Perkins IV FY2018 CTE Local Plan for Program Improvement Secondary - Instructions
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CTE Local Perkins Plan for Program Improvement – Secondary Recipients FY 2018
Perkins IV
FY2018
CTE Local Plan for Program
Improvement
Secondary
Instructions
I-0CTE Local Perkins Plan for Program Improvement – Secondary Recipients FY 2018
INTRODUCTION
The Maryland State Department of Education Division of Career and College Readiness (DCCR) has developed
these guidelines to assist local grant recipients in the preparation of the FY 2018 Career and Technology
Education (“CTE”) plan for program improvement.
The framework for this guide is based on the Carl D. Perkins Career and Technical Education Improvement Act
of 2006 (the “Act” or “Perkins”), Maryland’s State Perkins Plan (the “State Plan”), and a renewed vision for
Maryland’s CTE built on the development and implementation of the Policies and Procedures for the
Development and Continuous Improvement of Career and Technology Education Programs.
The Act’s intent is for CTE students to achieve challenging academic and technical standards and be prepared
for high-skill, high-wage, or high-demand occupations in current or emerging professions. The Act provides an
increased focus on the academic achievement of CTE students, strengthens state and local accountability, and
reinforces the connection between secondary and postsecondary education through CTE Programs of Study.
The Maryland 2013-2018 State Plan emphasizes program improvement through Career Clusters and CTE
Programs of Study; a systemic career development framework; integrated academic and technical
proficiencies; industry recognized credentials; and secondary and postsecondary articulation. The
development of the State Plan has been guided by the need to address the CTE challenges of accelerating
student achievement, eliminating achievement gaps, and creating value for all system stakeholders.
The State Plan identifies the established Core Indicators of Performance at the State level and connects them
to the local level. Your local CTE Plan for Program Improvement should be integrated with other education
reform efforts currently underway in your local school system or postsecondary institution.
OVERVIEW OF PROGRAM IMPROVEMENT PLANNING
The Act contains a number of major themes that need to be kept in mind as the local plan is developed. These
include:
Emphasis on the improvement of student performance using Perkins funds for the development,
implementation and improvement of programs and services; not for maintaining current programs
and services.
Promoting the development of services and activities that integrate rigorous and challenging academic,
career and technical instruction; and that link secondary and postsecondary.
Preparing CTE students for high skill, high wage, or high demand occupations in current and emerging
professions.
Providing opportunities for students to obtain industry certification, articulated or transcripted credit,
or apprenticeship and work-based learning opportunities wherever possible.
Programs and supports to enable special populations to meet or exceed State adjusted levels of
performance, and be prepared for further learning and high skill, high wage or high demand
occupations.
Providing comprehensive professional development (including pre-service teacher preparation) that
promotes the integration of coherent and rigorous content aligned with academic standards and CTE,
including curriculum development.
I-1CTE Local Perkins Plan for Program Improvement – Secondary Recipients FY 2018
Descriptions of efforts to improve recruitment and retention of CTE teachers, faculty, and guidance
counselors, and how transition to teaching from business is supported.
Increasing the accountability of local recipients. The local recipient must meet at least 90 percent of an
agreed upon local adjusted level performance for any of the core indicators of performance. If this is
not met, the eligible recipient shall develop and implement a program improvement plan with special
considerations to performance gaps identified. Section 113 (b)(4)(C)(ii)(II). This requirement became
effective with the FY09 Perkins Application.
Focusing on activities that are sustainable and integrated throughout a student’s educational
experience; i.e. career development, academic and technical education, and seamless transition
between education levels.
Consideration of CTE programs as part of career clusters. The Maryland State Department of Education
DCCR adopted the Cluster Framework to increase academic and technical achievement in CTE
programs.
Resources needed to develop the CTE Local Plan:
The CTE Local Plan website: http://perkins.msde.state.md.us
2015 Local Perkins Accountability Report (LPAR), based on local data submission, posted by MSDE
(https://www.mdctedata.org/)
2016 Program Quality Index (PQI) (https://www.mdctedata.org/)
Disaggregated data by Race, gender and special populations, included in the PQI.
