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PEIMS is a Five Letter Word!

PEIMS is a Five Letter Word!. Ruthie Pe’Vey Kneupper Educational Specialist, CTE Education Service Center, Region 20 Ruthie.kneupper@esc20.net. Welcome!. CTE Compliance and Funding Issues for Vocational PEIMS Coding.

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PEIMS is a Five Letter Word!

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  1. PEIMS is a Five Letter Word! Ruthie Pe’Vey Kneupper Educational Specialist, CTE Education Service Center, Region 20 Ruthie.kneupper@esc20.net

  2. Welcome! CTE Compliance and Funding Issues for Vocational PEIMS Coding We will look at the “WHY” behind the coding for clearer understanding and monitoring

  3. Our Primary Focus for This Training The 110 Record: Coherent Sequencing of Courses for Students

  4. Why Coherent Sequencing of Courses? • Federal Law (Perkins IV) • Compliance Issue (Population on PBMAS) • Accessibility Issue (PR indicator – formerly OCR) • TEC subchapter 29 • TAC subchapter BB • Commissioner’s Rules

  5. Perkins Law States, in part… …every student must be afforded the opportunity to participate in a coherent sequence of courses by 9th grade……

  6. What the means is… Every student has a 4 – 6 year plan in place as they enter the 9th grade.

  7. Client Driven So the question is not “to do, or not to do”… The question for the School District is: “(1)How do we design and deliver these services to best serve our students,(2)meet the requirements of federal law, (3) review and monitor what we code, and (4) to code as accurately as possible?”

  8. The Framework (4) Connections to Post Secondary and/or Employment (3) Individual Coherent Sequence of Courses(A Plan for Each and Every Student) (2) Career Clusters (Achieve Texas) (1) Career Assessment Data

  9. Accountability • If you are missing any one of the PIECES the system will not work (needs to be systemic) • How will you set it up? • How will you monitor it? • How often will you revisit the process? • How often will you review each student?

  10. Let’s Start at the Beginning and Understand Each Piece of the Puzzle – So you can make Informed Decisions #1 Career Assessment

  11. Based on Data Specific to the District – HOMEWORK! • What do students (and otherstakeholders) want? • What does Business and Industry need? (Labor Market Information) • What is instructionally sound? (certifications, PBMAS, connect to post-secondary…) • What programs and teacher certifications are already in place within the district? (Grow your own)

  12. What are Career Assessments Instruments that are used to assist students, and the adultssupporting them, to begin to make focused decisions about course selection (both required and elective), extra-curricular activities, and to build bridges to achieve goals beyond graduation.

  13. Now You Can Make Data-Driven Decisions for your District and Students – You’re not Shooting in the Dark. #2 Career Clusters and Pathways

  14. Career Clusters Clusters of Careers grouped together because many of the activities within the occupations share common or similar skills, tasks, and knowledge. Career Paths are groupings of jobs and occupations and include a variety of different education and skills training levels. www.achievetexas.org

  15. Career Clusters • Don’t re-invent the Wheel • Everybody wants to be a part of a winning Team • Go with your Strengths • Keep them General enough so that EVERY student can find a “Major” or a “Home” • Include Everyone in the process (administration, academics, counselors, parents, community • Don’t forget to Market, Market, Market

  16. www.achievetexas.org

  17. OK! You’ve Laid the Foundation. Now You Can Develop the Plans …and You will Know They are All Data Driven. #3 Individualized Coherent Sequence of Courses (The Plan!)

  18. Coherent Sequence – A Definition A Coherent Sequence of Courses is an individual educational plan made up of developmentally appropriate courses suited for a given career objective or goal. This plan builds upon the academic core components, includes school-based learning and work-based learning experiences leading to both academic and occupational competencies. For PEIMS Coding Purposes, each plan includes 2 or more CTE courses earning a total of 3 or more credits.

  19. Clarification of Definition • An individually developed 4 – 6 year plan, • for each and every student, • Some will include 2 or more CTE classes • Some will total for 3 or more graduation credits. • Should be monitored Annually • Should be adjusted as needed for student’s success

  20. A Sample Form to Use in Developing Individual Student Coherent Sequences of Courses

  21. Developing a Coherent Sequence is EVERYONE’s Job! The purpose of developing a Coherent Sequence of Courses is to provide each student with a focus of study (both academic and CTE). The intent and benefit is improved student achievement.

  22. The Plan is the Deciding Factor in Coding PEIMS for the 110 Record. It’s the most important piece of the puzzle Caution: Code the kid, NOT the class

  23. Don’t Forget to Make the Final Connection. Help Kids to Prepare for Success, No Matter What they Decide to Do #4 Connections to Post Secondary Education ** Dual Credit ** Articulated Credit ** Concurrent Enrollment ** Military Service ** License ** Certifications ** Tech Prep Programs ** and much, much more

  24. Coding Coherent Sequence in PEIMS Record: 110 STUDENT ENROLLMENT Data Element: E0031 CAREER-AND-TECHNOLOGY-ED-IND- Code Table ID C142 CAREER-AND-TECHNOLOGY-ED-IND-CD Code Table Translation When assigning the Career and Technology Indicator Code, include enrollment in all Career and Technology Education courses, regardless of course funding weight. 0 Not enrolled in a career and technology course 1 Enrolled in a career and technology course A student in grades 6-8 who is taking a career and technology education course. A student in grades 9-12 who is taking a career and technology education course, but the student's 4-year plan of study does not outline a coherent sequence of courses in career and technology education. The following codes are for students who on the fall snapshot date: (a) have a 4-year plan to take a coherent sequence of courses in career and technology education, and (b) are enrolled in or have completed a semester of career and technology course(s), which are part of their career and technology coherent sequence of courses. If a student’s 4-year plan changes, then the student could go from a code 2 or 3 to a 0 or 1 in a subsequent school year. 2 Participant in a coherent sequence of courses program A student in grades 9-12 who is enrolled in a sequential course of study, which develops occupational knowledge, skills, and competencies relating to a career concentration. The student should have a 4-year plan of study to take 2 or more career and technology education courses for 3 or more credits. 3 Participant in Tech Prep program A student in grades 9-12 who follows a state approved Tech Prep high school plan of study leading to postsecondary education and training. The student should have a 4-year secondary plan of study that includes 2 or more career and technology education courses for 3 or more credits. The plan must provide at least one option for articulated and/or concurrent credit at the postsecondary level.

  25. This chart is taken from the PEIMS Data Standards Section 2: Data Submission Requirements. To view the entire document please use the following link: http://www.tea.state.tx.us/peims/standards/0506/ds2.doc

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