PEIMS is a Five Letter Word!

Ruthie Pe’Vey KneupperEducational Specialist, CTEEducation Service Center, Region 20Ruthie.kneupper@esc20.net

CTE Compliance and Funding Issues for Vocational PEIMS Coding

We will look at the “WHY” behind the coding for clearer understanding and

monitoring

The 110 Record:

Coherent Sequencing of

Courses for Students

Our Primary Focus for This Training

Why Coherent Sequencing of

Courses?• Federal Law (Perkins IV)• Compliance Issue

(Population on PBMAS)• Accessibility Issue (PR

indicator – formerly OCR)• TEC subchapter 29• TAC subchapter BB• Commissioner’s Rules

…every student must be afforded the opportunity to participate in a

coherent sequence of courses by 9th

grade……

Perkins Law States, in part…

Every student has a 4 – 6 year plan in place as

they enter the 9th grade.

What the means is…

So the question is not “to do, or not to do”…

The question for the School District is: “(1)How do we design and deliver these services to best serve our

students,(2)meet the requirements of federal law,

(3) review and monitor what we code, and (4) to

code as accurately as possible?”

Client Driven

(4) Connections to Post Secondary and/or Employment

(3) Individual Coherent Sequence of Courses (A Plan for Each and Every Student)

(2) Career Clusters (Achieve Texas)

(1) Career Assessment Data

The Framework

Accountability• If you are missing any one of

the PIECES the system will not work (needs to be systemic)

• How will you set it up?• How will you monitor it?• How often will you revisit the

process?• How often will you review

each student?

#1 Career Assessment

Let’s Start at the Beginning and Understand Each Piece of the Puzzle – So you can make Informed Decisions

•What do students (and other stakeholders) want?

•What does Business and Industry need? (Labor Market Information)

•What is instructionally sound? (certifications, PBMAS, connect to post-secondary…)

•What programs and teacher certifications are already in place within the district? (Grow your own)

Based on Data Specific to the District – HOMEWORK!

Instruments that are used to assist students, and the adults supporting them, to begin to make focused decisions about course selection (both required and elective), extra-curricular activities, and to build bridges to achieve goals beyond graduation.

What are Career Assessments

#2 Career Clusters and Pathways

Now You Can Make Data-Driven Decisions for your

District and Students – You’re not Shooting in the

Dark.

Clusters of Careers grouped together because many of the activities within the occupations share common or similar skills, tasks, and knowledge.

Career Paths are groupings of jobs and occupations and include a variety of different education and skills training levels.

www.achievetexas.org

Career Clusters

Career Clusters• Don’t re-invent the Wheel• Everybody wants to be a part

of a winning Team• Go with your Strengths• Keep them General enough so

that EVERY student can find a “Major” or a “Home”

• Include Everyone in the process (administration, academics, counselors, parents, community

• Don’t forget to Market, Market, Market

www.achievetexas.org

#3 Individualized Coherent Sequence

of Courses (The Plan!)

OK! You’ve Laid the Foundation. Now You Can Develop the Plans …and You will Know They are All

Data Driven.

A Coherent Sequence of Courses is an individual educational plan made up of developmentally appropriate courses suited for a given career objective or goal. This plan builds upon the academic core components, includes school-based learning and work-based learning experiences leading to both academic and occupational competencies.

For PEIMS Coding Purposes, each plan includes 2 or more CTE courses earning a total of 3 or more credits.

Coherent Sequence – A Definition

Clarification of Definition

• An individually developed 4 – 6 year plan,– for each and every student,– Some will include 2 or more

CTE classes – Some will total for 3 or more

graduation credits.– Should be monitored Annually– Should be adjusted as needed

for student’s success

A Sample Form to Use in Developing Individual

Student Coherent Sequences of

Courses

High School Four-Year Plan (with Career Concentration)

Name

School Grade

Date Initiated Date(s) Amended

This is a tentative plan to help give you, your parents, and your school some direction as you progress through high school. As you fill in your plan, remember that it is only a plan and should be revisited as needed to ensure your educational success throughout your four years in high school. Plan carefully and select academic courses and electives that will support your interests, career goals, and post-high school plans.

