Perkins IV Secondary Indicators

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Perkins IV - Secondary Indicators

• Carol Brooks
• Illinois State Board of Education

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Intent of Perkins IV

• The Carl D. Perkins Career and Technical
  Education Improvement Act of 2006 makes several
  key changes regarding accountability and program
  improvement.

3
State and Local Accountability

• Under the 1998 law, the major provisions of the
  Perkins accountability system applied only to
  states. The new law extends the accountability
  system to local programs as well.

4
Performance Indicators

• Under the 2006 law, states and local programs
  will be required to report on separate core
  performance indicators for secondary and
  postsecondary students. Measures for each
  indicator must be valid and reliable.

5
Secondary Definitions

• CTE Participant A secondary student who has
  earned one (1) or more credits in any career and
  technical education (CTE) program area.

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Secondary Definitions

• Program Area Program of Study, Sequence of
  courses (Cluster/Pathway).
• Course One hour year long study or one semester
  multiple hour block or other state time standard
  of state designation.

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Secondary Definitions

• CTE Concentrator A secondary student who has
  earned three (3) or more credits in a single CTE
  program area (e.g., health care or business
  services), or two (2) credits in a single CTE
  program area, but only in those program areas
  where 2 credit sequences at the secondary level
  are recognized by the State and/or its local
  eligible recipients.

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Secondary Indicators

• 1S1 Academic Attainment Reading /
  Language Arts
• 1S2 Academic Attainment Mathematics
• 2S1 Technical Skill Attainment
• 3S1 Secondary School Completion
• 4S1 Student Graduation Rates
• 5S1 Secondary Placement
• 6S1 Nontraditional Participation
• 6S2 Nontraditional Completion

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1S1 Academic Attainment Reading/Language Arts

• Numerator Number of CTE concentrators who have
  met the proficient or advanced level on the
  Statewide high school reading/language arts
  assessment administered by the State under
  Section 1111(b)(3) of the Elementary and
  Secondary Education Act (ESEA) as amended by the
  No Child Left Behind Act based on the scores that
  were included in the States computation of
  adequate yearly progress (AYP) and who, in the
  reporting year, left secondary education.
• Denominator Number of CTE concentrators who took
  the ESEA assessments in reading/language arts
  whose scores were included in the States
  computation of AYP and who, in the reporting
  year, left secondary education.

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1S2 Academic Attainment Mathematics

• Numerator Number of CTE concentrators who have
  met the proficient or advanced level on the
  Statewide high school mathematics assessment
  administered by the State under Section
  1111(b)(3) of the Elementary and Secondary
  Education Act (ESEA) as amended by the No Child
  Left Behind Act based on the scores that were
  included in the States computation of AYP and
  who, in the reporting year, left secondary
  education.
• Denominator Number of CTE concentrators who
  took the ESEA assessments in mathematics whose
  scores were included in the States computation
  of AYP and who, in the reporting year, left
  secondary education.

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2S1 Technical Skill Attainment

• Numerator Number of CTE concentrators who
  passed technical skill assessments that are
  aligned with industry-recognized standards, if
  available and appropriate, during the reporting
  year.
• Denominator Number of CTE concentrators who
  took the assessments during the reporting year.

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2S1/1P1 Technical Skill Attainment

• Final Desired Approach
• Gold An external 3rd party (eg. ASE) assessment
  of state/industry/postsecondary agreed upon
  standards (clusters/pathways)
• Interim Approach
• Silver Teacher/Instructor developed assessment
  of state/industry/postsecondary agreed upon
  standards (clusters/pathways) meeting state
  established validity and reliability guidelines
• Bronze No longer available after phase-in
  period includes other indicators of technical
  skill attainment such as GPA, course completion,
  program completion, etc.

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3S1Secondary School Completion

• Numerator Number of CTE concentrators who
  earned a regular secondary school diploma, earned
  a General Education Development (GED) credential
  as a State-recognized equivalent to a regular
  high school diploma (if offered by the State) or
  other State-recognized equivalent (including
  recognized alternative standards for individuals
  with disabilities), or earned a proficiency
  credential, certificate, or degree, in
  conjunction with a secondary school diploma (if
  offered by the State) during the reporting year.
• Denominator Number of CTE concentrators who left
  secondary education during the reporting year.

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4S1 Student Graduation Rates

• Numerator Number of CTE concentrators who, in
  the reporting year, were included as graduated in
  the States computation of its graduation rate as
  described in Section 1111(b)(2)(C)(vi) of the
  ESEA.
• Denominator Number of CTE concentrators who, in
  the reporting year, were included in the States
  computation of its graduation rate as defined in
  the States Consolidated Accountability Plan
  pursuant to Section 1111(b)(2)(C)(vi) of the ESEA.

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5S1 Secondary Placement

• Numerator Number of CTE concentrators who left
  secondary education and were placed in
  postsecondary education or advanced training, in
  the military service, or employment in the second
  quarter following the program year in which they
  left secondary education (i.e., unduplicated
  placement status for CTE concentrators who
  graduated by June 30, 2007 would be assessed
  between October 1, 2007 and December 31, 2007).
• Denominator Number of CTE concentrators who left
  secondary education during the reporting year.

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6S1 Nontraditional Participation

• Numerator Number of CTE participants from
  underrepresented gender groups who participated
  in a program that leads to employment in
  nontraditional fields during the reporting year.
• Denominator Number of CTE participants who
  participated in a program that leads to
  employment in nontraditional fields during the
  reporting year.

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6S2 Nontraditional Completion

• Numerator Number of CTE concentrators from
  underrepresented gender groups who completed a
  program that leads to employment in
  nontraditional fields during the reporting year.
• Denominator Number of CTE concentrators who
  completed a program that leads to employment in
  nontraditional fields during the reporting year.

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PIV PIII

• 1S1 Academic Attainment Reading /
  Language Arts
• 1S2 Academic Attainment Mathematics
• 2S1 Technical Skill Attainment
• 3S1 Secondary School Completion
• 4S1 Student Graduation Rates
• 5S1 Secondary Placement
• 6S1 Nontraditional Participation
• 6S2 Nontraditional Completion

• 1S1 Academic Skill Attainment (Proxy)
• 1S2 Occupational Skill Attainment (Proxy)
• 2S1 High School Completion
• 3S1 Placement in Employment and/or Continuing
  Postsecondary Education
• 4S1 Nontraditional Program Participation
• 4S2 Nontraditional Program Completing

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Performance Levels

• States must at minimum include objective,
  quantifiable, and measurable target performance
  levels for each of the core performance
  indicators.

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Performance Levels

• The law requires the Secretary of Education and
  States to negotiate performance measures for the
  first two program years covered by the State plan
  and reach agreement.

21
Performance Levels

• These negotiations would be repeated in
  subsequent years, prior to the third and fifth
  program years covered by the State plan.

22
Performance Levels

• Local programs must either accept the state
  adjusted levels of performance as the local
  levels of performance or negotiate with the State
  to reach agreement on new local adjusted levels
  of performance.

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Performance Levels

• Local performance levels must also be objective,
  quantifiable, and measurable.

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Disaggregation of performance data

• The law requires State and local programs to
  annually report on the performance of CTE
  students.
• Data must be disaggregated by special populations
  (as defined in the Act) and subgroups as defined
  under the No Child Left Behind Act (NCLB).

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Resource

• Publisher ACTE
• Date published 2006
• ISBN bperkins06
• Member price 34.95
• Non-member 39.95
• www.acteonline.org

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CAR Reporting Timeline