VACTEA CONFERENCE OCTOBER 13, 2006

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VACTEA CONFERENCEOCTOBER 13, 2006

• NEW CTE STAFF MEMBERS
• Judy Sams, Business and Information Technology
• Helen Fuqua, Family and Consumer Sciences
• Glenn Davis, Data Management
• Sharon Acuff, Marketing (will join us Nov. 10)
• Lynn Basham, Technology Education

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STATE CTE ADVISORY COUNCIL

• Revised Advisory Committee Handbook will be sent
  out by December 1
• What can the state advisory do to assist your
  local advisory council/committees?
• Meetings
• January 11, 2007 Crowne Plaza Hotel
• March (Plans are to meet in Region II, Date to
  be determined this week)
• June 20, 2007 Will meet in the morning and
  attend the Creating Excellence Awards Luncheon
  after meeting

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WORKPLACE READINESS SKILLS

• Virginias Changing Workplace Employers Speak,
  1997
• Almost 10 years old
• Developed by the Weldon-Cooper Center, UVA
• Beginning the process to update with a new
  study/survey

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CARL D. PERKINS CAREER AND TECHNICAL EDUCATION
ACT OF 2006

• Spirit of the New Law
• Leading Career and Technical Education (CTE) into
  the 21st century
• Global competition
• Program improvement
• Ensuring modern, durable and rigorous CTE
  programs

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PERKINS LAW

• Initial national discussion at the National State
  Directors of CTE (NASDCTEC) conference in Omaha -
  September, 2006
• First federal meeting with Office of Vocational
  and Adult Education - October 6, 2006
• Three regional workshops co-sponsored by
  NASDCTEC, ACTE, OVAE, NAPE, and NACCS
  (Washington, Indianapolis, Phoenix completed by
  mid-November)
• Virginia Team Attending Regional Workshops
  Glenn Anderson, Terry Dougherty, Elizabeth
  Creamer, Linda Dorr, additional VCCS
  representative, and Elizabeth Russell

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Purposes of the Act

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

• Provide increased flexibility
• Conduct and disseminate research and information
  on best practices
• Promote partnerships (education, workforce
  boards, business, industry, etc.)
• Provide technical assistance and professional
  development

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What is CTE?

• Change in definition to eliminate the focus on
  sub-baccalaureate careers (does not impact
  dollars)
• Emphasis on preparation for postsecondary
  education and employment
• Preparation not on job preparation but on
  academic and technical preparation
• Increased emphasis on achievement of a degree,
  certificate or credential

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Federal to State Allocation

• No federal to state incentive grants, so all
  states should see small increase
• Federal to state formula similar to current law
  except for a provision of new money

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New Money Provision

• Small states would receive 1/3 of the new funds
  until they have reached the small state minimum
• States furthest away from getting their ½ would
  receive money first (does not apply to Virginia)
• Remaining 2/3rds would go out under the current
  law formula
• Formula applies to funds that were previously
  used for incentive grants

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Maintenance of Effort

• Maintenance of effort remains unchanged
• States must continue to match state
  administration on a dollar-for-dollar basis

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Within State Allocation

• 10 for state leadership
• Not more than 1 on Corrections
• Between 60,000 and 150,000 on Non-traditional
• 5 for state administration or 250,000
  (whichever is greater)
• 85 to locals
• However, 10 of this 85 can be set aside for a
  reserve fund being encouraged by Federal

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Reserve Fund

• Can set aside up to 10 of the 85 local funds
  for distribution in means other than the formula
• Focus on serving rural areas, areas with high
  numbers or high percentages of CTE students
• This is a real state leadership opportunity!

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State Administration Uses of Funds

• Developing the state plan
• Reviewing local plans
• Monitoring and evaluating program effectiveness
• Compliance with federal laws
• Providing technical assistance
• Developing state data systems

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Eligible Agency Responsibilities(Virginia State
Board of Education)

• State plan
• Stakeholder consultation
• Convene governing body at least 4 times a year
• Ensure coordination with Workforce Investment Act
  
• Listing of all school dropout, postsecondary and
  adult programs supported with Perkins

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Section 118 Career Resource Network

• Language substantially similar to current law
• Although no funds currently appropriated
• Consider incorporating into other areas of State
  Plan
• Included as a permissible use of Basic State
  Grant funds (state and local)
• Graduation and career plans may be used for
  improving graduation rates and providing
  information on postsecondary and career options

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State Plans

• Hearing process must include
• representatives of the following
• Educators academic and technical secondary and
  postsecondary (including universities)
• Charter School authorizers and organizers
• Employers (including small businesses)
• Labor Organizations
• Parents, Students, Community Leaders
• Community Organizations
• and requires consultation with the Governor

