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Understanding Professional Technical Education by Dena Pengilly

Understanding Professional Technical Education by Dena Pengilly. TOPICS include: Idaho Division of Professional Technical Education PTE Federal Legislation PTE Idaho Legislation PTE Funding and Accountability Related Web Links. Idaho Code. Idaho State Board of Education.

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Understanding Professional Technical Education by Dena Pengilly

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  1. Understanding ProfessionalTechnical Educationby Dena Pengilly TOPICS include: Idaho Division of Professional Technical Education PTE Federal Legislation PTE Idaho Legislation PTE Funding and Accountability Related Web Links

  2. Idaho Code Idaho State Board of Education 2 separate educational agencies in Idaho Idaho Division of Professional Technical Education distribution and oversight of 3 Funding Sources: State Department of Education Federal Funds: Perkins IV Recipients of funds: Secondary Schools State Funds: Added Cost Funds Postsecondary Schools State Funds: Professional Technical School (PTS) Funds

  3. Idaho Division of Professional Technical Education Mission Statement: To provide Idaho's youth and adults with technical skills, knowledge and attitudes necessary for successful performance in a highly effective workplace. http://www.pte.idaho.gov/

  4. The Idaho Division of Professional Technical Education in Idaho Code • Division of Professional-Technical Education Rules: • 55.01.01, Rules Governing Administration55.01.02, Rules Governing Postsecondary Program Reduction or Termination55.01.03, Rules for Professional-Technical Schools

  5. 55.01.01, Rules Governing Administration • IDAPA 55 TITLE 01 CHAPTER 01 • IDAPA 55 - THE DIVISION OF PROFESSIONAL-TECHNICAL EDUCATION • 55.01.01 - RULES GOVERNING ADMINISTRATION • 000.LEGAL AUTHORITY. • 001.TITLE AND SCOPE. The State Board of Education is designated as the State Board for Professional-Technical Education and is responsible to execute the laws of the state of Idaho relative to professional-technical education, administer state and federal funds, and through the administrator of the State Division of Professional-Technical Education, coordinate all efforts in professional-technical education (Sections 33-2202 through 33-2212, Idaho Code). (4-5-00) • 01. Title. These rules shall be known as the IDAPA 55.01.01, “Rules Governing Administration.” (4-5-00) 02. Scope. These rules serve the administration of Professional-Technical Education in Idaho and define the duties of the State Division of Professional-Technical Education. (4-5-00) http://adm.idaho.gov/adminrules/rules/idapa55/0101.pdf

  6. 55.01.02, Rules Governing Postsecondary Program Reduction or Termination • IDAPA 55 TITLE 01 CHAPTER 02 • 55.01.02 - RULES GOVERNING POSTSECONDARY PROGRAM REDUCTION OR TERMINATION • 000.LEGAL AUTHORITY. • The State Board of Education is designated as the State Board for Professional-Technical Education and is responsible to execute the laws of the state of Idaho relative to professional-technical education, administer state and federal funds, and through the administrator of the State Division of Professional-Technical Education, coordinate all efforts in professional-technical education (Sections 33-2202 through 33-2212, Idaho Code). (4-5-00) http://adm.idaho.gov/adminrules/rules/idapa55/0102.pdf

  7. PTE State Funds • Come from Idaho’s General Budget • Earmarked as PTE Funds • FY 2011 Original Appropriation of PTE State Funds = 57.8 million (FY 2021 = $50.5 mil.)(http://www.legislature.idaho.gov/budget/publications/PDFs/FiscalFacts/2010/FFFrame.htm) • PTE State Added Cost Funds are restricted. • They can only be used on very specific PTE related costs. • PTS Funds – schools which qualify receive 33.3% over added cost funds • To qualify, the quality of the program must be above and beyond normal high school program including over 15% of students must travel to the Professional Technical School (PTS).

