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Comprehensive Local Needs Assessment (CLNA)

Today's Agenda Step One: Student Performance Step Two: Labor Market Alignment Step Three:  Size, Scope, and Quality Step Four:  Implementing Programs of Study Step Five:  Staff Recruitment and Retention Step Six:  Goals and Budget

Perkins Evolution 2018 2006 Perkins V Changes Netflix IPhone Drones Great Recession Autonomous Vehicles Perkins V Changes 1. More stakeholder input 2. Starts at 5th grade 3. Emphasis on work-based learning 4. State determined levels of performance 5. CTE Concentrator completes two rather than three courses 6. Comprehensive Local Needs Assessment (CLNA)

Comprehensive Local Needs Assessment (CLNA)—Complete Fall 2019 Perkins V Process Comprehensive Local Needs Assessment (CLNA)—Complete Fall 2019 Student Opportunities Data Driven Decisions Directs Budget Decisions Foundation for Local Application Local Application—Complete Spring 2020 Attach CLNA CLNA Aligns With Application Questions

New Four-Year Application Year One CLNA Full Application Year Two Update Budget Update Any Changes to Application Year Three Update CLNA Year Four

Resources CLNA CareerTech Staff Carl Perkins Division Program Administrators Regional Coordinators The Answers to Your Questions—Plus Examples and Definitions Questions/Answers Suggestions Definitions

CLNA Purpose: Increase Student Success CLNA is foundation of local application Identify areas where targeted improvements can increase student opportunities for success No one is perfect—not expected to achieve high scores on all items Results used by applicants to develop stronger programs Direct your budget request Reflect goals identified in Step Six of CLNA Oklahoma Perkins V

Let’s Get Moving Download CLNA Save on Desktop Applicant Information   Individual District/School or Lead School Name: Select Applicant Type: Choose an item. List Consortium District Members: Primary Contact Name: (If consortium, list lead contact) Primary Contact Email Address: Primary Contact Phone Number:

First Things First: Stakeholder Input Stakeholder Participation Team members Postsecondary Business and Industry Representatives of special populations Indian tribes Parents and students Methods for Input ODCTE CLNA training sessions Business and industry Special populations Teacher professional development (posted on ODCTE Perkins V website) One large meeting Advisory committee meetings, i.e. programs, business and industry, academic, etc. Focus groups Student and parent surveys Listening sessions.

Stakeholder Input Today’s Input Business and Industry Workforce Board Special Populations You still need to complete the remainder of the stakeholder input Representatives of Education Entity Representatives of Post- Secondary Institutions Representative of Business and Industry and Workforce Boards Representatives of Agencies Serving Special Populations Representatives of Indian Tribes and Tribal Organizations Parents and Students   CTE Teacher(s) Faculty Business and Industry Out-of-School Youth Career Guidance and Academic Counselor(s)  Administration Workforce Board Homeless Children and Youth Principal(s) At-Risk Youth  Other School Administrators Special Populations

Oklahoma Stakeholder Input Policies and Procedures See: The Answers to Your Questions Stakeholder Input Policies and Procedures Stakeholder input is a required component for the needs assessment. The legislation requires that the applicants seek information from all parties listed in the Stakeholder Table of the needs assessment. These policies and procedures apply to all applicants in terms of obtaining input. Identify representatives for each of the categories listed in the Stakeholder Table.

Six Steps to Completion Six Steps to Completing CLNA 1. Student Peformance All CTE district Programs 2. Labor Market Workforce Region and Statewide Data 3. Size, Scope and Quality Current and Potentional Perkins Funded District Data 4. Implementing Programs of Study Current and Potential Perkins Funded Data 5. Staff Recruitment and Retention All CTE Staff 6. Goals and Budget Perkins Funded Programs Six Steps to Completing CLNA Begin with broad overview—conclude with narrow focus

Step One—Student Performance Data Three Sections District student performance data analysis Download district data Review looking for strengths and gaps in performance Use discussion questions to analyze data The Answers To Your Questions Based on analysis list any actions you need to take to close gaps and strengthen student performance

Step One: Concentrator Definition Secondary—CTE student who has completed at least 2 courses in a program or program of study. Postsecondary—student enrolled in an eligible recipient who has (i) earned at least 12 credits within a career and technical education program or program of study; or (ii) completed such a program if the program encompasses fewer than 12 credits or the equivalent in total. Tech Center postsecondary—two courses or 240 clock hours.