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State Plans

• Programs of study (Career Pathways)
• Secondary postsecondary component
• Non-duplicative sequence that is coherent and
  rigorous
• May provide opportunities for dual/concurrent
  enrollment in a postsecondary program
• AND lead to an industry-recognized credential,
  certificate, or an associate or baccalaureate
  degree

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State Plans

• Programs of study (Career Pathways)
• Development and implementation plan for programs
  of study
• Articulation agreements
• Dissemination
• Relate to regional economy
• Focus on high skill, high wage, high demand
• Support for CTE programs/courses

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State Plans

• Support for CTE programs/courses
• Technology
• All aspects of the industry
• CTE programs must be
• Aligned with rigorous and challenging academic
  content standards student achievement standards
  (NCLB)
• Relevant and challenging at the postsecondary
  level
• Lead to employment in high skill,
• high wage, or high demand occupations

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State Plans

• Describe how secondary programs will prepare CTE
  students to graduate with a diploma from
  secondary schools
• Increase transition from 2 to 4 year college
• Focus on articulation
• Sharing of best practices Tech Prep
  Title I

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State Plans

• Accountability
• Role of eligible recipients in providing input to
  state targets
• Develop process for negotiating with locals
• Ensure reliable and valid data
• Address needs of students in alternative
  education and those in correctional facilities
• Describe how special pops will be served.
• Focus on high skill, high wage

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State Plans

• Local program approval process focus on
  continuous improvement and current or emerging
  occupational opportunities
• Describe local monitoring plan
• Describe negotiation process with local
  recipients on adjusted levels of performance

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State Plans

• Recruit and retain administration, faculty and
  teachers from underrepresented groups
• Include efforts to improve the transition from
  business and industry to teaching

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State Plans

• Professional development that
• Promotes joint curriculum planning by CTE and
  academic teachers
• Increases percentage of certified or licensed
  teachers
• Increases academic knowledge and understanding of
  industry standards

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State Plans

• Professional development that
• Encourages applied learning
• Improves work with special populations
• Uses Section 118, student achievement, and
  assessment data
• Promotes coordination with Title II of NCLB
• Is high quality, sustained, and focused on
  instruction

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State Plans

• Assurances financial
• Explain division of funding
• Ensure non-duplication and coordination with
  other federal programs

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State Leadership Required

• Strengthen CTE programs
• Improve academic rigor
• Improve integration
• Improve technical quality
• Demonstrate the use of technology in CTE
• Distance learning
• Prep for entry into technology fields
• Internships and mentoring programs

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State Leadership Required

• Access
• Diverse stakeholders have access to programs
  leading to high skill, wage or demand occupations
• Meeting the needs of special pops/individuals in
  state institutions
• Professional Development
• Cannot be 1-day or short-term unless part of a
  sustained effort over a period of months/time
• Currency
• Integration/rigor
• Meet levels of performance
• Coordinated with Title II of ESEA

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State Leadership Required

• Technical assistance is now a required
• Partnerships - education, employers, community
  groups focused on achievement
• Guidance and counseling programs
• Graduate with a diploma or degree
• Expose students to high skills, high wage
  occupations and non-traditional fields

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State Leadership Permissible

• Articulation agreements
• Transition from sub baccalaureate CTE to
  baccalaureate degree programs
• Statewide articulation agreements
• Dual and concurrent enrollment programs
• Academic and financial aid counseling

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State Leadership Permissible

• Improvement or development of new CTE programs
  via career clusters, career academies, and
  distance education
• CTE programs in public charters
• Career and Technical Student Organizations (CTSO)
• Family consumer sciences
• Business-education partnerships, including
  cooperative education
• Entrepreneurship education and training
• Section 118 activities

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State Leadership Permissible

• Valid and reliable technical assessments
• Development and enhancement of data systems
• Incentive grants
• Performance data
• Secondary-postsecondary collaboration
• Serving special pops
• Other factors determined by eligible agency

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State Leadership Permissible

• Adult CTE programs
• Serve drop outs and adults
• Coordinate with Adult Ed Act

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State to Local Allocation

• Secondary formula changed to affirm current
  practice
• Postsecondary formula same as current law
• Can use alternate formula if results in more
  equitable distribution

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Local Funding

• Minimum grants still the same
• 15,000 for secondary
• 50,000 for postsecondary
• Charter schools exempted from the minimums
• 5 administrative cap

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Local Plans

• The law is just the minimum requirements.
• State can add more requirements, set parameters,
  restrictions, etc.
• Prioritize uses of funds
• Connect accountability to uses of funds
• Set percentage or number for minimums or maximums

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Local Plans

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

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Local Plans

• Professional development
• Career guidance and academic counseling
• Community awareness strategies
• Teacher recruitment
• Performance targets

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Local Plans

• Evaluate and continuous improvement with special
  emphasis on special pops
• Very similar to current law
• New programs of study
• In service and pre service

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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.