  8. Qualifying for State Added Cost Funds • Schools must meet the “essential components” of a PT Program to receive funds. • Program managers from the Division of PTE, conduct program reviews in schools and provide support.

  9. Components of a PTE Secondary Program review in 5 essential areas • Administration (examples of: planning, budgeting, specific PT aligned spending) • Staff (example of: instructors must hold a current teaching plus an appropriate PTE endorsement) • Services (example of – coordination with counselor, IEPs) • Facility (example of - maintaining equipment)

  10. Program review in 5 essential areas continue… 5. Program (examples of requirements:) • Classes are offered sequentially for a specific Program of Study • Current approved competency-based curriculum • Program Advisory Board – made up of industry representatives with regular meetings • Leadership through PTE Student Organization • Program goals (reflecting students, business, industry, & community • Program of Study meets industry skills standards • Industry-based technical assessment to measure competency attainment • Idaho Academic Content Standards are integrated into PTE program of study.

  11. PT programs prepare students for the real world!

  12. Did You Know? • 109 Idaho school districts have approved Professional-Technical programs. • 60% of students who graduated from a Professional-Technical High School went on to college. This compares with an overall state rate of 44%. • 88% of students who completed a Professional-Technical college program went on to a training-related job, were in the military, or pursued additional education. Source: Idaho Division of PTE, 2010

  13. Where is career and technical education offered? • Career and technical education is offered in: • middle schools • high schools • community and technical colleges • postsecondary institutions

  14. Examples of PTS programs Automobile Technology Residential Construction Health Science Culinary Arts Collision Repair Welding Digital Home Technology

  15. 55.01.03, Rules for Professional-Technical Schools • The purpose of this rule is to clearly define general implementation criteria, the criteria for approval for funding, the added cost unit calculation, the procedure to follow in calculating average daily attendance (ADA), the process to follow for fund distribution, and program accountability for Idaho Professional-Technical Schools. (3-30-01) http://adm.idaho.gov/adminrules/rules/idapa55/0103.pdf

  16. Programs of Study • A program of study (POS) is sequential and incremental and designed to introduce, develop and reinforce academic and technical skills in an occupational field or career cluster.  • The Idaho Division of PTE aligns POS to industry standards. • Program alignment is tested through Technical Skills Assessments.

  17. Quality PTE Programs must: • align secondary and postsecondary education and lead to an industry-recognized credential or certificate at the postsecondary level or an associate or baccalaureate degree.

  18. Secondary Level Accountability • measured by the academic assessments the state has approved under No Child Left Behind (NCLB) • Graduation rates will also be reported • Technical skill proficiency will include student achievement on technical assessments that are aligned with industry-recognized standards when possible

  19. Professional Technical Schools (PTS) Criteria Idaho Code 55.01.03 • Professional-technical schools are intended to deliver high-end technical education programs that go beyond the scope of traditional professional-technical education. • designed for the type of program and the number of students enrolled • should have state-of-the-art equipment, current technology and strong links to business and industry. (3-30-01) • 02. Professional-Technical School Program. Each program of a professional-technical school shall: (3-30-01) • a. Be based on industry standards that are measurable using a competency-based evaluation system. (3-30-01) • b. Demonstrate a responsiveness to students’ needs and to labor market needs. (3-30-01) • c. Contain a sequence of instruction that follows a set of industry competencies. (3-30-01) • d. Reinforce basic and advanced academic skills. (3-30-01) • e. Have at least one (1) dual credit technical course or be approved for postsecondary credit as part of a Tech Prep agreement. (3-30-01) • f. Promote access and equity for all students and school personnel. (3-30-01) • g. Incorporate active input from an appropriately qualified business/industry technical advisory committee. (3-30-01) • h. Ensure that all programs implement instructional delivery methods that use current teaching and industry technologies. (3-30-01) • i. Employ instructors who hold professional-technical certification to teach the occupation and who also hold a related industry-based credential or equivalent. (3-30-01) • j. Promote the development of leadership, interpersonal and other cross-functional workplace skills through professional-technical student organizations or other appropriate means. (3-30-01) • k. Ensure that the instructional setting is appropriate and effective regarding: (3-30-01)

