Innovating a New State Plan Under Perkins IV Washington, DC Dr. Kathy DAntoni, West Virginia Dr. Jea

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Innovating a New State Plan Under Perkins
IVWashington, DCDr. Kathy DAntoni, West
VirginiaDr. Jeannette Fraser, PennsylvaniaIndia
napolis, IndianaDr. Sheila Ruhland, OregonMr.
Ray Timlin, PennsylvaniaMr. Anthony Landis,
OhioPhoenix, ArizonaDr. Sheila Ruhland,
OregonMs. Dodie Bemis, South DakotaMr. Dennis
Fiscus, ArizonaDr. Lyn Velle, Wyoming
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Perkins IV Whats New?

• Section 3 Definitions - Articulation Agreements
• Added to Section 3 because articulation
  agreements are incorporated into both Title I and
  Title II of Perkins IV.
• Articulation agreement must be in writing and
  requires approval by the lead secondary and
  postsecondary administrators.
• Rationale for this is to call attention to the
  policy issues that prevent a smooth transition
  among the learner transition
• Requires more than two instructors signing
  articulation agreements.
• Title I must include articulation agreements
• Broader focus on 2 4 year articulation (beyond
  Tech Prep)

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Perkins IV Whats New?(continued)

• Programs of Study can link to and build on
  articulation agreements and tech prep programs.
• Program of Study requires a secondary and
  postsecondary sequence of non-duplicative
  instruction leading to a degree, certificate or
  credential.
• Scope of a Program of Study should be broader
  than a specific occupation.

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Perkins IV Whats New? (continued)

• Title II Tech Prep Education
• States must show greater coordination with Basic
  State Grants single plan
• States have flexibility to combine either all, or
  a portion, of their Tech Prep grant with Basic
  State Grant (SEC. 202. Consolidation of Funds)
• If combined, treated as Basic State Grant Funds,
  if separate, definitions and accountability for
  consortia
• Definitions for secondary and post-secondary Tech
  Prep student (SEC. 3. Definitions)
• Accountability Measures (SEC. 203. Indicators of
  Performance)
• Additional content of Tech Prep program
  coordinate activities conducted under title I
  (SEC. 203. Tech Prep Program, Contents of Tech
  Prep Program)
• Revised components for contents of Tech Prep
  programs (SEC. 203. Tech Prep Program, Contents
  of Tech Prep Program)

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Perkins IV

• Definitions
• Postsecondary Education Tech Prep Student
• A student who has completed the 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 described in
  clause (i) or (ii) of section 203(a)(1)(B)
• Secondary Education Tech Prep Student
• A student who has enrolled in 2 courses in the
  secondary education component of a tech prep
  program

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Perkins IV (continued)

• Core Indicators of Performance (SEC. 113.
  Accountability)
• Collect and report data on a state and national
  level
• Consistent data collected for reporting purposes
• Reports program and student outcomes
• Identifies indicators of performance for
  accountability purposes
• Regardless if states combine funds, important
  to collect and report Tech Prep data

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Perkins IV - Indicators of Performance (SEC. 203.
Tech Prep Program, Indicators of Performance
and Accountability)

• The number of secondary education tech prep
  students and postsecondary education tech prep
  students served.
• The number and percent of secondary education
  tech prep students enrolled in the tech prep
  program who
• enroll in postsecondary education
• enroll in postsecondary education in the same
  field or major as the secondary education tech
  prep students were enrolled at the secondary
  level
• (iii) complete a State or industry-recognized
  certification or licensure
• (iv) successfully complete, as a secondary school
  student, courses that award postsecondary credit
  at the secondary level and
• (v) enroll in remedial mathematics, writing, or
  reading courses upon entering postsecondary
  education.

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Perkins IV - Indicators of Performance (continued)

• (c) The number and percent of postsecondary
  education tech
• prep students who
• (i) are placed in a related field of
  employment not later than
• 12 months after graduation from the tech
  prep program
• (ii) complete a State or industry-recognized
  certification or
• licensure
• (iii) complete a 2-year degree or certificate
  program within the
• normal time for completion of such
  program and
• (iv) complete a baccalaureate degree program
  within the
• normal time for completion of such
  program.

