perkins iv historyfunding performance requirements performance requirements data reporting perkins...

Perkins IVPerkins IV

HistoryHistory

Funding Funding

Performance RequirementsPerformance Requirements

Data ReportingData Reporting

Perkins Report CardPerkins Report CardCTE New Teacher Professional DevelopmentCTE New Teacher Professional Development

MTSUMTSU

July 21, 2008July 21, 2008

What We Hope to What We Hope to AccomplishAccomplish

TLW will understand Perkins and State TLW will understand Perkins and State Requirements;Requirements;

TLW know how we get our funds;TLW know how we get our funds; TLW understand the reporting requirements TLW understand the reporting requirements

for Perkins IV that directly affect them;for Perkins IV that directly affect them; TLW know the reasons for the data reporting TLW know the reasons for the data reporting

and time lines;and time lines; TLW understand the base-line negotiation TLW understand the base-line negotiation

process;process; TLW know the data we collect for the Perkins TLW know the data we collect for the Perkins

Report Card.Report Card.

ChallengeChallenge

Our challenge is to address the Our challenge is to address the needs and support the needs and support the requirements as related to requirements as related to Perkins IV and the new High Perkins IV and the new High School PolicySchool Policy

Carl Perkins Carl Perkins

Don't step on my blue suede

shoes

(1932-1998)

Carl D. Perkins Career and Carl D. Perkins Career and Technical Education Act of Technical Education Act of

20062006“…“…will allow students … to get a vision of what will allow students … to get a vision of what can be achieved, what they can do in technical can be achieved, what they can do in technical education and what they can do in employment education and what they can do in employment opportunities and what a better future they can opportunities and what a better future they can have. This should be billed as a hope bill, …”have. This should be billed as a hope bill, …”

Rep. Ralph RegulaRep. Ralph RegulaJuly 27, 2006July 27, 2006

Congressman Carl D. Perkins (KY)Congressman Carl D. Perkins (KY)

I don’t sing, but I was instrumental in passing

the Vocational Education Act of 1963.

(1912-1984)

History of the LegislationHistory of the Legislation

1914 – Smith Hughes Act1914 – Smith Hughes Act 1963 – The Vocational Education Act of 1963 1963 – The Vocational Education Act of 1963

Amended in 1968 and 1976Amended in 1968 and 1976 1984 – The Carl D. Perkins Vocational Act 1984 – The Carl D. Perkins Vocational Act 1990 – The Carl D. Perkins Vocational and 1990 – The Carl D. Perkins Vocational and

Applied Technology Education Act Applied Technology Education Act 1998 – The Carl D. Perkins Vocational and 1998 – The Carl D. Perkins Vocational and

Technical Education Act Technical Education Act 2006 – The Carl D. Perkins Career and 2006 – The Carl D. Perkins Career and

Technical Education ActTechnical Education Act


20062006HighlightsHighlights

Perkins 2006 Highlights Perkins 2006 Highlights

Increased AccountabilityIncreased Accountability

AccountabilityAccountability

New components for the Basic Grant New components for the Basic Grant

– Local performance targets will be negotiatedLocal performance targets will be negotiated

– Local programs held responsible to meet targetsLocal programs held responsible to meet targets

– Improvement plans required for failure to meet targetsImprovement plans required for failure to meet targets

– Programs may be sanctioned for continued failures to Programs may be sanctioned for continued failures to meet targetsmeet targets

AccountabilityAccountability

Academic attainment and graduation rates Academic attainment and graduation rates now aligned with state’s No Child Left Behind now aligned with state’s No Child Left Behind (NCLB). (NCLB).

