Perkins IV Overview

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Perkins IV Overview

• John L. Davidson
• Deputy Director
• Arkansas Department of Workforce Education
• Power point Credits
• Kim Green National Association of State
  Directors of Career and Technical Ed.
• Karl Fisch/Scott Mcleod-Did you Know

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Spirit of the New Law

• Leading Career and Technical Education into the
  21st century
• Program improvement
• Global competition
• Ensuring modern, durable and rigorous CTE programs

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Perkins ask CTE teachers to prepare our students
for career pathways which will keep the United
States competitive(purpose 7). Do you
knowwhy?
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Because sometimes size does matter.
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China will soon become the number one
English-speaking country in the world.
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During the course of this presentation . . .
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• 60 babies will be born in the U.S.
• 244 babies will be born in China.
• 351 babies will be born in India.

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If youre one in a million in China . . .
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there are 1,300 other people just like you.
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In India, there are 1,100 other people just like
you.
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The 25 of the population in China with the
highest IQs . . .
12
is greater than the total population of North
America.
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Translation for our CTE teachersChina has more
honors kids than we have kids.
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Perkins programs should promote globally
competitivehigh wage / high demand / high skill
/ and emerging career pathways (purpose
1).Do you know why?
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If you took every single job in the U.S. today
and shipped it to China . . .
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it still would have a labor surplus.
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The U.S. Department of Labor estimates that
todays learner will have 10 to 14 jobs . . .
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by age 38.
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According to the U.S. Department of Labor . . .
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1 out of 4 workers today is working for a
company for whom they have been employed less
than 1 year.
21
More than 1 out of 2 are working for a company
for whom they have worked less than 5 years.
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According to former Secretary of Education
Richard Riley . . .
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the top 10 jobs that will be in demand in 2010
didnt exist in 2004.
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We are currently preparing students for jobs
that dont yet exist . . .
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using technologies that havent yetbeen
invented . . .
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in order to solve problems we dont even know
are problems yet.
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The knowledge of current and future technology
is critical for our CTE teachers if we improve
the academic and technical skills of our
students?DO YOU KNOW WHY?
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The U.S. is 20thin the world in broadband
Internet penetration (Luxembourg just passed
us).
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Nintendo invested more than 140 million in
research and developmentin 2002 alone.
30
The U.S. federal government spent less than half
as much on research and innovation in education.
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1 of every 8 couples married in the U.S. last
year met online.
32
There are over 106 million registered users of
MySpace (as of September 2006).
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If MySpace were a country,it would be the
11th-largest in the world (between Japan and
Mexico).
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The average MySpace page is visited 30 times a
day. My son checked Sunday 2-25 Kenny Chesneys
pagehas been visited over 7.9 million times
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Perkins directs our CTE programs to
modernizeutilizing current and future technology
based on nationally recognized credentials and
certifications.Do you knowwhy?
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We are living in exponential times.
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There are over 2.7 billion searches performed on
Google each month.
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The number of text messages sent and received
every day exceeds the population of the planet.
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There are about 540,000 words in the English
language . . .
40
about 5 times as many as during Shakespeares
time.
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More than 3,000 new books are published . . .
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daily.
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It is estimated that a weeks worth of New York
Times . . .
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contains more information than a person was
likely to come across in a lifetime in the 18th
century.
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It is estimated that more unique new information
will be generated worldwide this year than in
the previous 5,000 years.
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The amount of new technical information is
doubling every 2 years.
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For students starting a four-year technical or
college degree, this means that . . .
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half of what they learn in their first year of
study will be outdated by their third year of
study.
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It is predicted to double every 72 hours by
2010.
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47 million laptops were shipped worldwide last
year.
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Predictions are that by 2013 a supercomputer
will be built that exceeds the computation
capability of the human brain.
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By 2023, when 1st-graders will be just 23 years
old and beginning their (first) careers . . .
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it only will take a 1,000 computer to exceed
the capabilities of the human brain.
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And while technical predictions farther out
than about 15 years are hard to make . . .
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predictions are that by 2049 a 1,000 computer
will exceed the computational capabilities of
the human race.
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Why Perkins IV?Now you know!
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Purposes of the Act

