Perkins IV

1. Perkins IV History Funding Performance Requirements Data Reporting Perkins Report Card CTE New Teacher Professional Development MTSU July 21, 2008

2. What We Hope to Accomplish • TLW will understand Perkins and State Requirements; • TLW know how we get our funds; • TLW understand the reporting requirements for Perkins IV that directly affect them; • TLW know the reasons for the data reporting and time lines; • TLW understand the base-line negotiation process; • TLW know the data we collect for the Perkins Report Card.

3. Challenge • Our challenge is to address the needs and support the requirements as related to Perkins IV and the new High School Policy

4. Carl Perkins  Don't step on my blue suede shoes    (1932-1998)

5. Carl D. Perkins Career and Technical Education Act of 2006 “…will allow students … to get a vision of what can be achieved, what they can do in technical education and what they can do in employment opportunities and what a better future they can have. This should be billed as a hope bill, …” Rep. Ralph Regula July 27, 2006

6. Congressman Carl D. Perkins (KY) I don’t sing, but I was instrumental in passing the Vocational Education Act of 1963. (1912-1984)

7. History of the Legislation • 1914 – Smith Hughes Act • 1963 – The Vocational Education Act of 1963 Amended in 1968 and 1976 • 1984 – The Carl D. Perkins Vocational Act • 1990 – The Carl D. Perkins Vocational and Applied Technology Education Act • 1998 – The Carl D. Perkins Vocational and Technical Education Act • 2006 – The Carl D. Perkins Career and Technical Education Act

8. Carl D. Perkins Career and Technical Education Act of 2006 Highlights

9. Perkins 2006 Highlights Increased Accountability

10. Accountability • New components for the Basic Grant • Local performance targets will be negotiated • Local programs held responsible to meet targets • Improvement plans required for failure to meet targets • Programs may be sanctioned for continued failures to meet targets

11. Accountability • Academic attainment and graduation rates now aligned with state’s No Child Left Behind (NCLB). • Technical assessment aligned with industry-recognized standards, when possible • Student placement in high-skill, high-wage, or high-demand occupations or professions must be measured

12. Perkins 2006 Highlights Programs of Study

13. Programs of Study • Every local recipient must offer at least one CTE Program of Study* • Must include secondary and postsecondary alignment • Must include coherent and rigorous course content (academic and technical) • May include dual enrollment/credit opportunity • Must lead to an industry-recognized credential, certificate or postsecondary degree

14. Perkins 2006 Highlights • Focus on rigorous academic and technical achievements • Recruitment and retention of CTE teachers, faculty, and counselors • Nontraditional occupation training and employment

15. Perkins 2006 Highlights • In-depth career exploration • Professional development guidelines are both expanded and tightened. • Permissive uses – provides flexibility and offers option to focus funds for improved performance*

16. Carl D. Perkins Career and Technical Education Act of 2006 Required Activities

17. Required Activities • Assess CTE programs funded with Perkins, with a focus on special populations • Develop, improve, or expand the use of technology in CTE • Provide professional development programs

18. Required Activities • Support for CTE education programs • emphasizes coherent and relevant content aligned with challenging academic standards • Provide preparation for nontraditional fields • Support partnerships that enable students to complete career and technical programs of study

19. Required Activities • Serve individuals in state institutions • Support programs for special populations that lead to high-skills, high-wage, or high-demand occupations • Provide technical assistance for eligible recipients

20. Carl D. Perkins Career and Technical Education Act of 2006 Permissive Activities

21. Permissive Activities • Establish articulation agreements between secondary and postsecondary CTE programs • Support of student leadership organizations • Support to improve or develop new CTE courses and initiatives, including career clusters, career academies, and distance education

22. Permissive Activities • CTE programs for adults and school dropouts to complete their secondary school education • Assist students with job-placement and continuing education • Improve career guidance and academic counseling programs

23. Permissive Activities • Support initiatives to facilitate the transition of CTE students into baccalaureate degree programs • Statewide articulation agreements • Dual and concurrent postsecondary enrollment programs • Academic and financial aid counseling • Other initiatives to overcome barriers to participation in such programs, including geographic barriers affecting rural students and special populations

24. Permissive Activities • Award incentive grants to local recipients for exemplary performance • Support entrepreneurship education and training • Development of valid and reliable assessments of technical skills • Developing and enhancing data systems to collect and analyze CTE outcomes data

25. Permissive Activities • Improve recruitment and retention of CTE teachers, faculty, administrators, and career guidance and academic counselors • Support for occupational employment information resources

26. Perkins IV • Accountability - specific performance targets on each performance indicator • Locals may choose to accept the state performance targets or negotiate levels • Sanctions for failing to meet 90% of the performance target • Alignment with NCLB academic assessments and graduation rates • Technical assessments that align to industry-recognized standards • Academic and Technical Integration • Connections between Secondary and Postsecondary

27. Tennessee Demographics • CTE serves 128 school systems in Tennessee • 362,973 students were enrolled in Career and Technical courses (duplicate count) 2006-07 • Agricultural Education--------------------------33,821 • Business Technology Education------------89,351 • Contextual Academics-------------------------10,497 • Family and Consumer Science--------------54,345 • Health Science Education--------------------22,318 • Marketing Education---------------------------17,227 • Technology Engineering Education---------9,228 • Trade and Industrial Education-------------86,260

