The Carl D. Perkins Act of 2006

An Overview for Career and Technical Education

WI Dept. of Public InstructionAcademic Excellence Division

Deborah Mahaffey, Assistant State SuperintendentSharon Wendt, Career and Technical Education Director

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The Evolution of Secondary Career and Technical Education

Focus on preparation and transition to postsecondary education and career/employment.

CTE programming stressing academic, technical, and 21st century knowledge and skills.

CTE programming emphasizing rigor, relevance and relationships.

Emphasis on ultimate achievement of a degree, certificate and/or credential.

Actively participate in education, workforce development and economic development efforts.

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Statement of Purpose

The purpose of this Act is to develop more fully the academic and career and technical skills of secondary education students and postsecondary students who elect to enroll in career and technical education programs, by—

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Purpose (continued) building on the efforts of States and localities to develop challenging academic and technical standards and to assist

students in meeting such standards, including preparation for high skill, high wage, or high demand occupations in current or emerging professions;

promoting the development of services and activities that integrate rigorous and challenging academic and career and technical instruction, and that link secondary education and postsecondary education for participating career and technical education students;

increasing State and local flexibility in providing services and activities designed to develop, implement, and improve career and technical education, including tech prep education;

conducting and disseminating national research and disseminating information on best practices that improve career and technical education programs, services and activities;

providing technical assistance that— promotes leadership, initial preparation, and professional development at the State and local levels; and improves the quality of career and technical education teachers, faculty, administrators, and counselors;

supporting partnerships among secondary schools, postsecondary institutions, baccalaureate degree granting institutions, area career and technical education schools, local workforce investment boards, business and industry, and intermediaries; and

providing individuals with opportunities throughout their lifetimes to develop, in conjunction with other education and training programs, the knowledge and skills needed to keep the United States competitive.”

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CPA 3 & 4 ComparisonArea Perkins 3 Perkins 4

Organization 3 separate titles

Same

State Administration 5%

Same

Setasides None (see state leadership)

Same

State Leadership 10% with 2 requirements: * Up to 1% for incarcerated; * $60-150,000 for nontraditional employment activities

Same

State to Local Formula

70/ 20/ 10 in first year 70/ 30 in ensuing years based on 15-19 yr old poverty rate (70%) and total enrollment (30%)

70/ 30 on Chapter I counts (70%) and total enrollment (30%)

Local Funds to be Allocated

85% by above formula including up to 10% State Reserve

Same

Special Populations CPA 3 definition includes: -individuals with disabilities; -individuals from economically disadvantaged families, including foster children; -individuals preparing for nontraditional training and employment; -single parents; including single pregnant women; -displaced homemakers; -and -individuals with other barriers to educational achievement, including individuals with limited English proficiency Funds may be used for programs and/ or services

CPA 4 definition includes: -individuals with disabilities; -individuals from economically disadvantaged families, including foster children; - -individuals preparing for non-traditional fields; -single parents, including single pregnant women -displaced homemakers; -individuals with limited English proficiency Funds must be used for programs and/ or services

Tech Prep Separate in Title II Same – Can be merged into Title I Gender Equity ‘Gender equity’ eliminated and replaced with

‘nontraditional training and employment’. Changed to “Non-traditional fields”

Minimum allocation Met or Consortiums required

Secondary - $15,000 minimum Postsecondary - $50,000 minimum

Same Includes Charter schools in Title I formula for secondary

Local Administration 5%

Same

Accountability Performance measures for 4 core indicators: academic, vocational and technical skills; credential attainment; placement/ retention; and nontraditional program participation and completion. LIP continues, SLJP does not. State Improvement Plan (SIP) with possible financial sanctions or incentive awards based on state performance. Clear focus on student achievement as measure of federal investment.

Performance measures for 6 core indicators: Academic attainment tied to NCLB; Career and technical skills tied to industry-recognized standards; Credential attainment; Graduation rates tied to NCLB; Placement; and Nontraditional program participation and completion. (Section 113). State and Local Adjusted Levels of Performance for core indicators. States can be sanctioned and they can sanction Locals. Both are subject to Improvement Plans (Section 123).

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CPA 4:Core Indicators of Performance – Secondary Level

Academic Attainment – Reading/Language Arts Required 2007-08

Academic Attainment – Mathematics Required 2007-08

Technical Skill Attainment Required Beginning in 2008-09

Secondary School Completion (e.g. diploma, GED or other-recognized credential, proficiency credential including industry certificate, etc.)

Required Beginning in 2008-09(Proposing to use for graduation in 2007-08 until NCLB cohort is available)

Student Graduation Rates Required 2007-08

Student Placement Required Beginning in 2008-09

Nontraditional Participation Rates Required Beginning in 2008-09

Nontraditional Completion Rates Required Beginning in 2008-09

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Spirit of the Perkins ActLeading CTE into the 21st Century by:

Embracing a global perspective Program improvement and advancement Ensuring modern, durable and rigorous CTE

programs Closing academic and technical achievement gaps Promoting postsecondary education for all

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The WI State Perkins Plan One-Year Transition Plan Five-Year State Plan

SEC. 122. STATE PLAN. “(c) Plan Contents.—The State plan shall include information that— ….(1) (A) the career and technical programs of study, which may be adopted by local educational

agencies and postsecondary institutions to be offered as an option to students (and their parents as appropriate) when planning for and completing future coursework, for career and technical content areas that-- (i) incorporate secondary education and postsecondary education elements;

(ii) include coherent and rigorous content aligned with challenging academic standards and relevant career and technical content in a coordinated, nonduplicative progression of courses that align secondary education with postsecondary education to adequately prepare students to succeed in postsecondary education;

(iii) may include the opportunity for secondary education students to participate in dual or concurrent enrollment programs or other ways to acquire postsecondary education credits; and

(iv) lead to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree;”

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Local Perkins Applications

SEC. 134. LOCAL PLAN FOR CAREER AND TECHNICAL EDUCATION PROGRAMS. “(b) Contents.—The eligible agency shall determine requirements for local plans, except that each local plan shall—

….(3) (A) offer the appropriate courses of not less than 1 of the career and technical education programs of study described in section 122(c)(1)(A).”

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The Career Clusters and

Pathways Model

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Any Questions?

Thank you!!!!!