· university of hawai‘i, board of regents, 2444 dole street, bachman 209, honolulu, hi 96822...

University of Hawai‘i, Board of Regents, 2444 Dole Street, Bachman 209, Honolulu, HI 96822 Telephone No. (808) 956-8213; Fax No. (808) 956-5156

Notice of Meeting UNIVERSITY OF HAWAI‘I

STATE BOARD FOR CAREER AND TECHNICAL EDUCATION

Date: Thursday, August 20, 2020 Time: 8:30 a.m. Place: Virtual Meeting

In light of the evolving COVID-19 situation, protecting the health and welfare of the community is of utmost concern. As such, this will be a virtual meeting and written testimony and oral testimony will be accepted in lieu of in-person testimony. Meetings may be monitored remotely via the livestream pilot project. See the Board of Regents website for information on accessing the livestream: www.hawaii.edu/bor. Mahalo for your consideration.

AGENDA I. Call Meeting to Order II. Approval of the Minutes of the March 19, 2020 Meeting

III. Public Comment Period for Agenda Items: All written testimony on agenda items received after posting of this agenda and up to 24 hours in advance of the meeting will be distributed to the board. Late testimony on agenda items will be distributed to the board within 24 hours of receipt. Written testimony may be submitted via the board’s website through the testimony link provided on the Meeting Agendas, Minutes and Materials page. Testimony may also be submitted via email at [email protected], U.S. mail, or facsimile at (808) 956-5156. All written testimony submitted are public documents. Therefore, any testimony that is submitted for use in the public meeting process is public information and will be posted on the board’s website. Those wishing to provide oral testimony for the virtual meeting may register here. Given constraints with the online format of our meetings, individuals wishing to orally testify must register no later than 7:00 a.m. on the day of the meeting in order to be accommodated. It is highly recommended that written testimony be submitted in addition to registering to provide oral testimony. Oral testimony will be limited to three (3) minutes per testifier.

IV. Agenda Items A. Review and Approval of the 2020-2021 Local Applications for State Perkins V

Funded Activities from the University of Hawaii Community Colleges and the Hawaii State Department of Education

B. Review and Approval of the State Methods of Administration Civil Rights Monitoring Plan

V. Adjournment

For disability accommodations, contact the Board Office at 956-8213 or [email protected]. Advance notice requested five (5) days in advance of the meeting.

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mailto:[email protected]

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http://www.hawaii.edu/offices/bor/archive/index.php

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SBCTE Meeting Minutes of March 19, 2020 - Page 1 of 3 DRAFT

DISCLAIMER – THE FOLLOWING ARE DRAFT MINUTES AND ARE SUBJECT TO FURTHER REVIEW AND CHANGE UPON APPROVAL BY THE BOARD

MINUTES

STATE BOARD FOR CAREER AND TECHNICAL EDUCATION MEETING

March 19, 2020

Note: On January 30, 2020, the World Health Organization declared the outbreak of COVID-19 a public health emergency of international concern, subsequently declaring it a pandemic on March 11, 2020. On March 16, 2020, Governor David Y. Ige issued a supplementary proclamation that temporarily suspended Chapter 92, Hawaii Revised Statutes, relating to public meetings and records, “to the extent necessary to enable boards to conduct business in person or through remote technology without holding meetings open to the public.”

I. CALL TO ORDER

Chair Ben Kudo called the meeting to order at 9:40 a.m. on Thursday, March 19, 2020, at Honolulu Community College, Norman W.H. Loui Conference Center, Building 2, Room 201, 874 Dillingham Boulevard, Honolulu, Hawai‘i 96817, and at a remote site located at the University of Hawai‘i Maui College (UHMC), Office of the Chancellor, Conference Room, Pilina 216, 310 West Ka‘ahumanu Avenue, Kahului, Hawai‘i 96732. Some regents participated remotely through video conference technology as indicated below.

Quorum (11): Chair Ben Kudo; Vice-Chair Jan Sullivan (remote); Vice-Chair Wayne Higaki; Regent Simeon Acoba (remote); Regent Eugene Bal (UHMC); Regent Michael McEnerney; Regent Randy Moore (remote); Regent Alapaki Nahale-a (remote); Regent Michelle Tagorda; Regent Robert Westerman (remote); and Regent Ernest Wilson Jr. (UHMC).

Excused (1): Regent Kelli Acopan.

Others in attendance: President David Lassner; Vice President (VP) for Community Colleges Erika Lacro; VP for Legal Affairs/University General Counsel Carrie Okinaga; VP for Research and Innovation Vassilis Syrmos; VP for Budget and Finance/Chief Financial Officer Kalbert Young; Interim Honolulu Community College (HonCC) Chancellor Karen Lee; and Secretary of the Board of Regents (Board Secretary) Kendra Oishi; and others as noted.

II. APPROVAL OF THE MINUTES OF THE JANUARY 16, 2020 MEETING

Vice-Chair Higaki moved to approve the minutes of the January 16, 2020, meeting, seconded by Regent McEnerney, and noting the excused absence of Regent Acopan, the motion carried with all members present voting in the affirmative.

III. PUBLIC COMMENT PERIOD


Board Secretary Oishi announced that the Board Office did not receive any written testimony, and no individuals signed up to provide oral testimony at HonCC. She inquired if any individuals had signed up to provide oral testimony at the remote site located at UHMC. Regent Wilson replied that no individuals had signed up to provide oral testimony at UHMC.

IV. AGENDA ITEMS

A. Review and Approval of the State Perkins V Plan for Submission to the U.S. Department of Education (USDOE)

Bernadette Howard, State Director for Career and Technical Education (CTE), explained that the Perkins V State 4-Year Plan (Plan) required formal approval by the board prior to the April 15, 2020, deadline for submittal to the USDOE. She provided a brief overview of the various elements of the plan and its alignment with the educational and workforce development agencies in the state.

Ms. Howard identified and reviewed a number of conditions imposed on the Plan by the Perkins V Act (Act). Among other things, the Act required that:

• The State solicit and accept public comment during development of the Plan;

• Funds received under the Act be used to promote preparation for high-skill, high-wage, or in-demand occupations as identified by the State and be prohibited from use for other specified purposes;

• Technical assistance to local educational agencies and eligible institutions on closing the gaps in student participation and performance in CTE programs be provided;

• Funds received under the Act be subject to a financial audit; and

• CTE programs and programs of study for individuals in state correctional institutions be implemented.

Ms. Howard declared that the Plan met all of the statutory requirements under the Perkins V Act and that Plan approval by the board would assure the USDOE that the State was in compliance with these requirements. Board approval of the Plan would also certify that all provisions of the Plan were consistent with State law and that the Plan would serve as the basis for State operation and administration of the Perkins program. She stated that the Plan has already been endorsed by Governor Ige, State Department of Education Superintendent Christina Kishimoto, and the Perkins V Steering Committee which was convened to help inform development of the Plan.

Regent Acoba moved to approve the State Perkins V Plan for submission to USDOE, seconded by Regent Moore, and noting the excused absence of Regent Acopan, the motion carried with all members present voting in the affirmative.


B. Review and Approval of Report to the Governor, pursuant to Section 304A-302, Hawai‘i Revised Statutes

Ms. Howard explained that Hawaii Revised Statutes requires the board, which serves as the official State Board for CTE, to review and approve submittal of an annual report to the Governor. She noted that this was the final report to the Governor under the State Perkins IV Plan and also served as the State’s Consolidated Annual Report which was submitted to the USDOE last December. The report has been officially accepted by the USDOE and the State remains in good standing with the federal Office of CTE.

Regent Westerman moved to approve the Report to the Governor, seconded by Regent Wilson, and the motion carried, with all members present voting in the affirmative.

V. ADJOURNMENT

There being no further business, Regent Tagorda moved to adjourn, and Regent McEnerney seconded, and with all member present voting in the affirmative, the meeting was adjourned at 9:49 a.m.

Respectfully Submitted,

Kendra Oishi Executive Administrator and Secretary

of the Board of Regents

LOCAL APPLICATIONA?A1The purposes of the Hawaii Career Pathway System, Career & Technical Education (4)

System, and Perkins V are aligned to serve individuals throughout the learning pathways.

• Lifelong learning and training for employmenttowards self-sufficiency and well-being as part ofa competitively skilled workforce for employersand a thriving, sustainable Hawaii,

• High-quality grades 6-16 formal learningexperiences paired ith work-basedlearning experiences that provide alllearners the knowledge. skills, andcompetencies to fully participate in.contribute to. and benefit from Ilawaii’seconomy and our communities

Perns V

Career &TechnicalEducation

Strengthen CTE systems and systemscapacities to continuously improve.innovate, and transform Hawaii’sprograms and programs of study in grades6-14 that ensure equitable access andoutcomes for all learners in in-demand.high-skill, high-wage pathways.

The three primary goals for Perkins V-funded activities through the Local Applications are:> Ensure students have equitable access to high-quality CTE programs—those programs

that meet size, scope, and quality criteria in their design and delivery to achieve thedesired educational and workforce outcomes.

r Increase participation and improve the equity of participation in high-quality CTEprograms.

> Improve educational and workforce outcomes of CTE program participants and improvethe equity of those outcomes.

Hawai’ iCareer

PathwaySystem

L

SECTION I: CTE PROGRAMS/POS OFFERINGS &DESCRIPTIONS

A. Program Design & Review ProcessDescribe the process(es) of continuously reviewing, updating, and realigning CTEprograms/POS with the industry-identified knowledge, skills, and competencies of in-demand, living-wage occupations/occupational clusters,

UHCC

Using Labor Market Information (LMI) and other evidence to inform alignment to in-demand occupations/occupational clusters in demand in the State, regional, or localeconomy.https://uhcc.hawaii.edu/career explorer/explorer.php

Using LMI and other evidence to inform development of CTE pathways to in-demand.living-wage occupations/occupational clusters.https://uhcc.hawaii.edu/career explorer/lifestyle2/pathways.php

Engaging with the Hl-OSDCTE. the other major Eligible Recipient, and statewidestakeholder groups (e.g.. business and industry partners. labor organizations. CTEteachers and faculty. academic and career counselors. Native Hawaiian organizations,other community-based organizations, parents/families) to review:

o Statewide and regional LMI and wage data ofaligned occupations/occupationalclusters;https://uhcc.ha aii.edu/career explorer/reports/salary dashhoard.php?state=H I

o Measures of CIE program/POS access. participation, and educational andworkforce outcomes across subrecipients:https://uhcc.hawaii.edu/varpd/

o Emergent needs related to the design and delivery of high-quality CTEprogram s/PO S.http://uhcc.hawaii.edu/ovpcc/policies/UHCCP 5.202

Engaging as an inter-agency and multi-stakeholder CTE program/POS advisory group atthe regional (county) levels to review:

o Statewide and regional LMI and wage data of aLigned occupations/occupationalclusters:https://uhcc hawaii .edu/varpd/

o Measures of CIE program/POS access. participation, and educational andworkforce outcomes across subrecipients:https://uhcc.hawai i.edu/varpd/

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o Emergent needs related to the design and delivery of high-quality CTEprograms/POS.http://uhcc.haaii.eduJovpcc/policies/UHCCP 5.202

B. Systematic Continuous Improvement & EvaluationProcesses

Describe the systematic continuous improvement & evaluation processes used to improve,innovate, and transform the CTE system and CTE programs/POS...

UHCC

Identify needs across and within CTE programs/POS, including those needs identified inthe Comprehensive Local Needs Assessment: size, scope, and quality criteria: andstudent access. participation. and educational and workforce outcomes data. especiallythose of special populations and other disparities (addressing equity goals).

The UHCC will: I) use the NAPE data dashboard (customized for UI-ICC) to identifyperformance gaps between student groups in nontraditional CTE programs; and 2)develop an in-house data dashboard to identify other areas in which equity gaps exist.The information gleaned from these dashboards will allow data-driven approaches toclosing the gaps.

Each CTE program will conduct a regular assessment of the effectiveness of degreeprograms, of significant non-credit programs, of areas of major curricular emphasis. andof major educational and administrative support ftinctions. Program reviews areconducted by the faculty and staff in the program. based on agreed-upon measures andprogram plans. Program reviews provide for assessment of student learning, programdemand and efficiency, analysis of exiernal factors impacting a program. and assessmentof planned program improvements. Program review results shall be used for decisionsrelating to program improvement, program modification, and/or program termination.

http://uhcc.hawaii.edu/ovpcc/policies/UHCCP 5.202

Use measures/metrics and other evidence to inform whether the changes pursued areimprovements in the design and delivery of the CTE system and ofCTE programs/POS.

http://uhcc.hawaii.edu/ovpcc/policies/UHCCP 5.202 A IA

C. Management Plan for CTE Program/POS intervention

Describe the Eligible Recipient’s management plan of additional actions if no meaningfulprogress has been achieved to improve the CTE system and CTE program/POS access,

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participation, and educational and workiorce outcomes, particularly those identifiable gapsand disparities between groups of students (those of special populations) prior to the thirdprogram year.

UHCC

The UHCC Annual Report of Program Data (ARPD) is the result ofa review process inwhich faculty and staff analyze a variety of quantitative and qualitative data. including SLOassessments, to validate achievements and identify ateas for program improvement andgrowth. This tool, along with a third-party customized data dashboard, will provideinformation to the UF[CC systems office and subrecipients (individual community colleges)to create strategies that will address performance gaps between groups of students in CTEprograms. as weLl as groups of students in non-traditional CTE programs.

The UHCC will independently analyze the core indicators performance outcomes to identifygaps in performance, determine how to use evidence-based research to develop a plan toprovide support and technical assistance to eligible subrecipients to address and close suchgaps. and how to implement this plan.

D. Systemic Opportunities to Gain Postsecondary CreditsWhile Still Attending High School

This section. ..captures “a description of how the eligible recipient will provide studentsparticipating in career and technical education programs with the opportunity to gainpostsecondary credit while still attending high school, such as through dual or concurrentenrollment programs or early college high school, as practicable.”

UHCC

http:!/www.uhcc.hawaii.edu/earlvcolleae/

Earl College - Early College is an initiative that allows high school students to takecollege classes on their high school campus. For the most part. students in an earlycollege class are taught by college professors and take the class with their high schoolpeers. Students who successfully complete the college class receive both high school andcollege credit. Early College opportunities are different at each high school. Some highschools nay be offering Early College classes as part of a pathway that leads to a collegecertificate or associate’s degree: other high schools ma just be offering one EarlyCollege class per semester to students in a specific career academy.

http://uhcc.ha\4aii.edu/ovpcc/initiatives/hgi/readiness:

Initiatives Include:

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Dual Credit - Dual Credit is a program that allows high school students to enroll incollege classes. and earn credit toward high school graduation and a college degree.There are several different dual credit programs in Hawai’i that academically qualifiedhigh school students can participate in. The two most common dual credit programs areEarly College and Running Start

Amcrican Diploma Project - A national project to raise high school graduationrequirements, align curriculum with national common core standards, and better preparestudents for college and living wage careers. In Hawaii. the American Diploma Projecthas led to a revised Board of Education Recognition diploma and the “Step-Up” effort toencourage students to voluntarily meet these higher standards. As part of the Race to theTop project, the BOE is currently considering making the more rigorous graduationstandards mandatory for all high school graduates by 2018.

GEAR UP - A federal program dedicated to helping low-income students prepare forcollege. While the programs have previously focused on students prior to enteringcollege, the newest grant application now includes first year community college.

College Access Portal - Funded by a College Access Challenge Grant. the CommunityColleges are working with P-20. the State Department of Labor and Industrial Relations.and the DOE to create an on-line environment where high school students and theirparents can get information and plan for college. The site would allow students to buildtheir portfolio, match high school courses to college entrance requirements. obtain careerplanning information, and automatically apply for college and financial. ConnectEDU isthe vendor for the project.

Running Start - Programs for students who are ready for college and want a head start.These programs allow students to attend college classes while earning both high schooland college credits.

CAN - A fast-track career and workforce certification student support program designedto help you find your career pathway and then to improve your reading, writing, and mathskills in preparation for one of our exciting certification programs. Students can explorecareer options through our Career Matchmaking workshops. Receive the training youneed to certify for employment or advancement in a demand industry: renewable energy,sustainable agriculture, and healthcare.

E. Current CTE Program/POS Offerings & Descriptions

This section.. .captures “information on the career and technical education course offeringsand activities that the eligible recipient will provide with funds under this part, which shallinclude not less than 1 program of study approved by a State under section 124(b)(2),including—(A) how the results of the comprehensive needs assessment described insubsection (c) informed the selection of the specific career and technical educationprograms and activities selected to be funded.”

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UHCC

All UI-ICC (‘IF Programs:Pos align academic standards with technical knowledge andskills to prepare students for careers in current or emerging occupations and furthereducation. Course content is guided by business and industry input.

o For information on course offering and related occupations, seehttp://ww w.uhcc.hawaii.edu/prourams/ ieer/index.php

o For information on aligned occupations and wages, see example athuns*uhcc.hawaii.edu!careerexplorerilitèstvIe2!pathwa s.php

Advisory Committees: Faculty in CTE Programs/POS creates and:or maintains anadvisory committee to advise, assist, and provide support to ensure programs are ofquality and remain current with industry and/or professional standards. Efforts are madeto select advisory committee members who have sonic direct relationship to career andtechnical education in the community. Effective advisory committees are large enough toreflect the diversity of the community and industry, yet small enough to be managedeffectively. Members of the committee may be formally appointed by the programcoordinator or lead instructor. Appointments to advisory committees may be made fordefinite periods of time. This procedure promotes a continuing flow of new ideas thathelps keep the committee’s advice current and relevant. Members are more likely to givetheir time freely when the term of service is predetermined.

o Members may include and/or be composed ot

• Employers• • Human Resource Personnel

• Technicians

• Current and former students

• Suppliers

• Manufacturers

• Secondary education instructors

• College Administration

• Labor unions, where applicable

• Industry-specific individuals

• Economic Development Council and local Chamber of Commercemembers

• Workforce Investment Board members

Year 1

The UHCC will: I) develop a tracking document of all CTE Programs/POS thatmeet or do not meet scope and quality; 2) conduct a review of 30% of CTE

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Program/POS to assess whether they meet scope and quality; and 3) providetechnical assistance to those CTE Programs/POS that do not meet scope andquality, and track/document their progress.

The UHCC will: I) develop a tracking document of all CTE Programs/POSWIDE that meet or do not meet scope and quality; 2) conduct a review of 30% ofGTE Program/POS-WIDE to assess whether they meet scope and quality: and 3)provide technical assistance to those CTE Programs/POS-WIDE that do not meetscope and quality, and track/document their progress.

o In light ofCOVID. we reprioritized Perkins funding to support the followingobjectives in three phases in year 1:

Phase I: Complete Spring term via remote delivery. (20 19-20 Perkins funds)

Phase 2: Commit to critical expenses for the 2020-21 academic year. such ascontinuing personnel. (2020-21 Perkins funds)

Phase 3: Invest in critical program improvements for 2020-21, given neweconomic context and educational environment. (2020-2 I Perkins funds)

A system-level summary of the proposals that we intend to support with 2020-21 Perkinsfunds in year I are as follows:

SAmou

Campus Project Name nt

Haw Automotive Technology(AMT): Online Delivery of AMT 3.045Curriculum http://go.hawaii.edu/AsN

Haw Fire Science: FLAIM Trainer® http://po.hawaii.edu/wsA112,737

Haw Electrical Installation and Maintenance Program (EIMT): 20.662Simulator/Trainer http:/&o.hawaii.edu/AsM

Haw Human Services (HSER): Online Community Services and 5,500Practicurn http:/&o.hawaii.edu/OsA

Hon Distance Education Coordinator http://go.hawaii.edu/UsA

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Hon GTE Onboarding and Career Alignment 80,000http://go.hawaii.edu/AsE

Kap Mobile Intensive Care Technician (MICT): Paramedic 15,000Clinical/Internship Evaluation http://go.hawaii.edu/Asg

Kap Culinary. Hospitality. Business. Legal. and InformationTechnology: CTE Collaborative Internship ExperienceY2 210.http://ao.hawaii.edu/WtA 753

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Kau Continuing Trades Career Track Coordinator Y3http://ao.hawaii.edu/HsA http://go.ha aii.edu/Ast 110.

129

Lee Creating A Clear Pathway to Obtain Degrees / Certificates YR3 95.276http://ao.hawaii.edu/vsA

Lee Professional Arts and Technology (PAT): Increasing 99,593Enrollment and Perkins Performance lndicatorsY3Intp://o.hawaii.edu/AsC

Lee CTE Business Student Success Prograni:Y3 99.593h tt ://ao ha al i .ed u/WsA

Man Collaborative and Targeted Learning Support for CTE Students 24.540htty://ao.hav. al i .edu!Asu

Man Integrating Hospitality Case Simulations into Hospitality & 6.000Tourism (HOST) Classes htip://go.hawaiLeduTh UA

Man Automotive Technology (AMT): Moving UHMC AMT Into the 12,945Future Y2 http://go.hawaii.edu/Ase

Man Construction Technology (CONST) and Health Careers as a 80,443Means to Address the Housing Needs and l-Iealthcare Shortageon Molok&i http://go.hawaii.edu/MC

Mau Using Cooperative Education for Career Development, 1,500Advising, and Exploration to Improve Collaboration withSecondary Education http://go.liawaii.edu/AUw

Mau Nursing (NURS): Expand Simulation Learning in Nursing 83.500Education http://go.hawaii.edu/zsA

Win CTE Student Support Program for Outreach. Retention &amp: 98.994Completion YR2 hup:L/go.haaii.edu/AsL

Win Veterinan Technology (VETT): Hybrid Veterinary TechnologyProgram — Serving Students 191.Throughout the State http://ohawaii.edu/7sA 854

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Consortium 14% of total Perkins allocation for: 356.537(TBD) The development of the three CTE program/POS cotiponents

identified in the Comprehensive Local Needs Assessment(approximatel\ —design and integration ofa continuum of

ork-based learning, design and integration of a continuum ofcounseling and advising, and design and integration oftransferable skills. Funding for these activities are estimated tobe approximately 70%-75% of earmarked funds.• Funding of improvement and innovation consortia—regionalthat includes secondary andpostsecondarv (and workforce development partners), multiplesecondary schools or multiple colleges. or multiple CTEprogramsJPOS with shared aims. Funding for these activitiesare estimated to be approximately l0%-15% of earmarkedfunds.• Design and development or refinement of CTF programs/POSwithin a “Hawaii Pathway.”Funding for these activities are estimated to be approximatelylO%-15% of earmarked funds.

System-Wide Program improvements (lED) related to post-COVID 736,851(TBD) economic recovery and to courses disrupted by coronavirus

(e.g. completion of spring courses, new technologies tocomplete courses with new social distancing requirements oronline). New proposals will be considered during the summeras Fall 2020 US term plans. as state and local recovery plansde ye lop.

UHCC 5% of total allocation for system-wide administration of Perkins 134,036Administration funds.

Total 2.680.729

Year 2

o The UHCC will: I) conduct a review on a second set of 30% of CTEProgram/POS to assess whether they meet scope and quality: and 2) providetechnical assistance to those CTE Prograrns/POS that do not meet scope andquality, and trackidocument their progress.

o The LI-ICC will: I) conduct a review on a second set of 30% ofCTEPrograrn/POS-WIDE to assess whether they meet scope and quality; and 2)provide technical assistance to those CTE Programs/POS-WIDE that do not meetscope and quality, and track/document their progress.