  20. Performance Measures • The Division of Professional-Technical Education established statewide committees for the purpose of developing performance measures for the core indicators of performance. • There are 8 secondary performance measures. • Performance Measures are specific calculations. • Numerator: # of students who achieve the required level • Denominator: Total # of students possible to qualify (See Idaho’s 5 Year Plan for specific core performance measures. )

  21. Technical Skill Assessment • is the process of documenting the technical knowledge and skills developed by the student during the program of study.  (There is a state approved list of TSA’s for most of the programs of study.) Available at:http://www.pte.idaho.gov/Perkins/Technical_Skill_Assessment.html

  22. HISTORY OF PTE Federal funding

  23. Historical Context • President Woodrow Wilson (1914) commissioned a study of national aid to vocational education • Chaired by Senator Hoke Smith • The 1910 Census Report stressed the need for vocational education • Over 12,000,000 males and females in the United States were engaged in agriculture • Over 14,000,000 were engaged in manufacturing • The report further stated it was likely that less than 1% of these individuals had adequate training

  24. Smith-Hughes Act of 1917 (PL 347) • first national approval of vocational education in the public school in the areas of agriculture, trades and industry, and home economics • Written by Hoke Smith and Dudley Hughes • Also known as the Vocational Act of 1917

  25. Purpose of 1917 Vocational Act • created a Federal Board of Vocational Education to establish and oversee the operation of vocational education. • mandated the creation of state boards to work in cooperation with the Federal Board of Vocational Education. • States are required to submit plans and annual report for vocational programs including teacher training in specific vocational areas.

  26. Separation from Academic Education • The 1917 Vocational Act was intended to promote vocational education in public schools for employment preparation and targeted students over age 14 • The act specified the use of Federal money, given annually until $7,000,000 was reached, for vocational programs below baccalaureate level. • Funds used for teacher training and half of vocational teacher's salaries. • Separation due to funding salaries of vocational teachers but not for the salaries of academic teachers. • The act required students who received instruction from teachers paid with Federal vocational education funds to receive no more than 50 % academic instruction.

  27. OUTCOME OF 1917 Vocational ACT: • Intended to protect the interest of vocational education • Resulted in separating vocational education from academic education (Prentice, 2001) Vocational Education Academics

  28. Results of the Smith-Hughes Act • gave vocational education a place in the public school • Before the act:200,000 vocational students3 million dollars devoted • By late1950's:3.4 million students176 million dollars devoted annually (Prentice, 2001)

  29. Legislative Reauthorization Timeline • Smith-Hughes Act of 1917 • The Vocational Act of 1973 • Carl D. Perkins Act of 1984 – 1st authorizedto increase the quality of technical education within the US to help the economy. • Carl D. Perkins Vocational and Applied Technology Act (Perkins II) in 1990 • Carl D. Perkins Career and Technical Education Act of 1998 (Perkins III) (see http://cte.ed.gov/docs/PL105_332.pdf) • Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV) (see http://cte.ed.gov/docs/perkins_iv.pdf)

  30. 2006 Reauthorization Signed into Law • On August 12, 2006 President Bush signed into law the reauthorization of the Act of 1998. • The new law, the Carl D. Perkins Career and Technical Education Improvement Act of 2006, was passed almost unanimously by Congress.

  31. What is the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV)? • took effect beginning July 1, 2007 • is the principal source of federal funding to states for the improvement of secondary and postsecondary career and technical education programs • Since Perkins IV, Congress has appropriated more than $1.1 billion dollars for grants to states, including the basic state grants (under Title I) and tech prep grants (under Title II)

  32. 2006 Carl D. Perkins Act-Perkins IV • Also known as Career and Technology Education Act • Designed to increase: • academic achievement of career and technical education students, • strengthen the connections between secondary and postsecondary education, and • improve state and local accountability http://www2.ed.gov/policy/sectech/leg/perkins/index.html • funding supports career and technical education that prepares students both for postsecondary education and the careers of their choice.