Bench marking data, including state performance
Maryland Report Card (http://reportcard.msde.maryland.gov/)
Other local data, tests, etc.
Key stakeholder input on strategies to improve local performance
Maryland Career Clusters: Restructuring Learning for Student Achievement in a Technologically
Advanced, Global Society
Maryland High School Career and Technology Education Programs of Study (Blue Book)
Maryland Teacher Professional Development Standards
Maryland Career Development Framework
You may also reference the Specifications Manual for Secondary Career and Technology (CTE)
Enrollment and Outcome Systems, School Year 2017 – 2018. The manual includes an explanation for
each of the core indicators of performance and the list of Nontraditional CTE Programs.
Resources to assist with the writing of your plan can be found at: the MSDE Blackboard page:
https://msde.blackboard.com/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_104_1
Glossary of Definitions
I-2CTE Local Perkins Plan for Program Improvement – Secondary Recipients FY 2018
Section Overview
Secondary Recipients
Perkins IV FY18 CTE Plan for Program Improvement
The following items are the components of your plan; some are web-based, some require downloading or
appear in Word/Excel formats. All are accessed from http://perkins.msde.state.md.us/.
Signature Pages – These pages are downloaded from the web-based plan, signed in blue ink by the Head of
Grantee Agency (Superintendent of Schools for Local School Systems; President for Community Colleges),
scanned in color, and then uploaded back to the web-based plan. Make sure to use the most recent version.
Assurances Page
This is an annually signed agreement that the grantee will abide by eleven terms and conditions for
receiving Perkins funds.
Debarment Form
Item #3 on the Assurances form requires that a certification regarding debarment, suspension,
ineligibility and voluntary exclusion be on file with the MSDE Project Monitor. This form is required
each year you receive a grant involving Perkins funds.
Local Perkins Plan Certificate of Compliance
Endorsing this Certificate of Compliance satisfies Required Plan Elements 1, 6, and 9 of the Perkins
Act of 2006. The remaining Required Plan Elements will be satisfied by completing various portions
of the Local Perkins Plan for Program Improvement. A full explanation of the Required Plan
Elements is included pages I-9 and LP26.
Certificate of Participation (Web-based; update from FY2017 plan)
The Perkins Act of 2006 requires participation of key stakeholders including parents, students,
teachers, representatives of business and industry, labor organizations, representatives of special
populations, and other interested individuals. Completing the Certificate of Participation satisfies
Required Plan Element 5. This section is updated on an annual basis. For the list of the Required
Plan Elements from the Perkins Act, see Appendix A.
In the spaces provided, describe how key stakeholders were involved this past year in each phase
of program improvement. Attach additional sheets if necessary. Include a list of the participants
for these processes and their affiliations.
Vision, Mission, and Accountability Statements (Web-based)
You may update this information from the last year’s plan (FY17). In the spaces provided, describe
the vision, mission, and accountability priorities for CTE programs within your local school system,
and how they will assist in achieving the performance levels within the Core Indicators of
Performance. This section is reviewed and updated annually.
Local Perspective/Data Analysis (Web-based)
I-3CTE Local Perkins Plan for Program Improvement – Secondary Recipients FY 2018
The purpose of this section is to provide the reader with an overview of CTE as it exists in your
Local School System (LSS), including some of the unique advantages and challenges you may
experience as you work toward the improvement of both programs and student achievement. This
section also includes some data analysis questions designed to help you assess the information
provided by your data and make better informed decisions about program improvement and
determining priorities for your plan.
Five-Year Planned Program Improvement Chart
This chart is downloaded from the web-based plan, completed, and then uploaded to the web-
based plan. This chart is to be revised with a five-year goal in mind as to how you will improve your
CTE programs over the next five years. Examples of “Major Initiatives Impacting the Program” are
upgraded curriculum, new partnerships, new teachers, new program adoption, and articulation
agreements. The column “Fiscal Year of Planned Action or Review” should have actions spread out
over five fiscal years.
