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CARL D. PERKINS SPRING INFORMATIONAL MEETING 2008. Ohio Resource Center The Ohio State University Friday, April 18, 2008 10:00 – 3:00. Federal and State Updates. Ohio’s Perkins 5-Year Plan Posted on ODE web site in sections Excellent Perkins IV Q & A available on web site

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  1. CARL D. PERKINSSPRING INFORMATIONAL MEETING 2008 Ohio Resource Center The Ohio State University Friday, April 18, 2008 10:00 – 3:00

  2. Federal and State Updates • Ohio’s Perkins 5-Year Plan • Posted on ODE web site in sections • Excellent Perkins IV Q & A available on web site • Letters to the Colleges • Ohio’s Strategic Plan for Higher Education

  3. Major Goals For Higher Education • Graduate more students • Keep more of our graduates in Ohio • Attract more degree holders from out of state

  4. Perkins Purposes • Academic and technical skills of secondary and postsecondary learners who enroll in CTE • Quality CTE for disadvantaged learners, including special populations • STEM and other high-skill, high- wage or high-demand workforce development

  5. Perkins IV Major Themes • Rigorous Academic /Technical Integration • Seamless Transitions to Post- Secondary (programs of study) • Accountability for results and improvement • Stronger focus on business/ industry collaboration

  6. Perkins IV Major Themes • Ongoing professional development • Services to special populations • Focus on high skill, high wage or high demand occupations


  8. Guiding Question: How will your planned activities help students, improve programs, and raise performance levels over time?

  9. Key Planning Questions • Planning team organized with key stakeholders identified? • Proactive timeline developed? • Strengths and weaknesses identified? • Alignment of current activities to state plan • Accountability data evaluated and preliminary priority indicators identified?

  10. Local Perkins Plan Development • Timeline • Contents • Approval process • Planning Guide* • Plan Template* • Plan Approval*

  11. Perkins Local Plan Time Line • February – Local plan template and Planning Guide posted to the web • April-May – Regional Meeting Guidance and Local Plan development • June 1 – Local plans due to OBR • June – Local Plan approval/CCIP approval • July 1 – Perkins funds may flow when Local 5-year plan and FY2009 CCIP Plan is approved • Local Plans cover July 1, 2008- June 30, 2013

  12. 5-Year Local Plan Sections • Stakeholder Participation • Program Administration and Development • Program Performance and Evaluation • Services to Special Populations • Professional Development and Staff Retention • Student Services • Assurances/ Signatures

  13. Stakeholder Participation • How will stakeholders be involved in the local plan’s development? • How will Tech Prep Consortia be involved? • How will stakeholders be involved over the life of the plan?

  14. Program Administration and Development • How will C-T programs be carried out? • How will Programs of Study be developed, implemented and publicized? • How will C-T programming and academic integration be accomplished?

  15. Program Administration and Development • How will higher standards through increased rigor for technical and academic attainment be accomplished? • How will technology use be developed, improved or expanded?

  16. Program Administration and Development • How will students be provided All Aspects of an Industry” experience and understanding?

  17. Program Performance and Evaluation • Regularly scheduled collaboration with partners to ensure data accuracy and inform decision making is required • Analysis of disaggregated data is required • Technical skill attainment assessment • Local evaluation leading to continuous performance improvement

  18. SERVICES TO SPECIAL POPULATIONS • Describe how a recipient will assure and provide: • Equal Access • Non-Discrimination • Activities that prepare special populations for meeting performance targets in programs leading to high-skill, high-wage or high-demand occupations leading to self sufficiency

  19. SERVICES TO SPECIAL POPULATIONS • Special Populations include: • Individuals with disabilities • Individuals from economically disadvantaged families, including foster children • Single parents, including single pregnant women • Displaced homemakers • Individuals with limited English proficiency • Migrant students

  20. SERVICES TO SPECIAL POPULATIONS • How will programs be evaluated? How will any barriers to special populations be addressed? • How will data collected be used to identify areas of weakness and develop appropriate improvement plans and strategies?

  21. SERVICES TO SPECIAL POPULATIONS • Promotion of Preparation for Non-Traditional Fields • How will funds be used? • Non-Traditional Field – one gender comprises less than 25% of those employed • Participation indicator • Completion indicator

  22. Professional Development/Staff Retention • More prescriptive than in previous act • Academic integration, ongoing nature of PD • In-service and pre-service activities • How will teachers be better prepared to effectively serve special populations, including students with disabilities? • What efforts are planned to improve the recruitment and retention of technical program faculty, including those from underrepresented groups?

