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					CTE PERKINS IN-SERVICE


Office of Curriculum, Instruction and School Support
Secondary Programs – CTE
2009 / 2011
AGENDA
 •   Overview of CTE Program
       –   Purpose of the Perkins is…
       –   How it’s done
       –   Purpose of the meeting is…
       –   Steps to Evaluating the Application
       –   Review an Application using the Scoring Matrix
 •   Industry Sectors and Career Pathways
 •   CTE Courses and Course Sequences
 •   Requirements for a Sequence of Courses to be funded
 •   Requirements for a course to be funded
 •   Supplement, not supplant
 •   Allowable and Non-allowable Expenses
       –   Expenditure Forms
       –   Allowable and Non-allowable Expenses
       An Overview of CTE Curriculum Standards
       Overview of Perkins Documents
       –   Purchase Rationale Form
       –   Capital Expenditure Form
       –   Inventory Forms “The Red Folder”
 •   Accountability Reports Senior Survey, E-1, E-2 Reports
 •   Career Technical Student Leadership Organizations
 •   Special Populations
 •   Non-Traditional Careers
 •   CTE Advisor’s Responsibility
OVERVIEW OF LAUSD CAREER TECHNICAL
                EDUCATION PROGRAM
THE PURPOSE OF PERKINS IS…

 to provide individuals with the academic and
    technical skills needed to succeed in a
knowledge- and skills-based economy. Perkins
supports career and technical education that
 prepares its students both for postsecondary
   education and the careers of their choice.
 HOW IT’S DONE
Quality career and technical education programs meet the needs of all
students—regardless of gender, race, age, national origin, ethnicity, and
special population status—and our nation’s economy by:
1.ensuring student skills and knowledge competency through the meaningful
integration of academic and technical education;

1.providing students with pathways to postsecondary education and/or careers and
promoting strong linkages between secondary education and postsecondary options
through models such as Tech Prep;

2.promoting economic development by aligning our nation’s education and workforce
systems;

3.preparing individuals for high-demand careers and providing them with the
necessary support, including preparation for nontraditional employment;
 HOW IT’S DONE (CONTINUED)

Quality career and technical education programs meet the needs of all
students and our nation’s economy (continued):
5.aligning career and technical education to industry and labor-market needs;

6.delivering information to students, workers, teachers, parents and administrators
about careers and the education and training required to succeed in careers;

7.promoting leadership and employability skills of career technical education students
through the career and technical student organizations;

5.utilizing and supporting up-to-date technology and equipment; and

6.providing special populations with innovative programs and supportive services.
THE PURPOSE OF THE MEETING IS…


  To train CTE Advisors to in-service school staff at the schools
 that received Perkins CTE allocations and the schools that did
                                not.
STEPS TO EVALUATING THE APPLICATIONS
Logged and time stamped Applications
Created a spreadsheet of request
Completed the Summary Sheet Checklist
Completed an Assessment Matrix for each school
Each Application was randomly assigned two readers
Discussed those Applications that didn’t meet the guidelines
Averaged the two scores
Third reader assigned to those with a difference of 30 or more points
Team discussed each comment.
Discussed each Application again and made funding decisions.
Pathways scoring 30 or below were reviewed
Allocations awards were made
Prepared allocation letters and faxed to LD Superintendent and Principals
     REVIEW OF THE APPLICATION

1.   Curriculum, Instruction and Assessment
2.   Leadership and Citizenship Development /
     Community, Business and Industry Involvement
3.   Qualified and Competent Personnel
4.   Career Guidance
5.   Student Support Services and Special Populations
INDUSTRY SECTORS
CAREER PATHWAYS
REQUIREMENTS FOR A CTE
 SEQUENCE OF COURSES
REQUIREMENTS FOR A SEQUENCE
 To be assisted with Perkins CTE funds…

 • Consist of not less than two full-year CTE courses with a combined duration
 of 300 hours.

 • Or a single multi-hour course which provides sequential units of instruction
 and has a duration of 300 hours.

 • Be coherent, meaning the sequence may only include CTE courses with
 objectives and content that has a clear and direct relationship to the
 occupation or career targeted.