Technical assessment aligned with industry-Technical assessment aligned with industry-recognized standards, when possible recognized standards, when possible

Student placement in high-skill, high-wage, or Student placement in high-skill, high-wage, or high-demand occupations or professions must high-demand occupations or professions must be measured be measured

Perkins 2006 HighlightsPerkins 2006 Highlights

Programs of StudyPrograms of Study

Programs of StudyPrograms of Study

Every local recipient must offer at least one CTE Every local recipient must offer at least one CTE Program of StudyProgram of Study**

– Must include secondary and postsecondary alignmentMust include secondary and postsecondary alignment

– Must include coherent and rigorous course content Must include coherent and rigorous course content (academic and technical)(academic and technical)

– May include dual enrollment/credit opportunityMay include dual enrollment/credit opportunity

– Must lead to an industry-recognized credential, Must lead to an industry-recognized credential, certificate or postsecondary degreecertificate or postsecondary degree


Focus on rigorous academic and technical Focus on rigorous academic and technical achievementsachievements

Recruitment and retention of CTE teachers, Recruitment and retention of CTE teachers, faculty, and counselors faculty, and counselors

Nontraditional occupation training and Nontraditional occupation training and employment employment


In-depth career explorationIn-depth career exploration

Professional development guidelines are both Professional development guidelines are both expanded and tightened.expanded and tightened.

Permissive uses – provides flexibility and Permissive uses – provides flexibility and offers option to focus funds for improved offers option to focus funds for improved performanceperformance**


20062006Required ActivitiesRequired Activities

Required ActivitiesRequired Activities

Assess CTE programs funded with Perkins, with a Assess CTE programs funded with Perkins, with a focus on special populationsfocus on special populations

Develop, improve, or expand the use of Develop, improve, or expand the use of technology in CTEtechnology in CTE

Provide professional development programsProvide professional development programs


Support for CTE education programs Support for CTE education programs

– emphasizes coherent and relevant content aligned emphasizes coherent and relevant content aligned with challenging academic standardswith challenging academic standards

Provide preparation for nontraditional fieldsProvide preparation for nontraditional fields

Support partnerships that enable students to Support partnerships that enable students to complete career and technical programs of complete career and technical programs of studystudy


Serve individuals in state institutionsServe individuals in state institutions

Support programs for special populations that Support programs for special populations that lead to high-skills, high-wage, or high-lead to high-skills, high-wage, or high-demand occupationsdemand occupations

Provide technical assistance for eligible Provide technical assistance for eligible recipientsrecipients


20062006Permissive ActivitiesPermissive Activities

Establish articulation agreements between Establish articulation agreements between secondary and postsecondary CTE programssecondary and postsecondary CTE programs

Support of student leadership organizationsSupport of student leadership organizations

Support to improve or develop new CTE courses Support to improve or develop new CTE courses and initiatives, including career clusters, career and initiatives, including career clusters, career academies, and distance educationacademies, and distance education

Permissive Activities Permissive Activities

Permissive ActivitiesPermissive Activities

CTE programs for adults and school dropouts CTE programs for adults and school dropouts to complete their secondary school educationto complete their secondary school education

Assist students with job-placement and Assist students with job-placement and continuing educationcontinuing education

Improve career guidance and academic Improve career guidance and academic counseling programscounseling programs


Support initiatives to facilitate the transition of Support initiatives to facilitate the transition of CTE students into baccalaureate degree CTE students into baccalaureate degree programs programs

Statewide articulation agreementsStatewide articulation agreements

Dual and concurrent postsecondary enrollment Dual and concurrent postsecondary enrollment programsprograms

Academic and financial aid counselingAcademic and financial aid counseling

Other initiatives to overcome barriers to participation Other initiatives to overcome barriers to participation in such programs, including geographic barriers in such programs, including geographic barriers affecting rural students and special populationsaffecting rural students and special populations


Award incentive grants to local recipients for Award incentive grants to local recipients for exemplary performanceexemplary performance

Support entrepreneurship education and Support entrepreneurship education and trainingtraining

Development of valid and reliable Development of valid and reliable assessments of technical skillsassessments of technical skills

Developing and enhancing data systems to Developing and enhancing data systems to collect and analyze CTE outcomes datacollect and analyze CTE outcomes data


Improve recruitment and retention of CTE Improve recruitment and retention of CTE teachers, faculty, administrators, and career teachers, faculty, administrators, and career guidance and academic counselorsguidance and academic counselors

