Creating a Quality Program Mrs. Willie E. Slate Executive Director Memphis City Schools Division of Careers, Technology & Adult Education

Career and Technical Education Quality Programs Preparing Students for – College Careers Life After High School

State Report Card Data The state report card reflects the Perkins IV core indicators in alignment with NCLB performance standards. State report card data = Data submitted by the local system Submission of accurate data is critical Use the data to develop strategies for improving students’ levels of performance All teachers affect all report cards

CTE Report Card  CTE Part V of the System Report Card Enrollment – Program Area Scores on Core Indicators Shows School, System, State Performance Disaggregated Groups

E-TIGER Tame the Tiger! Timely, Information, Gathering, Examination and Reporting  Teachers Login-maintain your password  Verify class, instructor, and student data  Report inconsistencies  Enter student performance data  Attest data accuracy  Notify upon completion

Listed below is the role you play in data reporting as a CTE Teacher: 1. Report any missing classes to your CTE Supervisor. 2. Verify all information listed for your class and report to CTE Supervisor any incorrect data found for your EIS person to update on: “EIS Class Listing” screen, Class information Student roster of the class “Instructor Information” screen, Instructor information “Student Information” screen Student Information 3. Enter only “Foster Child”, “Pregnant Teen” and “Single Parent” data if applicable for that student (at “Student Information” screen). 4. Report class performance data at “EIS Class Listing screen” including: Checking Course Competencies, Credits, and Number Periods of each student; Identifying Concentrators; Entering Number of Competencies Mastered and Number of Credits Earned for the whole class; Reporting Dual Credit, and Dual Enrollment information. 5. Attest the data of all classes. 6. Inform your CTE Supervisor upon completion of data reporting.

e-TIGER  Competency Profiles Completed on-line at the end of each course in e- TIGER Data used to calculate skill attainment Reported with Gateway exams Tied to Perkins funding Negotiate Base Line Levels for system

Correct Data Competency Profiles Student Name, SS#, Class Skill Attainment (2S1) Race Gender (6S1 and 6S2) CTSO Affiliation Population Status Teachers complete the forms and attest that the forms are correct.

Perkins IV Quality Program Indicators 1. Programs of such size that offer a sequence of three or more earned credits 2. Programs of such scope that are aligned with a state approved program of study within career clusters 3. Programs have a certified and appropriately endorsed teacher (Note: A teacher who teaches a CTE course that substitutes for a core academic course must be highly qualified.) 4. Programs teaching the state approved curriculum standards 5. Programs having a state approved articulation agreement for a program of study or an approved articulation agreement approved by the lead administrators of secondary and post- secondary institutions, where available.

Perkins IV Quality Program Indicators 6. Programs being supported by current labor market data to support high skill, high wage, high demand jobs 7. Programs that teach all aspects of an industry 8. Programs having an active advisory panel 9. Programs having a career and technical student organization as an integral part of the instructional program 10.Programs that promote CTE and academic curriculum integration with academic teachers

Effective, High Quality Programs Perkins IV CTE teachers should provide documentation of each quality program indicator. 1. Programs of such size that offer a sequence of 3 or more Earned Credits Master schedule of classes to include all program of study course offerings Student handbook/course guide listing program of study course offerings and descriptions Registration materials showing program of study course rotation (where applicable) Lower to Higher Level 2-Teacher Programs should reach a higher level and offer more courses Career Clusters

Effective, High Quality Programs Perkins IV 2. Programs of such scope that are aligned with a state approved Program of Study within Career Clusters Student handbook/course guide listing program of study course offerings and descriptions Copy of Program(s) of Study for program area (CTE Director Attested List from website) Copy of approval for Special Programs of Study for program area (if applicable) Dual credit, dual enrollment and/or articulation agreements and materials demonstrating linkage to postsecondary through a program of study Registration materials showing program of study course rotation (where applicable) Sample four/six year plans indicating program of study sequence Eighth grade orientation materials explaining programs of study

Effective, High Quality Programs Perkins IV 3. Programs that have a Certified and Appropriately Endorsed Teacher Teaching certificate verifying proper endorsement(s) Highly qualified status verification (as applicable) (HQ Assurance Page and/or verification from “Highly Qualified Reporting” on website) Industry certification certificate (as applicable) verifying up-to-date training/testing WBL certificate (as applicable) verifying training CTE courses that substitute for core academic courses must have a highly qualified teacher Contextual Academic Teachers WBL Certification Maintain copies of all documentation