Year 3

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o The UHCC will: I) conduct a review on a last set of 40% ofCTE Program/POS toassess whether they meet scope and quality; and 2) provide technical assistance tothose GTE Prograrns/POS that do not meet scope and quality, and track/documenttheir progress.

o The UHCC will: 1) conduct a revie on a last set of 40% ofCTE Program/POSWIDE to assess whether they meet scope and qualm: and 2) provide technicalassistance to those GTE Programs/POS-WIDE that do not meet scope and quality.and track/document their progress.

F. Special Populations Learn About CTE Program/POSOpport ii nit ies

Describe of how students, including students who are members of special populations, willlearn about the GTE programs/POS offered.

UHCC

• The UHCC makes information about the GTE programs/POS available across the sevencommunity colleges through its website:http://www.uhcc.hawaii.edu/programs/viewer/index.php.

o One UI-ICC workforce development initiative is the Hawai’i Career Explorervebsite that provides labor market information, including high-demandoccupations, high-demand STEM occupations, high-earning occupations. andeducational requirements for different occupations among other informationavailable to students and workers.

In addition, Leeward Community College has utilized Career Coach tobring together labor market information in easily accessible andinterpretable ways for students(https://leeward.emsicc.com/?radius®ionr1lonolulu)

o The UHCC website is translatable into several dozen languages using GoogleTranslate as a pre-installed widget on their website.

o Each of the seven community college campuses has a career or employmentcenter where students are provided career counseling services and informationrelated to different careers or occupations and the educational requirementsassociated with them.

• The L[ICC ill continue to support funding for projects and programs focused onserving special populations such as; (a) efforts to identify and assist military members,veterans, and former special population students to bring them back to college, especiallyif they have GTE-related prior leaniing experiences, which may be applied to the collegecredits: (b) focused counseling and academic support services that address persistenceissues to improve student success in GTE programs; and (c) providing students withdisabilities the accommodations and services they need to raise retention and completion.

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C. Non-Discrimination of Members of Special PopulationsDescribe how the eligible recipient will ensure that members of special populations will notbe discriminated against in their access, participation, and achievement of desirededucational and workforce outcomes.

[JHCC

The University of Hawai’i Policy on Nondiscrimination and Affirmative Action isprovided in Section 1-5 of the Board of Regents Bylaws and Policies. This ExecutivePolicy establishes the administrative framework to ensure compliance with applicablefederal and state statutes. rules, regulations, city and county ordinances, and provisions inthe collective bargaining agreements governing nondiscrimination and affirmativeaction.

UHCC CTE programs address equity issues and provide equal opportunities toindividuals without discrimination on the basis of race. color, national origin, sex, maritalstatus, disability, creed, or age as follows:

o The UI-ICC has developed outreach procedures, including eliminating barriers. forincreasing the enrollment of special populations in CTE programs. e.g.scheduling, marketing materials. newsletters. and the UHCC website.

o Staffdevelopment activities on diversity, including gender equity. are plannedand implemented on an ongoing basis.

o Action plans are in place and utilized to recruit and improve participation.retention, and completion of nontraditional students in CTE programs.

The LHCC will continue to support funding for projects and programs focused onserving special populations such as: (a) efforts to identify and assist military members.veterans, and former special population students to bring them back to college. especiallyif they have CTE-related prior learning experiences, which may be applied to the collegecredits: (b) focused counseling and academic support services that address persistenceissues to improve student success in CTE programs: and (c) providing students ithdisabilities the accommodations and services they need to raise retention and completionrates, as well as a supportive learning environment.

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SECTION II: CTE SYSTEM COORDINATION &SUBCOMMITTEES

The purpose of these subcommittees (and their associated working groups) is to primarily serveas coordinating and learning hubs for the Eligible Agency and the Eligible Recipients. Theactivities to he pursued by these subcommittees are to: identify the work to be done to addressthose needs identified in the Comprehensive Local Needs Assessment: identify where there areopportunities to coordinate, collaborate, and partner between the Eligible Recipients and otherCTE system stakeholders; articulate intentional strategies while identifying and addressing anybarriers to get the work done; and learn from the pursued activities and make adjustments basedon what is learned to further continuous and continual improvement of Hawai s CTEprograms/POS.

A. Sectors & Pathways — Program Quality Subcommittee

Provide a list of individuals associated with the Eligible Recipient who will participate onthe Perkins V Sectors & Pathways — Program Quality Subcommittee.

TBD in fall 2020.

B. Human Capital Subcommittee

Provide a list of individuals associated with the Eligible Recipient who will participate onthe Perkins V Human Capital Subcommittee. Ideally, at least one member of the executiveleadership team from the Eligible Recipient and at least one member of the governingboard of the Eligible Recipient will participate on this subcommittee.

This subcommittee is concerned with the development and enhancement of the CTE educator(teachers, instructors, and counselors) pipeline and the ongoing professional development andcapacity building of leadership, educators, and other professionals engaged in the design anddelivery of quality CTE programs/POS. There are two working groups associated with thissubcommittee—pipeline development and enhancement and leadership: and educatorprofessional development and capacitv-bui Iding.

TBD in fall of 2020.

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I. Pipeline Development and Enhancement.

Provide a list of individuals associated with the Eligible Recipient who will participate onthe Perkins V Human Capital Subcommittee Pipeline Development and EnhancementWorking Group, including those who are front-line practitioners.


As institutional members of the Teacher Education Coordinating Committee, describe howissues related to the need to build an educator (teacher and counselor) pipeline will bepursued as permanent agenda items with action plans to be developed.

• Ofthe seven community colleges, Leeward Community College is a member of theTeacher Education Coordinating Committee (TECC). The 2020-2021 TECC meetingswill focus on:

o A deeper understanding of what each Educator Preparation Programs (EPP) doesand where each fits in the pipeline;

o Begin implementing activities identified in the draft plan with clear designationsof responsibility and regular check-ins with the group: and

o Updating. re-thinking, and re-tooling how the members’ institutions currentlyrecord, store, and analyze recruitment, retention and program completer surveydata to better lay out and find bottlenecks in teacher recruitment and retention,and to proceed to devise solutions.

Describe any current strategies and initiatives with the Hawaii Teachers Standards Board,the public and private in-state and out-of-state educator preparation programs, and otherstrategies and initiatives that work to increase the number of high-quality formal andinformal educators in CTE programs/POS across the state with emphasis on addressingissues of equitable access for members of special populations, including equitable access forCTE programs/POS in small, rural, and remote schools/campuses.

• In addressing issues of equitable access for members of special populations. includingequitable access for CTE proarams/POS in small, rural, and remote schools/campuses:

o Leeard Community College offers the foIlo ing programs:

Associate in Science in Teaching (AST) degree program to improve equityand access to teacher education for underrepresented groups and nontraditional students. The program seeks to address the critical teachershortage in the state of Hawaii by providing quality pre-service teacherswho are locally educated and culturally sensitive to schools in their osn

13

communities. The degree is considered terminal as graduates are preparedto enter the Haai’i Department of Education (HIDOE) as highlyqualified para-educators (Educational Assistants, Part-time teachers.paraprofessional tutors)- The degree is also considered transfer asgraduates enter bachelor’s degree programs at the university level.

Advanced Professional Certificate (APC) in Special Education (SPED) K-12. an alternative pathway leading to teacher licensure in SPED. andapproved by the Hawaii Teacher Standards Board.

o The UHCC will continue to support funding for strategies focused on servingspecial populations such as: (a) efforts to identify arid assist military members.veterans, and former special population students to bring them back to college.especially if they have CTE-related prior learning experiences, which may beapplied to the college credits: (b) focused counseling and academic supportservices that address persistence issues to improve student success in CTEprograms: and (c) providing students ith disabilities the accommodations andservices the5 need to raise retention and completion.

2. Leadership and Educator Professional Development and CapacityBuilding.

Provide a list of individuals associated with the Eligible Recipient who will participate onthe Perkins V Human Capital Subcommittee Leadership and Educator ProfessionalDevelopment and Capacity-Building Working Group, including those who are front-linepractitioners.


C. Policy SubcommitteeProvide a list of individuals associated with the Eligible Recipient who will participate onthe Perkins V Policy Subcommittee. Ideally, at least one member of the executiveleadership team from the Eligible Recipient and at least one member of the governingboard of the Eligible Recipient will participate on this subcommittee.

TBD in fall 2020.

0. Quality Assurance & Continuous ImprovementSubcommittee

Provide a list of individuals associated with the Eligible Recipient who will participate onthe Perkins V Quality Assurance and Continuous Improvement Subcommittee.

14


I. Monitoring, Evaluation, and Feedback Working Group.

Provide a list of individuals associated with the Eligible Recipient who will participate onthe Perkins V Quality Assurance & Continuous Improvement Subcommittee Monitoring.Evaluation, and Feedback Working Group, including those who are front-linepractitioners.


2. Data Infrastructure, Reporting, and Use Working Group.

Provide a list of individuals associated with the Eligible Recipient who will participate onthe Perkins V Quality Assurance & Continuous Improvement Subcommittee DataInfrastructure, Reporting, and Use Working Group, including those who are front-linepractitioners.


3. Accountability Working Group.

Provide a list of individuals associated with the Eligible Recipient who will participate onthe Perkins V Quality Assurance & Continuous Improvement SubcommitteeAccountability Working Group, including those who are front-line practitioners.


SECTION III: IDENTIFICATION OF CTE SYSTEMNEEDS

A. Statewide Comprehensive Local Needs AssessmentDescribe the results of the comprehensive needs assessment conducted under Section134(c).”The 2019 Comprehensive Local Needs Assessment identified the needs to improve the designand delivery of the CTE system so as to systemically, systematically, and equitably improveaccess to high-quality CTE programs/POS. increase participation in those CTh programs/POS,and improve the educational and workforce outcomes of CTE program/POS participantsacross the state.

Strengthening Ihe robustness of CTE programs/PUS through rigorous size, scope, andquality criteria;

15

• Development of CTE program/POS scope components identified in the ComprehensiveLocal Needs Assessment:

A. Career counseling and advising throughout the 6-14 continuumB. Continuum of work-based learning activities with expected learning outcomes

associated with activities in school and non-school spacesC. Articulation and inclusion of employability/transferable skills

• Continual improvement, innovation, and transformation of CTE programs/POS byleveraging their intersections and interdependencies to achieve better educational andworkforce outcomes; and

• Building CTE system capacities to design and deliver CTE programs/POS with highlevels of systemic and systematic interactions, intersections, and interdependencies.

B. Data Infrastructure and Data UseIdentify the data infrastructure and data use needs of the Eligible Recipient, includingindividual CTE progranis/POS and subrecipients, related to available labor marketinformation (e.g., in-demand, wages) and/or access, participation, and educational andworkforce outcomes, especially for understanding gaps and disparities of students who aremembers of special populations.

• Statewide services provided by Economic Modeling Specialists.. Inc. (EMSI) augmentLabor Market Information (LMI) tools are essential in determining current and futuredemands, skills/training required, and age information for specific occupations inHawaii. The data are used by the UI-ICC in the development of Annual Reports ofProgram Data (ARPD).

The ARPD compiles and provides data in online data templates that include the metricsto assess CTE program health in the areas of demand. efficiency. effectiveness, andoverall quality for all colleges within the UHCCS. Components of the ARPD are:

o Program Quantitative Indicators

o An executive level summary oIthe Instructional Reports of Program Data(ARPD) completed including significant actions or issues identified in the reports.

o Program mission/description, quantitative indications, analysis of the quantitativeindicators, action plan and resources implications.

o Data from UH System sources on key measures of Demand. Efficiency. andEffectiveness.

o Program Analysis

o Skills

16

o GPA

o Campus Overview

The UHCC NAPE data dashboard vill he used to identify performance gaps betweenstudent groups in Cli programs and to identify other areas in which equity gaps exist.The information gleaned from these dashboards vill allow data-driven approaches toclosing the gaps. By analyzing disaggregated data, colleges can empower academic andstudent services teams to examine student data collaboratively and work together tonarrow equity gaps. As the data dashboards are utilized, and their usage becomes a sharedresource, faculty and staff will become increasingly familiar with a range of metrics thatcorrelate with and predict student success and the impact their effors have on coursecompletion. persistence. retention and completion.

C. Identified gaps, disparities, and misalignments inaccess, participation, and educational and workforceoutcomes, with emphasis on special populations, acrossthe CTE system

Beyond those needs identified in the Comprehensive Local Needs Assessment, pleaseidentify any additional CTE system needs and CTE program/P05 needs across the state.Present data and other evidence on access, participation, and educational and workforceoutcomes of the CTE system—variation across CTE pathways, programs/POS.

These identffied fleet/s will he priontized in Section Vof this Local Application.Access: As measures ofaccess, identify any gaps, disparities, or misalignmentsassociated with:

• CTE program/POS offerings and the in-demand, living-wageoccupations/occupational clusters, statewide and at the county level.

• Postsecondarv credit-earning opportunitiesfor high school students• WBL ofjèuings

Participation: As measures oJparticipation. identify ani’ gaps, disparities, ormisalignments across CTEprograms/POS and disaggregated by counts’, regionalsubdivision (ifanij, subrecipient, special populations ofstudents associated with:

• Enrollment (nunther of students enrolled and as percentage of total enrollment).a A’zunher ofspecial populations enrolled and as percentage of total special

population students)• Work-based learning at the Preparation and Training levels.

17

Educational and worlçforce outcomes: As measures ofparticipation. identify anj’ gaps.

disparities, or 112 isalignments associated tilt?,:

• Proficiency in English/Language Arts, Math, and Science• CIT course outcomes (CPA)• Concentrator/Completer status• Postsecondary credits earned (in GTE and non-GTE course.c)• Transferable skills attainment

• Graduation rate of concentrators/completers (jon-time rate and more)• Postsecondary matriculation

o Non-credit program

o Credit-earning program (CTE and non-GTE)• Workforce placement

• Graduates fi’edhack

• Emploverf’edback

Due to COVID-19. efforts and attention are for expenses for program improvement andenhancement because of changes in delivery of instruction for FaIl 2020. In addition tobeing responsive to COVI D- 19. we are also addressing the needs resulting from the2018-19 needs assessment. The next needs assessment will be completed by 2020-21.

D. Identified gaps, disparities, and misalignments inmeeting size criteria by CTE program/POS andsubrecipients

Provide evidence of inadequate classroom and lab facilities or needed industry-standardtechnology, equipment, supplies, and materials necessary to deliver a quality CTEprogram/POS. Proposed remedies to be included in Section V.

TBD fall of 2020.

Provide evidence of CTE professionals-to-pupil ratios not meeting recommendedstandards. Proposed remedies to be included in Section V.

TBD fall of 2020.

18

F. Identified gaps, disparities, and misalignments inaccess, participation, and educational and workforceoutcomes, with emphasis on special populations, withinCTE programs/POS and subrecipients

Present data and other evidence on access, participation, and educational and workforceoutcomes within CTE programs/POS (across and within subrecipients)—varialion betweensubrecipients offering the same CTE programs/POS; variation within subrecipientprogram offerings.

Access: As measures of access, identifr any gaps, disparities, or misalignmentsassociated within the CTE programs/POS offerings:

• Szthrecipient offrrings aligned to in-demand, living wageoccupations/occupational clusters (statewide and/or regionallv’locallj9

• Postsecondari’ credit-earning opportunities for high school students• WBL of,Thrings

Participatlvii: As measures ofparticipation, identft ani’ gaps, disparities, ormisalignments it/thin CTE programs/PUS and disaggregated b county, regionalsubdivision (‘lani), subrecipient. special populations ofstudents associated 111th:

• Enrollment (niunber of students enrolled and as percentage of total enrollment).o Number ofspecial population.c enrolled and as percentage of total special

population students)

• Postsecondary credit—earning opportunitiesfor high school students• Work-based learning at the Preparation and Training levels.

Educational and workforce outcomes: As measures ofparticipation, itlent any gaps,disparities, or misalignments within CTE programs/PUS associated with:

• Proficiency in English/Language Arts, Math, and Science• CTE course outcomes (GPA)• Concentrator/Completer status

• Postsecondarv credits earned (in CTE arid non-CTE courses)• Transferable skills attainment• Graduation rare ofconcentrators/completers (on-time rate and more,)• Postsecondari matriculation

o Non-credit programo Credit-earning program ((‘TE and non-CTE)

• Workforce placement

• Graduates fredhack

• Employer fl’eclback

TBD fall of 2020.

19

LOCAL APPLICATION SECTION IV:DEVELOPMENT OF THE CTE SYSTEM

The Comprehensive Local Needs Assessment identified the need for systematic and systemicdevelopment, integration, and delivery of CTE program/POS scope components as part of thedesign and delivery of high-quality CTE programs/PUS. The Eligible Recipients are to articulatehow the following scope components will be developed as frameworks and standards for theCTE system and how those frameworks and standards are integrated and operationalized intotheir CTE programs/PUS over the next three years (2021-2023) consistent with the generalexpectations set forth in Perkins V.

A. CTE System Components — Counseling & Advising,Work-Based Learning, and Transferable Skills

For each of the following CTE system components, identify the individuals (and their roleswithin the CTE system) who will participate in the Career Counseling and AdvisingWorking Group, the Work-Based Learning Working Group, and the Transferable SkillsWorking Group tasked with developing these CTE system components.

Counseling & Advising Working Group and Activities.

Describe the work to be done by the eligible recipient, “in collaboration with localworkforce development boards and other local workforce agencies, one-stop deliverysystems described in section 121(e)(2) of the Workiorce Innovation and Opportunity Act(29 U.S.C. 3151(e)(2)), and other partners, 1101 provide—(A) career exploration and careerdevelopment coursework, activities, or services” through “an organized. systematicframework designed to aid students, including in the middle grades, before enrolling andwhile participating in a career and technical education program, in making informed plansand decisions about future education and career opportunities and programs of study”consistent with Section 135(b)(1).

I. [dentifying individuals to participate in the working group tasked with these activities.TB D

2. Narrative description of existing systemic initiatives related to design and development ofcounseling & advising as a CTE component. Counseling within the UHCC does notdifferentiate between CTE and General Pre-Professional (GPP) programs.

20

3. Narrative description of the processes to engage other Hawaii Career Pathway Systempartners. UHCC will follow the l-lawaii WIOA Unified State Plan in engaging statepartners.

4. Narrative description of the proposed outputs to be developed. TBD

5. Identification of possible enabling assumptions and potential barriers associated withgetting the work done. TBD during fall 2020.

6. Narrative description of the design, development, and implementation strategies,activities, and timelines of counseling & advising as a CIE component providedthroughout the CTE system. IRD by June 2021.

All of the above is contingent upon COVID-19 responses.

Work-Based Learning Working Group and Activities.

Describe the work to be done to design and deliver “work-based learning opportunitiesthat the eligible recipient will provide to students participating in career and technicaleducation programs and how the recipient will work with representatives from employersto develop or expand work-based learning opportunities for career and technical educationstudents, as applicable.”

1. Identifying individuals to participate in the working group tasked with these activities.TB D

2. Narrative description of existing systemic initiatives related to design and development ofwork-based learning as a CTE component. Counseling within the UHCC does notdifferentiate between CTE and General Pre-Professional (GPP) programs.

3. Narrative description of the processes to engage other Hawaii Career Pathway Systempartners. Narrative description of the proposed outputs to be developed. TBD


5. Narrative description of the design, development, and implementation strategies,activities, and timelines of work-based learning as a CTE component providedthroughout the CTE system. TBD by June 2021.


Transferable Skills Working Group and Activities.

21

Describe the work to be done to design and deliver transferable skills that the eligiblerecipient will provide to students in CTE programs/POS and how the recipient will workwith representatives from employers and community stakeholders to develop the expectedtransferable skills.

1. Identifying individuals to participate in the working group tasked with these activities.TBD

2. Narrative description of existing systemic initiatives related to design and development oftransferable skills as a CTE component. TBD

3. Narrative description of the processes to engage other Hawai’i Career Pathway Systempartners. TBD



6. Narrative description of the design, development, and implementation strategies,activities, and timelines of transferable skills as a CTE component provided throughoutthe CTE system. TBD by June 2021.


Describe any systemic initiatives currently undenvay in your agency (or inter-agency) forwhich your agency is already engaged related to each of these CTE system components.

I. Identifying individuals to participate in the working group tasked with these activities.TBD


3. Narrative description of the processes to engage other Hawaii Career Pathway Systempartners. TBD



6. Narrative description of the design, development, and implementation strategies,activities, and timelines of transferable skills as a CTE component provided throughoutthe CTE system. TBD by June 2021.

All of the above is contingent upon COVID-l9 responses.

22

Describe the proposed design and development strategies, activities, and timelines for eachof the three CTE system components. These strategies and activities should fall withinthree general phases, including:

Phase I: Design and development of a statewide framework associated with each ofthese three components, including operational definitions, standards and expectations,and guidance materials in fiscal 2021.

Phase 2: Prototyping, piloting, testing, and adapting these components as they areintegrated into each of the state’s CTE programs/POS. in fiscal year 2022.

Phase 3: Train educators and career pathway partners to deliver these components aspart of high-quality CTE programs/POS in fiscal year 2023.

1. Identifying individuals to participate in the working group tasked with these activities.TBD


3. Narrative description of the processes to engage other Hawai’ i Career Pathway Systempartners. TBD



6. Narrative description of the design, development, and implementation strategies,activities, and tirnelines of transferable skills as a CTE component provided throughoutthe CTE system. TBD by June 2021.


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29

Describe the processes by which your agency will engage other Hawai’i Career PathwaySystem partners, including the other agencies and stakeholders in the CTE system, in thedesign and development of these CTE system components and the integration into CTEprograms/POS to ensure seamless learning experiences and activities for students as theymove through the CTE system and the broader Hawai’i Career Pathway System.

Specifically, describe the processes, including practitioners as co-designers and codevelopers, to create prototypes and pilot, iteratively test, and adapt these scopecomponents.

Provide a CANTT chart or similar articulation of the schedule of activities. Provide theanticipated resources and budgets associated with the design and development activitiesacross these three phases, including the amount of Perkins V funds being used. Theschedule of activities, resources, and budgets will aid in the monitoring of progress andmake adjustments and course-corrections based on that progress.

Identify any enabling assumptions being made by the Eligible Recipient that increases theprobability of success for the articulated design and development activities and/or theschedule of those activities.

Identify possible barriers that might negatively affect the design and development activitiesand/or the schedule of activities.

30

B. Data, Monitoring, Evaluation, and ContinuousImprovement

1. Data Dashboard

Describe the processes by which the Eligible Recipient will provide valid, reliable, andtimely data for use in the NAPE data dashboards.

The UHCC NAPE data dashboard will be used to identify performance gaps between studentgroups in CIE programs and to identify other areas in which equity gaps exist. The informationgleaned from these dashboards will allow data-driven approaches to closing the gaps. Byanalyzing disaggregated data, colleges can empower academic and student services teams toexamine student data collaboratively and work together to narrow equity gaps. As the datadashboards are utilized, and their usage becomes a shared resource, faculty and staff will becomeincreasingly familiar with a range of metrics that correlate with and predict student success andthe impact their efforts have on course completion. persistence, retention and completion.

a. Identify any barriers in providing those data.

None as of this writing.

b. Identify action plans to address those barriers.

None as of this writing.

2. Evaluation of Perkins V-Funded Activities

Describe how Perkins V-funded activities will be evaluated consistent with therequirements to “develop and implement evaluations of the activities carried out withfunds under this part ISection 1351.”

The Perkins V Quality Assurance & Continuous Improvement Subcommittee’s Monitoring,Evaluation, and Feedback will work with the Eligible Recipients to leverage these evaluationactivities to help inform bi-annual comprehensive local needs assessments.

3. Data Use

Describe any data infrastructure and professional development and capacity buildingactivities to improve the use of LMI or data dashboards to identify gaps and disparities inquality of access, participation, and educational and workforce outcomes. Address thoseneeds identified in Section IIl-B.