Support for occupational employment Support for occupational employment information resourcesinformation resources

Perkins IVPerkins IV Accountability - specific performance targets Accountability - specific performance targets

on each performance indicator on each performance indicator Locals may choose to accept the state Locals may choose to accept the state

performance targets or negotiate levelsperformance targets or negotiate levels Sanctions for failing to meet 90% of the Sanctions for failing to meet 90% of the

performance target performance target Alignment with NCLB academic assessments Alignment with NCLB academic assessments

and graduation ratesand graduation rates Technical assessments that align to industry-Technical assessments that align to industry-

recognized standardsrecognized standards Academic and Technical IntegrationAcademic and Technical Integration Connections between Secondary and Connections between Secondary and

PostsecondaryPostsecondary

Tennessee DemographicsTennessee Demographics

CTE serves 128 school systems in TennesseeCTE serves 128 school systems in Tennessee 362,973 students were enrolled in Career and 362,973 students were enrolled in Career and

Technical courses (duplicate count) 2006-07Technical courses (duplicate count) 2006-07– Agricultural Education--------------------------33,821Agricultural Education--------------------------33,821– Business Technology Education------------89,351Business Technology Education------------89,351– Contextual Academics-------------------------10,497Contextual Academics-------------------------10,497– Family and Consumer Science--------------54,345Family and Consumer Science--------------54,345– Health Science Education--------------------22,318Health Science Education--------------------22,318– Marketing Education---------------------------17,227Marketing Education---------------------------17,227– Technology Engineering Education---------9,228Technology Engineering Education---------9,228– Trade and Industrial Education-------------86,260Trade and Industrial Education-------------86,260

DemographicsDemographics

58.66% of all secondary students in 58.66% of all secondary students in Tennessee take a CTE courseTennessee take a CTE course

Students with Disabilities served by CTE- Students with Disabilities served by CTE- 12, 746 12, 746

Economically disadvantaged students Economically disadvantaged students served by CTE-54,123served by CTE-54,123

Limited English Proficiency students served Limited English Proficiency students served by CTE-2,735by CTE-2,735

Perkins FundingPerkins Funding$25+Million$25+Million

Basic State Grant - ”Such sums as may Basic State Grant - ”Such sums as may be necessary” for each fiscal years be necessary” for each fiscal years 2007 through 2013 is authorized for 2007 through 2013 is authorized for the Basic Grant. [Section 9]the Basic Grant. [Section 9]

Funding will continue 5 years and a Funding will continue 5 years and a new reauthorization after thatnew reauthorization after that

The President must submit a budget The President must submit a budget each year for the laweach year for the law

Distribution of fundsDistribution of funds The state to local formula is the same as the The state to local formula is the same as the

1998 Act1998 Act The formula includes 30 percent allocation to The formula includes 30 percent allocation to

LEAs based on the number of 5 to 17 year-LEAs based on the number of 5 to 17 year-olds who reside in each school districtolds who reside in each school district

70 percent allocated to LEAs based on the 70 percent allocated to LEAs based on the number of 5-to 17 year-olds below the number of 5-to 17 year-olds below the poverty line based on data collected under poverty line based on data collected under ESEAESEA

Population counts must come from the most Population counts must come from the most recent satisfactory data from the National recent satisfactory data from the National Center for Education Statistics or have been Center for Education Statistics or have been provided by the Census Bureau for ESEA Title provided by the Census Bureau for ESEA Title I eligibility purposesI eligibility purposes

Distribution of FundsDistribution of Funds

An LEA must qualify for a grant of a An LEA must qualify for a grant of a least $15,000 under the allocation least $15,000 under the allocation formula, or formula, or

It must enter into a consortium that It must enter into a consortium that meets the minimum allocation meets the minimum allocation

Waivers do support rural, sparsely Waivers do support rural, sparsely populated area or public charter populated area or public charter schools operating CTE programsschools operating CTE programs