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Eight Components for Content of Prep Program

• 1998
• 2) Appropriate Curriculum Design
• 3) Curriculum Development
• 4) In-Service Teacher Training
• 5) Counselor Training
• 6) Equal Access for Special Populations

• 2006
• 2) Program of Study
• 3) Development of Tech Prep Programs for
  Secondary and Postsecondary Education
• 4) In-Service Professional Development for
  Teachers, Faculty, and Administrators
• 5) Professional Development Programs for
  Counselors Designed to enable Counselors to be
  more Effective
• 6) Equal Access to the full range of Technical
  Preparation (including Apprenticeship)
• 8) Coordinate with Activities Conducted under
  Title I

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Program of Study Tech Prep Infrastructure

• Career Pathways
• Coherent, articulated sequence of courses
• Secondary, postsecondary and business
  partnerships
• Provides technical and academic foundation skills
• Earn college credit
• Align with baccalaureate programs
• Opportunity to exit at any point seek employment
• Empirical evidence is maintained
• Source Career Pathways Education with a Purpose.
  D. Hull (2005) pgs. 285-286.

• Tech Prep (TP)
• TP consortia have established Career Pathways
• TP consortia have representatives from all
  sectors and levels
• TP consortia include business reps who provide
  input
• TP consortia have articulation agreements
• Articulation agreements with baccalaureate
  programs
• Utilize business partners for employment
  opportunities
• TP consortia collect data and use for planning
  and decision making

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(8) Coordinate Activities Conducted Under Title 1

• Basic State Grant ( Title I)
• National Programs (Section 114)
• Tribally Controlled Postsecondary Institutions
  (Section 117)
• Occupational and Employment Information (Section
  118)

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Best Practices

• Tech Prep Best Practices
• Texas, Ohio, West Virginia, Florida
• NATPLs Best Practices Handbook
• Why and what made these practices effective
• Secondary and postsecondary systems working
  together to share and collect data.
• Establishing State accountability measures.
• Applicability and expansion under Perkins IV
• Perkins IV justifies what we already know we need
  to be doing.

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Best Practices - Texas

• Secondary and post-secondary data systems talk to
  each other (one system, one identifier, etc.) and
  can integrate employment data (UI wage records).
• Data is reported back to source institutions and
  consortia in understandable graphic format.
• Local consortia use data to modify local
  strategic plans to target resources to attain all
  performance goals.
• Formalized consortium evaluation system using
  official data of student outcomes.
• Link to Texas website http//web-magik.com/techpr
  eptexas/consortia/index.php

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Best Practices Golden Crescent Tech Prep
Consortium, Victoria College, Victoria, Texas

• Saw need to develop software that would
  automatically gather student data and make it
  available to the college so that students would
  be assured of receiving all entitled college
  credits.
• Developed the Career and Technology Education
  Management Application (CATEMA) software that has
  been adopted statewide.
• System creates student portfolios that list
  courses taken in high school and identify
  students Tech Prep pathways.

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Best Practices - Ohio

• The Educational Management Information System
  (EMIS) and the Higher Education Information
  System (HEI) provides consortia with data for
  program improvement.
• State performance indicators are used to measure
  increases in enrollment growth, transitions to
  college, reduction in remediation, and increases
  in special populations and under-represented
  groups.
• Data is used to determine consortia federal and
  state funding.
• Working to link secondary and postsecondary data
  systems for accurate and reliable reporting.

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Best Practices Miami Valley Tech Prep
Consortium, Ohio

• Needed to know whether the pathway methods,
  practices and services employed were working.
• Developed MEtaMorph, a web-based curriculum that
  emphasizes early career guidance, as well as
  academic and technical rigor, as a fundamental
  characteristic of career pathways that lead to
  college transition, college readiness, and
  persistence toward degree.
• Data supports that participation in a Tech Prep
  program has a positive effect on subsequent
  (Sinclair Community College) college performance.

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Best Practices West Virginia

• Competitive grants
• EDGE (college credit) awarded (transcripted)
  instead of articulation credits.
• Ability to use social security number.
• Share data across systems.