31

• Statewide services provided by Economic Modeling Specialists. Inc. (EMS!) augmentLabor Market Information (LMI) tools are essential in determining current and futuredemands, skills/training required. and wage information for specific occupations iii

Hawaii. The data are used by the UHUC in the development of Annual Reports ofProgram Data (ARPD).

The ARPD compiles and provides data in online data templates that include the metricsto assess CTE program health in the areas of demand. efficiency. effectiveness, andoverall quality for all colleges within the UHCCS. Components of the ARPD are:

o Program Quantitative Indicators

o An executive level summary of the Instructional Reports of Program Data(ARPD) completed including significant actions or issues identified in the reports.

o Program mission/description. quantitative indications, analysis of the quantitativeindicators, action plan and resources implications.

o Data from UH System sources on key measures of Demand. Efficiency. andEffectiveness.

o Program Analysis

o Skills

0GPA

o Campus Overview

• The UHCC NAPE data dashboard will be used to identify performance gaps betweenstudent groups in CTE programs and to identify other areas in which equity gaps exist.The information gleaned from these dashboards will allow data-driven approaches toclosing the gaps. By analyzing disaggregated data, colleges can empower academic andstudent services teams to examine student data collaboratively and work together tonarrow equity gaps. As the data dashboards are utilized, and their Lisage becomes a sharedresource, faculty and staff will become increasingly familiar with a range of metrics thatcorrelate with and predict student success and the impa

32

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SECTION V: CONTINUAL & CONTINUOUSIMPROVEMENT OF THE DESIGN & DELIVERY

OF CTE PROGRAMS/POS

This section includes the following requirements of the Perkins V Local Application. “Quality”is defined as the degree to which the results of the work we do match the needs we intend tomeet. The CTE system seeks to:

(I) improve access and the equity of that access to high-quality CTE programs/POS:(2) increase participation and the equity of that participation in high-quality CTEprograms/POS: and

(3) improve the educational and workforce outcomes and the equity of those outcomesfor CTE program/POS participants.

A. CTE Program/POS ImprovementDescribe the activities (and budgets) to improve access, increase participation, and improveeducational and workforce outcomes for specific CTE programs/POS, including theaddressing of size criteria and CTE program/POS needs specific to subrecipients.

Due to COVID-19, efforts and attention are for expenses for program improvement andenhancement because of changes in delivery of instruction for fall 2020.

Post-COVID-19: The UHCC will develop strategies to address identified gaps,disparities, and misalignments in meeting size criteria across the CTE system or withinindividual CTE programs/POS and subrecipients in faIl 2020.

37

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41

B. Consortia-Based Improvement ActivitiesDescribe any consortia-based improvement, innovation, or transformation activities toimprove access, increase participation, and/or improve educational and workforceoutcomes, including the strengthening of the design and delivery of scope and qualitycomponents to improve the academic and technical skills of students participating in careerand technical education programs...

Consortium 1: TBD by June 2021.Consortium 2: TBD by June2021.Consortium 3: TBD by June 2021.


42

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43

C. Proposed CTE Program/POS Research & DevelopmentDescribe exploration, design, and development activities—including prototvping anditerative testing of size, scope, and quality components—related to the potential design anddelivery of new CTE programs/POS or innovations to existing CTE programs/POS.

Description of CTE program/POS purposeo Aligned occupations/occupational clusters See:

https:i/uhcc.hawaii.edu/proararns/viewer/index.phpEvidence of statewide in-demand and/or economic development of alignedoccupations (or occupational clusters) using valid, reliable LMI or other evidenceSee Diagram I below

o Evidence of living wage or on pathway to living wage of aligned in-demandor economic development occupations (or occupational clusters) See sampleat https://uhcc.hawaii.edu/career explorer/sectors/sectors.php?naics=5]

o Evidence of the unmet need Information on each CTE Program/PUS can befound in the https://uhcc.hawaii.edu/varpd/ dashboard.

Industry, workforce development, and community-based organizations serving inprogram advisory, review, and/or development Advisory Committees: Faculty in CTEPrograms/PUS creates and/or maintains an advisory committee to advise, assist, andprovide support to ensure programs are of quality and remain current with industry and/orprofessional standards. Efforts are made to select advisory committee members who havesome direct relationship to career and technical education in the community. Effectiveadvisory committees are large enough to reflect the diversity of the community andindustry, yet small enough to be managed effectively. Members of the committee may beformally appointed by the program coordinator or lead instructor. Appointments toadvisory committees may be made for definite periods of time. This procedure promotesa continuing flow of new ideas that helps keep the committees advice current andrelevant. Members are more likely to give their time freely when the term of service ispredetermined.

o Members may include andior he composed of:

• Employers

• Human Resource Personnel

• Technicians

• Current and former students

Suppliers

• Manufacturers

• Secondary education instructors

• College Adminisiration

• Labor unions, where applicable

• Industry-specific individuals

44

• Economic Development Council and local Chamber of Commercemembers

• Workforce Investment Board members

• Articulated secondary-to-postsecondary program/POS alignment (if any)(Bernadette/Tarnmi/Della to discuss at 07/02 meeting with Danielle)

• Description of the research and development process(es), including:o Identification of industry, workforce, or economic development needo The size, scope, and quality criteria in need of developmento Systematic processes to design prototypes and iteratively test size, scope, and

quality components in pursuit of quality (inclusive of equity) of access,participation, and educational and workforce outcomes.

Year I

o The UHCC wilt: I) develop a tracking document of all CTE Programs/POS thatmeet or do not meet scope and quality; 2) conduct a review of 30% of CTEProgram/POS to assess whether they meet scope and quality; and 3) providetechnical assistance to those CTE Programs/POS that do not meet scope andquality in pursuit of quality (inclusive of equity) of access. participation, andeducational and workforce outcomes, and track/document their progress.

o The UI-ICC will: I) develop a tracking document of all CTE Programs/POSWIDE that meet or do not meet scope and quality; 2) conduct a review of 30% ofCTE Program/PUS-WIDE to assess whether they meet scope and quality inpursuit of quality (inclusive of equity) of access. participation, and educationaland workforce outcomes; and 3) provide technical assistance to those CTEPrograms/PUS-WIDE that do not meet scope and quality, and track/documenttheir progress.

Year 2

o The UFICC will: I) conduct a review on a second set of 30% ofCTEProgram/PUS to assess whether they meet scope and quality in pursuit of quality(inclusive of equity) of access, participation. and educational and workforceoutcomes; and 2) provide technical assistance to those CTE Programs/PUS thatdo not meet scope and quality, and track/document their progress.

o The UHCC will: I) conduct a review on a second set of 30% of CTEProgram/POS-WIDE to assess whether they meet scope and quality in pursuit ofquality (inclusive of equity) of access. participation. and educational andworkforce outcomes; and 2) provide technical assistance to those CTEPrograms/PUS-WIDE that do not meet scope and quality, and track/documenttheir progress.

Year 3

o The UHCC will: I) conduct a review on a last set of 40% of CTE Program/PUS toassess whether they meet scope and quality; and 2) provide technical assistance to

45

those CTE Prograrns/POS that do not meet scope and quality in pursuit of quality(inclusive of equity) of access. participation, and educational and workforceoutcomes, and trackIdocurnent their progress.

o The LU-ICC ill: 1) conduct a revie on a last set of 40% of CTE Program/PUS-WIDE to assess whether they meet scope and quality in pursuit of quality(inclusive of equity) of access. participation. and educational and workforceoutcomes: and 2) provide technical assistance to those CTE Programs/POS.

Strategies and activities to be pursued using Perkins V funds and the timeline ofthose activities.

R&D #1: Collect data in year 1 to determine post-COVID-19 industry needs and how theUHCC can meet those needs tith new/existing CTE Programs/PUS.

R&D #2: Use the information gleaned from year I to recommend improvements toexisting. and/or develop new and diverse. CTE Programs/PUS to meet post-COVID-]9industry needs.

R&D #3: Track and record progress on those existing/new CTE Programs/PUS thatimplemented strategies to respond to post-COVID-19 industry needs.

46

Diagram I

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48

LOCAL APPLICATION70M14 A7AO

The purposes of the Hawaii Career Pathway System. Career & Technical Education (CTE)System, and Perkins V are aligned to serve individuals throughout the learning pathways.

I la it ‘ICareer

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The three primary goals for Perkins V-funded activities through the Local Applications are:

O Ensure students have equitable access to high-quality CTE programs—those programsthat meet size, scope, and quality criteria in their design and delivery to achieve thedesired educational and workforce outcomes.

o Increase participation and improve the equity of participation in high-quality CTEprograms.

O Improve educational and workforce outcomes of CTE program participants and improvethe equity of those outcomes.

Li INotig learning and tn in i ng for employmenttow .irds selF-sufliciency and well-being as part ol’a competitively ski led work ftrce tor cmplovcrand a thuR ing, sustainable Hawaii.

• II igh—qtial liv grades 6—1 6 i rmal learningexperiences paired with work-basedlearning experiences that provide alllearners the know ledge. skills, anticompetencies to hilly participate iii.

contribute to. and benelit from I la ai’t’scc one tin and our con imuti itt es

• Strengthen Cl systems and systeiiiscapacities to corn inuouslv improve.innovate, and transform I lawa Ii’sprograms and programs of study in grades6-14 that ensure equitable access andoutcomes thr all learners in in—demand.high-skill. liigli-w age pathsavs.

SECTION I: CTE PROGRAMS/POS OFFERINGS &DESCRIPTIONS

• Program Design & Review ProcessDescribe the process(es) of continuously reviewing, updating, and realigning CTEprograms/POS with the industry-identified knowledge, skills, and competencies of

in-demand, living-wage occupations/occupational clusters,

Hawaii Department of Education (HIDOE) current transition year related to: Program Design andReview Process

• Expanding six pathways to 13 pathways in response to increasing school design and industry

demands

• Contracting a consultant to produce standards and professional development opportunities for all

courses within the 13 new pathways

• Offering two new pathways in SY2O-21

o Law and Public Safety

o Education

HIDOE SY 2020-2021, SY 2021-2022, SY 2022-2023 Objectives• In the absence of state approved processes and protocols HIDOE ill develop a plan in SY

2020-2021 that includes the following:

o A process to ensure CTE programs meet the criteria of in-demand and living wage;

alignment with Hawaii Department of Business and Economic Development Emerging

Industries Report, and the Hawaii Department of Labor and Industrial Relations 1-lireNet

Hot Jobs Report

o A process that requires Pathway Advisory Councils to revie\\ annually that nE

programs utilize current industry standards (knowledge. skills and cornpetencies)

o A process for 1-IIDOE and the University of Hawaii Community College (UHCC) system

to align CTE pathways and programs

• Create Pathway Advisory Councils (PACs) in SY 2020-2021. SY 2021-2022 and SY 2022-2023

for 13 pathways. PAC members will consisting of:o Industry Professionals

o Post-Secondary representatives

o High School Principals

o HIDOE CTE Staff

• Create teacher work-groups for 13 pathways in SY 2020-2021, SY 2021-2022 and SY 2022-2023

• Connect pathway continuum work among l-IIDOE, Office of the State Director of CIE

(OSDCTE), Hawaii P-20 in SY 2020-2021, SY 2021-2022 and SY 2022-2023

2

• Establish partnerships for education and business, industry and community partners in SY

2020-202 1, SY 2021-2022 and SY 2022-2023

• Systematic Continuous Improvement & Evaluation

Processes

Describe the systematic continuous improvement & evaluation processes used to improve,

innovate, and transform the CTE system and CTE programs/POS...

HIDOE current transition year related to: Systematic Continuons Improvement & EvaluationSystematic continuous improvement and evaluation is an ongoing effort. To better meet the needs ofschools with CTE programs, the I-{IDOE is implementing the following:

• CTE Coordinator meetings twice a year to receive feedback on how to improve and better support

the school CTE program

• CTE District Resource Teacher meetings once a month to receive feedback on how to improve

and better support the CTE work at the district level

• Pathway Advisory CoLincils for all current CTE Pathways to inform the l-TIDOE if pathways are

current and relevant

• Teacher Workgroups for all current CTE Pathways to provide feedback to the HIDOE from the

classroom perspective

HIDOE SY 2020-2021, SY 2021-2022, SY 2022-2023 Objectives

• Develop a system to roll out and gather feedback of the new pathways and programs in SY

2020-2021

• Increase from six CTE pathways to 13 pathways while gathering feedback to assess the readiness of

schools in SY 2020-2021, SY 2021-2022 and SY 2022-2023

• Change from a two-course sequence to a four-course sequence program of study and monitor the

impact on concentrators or program of study completion in SY 2020-2021, SY 2021-2022 and SY

2022-2023

• Embed industry recognized credentials in all 13 pathways and monitor the impact on concentrators or

program of study completion in SY 2020-2021, SY 202 1-2022 and SY 2022-2023

• Provide professional development for teachers on new pathways and programs in SY 2020-202 I, SY

202 1-2022 and SY 2022-2023

• Provide opportunities for schools to create their own specialized P05 to meet their needs in SY SY

2020-2021, SY 2021-2022 and SY 2022-2023

• Create a system for pathway, programs and standards review in SY 2022-2023 which may include:o Program monitoring and data analysis to drive improvement and innovation

o Evaluate pathways, programs and standards to keep up with industry needso Evaluate the effectiveness of current CTE programs in our high schools

• CTE Concentrators vs Non-CTE Concentrators

• Rural Schools vs Urban Schools

• Title I Schools vs Non-Title I Schools

3

• Measure the achievement in special populations vs non-special populations

C. Management Plan for CTE Program/POS Intervention

Describe the Eligible Recipient’s management plan of additional actions if no meaningful

progress has been achieved to improve the CTE system and CTE program/POS access,

participation, and educational and workforce outcomes, particularly those identifiable gaps

and disparities between groups of students (those of special populations) prior to the third

program year.

HIDOE current transition year related to: Management Plan for CTE Program/POS Intervention

There currently isn’t available disaggregation of data for special populations who access CTE programs

and their performance compared to those not enrolled in CTE. In the absence of this data, HIDOE will

develop a plan to disaggregate the data for special populations in SY 2020-2021.


• Identify and analyze data to determine which special populations require greater access and what

performance gaps exist in courses compared with non-special population students. Schools may

be tasked to submit a self-study report of their special populations demographic in CTE. This

initiative will start in SY 2020-2021 and may include the following data points:o Special population access

o Special population participation

o Special population outcomes

• Create systems of support for programs with challenges making progress with special populations

based on identifiable gaps and disparities in SY 2020-2021, SY 2021-2022 and SY 2022-2023.

Based on the identified gaps some interventions may include:

o Develop professional capacity and standards in curriculum designed for special

populations

o Provide resources for special populations based on the new Perkins V legislation and

HIDOF Promise Plan

o Advocate for and promoting professional relationships with other agencies, organizations,

and institutions that support special populationso Provide professional development opportunities to support workplace readiness and

technical skills for special populations• Strengthen the continuum of pathways to promote student choices and sustain PD support by the

state office as a focus area in SY 2020-202 I, SY 2021-2022 and SY 2022-2023.

D. Systemic Opportunities to Cain Post Secondary Credits

While Still Attending High School

4

This section.. .captures “a description of how the eligible recipient will provide students

participating in career and technical education programs with the opportunity to gain

postsecondary credit while still attending high school, such as through dual or concurrent

enrollment programs or early college high school, as practicable.”

HIDOE current transition year related to: Systemic Opportunities to Gain Post Secondary CreditsWhile Still Attending High School

• HIDOE has an established Early College program in place, which is closely tied to the CTE

program of study in some high schools

• The CTE program of study recognizes the dual credit articulation of agreement which allows

qualified high school teachers to teach courses that meet community college credit requirements• The Running Start program allows a high school student to earn dual credit while attending

classes at a community college


• Partner with UHCC to expand course offerings for dual credit, starting in SY 2020-2021

• Identify and incorporate dual credit courses in the 13 pathways starting in SY 2021-2022

E. Current CTE Program/POS Offerings & Descriptions

This section... captures “information on the career and technical education course offerings

and activities that the eligible recipient will provide with funds under this part, which shall

include not less than 1 program of study approved by a State under section 124(b)(2),

including—(A) how the results of the comprehensive needs assessment described in

subsection (c) informed the selection of the specific career and technical education

programs and activities selected to be funded.”

HIDOE current transition year related to: Cnrrent CTE Program/POS Offerings and Descriptions

HIDOF contracted a consultant to recommend a new CTE Pathway and POS structure to meet the

requirements of Perkins V which has resulted in the following:

• Expand the current six pathways to 13 pathways in response to school design and industry

demands

• Analyze appropriate state and regional economic and workforce data through state agencies to

create relevant CTE pathways and programs• Develop rigorous statewide industry standards for pathway programs• Facilitate professional development on pathway programs and accompanying statewide industry

standards

• Develop CTE equipment lists for CTE pathway programs

• Develop CTE educator licensing, endorsements, and certifications for new CTE pathways and

programs

5

• Develop a [1st of CTE industry-recognized certifications supper lye of pathways• Develop work-based learning program supports and professional development on work-based

learning program

• Facilitate professional deve[oprnent on ork-hased learning programs

• Review vertical alignment of HIDOE and UHCC Cli programs

• Develop recommendations of course standards to bridge secondary/postsecondary credit

attainment

All L-ItDOE CTE Progranis/POS align careers in current or emerging occupations and post secondaryeducation, Standards are evaluated by pathway advisory councils that include post secondary and industryrepresentatives.

Data sources that align CTE Programs/POS to regional economic development and workforce demand:hltos:!/uhcc.ha’ ai iedn/careercxplorcr/occtipalioiis!datalablc.ohohtlos://n v.n .lii i.ort/iasijiiiIVindex.asp’?docid421https:// w .hiwi,or/vosnct/usipuh/docuinentview.aspx?enc=5Rlcvuailvp/6GdLeOkqspOOcv sBVS3OSihMYrxivshttns://ww .hiwi.ore/admin/gsipuh/htmlarea/uploads/BJO-201 6-2026-State-Rev.pdf

ustries2O 19 Update Report.pdfhttps://www.hiwi.ora/adminkzsipublhtmlarea/uoloads/LTIP%2020 I 6-26-HonCtyMsa.xlshttps://www.hiwi.oradmin/sioub/htmIareaJunloads/LTlP%2O2O I 6-26-HawCty.xlsxhttps://www.hiwi.org/adniin/sioub/1itmIarea/uoloads/LTlP2O I 6-26-MpuMsa.xlshttps://www.hiwi .orgladmin&sioub/htmlarea/uploads/LTI P%2020 I 6-26-KauCty.xlsxhttps://www.hiwi.om/vosnet/Default.aspx?encvLal 5KtdCzOOMPójrcRdIO==

6

HIDOE is developing an alignment sheet for every CTE POS. The sheet encompasses many attributesthat are in the table template provided. See below for the draft sample alignment sheet.

EDUCATIONaCTE LEARNING SUPPORT PROFESSIONALSPROGRAM OF STUDY

Specialized Elective (e.g., World Languages, Fine Arts)

Learning SupportProfessionals 3 (1 cr)Foundations of Learning

Learning Support Learning Supportand/or LearningSupport Professionals

Professionalsl (I cr) Professionals 2 (I cr)Support Professionals(I cr)Wort Based Learning

9111 Grisly 10th Grade ‘f’ 11th Grade ‘f’ 121h Grade

RequiredGTE course

Course I

Course 2

Expository Writing(.5 cr) + Common Core

. Common Core aligned- . aligned language arts

English 1/ English 2!elective or roficienc Language Arts electives

Language Arts I (1 or) Language Arts 11(1 or) or proficiency basedbased equivalents with

. . . equivalents (I or)-:,--:---

,.

- Emphasis on Wnting:-t:-: :-: -

-

(5cr)

Modern History Psychology (0 5)World History

-- u.S. History of Hawaii (.5 cr) & & Social Studiesand Culture (1 or) and Government (icr) Participation in a elective (e.g. Sociology!

Democracy (.5 cr) Anthropology) (0.5 cr)

. . MathematicsMathematics basic

Algebra 1 (I cr) Geometry (1 cr) . elective - Recommend aelective-Algebra 2 (1 cr)4th year of Math (I or)

. . Science elective -

Science basic elective(e.g, physical science) Biology I (1 cr)

Science elective- Recommend a 4th year

‘1 c’Chemistry (I cr) of science - Human

‘ Physiology (I or)

1) PE Lifetime Fitness (.5 Cr) + PE Electve (.5 or)2) Health Today and Tomorrow (.5 cr)

3) Personal Transition Plan (.5 cr)

Course 3

Course 4

Courses

Coins 6

Career and Technical Werk-Based Learning Industry Recognized CertificationsStudent Organizations L

FCCLA I WBL awareness and exploration activities I link I k-,reembedded in each course: guest speakers.infomiational inteniiews, and workplace visit,

exchange with professionals and job shadowing.

High Wage - High Skill - High Demand Careers

Sch<xi Rychdugits, Socii Worters, Cnrsetrs, Rograir, Adidsors. CaretT CxinsclorslAdvsors, Career and Empbment PlacementCojnsekjrs, Speech-Language l-hlhdcixjsls and A:wliologisfs.

[:xpkxe rrae careers at tillps://uhcc.hawaii.eda/caeer_expkxer/

7

Below is HIDOEs current six CTE Pathways and related POSs.

Hawaii Department of Education Career Technical Education

6 Pathways 2020-202 1

Pathway Career Technical Education Program (P)

Programs of Study (POS)

Arts, Creative Core foundation course for all Arts, Creative Media and

Media, and Communications programs and programs of study.

Communications

Fashion Design (P)

Digital Media Technology (P)

Animation (P)

Broadcast Media (P)

Gaming (P)

Web Design (P)

Graphic Design (P)

Business, Core foundation course for all Business, Marketing and Finance

Marketing, and programs and programs of study.

FinanceAccounting (P)

Business Law (P)

Finance (P)

Business Principles and Management (F)

Human Resources Management (P)

Travel Industry Management (P)

8

Marketing Principles and Applications (P)

Retail Marketing and Merchandising 1(P)

Office and Administrative Technologies (P)

Entrepreneurship

This course can be used to provide an entrepreneurship experience for

students in all programs.

Health Science and Core foundation course for all Health Sciences and Services programs

Services and programs of study.

Clinical Health (P)

Emergency Medical Services (P)

Health Informatics (P)

Nurse’s Aide Training (P)

Nutrition (P)

Medical Biotechnology (P)

Industrial and Core foundation course for all Industrial and Engineering Technology

Engineering programs and programs of study.

TechnologyBuilding and Construction (PS)

Electricity and Electronics (P)

Design Technology (P)

Engineering Technology (PS)

Electronic Technology (P)

Automotive Body Repair and Refinishing (P)

Metals Technology (P)

Automotive Technology (P)

9

Networking Fundamentals and LAN (PS)

Cybersecurity (PS)

Information Technology (P)

Computer Electronics (P)

A+ Certification (PS)

Wide Area Networks and Networking Architecture (PS)

Oracle Database Certification (PS)

Agriculture, Food Core foundation course for all Agriculture, Food Innovation and

Innovation and Natural Resources programs and programs of study.

Natural ResourcesNatural Resources Production (P)

Natural Resources Business Development (P)

Animal Systems (P)

Environmental Resource Management (P)

Natural Resources Conservation (P)

Fisheries (P)

Forestry (P)

Plant Systems (P)

Natural Resources Biotechnology (P)

Public Human Core foundation course for all Public Human Services programs and

Services programs of study.

Culinary (PS)

Baking and Pastry Arts (PS)

Hotel Operations (PS)

Hospitality and Tourism Service (PS)

10

Hospitality Career and Customer Service Skills (PS)


• Developing a system to roll out new pathways and programs during SY 2020-2021, SY

202 1-2022 and SY 2022-2023.