Within State AllotmentWithin State Allotment

5% Administration Support5% Administration Support 10% State Leadership 10% State Leadership 85% formula distribution to local 85% formula distribution to local

systemssystems Within the 85% there is a secondaryWithin the 85% there is a secondary and postsecondary splitand postsecondary split

– 15% of the 85% goes to TBR--Grants15% of the 85% goes to TBR--Grants– 10% of the 85% goes into a Reserve which 10% of the 85% goes into a Reserve which

is split between secondary and is split between secondary and postsecondarypostsecondary

– The remainder flows by formula to LEAsThe remainder flows by formula to LEAs

Youth Population$4,998,561

Formula30%

State Leadership$2,562,379

Basic Grant - Title I & II$25,623,791

100%

Low IncomePopulation

$11,663,309Formula

70%

Competitive GrantProcess

Flow Thru Funds$21,780,222

State Funds$3,843,569

StateAdministration

$1,281,190

NontraditionalTraining &

Employment$60,000

Post Secondary FundsTBR

$2,940,330TN Dept. of Education

$16,661,870Post Secondary

Leadership$294,033

2008-09 PERKINS IMPROVEMENT FUNDS2008-09 PERKINS IMPROVEMENT FUNDS

15%

5%

10%

(15%)

85%

(85%)

Total 10% Reserve$2,178,022

1% Corrections

Less Reserve$19,602,200

State fundingState funding

Career and Technical Division receives over Career and Technical Division receives over Four (4) Million in State funding which Four (4) Million in State funding which supports:supports:– Assistant CommissionerAssistant Commissioner– Program ConsultantsProgram Consultants– Support StaffSupport Staff– State Leadership activitiesState Leadership activities– Special Projects (HSTW,JTG, Governor’s Special Projects (HSTW,JTG, Governor’s

Schools, Kuder, ABC, AYES)Schools, Kuder, ABC, AYES)

STATE Expenditures for CTESTATE Expenditures for CTE

Funds reported by local education agencies that Funds reported by local education agencies that were spent on CTE for 2006-07-were spent on CTE for 2006-07-

Instruction--Instruction--$203,041,941$203,041,941 Staff Expenditures---Staff Expenditures---$12, 507,127$12, 507,127 Perkins Improvement--Perkins Improvement--$18,271,434.51$18,271,434.51

These funds come from the Basic Education These funds come from the Basic Education Program (BEP) and from local system support Program (BEP) and from local system support usually in approximately 30%-70% split. This is usually in approximately 30%-70% split. This is based on an index for an LEAs ability to pay.based on an index for an LEAs ability to pay.

Accountability--What do we Accountability--What do we measure?measure?

CTE ConcentratorCTE Concentrator

A secondary student who has earned A secondary student who has earned three (3) or more credits in a single three (3) or more credits in a single CTE program area (e.g., health care or CTE program area (e.g., health care or business services), or two (2) credits in business services), or two (2) credits in a single CTE program area, but only in a single CTE program area, but only in those program areas where 2 credit those program areas where 2 credit sequences at the secondary level are sequences at the secondary level are recognized by the State and/or its local recognized by the State and/or its local eligible recipients.eligible recipients.

Secondary IndicatorsSecondary Indicators

1S1: 1S1: Academic Attainment – Reading Academic Attainment – Reading /Language Arts/Language Arts 1S2: 1S2: Academic Attainment – Academic Attainment – MathematicsMathematics 2S1: 2S1: Technical Skill AttainmentTechnical Skill Attainment 3S1:3S1: Secondary School CompletionSecondary School Completion 4S1:4S1: Student Graduation RatesStudent Graduation Rates 5S1:5S1: Secondary PlacementSecondary Placement 6S1:6S1: Nontraditional Participation Nontraditional Participation 6S2:6S2: Nontraditional CompletionNontraditional Completion

1S1: Academic Attainment – 1S1: Academic Attainment – Reading/Language ArtsReading/Language Arts

Numerator-Numerator- Number of Number of CTE concentratorsCTE concentrators who took the ESEA assessments in who took the ESEA assessments in reading/language arts whose scores were reading/language arts whose scores were included in the State’s computation of included in the State’s computation of AYP and who, in the reporting year, left AYP and who, in the reporting year, left secondary education.secondary education.

