Purposes of the Act Develop challenging academic and technical standards and related challenging, integrated instruction Increase opportunities for individuals to keep America competitive A focus on high skill, high wage, high demand occupations Provide increased flexibility Conduct and disseminate research and information on best practices Promote partnerships (education, workforce boards, business, industry, etc.) Provide technical assistance and professional development

Allocation ($13.7 million for 07-08) Funds to Local Recipients $600,000 of the 75% is reserved for special projects

Concentrator A concentrator is a student who completes a minimum of three units of credit, including the core required courses, in a CTE program of study. [These units are in grades 9-12.] A completer is a concentrator who successfully completes three units of credit, including all of the core required courses, in a CTE program of study and graduates.

Performance Indicators Academic attainment (reading/language arts and mathematics) Graduation (according to NCLB) CTE skill attainment Completion of diploma or GED Placement Nontraditional enrollment Nontraditional completion

Negotiation of Performance Levels and Sanctions States required to negotiate performance levels with all local recipients every 2 years, if local does not want to accept the states target. Improvement plans are required in the first year after a local recipient fails to attain at least 90% of any performance indicator target. Sanctions possible if locals: –Fail to implement improvement plan OR –Fail to show performance improvements once an improvement plan is in place OR –Fail to meet 90% of the same measures performance target 3 years in a row

Expenditure Considerations Programs in high skill, high wage and high demand occupations in current or emerging professions How will we measure student success in these programs What are the knowledge and skills students must know How do we improve the quality of CTE teachers, faculty, administrators and counselors How will we utilize professional development to promote integration, applied learning and curriculum planning for both CTE and academic teachers How will we increase the percentage of teachers that meet teacher certification How will we increase academic knowledge and understanding of industry standards How will we increase the knowledge of CTE teachers to know how to access and utilize data

Expenditures – cont How will we coordinate Perkins professional development activities with NCLB professional development activities How will we involve parents, academic and CTe teachers, administrators, faculty, counselors, local business, labor organizations – in all aspects of our CTE programs How will we make information available about CTE programs of study How will we provide students with understanding of all aspects of an industry How will we expand and improve access to appropriate technology in our programs How will we recruit and retain CTE teachers and guidance counselors for underrepresented groups and from business/industry

Review Questions for DWE Staff How does the activity provide a direct link to CTE Teachers? How does the activity promote sustained behavioral changes for teachers? Will CTE/academic teachers make long term positive teaching/classroom changes? What data will be used to indicate that the activity increased performance on the core indicators? If equipment is purchased, how will each piece/item increase performance on the core indicators? (Need specific information) Has this activity been previously supported with school district funding? If it has been previously supported, it should not be funded with Perkins. Is the school district providing this or a similar activity for non-CTE students? If so, it may be inappropriate to require Perkins to pay for it.