• Increasing from six CTE pathways to 13 pathways

• Seeking representatives from industry, workforce development, and community-based

organizations to serve in program advisory councils toreview, and/or development programs for

all pathways in SY 2020-202 I, SY 2021-2022 and SY 2022-2023.

Draft 13 Pathways and POS

Early Childhood Education (P)

Elementary Education (P)

Secondary Education (P)

HI Career CTE Program CTE POS: Course Sequence

Pathway of Study (POS) Level I Level II Level III Level IV

Automation andAutomation and Automation and Automation and

Advanced Foundations of RoboticsRobotics Robotics Robotics

Manufacturing Manufacturing Technology 3Technology Technology I Technology 2

and/or AT: WBL

Dual Enrollment:Advanced Foundations of

Welding Welding I Welding 2 specialized and/orManufacturing Manufacturing

Welding: WBL

Dual Enrollment:Electro

Advanced Foundations of Electro- Electro- specialized and/orMechanical

Manufacturing Manufacturing Mechanical I Mechanical 2 ElectroTechnology

Mechanical: WBL



Foundations ofAS:

Agriculture, Agriculture,Small Animal Large Animal WRL/Supervised

Food, and Natural Animal Systems Food, andSystems Systems Ag Experience

Resources Natural(SAE)

Resources

11

Foundations of Food Products and

Agriculture. Agriculture. Food Products Processing SystemsPrinciples of

Food, and Natural Food Systems Food, and and Processing 2 and/or FoodFood Production

Resources Natural Systems Production Safety

Resources WBL

Foundations of

Agriculture, Natural Agriculture, Natural Natural ResourcesNatural Resources

Food, and Natural Resources Food, and Resources Business 3 and/orBusiness 2

Resources Business Natural Business I NRD: WBL/SAE

Resources

Natural Resources

and WildlifeFoundations of

Management 2Agriculture, Natural Agriculture, Plant and Soil Natural Resources

and/or IntroductionFood, and Natural Resources Food, and Systems and Wildlife

to GIS MappingResources Management Natural Management Management I

and/or NaturalResources

Resource

Management WBL

HI Career CTE Program CTE P05: Course Sequence

Pathway of Study (POS) Level! Level II Level III Level IV

Mechanical,Dual Enrollment

Building and Electrical, and Foundations ofMEP Systems I MEP Systems 2 specialized and/or

Construction Plumbing (MEP) ConstructionR&CC WBL

Systems

Dual EnrollmentResidential and

Building and Foundations of R & C R & C specialized and/or RCommercial

Construction Construction Construction I Construction 2 & C Construction:Construction

WBL



Advanced

Cultural Arts, Interactive DesignFoundations of

Media, and Digital Design Digital Design I Digital Design 2 and/or DD:WBLCreative Media

Entertainment and/or

Entrepreneurship I

Cultural Arts, Foundations ofFashion and Fashion and Fashion and Entrepreneurship I

Media, and Fashion andArtisan Design Artisan Design 1 Artisan Design 2 and/or FAD: WBL

Entertainment Artisan Design

12



Film and MediaCultural Arts,

Film and Media Foundations of Digital Video Film and Media Production 2 and/orMedia, and

Production Creative Media Technology Production I FMP: WBL and/orEntertainment

Entrepreneurship I


Pathway of Study (POS) Level I Level 11 Level Ill Level IV

Business InternationalFoundations of Business

Management. Business Business BusinessBusiness and Strategies and

Finance, and Management Communications Management and/orMarketing Planning

Marketing 3M: WBL

BusinessFoundations of

Management. Entrepreneurship Entrepreneurship Entrepreneurship:Entrepreneurship Business and

Finance, and I 2 (c/v) WBLMarketing

Marketing

BusinessFoundations of Principles of Financial

Management. FinancialBusiness and Finance and Accounting I Management (c/v)

Finance, and ManagementMarketing Economics and/or FM: WBL

Marketing

Business MarketingFoundations of

g andDigital Marketing

Management, Marketing Advertisin Operations (c/v)Business and and Market

Finance, and Management Public Relations and/or Marketing:Marketing Analytics

Marketing WBL Practicuni

BusinessSupply Chain Foundations of Logistics

Management. Logistics Logisticsand Logistics Business and Technology 3

Finance, and Technology I Technology 2Technology Marketing and/or LT: WBL

Marketing

Hi Career CTE Program CTE P05: Course Sequence

Pathway of Study (P05) Level I Level II Level III Level IV

Learning

Support Foundations ofEducation LSP I LSP 2 LSP WBL

Professionals Education

(LSP)

Teaching As a Foundations ofEducation TAP I TAP 2 TAP WBL

Profession Education

13

(TAP) I IHI Career CTE Program CTE P08: Course Sequence

Pathway of Study (POS) Level I Level II Level Ill Level IV

Alternative Alternative FuelsFoundations of Alternative Fuels Alternative Fuels

Energy Fuels Technology 3Energy Technology I Technology 2

Technology and/or ALT: WBL

Power GridPower Grid Foundations of Power Grid Power Grid

Energy Technology 3Technology Energy Technology I Technology 2

and/or PGT: WHL

Reneah[e Renewable Renewable PowerFoundations of Renewable Power

Energy EnergiesEnergy

Energies Generation 2 and/or, Generation I

Technology Technology RET: WBL



Foundations of ArchitecturalEngineering and Architectural Architectural Architectural

Architectural Design 3 and/or AT:Architecture Design (AD) Design I Design 2

Design WBL

Foundations of EngineeringEngineering and Engineering Engineering

Engineering Engineering and Technology 3Architecture Technology 1 Technology 2

Technology and/or ET: WBL


Pathway of Study (POS) Level I Level II Level LII Level IV

Emergency

Corn rn tin icat ions

Public Health Foundations of Introduction to Biostatistics and and OperationsHealth Services

Services Health Services Public Health Epidemiology and/or Community

Health Worker

and/or PH: WBL

Diagnostic Services

Diagnostic Foundations of Advanced Diagnostic 2 and/orHealth Services

Services Health Services Health Services Services 1 Phlebotomy and/or

DS: WBL

Emergency Emergency Emergency MedicalFoundations of Advanced

Health Services Medical Medical Services Services 2 and/orHealth Services Health Services

Services I EMS: WBL

14

H urn anPrinciples of Kinesiology and/or

Performance Foundations of AdvancedHealth Services Therapeutic Pharmacy Tech

Therapeutic Health Services Health ServicesServices and/or HP: WBL

Services

Nursing Services 2

and/or CertifiedFoundations of Advanced Nursing Services

Health Services Nursing Services Nurse Aide and/orHealth Services Health Services

Medical Assisting

and/orNS: WBL



Kitchen andHospitality, Advanced

Foundations of Culinary Arts: RestaurantTourism, and Culinary Arts Culinar Arts:

Culinary Food Preparation Operations and/orRecreation Pastry and Savory

CA: WBL

SustainableFoundations of Sustainable

Sustainable Hospitality andHospitality. Sustainable Hospitality and Sustainable

Hospitality and Tourism MgmtTourism, and Hospitality and Tourism Mgmt 2: Hospitality and

Tourism 1: Corporate andRecreation Tourism Marketing and Tourism: WBL

Management Small BusinessManagement Media

Operations



Information Foundations of ArtificialArtificial

Technology and Artificial Computer Artificial lnteIIience 3 -

Intelligence 2-Digital Intelligence (Al) Systems and Intelligence Machine Learning

ProgrammingTransformation Technology and/or Al: WBL

Information Foundations of Programming 2: Programming 3:

Technology and Computer Mobile Game DevelopmentProgramming Programming 1

Digital Systems and Applications and/or

Transformation Technology Development Programming: WBL

Networking 3Information Foundations of

Networking 2 or and/or CloudTechnology and Computer

Networking Networking I Cloud Networking 2Digital Systems and

Networking I and/or Networking:Transformation Technology

WBL

Information Cybersecurity Foundations of Cyber 3 (c/v) and/orCyber I Cyber 2

Technology and (Cyber) Computer Cyber: WBL

15

Digital Systems and

Transformation Technology

Information Foundations ofWeb Design and

Technology and Computer WDD 3 and/orDevelopment WDD I WDD 2

Digital Systems and WDD: WBL(WDD) -

Transformation Technology


Pathway of Study (POS) Level I Level II Level Ill Level IV

Law Foundations ofLaw and Public

Enforcement Law and Public LES I LES 2 LES: WBLSafety

Services Safety

Fire andLaw and Public Foundations of FF5 3* and/or FF5:

Emergency FES I FES 2Safety FF5 WBL

Services (FES)

Foundations ofLaw and Public Pre-Law 3 and/or

Pre-Law Law and Public Pre-Law I Pre-Laxx 2Safety Pre-Law WBL

Safety



AutomotiveFoundations of Automotive MLR

Transportation Maintenance and Automotive Automotive MLRAutomotive 3* and/or Auto:

Services Light Repair MLR 1 2MLR WBL

(ML R)

Collision Repair:

Collision Repair: Damage Analysis,Transportation Automotive Foundations of Collision Repair:

Painting & Estimating, &Services Collision Repair Collision Repair Non-Structural

Refinishing Customer Service*

and/or Auto: WBL

AviationAviation Foundations of Aviation Aviation

Transportation MaintenanceMaintenance Transportat ion Maintenance Maintenance

Services Technology 3Technology Services Technology I Technology 2

and/or AMT: WBL

MarineMarine Foundations of Marine Marine

Transportation MaintenanceMaintenance Transportation Maintenance Maintenance

Services Technology 3Technology Services Technology I Technology 2

and/or MMT: WBL

16

c/v = classroom/virtual

P0 L LOUT:

• Law and Public Safety• Education

NEW COURSES BEGIN;

• Law aid Ptb ic Safety• Education

ROILOUT;

• Engneering andA,cNtecttge

• Business• BuitOing Mid Constnjction• Transportation ServIces

NEW COURSES BEGIN:• Enyinrrrin9 and

Aiclsiteclure• Business

• Building and Construction• Transportation Services

NEW COURSES BEGIN:• Advanced ManuFacturing• Energy• InFormation Technology

• Agr.culture. Foud andNatural Resources

• Health Services

NEW COURSES BEGIN:Hospitality, Tourism, andRecreationCultural Ant H&J:a andEntertain mans

F. Special Populations Learn About CTE Program/POS0p port Li flit I CsDescribe of how students, including students who are members of special populations, willlearn about the CTE programs/POS offered.

HIDOE current transition year related to: Special Populations Learn About CTE Program/POS

Opportunities

• Current CTE pathways and programs handbook -

hnp:!/wvw .hawapuhhcschooIs.onz/DOE°/o2UForms/iE/CTEIiandhooLpdt

• SYI9-20 funding to districts with criteria of use for special populations• Career counseling for all students including special populations• School level registration guides and handbooks for all students including special populations

*Highly recommended for certification

Below is the DOE tentative draft rollout plan for all 13 Pathways.

CTE PATHWAY ROLLOUTTIMELINE

SUMMER 2020 N SY 2020-21 SY 2021-22 SY 2022-23 ) SY 2023-24

F, New ,4CCN for courseregistration guides

2. macher Workgroup3. PAC Workgroup4. TncherPO

IBaILOUT:

• Advanced Manufaclurin• Energy• InformatIon Technology

Agriculture. Food, andNatural ResourcesHealth Services

I. NewACCFIft.rcouneregiflret(eli guides

2. Teacher Workgroup3. PAC Workgroup

- 4.Thacherpo

P0110111; -: -

Hospitality. Tourism, andRecreation

• Cuitural Arts. Media, endE nle r I a in m en

I. NeWACCN for courseregistration guides

2. Teacher Workgroup3, PAC Workgroup4. Teacher Pt) A

I. New ACCN ‘or courseregistration guides

2. Teacher Woritgroj, p.c Workgroup a”

C..

—.

jLWLj

I

17


• Develop a plan with the help of the Office of Student Support Services to educate special population

about CTE P05 opportunities in SY 2020-2021

• Create a new pathways and programs handbook for the 13 pathways in SY 2022-2023• Meet with District Resource teachers and Coordinators to address special populations in SY

2020-202 I, SY 2021-2022 and SY 2022-2023

• Explore ways that funds can be used for special populations in SY 2020-2021. SY 2021-2022 and SY

2022-202 3

• Provide professional development for a school career advising program at the high school level in SY

2020-2021. SY 202 1-2022 and SY 2022-2023

• Create a registration packet for each pathway in SY 2020-202 I, SY 202 1-2022 and SY 2022-2023.

The registration packet will include the following:

o ACCN list

o Program of study alignment sheet

o Highly qualified teacher requirements

o Standards for each program of studyo Pathway marketing materials

C. Non-Discrimination of Members of Special PopulationsDescribe how the eligible recipient will ensure that members of special populations will not

be discriminated against in their access, participation, and achievement of desired

educational and workforce outcomes.

HIDOE current transition year related to: Non-Discrimination of Members of Special Populations• Students are protected against discrimination by Hawaii State Board of Education (ROE) Policy

305.10. ANTI-I-IARJ8LSSMENT, ANTI-BULLYING, AND ANTI-DISCRIMINATION

AGAINST STUDENT(S) BY EMPLOYEES

• The folloing ROE policies also address special populations access to education. 105-12 Special

Education and Related Service. 105-13 Inclusion. 105-16 English Learners. 900-4 Gender Equity.

and 900-5 Rights of Students Who Are Deaf. Hard-of-Hearing, or Deaf-Blind• There are also federal laws that address special populations access to education such as the

Individuals with Disabilities Education Act (IDEA) and the Every Student Succeeds Act. (ESSA)

that addresses Students with Disabilities. Migrant Youth. Students in Foster Care. English

Language Learners, and Homeless Youth


• Ensure special population students have access to all programs of study in SY 2020-2021. SY

202 1-2022 and SY 2022-2023

18

• Provide PD on BOE policies and federal laws in SY 2020-202!, SY 2021-2022 and SY2022-2023

• Inform CTE coordinators of the annual notice on discrimination. See link belo¾.

ht1p:’n .ha ai puhlicschools.oru:DOLO ot)Forns CTE’AnnualNoticeClE.pdf• Develop a plan in SY 2020-2021 to provide students of special populations across all grade levels

with equitable access to career pathway programs. through a state-of-the-art career advisingprogram, utilization of online learning through the HIDOE e-school, as well asindustry-supported academic pathway designs

SECTION II: CTE SYSTEM COORDINATION &SUBCOMMITTEES

The purpose of these subcommittees (and their associated working groups) is to primarily serveas coordinating and learning hubs for the Eligible Agency and the Eligible Recipients. The

activities to be pursued by these subcommittees are to: identify the work to be done to address

those needs identified in the Comprehensive Local Needs Assessment; identify where there areopportunities to coordinate, collaborate, and partner between the Eligible Recipients and other

CTE system stakeholders; articulate intentional strategies while identifying and addressing anybarriers to get the work done; and learn from the pursued activities and make adjustments basedon what is learned to further continuous and continual improvement of Hawai’i’s CTE

programs/POS.

A. Sectors & Pathways — Program Quality Subcommittee

Provide a list of individuals associated with the Eligible Recipient who will participate onthe Perkins V Sectors & Pathways — Program Quality Subcommittee.

HIDOE transition year initiatives related to: Sectors & Pathways - Program Quality Subcommittee

These are the program quality areas subcommittee members will address.• Continual improvement of the GTE system and the quality of design and delivery of GTE

programs/POS (size, scope. and quality components) such that the academic and technical skills ofstudents participating in GTE programs/POS are improved, including the integration of coherent andrigorous content aligned with challenging academic standards and relevant GTE programs to ensurelearning in the subjects that constitute a well-rounded education (as defined in section 8101 of theElementary and Secondary Education Act of 1965) (Section 134(b)(4))

• Provide activities to prepare special populations for high-skill, high-wage, or in-demand industrysectors or occupations that will lead to self-sufficiency

• Prepare GTE participants for non-traditional fields

19

• Provide equal access for special populations to career and technical education courses, programs. and

programs of study

• Ensure that members of special populations will not be discriminated against on the basis of their

status as members of special populations

• Create working group(s) to address:

o Counseling and Advising

o Work-Based Learning

o Employability/Transferable Skills• H[DOE subcommittee members may include the following:

o Counseling and Advising

• Assistant Superintendent of the Office of Student Support Services

• Director of Student Services Branch

• Administrator of Student Support Section

• Educational Specialist. Transitiono Work-based Learning

• Assistant Superintendent of the Office of Curriculum and Instructional Design• Director of the Curriculum Innovation Branch

• Administrator, Career Readiness Team

• CTSO Educational Specialisto Employability/Transferable Skills

• Assistant Superintendent of the Office of Student Support Services

• Assistant Superintendent of the Office of Curriculum and Instructional Design• Director of Student Services Branch

• Director of the Curriculum Innovation Branch

• Director of the Exceptional Support Branch

• Administrator of Special Education

• AdniinistratorofStudent Support Section

• Administrator of Career Readiness Team

• Transition Educational Specialist

• CTE CTSO Educational Specialist

• RTI Educational Specialist

• Academic Support Educational Specialist


• Once the subcommittee has been established. 3 year objectives will be created.

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B. Human Capital Subcommittee

Provide a list of individuals associated with the Eligible Recipient who will participate onthe Perkins V Human Capital Subcommittee. Ideally, at least one member of the executiveleadership team from the Eligible Recipient and at least one member of the governingboard of the Eligible Recipient will participate on this subcommittee.

This subcommittee is concerned with the development and enhancement of the CTE educator(teachers, instructors, and counselors) pipeline and the ongoing professional development andcapacity building of leadership, educators, and other professionals engaged in the design anddelivery of quality CTE programs/PUS. There are two working groups associated with thissubcommittee—pipeline development and enhancement and leadership; and educatorprofessional development and capacity-building.

HIDOE Transition Year Initiatives Related to Human Capital Subcommittee

These are the human capital areas subcommittee members will address.

• Create working groups for the following areas:o Leadership and Educator Professional Development and Capacity Buildingo Pipeline Development and Enhancement

1. Pipeline Development and Enhancement.

Provide a list of individuals associated with the Eligible Recipient who will participate onthe Perkins V Human Capital Subcommittee Pipeline Development and EnhancementWorking Group, including those who are front-line practitioners.

As institutional members of the Teacher Education Coordinating Committee, describe howissues related to the need to build an educator (teacher and counselor) pipeline will bepursued as permanent agenda items with action plans to be developed.

Describe any current strategies and initiatives with the Hawai’i Teachers Standards Board,the public and private in-state and out-of-state educator preparation programs, and otherstrategies and initiatives that work to increase the number of high-quality formal andinformal educators in CTE programs/POS across the state with emphasis on addressingissues of equitable access for members of special populations, including equitable access forCTE programs/POS in small, rural, and remote schools/campuses.

The HIDOE working group members for Pipeline Development and Enhancement will address thefollowing areas..

21

• Secondary education CTE teacher shortage, with strategies associated with alleviating thischronic and persistent problem as a statewide issue and one that is felt most acutely by small.rural, and remote high schools in the state

• TECC Membership

o Work with the Teacher Education Coordinating Committee (TECC), an advisory

committee to develop recommendations on matters ofedtication of common interest tothe HIDOE and the institutions of higher education in Hawai’i

o TECC may develop a report that could be shared with the ROE or other educational

entities

o Work with teacher education programs to identify, support, and cultivate innovative

programs to increase the supply oiqualified CTE instructors and career counselorso For instance, the education division at the University ofHawai’i-West O’ahu (UHWO)

has expressed willingness to explore the feasibility to create an online secondary

education program with concentrations/certifications in CTE. Similarly. UHWO hasexpressed interest in the design and development of a graduate-level program in school

counseling with an emphasis on career advising and counseling.o Recommend that development of a educator workforce pipeline be a permanent part of

the TECC agenda with emphasis on CTE teachers and counselors

• Current Strategies and Initiatives

o Collaborate with Hawaii Teacher Standards Board (HTSB) and review CTE teacherlicensing requirements and adjust as needed

o Explore, design, and develop alternative teacher pathways and models to improve student

access to quality CTE learning experiences

o Assess training needs and skills gaps of CTE teachers, inventory current capacity forprofessional development and services, and identify high-priority areas to address

o Build stronger networks between industry and education and training partners to identifyhigh-priority skills gaps and in-demand sectors to inform CTE teacher professional

development

o Collaborate ‘vith the HSTB to expand CTE licensing opportunitieso Early College CTE or dual credit CTE courses provide opportunities for students to learn

from UHCC instructors with industry experienceo Industry partnerships with the Hawaii Healthcare Association and Hawaii Pacific Health

provides students opportunities to learn from UHCC faculty and industry partnerso Dual Credit Articulated Program of Study for training H[DOE teachers through UHCC

• HIDOE Participants on the Pipeline Development and Enhancement Groupo Possible HIDOF subcommittee ineiribers may include the following:o Assistant Superintendent of the Office of Talent Managemento Director of the Office of Talent Managemento Administrator of the Office of Talent Managemento Educational Specialist of the Office of Talent Managemento Principal

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2. Leadership and Educator Professional Development andCapacity-Building.

Provide a list of individuals associated with the Eligible Recipient who will participate on

the Perkins V Human Capital Subcommittee Leadership and Educator Professional

Development and Capacity-Building Working Group, including those who are front-line

practitioners.

The HIDOE working group members for Leadership and Educator Professional Development and

Capacity-Building will address the following areas.

• Identify systemic professional development and capacit -building needs and systemic. systematic. and

equitable strategies to remedy those needs, including those associated with design and delivery of

scope components. quality criteria (e.g.. LML data, systematic continuous improvement methods), and

civic infrasiructure and culture. Consistent with the definition of professional development in the

Every Student Succeeds Act, systematic professional development activities that are sustained (not

stand-alone, one-day, or short-term workshops). intensive, collaborative, job-embedded, data-driven,

and classroom-focused, including induction and menlorship of new professionals to improve their

effectiveness in impacting student outcomes.• Develop opportunities for professional developmenl training for CTE teachers, school counselors,

and school administrators.

• Support the recruitment and preparation of teachers, including special education teachers, faculty,

school principals, administrators, specialized instructional support personnel, and

paraprolessionals to provide career and technical education instruction, leadership, and support,

including professional development that provides the knowledge and skills needed to work with

and improve instruction for special populations.

• Collaborate with the HTSBto explore opportunities to pursue alternative certifications andexpedited pathways for CTE teachers.

• HIDOE subcommittee members may include the following:

o Assistant Superintendent of the Office of Curriculum and Instructional Designo Director of Instructional Service Branch

o Executive Director of the Leadership Institute

o Director of the Office of Talent Management Personnel Development Brancho CTE Educational Specialist

o CTE District Resource Teacher

o Principal

HIDOE SY 2020-202t, SY 2021-2022, SY 2022-2023 Objectives• Once the subcommittee and working groups have been established. 3 year objectives will be

created.

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C. Policy SubcommitteeProvide a list of individuals associated with the Eligible Recipient who will participate onthe Perkins V Policy Subcommittee. Ideally, at least one member of the executiveleadership team from the Eligible Recipient and at least one member of the governingboard of the Eligible Recipient will participate on this subcommittee.

HIDOE transition year initiatives related to: Policy Snbcommittee

These are the policy areas subcommittee members will address.

• Policies that enable the design and delivery of high-quality CTE programs/POS.• Polices that improve access to CTE programs, bolster inter-agency and public-private

coordination, collaboration, and partnership; support continuous improvement and innovation and

braiding of funds to improve Hawaii’s Career Pathway System.

