perkins federal cte grants in 3-d

PERKINS FEDERALCTE GRANTS IN 3-D

Lorrie Toni, Perkins Director, CCCSSeptember 16, 2010

For The CACTA Task Force Meeting

Purposes By LawCarl D. Perkins Career and Technical Education

Improvement Act of 2006, Section 2:

• Develop challenging academic and technical standards; assist students in meeting them; including preparation for high skill, high wage, or high demand occupations in current or emerging professions

Purposes By Law

Carl D. Perkins Career and Technical Education Improvement

Act of 2006, Section 2:

• Services and activities that integrate rigorous and challenging academic and CT instruction and link secondary and postsecondary for CTE students.

Purposes By Law

Carl D. Perkins Career andTechnical Education Improvement


• Increase State and local flexibility in providing services and activities designed to develop, implement, and improve CTE

Purposes By Law

Carl D. Perkins Career andTechnical Education ImprovementAct of 2006, Section 2:

• National Research – • www.nrccte.org• Dissemination of best practices that improve

CTE

http://www.nrccte.org/

Purposes By Law


• Technical Assistance that– Promotes leadership, initial preparation and

professional development at State and Local levels– Improves the quality of CTE teachers, faculty,

administrators, and counselors

Purposes By Law


• Support partnerships among secondary schools, postsecondary institutions, baccalaureate degree granting institutions, technical colleges, workforce investment boards, business and industry, and intermediaries

Purposes By Law

Carl D. Perkins Career andTechnical Education Improvement


• Provide individuals with opportunities throughout their lifetimes to develop, in conjunction with other programs, the knowledge and skills needed to keep the United States competitive.

Performance Metrics in Law

Carl D. Perkins Career and Technical Education Improvement Act of 2006, Section 113,

Secondary Institutions:

• Academic Attainment• Technical Skills Attainment• Secondary School Completion• Graduation Rates


Carl D. Perkins Career andTechnical Education ImprovementAct of 2006, Section 113, Secondary Institutions:

• CTE Program Completers Placement– Postsecondary or Advanced Training– Employment– Military Service


Carl D. Perkins Career andTechnical Education ImprovementAct of 2006, Section 113,Secondary Institutions:

• Participation in and Completion of CTE programs that are Non-Traditional for an underrepresented gender (gender stereo-typed career fields)


Carl D. Perkins Career and Technical Education Improvement Act of 2006, Section 113, Postsecondary Institutions:

• Technical Skill Attainment• Completion of Certificates or Degrees• Retention in Postsecondary Education



• CTE Program Completers Placement– Postsecondary or Advanced Training– Employment– Military Service



• Participation in and Completion of CTE programs that are Non-Traditional for an underrepresented gender (gender stereo-typed career fields)

Local Uses Requirements in Law

Carl D. Perkins Career and Technical Education Improvement Act of 2006, Section 135

• Integration of Academics• Secondary and Postsecondary Linkages• All Aspects of Industry• Expand Use of Technology


Carl D. Perkins Career andTechnical Education ImprovementAct of 2006, Section 135

• Professional Development for teachers, faculty, administrators, career guidance and academic counselors

• Evaluation of CTE programs including assessment of meeting needs of special populations


Carl D. Perkins Career andTechnical Education ImprovementAct of 2006, Section 135

• Initiate, improve, expand, modernize quality CTE programs

• Services and activities that are of sufficient, size, scope and quality to be effective


Carl D. Perkins Career and Technical Education Improvement Act of 2006, Section 135

• Prepare special populations enrolled in CTE for high skill, high wage, or high demand occupations that will lead to self-sufficiency.

PURPOSES

PERFORMANCE

REQUIREMENTS

The Fourth Dimension: Colorado Multi-Year State Plan Strategies:

• CTE Plans of Study• Accountability• Project-Based Local Plans• Assessing CTE Skills• Integrating Academics• Effective Teachers• Strategies for Special Populations• Connecting CTE to Business/Industry and the Economy

The Fifth Dimension: New National Vision for Career and Technical Education

• U.S. – Leading economic status; a power house of standards and sets the pace for world economy

• How? -- Innovation, competitive and entrepreneurship spirits – global citizens, boundless in their ideas and endeavors


• Flattening globe – now must take a hard look at how our workforce is prepared

• Wide range of careers; Reflect modern workplace


• Most careers require postsecondary education

• High quality CTE incorporates rigorous standards – academic, technical, & workplace skills: problem solving, communication, teamwork


• Must meet current needs AND anticipate future demands

• Must build collaboration among education, economic development, workforce development


• CTE programs must be flexible, innovative and quick to respond to employer needs

• National common core of technical standards

• CTE leadership role


• The global economy places a premium on skills acquisition and INNOVATION

• Lifelong learners – cultivate knowledge, skills – adaptable knowledge, skills; flexibility, changing interests


• Because – opportunities emerge as economy transforms

• Valid, reliable assessments for nationally recognized, portable credentials

• Personalized learning plans


• College and career ready standards

• CTE – Performance-based, student-centered, without regard to time or place

• Valid, reliable, rigorous, national technical assessments for national, common core technical standards


• Critical – accountability; data driven decisions

• Data driven decisions on resources and programs – aligned to economy needs; resources directed to highest need


• Identify high quality, successful, scalable CTE practices and programs

• A Call to Action: U.S. economic vitality hinges on preparedness, efficiency, innovation, creativity, and productivity of U.S. workforce


• A different type of workforce – look at program content, delivery -let go of what no longer works – create ONLY programs of excellence

• Bold steps; dramatic change; eliminate silos between CTE and academics; re-imagine infrastructures


• Reward innovation; support different learning styles; value different interests and talents; multiple pathways

• Strong business/industry interaction• Ensure CTE credentials are valued by the labor market


• Evaluate trajectory and role of CTE:• Critical to global competitiveness• Students succeed• Results driven with a positive ROI• Comprehensive - aligned to Career Clusters• Partner with employers to actively design and deliver dynamic CTE

QUESTIONS

CONTACT:LORRIE TONI, PERKINS DIRECTORE-mail: [email protected]: 303-595-1565

Colorado CommunityCollege System (CCCS)9101 E. Lowry Blvd.Denver, CO 80230

mailto:[email protected]

perkins federal cte grants in 3-d

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