Effective, High Quality Programs Perkins IV 4. Programs that teach State Approved Curriculum Standards State standards for all courses taught in all programs of study Equipment/inventory lists indicating opportunity for teaching of all standards (as applicable) Lesson plans/course syllabus evidencing standards and competencies are cross referenced and taught Continue to emphasize reading, language arts and math skills Utilize teaching strategies that improve student engagement

Effective, High Quality Programs Perkins IV 5. Programs that have a State Approved Articulation Agreement for a Program of Study Current dual credit, dual enrollment and/or articulation agreements and materials demonstrating linkage to postsecondary through a program of study Student data (follow-up reports, dual credit course reports, etc.) from secondary and post- secondary indicating dual credit, dual enrollment, and/or articulated credit/opportunity for credit Aligned with a Career Cluster Dual credit/dual enrollment

Effective, High Quality Programs Perkins IV 6. Programs being supported by Current Labor Market Data to support High Skill, High Wage, High Demand Jobs The SOURCE (Department of Labor) data indicating job outlook reports for region specific to program of study, OR Local chamber of commerce data indicating job outlook specific to program of study Advisory panel input indicating job outlook specific to the program of study Kuder and/or other career planning resources utilized to highlight job outlook TCIDS MSN Careers ACTE

Effective, High Quality Programs Perkins IV 7. Programs that teach all nine aspects of an industry  Business Planning  Management  Health, Safety and Environment  Finance  Community Issues  Principles of Technology  Personal Work Habits  Labor  Technical and Production Skills State standards for all courses taught in all programs of study Field trip, business/industry guest speaker, and/or lesson plans documenting teaching of all aspects of industry Projects focusing on all aspects of industry (research, school-based enterprises, etc.) Professional development and/or teacher internship activities focusing on all aspects of industry

Effective, High Quality Programs Perkins IV Nine Aspects of an Industry Teaching Strategies Field Experiences or Job Shadowing Guest speakers from local industries Project Documentation with Research on All Aspects of the Industry

Effective, High Quality Programs Perkins IV 8. Programs having an Active Advisory Panel Roster of advisory panel members (by program, school and/or system) indicating program areas represented/place of employment/responsibilities Current meeting agenda, sign-sheets and minutes for at least two meetings annually Panel recommendations and implementation plans for program improvement 50% Industry Representation Involvement  Curriculum development  Facilities and equipment – up to date  Student recruitment and placement  Staff development  Public relations – community needs  Legislative & financial support  CTSO organization support

Effective, High Quality Programs Perkins IV 9. Programs having a Career & Technical Student Organization (CTSO) as an Integral Part of the Instructional Program Lesson plans indicating the integration of CTSO leadership skills and activities in all classes/courses  Leadership Development  Student Presentations  Teamwork and Cooperative Learning State and national membership rosters demonstrating affiliation (Levels II, III and IV) Scrapbooks and/or compilations of CTSO competition participation/results, community service activities, student led projects and activities, other projects Classroom Organization  Teamwork Activities  Cooperative Learning Activities  Peer Tutoring  Problem Solving & Critical Thinking Skill Activities

Career and Technical Student Organizations

Career and Technical Student Organizations

Career and Technical Student Organizations

Effective, High Quality Programs Perkins IV 10. Programs that promote CTE and Academic Curriculum Integration with Academic Teachers Lesson plans (two per year) indicating joint integration activities with Math, Science, English, and/or Social Studies teachers  Create lesson plans, projects, or experiments that involve academic teachers.  Integrate hands-on experiences with written assignments. Joint professional development activities for academic and CTE teachers School-wide projects (career academies, themed learning units, etc.) verifying integration of academics and CTE Communications ( correspondence, phone logs, etc.) showing integration planning activities

Effective, High Quality Programs Perkins IV  Do you have a Quality CTE Program? How do you know that you have a quality program? What documentation will be required of each teacher to show performance? Do you employ classroom strategies that enhance student performance on Gateway exams? Are you utilizing Perkins Funds to improve student performance?

Effective, High Quality Programs Perkins IV  Student Performance and  Fiscal Accountability Is the money spent effecting student performance and how? Perkins Report Card No Child Left Behind Data

Effective, High Quality Programs Perkins IV You are the expert! You are on your way to implementing a quality program!

Have a great school year! Division of Careers, Technology & Adult Education

A parting thought… “Quality is never an accident; it is always the result of high intention, sincere effort, intelligent direction and skillful execution; it represents the wise choice of many alternatives.” Author: William A. Foster