1. Carl D. Perkins Career and Technical Education Improvement Act of 2006

2. Background Reauthorization process began in 2004 Reauthorization process began in 2004 House and Senate overwhelmingly approved in July 2006 House and Senate overwhelmingly approved in July 2006 President Bush signed into law August 12, 2006 President Bush signed into law August 12, 2006 Reauthorized through 2012 Reauthorized through 2012 –Authorization levels = “such sums as necessary”

3. Purposes (1 of 7) building on efforts of States and localities to develop challenging academic and technical standards and to assist students in meeting such standards, including preparation for high skill, high wage, or high demand occupations in current or emerging professions building on efforts of States and localities to develop challenging academic and technical standards and to assist students in meeting such standards, including preparation for high skill, high wage, or high demand occupations in current or emerging professions

4. Purposes (2 of 7) promoting development of services and activities that integrate rigorous and challenging academic and career and technical instruction, and that link secondary education and postsecondary education for participating CTE students promoting development of services and activities that integrate rigorous and challenging academic and career and technical instruction, and that link secondary education and postsecondary education for participating CTE students

5. Purposes (3 of 7) increasing State and local flexibility in providing services and activities designed to develop, implement, and improve CTE, including tech prep education increasing State and local flexibility in providing services and activities designed to develop, implement, and improve CTE, including tech prep education

6. Purposes (4 of 7) conducting and disseminating national research and disseminating information on best practices that improve CTE programs, services, and activities conducting and disseminating national research and disseminating information on best practices that improve CTE programs, services, and activities

7. Purposes (5 of 7) providing technical assistance that promotes leadership, initial preparation, and professional development at State and local levels; and that improves quality of CTE teachers, faculty, administrators, and counselors providing technical assistance that promotes leadership, initial preparation, and professional development at State and local levels; and that improves quality of CTE teachers, faculty, administrators, and counselors

8. Purposes (6 of 7) supporting partnerships among secondary schools, postsecondary institutions, baccalaureate degree granting institutions, area CTE schools, local workforce investment boards, business and industry, and intermediaries supporting partnerships among secondary schools, postsecondary institutions, baccalaureate degree granting institutions, area CTE schools, local workforce investment boards, business and industry, and intermediaries

9. Purposes (7 of 7) providing individuals with opportunities throughout their lifetimes to develop, in conjunction with other education and training programs, the knowledge and skills needed to keep the United States competitive providing individuals with opportunities throughout their lifetimes to develop, in conjunction with other education and training programs, the knowledge and skills needed to keep the United States competitive

10. Notable Provisions CTE rather than vocational education CTE rather than vocational education Local accountability Local accountability Separate performance indicators for secondary and postsecondary Separate performance indicators for secondary and postsecondary Requirements for programs of study Requirements for programs of study

11. Transition States must submit a six-year plan States must submit a six-year plan –Large list of people must be consulted including academic and CTE teachers States may submit transition plans spring 2007 States may submit transition plans spring 2007 Official transition year is 2007-2008 Official transition year is 2007-2008 –Set up accountability system –Collect benchmark data

12. State Plan Career and technical programs of study Career and technical programs of study Rigorous content aligned with challenging academic standards and relevant career and technical content in a coordinated, nonduplicative progression of courses that align secondary and postsecondary education to adequately prepare students to succeed in postsecondary education Rigorous content aligned with challenging academic standards and relevant career and technical content in a coordinated, nonduplicative progression of courses that align secondary and postsecondary education to adequately prepare students to succeed in postsecondary education Opportunity for students to participate in programs to acquire postsecondary education credits; and lead to industry-recognized credential, certificate at the postsecondary level, associate, or baccalaureate degree Opportunity for students to participate in programs to acquire postsecondary education credits; and lead to industry-recognized credential, certificate at the postsecondary level, associate, or baccalaureate degree

13. Professional Development Integration and use of rigorous academics with technical subjects, provided jointly with academic teacher Integration and use of rigorous academics with technical subjects, provided jointly with academic teacher Effective use of scientifically based research and data to improve instruction Effective use of scientifically based research and data to improve instruction High quality, sustained, intensive, and classroom- focused in order to have positive and lasting impact on instruction and performance in classroom High quality, sustained, intensive, and classroom- focused in order to have positive and lasting impact on instruction and performance in classroom Ensure teachers can effectively develop rigorous and challenging, integrated academic and CTE curricula jointly with academic teachers Ensure teachers can effectively develop rigorous and challenging, integrated academic and CTE curricula jointly with academic teachers Develop higher level of academic and industry knowledge and skills in CTE Develop higher level of academic and industry knowledge and skills in CTE Ensure teachers can effectively use applied learning that contributes to academic and CTE knowledge of student Ensure teachers can effectively use applied learning that contributes to academic and CTE knowledge of student