• Develop challenging academic and technical
  standards and related challenging, integrated
  instruction

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Purposes of the Act

• Increase opportunities for individuals to keep
  America competitive
• A focus on high skill, high wage, high demand
  occupations

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Purposes of the Act

• Promote partnerships (education, workforce
  boards, business, industry, etc.)
• Provide technical assistance and professional
  development

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DecisionsOpportunities for Leadership

• Programs of Study
• High Skill, High Wage, High Demand
• In-State Distribution of Funds
• Reserve Fund
• Articulation Agreements
• Local Applications
• Consortia
• Tech Prep
• Accountability
• Incentives, Sanctions and Improvement Plans

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Opportunity 1 Program improvement through-
through Program of Study Activities across all
programs to meet the indicators or through
HW/HS/HD Programs of Study

• Decision point How much of Perkins will be
  delivered via or focus on programs of study?
• ARKANSAS Goal- at the COMPLETION POINT 2013
• 60 of funds will be delivered through programs
  of study
• 40 will be delivered across the board to all
  selected programs
• HOWEVER DURING THE FIRST YEARS OF PERKINS THE
  MAJORITY OF FUNDS WILL BE USED TO ADDRESS THE
  INDICATORS

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Funding opportunities TO ASSIST all CTE programs
of study (postsecondary CIP codes) MEET THE
INDICATORS .. (goal at end of Perkins IV 40
however this percent will be determined by local
indicator status)First identify the indicator to
be addressed with the uses of funds

• Strengthen the academic and CT skills of students
  through integration of a coherent sequence of
  courses and the required academics
• Link secondary and postsecondary CTE programs of
  Study
• Provide CTE students with and understanding of
  all aspects of an industry and work based
  learning
• Develop and improve and expand the use of
  technology (training)
• Provide professional development to secondary and
  postsecondary CTE teachers, academic teachers,
  administrators, counselors
• Develop and implement evaluations of CTE program
  including assessment and meeting needs of special
  populations
• Involve parents, business, and labor in the
  design, implementation and evaluation of CTE
  programs
• Provide career guidance
• Provide business partnerships

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Funding opportunities TO ASSIST all CTE programs
of study (postsecondary CIP codes) TO MEET THE
INDICATORS

• Provide programs for special populations
• Assist (CTSOS) student organizations
• Mentoring and support services
• Purchase of equipment and instructional aids that
  support academic and technical skill attainment
• Teacher Preparation Programs
• Support entrepreneurship education and training
• Develop new CTE courses to prepare for high
  skill, high wage, high demand or concurrent
  credit
• Support Career themed learning communities
• Support family and consumer sciences
• Support CTE programs for dropouts
• Assist participants in finding and appropriate
  job
• Support training and activities in
  non-traditional fields
• Support automotive technologies programs
• Pool funds for innovative initiatives

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Funding opportunities TO ASSIST all CTE programs
of study( postsecondary CIP codes) TO MEET THE
INDICATORS

• Notable additions to use of funds- Perkins IV
• Activities that facilitate transition from 2-yr.
  to 4-yr.
• Entrepreneurship education and training
• Development of Programs of Study
• Dual or concurrent enrollment opportunities
• Development and support of small, personalized
  career-themed learning communities
• Pooling a portion of funds with other recipients
  for innovation
• Expanding postsecondary programs offerings at
  more accessible times/formats

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Opportunity 2 High Wage, High Skill, High
Demand?State and local data?Should programs
meet all three criteria?

• High Wage
• Pathways in which 50 of jobs are 1.20 above
  the state average for all Arkansas industries
• High Skill
• Leads to an Apprenticeship, Associate Degree, or
  identified Credential
• High Demand
• From list provided by Workforce Services in which
  50 of jobs in a pathway are listed as high
  demand. (Are the occupations correctly
  classified? We have formed a committee for
  review)
• We will use state data, but allow local data.
  Postsecondary will focus on CIP codes or
  occupations as we encourage transition to
  secondary/postsecondary pathways. We will use all
  three criteria and locals will write the emerging
  definition.

