Use the data to develop strategies for improving
  students levels of performance
• All teachers affect all report cards
• http//www.state.tn.us/education/reportcard/index.
  shtml

4
CTE Report Card

• CTE Part V of the System Report Card
• Enrollment Program Area
• Scores on Core Indicators
• Shows School, System, State Performance
• Disaggregated Groups

5
E-TIGERTame the Tiger!

• Timely, Information, Gathering, Examination and
  Reporting
• Teachers Login-maintain your password
• http//www.tennessee.gov/education/cte/ad/tiger/
• Verify class, instructor, and student data
• Report inconsistencies
• Enter student performance data
• Attest data accuracy
• Notify upon completion

6
Listed below is the role you play in data
reporting as a CTE Teacher

• 1. Report any missing classes to your CTE
  Supervisor.
• 2. Verify all information listed for your class
  and report to CTE Supervisor any incorrect data
  found for your EIS person to update on
• EIS Class Listing screen,
• Class information
• Student roster of the class
• Instructor Information screen,
• Instructor information
• Student Information screen
• Student Information
• 3. Enter only Foster Child, Pregnant Teen and
  Single Parent data if applicable for that
  student (at Student Information screen).
• 4. Report class performance data at EIS Class
  Listing screen including
• Checking Course Competencies, Credits, and Number
  Periods of each student
• Identifying Concentrators
• Entering Number of Competencies Mastered and
  Number of Credits Earned for the whole class
• Reporting Dual Credit, and Dual Enrollment
  information.
• 5. Attest the data of all classes.

7
e-TIGER

• Competency Profiles
• Completed on-line at the end of each course in
  e-TIGER
• Data used to calculate skill attainment
• Reported with Gateway exams
• Tied to Perkins funding
• Negotiate Base Line Levels for system

8
Correct Data

• Competency Profiles
• Student Name, SS, Class
• Skill Attainment (2S1)
• Race
• Gender (6S1 and 6S2)
• CTSO Affiliation
• Population Status
• Teachers complete the forms and attest that the
  forms are correct.
• http//www.state.tn.us/education/cte/standardscurr
  /family_consumer.shtml

9
Perkins IV Quality Program Indicators

• 1. Programs of such size that offer a sequence of
  three or more earned credits
• 2. Programs of such scope that are aligned with a
  state approved program of study within career
  clusters
• 3. Programs have a certified and appropriately
  endorsed teacher (Note A teacher who teaches a
  CTE course that substitutes for a core academic
  course must be highly qualified.)
• 4. Programs teaching the state approved
  curriculum standards
• 5. Programs having a state approved articulation
  agreement for a program of study or an approved
  articulation agreement approved by the lead
  administrators of secondary and post-secondary
  institutions, where available.

10
Perkins IV Quality Program Indicators

• 6. Programs being supported by current labor
  market data to support high skill, high wage,
  high demand jobs
• 7. Programs that teach all aspects of an industry
• 8. Programs having an active advisory panel
• 9. Programs having a career and technical student
  organization as an integral part of the
  instructional program
• 10.Programs that promote CTE and academic
  curriculum integration with academic teachers

11
Effective, High Quality ProgramsPerkins IV

• CTE teachers should provide documentation
  of each quality program indicator.
• 1. Programs of such size that offer a sequence
  of 3 or more Earned Credits
• Master schedule of classes to include all program
  of study course offerings
• Student handbook/course guide listing program of
  study course offerings and descriptions
• Registration materials showing program of study
  course rotation (where applicable)
• Lower to Higher Level
• 2-Teacher Programs should reach a higher level
  and offer more courses
• Career Clusters
• http//www.tennessee.gov/education/cte/

12
Effective, High Quality ProgramsPerkins IV

• 2. Programs of such scope that are aligned with a
  state approved Program of Study within Career
  Clusters
• Student handbook/course guide listing program of
  study course offerings and descriptions
• Copy of Program(s) of Study for program area (CTE
  Director Attested List from website)
• Copy of approval for Special Programs of Study
  for program area (if applicable)
• Dual credit, dual enrollment and/or articulation
  agreements and materials demonstrating linkage to
  postsecondary through a program of study
• Registration materials showing program of study
  course rotation (where applicable)
• Sample four/six year plans indicating program of
  study sequence
• Eighth grade orientation materials explaining
  programs of study

13
Effective, High Quality ProgramsPerkins IV

• 3. Programs that have a Certified and
  Appropriately Endorsed Teacher
• Teaching certificate verifying proper
  endorsement(s)
• Highly qualified status verification (as
  applicable) (HQ Assurance Page and/or
  verification from Highly Qualified Reporting on
  website)
• Industry certification certificate (as
  applicable) verifying up-to-date training/testing
• WBL certificate (as applicable) verifying
  training
• CTE courses that substitute for core academic
  courses must have a highly qualified teacher
• Contextual Academic Teachers
• WBL Certification
• Maintain copies of all documentation

14
Effective, High Quality ProgramsPerkins IV

• 4. Programs that teach State Approved Curriculum
  Standards
• State standards for all courses taught in all
  programs of study
• Equipment/inventory lists indicating opportunity
  for teaching of all standards (as applicable)
• Lesson plans/course syllabus evidencing standards
  and competencies are cross referenced and taught
• Continue to emphasize reading, language arts and
  math skills
• Utilize teaching strategies that improve student
  engagement
• http//www.state.tn.us/education/cte/standardscurr
  /family_consumer.shtml