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Local Uses of Funds Permissive

• Very similar to current law
• States have a lot of latitude here as well!
• New uses of funds include
• Entrepreneurship programs
• Teacher prep programs

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Local Uses of Funds Permissive

• Initiatives that facilitate the transition from
  sub baccalaureate to baccalaureate programs
• Dual credit/enrollment programs
• Smaller, personalized, career-themed learning
  communities
• Consortia may pool funds for
• Professional development
• Data collection systems
• Implementing technical assessments
• Implementing programs of study.

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Private School Participation (Local Level)

• Secondary students attending nonprofit private
  schools can participate in public CTE programs
• Consultation with non-profit private schools
  regarding the private school participation

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Increased Accountability

• Separate secondary and postsecondary measures
• New tech prep indicators
• Performance levels at state and local levels
• Sanctions
• Data reported must be disaggregated by population
  groups as described in NCLB
• Achievement gaps must be identified and
  quantified

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Secondary Indicators

• Academic achievement aligned to
• NCLB academic content achievement standards
• Not necessarily AYP
• Graduation rates as determined in NCLB

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Secondary Indicators

• Technical skill attainment, aligned to
  industry-recognized standards if available and
  appropriate
• Student rates of attainment of
• Secondary school diploma
• GED
• Proficiency credential, etc.

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Secondary Indicators

• Placement in postsecondary education, military or
  employment
• Participation in and completion of non
  traditional

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Postsecondary Indicators

• Attainment of industry-recognized credential, a
  certificate or degree
• Retention in postsecondary education or transfer
  to baccalaureate program
• Technical skill attainment, aligned to
  industry-recognized standards if available and
  appropriate

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Postsecondary Indicators

• Placement in military, apprenticeship OR
  placement or retention in employment including
  placement in high skill, high wage or high demand
  occupations or professions
• Participation in non traditional
• Completion in non traditional

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Negotiations Federal to State

• Feds continue to negotiate with states
• Look at state to state comparisons
• Must show continuous improvement
• Can be a percentage or numbers
• Negotiations every 2 years

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Negotiations State to Local

• States required to negotiate performance levels
  with all local recipients
• Negotiations every 2 years
• Start point state levels of performance
• Establish a process if local does not want to
  accept state level

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Improvement Plans Earlier

• Failure to meet performance target for any
  measure
• Must develop and implement an improvement plan
• First program year not meeting the performance
  target

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Sanctions are real!

• 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

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Sanctions

• State
• Secretary can withhold some or all
• Sanction comes out of administration/leadership
  pot of funds
• Local
• Sanction language mirrors that of the state
• Eligible agency can withhold some or all of
  entire local grant

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Tech Prep (TP)

• Congress has an expectation that we will do a
  better job of communicating and working together
  within the CTE family
• Must create a single state plan for basic state
  grant and tech prep to ensure coordination of the
  funding streams

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Defining A Tech Prep Program

• Articulation agreement
• Program of Study
• Academic and Technical Standards
• Professional Development (in service for teachers
  and for counselors)
• Equal Access
• Coordinated with Title I

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Tech Prep Definitions

• Secondary TP Student is a student who
• Has enrolled in 2 courses in the secondary
  education component of a tech prep program
• Postsecondary TP Student is a student who
• Has completed a secondary education component of
  a tech prep program and
• Has enrolled in the postsecondary education
  component of a tech prep program at an
  institution of higher education

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Tech Prep Accountability(Standard Number in
parentheses)

• Number of secondary students enrolled (1)
• Number of postsecondary students enrolled (2)
• Number and percentage secondary tech prep
  students who
• Enroll in postsecondary education (3,4)
• Enroll in postsecondary education in same field
  or major as student was enrolled in secondary
  (5,6)
• Complete a state or industry-recognized
  certification or licensure (7,8)

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Tech Prep Accountability

• Number and percentage secondary tech prep
  students who
• Complete, as a secondary student, courses that
  award postsecondary credit at the secondary
  level (9,10)
• Enroll in remedial math, writing, or reading
  courses upon entering postsecondary (11,12)

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Tech Prep Accountability

• Number and percentage postsecondary tech prep
  students who
• Are placed in a related field of employment not
  later than 12 months after graduation from a tech
  prep program (13, 14)
• Complete a state or industry-recognized
  certification or licensure (15,16)
• Complete a 2-year degree or certificate within a
  normal time for completion of such program (17,
  18)
• Complete a baccalaureate degree program within a
  normal time for completion of such program
  (19,20)

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Tech Prep Accountability

• Must meet all Title I performance indicators
• States have latitude in sanctioning tech prep
  programs for lack of performance.
• Minimally, can cancel tech prep grant after not
  meeting performance goals for 3 years.