 • Include sufficient introductory and concentrator CTE courses to provide
 students with the instruction necessary to develop the skills and knowledge
 levels required for employment and postsecondary education or training.
REQUIREMENTS OF CTE PROGRAMS ASSISTED WITH
PERKINS FUNDS

Each CTE program assisted with Perkins funds must incorporate the nine
   requirements established in Perkins IV, including a sequence of courses that
   provides students with coherent and rigorous content aligned with challenging
   academic standards and relevant technical knowledge and skills, and the
   following planning, organization, and instructional elements determined by the
   state to be critical to high-quality CTE programs:
 Be staffed by qualified CTE teachers, meaning teachers who:

     1) possess a standard secondary, single-subject or designated-subject
        credential which authorizes the teaching of the CTE course(s) to which
        assigned, and
     2) can document employment experience, outside of education, in the career
        pathway addressed by the program.
 Focus on current or emerging high skill, high wage or high demand occupations.

 Be aligned with the state’s CTE Model Curriculum Standards and Framework.
…REQUIREMENTS CONTINUED
   Have extensive business and industry involvement, as evidenced by not less that one
    annual business and industry advisory committee meeting and planned business
    and industry involvement in program activities.
   Provide for certification of students who achieve industry-recognized skill and
   knowledge requirements.
   Be aligned with applicable feeder and advanced-level instruction in the same career
   pathway.
   Integrate the development of CTE and academic skills in order to prepare students
    for immediate employment upon graduation and for further education or training.
   Provide practical applications and experiences through actual or simulated work-
    based learning assignments.
   Provide for equitable access and needed support services of all students, including
   special populations and those preparing for nontraditional occupations.
   Include planned career awareness and exploration experiences.
…REQUIREMENTS CONTINUED
   Provide for the development of student leadership skills through an
    established career technical student organization or an alternate strategy that
    incorporates this instruction in all of the courses that make up the sequence.

   Use annual evaluation results, including achieved core indicator performance
    levels, to determine needed program improvements, modifications, and
    professional development activities for staff.

   Have a systematic plan for promoting the program to all concerned groups,
    including, but not limited to, students, parents, counselors, site and district
    administrators, and postsecondary educational agencies.
SUPPLEMENTING –VS- SUPPLANTING

     LAUSD Perkins Programs shall use Federal funds received under this
      part only to supplement the funds that would, in the absence of such
      Federal funds, be made available from non- federal sources for the
      education of pupils participating in programs assisted under this part,
      and not to supplant such funds.

     In other words, funds granted for specific program purposes and which
      are over and above the general revenue funds the District and schools
      receive to support the base program. Supplemental funds may not be
      used to replace or supplant the funds the District provides the school.
ALLOWABLE EXPENSES
 • Supplemental pre-approved equipment
 • Supplemental instructional materials, supplies and resource materials
 • Minor facilities reconfigurations for grades 9-12
 • Bus Transportation for students, leadership packets


NON – ALLOWABLE EXPENSES
 Books on LAUSD Approved Textbook list
 Consumables, supplies, materials, food, beverages
 Repairs, maintenance, and service contracts
 Memberships, tuition, fees, admission, tickets
 Items purchased for individual students
CTE MODEL CURRICULUM STANDARDS

    AND

CTE FRAMEWORK FOR CALIFORNIA
PUBLIC SCHOOLS
RESOURCES FOR INCREASING RIGOR AND
RELEVANCE



• Foundation Standards
• Pathway Standards
• CTE Framework




           http://cte.lausd.net/resources
FOUNDATION STANDARDS

   Support and extend the skills and competencies
    identified by SCANS.

   Are uniform in all sectors, although there are slight
    variations.

   Focus on the basic skills ALL students in that sector
    will need to succeed in the workplace.
FOUNDATION STANDARDS
     1.0 Academics
     2.0 Communications
     3.0 Career Planning and Management
     4.0 Technology
     5.0 Problem Solving and Critical Thinking
     6.0 Health and Safety
     7.0 Responsibility and Flexibility
     8.0 Ethics and Legal Responsibilities
     9.0 Leadership and Teamwork
     10.0 Technical Knowledge and Skills
     11.0 Demonstration and Application
PATHWAY STANDARDS


 Pathway standards are concise statements that
 reflect the essential knowledge and skills
 students need for success in a career pathway.
BUILDING TRADES & CONSTRUCTION


Students will design, layout, and construct two
 half scale walls including corner framing and
                     bracing.




