1. Career and Technical Education in Minnesota Presentation to the Governor’s Workforce Development Council March 13, 2008 Minnesota Perkins State Career and Technical Education Plan 2006 Carl D. Perkins Career and Technical Education Act

2. DRAFT 2006 Carl D. Perkins Career and Technical Education Act Purpose of 2006 Perkins Act (Perkins IV) Perkins IV Directs The Operation of Secondary, Postsecondary, and Adult Career and Technical Education Programs for the Period from July 1, 2007 to June 30, 2013 Perkins IV Requires Career And Technical Education (CTE) to Have a Renewed and Strengthened Focus on Collaborative Partnerships and the Development and Implementation of Programs Spanning Secondary And Postsecondary Education for Students Wishing to Combine Academic and Technical Preparation

3. DRAFT The 21 st Century Career and Technical Education Framework: The National Context The Intent of Perkins IV jointly addresses the three prominent national education and workforce development policy issues facing the United States in the 21 st century

4. DRAFT Minnesota will receive approximately $20 million in FY08: of which 85% goes to system colleges and high schools, with 15% remaining at OOC and the Minnesota Department of Education Of the 85% allocated to system colleges and high schools: 90% will be allocated using a formula based on CTE participation and poverty measures 10% will be allocated using formula based on CTE participation and the geographical spread (in area) of a consortium Of the 85% allocated to system colleges and high schools: 58% will go to system colleges and 42% to high schools Minnesota’s New Direction for CTE Scope of the Perkins Act

5. DRAFT oWhile this is a relatively small investment when compared to education spending as a whole ( the state’s K-12 education budget is about $15 billion, and the higher education budget is around $3 billion ) oThe federal investment (Perkins) does much to provide a direction for state and local expenditures on CTE oThis makes the information in the State Plan critical for career and technical education to be successful in Minnesota Minnesota’s New Direction for CTE Scope of the Perkins Act

6. DRAFT Planning, Coordination and Collaboration Prior to Plan Submission Program Administration under a New Consortium Structure Service to Special Populations Accountability and Evaluation Tech Prep Roll-in Financial Provisions and Assurances Appendices Draft State Plan available at www.perkinsplan.project.mnscu.edu www.perkinsplan.project.mnscu.edu Minnesota’s New Direction for CTE State Plan Components

7. DRAFT Established formal consortia of secondary and postsecondary partners to receive Perkins funds, jointly administering programs and support services for all secondary and post-secondary CTE students through a single joint local consortium plan. Minnesota’s new Direction for CTE What is New for Minnesota State CTE Plan Under Perkins IV

8. DRAFT Minnesota, then, is forwarding a structural change under Perkins IV that has established 26 local consortia of secondary school districts and two-year System colleges. Minnesota’s New Direction for CTE Program Administration under a New Consortium Structure

9. DRAFT Each local consortium submits a local plan on May 8, 2008 to design, develop and implement programs of study/career pathways than span at least two years of high school and the first two years of post-secondary education to meet a new requirement under Perkins IV. Minnesota’s new Direction for CTE What is New for Minnesota State CTE Plan Under Perkins IV

10. DRAFT Minnesota’s New Direction for CTE Local Consortium Application Plan

11. DRAFT This chart describes Minnesota’s Career Fields, Career Clusters and Career Pathways Minnesota’s New Direction for CTE Programs of Study

12. DRAFT Secondary Post-Secondary Academic Attainment – Reading/ Language Arts Academic Attainment – Mathematics Technical Skill Attainment Secondary School Completion Student Graduation Rates Secondary Placement into Higher Ed, Military, or Employment Nontraditional Gender-Based) Participation Nontraditional (Gender-Based) Completion Technical Skill Attainment Certificate Diploma, AAS, or AS Completion Student Retention or Transfer Placement into Employment Nontraditional (Gender-Based) Participation Nontraditional (Gender-Based) Completion Minnesota’s New Direction for CTE Accountability and Evaluation

13. DRAFT The accountability provisions have more indicators, a greater degree of precision, and higher reporting requirements than under Perkins III. Under Perkins IV the accountability provisions include requiring: –The development of separate technical skill attainment measures as part of the overall accountability requirements. –Measuring of secondary CTE performance using the No Child Left Behind accountability measures. –Post-Secondary CTE success measure has been expanded beyond just graduation to include retention and transfer – The negotiation between the each local consortia and the state on all accountability indicator targets and performance. Minnesota’s new Direction for CTE What is New for Minnesota State CTE Plan Under Perkins IV

14. DRAFT While ensuring the continued provision of programs and services to special populations, which has been the hallmark of the Perkins legislation, both at the state and local levels, consortia must address through their local plan: –The targeting of under-served and special populations, by advocating the use of the same strategies and measurement outcomes that apply to all other student populations, and, –Preparing non-traditional students for high-skill, high-wage, or high-demand employment in the region. Minnesota’s new Direction for CTE What is New for Minnesota State CTE Plan Under Perkins IV

15. DRAFT Policy Implications Resulting from Implementing the Minnesota Five-Year State Career and Technical Education Plan Redirect how Minnesota designs its CTE programs to support programs of study/career pathways implementation. Establish a differentiated system of accountability for all CTE programs that distinguishes between technical skill proficiency and conventional graduation outcomes, significantly affecting how learner outcomes are assessed in high school and college CTE programs.

16. DRAFT Strengthen secondary and postsecondary collaboration by requiring high schools and colleges to expend Perkins funds as a consortium of high schools and colleges who together will meet the intent of the Perkins Law through a single joint local plan. Determine the process for allocating Perkins funds to high schools and colleges based on a rationale agreed to by the Chancellor of the Minnesota State Colleges and Universities and the Commissioner of the Minnesota Department of Education. Policy Implications Resulting from Implementing the Minnesota Five-Year State Career and Technical Education Plan

17. DRAFT Explore coordinated data systems that allow for a wider array of accountability measures as students move directly from high school to college, in and out of education, and transition between education and employment. Require that dual enrollment and articulation strategies be addressed as consortia are implementing programs of study/career pathways. Policy Implications Resulting from Implementing the Minnesota Five-Year State Career and Technical Education Plan

18. DRAFT Support the goal of improving college readiness by identifying the high school academic and CTE courses that are preparatory to college programs as an integral part of implementing programs of study/career pathways. Target Perkins funds to complement state and other federal programs that focus primarily on student support services to the underserved student, including those classified as special populations. Policy Implications Resulting from Implementing the Minnesota Five-Year State Career and Technical Education Plan

19. DRAFT Minnesota’s New Direction for CTE Looking Towards Implementation When put into practice, the Minnesota Five-Year State CTE Plan will make one thing clear, CTE in Minnesota will reinforce what was already begun under the last State Plan: The expectation of developing efficient systems, policies, processes and procedures that increasingly intertwine learning with work; and, where increasing achievement, greater opportunities, and varied options are not just choices but are objectively- determined outcomes that will first and foremost benefit all students