Carl D' Perkins Vocational and Technical Education Stakeholders Meeting

1
Carl D. Perkins Vocational and Technical
Education Stakeholders Meeting

• Maine Department of Education
• Career and Technical Education
• December 19, 2005

2
Trends and Implications for the Maine Workforce

• Qualified workforce remains one of the most
  fundamental drivers of economic growth in Maine
• Maines population is aging, growing slowly, and
  lacking diversity
• Retirements of baby boomers between 2013 and 2030
  will create significant demands for large numbers
  of replacement workers across the spectrum of
  industries and occupations

3
Trends and Implications for the Maine Workforce

• Creation of 68,000 new jobs
• Emerging industries
• Biotechnology
• Biomedical research
• Financial services
• Radio frequency identification

4
Focus on the Emerging Workforce

• Single largest source of Maines future supply
  Maine youth
• Must graduate college ready
• Must increase the percentage of students who
  enroll in post-secondary education
• Reaching the disaffected 18-24 year olds who are
  not in school or working WHY are they
  disengaged?

5
The Changing Profile of Employment and the
Outlook to 2012
6
The Changing Profile of Employment and the
Outlook to 2012

• Technology significant impact
• Way in which products are produced, delivery of
  services
• Automation
• Increasing output without increasing jobs

7
Achieving Prosperity for ALL Maine Citizens

• A plan for an integrated and seamless public
  education system in Maine pre-kindergarten
  through grade 16 in college that guarantees
  that all students are prepared for college,
  careers and citizenship

8
PK 16 Task ForceStrategies/Findings

• Graduating all Students Ready for College
• Develop and implement standards, assessments, and
  supports that allow smooth transitions between
  high school and college level work
• Actions
• Align the Maine Learning Results with
  college-entry and placement expectations to
  reduce the need for remediation
• Develop 11th grade assessment which will
  determine college readiness
• Expect senior year to be a Transition to Higher
  Education
• Develop a support system for students and parents
  grades 11-14
• Identify roles and responsibilities of secondary
  and post-secondary in student transitions
• Align adult education high-school-completion
  programs with college ready standards, practices,
  and assessments
• Under leadership of Committee on Transition
  collect and publish data to support rigorous
  college ready curriculum and support retention
  strategies

9
PK-16 Task Force Strategies/Findings

• Graduating all Students Ready for College
  (continued)
• Develop a communication system that ensures
  parents, students and every education institution
  understands college ready expectations
• Actions
• Use Regional Professional Development Centers as
  informational hubs to host conversation between
  high school and post-secondary career decisions
  faculty
• Form partnerships among key organizations to
  disseminate the message of college readiness to
  the public
• Create a messaging campaign that helps to change
  cultural attitudes about education and college
• Create opportunities to engage in public
  conversations

10
PK-16 Task Force Strategies/Findings

• Graduating All students Ready for College
  (continued)
• Change high school programs and organizational
  structures so that all students have equitable
  access to a college-ready curriculum
• Actions
• Support the revamping of course requirements,
  class scheduling, and resources to ensure that
  every student has access to an engaging,
  authentic, and rigorous curriculum
• Identify and discontinue outmoded, irrelevant
  programs to free up vital resources that can be
  redistributed to support college readiness
• Embed career awareness and preparation in the
  K-12 curriculum
• Support Early College opportunities for all
  students
• Align Career/Technical Education and Adult
  Education with college ready expectations.

11
PK 16 Task ForceStrategies/Findings

• Empowering All Students to Earn A College Degree
• Investment in scholarships financial need and
  obstacles should be a top priority
• Actions
• Launch a significant scholarship program to
  enable all capable students from low income
  families to attend the college of their choice.
• Consider merit-aid programs by focusing resources
  only on low- and moderate-income families and
  rewarding students for taking rigorous
  curriculum.
• Examine the data on the current scholarship
  programs.

12
Implications for Maine High Schools

• Maximizing the high school experience
• Advanced Placement
• Early College
• Rethinking Resources
• Career and Technical Education (CTE) integration
  CTE Strategic Plan same expectations
  college ready

13
Career and Technical Education (CTE) Strategic
Plan

• Student Centered Learning
• Personalized Learning Plan, High School CTE
  collaboration, guidance, learn and serve
• Integration
• Integration with High School reform
• Literacy
• CTE High School across disciplines
• Data Analysis
• Partnership

14
PK-16 Task ForceStrategies/Findings

• Technology
• All Maine PK-16 institutions will work
  collaboratively to leverage their resources to
  provide efficient use of the collective
  technologies
• Actions
• Document resources available within PK-16
  constituencies
• Make DOE infrastructure available for delivery of
  Advanced Placement and college courses for PK-12
• Deliver professional development and adult
  education programming over the existing higher
  education and DOE infrastructure
• Identify and assess evolving and emerging
  technologies that enhance the delivery of
  educational opportunity
• Integrate the telecommunications and technology
  initiatives
• Leverage higher education locations, such as
  centers, campuses and usage of the UMS ITV sites,
  to increase access to educational offerings

15
Career and Technical EducationYear One Strategies

• Engage state level leadership to promote the CTE
  and high school transformation for secondary
  education
• Create local structures to support the work of
  implementing the CTE strategic visioning plan
• Engage business and industry as partners in the
  work of implementing the CTE strategic visioning
  plan
• Identify and develop models and implement best
  practices for CTE/High School transformation
  including advanced literacy and applied learning

16
Perkins Funding

• Use of Funds
• Integration of academics
• Promotion of literacy
• Support of local action plans
• Support of early college programs/articulation/dua
  l enrollment
• Support nontraditional programs/activities
• Support entrepreneurship program development
• Standards development and skill
  assessment/development
• Program Improvement

17
Perkins Plan

• Process
• Meet with Commissioner to outline goals
• Establish a planning committee with stakeholders
• Send out CTE Strategic Plan with meeting
  invitation (November/December)
• Write plan January/February
• Commissioner approval February
• Public hearings early March
• State Board Approval mid-March
• Submit to Washington in April