Instructions for Completing the

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Instructions for Completing the Powered By Docstoc
					      Perkins IV
        FY09

 CTE Local Plan for
Program Improvement
     Secondary

 Introduction
 Instructions
CTE Local Perkins Plan for Program Improvement – Secondary Recipients


                                           Table of Contents

                                                Secondary


  Title                                                                 Page


Introduction/Instructions                                          I-2 through 9

CTE Plan for Program Improvement                                   LP-1 through 30
(Budget follows)                                                   C-1-25

Evaluation Instrument                                              E-1 through 4

Submission Requirements                                            S-1 through 3

Amendment Process                                                  A-1 through 5
 Grant Change Request Form                                         C-1-25-A and B

Reporting Requirements
  Interim Report                                                   C-1-25-C
  Final Report                                                     C-1-125-D

Glossary                                                           G1 – G11




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CTE Local Perkins Plan for Program Improvement – Secondary Recipients



                                        INTRODUCTION
        The Division of Career Technology and Adult Learning has developed these guidelines to assist
local recipients in the preparation of the five-year 2008 -2012 CTE plan for program improvement,
while writing a detailed improvement plan for FY 2009.

       The framework for this guide is based on the Carl D. Perkins Career and Technical Education
Improvement Act of 2006, Maryland’s State Perkins Plan and a renewed vision for Maryland’s Career
and Technology Education (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 Perkins 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 Career and Technology Education State Plan for 2008-2012 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 (page LP 8). 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.




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CTE Local Perkins Plan for Program Improvement – Secondary Recipients



      OVERVIEW OF PROGRAM IMPROVEMENT PLANNING
The Perkins Act of 2006 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.
 Prepare CTE students for high skill, high wage, or high demand occupations in current and emerging
  professions.
 Provide opportunities for students to obtain industry certification, articulated, transcripted credit,
  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.
 Describe efforts to improve recruitment and retention of CTE teachers, faculty and guidance counselors, and
  how you support the transition to teaching from business.
 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 becomes
  effective for the FY 09 Perkins Application.
 Focus 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.
 Considering CTE programs as part of career clusters. The Maryland State Department of
  Education/Division of Career Technology and Adult Learning adopted the Cluster Framework to increase
  academic and technical achievement in CTE programs.




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CTE Local Perkins Plan for Program Improvement – Secondary Recipients


Resources needed to develop the CTE Local Plan:
    Local Perkins Accountability Report (LPAR), based on local data submission, provided by MSDE.

    Program Quality Index (PQI) 2007

    Disaggregated data by Race, gender and special populations

    Bench Marking data including state performance

    Maryland Report Card

    Other local data, HSTW, CRES 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 Career Cluster Frameworks: CTE Pathway Program Implementation (CTE Pathway
     programs list)

    Maryland Teacher Professional Development Standards

    Maryland Career Development Framework

   You may also reference the “User and Specifications Manual for CTE Enrollment and Outcome Systems”,
   School Year 2008 – 2009. The manual includes an explanation for each of the core indicators of
   performance and the list of Nontraditional CTE Programs.

   The Appendices to your plan include a: Glossary of Definitions; the List of Required and Permitted Use of
   Funds; a Clarification of Required Activities; Maryland Teacher Professional Development Standards; the
   Maryland Career Development Framework; Explanation of the Core Indicators of Performance.




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CTE Local Perkins Plan for Program Improvement – Secondary Recipients




                                             INSTRUCTIONS
                                       Secondary Recipients
                        Perkins IV FY09 CTE Plan for Program Improvement

The following items are the components of your plan; some are familiar and some are new forms. Some of the documents
will not be submitted with your plan, such as the self-assessment. A few of the documents require additional instructions;
these will either be on a separate page prior to the document, or directly on the document.

    1. Assurance Page
    The Superintendent of Schools or Head of Grantee Agency must sign the Assurances Page in blue ink if
    mailed, or electronically if emailed. Electronic signatures must be scanned into the document in blue ink.

    2. Local Perkins Plan Certificate of Compliance
    The Superintendent of Schools must sign the Certificate of Compliance. Endorsing this Certificate of
    Compliance satisfies Required Plan Elements 1, 5, 6 and 8 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. For a full explanation of the Required Plan Elements, see pages I-9 and LP26.