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High Wage , High Skill, High Demand

• Agriculture-
• Animal Systems (ANIMAL SYSTEMS)
• Plant Systems (PLANT SYSTEMS)
• Food products-NEPS (no existing program of
  study)
• Architecture and ConstructionConstruction
  (CONSTRUCTION)( HVAC)
• Arts, A/V Technology and Communications
• Telecommunications Technologies-NEPS
• Business Management
• Business Analysis-NEPS, Business Financial
  Management and Accounting-NEPS, Management
  (MANAGEMENT), Marketing and Communications-NEPS
• Education and Training
• Administration and Administrative Support-NEPS,
  Professional Support Services-NEPS, Teaching and
  Training (EDUCATION AND TRAINING)

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High Wage , High Skill, High Demand

• Finance
• Banking Related Services (BANKING), Business
  Financial Management (FINANCE), Financial and
  Investment Planning-NEPS, Insurance Services-NEPS
  
• Government and Public Administration
• Foreign Service-NEPS, Public and Nonprofit
  Management and Administration-NEPS
  Regulation-NEPS, Revenue and Taxation-NEPS
• Health Science
• Health Informatics-NEPS
• Hospitality and Tourism
• No Pathways Identified
• Human Services
• Consumer Services-NEPS, Early Childhood
  Development Services (CHILD CARE GUIDANCE
  MANAGEMENT SERVICES)

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High Wage, High Skill, High Demand

• Information Technology
• Information Support Services (ORACLE), Network
  Systems (CISCO)
• Law, Public Safety, Corrections and Security
• No Pathways Identified
• Manufacturing
• Maintenance, Installation Repair, and
  Production (FUNITURE MANUFACTURING) (MACHINE TOOL
  TECHNOLOGY) (WELDING)
• Marketing, Sales and Service
• e-Marketing-NEPS, Management and
  Entrepreneurship-NEPS, Marketing Communication
  and Promotion-NEPS, Marketing Information
  Management Research (Marketing Technology)
• Science, Technology, Engineering and Mathematics
  
• No Pathways Identified
• Transportation, Distribution and Logistics
• Logistics Planning and Management Services NEPS

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Program Improvement funding opportunities for
HW/HS/HD Programs of Study..3 year plan (end of
Perkins IV goal 60 spent in this area) The
Local Plan must identify the following

• What industry certifications are available?
• For Programs, for Teachers, for Students
• What professional development is needed?
• For CT teachers-academic teachers-administrators-c
  ounselors For integration, applied learning,
  curriculum planning, all aspects of industry,
  skills to work with special populations, how to
  access and utilize data, academic and technical
  requirements of the program of study
• The new software or curriculum that will be
  required?
• What additional frameworks will be added to
  provide the adequate technical skills?
• Additional equipment (above the minimum) that is
  needed?
• Necessary resources that are needed to support
  special populations?

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Opportunity 2 In-State Distribution of Funds

• Not just what is the secondary-postsecondary
  split but why?
• What is your rationale?
• History
• Enrollments
• Need
• Achievement gaps
• UPON REVIEW OF DATA SUBMITTED TO OVAE BY ADWE
  ADHE THE SPLIT WILL REMAIN 75 SECONDARY AND 25
  POST SECONDARY

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Opportunity 3Will Arkansas create a reserve
fund? States can set aside 10 of the local funds

• Other ideas
• Focus on an industry area
• Focus on a performance indicator
• Send out competitively or by a formula

• States have broad discretion in using the reserve
  fund
• Can use to form consortia (including tech prep
  programs)
• Programs of study
• Incentive Grants
• Teacher Prep programs

DURING THE TRANSITION YEAR A RESERVE FUND HAS NOT
BEEN PLANNED! HOWEVER CONSIDERATION IS BEING
GIVEN TO THE NEW PROGRAMS OF STUDY IN OUR STATE
NOT OFFERED BUT THAT ARE HIGH WAGE AND DEMAND
WITH A 500,000 RESERVE AVAILABLE TO SECONDARY.
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Opportunity 4-Articulation Agreements

