1. The correct spelling Is school Not school
The correct spelling Is school Not school. Some people put the second o before the First o, which is Very wrong

2. Comprehensive Local Needs Assessment (CLNA)

3. 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

4. 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)

5. 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

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

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

8. 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

9. 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 Address:
Primary Contact Phone Number:

10. 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.

11. 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

12. 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.

13. 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

14. 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

15. 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.

16. 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

17. 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

18. 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%

19. 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

20. 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

21. 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?

22. 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

23. 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

24. Labor Alignment--Download Data
agency/divisions/federal-legislation-assistance/carl- perkins/perkins-v

25. 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

26. 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

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

28. 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

29. 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

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

31. Call or Email Us Janet Cooper Western Perkins Coordinator
Josh Miller
Southeast Perkins Coordinator
Debbie Hamble
Northeast Perkins Coordinator
Letha Bauter
Federal Programs Manager
Stephanie Hodges
Financial Analyst
Lisa Batchelder
Chief Financial Officer
Alice Rushmore
Grant Writer