    3. Certificate of Participation
    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.
    For a full explanation of the Required Plan Elements, see pages I-9 and LP26.

    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. You may reference Program Advisory Committee lists that have been
    submitted with your program proposals where appropriate.

    4. Vision, Mission, and Accountability Statements
    You may import this information from the Transition year (2007-2008) plan if there are no changes.
    Otherwise please provide any updates here. In the spaces provided, describe the vision, mission, and
    accountability priorities for Career and Technology Education programs within your local school
    system, and how they will assist in achieving the performance levels within the Core Indicators of
    Performance.



    5. Local Perspective
    The purpose of this section is to provide the reader with an overview of CTE as it exists in your 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.
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CTE Local Perkins Plan for Program Improvement – Secondary Recipients



   6. Self-Assessment
   The Career and Technology Education (CTE) Self-Assessment has been developed to serve both as a
   planning and monitoring tool for the continuous improvement of CTE programs. As a planning tool, it
   assists in the development of the Local Perkins Plan by helping to identify programs and areas for
   improvement. It is completed every year and reviewed with the MSDE Regional Coordinator. It does not
   get submitted with your plan.

   7. Five Year Planned Program Improvement Chart
   This chart is to be completed with a five-year goal in mind as to how you will improve your CTE programs
   over the next five years.

   8. Secondary Data Analysis Chart - 2S1
   All programs with assessments for technical certificates and licenses are to be listed here as well as the
   take/pass rate for students.

   9. Strategy Worksheets

   Strategy Worksheets are to be used to explain program improvement activities; there are two categories of
   worksheets – Worksheet A and Worksheets B1 – B5. Strategies for specific program improvement listed
   by cluster and individual programs of study belong in Worksheet A. Improvement strategies that cross
   more than one program area such as; Transition among Learning Levels, Professional Development, Career
   Development and Services for Special Populations are to be listed in Worksheets B 1- B5. The timeframe
   for all strategies and activities listed in the FY 09 Perkins Local Plan is for one fiscal year.

   All CTE programs designated for improvement in FY09 from the Five-Year Planned Program Improvement
   Chart, data analysis, and/or the self-assessment should appear in the strategies worksheets. There are
   detailed instructions with the Strategy Worksheets.




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CTE Local Perkins Plan for Program Improvement – Secondary Recipients



   10. Summary of Required Plan Elements
   This form contains detailed instructions at the top. It should be noted however, that:

    Each Required Plan Element must be covered within the Local Perkins Plan. If descriptions of local
     efforts for any element are not provided, a Required Plan Elements Narrative Form must be completed.

    An element may be addressed through a description of activities which will not be funded with Perkins
     dollars. This may be done either on the Strategies Worksheets or the Required Plan Elements Narrative
     Form.

   11 a. Required Plan Elements Narrative
      This form is only to be used for those Required Plan Elements not checked on the Summary of
Required Plan        Elements.

    For each Required Plan Element not checked, provide a narrative description of the local efforts which
     are planned to address that area of improvement.

   12. Financial Compliance Worksheet
   This worksheet is intended as a check on the particular federal financial guidelines for the Perkins Act of
   2006. In particular it should be noted that:

    Any recipient of Perkins Formula funds must maintain its fiscal effort from non-federal sources on a per
     student or aggregate basis equal to or exceeding the fiscal effort for the previous fiscal year for career
     and technology education programs. [COMAR 13A.04.02.03]

    The dollar total of the strategy worksheets must equal the amount brought forward on the Financial
     Compliance Worksheet.

    The total of administrative costs (Indirect and Direct) taken, may not exceed 5% of the total grant award.

    Maintenance of Effort for the current fiscal year must equal the amount reported on the Final Financial
     Report for Maintenance of Effort for the previous year. (Confirm this amount with your finance
     officer).

    The correct indirect cost rate for the Local School System is listed on the Indirect Cost Rate chart. The
       indirect cost rate factor has been calculated for you. It is listed on the back of the Indirect Cost Rate
       chart.




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CTE Local Perkins Plan for Program Improvement – Secondary Recipients


                                     REQUIRED PLAN ELEMENTS

Section 134(b) The Carl D. Perkins Career and Technical Education
Act of 1998 [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
               strategies 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;
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.

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CTE Local Perkins Plan for Program Improvement – Secondary Recipients


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.




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