Denominator-Denominator- TN- The count of TN- The count of CTE CTE concentratorsconcentrators in Gateway English II and in Gateway English II and Writing tests having performance level of Writing tests having performance level of proficient, advanced, or below (or who proficient, advanced, or below (or who took the English II and Writing tests) and took the English II and Writing tests) and left secondary education in the reporting left secondary education in the reporting year.year.

1S2: Academic Attainment – 1S2: Academic Attainment – MathematicsMathematics

Numerator- Numerator- Number of Number of CTE concentratorsCTE concentrators who took the ESEA assessments in who took the ESEA assessments in mathematics whose scores were included in mathematics whose scores were included in the State’s computation of AYP and who, in the State’s computation of AYP and who, in the reporting year, left secondary the reporting year, left secondary education.education.

DenominatorDenominator-TN: The count of -TN: The count of CTE CTE concentratorsconcentrators in Gateway Algebra I test in Gateway Algebra I test having performance level of proficient, having performance level of proficient, advanced, or below (or who took the advanced, or below (or who took the Algebra I test) and left secondary education Algebra I test) and left secondary education in the reporting year.in the reporting year.

2S1: Technical Skill 2S1: Technical Skill AttainmentAttainment

NumeratorNumerator: Number of : Number of CTE CTE concentratorsconcentrators who passed technical who passed technical skill assessments that are aligned skill assessments that are aligned with industry-recognized standards, if with industry-recognized standards, if available and appropriate, during the available and appropriate, during the reporting year.reporting year.

DenominatorDenominator: Number of : Number of CTE CTE concentratorsconcentrators who took the who took the assessments during the reporting assessments during the reporting year.year.

3S1:Secondary School 3S1:Secondary School CompletionCompletion

Numerator:Numerator: Number of Number of CTE concentratorsCTE concentrators who who earned a regular secondary school diploma, earned a earned a regular secondary school diploma, earned a General Education Development (GED) credential as General Education Development (GED) credential as a State-recognized equivalent to a regular high a State-recognized equivalent to a regular high school diploma (if offered by the State) or other school diploma (if offered by the State) or other State-recognized equivalent (including recognized State-recognized equivalent (including recognized alternative standards for individuals with alternative standards for individuals with disabilities), or earned a proficiency credential, disabilities), or earned a proficiency credential, certificate, or degree, in conjunction with a certificate, or degree, in conjunction with a secondary school diploma (if offered by the State) secondary school diploma (if offered by the State) during the reporting year.during the reporting year.

Denominator:Denominator: Number of Number of CTE concentratorsCTE concentrators who left who left secondary education during the reporting year.secondary education during the reporting year.

4S1: Student Graduation Rates4S1: Student Graduation Rates

Numerator- Numerator- The count of The count of CTE concentratorsCTE concentrators who, in the reporting year, were included who, in the reporting year, were included as graduated in the State’s computation of as graduated in the State’s computation of its graduation rate as described in Section its graduation rate as described in Section 1111(b)(2)(C)(vi) of the ESEA. 1111(b)(2)(C)(vi) of the ESEA.

Denominator- Denominator- TN:TN: TThe count of he count of CTE CTE concentratorsconcentrators who graduated (on-time who graduated (on-time graduation, defined as graduated between graduation, defined as graduated between 8/16/2005 and 8/15/2006 with regular 8/16/2005 and 8/15/2006 with regular diploma) in the reporting year.diploma) in the reporting year.

4S1: Student Graduation Rates4S1: Student Graduation Rates

Numerator : Numerator : Number of Number of CTE CTE concentratorsconcentrators who, in the reporting year, who, in the reporting year, were included as graduated in the State’s were included as graduated in the State’s computation of its graduation rate as computation of its graduation rate as described in Section 1111(b)(2)(C)(vi) of described in Section 1111(b)(2)(C)(vi) of the ESEA.the ESEA.

