Developing Perkins IV Programs of Study

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Developing Perkins IV Programs of Study

• WILLIAM L. Walker Jr.
• Director
• 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
• Dan Hull
• Ann Benson
• Howie DiBlasi I.T. Director Durango School
  District

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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 Agriculture Instructors to prepare
our students for career pathways which will keep
the United States competitive in the future world
of work!(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 . . .
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In China there are 1,300 other people Just like
you!
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The 25 of the population in China with the
highest IQs . . .
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is greater than the total population of North
America.
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Translation for our CTE Community as we prepare
for the futureChina has more future highly
skilled workers (honor students) than we have
students.
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China Mobile is the worlds largest cellular
company.They have over 301 million customers.
China has more cell phones than the U.S. has
peopleBusiness Week 2-5-2007
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Perkins programsshould promote globally
competitivehigh wage / high demand / high skill
/ and emerging career pathways(purpose
1).andIt is critical that these Programs of
Study prepare students for a Career .not Just a
JOB!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 10-14 jobs . . .By
the age of 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.
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More than 1 out of 2 are working for a company
for whom they have worked less than 5 years.
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What wages will our students complete
with?Factory workers in Ho Chi Minh City make
62 a monthIn Beijing, China a teacher makes
454 a month A nurse 260 a month In India
accounting graduates work for 100 a month
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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 Agriculture Instructors if
we improve the academic and technical skills of
our students!DO YOU KNOW WHY?
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Fully half of all teens could be considered
Internet Content Creators
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Teens create blogs, wikis or webpages, and posted
original artwork, photography, stories or videos
online
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8 out of 10 people do not know what a blog, wiki
or podcast is!Do We?
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There are over 70 million blogs and counting1,
000,000 (million ) posts each day on the blogs
The blogosphere is over 60 times bigger than it
was 3 years ago.
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China has 17 million blogs

• 35 of all internet users in China have a BLOG..
• The Blog Herald-2006

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81 of our students have e-mail accounts75 of
our students have IM (Instant messenger
accounts)97 of our students believe technology
use is very important in education( Netday
survey, 2005)
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The fastest growing age group for using the
Internet is.2-5 year olds ( NetDay News ,
2005)
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YouTube serves 100 million videos per day.
served 2.5 billion videos to nearly 20
million unique visitors by June of 2006.Do we
know what YouTube is?
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1 of every 8 couples married in the U.S. last
year met online.
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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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MySpace users call up an average of 31.5 billion
unique page views per month----yes 31.5 BILLION
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The average MySpace page is visited 30 times a
day.
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Perkins directs our CTE programs to
modernizeUtilizing current and future technology
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 . . .
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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 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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Young People Urgently Need New Skills to Succeed
in the Global Economy Headline in the news
Nov. 6. 2006AndTechnology has become an
indispensable tool in their education. ( Netday
survey, 2005)
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Our Agriculture Programs of Study should
Emphasize to our students the necessity of
learning with others around the world
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Our Agriculture Programs of Study must teach
our students to deal with massive amounts of
information.Alan November
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Our Agriculture Programs of Study should teach
all students global communication.Alan November
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Our Programs of Study should teach our Ag
students to be self-directed and understand how
to organize more and more of their own
learning. Alan November
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Unless we do something! our young people will
be woefully under prepared for the demands of
todays workplace, Ken Kay, President of the
Partnership for 21st Century Skills
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Why Perkins IV?Because CTE and Agriculture
Education can make the difference!Now you know!
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Purposes of Perkins IV

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

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Purposes of Perkins IV

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

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Purposes of Perkins IV

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

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10 Decisions or Opportunities for Leadership

• Define High Skill, High Wage, High Demand
• Determine In-State Distribution of Funds
• Utilize a Reserve Fund to Support State Goals
• Strengthen Articulation Agreements
• Develop State Defined Programs of Study
• Define Criteria for the Local Applications
• Utilize Consortia to accomplish State CTE
  Initiatives
• Determine how to institute Tech Prep
• Develop an Accountability system to improve CTE
• Determine Incentives, Sanctions and Improvement
  Plans

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What is CTE under Perkins IV and what has changed?