My Post-High School plans will take me to (check as many as apply):

Two Year College Four Year College Military

Technical Training Employment Other

My Graduation Type is: Minimum Recommended Distinguished Achievement

Student Signature:

Parent Signature:

Career Concentrations: Agribusiness Technology

Business and Marketing

Information System

Science/Industrial & Engineering

Allied Health Technology

Personal and Protective Services

Arts, Communication & Media

Human Services/Education

Other

Credits Required for Promotion to Next Grade: 10th 5 credits 11th 10 credits 12th 15 credits Graduation: 22 Minimum Program 24 Recommended Plan

Grade 9 Grade 10

Subject Credit Subject Credit

English I English II

Algebra I or Geometry Geometry or Algebra II

Biology Science

World Geography U.S. History

Total credits for 9th year Total credits for 10th year

Grade 11 Grade 12 Subject Subject Credit

English III English IV

Algebra II or Math Elective Math Elective

Science Science Elective

World History Government/Economics

Total credits for 11th year Total credits for 12th year Created by Education Service Center, Region 20 Career and Technology Education Revised 020808

The purpose of developing a Coherent Sequence of Courses is to provide each student with a focus of study (both academic and CTE). The intent and benefit is improved student achievement.

Developing a Coherent Sequence is EVERYONE’s

Job!

The Plan is the Deciding Factor in Coding PEIMS for

the 110 Record. It’s the most important piece of the puzzle

Caution: Code the kid, NOT the class

#4 Connections to Post Secondary

Education** Dual Credit ** Articulated Credit **

Concurrent Enrollment ** Military Service ** License ** Certifications ** Tech Prep Programs ** and

much, much more

Don’t Forget to Make the Final Connection. Help Kids to

Prepare for Success, No Matter What they Decide to Do

Coding Coherent Sequence in PEIMS

Code Table Translation

 

When assigning the Career and Technology Indicator Code, include enrollment in all Career and Technology Education courses, regardless of course funding weight.

0

Not enrolled in a career and technology course

1

Enrolled in a career and technology course

A student in grades 6-8 who is taking a career and technology education course.

A student in grades 9-12 who is taking a career and technology education course, but the student's 4-year plan of study does not outline a coherent sequence of courses in career and technology education.

 

The following codes are for students who on the fall snapshot date: (a) have a 4-year plan to take a coherent sequence of courses in career and technology education, and (b) are enrolled in or have completed a semester of career and technology course(s), which are part of their career and technology coherent sequence of courses. If a student’s 4-year plan changes, then the student could go from a code 2 or 3 to a 0 or 1 in a subsequent school year.

2

Participant in a coherent sequence of courses program

A student in grades 9-12 who is enrolled in a sequential course of study, which develops occupational knowledge, skills, and competencies relating to a career concentration. The student should have a 4-year plan of study to take 2 or more career and technology education courses for 3 or more credits.

3

Participant in Tech Prep program

A student in grades 9-12 who follows a state approved Tech Prep high school plan of study leading to postsecondary education and training. The student should have a 4-year secondary plan of study that includes 2 or more career and technology education courses for 3 or more credits. The plan must provide at least one option for articulated and/or concurrent credit at the postsecondary level.

Record: 110 STUDENT ENROLLMENT

Data Element: E0031 CAREER-AND-TECHNOLOGY-ED-IND-

Code Table ID C142 CAREER-AND-TECHNOLOGY-ED-IND-CD

This chart is taken from the PEIMS Data Standards Section 2: Data Submission Requirements. To view the entire document please use the following link: http://www.tea.state.tx.us/peims/standards/0506/ds2.doc