sreb’s making schools work (msw)...sreb’s making schools work (msw) serving k-12, technology...

Are you Ready for a Local Needs

Assessment Required by Perkins V?

SREB’s Making Schools Work (MSW)

Serving K-12, Technology Centers, and Postsecondary

Dr. Debra LaMothe, MSW CP ConsultantDr. Linda Floyd, MSW TC Director

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Making Schools Work Problem-Solving Process(Based on Deming Model)

Curriculum and Instruction

and Career Pathway Reviews

Site Development Workshops




Ongoing Professional Development




Ongoing Professional Development

School Improvement

Coaching

KEY EVENTSto help with Continuous

Improvement Process

Career Pathway Review &

Curriculum & Instruction

Review

National Conferences

CPR Alignment to Perkins V

Three Federal Acts

Presentation Name/Presenter 6

WIOAPerkinsESSA

Overview of Perkins V• Strengthening Career and Technical Education

Act – 2018; Perkins V Public Law 115-224 –signed into law on July 31,

• Required partnerships with business and industry • Key themes:

• Building on current success• Requiring data-driven decision-making• Increasing stakeholder involvement• Revising accountability indicators• Enhancing efforts to serve special populations• Encouraging innovation

Comprehensive Local Needs Assessment (CLNA)

Student Performance

Labor Market Alignment

Size, Scope and Quality

POS Implementation

Recruitment Retention and

TrainingAccess and

Equity

CPR Presentation for Conferences


Student Performance Special Populations Performance A description of how career and technical education

programs offered are— of size, scope and quality to meet the needs of all students aligned to state, regional, tribal or local in-demand industry

sectors or occupations; or designed to meet local education or economic needs not identified by state boards or local workforce development

boards • Evaluation of progress toward implementation of CTE

programs• Improvement of recruitment, retention, and training of

CTE personnel9

• Equal access to high-quality CTE courses and programs

• strategies to overcome barriers that result in lower rates of access

• programs designed to enable special populations to meet the local levels of performance

• activities to prepare special populations for high-skill, high-wage, or in-demand industry sectors…that will lead to self-sufficiency;

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Consultation involves a diverse body of stakeholders CTE representative Postsecondary CTE representatives State board or local workforce development board

and a range of local or regional businesses or industries

Parents and students Special population representatives Local or regional agencies serving out-of-school

youth, homeless children and youth, and at-risk youth

Indian tribe and tribal organization, when applicable Other stakeholders

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HIGH QUALITY PROGRAMS• Challenging state academic standards • Academic and technical knowledge and skills

including employability skills• All aspects of an industry and progresses in

specificity • Multiple entry and exit points that incorporate

credentialing• Recognized postsecondary credential • Rigorous standards aligned with industry standards• Academic core and CTE standards alignments• Postsecondary credits• Work-based learning

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Provides an incredible opportunity to:• Make certain programs and programs of study are aligned and

validated by local workforce needs and economic priorities;• Ensure Perkins eligible recipients are serving each learner

equitably;• Enable recipients to better direct resources towards programs/

POS that lead to high-skills, high-wage and in-demand careers and activities that address equity and opportunity gaps;

• Coordinate and streamline existing program reviews and school improvement process to bring focus to strategic decisions;

• Provide a structured way to engage key stakeholders regularly around quality and impact of local CTE programs and systems.

• Teacher retention and Recruitment• Programs of Study, size, scope and quality.

PERKINS VPERFORMANCE INDICATORS1S1 Four-Year Graduation Rate1S2 Extended Graduation Rate2S1 Academic Proficiency in English Language Arts (ELA)2S2 Academic Proficiency in Mathematics2S3 Academic Proficiency in Science4S1 Non-traditional Program Enrollment5S1 Program Quality – Attained Recognized Credential*5S2 Program Quality – Attained Postsecondary Credits*5S3 Program Quality – Participated in Work Based Learning*5S4 Program Quality – Other*

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State Determined Performance MeasuresQuality Secondary indicators must include one of the following measuring % of graduating CTE concentrators:• Having Attained recognized postsecondary credential

– A recognized postsecondary credential measures the % of graduating CTE concentrators graduating from high school with PERKINS V uses the WIOA definition

• Having Attained postsecondary credits through a dual or concurrent enrollment program or another credit transfer agreement

• Having Participated in Work-based Learning (WBL)• Credential consisting of an industry-recognized certificate or

certification, a certificate of completion of an apprenticeship, a license recognized by the State involved or Federal Government, or an associate or baccalaureate degree.

• Considerations will need to be addressed to determine the industry certifications, occupational competency assessments, and professional licenses that meet the requirements of a recognized postsecondary credential.