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Best Practices Western West Virginia Tech Prep
Consortium, West Virginia

• Uses STARS for initiating program improvement.
• Emphasized developing and offering more associate
  degrees in technical fields.
• Made 48 new EDGE (Earn a Degree, Graduate Early)
  courses available to high school students.
• Conducted professional development to improve
  career advising as well as teaching of core
  academics in all high schools.
• Evaluation revealed only 7.5 percent of EDGE
  students required remedial classes in college,
  compared to a system-wide average of 31 percent.

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Best Practices Florida

• D - Disaggregate data analyze data tease them
• apart display results.
• A - Assess, identify, and prioritize needs.
• R - Review Sunshine State Standards and FCAT
• testing resources to pinpoint deficiencies.
• T - Target and align curriculum, classroom
  instruction
• and assessment by addressing needs and
• deficiencies with new or adapted learning
• activities and available resources.

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Best Practices Orange-Osceola-Valencia
Consortium, Florida

• Collects numbers of participating schools and
• colleges, Tech Prep students, articulation.
• agreements, and placement of Tech Prep students.
• Orange-Osceola-Valencia Consortium Collects
  student
• gender, ethnicity, special needs conditions,
  grade level,
• career path, and grade point average.
• Collects postsecondary remediation rates, program
  
• enrollment, and completion of degrees or
  certificates.
• Compilation allows consortium to make comparisons
  between
• Tech Prep students and non-Tech Prep students.
• Compilation allows consortium to show the number
  of tuition
• dollars saved by students who earn college
  credits while still in
• high school.

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NATPLs Best Practices Handbook

• Accountability
• (Colorado, Connecticut, Florida, Minnesota, Ohio,
  and Texas)
• Articulation
• Career Guidance
• Consortium Development/Business Partnerships
• Curriculum Development
• Innovative Delivery
• Mentoring/Work-Based Learning
• Nontraditional Activities
• Professional Development

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Best Practices- Next Steps

• Create the environment for data collection
• Decide what data to collect
• Obtain the data
• Analyze the data and make a plan
• Implement the strategies
• Share the results

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How to Replicate Best Practices

• Acquire agreements between systems to share data.
• Identify criteria and outcome measures for Tech
  Prep grants. Use this data to determine grant
  awards for the following year.
• Develop a process that requires constant
  improvement.
• Develop reports for end-users in a way that they
  can use the results.

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Adjustments for State Size, Budgets, etc.

• Adjustments would be made in scope of data
  collection but not in application.
• Governance issues need to be addressed but bottom
  line is that the system must be developed where
  it does not exist.
• State size only relates to the actual size of the
  data files, but not to the quality and use of the
  data.

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Lessons Learned

• Collaboration is easy when there is a clear
  win-win for both sides.
• Student outcomes are the only valid data to
  determine the worth of a program and student
  success.
• People do not instinctively know how to use data.
• Progress towards goals need to be measured.

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Discussion Session
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Context and Trends

• How have the economy, social, and political
  contexts changed since Perkins III?
• Trends in CTE? Influence on Tech Prep?

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Context and TrendsExamples

• How have the economy, social, and political
  contexts changed since Perkins III Tech Prep?
• New administration
• Emphasis on scientific research
• Emphasis on academic rigor (NCLB)
• Diverse society minority has become the
  majority
• Less funding at secondary and post-secondary
  levels
• Shifting dollars into new programs and expanded
  high school testing
• Make high-quality CTE pathway programs widely
  available to both youth and career-changing
  adults through a variety of institutions and
  delivery models
• Strengthen national and regional workforce
  quality and economic competitiveness

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Biggest Challenges

• Three biggest challenges facing your community?

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Three Biggest Challenges Facing Your
CommunityExamples

• Data Collection
• Collaboration
• Knowledge of Tech Prep Value

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Biggest Challenges

• How has your state addressed these challenges?
• How will Perkins IV help or hinder these
  challenges?

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How States Have Addressed ChallengesExamples

• EDGE Initiative
• Competitive Grants
• Parental Handbooks and Workshops
• Identify accountability system and use Tech Prep
  definitions

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Innovations and Opportunities

• Three biggest innovations or opportunities in
  your community?
• Underused existing opportunities?
• New opportunities under Perkins IV?

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Leading Change

• How can you inspire change?
• What can you use the Perkins State Plan to
  implement your Plan to achieve your goal agenda?