Secondary Technical Skills Attainment Chart
This chart is downloaded from the web-based plan, completed, and then uploaded to the web-
based plan. The number of students who took and passed specific assessments for technical
certificates and licenses are to be listed here. This chart provides more details on the assessments
students have taken, whereas the PQI only reports the number and percentage of students who
passed an assessment in a CTE program. If a new assessment will be added, or if the pass rate is
low, please address this in the “Actions to Be Taken in FY18” column.
I-4CTE Local Perkins Plan for Program Improvement – Secondary Recipients FY 2018
Directions for Completing Strategy Worksheets
1. Timeframe
The Timeframe for all strategies and activities listed in the FY18 CTE Local Plan for Program Improvement is
one fiscal year so that it aligns with the grant funding, even though on the Five-Year Planned Program
Improvement Chart Program improvement is identified over a five year period.
2. Strategy Worksheet Overview
All CTE programs listed in the Five-Year Planned Program Improvement Chart for Fiscal Year Planned
Action in FY18 should be addressed in the strategy worksheets.
Strategy Worksheets are used to explain CTE improvement activities; there are two types of worksheets -
Worksheet A and Worksheet B.
Worksheet A: Strategy Worksheet for Program Improvement and Development
Only strategies and activities that are indicated for a specific CTE program, or a group of programs
within a cluster, should be listed on this worksheet. For example, for a Computer Science program of
study, the professional development for teachers, materials of instruction, and curriculum
development would be included on one strategy worksheet.
Worksheet B: Strategy Worksheets for Improvement Strategies that cross more than one program area
are to be listed in Worksheets B1- B5.
For example, B-2, Professional Development: a professional development activity for incorporating
mathematical or science concepts into CTE programs is applicable to more than one program, and CTE
instructors from multiple programs will be invited to participate.
Worksheet B includes the following subcategories:
B-1: Transition and Alignment between Learning Levels
B-2: Professional Development
B-3: Career Development
B-4: Service for Special Populations
B-5: Other
3. Specific Instructions
Strategy Worksheet A (Click on Add Activity for a new strategy worksheet A )
• Cluster – Select the cluster from the dropdown menu.
• Rationale - Include a rationale for each program that will be listed on Strategy Worksheet A. The
rationale must explain why you included this program for improvement. Support the planned activities
for each program with state data, local data, or qualitative data (obtained from observations,
interviews, and surveys). Include a brief summary of the types of improvements you plan to make. If
an activity is listed for a CTE program, the program should be included in the Rationale.
o Rationale Example: Construction and Development
I-5CTE Local Perkins Plan for Program Improvement – Secondary Recipients FY 2018
Program data for this cluster indicate that local targets were met on all Core Indicators of
Performance except 6S1 and 6S2. Performance was above the state average on all Core
Indicators of Performance except 6S1 and 6S2. The Concentrator to Completion ratio was 100%
for students in four of the six programs. HVAC was one of bottom three programs in terms of
making improvements. Teachers are participating in on-going professional development
related to “green” construction and Residential Code Certification which have been included in
the program content (building of LEED Habitat for Humanity houses). The upgrade of
equipment and materials and use of special marketing tools is also focused on the “green”
construction component to encourage female participation.
• CIP and Program Name - Select these from the dropdown menu.
• Other – If the program name does not appear in the dropdown menu, type in the name and the CIP
code.
• List of Sites - Select the site(s) approved for the program on List A.
• Required Element – Select the Required Plan Elements that the activity will address from the
dropdown menu. Each Required Plan Element from the Perkins Act of 2006 must be addressed within
the Local Perkins Plan. One activity may impact more than one Perkins required element. The
Required Plan Elements are attached in Appendix A.
• Core Indicator - Select the Core Indicators from the dropdown menu. Include Core Indicators of
Performance that are impacted by each activity. One activity may impact more than one indicator.
• Outcome - The Outcome is the specific change resulting from the activity. If you accomplish your
planned activities to the extent you intended, then your participants will benefit in certain ways. It is
recommended to use the Core Indicator of Performance outcomes for an individual CTE program when
writing outcomes. An increase in performance in a specific technical assessment can also be used. The
outcome must be expressed in a way that is measurable, typically as a number or percent. It includes a
“from___to___” statement; for example, “the number of students that are placed (Core Indicator 5S1)
will increase from 25 to 35. “
• Description of Activity - The Description should describe what you will be doing, who will be doing it
and who will be the recipient of the improvement. This is a description of what you are doing with your
resources, whether they are Perkins funds or other resources; this is what is intended to bring about
the outcome.