Step One: Special Populations Perkins IV Perkins V Individuals with disabilities Individuals from economically disadvantaged families, including foster children Youth who are in, or have aged out of the foster care system Individuals preparing for nontraditional fields Single parents, including single pregnant women Single parents, including single pregnant women  Displaced homemakers Out-of-workforce individuals Individuals with limited English proficiency English learns Homeless individuals Youth with a parent who is a member of the armed forces and is on active duty

Student Performance Download Analyze No concentrator—although they do have students in this category they do not have any concentrators 00—no students in the category

1S1: FOUR-YEAR GRADUATION RATE School District 1S1: FOUR-YEAR GRADUATION RATE Type of Population Subpopulations CTE Concentrators FY17 Local Actual FY17 State Goal FY18 Local Actual FY18 State Goal   TOTAL 93.67% 94.50% 90.23% 95.00% GENDER MALE 94.48% 89.66% FEMALE 92.44% 90.98% OTHER SPECIAL POPULATIONS DISABLED ECONOMICALLY DISADVANTAGED 91.55% 91.74% SINGLE PARENT 100.00% OUT OF WORKFORCE no concentrators ELL HOMELESS FOSTER CARE ACTIVE DUTY NON-TRAD 93.75% 95.12%

Student Performance—Analyze Data What does it tell you? Where are you meeting success targets Where are the gaps in meeting success targets Review total data line Review special populations results What steps can you take to improve results Look at examples in The Answers To Your Questions Insight from stakeholder input Group discussion and suggestions

Student Performance Next Steps Define performance targets Work-based learning sustained interactions with industry or community professionals in real workplace settings, to the extent practicable, or simulated environments at an educational institution that foster in-depth, firsthand engagement with the tasks required in a given career field, that are aligned to curriculum and instruction. Implement work-based learning data collection process

Student Performance—Activities to Increase Performance List steps you will take to continue to improve performance Will it require a budget to accomplish the steps?

Step Two: Labor Market Alignment Three Sections District student performance data analysis Download data for your region Review looking clusters that lead to high wage, high skill and in- demand clusters Use discussion questions to analyze data The Answers To Your Questions Based on analysis list any actions you need to take to close gaps and strengthen student performance

Step Two—Labor Market Alignment Do programs lead to: High wage—Jobs that pay more than the median wage in an occupation compared to the regional career cluster wage High skill—Jobs that require a high school diploma and postsecondary training/education nor high school diploma and intensive on-the-job training such as an apprenticeship In-demand—Industry sector that has a substantial current or potential impact on the economy, as appropriate, that contributes to the growth or stability of other supporting businesses

Labor Alignment--Download Data https://www.okcareertech.org/about/state- agency/divisions/federal-legislation-assistance/carl- perkins/perkins-v

Southern Region Labor Market Cluster Area Current 2024 2029 Median Salary Agriculture Region 8,773 3,899 7,801 $20.78 State 52,681 26,274 52,578 $21.75 Architecture 13,889 7,900 15,840 $19.43 149,720 87,949 176,595 $20.98 Arts AV and Communication 1,369 640 1,280 $18.74 21,904 10,244 20,485 $19.87 Business 23,515 12,051 24,100 $19.47 283,273 149,066 298,179 $22.31 Education and Training 3,950 2,950 7,906 $18.66 47,232 94,693 $19.25

Step Three: Size, Scope and Quality New Definitions Size—based on Oklahoma CTE Rules Facilities Equipment Classroom size Scope Curriculum Work-based learning Quality High school graduation Academic standards proficiency Science, reading and math Positive placement Program quality Non-traditional enrollment

Step Four: Program of Study Measure Programs of Study in terms of  Sequencing and Articulation Engaging Instruction Student Development Access and Equity

Step Five: Recruitment, Retention and Training Recruitment and Retention Certifications Training for first and second year teachers Instructors that resemble student population, including special populations Professional Development Develop and maintain instructor knowledge Academic and technical integration Working with special populations Work-based learning opportunities Certifications Teaching Program content Oklahoma teacher and administrator PD input posted on Perkins V website by Nov 1

Step Six: Conclusions and Action Items Examples Actions Budget Increasing special populations served: Recruiting students (Tools For Schools) Professional development in addressing individual student needs Develop resource list for special populations Tools for schools $xxxxx Three days of PD  $xxxxx Resource list—free  Equip students to meet workforce needs in Health and Advanced Manufacturing Mannequins Computers Mannequins  $xxxx Computers   $xxxx Academic and guidance counselor to implement programs of studies Staff individual $xxxxx

Next Steps Complete your CLNA Foundation to local application Serve on new local application pilot test team

Call or Email Us Janet Cooper Western Perkins Coordinator Janet.Cooper@Careertech.ok.gov 405.743.5130 Josh Miller Southeast Perkins Coordinator Josh.Miller@Careertech.ok.gov 405.743.6809 Debbie Hamble Northeast Perkins Coordinator Debbie.Hamble@Careertech.ok.gov 405.743.6681 Letha Bauter Federal Programs Manager Leath.Bauther@Careertech.ok.gov 405.743.5569 Stephanie Hodges Financial Analyst Stephanie.Hodges@Careertech.ok.gov 405.743.5431 Lisa Batchelder Chief Financial Officer Lisa.Batchelder@Careertech.ok.gov 405.743.5500 Alice Rushmore Grant Writer Alice.Rushmore@CareerTech.ok.gov 405.743.7893