0 Note: In 2018, the WDC and Hl-OSDCTE identified more than $101 million in state and

federal program funds for workforce development in Hawaii and made that information

available through a funding map (hitps://tinvurl.coin/Hlfundiiiumap)

• Policies that establish criteria as to what kinds of work-based learning activities constitute a

quality CTE learning experience.

• Policies to support identification of multi-sector opportunities and strategies to expand access for

special populations, including those students in rural, remote, and small schools and colleges

where programmatic offerings and quality of programs may be impacted. Leveraging funding and

resources can expand the availability and quality ofCTE-related learning opportunities and

access to all students.

• Policies to support coordination with the State CTE Coordinating Advisory Council and board to

support the local development of career pathways and articulate processes by which career

pathways will be developed by local workforce development boards, as appropriate. Policies that

support the creation of pathways that explicitly addresses workforce and economic development

needs associated with Hawaii. For instance, a Hawaii Pathway may include those occupations

and occupational clusters associated with the study of climate change, climate change resilience,

food and agriculture sustainability, clean energy, transportation and logistics, marine science, and

entrepreneurism to help fuel the economic development and sustainability of the small business

sector.

o Several of these are in line with Governor Ige’s strategic priorities, including: education

(NAICS 61); sustainable initiatives, including agriculture (NAICS 11), environment, and

energy (NAICS 2211); housing and homelessness; health (NAICS 62); hospitality and

tourism; effective, efficient, and open government, including construction, broadband

expansion and improvement, infrastructure (e.g., driverless cars), early education

classroom construction, and cybersecurity; and the business support of the military

(NAICS 483).

• I-IIDOE subcommittee members may include the following:

0 Assistant Superintendent of the Office of Curriculum and Instructional Design

24

a Board of Education Member

FIIDOF SY 2020-2021, SY 2021-2022, SY 2022-2023 Objectives• Once the subcommittee and working groups have been established, 3 year objectives will be

created.

D. Quality Assurance & Continuous ImprovementSubcommittee

Provide a list of individuals associated with the Eligible Recipient who will participate onthe Perkins V Quality Assurance and Continuous Improvement Subcommittee.

IIIDOE transition year initiatives related to: Quality Assurance & Continuous Improvement

Subcommittee

These are the quality assurance and continuous improvement areas subcommittee members will address.

• Develop working groups for the following areas:o Monitoring. Evaluation, and Feedbacko Data infrastructure. Reporting. and Useo Accountability

I. Monitoring, Evaluation, and Feedback Working Group.

Provide a list of individuals associated with the Eligible Recipient who will participate oilthe Perkins V Quality Assurance & Continuous Improvement Subcommittee Monitoring,Evaluation, and Feedback Working Group, including those who are front-linepractitioners.

The I-{IDOE working group members for Monitoring. Evaluation, and Feedback will address the

following areas.

• Address project and fiscal management monitoring mechanisms to understand progress being

made on proposed activities included in the Local Applications and inform adjustments and

technical assistance to overcome barriers.

• Review information gained from systematic continuous improvement efforts and formal

evaluations to understand what works, for whom, under what conditions.• A system to capture student feedback on their CTE learning experiences and employer feedback

on their needs and the quality of CTE completers to meet those needs.• Address the need to monitor and track progress and provide indicators for course-correcting; and

monitor implementation schedules (including expenditure schedules) and progress towards

25

process and outcome measures, including the Perkins V performance indicators included in theConsolidated Annual Report (CAR).

• Address the need for an evaluation system to gain increased understanding of what is and is not

working), for whom, and under what conditions, and, more deeply, gain understanding of

potential reasons why.

• Review and provide feedback on HIDOE’s and UI-ICC’s standards and assessments, academic

and career technical content and work skills;• A system to ensure continual feedback from stakeholders to gain better understanding of how

well students’ learning experiences in CTE prograins/POS served them. the experiences of

employers and workforce partners participating in work-based learning activities, and the

experiences of employers and workforce partners hiring new graduates who participated in CTE

program s/POS.

• Improve outcomes and reduce performance gaps for CTE concentrators. including those who are

members of special populations.

o Note: The l-Il-OSDCTE invested in the development. deployment, and training of a CTE

data application that reports participation and educational and workforce outcomes of

HIDOE and UHCCS CTE programs/POS. including the participation and outcomes of

special populations.

• Use of systematic continuous improvement & evaluation processes addressing needs identified in

the Comprehensive Local Needs Assessment; size. scope. and quality requirements; and student

outcomes, including those of special populations and other disparities (addressing equity goals).• Systematic improvement plans articulating. at a minimum:

o What improvements to be accomplished for the CTE program/POSo Outcome measures/metrics, including Perkins V performance & quality indicators or

other state-approved indicators, to determine ifchanges are improvementso A theory of practice improvement to be used to guide improvement efforts, incltiding

change ideas and rationales of why changes are believed to lead to quality improvements.

implementation schedules

o Systematic methods of learning from monitoring and evaluation of improvement

strategies and making at-least-annual adjustments to the Local Application• HIDOE subcommittee members may include the following:

o Director of the Policy, Innovation, Performance and Evaluation (PIPE) Brancho Administrator of School Transformation Brancho PIPE Institutional Analysto CTE Educational Specialisto CTE District Resource Teachero Principals

o CTE Coordinator

2. Data Infrastructure, Reporting, and Use Working Croup.

Provide a list of individuals associated with the Eligible Recipient who will participate onthe Perkins V Quality Assurance & Continuous Improvement Subcommittee Data

26

Infrastructure, Reporting, and Use Working Group, including those who are front-linepractitioners.

The FIIDOE working group members for Data Infrastructure, Reporting, and Use will address the

following areas.

• Identify the data infrastructure, reporting, and use needs throughout the CTE system.• Development of coordinated strategies that enhance the abilities of the entire CTE system to

better collect, store, manage, and report valid, reliable, and timely data as part of the continual

and continuous improvement of the CTE system and CTE programs/POS.• Identify and address disparities or gaps in performance to focus improvement and innovation

efforts.

• Analyze data on the core indicators of performance to identify gaps in performance, explain how

they will use evidence-based research to develop a plan to provide support and technical

assistance to eligible recipients to address and close such gaps. and how they vill implement this

plan.

• Utilize data dashboards to identify performance associated with UTE program/POS offerings

across the state and students’ participation (issues of access) and students’ achievement of

educational and workforce outcomes (issues of success) across CTE programs/POS.• Identify data collection and reporting requirements, including establishment of business rules.

a Note: As the work-based learning operating definitions and data collections are

developed, the Hl-OSDCTE and l-TIDOE will use the percentage of CTE concentrators

graduating from high school having attained postsecondary credits in relevant CTE

programs/POS earned through a dual or concurrent enrollment program or another credit

transfer agreement. With existing early college and dual credit programs iii the state, high

school students can access a variety of college coursework to earn postsecondary credits

in relevant CTE programs/POS.• Expand access to career and technical education for special populations. The L-1l-OSDCTE

developed a data dashboard application, in partnership with the National Alliance for Partnerships

in Equity (NAPE). that displays CTE program/POS participation and outcomes data at the

statewide level and at the individual program delivery levels—secondary schools and community

college campuses. These data dashboards display participation and outcomes data for all Perkins

V special populations allowing the Hl-OSDCTE and the HIDOE and UHCCS (and their

subrecipients) to see systemic, systematic. and equity successes, improvements, and ongoing

challenges, gaps, and disparities that exist across CTE programs/POS and ‘ithfn CTE

programs/POS by offerings across secondary schools and community college campuses.• Use of State, regional, or local labor market data to determine aligTlment of eligible recipients’

programs of study to the needs of the State, regional, or local economy, including in-demand

industry sectors and occupations identified by the State board, and to align career and technical

education with such needs, as appropriate.o The l-I1-OSDCTE requires as part of its size, scope, and quality criteria for Perkins

funding eligibility that CTE program/POS offered by the HIDOE and UHCCS

demonstrate, at a statewide level, their alignment to the needs of the State, including

27

in-demand industry sectors and occupations identified by the State Workforce

Development Board or the county-level workforce development boards using valid and

reliable LMI. Additionally, the economic development priorities of the Governor serve

as in-demand industry sectors and occupations. As an example, the Hawaii Career

Explorer website (hftps://uhcc.hawaii.edu/career exnlorer/) includes the occupations with

the highest projected annual openings at a statewide level on its hoinepage, data

demonstrating “in-demand” and average salaries for several occupations and occupational

clusters. The expectation is that the [-IIDOE and UHCCS present valid and reliable labor

market information similar to those included in Hawai’i Career Explorer, in consultation

with the State and/or County Workforce Development Boards, for each of their GTE

programs/POS at a statewide level. Additionally, the HIDOE and L’I-ICCS must

demonstrate the alignment of GTE program/POS offerings by their subrecipients

(secondary schools and community college campuses) to the in-demand sectors and

occupational needs in the state, regional (counl), or local economies.• I-IIDOE subcommittee members may include the following:

o Data Governance Data Quality Institutional Analyst

o Longitudinal Data System Instructional Analysto GTE Educational Specialist

o CTE District Resource Teacher

o Principal

o GTE Coordinator

3. Accountability Working Group.

Provide a list of individuals associated with the Eligible Recipient who will participate onthe Perkins V Quality Assurance & Continuous Improvement SubcommitteeAccountability Working Group, including those who are front-line practitioners.

The F-IIDOE working group members for Accountability Working Group ilI address the following areas.

• Identify issues related to requirements• Identify GTE programs!POS that have not demonstrated significant improvements in closing gaps

and disparities between special populations and non-special population students.• Explnre additional measures and metrics (and operating definitions) beyond federal reporting

requirements related to access, participation, and educational and workforce outcomes that

provide meaningful information.• Address equal access to approved career and technical education programs of study and activities

assisted under this Act for special populations.o Through the availability of CTE system data via the state’s newly developed data

reporting application, the Hl-OSDCTE and the HIDOE and UHCCS are able to monitor

the availability of GTE program offerings across the stale and the accessing of those GTE

programs by students, including by Perkins-specified special populations.

28

• Identib disparities, niisalignments, or inequities in program offerings and program participation(issues olaccess) and program achievement of educational and orkforce outcomes (issues ofsuccess). particularly those associated as being part of Perkins V- identified special populations.Based on these identified gaps, the HIDOE and IJHCCS will be required to create systematicimprovement strategies to be pursued through the term of the Local Application.

• HIDOE subcommittee members may include the following:o Administrator ofAccountabiIito Accountabilit\ Evaluation Specialisto Office of Curriculum and Instructional Design Career Readiness Team Administratoro CTE Educational Specialisto CTE District Resource Teachero Principalo CTE Coordinator

HIDOE SY 2020-2021, SY 2021-2022, SY 2022-2023 Objectives• Once the subcommittee and working groups have been established, 3 year objectives will be

created.

SECTION III: IDENTIFICATION OF CTE SYSTEMNEEDS

A. Statewide Comprehensive Local Needs AssessmentDescribe the results of the comprehensive needs assessment conducted under Section134(c).”

The 2019 Comprehensive Local Needs Assessment identified the needs to improve the designand delivery of the CTE system so as to systemically. systematically. and equitably improve

access to high-quality CTE prograrns/POS. increase participation in those CTE prograrns/POS.and improve the educational and workforee outcomes of CTE program/POS participantsacross the state.

• Strengthening the robustness of CIE prograrns/POS through rigorous size, scope. and

quality criteria;

• Development of CIT program/POS scope components identified in the Comprehensive

Local Needs Assessment;

A. Career counseling and advising throughout the 6-14 continuum

B. Continuum of work-based learning activities with expected learning outcomes

associated with activities in school and non-school spaces

29

C. Articulation and inclusion of employability/transferable skills• Continual improvement, innovation, and transformation of CTE programs/POS by

leveraging their intersections and interdependencies to achieve better educational andworkforce outcomes; and

• Building CTE system capacities to design and deliver CTE programsi’POS with highlevels of systemic and systematic interactions, intersections, and interdependencies.

B. Data Infrastructure and Data UseIdentify the data infrastructure and data use needs of the Eligible Recipient, including

individual CTE programs/POS and subrecipients, related to available labor marketinformation (e.g., in-demand, wages) and/or access, participation, and educational andworkforce outcomes, especially for understanding gaps and disparities of students who aremembers of special populations.

HIDOE will develop a real time data infrastructure to enhance the existing previous school year datareports to determine what CTE programs high schools are offering and if these programs align with theLabor Market Information (LMI) of Hawaii. The data will determine whether all students have equalaccess to the courses, which students participate in each course and do students go on to post-secondary

or are employed after graduation. This also includes data on special populations (disaggregated) and their

relationship to CTE courses and programs. The LMT alignment will need a field in the current data

structure to indicate the value of a CTE program in relation to a school’s location.

The infrastructure coLild be the Longitudinal Education Information system or LEI system being

developed by the HIDOE Data Governance Office. An additional position in the Data Governance Office

that supports CTE data requirements will ensure the necessary efforts are progressing. Additional data

elements such as work-based learning, industry recognized credentials and dual credit will need to he

added as well.

HIDOE Transition Year Initiatives Related to: Data Infrastructure and Data Use

HIDOE will develop, create and assess a system for collecting, analyzing and reporting of system widedata to drive decision making on all levels for CTE. These are the current initiatives that were

implemented during the transition year.• Contracted a consultant to analyze appropriate state and regional economic and vorkforce data to

recommend new CTE Pathways and POS.• Contracted the National Alliance for Partnerships in Equity (NAPE) to create a dashboard to

better understand equity gaps and to support the process of program improvement.

30

• Offered professional development on the Hawaii Career Explorer website for schools and districts

to analyze labor marking information and in demand occupations.

ut ps hec. hau au. ed uc areer explorer/

• Provided data to schools based on CIE palhwavs offered. Perkins indicators performance andnumber of CTE concentrators: see the sample monitoring report below with the schooPs dataelements provided.

CTE Perkins Monitoring Report

School: Aloha High School School 2018-2019 Date of

Year: i Monitoring:

CTE Off-Ratio teacher positioncoordinates CTE OYP & EOY Plan.

Name

Monitoring Team Members

Position

School Enrollment SY 18-19 M [ F I Total Perkins_Consolidated_Annual_Report_SY 18-19(LOS) [ I School District State

StatePerformance Indicators Proficien Proficien Proficien

Target

______________________

cy cy cy

Pathway (Concentrators) M F Total isi Attainment of62.50% 74.71% 69.11% 5800%

Arts & Communication 20 17 37 Academic Skills - ELA

Business 2 4 6 152 Attainment of35.25% 54.02% 5619% 4751%

Health 4 27 31 Academic Skills - Math

lET 41 S 46 251 Technical SkillNA NA NA NA

Natural Resources 5 3 8 Attainment

Public & Human Services 16 30 46351 School Completion 96.00% 100.00% 9963% 99.28%

M F Totalçonçentrators SY 18-19 451 Graduation Rate 99.00% 97.13% 98.53% 97.96%

88 86 174

551 Placement 100.00% 57.47% 62.60% 55.87%Quantity

Number of CTE Off-Ratio Teachers2 651 Non-Traditional

38.75% 13.48% 11.39% 11.75%YES NO Participants

CTE Off-Ratio teacher position usage as 6S2 Non-Traditional39.75% 33.33% 29.24% 30.98%a crE coordinator Concentrators

31

HIDOE SI’ 2020-2021, SY 2021-2022, SY 2022-2023 Objectives• Develop a system for collecting, analyzing and reporting system wide data to drive decision

making on all levels for CTE. The planning process will occur during SY 2020-2021

• Explore ways to utilize the LEI system and the NAPE dashboard to identify gaps in special

populations in SY 2020-2021.

• Provide professional development for schools and districts on the use of the NAPE dashboard in

SY 2020-202!

C. Identified gaps, disparities, and misalignnients inaccess, participation, and educational and workforceoutcomes, with emphasis on special populations, acrossthe CTE system

Beyond those needs identified in the Comprehensive Local Needs Assessment, pleaseidentify any additional CTE system needs and CTE programlPO5 needs across the state.Present data and other evidence on access, participation, and educational and workforceoutcomes of the CTE system—variation across CTE pathways, programs/POS.

These identified needs will be prioritized in Section V of this Local Application.

Access: As measures of access, identify ani’ gaps. disparities, or inisalignmentsassociated with:

• GTE program’FOS offerings and the in-demand, living-wageoccupations’occupational clusters. state wide and at the county level.

• Postsecondari credit—earning opportunities for high school students• WBL offrrings

Participation: As measures ofparticipation, identify ciiiy gaps, disparities, ormisalignments across GTE programs/FOS and disaggregated kv county, regionalsubdivision (ifany,, subrecipient, special populations of students associated with:

• Enrollment (number ofstudents enrolled and as percentage of total enrollment,).o Number ofspecial populations enrolled and as percentage of total special

population students)• Work-based learning at the Preparation and Training levetc.

32

Educational and workforce outcomes: As measures ofparticipation. identifi ani’ gaps,

dispat-ities, 0i misalignnients associated )Iith:

• ProJIciencv in English’Language Arts, Math. and Science• GTE course outcomes (OPA)• Concentrator/Completer status• Posisecondary credits earned (in GTE and non-GTE courses)• Transfrrahle skills attainment• Graduation rate ofconcentrators/completers (on—time rate and more)• Postsecondarj.’ mnatriculanon


o Credit-earning program (GTE and non-GTE)• Workforce placement• Graduates feedback

• Employer ,fkedback

HIDOE transition year initiatives related to: Identified gaps, disparities, and misalignments in

access, participation, and educational and workforce outcomes, with emphasis on special

populations, across the CTE system.

HIDOE will develop a system for collecting, analyzing and reporting of system wide data to identify

gaps, disparities, and misalignments in access, participation. and educational and workforce outcomes,with emphasis on special populations, across the CTE system.

Data is collected for some of the targeted areas and listed below but is not available in the form of

reports to he analyzed.

• Proficiency in English/Language Arts, Math, and Science (Data collected):• CTE course outcomes (GPA) (Data not collected):• Concentrator/Completer status (Data collected ):• Postsecondarv credits earned (in CTE and non-CTE courses) (Data not collected):

• Transferable skills attainment (Data not collected);• Graduation rate of concentrators/completers (on-time rate and more) (Data collected);• Postsecondary matriculation:

o Non-credit program (Data not collected);o Credit-earning program (CIE and non-CTE) (Data not collected);

• Workforce placement (Data not collected):• Graduates feedback (Data not collected):

• Employer feedback (Data not collected);

33

• Other education and workforce outcomes used by the Eligible Recipient.

These are the current initiatives that were implemented during the transition year.• HIDOE contracted a consultant to recommend new CTE Pathways and POS and carry out the

following activities in developing the recommendations:

o Analyze appropriate state and regional economic and workforce data through stateagencies to align with in-demand, living-wage occupations/occupational clusters.statewide and at the county level

o Develop recommendations for rigorous statewide industry standards for pathwayprograms to prepare students for postsecondary or workforce placement.

o Professional development on pathway programs and accompanying statewide industrystandards to make sure teachers can deliver high quality content and curriculum forstudents.

• Contracted the National Alliance for Partnerships in Equity (NAPE) to create a dashboard tobetter understand equity gaps and to support the process of program improvement

• Offered professional development to schools and districts on the Hawaii Career Explorer vebsite

to analyze labor market information and in-demand occupations

htt ps ://uhc c liawai i ed u/caree reN.plorer/• Provided data to schools based on CTE pathways offered, Perkins indicators performance and

number of CTE concentrators; see the sample monitoring report below with the school’s dataelements provided

CTE Perkins Monitoring Report

School: Aloha High School School 2018-2019 Date ofYear: Monitoring:

1JP Monitoring Team Members

Name. Position

School Enrollment SN’ 18-19 M F Total(LDS)

Pathway (Concentrators) M F Total

Arts & Communication 20 17 37

Business 2 4 6

Health 4 27 31

Perkins Consolidated Annual Report SN’ 18-19

School District StateState

Performance Indicators Proficien Proficien ProficienTarget

cy cy cy

151 Attainment of6250% 7471% 69.11% 58.00%

Academic Skills - ELA

152 Attainment of35.25% 54.02% 56.19% 47.51%

Academic Skills - Math

34

lET 41 5 46 251 Technical SkillNA NA NA NA

Natural Resources 5 3 8 Attainment

Public & Human Services 16 30 46351 School Completion 96.00% 100.00% 99.63% 99.28%

M F Total 1ncentrators SY 18-19 1 451 Graduation Rate 99.00% 97.13% 98.53% 97.96%

88 86 174

551 Placement 100.00% 57.47% 62.60% 55.87%Quantity

Number of CTE Off-Ratio Teachers2 6S1 Non-Traditional

38.75% 13.48% 11.39% 11.75%YES NO Participants

CTE Off-Ratio teacher position usage as 652 Non-Traditional39.75% 33.33% 29.24% 30.98%a CTE coordinator Concentrators

CTE Off-Ratio teacher positioncoordinates CTE OYP & EOY Plan.

HIDOE SY 2020-2021, SY 2021-2022. SI’ 2022-2023 Objectives

• Develop a system for collecting, analyzing and reporting system wide data to identify gaps.disparities, and nisalignments in access. participation, and educational and workforce outcomes.with emphasis on special populations, across the GTE system. The planning process will occurduring SY 2020-202 1.

• Utilize the NAPE dashboard to identify gaps in special populations. Also provide professionaldevelopment for schools and districts on the use of the NAPE dashboard in SY 2020-2021.

• KIDOE has contracted a consultant to assist in the rollout of new GTE Pathways and POS in SY2020-2021 that includes the following focus areas

o Review of GTE educator licensing, endorsements, and certifications to align witheducation workforce outcomes

o Recommended GTE industry-recognized certifications supportive of pathways to supportstudents entering workforce or postsecondary

o Provide work-based learning program supports and professional development to GTE

teachers on the work-based learning programo Vertical alignment of HIDOE and UK GTE programs to support post secondary

matriculation

o Recommendations of course standards to bridge secondary/postsecondary creditattainment

35

ft Identified gaps, disparities, and misalignments inmeeting size criteria by CTE program/POS andsubrecipients

Provide evidence of inadequate classroom and lab facilities or needed industr -standard

technology, equipment, supplies, and materials necessary to deliver a quality CTEprogram/POS. Proposed remedies to be included in Section V.

HIDOE transition year initiatives related to: Identified gaps, disparities, and misalignments inmeeting size criteria by CTE program/POS and subrecipients.

[-IIDOE wilt develop a system for collecting, analyzing and reporting of system wide data to identify

gaps, disparities, and misalignments in meeting size criteria by CTE program/POS and subrecipients.

These are the current initiatives that were implemented during the transition year.• Contracted a consultant to recommend new CTE Pathways and P05 and includes:

a A recommended list of CTE equipment for programso Professional development on programs and accompanying statewide industry standards

which includes recommended teacher to pupil ratios• Annual monitoring visits to schools that include recommendations for classroom size, industry

standard technology and equipment, supplies and other materials needed to deliver a quality CTE

program.

• Schools are allocated state funded CTE teaching positions that could be used to reduce teacher to

student ratios for smaller class sizes.• Schools create one year plans as a requirement for receiving Perkins funds which includes

proposed purchases for industry-standard equipment and technology.


• Develop a system for collecting. analyzing and reporting of system-wide data to identify gaps.disparities, and misalignments in meeting size criteria by CTE program/•POS and subrecipients.

The planning process will occur during SY 2020-2021.