• Amount Budgeted/Budget Narrative – MSDE prefers very specific budget narratives when using
Perkins dollars:
• The narrative must specifically indicate what each budget amount is being allocated for and the
total of the items must equal the amount in the budget column.
• Break out detailed information about professional development and conferences.
• Break out materials of instruction and equipment by individual cost and number of items.
• Example: Budget Narrative for Construction and Development:
o Equipment for Electricity: 1 laptop @ $840= $840 (sensitive item)
o Equipment for Welding: 1 Miller welder @ $5,850, 1 Lincoln welder @ $5,000 total = $10,850
o Materials for Electricity: 10 drills @ $100/each, 20 voltage testers @ $26/each, 15 wire
strippers @ $23/each=$1,865
o Materials for CADD: Autodesk Design Academy upgrade @ $1400/ 1 year = $1,400
o Salaries for Construction Professional Development: 5 teachers x 3 days @ $120/day= $1,800
I-6CTE Local Perkins Plan for Program Improvement – Secondary Recipients FY 2018
o Fixed Costs on above salaries: $1800 x .0836 = $151
• Total = 16,906 THE BUDGET NARRATIVE TOTAL MUST MATCH THE AMOUNT ENTERED IN THE
STRATEGY WORKSHEET BUDGET FIELD ON THE RIGHT.
• Title I Budget Amount and Title I Equipment Amount Equipment costs should be included in both the
Title I Budget Amount for each worksheet and listed separately in the Title I Equipment Amount box.
For example, if a school system is purchasing $40,000 of materials of instruction and $10,000 of
equipment, the amount in the Title I Budget Amount box would be $50,000 and the amount in the Title
I Equipment box would be $10,000. IF THESE INSTRUCTIONS ARE NOT FOLLOWED, THE STRATEGY
WORKSHEET TOTAL ON THE FINANCIAL COMPLIANCE WORKSHEET WILL BE INCORRECT.
• Other Funding Source – if the activity is locally funded or funded through a grant, list the other sources
of funds on this line.
Strategy Worksheet B
• Site and CIP Column – because these worksheets are dedicated to activities that may impact a variety
of programs, it is necessary to list Sites (for secondary) and CIPS to reflect the programs. Some
activities may address all sites and all CIPS.
• All other columns are completed as they are for Strategy Worksheets A.
Budget – This page is downloaded from the web-based plan, signed in blue ink, scanned in color, and then
uploaded to the web-based plan.
Financial Compliance Worksheet – completed in the web-based plan.
1. Total Perkins dollars brought forward from the Worksheets – this is totaled automatically from the
Title I Budget Amount and Title I Equipment Amount.
• Equipment costs must be included in both the Title I Budget Amount for each worksheet and listed
separately in the Title I Equipment Amount box on each strategy worksheet or the total Perkins
dollars will be incorrect.
2. Total Grant Award – entered by MSDE.
3. Subtract amount of Equipment purchases – automatically added from the strategy worksheets.
4. Local Indirect Cost Rate Factor – completed by the CTE director with information from local school
systems Finance Officers.
5. Allowable Indirect Cost Amount - completed by MSDE.
6. Indirect Cost Amount Taken – completed by the CTE director.
7. Administration Cost Taken - completed by the CTE director.
8. Total Grant Award – this is the total from the worksheets plus the administration cost taken. It must
equal the Total Perkins grant allocation.
9. Maintenance of Effort
• FY2017 Reported expenditures – entered by MSDE based on the Final Financial Report from the
local school system.
• FY2019 Estimated expenditures - completed by the CTE director with advice from the Finance
Officer. This amount must equal or exceed the FY2017 Reported Expenditures.
I-7CTE Local Perkins Plan for Program Improvement – Secondary Recipients FY 2018
Summary - This page is automatically completed as the Required Plan Elements are selected in the
Strategy Worksheets and other sections of the plan.
