Career & Technical Education: Carl D. Perkins (VTEA) Funding April 2009 Division of Teaching & Learning

2 Career & Technical Education Planning Every school across the city is expected to provide opportunities for students to meet the Career Development & Occupational Standards (CDOS). Schools may seek to develop and operate more formalized programs of study to further student achievement and assure postsecondary success. A CTE Programs of Study must be consistent with the elements necessary for a rigorous secondary experience coupled with industry-specific training, work-based learning and opportunities for postsecondary advancement or employment. Planning for implementation of a CTE Program of Study requires careful assessment of the school-wide mission, needs, and overall student achievement goals. Regular school-wide planning should consider the value of the CTE program of study toward furthering student achievement goals, and evaluate the program’s relative strengths and areas for development.

3 Program Approval & Quality Indicators for a CTE Program of Study The CTE Program Approval Process serves to externally validate the quality of CTE program implementation in light of the Quality Indicators for a CTE Program. A quality CTE Program of Study includes the following elements: >Rigorous standards for graduation, reflecting 21st century competencies >A cohesive sequence of academic courses paired with CTE courses and integrated content as appropriate, building to both basic and enhanced competencies. >Specific mechanisms that connect the entire high school program to a related industry and postsecondary pathway including work-based learning. >Opportunity to earn a recognized credential or certificate and explicit postsecondary opportunities. The CTE Quality Indicators outline specific requirements for: curriculum & instruction, work-based learning, partnerships, assessment and accountability and program capacity. Application for program approval requires that a school engage in a rigorous self-study, that asks a school to reflect on: >How the program is aligned with the school’s mission and is furthering overall student achievement goals. >How well it demonstrates the quality indicators >Area for further development.

4 Overview of Carl Perkins Career & Technical Improvement Act IV (VTEA) To support and strengthen CTE in alignment with the city-wide CTE agenda launched with the mayoral task force recommendations and formalized in our five-year strategic plan. >To refine, strengthen and improve the quality of CTE programs of study. >To expand opportunities and access for students. >To link with industry and post-secondary institutions to align program elements and student outcomes with the required demands of high-wage, high-demand in current and emerging occupations. In comparison to the other federal and state education program funding VTEA is very small and should be considered as a supplemental resource toward implementation efforts, not the operating resources required to do this work. Sample CTE High School Budget Breakdown FY 09.

5 VTEA – Approach to School Allocations >School-wide application process accounts for ~80% of overall funding >Last year we committed to allocating VTEA to better target funding toward its intended use and move toward equity as appropriate.  The VTEA allocation is based on school/program eligibility, ongoing accountability for student outcomes and mandated requirements of Perkins.  Formula-driven based on number of students, program tier, State approval status, and CTE high school designation >Commitment to give principals greater flexibility and make choices about how to invest across programs – to target funding to strengthen elements of program towards consistency with the quality indicators and to further student achievement goals. >Investments in CTE programs should be thoughtful and aligned with school planning – programs not supporting overall student achievement goals should be reevaluated and considering to discontinuance.

6 VTEA – Eligibility Requirements Schools are eligible for funding if they have: >Implemented or are in the process of implementing two, three or four-year CTE Program of Study that prepares students for a relevant career pathway and >Completed applicable data entry in HSST/STARS, identifying the CTE Program(s) of Study on the CTE course sequence page. >Submitted the Letter of Intent to Apply for Program Approval form or have a CTE program of study that is state endorsed. There are two phases to the VTEA application process: >Phase One is the narrative component of the application packet worksheets which requires schools to detail how they plan to use the funding to strengthen their eligible CTE programs of study and their expected student outcomes. >Phase Two is the budget component which requires schools to detail their proposed budget in alignment with their approved narrative application. Detailed information about VTEA Application Requirements and Allowable programs and services can be found in Carl C. Perkins IV VTEA and WBL Grant Application Guidelines FY on the CTE website.

7 VTEA – Compliance and Accountability Allowable Programs and Services >Proposals for funding must improve career and technical education and be targeted to and focused on at least some of the nine mandated activities described in the SED guidelines such as: program improvement; technology expansion; professional development; and relationship-building with business, industry and postsecondary institutions. VTEA accountability: >Financial accounting demonstrating use of the funds aligned to the approved VTEA proposal and allowable programs and services >Accountability for student outcomes:. We will use HSST/STARS to generate student-level outcome data for students in Programs of Study Financial Compliance >Budget proposals are built around required parameters and funds are scheduled by the ISC by major object code and CTE program. >Mandated activities, Non-allowable expenses and equipment inventory requirements are outlined in the Grant Application Guidelines. Detailed information about VTEA Financial processes and deadlines can be found in the School Allocation Memo (SAM) for Carl Perkins Career and Technical Education Improvement Act IV (VTEA)

8 Appendix

9 Recommendations of the Mayoral Task Force for CTE Innovation >Meet 21st Century Standards. Prepare NYC students to meet academic and industry-based standards and competencies through rigorous and relevant coursework, supported by strong public-private partnerships. >Expand Paths to Graduation. Create and support career pathways that integrate coursework, work-based learning experiences and hands-on experiences so that students develop competencies, skills and attitudes for success beyond high school in the workforce. >Engage and Empower Industry Leadership. Reach beyond the educational sphere and develop a coherent structure for engaging, organizing and accounting for industry support to ensure the continued relevancy of CTE programs, and build pipelines of skilled workers into sector labor markets. >Prepare Graduates for Post-Secondary Success. Prepare more NYC students for post-secondary and post-scholastic work and training options, including a particular emphasis on integration and articulation with post-secondary degree options. >Increase Opportunity and Access. Equip students and families to make informed choices about education and work and ensure that all students have access to desirable options.

CTE Major Efforts & Priorities Major Efforts 1.Expansion, Improvement and Alignment of Existing CTE Offerings in Comprehensive and CTE High Schools. 2.Supporting CTE innovation by tailoring and aligning City and State policy and operations, to achieve desired outcomes VTEA funding will be used to improve and advance the following priorities across the major efforts: >Opening and operation of new CTE schools and planning the transformation of existing CTE school. >Aligning definitions of quality through consistent implementation of City and State endorsement processes for CTE programs. >Developing tools necessary for regular use of program-level student outcome data for school-wide and city-wide portfolio planning. >Engaging with industry and post-secondary institutions to align their initiatives with these priorities. >Ensuring that the allocation of human, capital, and financial resources are fairly and equitably distributed and in accordance with strategic priorities.