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National Center for Research Dissemination

• Single center with both research dissemination
  responsibilities (currently two under Perkins
  III)
• Similar (but more extensive) purpose and uses of
  funds as Perkins III
• Focus on scientifically based evidence

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National Assessment

• Focus on both implementation of Perkins and
  system as a whole
• State Directors specifically listed for advisory
  committee
• Have an additional year to develop report

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TRANSITION TIMELINE

• Now spring 2007 states and locals work on
  transition or full plans
• Approximately April 2007 states will have to
  submit a plan to the federal level. This plan
  can be a transition plan or a 6 year plan.
• Effective date of plan is July 1, 2007
• OVAE Guidance

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IMPACT ON LOCAL PLANS IN VIRGINIA

• Required to add Program of Study (Career Pathway)
• Professional Development must be sustained

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VIRGINIA INITIATIVECAREER CLUSTERSCAREER
PATHWAYS

• PERKINS LAW Program of Study
• Currently working collaboratively with Virginia
  Community College System
• CTE Administrators Spring Regional Meeting
  VIRGINIA PACKAGE
• SAMPLE Program of Study/Career Pathway for each
  of 16 clusters
• Brochures and posters for 16 clusters
• Crosswalks for local development
• Blank Forms
• Future All 81 Career Pathways will be developed

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Industry Certification

• Industry Certification
• ACADEMIES 2,323 teachers with 1,909
  certifications awarded
• LOCAL REPORTS (Raw data) 2,717 teachers we
  have 1,760 teachers with certifications (64.78
  hold certifications)
• 1,760 teachers hold a total of 3,278 industry
  certifications

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STUDENT INDUSTRY CERTIFICATION

• 848,123.00 provided by the General Assembly for
  reimbursement of student industry certification
• To be distributed by formula
• 2004-2005 5,487 students earned industry
  certifications/state licensures/National
  Occupational Competency Testing Institute (NOCTI)
  assessments

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INDUSTRY CERTIFICATION

• NOCTI Workplace Readiness Skills Assessment is
  not eligible for student reimbursement funds (not
  on State Board Approved List at this time)
• Changes to approved industry certifications will
  be made at the November State Board meeting

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TEACHER EDUCATION
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TEACHER EDUCATION
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TEACHER CADET(Teachers for Tomorrow)

• Course to recruit high school students into the
  teaching profession.
• Taught by teachers in all areas.
• The Office of Career and Technical Education
  started to utilize the South Carolina program in
  2000 and offered the first training in 2002

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TEACHER CADET(Teachers for Tomorrow)

• Became a joint project between Teacher Licensure
  and CTE divisions with funding from a grant in
  Teacher Licensure and Perkins funding in CTE
• With expiration of the Teacher Licensure grant,
  the Office of CTE will take over the
  implementation of future trainings, curriculum
  development, etc. and will collaborate with Dr.
  JoAnne Carver, Director of Teacher Education

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TEACHER CADET(Teachers for Tomorrow)

• The new Perkins law requires sustained
  professional development and this would
  definitely fit the category for teachers
  preparing to teach this course.
• Scott Kemp, Career Connections Specialist, CTE
  Office will be the lead coordinator
• Currently planning Train the Trainers workshops
  to facilitate
• Regional Trainings
• Multiple training sessions throughout the school
  year
• Reduction of costs

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2009 SUMMER INSTITUTE

• Tentative Plans are in process
• DATE August 4 7, 2009
• PLACE Richmond
• Two planning meetings have been held
• CTE state staff
• Across-the-Board Planning Meeting
• Department of Education CTE and Middle High
  School Units
• Department of Corrections
• Virginia Community College Perkins Workforce
  Development Representatives

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2009 SUMMER INSTITUTE

• Across-the-Board Planning Meeting
• Virginia Career Education Foundation
• Career and Technical Student Organization State
  Specialist
• CTE Professional Organizations
• Department of Rehabilitative Services
  Transition Forum
• State Advisory Council
• CTE Curriculum Resource Center
• School Counselors