Print Plan Center – Use this link to print the entire plan.
Required Plan Elements Narrative (Appendix B)
This form is only to be used for those Required Plan Elements not addressed on the Strategy Worksheets
and not checked off on the Summary. For each Required Plan Element not checked, provide a narrative
description of the local efforts which are planned to address that area of improvement. Upload the
Required Plan Elements Narrative to the Web-based plan.
I-8CTE Local Perkins Plan for Program Improvement – Secondary Recipients FY 2018
Appendix A
REQUIRED PLAN ELEMENTS
Section 134(b) Carl D. Perkins Career and Technical Education Improvement Act of 2006
[Maryland's terminology is bracketed]
The eligible agency (State) shall determine requirements for local plans, except that each local plan shall:
1. Describe how the career and technical education [career and technology education, CTE] programs required under
section 135 (b) will be carried out with funds received under this title.
2. Describe how the career and technical education [CTE] activities will be carried out with respect to meeting State
adjusted levels of performance established under section 113.
3. Describe how the eligible recipient, the local school system (LSS) will:
A. offer the appropriate courses of not less than 1 of the career and technical programs of study described in
section 122 (c)(1)(A);
B. improve the academic and technical skills of students participating in career and
technical education [CTE] programs by strengthening the academic, and career and technical [career and
technology], components of such programs through the integration of academics with career and technical
education [CTE] programs through a coherent sequence of courses to ensure learning in the core academic, and
career and technical education [CTE], subjects;
C. provide students with strong experience in and an understanding of all aspects of an industry;
D. ensure that students who participate in such career and technical education [CTE] programs are taught to the
same coherent and rigorous content aligned with challenging academic standards as are taught for all other
students; and
E. encourage career and technical education students at the secondary level to enroll in rigorous and challenging
courses in core academic subjects (as defined in section 9101 of the Elementary and Secondary Education Act of
1965).
4. Describe how comprehensive professional development (including teacher initial preparation) for career and
technical education, academic, guidance, and administrative personnel will be provided that promotes the
integration of coherent and rigorous content aligned with challenging academic standards and relevant career
technical education (including curriculum development);
5. Describe how parents, students, academic and career and technical education teachers, faculty, administrators,
career guidance and academic counselors, representatives of industry, labor organizations, representatives of
special populations, and other interested individuals are involved in the development, implementation, and
evaluation of career and technical education [CTE] programs assisted under this title, and how such individuals and
entities are effectively informed about, and assisted in understanding, the requirements of this title including career
and technical programs.
6. Provide assurances that the eligible recipient will provide a career and technical education [CTE] program that is of
such size, scope, and quality to bring about improvement in the quality of career and technical education [CTE]
programs.
7. Describe the process that will be used to independently evaluate and continuously improve the performance of the
eligible recipient.
8. Describe how the eligible recipient will:
A. review career and technical education [CTE] programs, and identify and adopt a
strategy to overcome barriers that result in lowering rates of access to or lowering success in the programs,
for special populations;
B. provide programs that are designed to enable the special populations to meet the
State-adjusted levels of performance;
C. provide activities to prepare special populations including single parents and displaced homemakers, for
high skill, high wage., or high demand occupations that will lead to self-sufficiency.
I-9CTE Local Perkins Plan for Program Improvement – Secondary Recipients FY 2018
9. Describe how individuals who are members of special populations will not be discriminated against on the basis of
their status as members of special populations.
10. Describe how funds will be used to promote preparation for non-traditional training and employment.
11. Describe how career guidance and academic counseling will be provided to career and technical education students,
including linkages to future education and training opportunities
12. Describe efforts to improve:
A. the recruitment and retention of career and technical education teachers, faculty, and career guidance
and academic counselors, including individuals in groups underrepresented in the teaching profession;
and
B. the transition to teaching from business and industry.
I-10CTE Local Perkins Plan for Program Improvement – Secondary Recipients FY 2018
Appendix B
REQUIRED PLAN ELEMENTS NARRATIVE
For any required plan element not described on the Strategies Worksheets, provide a description of the local
plans to address that area of improvement for local CTE programs.
Required Element:
Planned Activities:
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