  23. Professional Development/Staff Retention • Describe efforts to improve recruitment and retention of: • Teachers, faculty, academic and guidance counselors, including individuals from underrepresented groups within the teaching profession, and facilitate their transition from business and industry

  24. Student Services • What is planned in terms of career guidance academic counseling? • Programs of study information (required)

  25. Career Guidance and Academic Counseling • How will it be provided? • Include linkages to future education and training opportunities…

  26. Student Services The 3% Earmark Purposes: • Promote secondary-postsecondary and business/industry collaboration • Promote seamless transitions • Promote programs responsive to regional workforce needs • Provide supports to career technical education learners at all levels

  27. Student Services The 3% Earmark • How will assessment and intervention Activities/services that support the Perkins vision be provided? • How will secondary and post secondary recipients including Tech Prep Consortia collaborate on these activities?

  28. Student Success Strategies • Diagnostic assessment/intervention • Technical/academic integration • Inquiry-based curriculum/instruction fostering problem-solving, creativity, innovation and critical thinking • Seniors to Sophomores

  29. Plan Approval Process Local 5-Year Perkins Plan approved FY2009 CCIP approved Funds flow to recipient

  30. Perkins Local 5 Year Plan Submission & Approval Procedure (Secondary, Adult Workforce and Post Secondary (College) Recipients) Download copy of plan template to desktop Revised plan approved by Consultant. Sent to AFS AD for final review and approval Fill out plan Checking boxes Or adding text Once approved, an email is sent to primary contact confirming approval Recipient prints hard copy of approved plan document and gets appropriate signatures Email draft plan to the ODE Consultant or OBR representative For approval Recipient mails the original hard copy to appropriate ODE/OBR consultant to secure remaining signatures No Revisions? ODE/OBR Consultant reviews plan using rubric, noting any needed revisions via email A plan approval letter signed by AFS AD and a hard copy Of the signed, approved 5 year plan will be mailed to The CTPD/college contact and the superintendent/college President. Revisions made at the local level. Email revised plan to appropriate ODE/OBR consultant.

  31. Approval Requirements? • Is the described activity reasonable? • Is it consistent with Section 135 – Allowable and permissible uses of funds? • Do the activities selected/described address performance improvement initiatives? • Generally, in subsections where “required activities” are pre-selected, at least one additional activity is needed • If in doubt, contact us!


  33. Perkins Purposes • Academic and technical integration • Secondary and postsecondary connections • Connections with business and industry

  34. Perkins Purposes • Quality CTE for special populations. • STEM and other high-skill, high-wage or high demand workforce development.

  35. Key Concepts in Plan Program of Study –a “pipeline” approach • 8-16 encouraged • Articulated/dual credit • Labor market connected • 9-14, non-duplicative curriculum plan

  36. Programs of Study • Employer/economy-responsive: aligned with STEM and other high wage, high- skill or high-demand careers • Facilitate Statewide Articulation (e.g., Career-Technical Credit Transfer - CT2) • Articulated; may include dual enrollment

  37. PROPOSED CRITERIA FOR PROGRAMS OF STUDY INCLUDE: • Required academic and technical coursework at grades 9 through the associate degree, minimally, and based on an Ohio pathway identified in one of Ohio’s 16 career fields • Courses listed by course title

  38. PROPOSED CRITERIA FOR PROGRAMS OF STUDY INCLUDE: • Sequenced by grade level • Recommended academic and technical electives • Assurance that applicable course descriptions are available

  39. PROGRAM OF STUDY CRITERIA • Assurance of the alignment of courses to State academic and technical content standards and regulatory business and industry standards where applicable. • Identification of appropriate and obtainable industry credentials. • Identification of articulated and/or dual enrollment/postsecondary credit.

  40. PROGRAM OF STUDY CRITERIA • Adult workforce education opportunities. • Provisions to meet the needs of special populations. • Identification of coursework that addresses creative, innovative, artistic and/or design-oriented knowledge and skills.

  41. The Value of the Program of Study • Shows the criticality of academics supporting career-technical education • Directs students to take the academics appropriate to their chosen career interest • Demonstrates the pathway leading to articulated credit

  42. The Value of the Program of Study • Shows the postsecondary coursework they would take in their chosen pathway • Marketing and communication tool for parents and students

  43. What the Program of Study Really Does Shows how all of the local stakeholders have worked together and done their homework to design a model for the “perfect” student pathway.

  44. What the Program of Study Really Does Shows the student that if you want to be this, then here are the kinds of courses you would take and the things you would learn.

  45. What the Program of Study Really Does • The POS is not necessarily a lock-step, sealed in stone route that has to be followed as printed, exactly the same way for every student. • The POS is a model that must be fluid, flexible and adaptable.

  46. Implications, Challenges, Opportunities • Institutionalization • Stronger relationships (Sec/PS/Bus) • Seamless curricular transition to postsecondary • Assurances of collaboration • Assurances of alignment to CF Technical Content Standards or relevant B/I standards

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