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

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Programs of Study should

• Include Secondary postsecondary Components
• Include a Non-duplicative sequence of courses
  that is coherent and rigorous
• Should provide opportunities for dual/concurrent
  enrollment in a postsecondary program
• Should Lead to an industry-recognized credential,
  certificate, or an associate or baccalaureate
  degree

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State Plans Should Require

• CTE programs that are
• Aligned with rigorous and challenging academic
  content standards and student achievement
  standards (NCLB)
• Relevant and challenging at the postsecondary
  level
• Lead to employment in high skill, high wage, or
  high demand occupations
• Prepare CTE students to graduate with a diploma
  from secondary schools

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State Plans Should include

• Development of an implementation plan for
  programs of study
• Development of a Plan for Articulation agreements
  to link Secondary and Postsecondary programs of
  study
• Plan for dissemination of Program of Study
  Information to students, parents, academic
  teachers, CTE teachers, administrators, and
  business and industry partners

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State Plans should give emphasis to Programs of
Study which

• Relate to regional economy
• Focus on high skill, high wage, high demand

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Each State develops the Definition for High
Wage, High Skill, High Demand?It should be by
state and local data?

• High Wage for Arkansas
• Pathways in which 50 of jobs are 1.20 above
  the state average for all Arkansas industries
• HIGH SKILL for Arkansas
• Leads to an Apprenticeship, Associate Degree, or
  identified Credential
• High Demand for Arkansas
• 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)

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Agriculture Cluster High Wage, High Skill,
High Demand must meet 3 of 3 by state or local
area

• Agriculture Cluster
• Animal Systems (ANIMAL SYSTEMS)
• Plant Systems (PLANT SYSTEMS)
• Food products-NEPS (no existing program of study)

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ARKANSAS Program Improvement funding
opportunities for HW/HS/HD Programs of Study..3
year (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 (3 year
  plan)?
• 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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ARKANSAS Funding opportunities TO ASSIST all CTE
programs of study meet the IndicatorsFirst
identify the indicator to be addressed with the
uses of funds

• Academic Attainment of based on State NCLB
  Assessments
• CTE Skill Attainment
• Graduation Rate
• Placement Rate of Completers
• Non-Traditional enrollment and Completion

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Second Select the Required or Permissive use 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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Second Select the Required or Permissive use of
funds

• 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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Second Select the Required or Permissive use of
funds

• 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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States can set aside 10 of the local funds for a
reserve fund!

• 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

AN ARKANSAS RESERVE FUND HAS BEEN CREATED TO
IMPROVE THE PROGRAMS OF STUDY IN OUR STATE THAT
ARE HIGH WAGE, HIGH SKILL, HIGH DEMAND WITH A
1,000,000 AVAILABLE TO SECONDARY PROGRAMS.
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consortia

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

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A Career Pathway is a coherent, articulated
sequence of rigorous academic and
career/technical courses, commencing in the ninth
grade and leading to an associate degree,
baccalaureate degree and beyond, an industry
recognized certificate, and/or licensure. The
Career Pathway is developed, implemented, and
maintained in partnership among secondary and
postsecondary education, business, and employers.
Career Pathways are available to all students,
including adult learners, and may lead to
rewarding careers.
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Career clusters link the subjects students study
in school and the things they like to do in their
spare time with the things they might one day do
to earn a living.
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Students Can Always Change Their Mind About Their
Career Plans And Probably Will. Even If They Do,
We Can Use The Career Cluster System To Help
Students Focus Their Efforts As They Explore
Their Career Opportunities.
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An Arkansas Program of Study is a subset within
the National Career Cluster/Pathway system to
allow multiple options and specialization. The
Program of Study is utilized when the Pathway
learning is broad and cannot fit easily within a
defined sequence units
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Arkansas Cluster Organization We did not want
Clusters to be a NEW PROGRAM We did not want
Clusters to be a REFORM ACTIVITY We did not want
Clusters to be a NEW TREND

• Clusters were the delivery process ( a way of
  life) for
• Staff Organization
• Framework development
• Assessment
• Guidance
• Communication

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Career Clusters/Pathways are referenced in all
communication with school administrators and in
all CTE policy documents.