DenominatorDenominator-TN:-TN: TThe count of he count of CTE CTE concentratorsconcentrators who were included in the who were included in the State’s computation of its graduation State’s computation of its graduation rate (graduated between 8/16/2005 and rate (graduated between 8/16/2005 and 8/15/2006 with regular or special 8/15/2006 with regular or special education diploma, GED, certificate of education diploma, GED, certificate of attendance; or drop-outs) in the attendance; or drop-outs) in the reporting year.reporting year.

5S1: Secondary Placement5S1: Secondary Placement

Numerator:Numerator: Number of Number of CTE concentratorsCTE concentrators who left secondary education and were who left secondary education and were placed in postsecondary education or placed in postsecondary education or advanced training, in the military service, advanced training, in the military service, or employment in the second quarter or employment in the second quarter following the program year in which they following the program year in which they left secondary education (i.e., left secondary education (i.e., unduplicated placement status for CTE unduplicated placement status for CTE concentrators who graduated by June 30, concentrators who graduated by June 30, 2007 would be assessed between 2007 would be assessed between October 1, 2007 and December 31, 2007).October 1, 2007 and December 31, 2007).

Denominator:Denominator: Number of Number of CTE CTE concentratorsconcentrators who left secondary who left secondary education during the reporting year.education during the reporting year.

6S1: Nontraditional Participation6S1: Nontraditional Participation

Numerator:Numerator: Number of Number of CTE CTE participantsparticipants from underrepresented from underrepresented gender groups who participated in gender groups who participated in a program that leads to a program that leads to employment in nontraditional fields employment in nontraditional fields during the reporting year.during the reporting year.

Denominator:Denominator: Number of Number of CTE CTE participantsparticipants who participated in a who participated in a program that leads to employment program that leads to employment in nontraditional fields during the in nontraditional fields during the reporting year.reporting year.

6S2: Nontraditional Completion6S2: Nontraditional Completion

Numerator:Numerator: Number of Number of CTE CTE concentratorsconcentrators from underrepresented from underrepresented gender groups who completed a gender groups who completed a program that leads to employment in program that leads to employment in nontraditional fields during the nontraditional fields during the reporting year.reporting year.

Denominator:Denominator: Number of Number of CTE CTE concentratorsconcentrators who completed a who completed a program that leads to employment in program that leads to employment in nontraditional fields during the nontraditional fields during the reporting year.reporting year.


Local School SystemsLocal School Systems Class performance entryClass performance entry Follow-up entryFollow-up entry Student information verificationStudent information verification Teacher information verificationTeacher information verification CTE Teacher class attestationCTE Teacher class attestation CTE Director system approvalCTE Director system approval


State CTE DivisionState CTE Division Course enrollment (EIS)Course enrollment (EIS) Teacher/student information (EIS)Teacher/student information (EIS) Identify participants programmaticallyIdentify participants programmatically Identify concentrators Identify concentrators

programmaticallyprogrammatically Graduation/Drop-out rosterGraduation/Drop-out roster Gateway tests resultsGateway tests results Generate nontraditional course listGenerate nontraditional course list

Data Reporting Data Reporting 2007-082007-08

Academic Attainment 1S1 and 1S2 &Academic Attainment 1S1 and 1S2 & Graduation 4S1Graduation 4S1 Concentrators who scored proficient Concentrators who scored proficient

and advanced on NCLB assessmentsand advanced on NCLB assessments 2005-06 Baseline performance level 2005-06 Baseline performance level

determination - students who have determination - students who have three earned CTE credits in a program three earned CTE credits in a program area.area.