• Continue to contract a consultant to assist in rolling out additional new CTE Pathways and P05

in 5Y2020-2021 and includes:o Professional development on pathway programs and accompanying statewide industry

standards which includes recommended teacher to pupil ratioso Vertical alignment of HIDOE and UH CTE programs including technology and space

requirements

• Create work-based learning courses for each P05 to increase professional to student ratio types of

experiences in SY 2020-2021, SY 20:1-2022 and SY 2022-2023.• Create a long range planning to ensure size, scope and quality of CTE programs. The planning

process will occur during SY 2020-202].

36

Provide evidence of CTE professionals-to-pupil ratios not meeting recommendedstandards. Proposed remedies to be included in Section V.

E. Identified gaps, disparities, and misalignments inaccess, participation, and educational and workforceoutcomes, with emphasis on special populations, withinCTE programs/POS and subrecipients

Present data and other evidence on access, participation, and educational and workforceoutcomes within CTE programs/POS (across and within subrecipients)—variation betweensubrecipients offering the same CTE programs/POS; variation within subrecipientprogram offerings.

Access: As measures of access, identifi; am’ gaps. disparities, or misalignmentsassociated within the GTE programs/EQS of4rings:

• Subrecipient offerings aligned to in-demand, living wageoccupations/occupational clusters (statewide and/or regionally/locally)

• Postsecondary credit-earning opportunities for high school students• WBL offerings

Participation: As measures ofparticipation, idetitift any gaps, disparities, orm isalignments within GTE programs/EQS and disaggregated by county, regionalsubdivision (if any,), subrecipient, special populations ofstudents associated with:

• Enrollment (number ofstudents enrolled and as percentage of total enrollment).a Number ofspecial populations enrolled and as percentage of total special

population students)• Postsecondarv credit—earning opporti.inities/or high school students• Work-based learning at the Preparation and Training leveLy.

Educational and workforce outcomes: As measures ofparticipation. identify am gaps,disparities, or misalignments within GTE prograins/POS associated with:

• Proficiency in English’Language Arts, Math, and Science• GTE course outcomes (GPA)• Concentrator Completer status• Postsecondary credits earned (in GTE and non-GTE courses)• Transferable skills attainment• Graduation rate of concentrators/completerc (on—time rate and more)• Postsecondary matriculation


o Credit-earning program (GTE and non-CTE)

37

• H ork/orce placement• Gradt,ate.c feedback

• Emploierfi’edback

HIDOE transition year initiatives related to: Identified gaps, disparities, and misalignments in

access, participation, and educational and workforce outcomes, with emphasis on special

populations, within CTE programs/POS and subrecipients.

HIDOE will develop a system for collecting, analyzing and reporting of system wide data to identify

gaps, disparities, and misalignments in access, participation, and educational and workforce outcomes,

with emphasis on special populations, within CTE programs/POS and subrecipients.

These are the current initiatives that were implemented during the transition year.• Contracted a consLiltant to recommend new CTE Pathways and POS which includes:

o Recommendations for rigorous statewide industiy standards for pathway programs to

align xith educational workforce outcomes

o Professional development on pathway programs and accompanying states ide industry

standards to prepare students for postsecondary or workforce placement

Data is collected for some of the targeted areas and listed below but is not available in the form of reports

to be analyzed.

I Proficiency in English/Language Arts. Math. and Science (Data collected):• CIE course oulcomes (GPA) (Data not collected);• Concentrator/Completer status (Data collected);• Postsecondary credits earned (in CTE and non-CTE courses) (Data not collected);

• Transferable skills attainment (Data not collected);• Graduation rate of concentrators/completers (on-time rate and more) (Data collected);• Postsecondary matriculation;

o Non-credit program (Data not collected);

o Credit-earning program (CTE and non-CTE) (Data not collected);• Workforce placement (Data not collected);

• Graduates feedback (Data not collected);

• Employer feedback (Data not collected);• Other education and workforce outcomes used by the Eligible Recipient.


• Develop a system for collecting. analyzing and reporting of system- ide data to identify gaps,

disparities, and misalignments in access. participation, and educational and workforce outcomes,with emphasis on special populations, within CTE programs/POS and subrecipients. The

planning process will occur during SY 2020-2021.

38

• Continue to contract a consultant to assist in rolling out additional new CTE Pathways and POSin SY2020-2021 which includes:

o Recommended CTE industry-recognized certifications supportive of pathways to alignwith in-demand, living wage occupations/occupational clusters

o Work-based learning program supports and professional development on work-basedlearning programs

o Vertical alignment of HIDOE and UH CTE programs to support post secondarymatriculation

o Recommendations of course standards to bridge secondary/postsecondary creditattainment

• Professional development to identify gaps. disparities, and misalignments in access, participation.and educational and workforce outcomes. with emphasis on special populations which couldoccur in SY 2021-2022 and or SY 2022-2023.

LOCAL APPLICATION SECTION IV:DEVELOPMENT OF THE CTE SYSTEM

The Comprehensive Local Needs Assessment identified the need for systematic and systemicdevelopment, integration, and delivery of CTE prograrn/POS scope components as part of thedesign and delivery of high-quality CTE programs/POS. The Eligible Recipients are to articulatehow the following scope components will be developed as frameworks and standards for theCIE system and how those frameworks and standards are integrated and operationalized intotheir CTE programs/POS over the next three years (2021-2023) consistent with the generalexpectations set forth in Perkins V.

A. CTE System Components — Counseling & Advising,Work-Based Learning, and Transferable Skills

For each of the following CTE system components, identify the individuals (and their roleswithin the CTE system) who will participate in the Career Counseling and AdvisingWorking Group, the Work-Based Learning Working Group, and the Transferable SkillsWorking Group tasked with developing these CTE system components.

Counseling & Advising Working Group and Activities.

39

Describe the work to be done by the eligible recipient, “in collaboration with localworkforce development boards and other local workforce agencies, one-stop deliverysystems described in section 121(e)(2) of the Workforce Innovation and Opportunity Act(29 U.S.C. 3151(e)(2)), and other partners, Itol provide—(A) career exploration and careerdevelopment coursework, activities, or services” through “an organized, systematicframework designed to aid students, including in the middle grades, before enrolling andwhile participating in a career and technical education program, in making informed plansand decisions about future education and career opportunities and programs of study”consistent with Section 135(b)(1).

Identifying Working Group Members

Identify the individuals (and their roles within the CTE system) who will participate in the

Career Counseling and Advising Working Group tasked with developing this CTE system

component.

“Sectors & Pathways - Program Quality” Subcommittee #2 will create criteria for identifying individualswho participate in the Career Counseling and Advising Work Group.

I-IIDOE Career Counseling and Advising Work Group members may include the following:

• Assistant Superintendent of the Office of Talent Management• Director of the Office of Talent Management• Administrator of the Office of Talent Management

• Educational Specialist of the Office of Talent Management

• Principal

Existing Systemic Initiatives

Describe any systemic initiatives currently undenvay in your agency (or inter-agency) for

which your agency is already engaged in the design, development, and deployment of a

systemic counseling and advising CTE system component.

• I-TIDOE will create a system for the design, development, and deployment of a systemiccounseling and advising CTE system component. The planning process will occur during SY2020-2021.

• HIDOE is acquiring an online College and Career Planning tool for grades 6-12. The planningtool will complement existing school efforts in college and career planning such as the PersonalTransition Plan which is a graduation requirement.

• The GEAR UP grant 6 toI6 model, grade 6 tn college completion. is being piloted in one HIDOEcomplex and three complex areas utilizing a middle school, high school and postsecondaryvertically-aligned, comprehensive 6-16 college and career program that will provide counselingand support for students to explore career interests, develop their Personalized Transition Plans

40

(PTP), engage in work-based learning opportunities. transition successfully through the 6-16pipeline, and eventually attain their career goals.

• Creation of CIE program sheets which provides a comprehensive description of pathway courses.aligned academic coursework, aligned industry standards, work-based learning experiences,industry recognized credentials, dual credit opportunities. associated CIE Student Organization,and alignment to postsecondary programs. CTE program sheets will be part ofa counseling andadvising CTE system.

Engagement with Other Hawai’i Career Pathway System Partners

Describe the processes by which your agency will engage other Hawai’i Career PathwaySystem partners, including the other agencies and stakeholders in the CTE system, in thedesign and development of counseling & advising as a CTE system component and theintegration into CTE programs/POS to ensure seamless learning experiences and activitiesfor students as they move through the CTE system and the broader Hawai’i CareerPathway System.

Specifically, describe the processes, including practitioners as ce-designers andco-developers, to create prototypes and pilot, iteratively test, and adapt counseling &advising so as to be reliably effective across different CTE programs/POS and subrecipientcontexts.

F{IDOE will create a process to engage with other Hawaii Career Patlnay System partners. The planning

process will occur during SY 2020-2021.

Proposed Outputs

Provide a narrative description of the proposed outputs to be developed that will constitute

a counseling & advising CTE component to be provided throughout the CTE system.

HIDOE Proposed Outputs for Counseling and Advising in SY 2020-2021, SY 2021-2022 and SY2022-2023

• Create a process to engage with other Hawaii Career Pathway System partners.• Provide students with multiple opportunities to engage in a career pathway.• Increase access to Early College, dual-credit and Advanced Placement courses.• Expand c-school CTE course offerings to provide students with a broad array of courses.• Create a digital system for coordinating internships. apprenticeships and industry certificates for

workforce readiness.

• Provide college and career counseling using realistic student-to-counselor ratios.• Pilot middle school career exploration to prepare students for a pathway or program of study at their

complex high school

• An increase in CTE participants and concentrators

41

Enabling Assumptions & Possible Barriers

Identifi any enabling assumptions being made by the Eligible Recipient that increases theprobability of success for the articulated design and development activities and/or theschedule of those activities. Identify possible barriers that might negatively affect thedesign and development activities and/or the schedule of activities.

Enabling Assumptions

• College and career counseling will remain a priority for 1-IIDOF.• A Transitions Specialist position at the state level that focuses on career counseling for all

high schools.

• Hawaii P-20 work in work-based learning, regional pathways, college and career

readiness and transitions to postsecondary that are aligned with HIDOE.• The HIDOE 2030 Promise Plan includes career counseling and advising strategies as a

way to improve student outcomes.

Possible Barriers

• HIDOE is unsure how COVID-19 will affect the planning process and advancement ofour goals for college and career counseling.

• Human resources constraints to implement all of the activities proposed in theapplicat ion.

• Financial resources constraints due to the economic situation of the state of Hawaii.

42

Design & Development Strategies and Activities

Provide a narrative description of the design and development strategies, activities, and

timelines associated with creating the proposed outputs of a systemic counseling and

advising CTE component. These strategies and activities should fall within three general

phases provided below. Articulation of the individual strategies and activities and their

budgeted costs will be done through a separate form and the anticipated timing of these

activities will be submitted through a GAr’4TT chart (or similar) through a separate form.

Phase 1: Design and development of a statewide framework associated with

counseling & advising, including operational definitions. standards anti

expectations, and guidance materials in fiscal 2021.

HIDOE will engage in the design and development of a statewide counseling and advising

framework in SY 2020-2021.

• Establish a Sectors & Pathways - Program Quality Subcommitteeo Working Group to address Counseling and Advising

• Define design and development strategies and activities• Propose outputs

• Create a timeline associated with proposed outputs• Create operational definition• Develop standards and expectations

• Create fiscal guidance

• Research existing counseling & advising frameworks within the Department• Research other states counseling & guidance framework• Form an advisory group to examine the functional application of the framework• Form a work group to develop the framework

Phase 2: Prototv ping, piloting, testing, anti adapting the counseling & advising

framework as it’s integrated into each of the stale’s CTE programs/POS, initiated

no later than fiscal year 2022.

HIDOE will prototype, pilot, test and adapt a counseling and advising framework in SY

2 02 1-2022.

• Demonstrate the framework to the advisory group.• Establish metrics to guide the evaluation of the framework.

• identify schools lo pilot and prototype the framework with financial support.• Evaluating results at predetermined intervals.

• Revise and modiI’ through phase 2.

43

Phase 3: Train educators and career pathway partners to (leliver counseling &

advising as part of high-quality CTE programs/POS in fiscal ;ears 2022 and 2023.

Provide professional development for school teams to implement the framework in SY

2022-2 023,

• Determine the pre-work for schools to implement the framework• Establish school readiness

• Create school plans for implementation

• Measure success of the implementation

• Develop a plan for sustainability

Work-Based Learning Working Group and Activities.

Describe the work to be done to design and deliver “work-based learning opportunitiesthat the eligible recipient will provide to students participating in career and technicaleducation programs and how the recipient will work with representatives from employersto develop or expand work-based learning opportunities for career and technical educationstudents, as applicable.”



Work-Based Learning Working Group tasked with developing this CTE system

component.

“Sectors & Pathways - Program Quality” Subcommittee #2 will create criteria for identifying individuals

who participate in the Work-Based Learning (WBL) Working Group.

[-I(DOE. Work-Based Learning Working Group members may include the following:• Assistant Superintendent of the Office of Curriculum and Instructional Design• Director of the Curriculum Innovation Branch• Administrator, Career Readiness Team

• CTSO Educational Specialist


44

Describe any systemic initiatives currently underway in your agency (or inter-agency) for


systemic work-based learning CTE system component.

• HTDOE will create a system for the design. development, and deployment of a systemicwork-based learning (WBL) CTE system component. The planning process will occur during SY2020-202 I.

• HIDOE is developing 13 new Career Pathways with all programs within each pathway having awork-based learning option in year 4 of the sequence of courses.

• The Connect to Careers, Hawaii Carpenters Training and Apprenticeship Fund program beganwith three high schools as a pilot program in 2018. This program provides students in theBuilding and Construction program of study with direct entry into the Hawaii CarpentersApprenticeship program upon graduation. One of the requirements of the program is a summerWBL experience. The number of high schools participating in the program has grown to over 20.

• The HIDOE launched a pilot summer internship program for high school graduates that allowsstudents to work as employees in HIDOF offices within the context of a CTE framework. Officesresponsible for student interns and student interns anend an orientalion on the CTE framework.

• The HIDOF has been part ofa CTE teacher externship program since 2017 in partnership withthe Office of the State Director ofCTE. The externship program provides WBL experiences forCTE teachers. Externship experiences are coordinated with businesses that are related to thepathway the CTE teacher, and provides meaningful experiences which are integrated with theclassroom and their students’ learning.

Engagement with Other Hawaii Career Pathway System Partners

Describe the processes by which your agency will engage other Hawaii Career PathwaySystem partners, including the other agencies and stakeholders in the CTE system, in thedesign and development of work-based learning as a CTE system component and theintegration into CTE programs/POS to ensure seamless learning experiences and activitiesfor students as they move through the CTE system and the broader Hawai’i CareerPathway System.

Specifically, describe the processes, including practitioners as co-designers andco-developers, to create prototypes and pilot, iteratively test, and adapt work-basedlearning so as to be reliably effective across different CTE programs/POS and subrecipientcontexts.

Beyond the subcommittee and work group described in the state plan, HIDOE will collaborate withHawaii P-20 on a regional pathways project which includes WBL. In addition, HIDOE will create aprocess to engage with other Hawaii Career Pathway System partners across the state.

45

Proposed Outputs


a work-based learning CTE component to be provided throughout the CTE system.

HIDOE Proposed Outputs for Work-Based Learning in SI’ 2020-2021, SY 2021-2022 and SY2022-2023

• Design and deliver WBL opportunities to students participating in GTE programs that inchides

how schools will work with representatives from employers to provide optimal experiences forCTE students.

• Understand the workforce and economic development needs, gaps in skills, and in-demand

occupations and occupational clusters at the state, and regional (county) levels.

• Identify WBLoperating definitions as well as a list of definitions that are used by the Workforce,

Innovation and Opportunity Act (WIOA) and Perkins V.• Increase high-quality. WBL opportunities for secondary students that lead to industry recognized

credentials,

• Make information on approved programs of stttdy and career pathways which includes career

exploration, WBL opportunities, early college, and dual or concurrent enrollment program

opportunities, and guidance and advisement resources, available to students and parents, as

appropriate, representatives of secondary and postsecondary education, and special populations.

to the extent practicable. in a language that is appropriate to the audience.• Identify public otureach of information to students and their families, teachers, faculty. counselors.

school and educational system administrators, and employers and community-members through avariety of communications outreach strategies.

• Create guidance for high schools to establish WBL opportunities.• Develop a system to capture WBL experiences data.• Develop standards for WBL.

• Develop assessments for WBL

• Create GTE program alignment sheets which will include WBL opportunities


Identify any enabling assumptions being made by the Eligible Recipient that increases theprobability of success for the articulated design and development activities and/or theschedule of those activilies. Identify possible barriers that might negatively affect the

design and development activities and/or the schedule of activities.


• Work-Based Learning will remain a priority for I-IIDOE.

• A GTE CTSO Educational Specialist position at the state level that focuses on thedevelopment of a WBL system.

46

• Hawaii P-20 work in WBL. regional pathways, college and career readiness andtransitions to postsecondary that are aligned with 1-IIDOE.

• Established WBL pilot projects within the Department that includes the Hawaii

Carpenteis Apprenticeship program.

• The HEDUE 2030 Promise Plan includes WBL strategies as a way to improve studentoutcomes.

Possible Barriers

• HIDOE is unsure how COVID-19 will affect the planning process and advancement of

our goals forWBL.

• Human resources constraints to implement all of the activities proposed in theapplication.

• Financial resource constraints due to the economic situation of the state of Hawaii.• Time constraints

Design & Development Strategies and ActivitiesProvide a narrative description of the design and development strategies, activities, and

timelines associated with creating the proposed outputs of a systemic work-based learning

CTE component. These strategies and activities should fall within three general phases

provided below. Articulation of the individual strategies and activities and their budgeted

costs will be done through a separate form and the anticipated timing of these activities will

be submitted through a GANTT chart (or similar) through a separate form.

Phase 1: Design and development of a statewide framework as.sociated with

work—based learning, including operational definitions, standards and expectations,

and guidance materials in fiscal 2021.

HIDOE will engage in the design and development stage for a WBL framework in SY 2020-2021.• Create a Sectors & Pathways - Program Quality Subcommittee

o Working Group to address Work-Based Learning• Define design and development strategies and activities• Propose outputs

• Create a timeline associated with proposed outputs• Define operational definition

• Develop standards and expectations• Create fiscal guidance

• Research existing framework with Hawaii P-20• Research other states frameworks• Form an advisory group to examine the functional application of the framework• Form a work group to develop the framework

47

Phase 2: Prototyping, piloting, testing, and adapting the siork-based learning

framework as it’s integrated into each of the state’s CTE prograrns/POS, initiated

no later than fiscal year 2022.

• HIDOE will prototype, pilot, test and adapt a WBL framework in SY 202 1-2022.

Demonstration of the framework to advisory group.• Establish metrics to guide the evaluation of the frameork.

• Identify schools to pilot and prototype the framework with financial support.

• Evaluate results at predetermined intervals.

• Revise and modify through phase 2.

Phase 3: Train educators and career pathwa partners to deliver work-based

learning as part of high-quality CTE prograrns/POS in fiscal years 21)22 and 2023.

Professional development for school teams to implement the framework tshich could include the

following in SY 2022-2023.

• Determine the pre-work to implement the framework.

• Establish school readiness.• Create school plans for implementation.• Measure success of the implementation.

• Develop a plan for sustainability.

Transferable Skills Working Group and Activities.

Describe the vork to be done to design and deliver transferable skills that the eligiblerecipient will provide to students in CTE programs[POS and how the recipient will workwith representatives from employers and community stakeholders to develop the expectedtransferable skills.



Transferable Skills Working Group tasked with developing this CTE system component

Sectors & Pathways - Program Quality” Subcommittee #2 will create criteria for identifying individuals

who participate in the Transferable Skills Working Group.

48

HIDOE Transferable Skills Working Group members may include the following:• Assistant Superintendent of the Office of Student Support Services• Assistant Superintendent of the Office of Curriculum and Instructional Design• Director of Student Services Branch• Director of the Curriculum Innovation Branch

• Director of the Exceptional Support Branch

• Administrator of Special Education

• Administrator of Student Support Section• Administrator of Career Readiness Team

• Transition Educational Specialist

• CTE CTSO Educational Specialist

• RTI Educational Specialist

• Academic Support Educational Specialist


Describe any systemic initiatives currently underway in your agency (or inter-agency) for


systemic transferable skills CTE system component.

• HIDOE will design. development, and deploy a systemic transferable skills CTE system. Theplanning process will occur during SY 2020-2021.

• The HIDOE CTE State Office has contracted Peak Performance U to offer online transferable

skills curriculum as a resource for CTE teachers and students. https:!/peakpcrformanceuneif• HIDOE continues to use the Hawaii Content and Performance Standards Ill Skills for Life and

Work standard and benchmarks

• Hawaii Genera] Learner Outcomes (GLOs) which includes, self-directed learner, communitycontributor, complex thinker, quality producer, effective communicator, and effective and ethicaluser of technology is a part of the HIDOE standards-based instructional system.

• Na Hopena A’o is a framework of outcomes that reflects the Department of Education’s corevalues and beliefs in action throughout the public educational system of Hawaii. The Department

of Education works together as a system that includes everyone in the broader community todevelop the competencies that strengthen a sense of belonging, responsibility, excellence, aloha,total-well-being and Hawaii (“BREATH”) in ourselves, students and others.

Engagement with Other Hawaii Career Pathway Systeni Partners

Describe the processes by which your agency will engage other Hawaii Career PathwaySystem partners, including the other agencies and stakeholders in the CTE system, in thedesign and development of transferable skills as a CTE system component and theintegration into CTE programs/POS to ensure seamless learning experiences and activities

49

for students as they move through the CTE system and the broader Hawai’i CareerPathway System.

Specifically, describe the processes, including practitioners as co-designers and

co-developers, to create prototypes and pilot, iteratively test, and adapt transferable skillsso as to be reliably effective across different CTE programs/POS and subrecipient contexts.

HIDOE \\ill create a process to engage with other Hawaii Career Pathway System partners to implement

a transferable skills system. Beyond the subcommittee and work group described in the state plan.

HIDOE will collaborate with work-based learning stakeholders in the development ofa transferable skills

system which is an integral component of work-based learning.

Proposed Outputs


a transferable skills CTE component to be provided throughout the CTE system.

HIDOE will create successful student work-based learning experiences through clear guidance which

include transferable skills. There will be cross content alignment of transferable skills with HCPS Ill,

GLOs and Nñ 1-lopena A’o.

HIDOE Proposed Outputs for Transferable Skills in SY 2020-2021, SY 2021-2022 and SY2022-2023

• Identify new industry-recognized credentials or work-based programs that give companies

confidence in the skills of new hires with credentials and work-based learning experience and

also provide workers with more mobility.

• Develop systemic and systematic delivery of employability or transferable skills across the state’s

CTE programs which will meet the required criteria within the size, scope. and qualit requirements

for Perkins V funding eligibility.

• Design. develop, and integrate into HIDOE and UHCCS’ CTE programs over the first threeyears. a set of skills similar to those identified and categorized by the Partnership for 2] Century

Learning Ui ivtirl .com/H Itransferable).

• Create metrics for transferable skills outcomes.

• Align transferable skills with the HIDOE Strivel-Il Career Readiness Measure.


Identify any enabling assumptions being made by the Eligible Recipient that increases the

probability of success for the articulated design and development activities and/or the

schedule of those activities. Identify possible barriers that might negatively affect thedesign and development activities and/or the schedule of activities.

50


• Transferable Skills will remain a priority for HIDOE.

• Existing work completed by the Department

• Hawaii P-20 work in work-based learning, regional pathways, college and career

readiness and transitions to postsecondary that are aligned with HIDOE

• The HIDOE 2030 Promise Plan includes strategies that require the development of

transferable skills in students to be college and career ready.

Possible Barriers

• Human and financial resource constraints to fully implement the transferable skillssystem.