  33. Carl Dewey PerkinsOctober 15, 1912 - August 3, 1984 • born and educated in Kentucky • practiced Law & served in the military • elected as a Democrat to the 81st Congress • served from 1949, until his death in 1984 • chairman of the Committee on Education and Labor (90th through 98th Congresses, 1967–1984). • Carl helped produce the Economic Opportunity Act of 1964 and Head Start • His legacy of support to education and the under-privileged is shown by the federal student loan (Perkins Loan) and the Carl D. Perkins Career and Technical Education Improvement Act of 2006.

  34. Reason for 2006 Reauthorization • The new law includes three major areas of revision: • 1) Using the term "career and technical education" instead of "vocational education" • 2) Maintaining the Tech Prep program as a separate federal funding stream within the legislation • 3) Maintaining state administrative funding at 5 percent of a state’s allocation

  35. Reason for 2006 Reauthorization continue… • new requirements for “programs of study” that link academic and technical content across secondary and postsecondary education, and strengthened local accountability provisions that will ensure continuous program improvement. • Perkins IV promotes the development of challenging academic and technical standards including preparation for high skill, high wage, or high demand occupations in current or emerging occupations. • Perkins IV is divided into three titles: • Title I Career and Technical Education Assistance to the States • Title II Tech Prep • Title III General Provisions • The law extends through 2012

  36. Idaho’s PTE 2010 Federal Funds(Professional Technical Education) • $6,382,733 Title 1 (Career & Technical Assistance) • $623,977 Title II (Tech Prep) http://cte.ed.gov/docs/Perkins%20IV%20-%20Estimated%20FY%202010%20Allocations%20-%203-11-10.pdf • The Perkins Act provides almost $1.3 billion in federal support for career and technical education programs in all 50 States.

  37. Significant PerkinS IV Changes • increased emphasis on providing students with… high quality programs that include coherent and rigorous content aligned with challenging academic standards. • Programs must prepare students for high wage, high skill or high demand occupations. • increased accountabilityat the State and local levels • Resulting in two separate accountability systems and imposing sanctions for school districts and technical colleges that fail to meet the agreed upon performance levels.

  38. Sanctions • The Idaho Division of Professional-Technical Education may withhold any or all of the Perkins IV funds if a school district or technical college fails to implement a program improvement plan; or fails to make any improvement in meeting any of the local adjusted levels of performance; or fails to meet at least 90 percent of an agreed upon local adjusted level of performance for three consecutive years.

  39. New Perkins IV Requirements! (part 1) • Requires states to distribute secondary funds based on Bureau of the census estimates of: • # of 5 – 17 yr olds • residing in district • from families below poverty level for the preceding fiscal year • determined by most recent “satisfactory data” under section 1124(c)(1)(A) of Elem. & Secondary Educ. Act of 1965 • Compared to total number residing in school district served by all local educational agencies in the state • Must be based on most update income and poverty estimates: http://www.census.gov//did//www/saipe/district.html

  40. New Perkins IV Requirements! (part 2) • States must distribute secondary funds under section 131(a)(1) of the Act • Computations must be based on either • Most updated Income & Poverty estimates reflecting 2007-08 school district boundariesOR • Most updated student enrollment data reflecting the 2007-08 school year obtained at: www.nces.ed.gov/eed/pubagency.asp

  41. Requirement for Collecting Data • The State Division of Professional-Technical Education is required to collect data from Perkins recipients as a requirement. (Perkins 2006) • The "Guide for Secondary Schools" describes the data collecting and reporting procedures. http://www.pte.idaho.gov/pdf/Perkins/Guide_for_Secondary_Schools_4-10.pdf • Data is collected from the schools on the eight (8) performance measures.