 SAMPLE PERFORMANCE TASK
       ACTIVITY DIRECTIONS
 Have students form teams and appoint a construction manager.

 Create scaled framing drawings for the two walls to be built.

 Using the Building Skills (wall framing unit) students will complete the unit in
preparation to build the half scale model.

 Calculate the number of studs needed.

 Determine the cost of the materials

 Have drawings and Building Skills checked by instructor.

 Have team lay out top and bottom plate plus one window and door.

 Cut and place framing members

 Attach members to plates

 Nail in place and raise.
SAMPLE STANDARDS




Appropriate CTE Foundation and Pathway Standards are
aligned with performance task (as well as with expenditures).
THE PROCUREMENT PROCESS
      OVERVIEW OF PERKINS FORMS AND
                        PROCEDURES

 Expenditure Form and Purchase Rationale Form

 Allowable and Non-allowable Expenses

 Object Codes

 Procedure for Capital Expenditures ($5,000 or more)

 Inventory Forms and “Red Folder”
PROCUREMENT MANUAL
EXPENDITURE FORM




                   http://cte.lausd.net/resources
CAPITAL EXPENDITURE
THE INVENTORY
  PROCESS
CONTROL OF SITE
  EQUIPMENT
THE INVENTORY PROCESS
 INVENTORY OVERVIEW

    Perkins Red Sticker (VATEA)




All equipment (any item costing $500 or more) must be tagged
 with the Perkins RED sticker and the number on the sticker
           entered on the inventory spreadsheet.

             For accountability purposes and audits
   INVENTORY ACCOUNTABILITY
1) Complete Perkins Inventory data using the Excel format
   provided.

1) Fill in all spaces of the file with accurate and legible information
   OR indicate N/A.

2) Keep a copy of all purchase documentation for the school
   records and store in Red Inventory Folders provided by OCISS.

3) When all equipment items have arrived; printout the entire file.

4) Sign and date the hardcopy of the printed file. Keep the copy for
   your files; place it in the Red Inventory Folder in a central location
   at the school.
 INVENTORY ACCOUNTABILITY

6) Send the original inventory documentation and printouts to
   OCISS/CTE Unit.

7) Documentation to be sent to the OCISS/CTE Inventory
   Technician should include: Requisitions, Purchase Orders,
   Packing slips, invoices, and Capital Outlay Requests (email
   on a daily basis as items arrive).

8) Each year schools must complete ALL steps to CLEAR
   inventory. All schools must clear inventory BEFORE
   additional Perkins funds will be awarded.
            Perkins Grant Inventory Form


Equipment
Inventory

Cost Center
                   School Name   Local
                                            Industry Sector /    Vendor
(Location Code)
                                 District
                                            Pathway              Name




 8536              Bell HS         6        Info Tech           Paxton-
                                                                Paterson
    Perkins Grant Inventory Form


Equipment
Inventory

 Equipment     Manufacturer    Model   Serial / Tag #      CTE
 Description     or Make      Number                     Perkins
                                                           Red
                                                        Sticker #


Robotics       JPL Robotics   RJY      DF023GRB10       CP-16123
Module                        1200
        Perkins Grant Inventory Form



Equipment
Inventory

              Purchase                       Acquisition
  Room                   P.O. #
              Date                           Costs $

S-209         09/26/09       PCD0-00023456    $13,255.00




              Inventory Technician
                   (213) 241- 2493
    LOST OR STOLEN ITEMS

Any equipment
purchased with
Perkins funds that
has been lost or
stolen must be
accounted for by
completing and
submitting this form
with your inventory
report.
                       http://cte.lausd.net/resources
   RED FOLDER MUST CONTAIN:
 Perkins Requisition Forms (signed)

 Purchase Orders

 Packing slip

 Perkins Inventory Sheets (hard copy) additional electronic signed copy emailed to
    Perkins Inventory Technician

 Lost / Stolen / Salvaged Forms (with Police Report attached)

 CDE Capital Outlay Approval Letter when appropriate

 Red Folders are to be kept file at the school and the OCISS office

 MUST BE UP-TO-DATE AND READILY AVAILABLE FOR For accountability
purposes and audits
ACCOUNTABILITY REPORTS