• Time constraints to complete the project.• HIDOF is unsure how COVID-19 will affect the planning process and advancement of

our goals for transferable skills.

51

Design & Development Strategies and Activities

Provide a narrative description of the design and development strategies, activities, and

timelines associated with creating the proposed outputs of a systemic transferable skills

CTE component. These strategies and activities should fall within three general phases

provided below. Articulation of the individual strategies and activities and their budgeted

costs will be done through a separate form and the anticipated timing of these activities will

be submitted through a GANTT chart (or similar) through a separate form.

Phase 1: Design and development of a statewide franie;sork associated with

transferable skills, including operational dcfinitions. standards and expectations.

anti guidance materials in fiscal 2021.

HIDOE will engage in the design and development of a statewide framework for transferable

skills.

• Establish a Sectors & Pathways - Program Quality Subcommitteeo Working Group to address Transferable Skills

• Define design and development strategies and activities• Propose outputs• Create a timeline associated with proposed outputs• Define operational definition

• Develop standards and expectations• Create fiscal guidance

• Form an advisory group to examine the ftinctional application of the framework

Phase 2: Prototvping. piloting. testing. and adapting the transferable skills

framework as it’s integrated into each of the state’s (‘TE programs/POS, initiated

no later than fiscal ‘ear 2022.

HIDOE will prototype, pilot, test and adapt a transferable skills framework in SY 202 1-2022.• Demonstrate the framework to the advisory group.• Establish metrics to guide the evaluation of the framework.

• Identify schools to pilot and prototype the framework with financial support.• Evaluate results at predetermined intervals.

• Revisit and modify through phase 2.

Phase 3: Train educators and career pathway partners to deliver transferable skills

as part of high-quality CTE programs/POS in fiscal years 2022 and 2023.

52

Provide professional development for school teams to implement the framework in SY

2022-2023.

• Determine the pre-work for schools to implement the framework.• Establish school readiness• Create school plans for implementation

• Measure success of the implementation

• Develop a plan for sustainability

53

IV-Ala. Counseling & Advising Component Development Summary ofActivities

IF/sat do wewant* . fl/sat changes can we nrnke that wilt lead us to our desired butcornes?to ac/new,. —

Summary of Deliverables/Outputs Summary of Summary ofYear (Phase) 1 from \‘ear (Phase) I Year (Phase) 2 \‘ear (Phase) 3

Purpose Activities Activities Activities ActivitiesTo provide a Acquiring a The college and career TBD TBDcentrally managed college and career readiness planningonline College readiness planning tool will complementand Career tool for grades onlineReadiness 6-12. standards-basedPlanning Tool. curriculum, blended

learning, and onlinepeer collaboration.

IV-Alb. Counseling & Advising Component Development Budgets

Summary Budget of Year (Phase) I Summary Budget of Year (Phase) Summary Budget of Year (Phase) 3Activities — Non-Personnel 2 Activities — Non-Personnel Activities — Non-Personnel

To provide a centrally managed online TBD TBDCollege and Career Readiness PlanningTool.

Software Licensing

$310,000- 5510.000

Students Affected: 86,747 (Grades6-12)

Estimated Cost: 55—57/student

Training and Support: $10,000

Perkins Year I Funding - $300,000

54

IV-A2a. Work-Based Learning Component Development Summary of

Activities

:17:1 4jjktilcIzaizes can we make that will 4ead us to our desir,tcones?

Summary of Deliverables/Outputs Summary of Summary ofYear (Phase) I from Year (Phase) I Year (Phase) 2 Year (Phase) 3

Purpose Activities Activities Activities ActivitiesWork-Based Contracted Steele By developing new TBD TBDlearning courses Dynamics. LLC to CTE patlnays.to be developed assist I-IIDOE in programs andfor all CTE the development standards we will beprograms and rollout of all supporting equity.

new CTE excellence andpathways, innovation in effectiveprograms and teaching. training andstandards. This leadership. We willincludes the also be meeting thedevelopment of new Perkins definitionwork-based for size, scope andlearning courses. quality which includesCost- $316,880 work-based learning.

IV-A2b. Work-Based Learning Component Development Budgets

Summary Budget of Year (Phase) 1 Summary Budget of Year (Phase) Summary Budget of Year (Phase) 3Activities — Non-Personnel 2 Activities — Non-Personnel Activities — Non-Personnel

Professional Development for TBD TBDWork-Based Learning Activities

TBD

Summary Budget of Year (Phase) I Summary Budget of Year (Phase) Summary Budget of Year (Phase) 3Activities — Personnel 2 Activities — Personnel Activities — Personnel

55

3 Resource Teachers to assist in 3 Resource Teachers to assist in 3 Resource Teachers to assist inprofessional development for professional development for professional development forwork-based learning activities work-based learning activities work-based learning activities

$390,000 $400,000 $410,000

IV-A3a. Transferable Skills Component Development Summary of Activities

What do- we want - What changes can we make th at will leadits to our desired outcomes?to achieve? -- - -

Summary of Deliverables/Outputs Summary of Summary ofYear (Phase) I from Year (Phase) 1 Year (Phase) 2 Year (Phase) 3

Purpose Activities Activities Activities ActivitiesOffer an Peak Performance Transferable Skills TBD TBDaffordable online U online being deliveredcurriculum for transferable skills through onlineschools and curriculum curriculum in 20% ofteachers to use as High Schoolsa resource to teach Cost per school receiving Perkinstransferable skills $650.00 for I funds

School \‘ear

IV-A3b. Transferable Skills Component Development Budgets

Summary Budget of Year (Phase) I Summary Budget of Year (Phase) Summary Budget of Year (Phase) 3Activities — Noa-Personnel 2 Activities — Non-Personnel Activities — Non-Personnel

Professional Development for online TBD TBDtransferable skills curriculum

$8000 for trainer

Cost of subs for participatingteachers

Summary Budget of Year (Phase) 1 Summary Budget of Year (Phase) Summary Budget of Year (Phase) 3Activities — Personnel 2 Activities — Personnel Activities — Personnel

56

3 Resource Teachers to assist in 3 Resource Teachers to assist in 3 Resource Teachers to assist inprofessional development for professional development for professional development fortransferable skills learning activities transferable skills learning activities transferable skills learning activities

S390.000 S400.000 S4l0,000

57

Data, Monitoring, Evaluation, and Continuous

Improvement

I. Data Dashboard

Describe the processes by which the Eligible Recipient will provide valid, reliable, and

timely data for use in the NAPE data dashboards.

HIDOE has an established replicable process to provide data in the required templates for the NAPE

dashboards developed in collaboration with Hawaii P-20.

HIDOEs Plan A is to utilize the newly developed LEI System to provide valid, reliable and timely data

for GTE. Plan B will be to use the NAPE data dashboards.

Identify any barriers in providing those data.Barriers to providing the NAPE data include Hawaii P-20 personnel changes and reduced finding.

Plan A Barriers - LEI System

B. Inability to establish data definitions.

C. Inability to establish report metrics.

D. Inability to define comparisons for data.

F, The [El system is not able to accommodate GTE data requirements,

Plan B Barriers - NAPE dashboards

F. Data will not be in real time.

G. Manual data analysis.

Identify action plans to address those barriers.

HIDOE is exploring the transfer of the data processing responsibility to the HIDOE Data GovernanceOffice, assuming no significant changes are required to the programming to generate the data.

Plan A Actions - LEI System• Consult with the working group for data monitoring, evaluation and continuous improvement to

define data definitions, reporting metrics and comparisons.

• Leverage Perkins funds to provide support to utilize the LEI system for GTE data reporting

purposes.

58

Plan B Barriers - NAPE dashboards• Leverage Perkins funds to create dashboards multiple times a yew to provide timely data and

automate the analysis process.

2. Evaluation of Perkins V-Funded Activities

Describe how Perkins V-funded activities will be evaluated consistent with the

requirements to “develop and implement evaluations of the activities carried out with

funds under this part ISection 1351.”

The Perkins V Quality Assurance & Continuous Improvement Subcommittee’s Monitoring.

Evaluation, and Feedback will work with the Eligible Recipients to leverage these evaluation

activities to help inform bi-annual comprehensive local needs assessments.

The Perkins V Quality Assurance & Continuous Improvement Subcommittee’s Monitoring. Evaluation.

and Feedback working group will work with the Eligible Recipients to leverage these evaluation activities

to help inform bi-annual comprehensive local needs assessments. HIDOE ‘sill continue to utilize the

sub-recipient monitoring process already established which includes school level data, a desk review with

monitoring flags such as financial carry over, which will inform the need for onsite monitoring visits.

3. Data Use

Describe any data infrastructure and professional development and capacity building

activities to improve the use of LMI or data dashboards to identify gaps and disparities in

quality of access, participation, and educational and workforce outcomes. Address those

needs identified in Section 111-B.

HIDOE will be looking to improve from the NAPE dashboard to identify gaps and disparities. The

improvement being real-time data instead of previous year data. Professional Development (PD) on the

LEE system will he provided to familiarize users with access to their school data. PD will also be

provided in a data analysis process, how to use data to inform instruction and decisions. LW data will be

built into the CTE program alignment sheets as a simple way to communicate the information. An

analysis of LMI will be done at the state level and shared in an easy to use formal for schools.

HIDOE Transition Year Initiatives Related to: Data Infrastructure and Data Use

• HIDOE contracted a consultant to analyze appropriate state and regional economic and

workforce data through state agencies to recommend new CTE Pathways and P05.

• Contracted NAPE to create a dashboard to better understand equity gaps and to support the

process of program improvement.• Offered professional development on the Hawaii Career Explorer website for schools and districts

to analyze labor marking information and in demand occupations.

https:!!uhcc.hawai i .edu!career explorer!

59

• Provided data to schools based on CTE pathways offered, Perkins indicators performance and

number oICTE concentrators.

HIDOE SY 2020-2021, SY 2021-2022, SY 2022-2023 Year Objectives

• Develop a system for collecting. analyzing and reporting system wide data to drive decision

making on all levels for CTE. The planning process will occur during SY 2020-2021.

• Explore ways to utilize the LEI system and the NAPE dashboard to identify gaps in special

populations in SY 2020-2021.• Provide professional development for schools and districts on the use of the NAPE dashboard in

SY 2020-2021.

60

IV-Bla. Data Infrastructure and Data Use Professional Development andCapacity-Building Activities — Non-Professional Development

: What do we

Misahgnment/What changes can He make that will lead to :nrotc1 achieve7

Summary of Deliverables/Outputs Summary of Summary of ExpectedGap Year I from Year 1 Year 2 Year 3 Outcomes

Activities Activities Activities ActivitiesCollect and Explore how NAPE dashboard TBD TBD 50% of Highanalyze data to the NAPE utilization - $8,000 Schoolsidentify gaps in dashboard receivingspecial can help with Perkins fundspopulations data training on

collection using the NAPEand analysis Dashboard

Collect and Explore how Meeting with Data TBD TBD Plan to utilizeanalyze data to the LEI Governance to discuss the LEI Systemidentify gaps in System can possibilities and how to collect andspecial help with Perkins can support analyze data topopulations data this initiative. Create identi& gaps in

collection a plan of action. specialand analysis populations

Funds TBD

IV-Blb. Data Infrastructure and Data Use Professional Development andCapacity-Building Activities —Professional Development

C

: What do we

.. vant to

Disparity/ U hat changes can we inaAe that will lead to improi’ementv? achieve?Misalignment/

—

Summary of Deliverables/Outputs Summary of Summary of ExpectedGap Year I from Year 1 Year 2 Year 3 Outcomes

Activities Activities Activities ActivitiesCollect and Explore how NAPE dashboard PD TBD TBD 50% of Highanalyze data to the NAPE for schools and Schoolsidentify gaps in dashboard districts - $10,000 for receiving

can help with Perkins fundsdata training on

Systematic professional development activities that are sustained (not stand-alone, 1-day, or short-termworkshops), intensive, collaborative, job-embedded, data-driven, and classroom-focused, including induction andmentorship of new professionals (ESEA section 8101(42)) to improve their effectiveness in impacting studentoutcomes — 135(b)(2).

61

[ special collection substitutes and using the NAPEpopulations and analysis training Dashboard

EV-Blc. Data Infrastructure and Data Use Professional Development andCapacity-Building Activities — Budget

Summary Budget of Year (Phase) I Summary Budget of Year (Phase) Summary Budget of Year (Phase) 3Activities — Personnel 2 Activities — Personnel Activities Personnel

Program Specialist Position to collect Program Specialist Position to Program Specialist Position to collectand analyze data to identify gaps in collect and analyze data to identify and analyze data to identify gaps inspecial populations gaps in special populations special populations

586,360 586,360 586,360

62

H. Identified gaps, disparities, and misalignments inaccess, participation, and educational and workforceoutcomes, with emphasis on special populations, acrossthe CTE system

Describe the activities (and budgets) to improve access, increase participation, and improveeducational and workforce outcomes across the CTE system.

Priority use fPerkins Vfunds is to those CTE programs/PUS with demonstrated gaps,disparities, and misalignments in access, participation, and achievement ofeducational andworkfbrce outcomes, especiallyfor students who are members qf special populations, articulatedin Section 111-C.

IV-Cla. CTE System-wide scope & quality component improvement activities— Non-Professional Development — to address identified gaps, disparities, andmisalignments in access, participation, and educational and workforceoutcomes, with emphasis on special populations

What changes can we inaketith? wit! I act to What do we wantitnproi cmel its ‘ a to achic i

Access-Participati i

on-Outcomes Summary Summary Summaryof Summary of of

Gap / Disparity / Scope & Quality Year I Budget of Year 2 Year 3 ExpectedMisalignment Criteria Activities & Year 1 Activities & Activities & Outcome(s)

Outpuis Activities Onto uts OutputsCollect and analyze Scope and Quality Explore how NAPE TBD TBD 50% of Highdata to address the NAPE dashboard Schools receivingidentified gaps, dashboard utilization - Perkins fundsdisparities, and can help 58,000 training on usingmisalignnients in with data the NAPEaccess, collection Dashboardparticipation, and and analysiseducational andworkforceoutcomes, withemphasis onspecial populations

Collect and analyze Scope and Quality Explore how TBD TBD TBD Plan to utilize thedata to address the LEI LEI System toidentified gaps. System can collect and analyzedisparities, and help ‘vith data to identifymisalignments in dataaccess,

63

participation. and collection gaps in specialeducational and and analysis populationswork forceoutcomes. ‘ithemphasis onspecial populations

IV-Clb. CTE System-wide scope & quality component improvement activities— Professional Developmenf — to address identified gaps, disparities, andmisalignments in access, participation, and educational and workforceoutcomes, with emphasis on special populations

F-., -B hut changes can we make thatwill lead to B 1w! do wewantimpwiuncnts’ —— to ach;iee’

. - I— .1—

Access-Participati -—a- - -

on-Outcomes Summary Summary Summaryof Summary of of

Cap / Disparity / Scope & Quality Year I Budget of Year 2 Year 3 ExpectedMisalignment Criteria Activities & Year I Activities & Activities & Outcome(s)

Oulputs Activities Outputs OutputsCollect and analyze Scope and Quality Explore how NAPE TBD TBD 50% of Highdata to identify the NAPE dashboard Schools receivinggaps in special dashboard PD for Perkins fundspopulations can help schools and training on using

with data districts - the NAPEcollection $10,000 for Dashboardand analysis substitutes

andtraining

2 Systematic professional development activities that are sustained (not stand-alone, I-day, or short-termworkshops), intensive, collaborative,job-embedded, data-driven, and classroom-focused, including induction andmentorship of new professionals (ESEA section 8101(42)) to improve their effectiveness in impacting studentoutcomes — 135(b)(2).

64

SECTION V: CONTINUAL & CONTINUOUSIMPROVEMENT OF THE DESIGN & DELIVERY

OF CTE PROGRAMS/POS

This section includes the following requirements of the Perkins V Local Application. “Quality”

is defined as the degree to which the results of the work we do match the needs we intend to

meet. The CTE system seeks to:

(I) improve access and the equity of that access to high-quality CTE programs/POS;

(2) increase participation and the equity of that participation in high-quality CTE

programs/POS: and

(3) improve the educational and workforce outcomes and the equity of those outcomes

for CTE program/POS participants.

A. CTE Program/POS Improvement

Describe the activities (and budgets) to improve access, increase participation, and improve

educational and workforce outcomes for specific CTE programs/POS, including the

addressing of size criteria and CTE program/POS needs specific to subrecipients.


• HIDOE will develop a system for collecting, analyzing and reporting of system wide data to

identit gaps, disparities, and misalignments in meeting size criteria by CTE prograin/POS and

sLibrecipients. The planning process will occur during SY 2020-2021.

• Contract a consultant in SY 2020-2021 to assist in rolling out new CTE Pathways and P05 which

includes:

o Professional development on pathway programs and accompanying statewide industry

standards which includes recommended pupil to pupil ratioso Review vertical alignment of I-IIDOE and UH CTE programs including technology and

space requirements

• Develop WRL courses for each P05 to increase professional to student ratio types of experiences

in SY 2020-2021.• CTE state office, districts and schools develop long range planning to ensure size, scope and

quality of their CTE programs in SY 2020-2021.

• Establish a NAPE data dashboard and related processes to identify system-wide gaps, disparities

and misalignments has been in process for over a year.

• Explore the LEI System to provide real-time data for CTE participants.

65

• Create an early college data report to inform capacity and access to dual credit courses.• Expand distance learning early college courses that allows multiple high schools to combine

students to create a minimum class size.

HIDOE will have the following non-professional development activities to be pursued to address

identified gaps. disparities, and misalignments in access. participation. and educational and workforce

outcomes:

• Redesign the CIE pathways and programs which include recommended industry

credentials.WBL, dual credit opportunities. and post-secondary alignment.• Develop reports to inform overall student participation and special populations in industry

recognized credential attainment. WBL. and dual credit opportunities.

• Provide guidance on special populations access through PD.

• Develop a system for collecting. analyzing and reporting of system wide data to identify gaps,

disparities, and misalignments in access, participation. and educational and workforce outcomes.with emphasis on special populations. Through data analysis, CTE program/POS

non-professional development activities will be developed.

66

V-Al. Activities to address identified gaps, disparities, and misalignments inmeeting size criteria by CTE Program/POS and subrecipients

‘ — n’Iwtdower- ,rant It)

If hut changes can it e moAt that ill Icad to tmnproi ements 7 aiiite, e7

SummaryGAP / Summary of Summary Summary Budget of

DISPARITY I lear i Budget of Budget of Year 3 ExpectedPROGRANI/POS MISALIGNMENT kctivities & Year 1 l’ear 2 Activities Outcome(s)

Outputs Activities ActivitiesAll Current CTE Contracted $316,880 TBD TBD Expanding the

pathways and Steele current sixprograms offerings Dynamics, pathways to 13do not align to LLC to assist pathways inincreasing school HIDOE in response todesign and industry the increasingdemands development school design

and rollout of and industryall new CTE demandspathways,programs andstandards.This includestheexpansion ofthe currentsix pathwaysto 13pathways.

67

V-A2a. CTE Prograin/POS-wide scope & quality component improvementactivities — Non-Professional Development — to address identified gaps,disparities, and misalignments in access, participation, and educational andworkforce outcomes, with emphasis on special populations

rp flhatilowe*.

K’liat changes rein we make i/tat will lead to want ii)

iizproventents? achieve? - -

Access-Particip p

ation-Outcomes Summary SummaryScope & of Summary Summary Budget of

Gap! Disparity Quality Year I Budget of Budget of Year 3 ExpectedPROGRAM/POS / Misalignment Criteria Activities \‘ear I Year 2 Activities Outcome(s)

& Outputs Activities ActivitiesAll Current CIE Size. Scope and 3 S390,00 5400.000 5410,000 Expanding the

pathways and Quality Resource current sixprograms Teachers pathways to 13offerings do not to assist in pathways inalign to the response toincreasing developme increasingschool design nt and school designand industry rollout of and industiydemands 13 demands

pathways

V-A2b. CTE Program/POS-wide scope & quality component improvementactivities — Professional Development3 — to address identified gaps, disparities,and misalignments in access, participation, and educational and workforceoutcomes, with emphasis on special populations

r fl/hat do we. U’hat changcs £Ofl ‘4 e mahe that will kin! to n ant to

improvements?-- a achieve? -

Access-Participation-Outcomes Summary Summary Summary

Scope & of Summary of ofGap / Disparity Quality Year I Budget of Year 2 Year 3 Expected

PROGRAM/POS I Misalignment Criteria Activities Year I Activities Activities Outcome(s)& Outputs Activities & Outputs & Outputs

All Current CIE Size. Scope and Profession No more TBD TBD Expanding thepathways and Quality al then 20% current sixprograms Developm of pathways to 13offerings do not ent for allocated pathways inalign to Teachers professioit response to

Systematic professional development activities that are sustained (not stand-alone, I-day, or short-termworkshops), intensive, collaborative, job-embedded, data-driven, and classroom-focused, including induction andmentorship of new professionals (ESEA section 8101(42)) to improve their effectiveness in impacting studentoutcomes— 135(b)(2).

68

increasing on new al increasingschool design Pathways developnie school designand industn and nt funds and industrydemands Programs demands

V-A3a. Subrecipient-specijic improvement activities — Non-ProfessionalDevelopment — to address identified gaps, disparities, and misalignments inaccess, participation, and educational and workforce outcomes, with emphasison special populations

Subrecipients (Schools and Districts), create a One Year Plan that includes improvement of non-professional development activities to address identified gaps. disparities, and misalignments inaccess, participation, arid educational and workforce outcomes, with emphasis on specialpopulations. The One Year Plan is due in September of every school year.

V-A3b. Subrecipient-specijic improvement activities — ProfessionalDevelopment — to address identified gaps, disparities, and misalignments inaccess, participation, and educational and workforce outcomes, with emphasison special populations

Subrecipients (Schools and Districts), create a One Year Plan that includes improvement ofprofessional development activities to address identified gaps, disparities, and misalignments inaccess, participation, and educational and workforce outcomes, with emphasis on specialpopulations. The One Year Plan is due in September of every school year.

Systematic professional development activities that are sustained (not stand-alone, I-day, or short-termworkshops). intensive, collaborative,job-embedded, data-driven, and classroom-focused, including induction andmentorship of new professionals (ESEA section 8101(42)) to improve their effectiveness in impacting studentoutcomes — I 35(b)(2).

69

B. Consortia-Based Improvement ActivitiesDescribe any consortia-based improvement, innovation, or transformation activities toimprove access, increase participation, and/or improve educational and workforceoutcomes, including the strengthening of the design and delivery of scope and qualitycomponents to improve the academic and technical skills of students participating in careerand technical education programs.