15
Effective, High Quality ProgramsPerkins IV

• 5. Programs that have a State Approved
  Articulation Agreement for a Program of Study
• Current dual credit, dual enrollment and/or
  articulation agreements and materials
  demonstrating linkage to postsecondary through a
  program of study
• Student data (follow-up reports, dual credit
  course reports, etc.) from secondary and
  post-secondary indicating dual credit, dual
  enrollment, and/or articulated credit/opportunity
  for credit
• Aligned with a Career Cluster
• Dual credit/dual enrollment

16
Effective, High Quality ProgramsPerkins IV

• 6. Programs being supported by Current Labor
  Market Data to support High Skill, High Wage,
• High Demand Jobs
• The SOURCE (Department of Labor) data indicating
  job outlook reports for region specific to
  program of study,
• OR Local chamber of commerce data indicating job
  outlook specific to program of study
• Advisory panel input indicating job outlook
  specific to the program of study
• Kuder and/or other career planning resources
  utilized to highlight job outlook
• TCIDS
• MSN Careers
• ACTE

17
Effective, High Quality ProgramsPerkins IV

• 7. Programs that teach all nine aspects of an
  industry
• Business Planning
• Management
• Health, Safety and Environment
• Finance
• Community Issues
• Principles of Technology
• Personal Work Habits
• Labor
• Technical and Production Skills
• State standards for all courses taught in all
  programs of study
• Field trip, business/industry guest speaker,
  and/or lesson plans documenting teaching of all
  aspects of industry
• Projects focusing on all aspects of industry
  (research, school-based enterprises, etc.)
• Professional development and/or teacher
  internship activities focusing on all aspects of
  industry

18
Effective, High Quality ProgramsPerkins IV

• Nine Aspects of an Industry Teaching Strategies
• Field Experiences or Job Shadowing
• Guest speakers from local industries
• Project Documentation with Research on All
  Aspects of the Industry

19
Effective, High Quality ProgramsPerkins IV

• 8. Programs having an Active Advisory Panel
• Roster of advisory panel members (by program,
  school and/or system) indicating program areas
  represented/place of employment/responsibilities
• Current meeting agenda, sign-sheets and minutes
  for at least two meetings annually
• Panel recommendations and implementation plans
  for program improvement
• 50 Industry Representation
• Involvement
• Curriculum development
• Facilities and equipment up to date
• Student recruitment and placement
• Staff development
• Public relations community needs
• Legislative financial support
• CTSO organization support

20
Effective, High Quality ProgramsPerkins IV

• 9. Programs having a Career Technical Student
  Organization (CTSO) as an Integral Part of the
  Instructional Program
• Lesson plans indicating the integration of CTSO
  leadership skills and activities in all
  classes/courses
• Leadership Development
• Student Presentations
• Teamwork and Cooperative Learning
• State and national membership rosters
  demonstrating affiliation (Levels II, III and IV)
• Scrapbooks and/or compilations of CTSO
  competition participation/results, community
  service activities, student led projects and
  activities, other projects
  
• Classroom Organization
• Teamwork Activities
  
• Cooperative Learning Activities
• Peer Tutoring
• Problem Solving Critical Thinking Skill
  Activities

21
Career and Technical Student Organizations
http//www.fccla.com/
http//www.deca.org
22
Career and Technical Student Organizations
http//www.hosa.org
http//www.skillsusa.org
23
Career and Technical Student Organizations
http//www.fbla-pbl.org/
24
Effective, High Quality ProgramsPerkins IV

• 10. Programs that promote CTE and Academic
  Curriculum Integration with Academic Teachers
• Lesson plans (two per year) indicating joint
  integration activities with Math, Science,
  English, and/or Social Studies teachers
• Create lesson plans, projects, or experiments
  that involve academic teachers.
• Integrate hands-on experiences with written
  assignments.
• Joint professional development activities for
  academic and CTE teachers
• School-wide projects (career academies, themed
  learning units, etc.) verifying integration of
  academics and CTE
• Communications (e-mail correspondence, phone
  logs, etc.) showing integration planning
  activities

25
Effective, High Quality ProgramsPerkins IV

• Do you have a Quality CTE Program?
• How do you know that you have a quality program?
• What documentation will be required of each
  teacher to show performance?
• Do you employ classroom strategies that enhance
  student performance on Gateway exams?
• Are you utilizing Perkins Funds to improve
  student performance?

26
Effective, High Quality ProgramsPerkins IV

• Student Performance and
• Fiscal Accountability
• Is the money spent effecting student performance
  and how?
• Perkins Report Card
• No Child Left Behind Data

27
Effective, High Quality ProgramsPerkins IV

• You are the
• expert!
• You are on your way to implementing a quality
  program!

28
Have a great school year!

• Dr. Carol Peterson
• 901-416-8046
• petersoncarol_at_mcsk12.net

29
A parting thought

• Years from now it will not matter what my bank
  account was, the sort of house I lived in or the
  kind of car I drovebut the world may be a better
  place because I was important in the life of a
  child!
  Unknown