28. Demographics • 58.66% of all secondary students in Tennessee take a CTE course • Students with Disabilities served by CTE- 12, 746 • Economically disadvantaged students served by CTE-54,123 • Limited English Proficiency students served by CTE-2,735

29. Perkins Funding$25+Million • Basic State Grant - ”Such sums as may be necessary” for each fiscal years 2007 through 2013 is authorized for the Basic Grant. [Section 9] • Funding will continue 5 years and a new reauthorization after that • The President must submit a budget each year for the law

30. Distribution of funds • The state to local formula is the same as the 1998 Act • The formula includes 30 percent allocation to LEAs based on the number of 5 to 17 year-olds who reside in each school district • 70 percent allocated to LEAs based on the number of 5-to 17 year-olds below the poverty line based on data collected under ESEA • Population counts must come from the most recent satisfactory data from the National Center for Education Statistics or have been provided by the Census Bureau for ESEA Title I eligibility purposes

31. Distribution of Funds • An LEA must qualify for a grant of a least $15,000 under the allocation formula, or • It must enter into a consortium that meets the minimum allocation • Waivers do support rural, sparsely populated area or public charter schools operating CTE programs

32. Within State Allotment • 5% Administration Support • 10% State Leadership • 85% formula distribution to local systems • Within the 85% there is a secondary and postsecondary split • 15% of the 85% goes to TBR--Grants • 10% of the 85% goes into a Reserve which is split between secondary and postsecondary • The remainder flows by formula to LEAs

33. 2008-09 PERKINS IMPROVEMENT FUNDS Basic Grant - Title I & II $25,623,791 100% State Funds $3,843,569 Flow Thru Funds $21,780,222 Total 10% Reserve $2,178,022 15% 85% Less Reserve $19,602,200 State Administration $1,281,190 Post Secondary Funds TBR $2,940,330 5% (15%) (85%) TN Dept. of Education $16,661,870 State Leadership $2,562,379 Post Secondary Leadership $294,033 10% Competitive Grant Process Nontraditional Training & Employment $60,000 Low Income Population $11,663,309 Formula 70% Youth Population $4,998,561 Formula 30% 1%Corrections

34. State funding • Career and Technical Division receives over Four (4) Million in State funding which supports: • Assistant Commissioner • Program Consultants • Support Staff • State Leadership activities • Special Projects (HSTW,JTG, Governor’s Schools, Kuder, ABC, AYES)

35. STATE Expenditures for CTE • Funds reported by local education agencies that were spent on CTE for 2006-07- • Instruction--$203,041,941 • Staff Expenditures---$12, 507,127 • Perkins Improvement--$18,271,434.51 These funds come from the Basic Education Program (BEP) and from local system support usually in approximately 30%-70% split. This is based on an index for an LEAs ability to pay.

36. Accountability--What do we measure? 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.

37. 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

38. 1S1: Academic Attainment – Reading/Language Arts • Numerator-Number of CTE concentrators who took the ESEA assessments in reading/language arts whose scores were included in the State’s computation of AYP and who, in the reporting year, left secondary education. • Denominator- TN- The count of CTE concentrators in Gateway English II and Writing tests having performance level of proficient, advanced, or below (or who took the English II and Writing tests) and left secondary education in the reporting year.

39. 1S2: Academic Attainment – Mathematics • Numerator- Number of CTE concentrators who took the ESEA assessments in mathematics whose scores were included in the State’s computation of AYP and who, in the reporting year, left secondary education. • Denominator-TN: The count of CTE concentrators in Gateway Algebra I test having performance level of proficient, advanced, or below (or who took the Algebra I test) and left secondary education in the reporting year.

40. 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.

41. 3S1:Secondary 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.

42. 4S1: Student Graduation Rates • Numerator- The count of CTE concentrators who, in the reporting year, were included as graduated in the State’s computation of its graduation rate as described in Section 1111(b)(2)(C)(vi) of the ESEA. • Denominator- TN:The count of CTE concentrators who graduated (on-time graduation, defined as graduated between 8/16/2005 and 8/15/2006 with regular diploma) in the reporting year.

43. 4S1: Student Graduation Rates • Numerator : Number of CTE concentrators who, in the reporting year, were included as graduated in the State’s computation of its graduation rate as described in Section 1111(b)(2)(C)(vi) of the ESEA. • Denominator-TN:The count of CTE concentrators who were included in the State’s computation of its graduation rate (graduated between 8/16/2005 and 8/15/2006 with regular or special education diploma, GED, certificate of attendance; or drop-outs) in the reporting year.

44. 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.

45. 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.

46. 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.

47. Data Reporting Local School Systems • Class performance entry • Follow-up entry • Student information verification • Teacher information verification • CTE Teacher class attestation • CTE Director system approval

48. Data Reporting State CTE Division • Course enrollment (EIS) • Teacher/student information (EIS) • Identify participants programmatically • Identify concentrators programmatically • Graduation/Drop-out roster • Gateway tests results • Generate nontraditional course list

49. Data Reporting 2007-08 • Academic Attainment 1S1 and 1S2 & • Graduation 4S1 • Concentrators who scored proficient and advanced on NCLB assessments • 2005-06 Baseline performance level determination - students who have three earned CTE credits in a program area.

50. Data Elements • NLCB Elements • First time test takers • A snap shot for the reporting year • Algebra 1, English II and Writing Assessment • Graduation and drop-outs