14. Local Plan Meet negotiated levels of performance Meet negotiated levels of performance Offer appropriate courses of at least one program of study Offer appropriate courses of at least one program of study Encourage CTE students to enroll in rigorous and challenging core academic subjects Encourage CTE students to enroll in rigorous and challenging core academic subjects Professional development promotes integration academic & CTE Professional development promotes integration academic & CTE Activities provided to prepare special populations, including single parents and displaced homemakers, for high skill, high wage, or high demand occupations leading to self-sufficiency Activities provided to prepare special populations, including single parents and displaced homemakers, for high skill, high wage, or high demand occupations leading to self-sufficiency Career guidance provided to CTE students, including linkages to future education and training opportunities Career guidance provided to CTE students, including linkages to future education and training opportunities Improve recruitment and retention of CTE teachers, faculty, and career guidance and academic counselors, including individuals in groups underrepresented in teaching profession Improve recruitment and retention of CTE teachers, faculty, and career guidance and academic counselors, including individuals in groups underrepresented in teaching profession Transition to teaching from business and industry Transition to teaching from business and industry

15. Accountability Determine effectiveness of state AND LOCAL PROGRAMS* Determine effectiveness of state AND LOCAL PROGRAMS* Report student progress in achieving performance levels on an annual basis Report student progress in achieving performance levels on an annual basis –Must be disaggregated by special populations –And using NCLB subgroups –Any disparities between a subgroup and all other students must be identified and quantified –Adjusted levels of performance will occur three times  1 st and 2 nd years  3 rd and 4 th years  5 th and 6 th years

16. Accountability – Secondary Indicators Must have valid and reliable measures Must have valid and reliable measures Academic achievement – NCLB assessments Academic achievement – NCLB assessments Technical attainment – industry standards Technical attainment – industry standards Attainment of diploma, GED, or proficiency credential in conjunction with diploma Attainment of diploma, GED, or proficiency credential in conjunction with diploma NCLB graduation rates NCLB graduation rates

17. Accountability – Secondary Indicators (cont.) Placement in postsecondary, military, or employment Placement in postsecondary, military, or employment Participation and completion of non- traditional programs Participation and completion of non- traditional programs

18. Accountability – Improvement Plans If a state or school fails to meet at least 90% of a performance level on any indicator, an improvement plan must be developed and implemented If a state or school fails to meet at least 90% of a performance level on any indicator, an improvement plan must be developed and implemented Secretary of Education or state will provide technical assistance Secretary of Education or state will provide technical assistance

19. Accountability – Subsequent Actions If a state or school, If a state or school, –Fails to implement an improvement plan –Fails to make any improvement within a year after implementing the plan –Fails to meet 90% of an indicator three years in a row Funds can be withheld (full or partial) Funds can be withheld (full or partial) –If funds withheld from state, Secretary of Education must use them to provide technical assistance, assist in development of new state improvement plan, or for other improvement activities in the state. –If state withholds funds from local program, it must use them to provide, through alternative arrangements, services and activities to students within area served by local program.

20. Uses of Funds – State Requirements Assess CTE programs funded, including focus on special populations Assess CTE programs funded, including focus on special populations Develop, improve, and expand use of technology Develop, improve, and expand use of technology Provide professional development Provide professional development Support integration of academics and CTE Support integration of academics and CTE Support partnerships Support partnerships

21. Uses of Funds – State Requirements (cont.) Provide preparation for non-traditional fields & high-skill, high-wage occupations Provide preparation for non-traditional fields & high-skill, high-wage occupations Support programs for special populations Support programs for special populations Technical assistance for local recipients Technical assistance for local recipients

22. Uses of Funds – New Additions Activities that facilitate transition from 2- year to 4-year Activities that facilitate transition from 2- year to 4-year Incentive grants for schools Incentive grants for schools Entrepreneurship education and training Entrepreneurship education and training Career academies, career clusters Career academies, career clusters Technical assessments and data systems Technical assessments and data systems Recruitment and retention of educators Recruitment and retention of educators

23. Uses of Funds – Local Requirements Strengthen academic and technical skills through integration Strengthen academic and technical skills through integration Link secondary and postsecondary education Link secondary and postsecondary education Provide experience in all aspects of an industry Provide experience in all aspects of an industry Develop, improve, or expand technology Develop, improve, or expand technology Provide professional development Provide professional development

24. Uses of Funds – Local Requirements (cont.) Develop and implement evaluations of programs Develop and implement evaluations of programs Initiate, improve, expand, & modernize programs Initiate, improve, expand, & modernize programs Provide activities of sufficient size and scope to be effective Provide activities of sufficient size and scope to be effective Provide activities to prepare special populations for high-skill, high-wage, or high-demand occupations that lead to self-sufficiency Provide activities to prepare special populations for high-skill, high-wage, or high-demand occupations that lead to self-sufficiency

25. Programs of Study Incorporate and align secondary and post- secondary education Incorporate and align secondary and post- secondary education Include academic and CTE content in coordinated, non-duplicative progression of courses Include academic and CTE content in coordinated, non-duplicative progression of courses May include opportunity for students to acquire postsecondary credits May include opportunity for students to acquire postsecondary credits

26. Programs of Study (cont.) Lead to industry-recognized credential or certificate at postsecondary level or associate or bachelor degree Lead to industry-recognized credential or certificate at postsecondary level or associate or bachelor degree Identify and address current or emerging occupational opportunities Identify and address current or emerging occupational opportunities Build on Tech Prep, career academies, career clusters, career pathways Build on Tech Prep, career academies, career clusters, career pathways State develops in consultation with schools State develops in consultation with schools

27. Questions???