• New state focus and role for articulation
  agreements
• Bring attention to policy discussions about
  barriers to transition and credit mobility
• Approved at the state level
• Annual review by heads of institutions
• Must lead to the attainment of a credential,
  degree, or certificate
• Moving towards state-wide articulation agreements
• ARTICULATION DISCUSSIONS WILL FOLLOW THE
  SUBMITTAL OF STATE AND LOCAL TRANSITION PLANS

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Opportunity 6 Local Applications

• State plan and local application language
  contains many similarities.
• States have wide latitude in defining
  requirements for local applications.
• DURING THE 2007-2008 YEAR THE STATE WILL SUBMIT A
  TRANSITION PLAN. LOCALS WILL BE REQUIRED TO
  SUBMIT ONLY THOSE TRANSITION ITEMS.

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Opportunity 7 consortia

• Perkins IV allows eligible recipients to form
  consortia for
• Professional development/teacher prep
• Data collection and use
• Programs of study
• Technical assessments
• Our agency will encourage maximum use of the
  consortia concept for single or multiple focus
  activities.

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Opportunity 8 Tech Prep

• To merge or not to merge?
• Can we meet the
• accountability requirements?
• TECH PREP FUNDS WILL BE MERGED WITH BASIC GRANT
  PROVIDING APPROX. 1.2 MILLION IN ADDITIONAL
  FUNDS
• Local sites will continue tech prep activities
  through
• Allowable use of funds
• New consortia provisions
• Programs of study
• other

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Opportunity for Leadership 9 Accountability
Datasecondary/postsecondary

• New accountability provisions are a reminder
  that
• Funds are not an entitlement
• Use of funds must be flexible and responsive to
  the accountability data that is collected
• http//www.youtube.com/watch?vBfq5kju627c

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Opportunity for Leadership 9 Accountability Data

• How will we share accountability information with
  locals? the broader community?
• How will you use the data to make improvements?
• Local applications
• Uses of funds
• Programs of study
• Professional development
• Technical assistance

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Opportunity for Leadership 9 Accountability
Data Secondary Indicators

• Academic achievement aligned to
• NCLB academic content achievement standards
  (Geometry and Literacy based on NCLB AYP)
• Graduation rates (As determined by NCLB)
• Technical skill attainment, aligned to
  industry-recognized standards if available and
  appropriate (Students who COMPLETE a sequence of
  courses and PASS all technical assessments)
• Student rates of attainment of (Secondary school
  diploma GED, Proficiency credential, etc.)
• Placement in ( Postsecondary education, military
  or employment)
• Non Traditional (Participation in and completion
  of)

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Opportunity for Leadership9 Accountability Data
postsecondary Indicators

• Technical attainment industry standards when
  possible (must be a 3rd party assessment )
• Attainment of industry recognized credential,
  certificate, or degree
• Retention in postsecondary (including transfer to
  4-year)
• Placement in military or apprenticeship, or
  placement or retention in employment including
  high skill, high wage, or high demand
• Participation and completion of non-traditional
  programs

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Opportunity for Leadership9 Accountability
Data secondary/postsecondary

• Data reported must be disaggregated by special
  population categories and NCLB categories
• Achievement gaps must be identified and quantified

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Opportunity for Leadership9 Accountability Data
secondary/postsecondary

• Categories of disaggregation
• Gender
• Race/ethnicity
• Individuals with disabilities
• Migrants
• Individuals with limited English proficiency
• Individuals from economically disadvantaged
  families including foster children
• Single parents, including single pregnant women
• Displaced homemakers
• Individual preparing for nontraditional fields

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Opportunity 10 Incentives, Sanctions and
Improvement plans

• Incentive grants (out of state leadership
  dollars) can be given for
• Performance data
• Secondary / postsecondary collaboration
• Serving special pops
• 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 measures
  performance target 3 years in a row

ARKANSAS WILL NOT HAVE AN INCENTIVE FUND DURING
THE TRANSITION YEAR! DATA TO DETERMINE SANCTIONS
WILL NOT BE AVAILABLE UNTIL DECEMBER OF 2009!