Data ElementsData Elements

NLCB ElementsNLCB Elements First time test takersFirst time test takers A snap shot for the reporting A snap shot for the reporting

yearyear Algebra 1, English II and Writing Algebra 1, English II and Writing

AssessmentAssessment Graduation and drop-outsGraduation and drop-outs

CTE Data ElementsCTE Data Elements

Three (3) earned creditsThree (3) earned credits Program area Program area First time test takersFirst time test takers Proficient/advanced in Math-Algebra Proficient/advanced in Math-Algebra

1 Assessment1 Assessment Proficient/advanced in Proficient/advanced in

English/Language Arts/Writing English/Language Arts/Writing Assessment Assessment

Left the system in the reporting yearLeft the system in the reporting year

RequirementsRequirements

Recommend that states use the NCLB Recommend that states use the NCLB negotiated performance levels for CTE negotiated performance levels for CTE baseline performance levelsbaseline performance levels

Report all students who left the system Report all students who left the system in the reporting year - graduates and in the reporting year - graduates and dropouts in the reporting cohort dropouts in the reporting cohort populationpopulation

Must make adequate yearly progress Must make adequate yearly progress and show continued improvement and show continued improvement (90%)(90%)

How is Tennessee PerformingHow is Tennessee PerformingAlignment with NCBL academic assessments Alignment with NCBL academic assessments and graduation rate (05-06 Students)and graduation rate (05-06 Students)

Core Indicator NCBL NCBL 05-0605-06 CTE CTE 06-07 06-07

1s1- Reading/ 1s1- Reading/

Language Language

plus Writingplus Writing

91.00%91.00% 87.87%87.87%

Met the 90% but Met the 90% but below the state below the state NCLB levelNCLB level

1s2- Math1s2- Math 83.00%83.00% 95.48%95.48%

Met the 90% and Met the 90% and above the NCLB above the NCLB levellevel

4s1- Graduation4s1- Graduation

79.50%79.50% 92.31%92.31%

Met the 90% and Met the 90% and above the NCLB above the NCLB **Gateway English II and writing assessment testGateway English II and writing assessment test

CTE Report Card of CTE Report Card of 2007-20082007-2008

State – System – SchoolState – System – School CTE Course EnrollmentCTE Course Enrollment CTE Course Enrollment by CTE Course Enrollment by Program AreaProgram Area Student Enrollment by GradeStudent Enrollment by Grade CTE Students vs. High School CTE Students vs. High School

StudentsStudents Ethnicity ComparisonEthnicity Comparison Special Populations ComparisonSpecial Populations Comparison Perkins III (6 Core Indicators)Perkins III (6 Core Indicators) Perkins IV (3 Core Indicators)Perkins IV (3 Core Indicators)

CTE Report Card of CTE Report Card of 2006-20072006-2007

State – System – SchoolState – System – School

Align with State School ReportAlign with State School Report

Card (Card (October 1October 1 on-line) on-line) Data not reported and approved Data not reported and approved

by by August 1August 1 to eTIGER will to eTIGER will NOTNOT be includedbe included

CTE Data ReportingCTE Data Reporting

EISEIS

eTIGEReTIGER

Data WarehouseData Warehouse

Perkins IVPerkins IV

CTE Class enrollmentCTE Class enrollment

TN Report cardTN Report card

CTE Class performance dataCTE Class performance data

CTE Student dataCTE Student data

CTE Teacher dataCTE Teacher data

Graduation/Drop-outGraduation/Drop-out Special group dataSpecial group data

AYP assessment resultsAYP assessment results Disaggregate dataDisaggregate data

CTE Follow-up dataCTE Follow-up data

Thank you for allowing me to be with Thank you for allowing me to be with you today!you today!

We hope you have a wonderful new school year!We hope you have a wonderful new school year!

When you return to your system, be sure to have your When you return to your system, be sure to have your CTE Director request a password for you. Go in and spend . Go in and spend sometime in the sometime in the eTiger TeachereTiger Teacher TutorialTutorial and visit our and visit our homepage.homepage.

eTigereTiger is our Division’s data reporting system. is our Division’s data reporting system. The The ee stands for stands for electronic data reportingelectronic data reporting, the , the tt stands for stands for

timelytimely, the , the ii stands for stands for informationinformation, the , the gg stands for stands for gathering, the , the ee stands stands examinationexamination and the and the rr stands for stands for reportingreporting..

perkins iv historyfunding performance requirements performance requirements data reporting perkins...

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carl perkins dont step

employment slide

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