  E-1
  E-2
  Senior Surveys

  Student data for these reports will need to be
  submitted to the state. Details as to what
  data and timelines will be provided in spring.
CAREER TECHNICAL STUDENT ORGANIZATIONS



 Every school should have at least one active CTSO
CTSO DEFINED

An organization of individuals enrolled in a
career and technical education program that
engages in career and technical activities as an
integral part of the instructional program
CAREER TECHNICAL EDUCATION
STUDENT ORGANIZATIONS
   Business Professionals of America
   California DECA – Assoc. for Marketing Students
   Future Business Leaders of America – Phi Beta Lambda
   California Association FHA – HERO (Home Economics Related
     Occupations)
   Health Occupations Students of America
   National (Future Farmers of America) FFA
   SkillsUSA
   Technology Student Association (TSA)
ALLOWABLE EXPENDITURES

 Student leadership packets instructional
  materials, uniforms and equipment appropriate
  for the CTSO
 CTSO advisor travel, lodging, registration while
  supervising students participating in CTSO
  activities
NON-ALLOWABLE EXPENDITURES

 Student food and lodging expenses
 Portion of student’s conference registration fee
  used for food, lodging, awards, social
  assemblages and recreation
 Any item which becomes personal property of
  student or advisor
  If a gender represents less
  than 25% of those employed
  in a specific career field it’s
  considered a non-traditional
  occupation for that gender.




NONTRADITIONAL CAREERS
NONTRADITIONAL CAREERS FOR WOMEN
Top High Wage Nontraditional Occupations for Women:

Architects, except naval                                           24.7%
Computer Programmers                                               24.7
Announcers                                                         24.4
Cutting workers                                                    24.4
Detectives and criminal investigators                              23.2
Security guards and gaming surveillance officers                   23.2
Farm, ranch and other agricultural managers                        22.5
Engineering technicians, except drafters                           22.4
Cutting, punching and press machine setters, operators             21.6
Chemical engineers                                                 21.2
Computer software engineers                                        20.8
Chefs and head cooks                                               20.6
Laborers and freight, stock and material movers                    20.3

Nontraditional jobs are attractive to women because they generally offer higher
entry-level wages and a career ladder with pay between $20 and $30 per hour.

NON-TRADITIONAL CAREERS




                                                                   
                                                                   GENDER EARNINGS GAP
    In 2007 the median weekly earnings of women who worked full-
    time were only 80% of men's weekly earnings.
WOMEN CONTINUE TO MAKE INROADS
INTO NONTRADITIONAL OCCUPATIONS.

As more women enter jobs that were once
dominated by men, many jobs that were
nontraditional for women in the 1986 were no longer
nontraditional for women in 2006.

Some of these occupations are physicians and
surgeons, chemists, judges and magistrates,
announcers, lawyers, athletes, coaches, umpires,
and postal service mail carriers.
NONTRADITIONAL CAREERS FOR MEN
  Men in nontraditional occupations have reported opportunities for less
  stressful occupations, increased options for other life choices, and personal
  fulfillment as some of the reasons for their career choice.

  Top High Wage Nontraditional Occupations for Men in California through 2010:

  Dental Hygienists
  Registered Nurse and Nurse Practitioners
  Health Specialist and Nursing Instructors
  Special Education Teachers
  Elementary Teachers
  Healthcare Practitioners, Medical Assistants and Technical Occupations
  Clinical Laboratory Technicians and technicians
  Bookkeepers, accountants and audit clerks
  Paralegal and Legal Assistants
  Speech Therapist
  Secretaries
  Cashiers
  Social workers
SPECIAL POPULATIONS

 Individuals with disabilities

 Individuals from economically disadvantaged families;
including foster children

 Single Parents, including single pregnant women

 Individuals with limited English proficiency

 Individuals preparing for non-traditional careers
SERVING SPECIAL POPULATIONS

 Special populations (including individuals with disabilities)
 must be provided with equal access to recruitment,
 enrollment, and placement activities in vocational education.

 In addition, these individuals must be provided with equal
 access to the full range of vocational education programs
 available to others, including occupationally specific courses
 of study, cooperative education, apprenticeship programs,
 and, to the extent practical, comprehensive guidance and
 counseling services.
   OFFICE OF CURRICULUM, INSTRUCTION AND
SCHOOL SUPPORT – SECONDARY PROGRAMS –
                                      CTE

				
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