• Dear Dr. Johnson
• The hospitality extended to my staff during their
  recent visit of November 16, 2004, to your school
  district is greatly appreciated. I would like to
  thank you and the other staff members for their
  cooperation and assistance. As a result of our
  visit, the following comments and recommendations
  are made
• OCCUPATIONAL AREAS
• Agricultural Science and Technology
• Career Cluster Agriculture, Food Natural
  Resources
• Pathway (Program of Study) Power, Structural,
  and Technical Systems (Agri) Plant Systems
  (Horticulture)
• The program serves 149 students with 21 percent
  being non-traditional. The program had sixteen
  completers last year and has made plans to
  strengthen that number. The instructor is fully
  qualified and has become very active with his
  professional organization. The facilities are
  clean and orderly. Safety records are maintained
  on site. The shop is color-coded and very well
  organized. The FFA is very active on the local,
  district and state levels. The program boasts
  89 FFA membership.
• Recommendations

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CAREER CLUSTER AGRICULTURE, FOOD, AND NATURAL
RESOURCES The production, processing, marketing,
distribution, financing, and development of
agricultural commodities and resources, including
food, fiber, wood products, natural resources,
horticulture, and other plant and animal
products/resources Program Description Agricultura
l science and technology education is an
organized educational program designed to provide
career exploration and technical preparation for
students who are preparing for career success in
the Agriculture, Food, and Natural Resources
Career Cluster. The knowledge and performance
skills required for successful achievements
and/or advancement in agricultural occupations
constitute the central focus of the
program. Occupational Program of Study The
Agriculture, Food, and Natural Resources Career
Cluster offers sequential career focus programs
of study in pathways.
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• 491150 Agriculture Science Technology
• Credit 1 Grade Levels 9-12
• This is a foundation course for all agriculture
  programs of study. Topics covered include
  general agriculture, FFA, leadership, record
  keeping, Supervised Agricultural Experiences
  (SAEs), animal science, plant science, soil
  science, and agricultural mechanics.
• Does course count in required 38 units and, if
  yes, how Yes Career Technical
• Does course count in the 21 units required for
  graduation Yes
• Licensure required to teach this
  course 010 Agriculture
• 217 Agricultural Sciences Technology
• 218 Agricultural Sciences Technology

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Programs of study (pathways) Agribusiness
Systems
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Power, Structural, and Technical Systems
(Agricultural)
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Animal Systems
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Plant Systems (Biological)
Plant Systems (Horticulture)
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AGRICULTURE SCIENCE AND TECHNOLOGY CLUSTER
AGRICULTURE, FOOD, AND NATURAL RESOURCES PATHWAY
PLANT SYSTEMS (Biological) PROGRAM OF STUDY
PLANT SYSTEMS (Biological) MINIMUM INSTRUCTIONAL
EQUIPMENT AND SOFTWARE
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Elective Agriculture courses to complete 3 unit
program of Study

• Advanced Animal Science, Agricultural
  Apprenticeship Agricultural Business,
  Agricultural Electricity, Agricultural
  Graphics, Agricultural Marketing,
  Agricultural Metals I II Agricultural
  Surveying, Agriculture Mechanics I II
• Agriculture Power Systems I II
  Entrepreneurship
• Agriculture Science Technology Floriculture
• Agriculture Structural Systems I II Forestry
• Animal Science Aquaculture
• Biological Animal Sci Biological Plant Science
  Environmental Resources Food Science
• Greenhouse Management Intro to Horticulture
• Leadership Communications Managing Our Natural
  Res. Nursery/Landscape Plant Science
• Small Engine Technology Turf Grass Management

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CTE Programs of Study for the future

• Will be increased knowledge based rather than
  equipment based
• Will require education beyond high school
• Must include high levels of useful academics
• Must have accommodations for change

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Curriculum Frameworks for Programs of Study
should Determine

• Courses
• Assessment
• Alignment
• Guidance
• Dual Credit
• Work Site learning
• Contextual Teaching

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The essential characteristics of an Ideal
Secondary Program of Study include the following

• Meets state academic standards and grade-level
  expectations
• Meets high school testing and exit requirements
• Meets postsecondary (college) entry/placement
  requirements
• Provides foundation knowledge and skills in a
  chosen career cluster
• Provides opportunities for students to earn
  college credit through dual/concurrent enrollment
  or articulation agreements
• Provides Nationally recognized credentials or
  certifications when applicable.

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• The essential characteristics of an Ideal
  Postsecondary Secondary Program of Study include
  the following

• Opportunities for students to earn college credit
  through dual/concurrent enrollment or
  articulation agreements
• Alignment and articulation with baccalaureate
  programs
• Industry-recognized skills and knowledge in each
  cluster area
• Opportunities for placement in the chosen career
  clusters at multiple exit points

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John L. Davidson Deputy Director Career and
Technical EducationArkansas Department of
Workforce Education501-682-1040

• John.davidson_at_arkansas.gov