  42. Tech Prep Education: • Each state receives Federal funds to implement Tech Prep programs(In 1995, 737,635 U.S. students were involved in Tech Prep.) • designed to strengthen links between secondary and postsecondary schools • Emphasized in: • 1990 Perkins Act • 1994 School To Work Opportunities Act

  43. What is federal Tech Prep Education? • provides assistance to states to award grants for the development and operation of programs consisting of the last two years of secondary education and at least two years of postsecondary education, designed to provide Tech-Prep education to the student leading to an associate degree or a two-year certificate. • Tech Prep education is a 4+2 , 3+2 or a 2+2 planned sequence of study in a technical field beginning as early as the ninth year of school. • The sequence extends through two years of postsecondary occupational education or an apprenticeship program of at least two years following secondary instruction, and culminates in an associate degree or certificate. http://www2.ed.gov/programs/techprep/index.html

  44. 7 Elements ofTech Prep Programs(required by Perkins) • an articulation agreement between secondary and postsecondary consortium participants • a two-plus-two or a four-plus-two (only four- or six-year programs are authorized) design with a common core of proficiency in math, science, communication, and technology • a specifically developed Tech-Prep curriculum • joint in-service training of secondary and postsecondary teachers to implement the Tech-Prep curriculum effectively • training of counselors to recruit students and to ensure program completion and appropriate employment • equal access for special populations to the full range of Tech-Prep programs • preparatory services

  45. How is career and technical education defined? • Perkins IV defines career and technical education as “organized educational activities that offer a sequence of courses that provides individuals with the academic and technical knowledge and skills the individuals need to prepare for further education and for careers in current or emerging employment sectors.” • Career and technical education includes competency-based applied learning that contributes to student’s academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills.

  46. Title I Split between Secondary and Postsecondary • Under Perkins III funds were split: • 65% to secondary schools • 35% to postsecondary institutions • Idaho did not have a reserve under Perkins III. • Under Perkins IV, Idaho reserved $420,000 to support the six regional Advanced Learning Partnerships.

  47. Idaho Consolidates Title I and Title II • Purpose: to fully integrate tech prep into professional-technical education programs. • Sixregional Advanced Learning Partnerships were formed to increase Tech Prep articulation agreements. • The Advanced Learning Partnerships are comprised of representatives from the Technical College, school districts and business and industry in each region. • The role of the Advanced Learning Partnerships is to: • promote and support linkages between secondary and postsecondary programs • improve academic integration • facilitate the transition to baccalaureate degree programs • develop local and statewide articulation agreements

  48. States receive Program Memorandum March 11, 2010 from U.S. Dept. of Education Office of Vocational & Adult Education • RE: Estimated FY 2010 Perkins State Allocations Under Title 1 (Career & Technical Educ. Assistance to States) Under Title 2 (Tech Prep Educ.) of Perkins Act IV • State Funding dates-1st Installment – 25% available July 1Remainder Installment – available October 1 All States must obligate funds by September 30, 2012 and liquidate obligations within 90 days of funding period

  49. Does the Division of PTE have an implementation plan? YES! • IDAHO STATE FIVE-YEAR PLAN • Carl D. Perkins Career and Technical Education Act of 2006 • P.L. 109-270 • July 1, 2008 – June 30, 2013 • Found at: http://www.pte.idaho.gov/pdf/Perkins/ExecutiveSummary.pdf

  50. Who developed Idaho’s PTE Plan? • Idaho Division of PTE developed it in consultation with: • Office of Governor Otter • State Board of Education • Department of Education • Division of Vocational Rehabilitation, • Department of Labor, and the Workforce Development Council. The Division also consulted with • representatives from the six Technical Colleges, • public school districts, teachers, parents, students, interested community members • representatives of special populations • representatives of business and industry • representatives of labor organizations

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