Secondary Core Indicators of Performance for CTE Concentrators:

• Graduation Rate• Academic Proficiency

– English, Math, & Science• Post-program Placement

– CTE Student Completer Follow-up• Nontraditional concentration

– Individuals from gender comprising < 25% of those employed in the field

• Indicators of Quality – three options, and an “other” elective measure

Who must be involved? Upfront and annual engagement

1. Representatives of career and technical education programs in a local educational agency or educational service agency, including teachers, career guidance and academic counselors, principals and other school leaders, administrators, and specialized instructional support personnel and paraprofessionals

2. Representatives of career and technical education programs at postsecondaryeducational institutions, including faculty and administrators

3. Representatives of the state board or local workforce development boardsand a range of local or regional businesses or industries

4. Parents and students5. Representatives of special populations6. Representatives of regional or local agencies serving out-of-school youth,

homeless children and youth, and at-risk youth 7. Representatives of Indian tribes and tribal organizations in the state, where

applicable


Local Application ComponentsMust address: • Results of the needs assessment• Courses and activities to be supported, including at

least one state-approved program of study• Career exploration/career guidance and counseling

to be provided • Integration of academic and technical content to

improve academic and technical skills


Local Application ContentsMust address• Activities for special populations• Work-based learning opportunities• Opportunities for postsecondary credit for high

school students• Educator recruitment, preparation, retention and

training activities• How performance gaps will be addressed


When?

• Needs assessment:– Completed the first time during the 2019-2020 school year to

be submitted with first full local application– Updated at least once every two years

• Local application– Replaces the “local plan”– Same period as state plan (four years in most cases, beginning

2020-2021 school year)– States’ decision of what to require annually from eligible

recipients (budget, data, progress, updates to needs assessment, etc.)


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Help is on the way!

SREB Career Pathway Review (CPR)Purpose of a Career Pathway Review:

o is to provide a snapshot of district and school practices and provide feedback on the health of Career and Technical Education (CTE) programs in the district.

o helps leaders and teachers prepare for the new Comprehensive Local Needs Assessment and identify changes needed to improve student achievement through blending high-level academic and quality career technical studies.

o the review report provides schools and districts with an external look at how CTE programs align with local, regional and state workforce needs, produce graduates prepared for postsecondary studies and work, have a value-added to academic achievement and engage students in authentic assignments in classrooms.


Traditional Plans


An Effective State System For Change

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State Policy

Business/Industry

District/School Leadership

Student Performance

Teacher Leadership

Communication to Public

Cross Agency Goals

State Agency Accountability

Priority Decisions


Point of Plan?

Compliance

Just Submit

Get Used to Your Current Position

Better Future for Our Citizens/Economic

Development for the State

Asset Map/Build Team

Set Goals,Build Consensus,

Messages, Champions

Buckle Up

OMG!

What OMGs did you experience?


Unpacking: The Six Areas of the CLNA

Classic Key Practices – Short version

1. High Expectations — Create a culture of high expectations in every classroom and throughout the school.

2. Programs of Study — Ensure each student develops and completes a personalized program of study that leads to postsecondary and career success.

3. Integrated Curriculum — Teach academic content through the lens of real-world problems and projects.

4. Access and Equity — Ensure that all students, including underrepresented and nontraditional students, have access to high-quality career pathways.

5. Student Engagement — Use research-based instructional strategies and innovative technology practices to engage each student.

Classic Key Practices - Continued6. Teacher Collaboration — Provide teams of teachers with the

training, time and support they need to work together to improve instruction.

7. Work-based Learning — Provide each student with a continuum of real-world learning experiences that connect classroom and workplace learning.

8. Guidance and Advisement — Offer guidance and advisement that empowers students to pursue a full range of career and college options after high school.

9. Interventions and Enrichments — Provide students with extra help or accelerated learning strategies they need to graduate college and career ready.

10.Culture of Continuous Improvement — Engage the whole school community in continuously using data to identify problems and develop plans to solve them.

Final Thought

After doing this work for about 20 years we have realized:

Every school and every teacher wants to improve. However, few want to change. The fact remains

that to improve, one must change.

Perkins V is providing the opportunity for Change.

How Do I Learn MoreSunday – 9:30-10:15 – Oceans 11 – Debra LaMothe“Developing and Sustaining a Career Pathways System Using a Career Pathway Review.

To get more information on SREB’s Career Pathways Review process or other tools to support your CTE

programs, contact:

Debra LaMothe [email protected] Warren [email protected] Floyd [email protected]

CPR Presentation for Conferences

mailto:[email protected]



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