Consortium I

Consortium Name: New CTE Pathways and Programs

Location: HIDOE CTE State Office

Subreceipients: All Districts and Schools

POS: All Pathways and Programs

Interagencies: OSDCTE. UHCCs. Industr Partners. P20

Statewide Effort

Consortium 2

Consortium Name: Work-Based Learning

Location: HIDOE CTE State Office

Subreceipients: All Districts and Schools

P05: All Pathways and Programs

Interagencies: OSDCTE. L’FICCs. Industry Partners. P20. Chamber ofCoinrnerce

Statewide Effort

Consortium 3

TBD

70

V-Hi a. Consortium-Based Improvement Activities — Non-ProfessionalDevelopment

r i, hut do neB hat Cl? anges CUM we ntaAt’ that will feud to want to

hnprovernents? achieve?-p

p

Summary Summary Summaryof Summary of of

Included CTE Involved Year I Budget of lear 2 Year 3 ExpectedConsortium Programs/POS Subrecipients Activities & lear 1 Activities & Activities & Outcomes

Outputs Activities Outputs OutputsNew CTE TRO All TBD TBD TBD TBD SupportingPathways Equity.and ExcellencePrograms and

Innovationin EffectiveTeaching,Training andLeadership,Training inCoachingand Support,NeedsAssessment

Work-Based TBD All TBD TBD TBD TBD ProvideLearning work-based

learningexperiencesfor students

V-Bib. Consortium-Based Improvement Activities — ProfessionalDevelopment

r - WI7 at do we

: What -changes can we ma/ce that will lead:ioz’t want to‘ Imp/-ui emeats’ acIz,evt’

--.--

Summary Summary Summaryof Summary of of

Included CTE Involved Year I Budget of Year 2 Year 3 ExpectedConsortium Prograins/POS Subrecipients Activities & lear I Activities & Activities & Outcomes

Outputs Activities Outputs Outputs

Systematic professional development activities that are sustained (not stand-alone, I-day, or short-termworkshops), intensive, collaborative, job-embedded, data-driven, and classroom-focused, including induction andmentorship of new professionals (ESEA section 8101(42)) to improve their effectiveness in impacting studentoutcomes — 135(b)(2).

71

New CTE Education. Law TBD PD for Law TBD TBD TBD TeacherPathways and Public and Public training onand Safety Safety and standardsPrograms Education and

Pathway implementation of theLaw andPublicSafety andEducationPathway

Work-Based All TBD Guidelines TBD TBD TBD TeacherLearning for training on

work-based work-basedlearning learning

standardsandimplementation

72

C. Proposed CTE Program/POS Research & DevelopmentDescribe exploration, design, and development activities—including prototvping anditerative testing of size, scope, and quality components—related to the potential design anddelivery of new CTE programs/POS or innovations to existing CTE programs/POS.

Contracted a consultant to recommend new CTE Pathways and P05 which includes:• Expand the current six pathways to 13 pathways in response to increasing school design and

industry demands.• Analyze appropriate state and regional economic and workforce data through state agencies to

align CTE pathways and programs.• Developing recommendations for rigorous statewide industry standards for pathway programs to

meet the needs of industry and postsecondary.• Professional development on pathway programs and accompanying statewide industry standards

so teachers can design standards based instructional strategies for students.

• Develop a list of CTE equipment lists for pathway programs to align with industry standards.• Develop a list of recommended CTE industry-recognized certifications supportive of pathways to

meet the needs of industry.• Develop work-based learning program supports and professional development on work-based

learning program to ensure equity for all students including special populations

• Review vertical alignment of HIDOE and UH CTE programs including technology and spacerequirements.

• Developing recommendations of course standards to bridge secondary/postsecondary creditattainment.

All H[DOE CIE Progranis/POS align occupations/occupational clusters for careers in current oremerging occupations and post secondary education. Standards are guided by pathway advisory councilsthat include post secondary and industry.

Sources:https:’ tihcc.ha’aii.eduicareerexplorer!occupations/daiatahle.nhohttos:7wv .hi i.oru/usinub/index.asp?docid=424https:/’\\’\ v .lii’ i.ore/\osnet/Qsipuh/documentvie\vasp.\?enc=5REcwtIailyp/6GdLeOkgsnOOcvx\5BVS3OS

ibMYrxivshttps://www hiwi.or/adrnin&sipuh/htmlarea/uploads/BJO-20l 6—2026—State—Rev.pdf

ustries20 I QtiDdate Report.pdfhtts://wwwhiwi.orz’adinin/gsipub/htmlarea/uploads/LTlP%2O2Ol6-2c5-HonCtvMsa.xlshttps://wt .hiwi.or/admin/usinub/htmlarea/uoloadsILTlP%2020 I 6-26-HawCtv.xlsxhtips:’/wn hin i.oru/adriiin/usiouh/litmlarea’uoloads/LTl P20 I 6—26—\lauMsa.xlshttps:!/ww’.hiwior&admin/usioub/htmlarea!tioloads/LTlPh2O20 I 6-26-KauCtv.,dsxhttps://v nw.Iii ioru/vosnet/DeIault.aspx?encvLa I 5KtdCzOO\lPGircRdlp==

HJDOE SY 2020-2021, SY 2021-2022, SY 2022-2023 Objectives

73

• Develop system to roll out new pathways and programs while gathering feedback for continuousimprovement during SY 2020-202 1. SY 202 1-2022 and SY 2022-2023.

• Increasing from 6 CTE pathways to 13 pathways while gathering feedback for the design and

deliver of CTE pathways and programs.• Develop industry. workforce development, and community-based organizations serving in

program advisory, review. an/•or development for all Pathways to align with occupational

clusters and post secondary offerings in SY 2020-202 I. SY 2021-2022 and SY 2022-2023.

R&D #1

In SY 2020-2021. I-{IDOE will he piloting two news pathways: Law and Public Safety Pathway and

Education Pathway. This includes the following:

• Creating new ACCNs

• Standards Review By

o Teacher Workgroups

o Pathway Advisory Councils

• Professional Development

• Post Secondary Alignment

• Industry Recognized Credentials

• Developing list ofCTE equipment lists for pathway programs

• Reviewing of CTE educator licensing, endorsements, and certifications• Work-Based Learning Supports

This model will be the base for all new CTE Pathways as they rollout.

R&D #2

TSD

R&D #3

TBD

74

V-Cia. Proposed CTE Program/POS Research & Development —

Non-Professional DevelopmentJVIzat do we What changes can wemaice that will lead/a our desired on/conic?

3Vant/OachleVe?.:;_ - - -- — —

Summary of Summary Summary of Summary ofProposed CTE Purpose of CTE Year I Activity Budget of Year Year 2 Activity \ear 3 ActivityProgram/POS Program/POS & Outputs I Activities & Outputs & Outputs

All Current CTE Contracted 5316,880 TBD TBDpathways and Steele Dynamics.programs LLC to assistofferings do not HIDOE in thealign to development andincreasing school rollout of all newdesign and CTE pathways,industry programs anddemands standards. This

includes theexpansion of thecurrent sixpathways to 13pathways.

V-Clb. Proposed CTE Program/POS Research & Development — ProfessionalDevelopment6

It/jut do we r H’hat changes can we make that will lead to our desired outcome?:wan! to acInepqj

-

Summary ol Summary Summary of Summary ofProposed CTE Purpose of CTE Year 1 Activity Budget of Year Year 2 Activity Year 3 ActivityProgram/POS Program/POS & Outputs I Activities & Outputs & Outputs

All Current CTE Professional No more then TBD TBDpathways and Development for 20% of allocatedprograms Teachers on new professionalofferings do not Pathways and developmentalign to Programs fundsincreasing schooldesign andindustrydemands

Systematic professional development activities that are sustained (not stand-alone, I-day. or short-termworkshops), intensive. coliaboralive, job-embedded. data-driven, and classroom-focused, including induction andmentorship of new professionals (ESEA section 8101(42)) to improve their effectiveness in impacting studentoutcomes

—

135(b)(2).

75

s v Office of the State DirectorUN IVER.SITY A*. - for Career and Technical Educationof HAWA I I’ Lunalilo I. lower (ampus Rd.. Honolulu, HI 96822

Tel: 808956.7461 Fax: 808.956.9096SYSTEM fl AUG 14 A? 41 Email: hkte i havaii.cdu

hawaii CIE Civil Rights Coni Pliance .\Icthods of Administration Plan (“\IOA Plan”)

I. INTRODL(TION

1hc (i 1 Rights Act oil 964 inciLided the Title VI statute prohibiting discrimination b race.color, and national origin in federally assisted prourams. In 1979. locaiion,/ E/ucai/o,,J’rograni.s Gu u/c/inc.’ for fr./iin/nuiuiig DkcI’imJ,7i il/oil (//1(/ Den/al of SeriiceN on i/ic lkisi.s ofRace. (‘u/u,’. .Vaiionc,I (h’igoi.Se.v. urn! fJ(li7(l/ca/) r’Gtndel ines”) were added as /\ppendix B totitle VI. also prolubiti ut discrimination b sex and disability, in accordance with Title IX of theEducation Amendments of 972 and Section 504 of the Rehabilitation Act oil 973. respecti clv.

Vocational education has eoIved and is now reIrred to as career and technical education

(C IE. Under the (iuidelines. each state aueiic responsible br administering C F programs

must have a compliance program to prevent. idcntiR. and rcmcd race. color, national origin.sex. and disability discrimination in its stibrecipients’ C IF. prorams. Sections ll(/\ and III B) of’the Guidelines specificalls require that State agencies must pre cot. identiR . and remed civilrights noncompliance h\ their subrecipients in C.’ II through:

Collecting and anal\,ing ci il rights information and data:

2. Conducting pen ‘die compliance re ews and upon finding noncompliance. working withthe subreci pient to remed iate such noncom p1 iance:

3. Pro iding technical assistance: and

4. Periodicalk reporung state agenc’ ci ii rights compliance acik ties and findings to theOffice for Ciil Rights (OCR) of the US Department ot Education (IHSI)Ol.).

In I law au. the Office of’the State Director for Career and Technical Idtication (II I—OS[)CTE) isthe administrative ollice of the state agenc\ (I lawaii State Board lbr Career md lechnicalEducation) responsible for adni in istering CII: programs and the Carl 0. Perk i mis (‘FE federalgrant. The methods of administration (MOA) and related procedures for carrying out theaforementioned four state agenc responsibilities and N lOA Program’s ci’. ii rights complianceactivities required Ii’. the Guidelines are set forth in this MOA Plan dexeloped by I ll—OSl)C IF.

I lie Strengthening Career and Technical Education ftr the 21st Centtmr Act (“Perkins V’) wassigned into law on JuL. 31. 2018 . A significant consideration h I ll—OSI)C [F: in deeloping theMO:\ Plan was aligning certain Perkins administration and civil rights o’. ersight acli’. ities.

Hl—OSI)C1 I-. requested feedback on its drali \IO:\ Plan Ii’om stakeholders including secondaryand postsecondar s\stenl administrators and personnel invoI ed with Perkins grantadministration, civil rights and equity o ersight, and Ilicilities management. FlI—OSI)(’lEamended the draft to pro’. ide clarifications and additional inIbrmatin in response to commentsreceL’. ed. Prior to final submission to OCR. II I—( )S DCTI* w ill seek rc’. iew and feedback from itsC IF Coordinating Al’. Nor\ Council.

1 he Ha’.’. ad N ION Plan w ill take effect imnmed iaiel upon submission to OCR h Ill -OSDCTF:.

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II. PLAN FOR PERFORMING OVERSIGHT RESPONSIBILITIES

This subpart of the MOA plan is intended to set out insufficient detail the State agency’splans for fulfilling its obligations under Section 11(11) of the Guidelines to ensure that itssubrecipients are complying with the civil rights laws. The State agency responsible for theadministration of CTE programs must adopt a compliance program to prevent, identifyand remedy discrimination on the basis of race, color, national origin, sex disability by itssubrecipients. A “subrecipient,” in this context, is a local agency that receives financialassistance through the State CTE agency.

The plan for performing oversight responsibilities:1. Sets out the state’s compliance program to prevent, identify, and remedy

discrimination based on race, color, national origin, sex, and disability in itssubrecipients’ CTE programs.

2. Outlines State’s plans to analyze civil rights data and information; conductperiodic compliance reviews; notify subrecipients of illegal discrimination toremedy; and address voluntary corrective actions.

3. States are encouraged to use Perkins data, consider enrollment disparities inCTE (e.g. race, sex, and disability), target those most at risk for noncompliance,and build reviews into existing systems (e.g. CTE program approvals, Perkinsmonitoring).

It is recommended that Part II outline a program that includes procedures for identifyingpotential discrimination through review of data and subrecipient monitoring, if necessary,as well as procedures for addressing voluntary corrective action with subrecipients who arefound to be discriminating.

A. To address Section II(B)I of the Guidelines:

Collecting and analyzing civil rights related data anti information that subrecipientscompile for their own purposes or that are submitted to State and Federal officialsunder existing authorities.

Describe the State agency’s plans for collecting and analyzing civil rights related data andinformation that subrecipients compile for their own purposes or that are submitted toState and Federal officials under existing authorities. The material that follows providessuggestions for structuring the various aspects of the State agency’s program. It will be upto each individual State agency to determine the details of its program for assisting andmonitoring its subrecipients. It is recommended that States include data collected underPerkins V, Section 113(b)(3)(C) (Accountability — State Report) and Section 134 (LocalApplication and Comprehensive Needs Assessment), in addition to the data comparingtotal institutional enrollment to CTE enrollment by race, sex, and disability, to performthese oversight responsibilities.

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Szthrecipient universes

For purposes of this MOA Plan and Hl-OSDCTE civil rights compliance activities. the localeducation agency sllbrecipients, the Hawaii Department of Education (l-IIDOE) and University ofHawaii Community College (UHCC) System are further divided into subrecipient universescomprised of the individual institutions that service students and having the actual CTEprograms or programs of study (P05). I-Il-OSDCTE plans to collect and analyze civil rightsrelated data applicable to its subrecipients’ individual institutions for CTE civil rights reviews.Hl-OSDCTE will divide subrecipients into two separate secondary and postsecondarysubrecipient universes:

• HIDOE (secondary) high schools• UHCC (postsecondary) colleges.

NOTE:For clarification purposes. we would like to provide additional organizational informationregarding each of the aforementioned subrecipient universes. Hawaii is unique in that all of itspublic secondary schools across the state fall under the one HIDOE statewide system that has astate superintendent and state-level support offices and personnel. Further, HIDOE schools areorganized into seven districts that may include densely populated areas within one island to lessdensely populated areas over multiple islands, with each district having its own district supportpersonnel. Within those respective HIDOE districts, each complex comprised of one high schooland its feeder schools may be organized into a complex area with groups of two. three, or fourcomplexes (geographically neighboring but in one case across three islands). with each complexarea having its own complex area superintendent and support personnel. Hl-OSDCTE allocatesPerkins funds to the HIDOE system and those funds ultimately flow through to its high schools.

Hawaii’s public postsecondarv institutions likewise fall under one University of Hawaiistatewide system. That postsecondary system is comprised of three university campuses. oneUHCC System of seven colleges, and various community-based learning centers attached tonearby sponsoring UI-ICC colleges. A Vice President for Community Colleges oversees theUHCC System and is assisted by UHCC System support offices and personnel. The UHCCcolleges generally function independently from one another and are managed by their owncollege chancellors. Hl-OSDCTE allocates Perkins funds to the UI-ICC System and those fundsultimately flow through to the individual UHCC colleges.

Data-driven targeting of subrecipients

The separation of subrecipient universes is particularly necessary for data collection and analysispurposes given considerations regarding the comparability of certain data between secondary andpostsecondary systems, as well as the number of individual institutions within those respectivesystems (HIDOE high schools outnumber UKCC colleges at roughly a 6:1 ratio). The civilrights related data the HIDOE and UHCC systems compile for their own purposes or that are

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submitted to State and Federal officials under existing authorities and may be analyzed by theHl-OSDCTE include:

• Student enrollment data for HIDOE high schools and UHCC colleges byo race/ethnicityo sexo limited English proficiencyo disability

• Facilities construction and alterationo facilities inventorieso facilities improvement programming on capital improvement projects or other

facilities improvement efforts• Perkins V, Section 1 13(b)(3)(C) (Accountability — State Report) regarding

o the progress of the State in achieving the State determined levels of performanceon the core indicators of performance described in section 1 3(b)(2)(A) ofPerkins V

o the actual levels of performance for all CTE concentrators, and for each of thesubgroups of students, as described in section 111 l(h)(1)(C)(ii)1 of theElementary and Secondary Education Act of 1965, and special populations, asdescribed in section 3(48) of Perkins V

• Perkins V. Section 134 (Local Application and Comprehensive Needs Assessment) asoutlined in Appendix G of the H1-OSDCTE Perkins V State Plan and coordinated by theHl-OSDCTE Quality Assurance & Continuous Improvement Subcommittee, specificallythe Momtoring. Evaluation, and Feedback working group that will cover

o Evaluation of student performanceo Size, scope, and quality of CTE programs/PUSo Evaluation of CTE programs/PUS implementationo Recruitment, retention, and training (human capital)o Ensuring equitable access and participation for members of special populations to

high-quality CTEo Data infrastructure and useo Continued consultation and engagement.

There are three additional sources of data that provide valuable context specific informationrelating to CTE and the subrecipient universes. The additional sources of data that may becollected. compiled. and analyzed by HI-USDCTE include:

• Letters of Findings issued by I-Il-OSDCTE notingo Program year a particular HIDOE high school or LI-ICC college was reviewedo Issues of noncomplianceo Issues of concern

• HIDOE high school and UI-ICC college course catalogs, registration handbooks, orsimilar institution-wide consolidated program or course description documents created by

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those individual high schools and colleges to describe their available academic programsand related courses, including those pertaining to CTE

• US Census Bureau data, including American Community Survey local data to determineprevalence of national origin English Learners by geographic service area.

H1-OSDCTE may analyze the aforementioned data sources to identify HIDOE high schools andUI-ICC colleges, or programs within one or more high schools or colleges, with the greatestpotential of CTE-related civil rights noncompliance, for the purposes of targeting high schools.colleges. or their specific Cli programs for review. H1-OSDCTE may also analyze theaforementioned data sources to identify the specific issue areas with the greatest potential ofCTE-related civil rights noncompliance for the purposes of determining scope or focus ofreviews.

13. Describe the processes and procedures the State will implement to conduct periodiccompliance reviews of selected subrecipients. States are encouraged to build the compliancereviews into existing systems (for example: CTE program approval processes, ConsolidatedAnnual Report preparations and analysis, and Perkins V monitoring), and to target forreview those subrecipients with the greatest potential for civil rights noncompliance.

It is recommended that this part of the NIOA plan describe the procedures the Stateagency will follow to comply with the requirements set forth in Section II(B)2 of theGuidelines:

Conducting periodic compliance reviews of selected subrecipients O.e., an investigationof a subrecipient to determine whether it engages in unlawful discrimhiation hi an;’aspect of its program1); upon finding unlav.fu! dLccrimination, notifying thesubrecipient ofsteps it in tist take to attain compliance and attempting to obtainvoluntary compliance.

Hmi’afl State CTE civil rights compliance reviews

HI-OSDCTE will periodically conduct compliance reviews, issue related Letters of Findings,then negotiate and monitor subsequent corrective action efforts, as appropriate, to comply withthe requirements set forth in Section Il(B)2 of the Guidelines.

Determination of CIT civil rights compliance revieit’s

CTE civil rights compliance reviews intend to prevent, identify, and remedy discrimination byrace, color, national origin, sex, or disability that affect CTE programs and student admission,equity. and participation that may relate to or impact those CTE programs. Previously. inaccordance with guidance from OCR, each state CTE agency applied its predetermined targetingplan to select a minimum of 2.5% of the subrecipient universe (but not less than 2 or more than


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25 subrecipients) to be individually reviesed for a given program year and the compliancereviews were always comprehensive in scope. Comprehensive reviews typically assess asubrecipient’s federal civil rights compliance administrative requirements: recruiting. advising.and counseling: accessibility; comparable facilities: services for students with disabilities;financial assistance; work-study, cooperative CIE programs, and job placement; andemployment. The scope of comprehensive CIE civil rights compliance reviews extends beyondthe actual CTE programs to other components of subrecipient’s programs and activities affectingstudents’ institutional enrollment and admission, participation, and completion of CTE programs,including but not limited to core classes required for graduation, common use facilities and areas,and student support services such as academic advising and counseling.

In the most recent periods prior to the initial implementation of this MOA Plan, Hl-OSDCTEtypically selected and reviewed two HIDOE high schools and one UHCC college annually forcomprehensive CTE civil rights compliance reviews. However, moving forward with theimplementation of this MOA Plan, there are some potentially significant changes to thatapproach as a result of USDOE rescinding prior guidance and now allowing states flexibility incanying out their CTE civil rights compliance responsibilities.

First, the selection of subrecipients for civil rights compliance reviews may now be determinedvia a flexible data-driven approach and built into other existing state CTE agency oversightprocesses, including Perkins V monitoring. Ln this regard. H1-OSDCTE will primarily rely uponits civil rights coordinator to conduct data analysis and determine the high schools and collegesto be reviewed. However, in other instances, the H1-OSDCTE Quality Assurance & ContinuousImprovement Subcommittee’s working group on Monitoring, Evaluation, and Feedback mayreview Perkins V. Section 1 13(b)(3)(C) (Accountability — State Report) and Section 134 (LocalApplication and Comprehensive Needs Assessment) data to determine subrecipient institutionsfor monitoring reviews in which a civil rights review component is automatically included.

The second significant change is that OCR no longer requires CTE compliance reviews to onlybe comprehensive in scope. HI-OSDCTE sets forth through this MOA Plan that its civil rightscompliance reviews may either be comprehensive or more focused, limited scope reviews.Limited scope reviews may be used when data analysis indicates very specific areas of potentialsystemic or institutional discrimination amongst certain HLDOE high schools or UHCC colleges,or concerning particular matters affecting CIE programs. Further, Hl-OSDCTE recognizes thatcomprehensive reviews can create significant imposition upon selected institutions and HIDOEor UI-ICC agency personnel such as scheduling difficulties and other burdens relating to the on-site review and subsequent corrective action processes. There is no intent to use limited scopereviews as a means to investigate complaints such as matters of faculty-on-student or student-on-student discrimination.

Additionally. a third change through this MOA Plan is that HI-OSDCTE may combine limitedscope reviews with multiple-institution reviews. HI-OSDCTE has consistently found certainissues of noncompliance to be pervasive across similar programs and institutions, When an issue

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of noncompliance is pervasive across many HIDOE high schools or several UHCC colleges, theefforts relating to the compliance assessment. issuance of findings, and pursuit of correctiveaction for that particular issue results in duplicate review processes. very similar noncompliancefound. and often fairly consistent corrective action remedies that repeat over a series of single-institution reviews. HJ-OSDCTE expects that by conducting a limited scope review involvingmultipk subrecipients. it will likely provide economies of scale that benefit l-Il-OSDCTE.HIDOE or IJHCC. and included high schools or colleges. Regardless of whether the samenoncompliance is found at every institution. l-I1-OSDCTE expects concurrent limited scopereviews of multiple institutions to allow for more productive collection and analysis ofinstitutional information to be reviewed, numerous and diverse of perspectives from the varioushigh schools and colleges to be considered, and systemic approach to agreeing upon andimplementing corrective action that can facilitate consistency across those respective highschools or colleges. Moreover, 1-Il-OSOCTE can leverage concurrent limited scope reviews ofmultiple high schools and colleges with its technical assistance efforts because H1-OSDCTE willhave greater insight and confidence as to the pervasiveness of potential noncompliance, rootcauses and symptoms of discrimination, and recommendations on how HIDOE high schools orUI-ICC colleges might proactively apply that technical assistance in consistent or flexible mannerrelative to its peer institutions or CTE programs. To allow further economies based on proximityas well as involvement of common HIDOE administrative and support personnel, the numberand selection of the multiple high schools for a limited scope review may involve data analysisfor targeting of HIDOE high schools by district or complex areas.

The fourth major change through this MOA Plan is that the number of reviews and involved1-IIDOE high schools or UHCC colleges, along with the scope of reviews, may vary from year toyear, as determined by the l-II-OSDCTE State Director for CTE with consultation of the MOACoordinator and largely considering evidence of potential noncompliance found through priorreviews. In certain instances, l-Il-OSDCTE may seek input from HFDOE and UI-ICC systemsadministration regarding scope of reviews. Aside from instances where civil rights compliancereviews are automatically attached to Perkins V monitoring reviews, selection ofsubrecipientswill be based on the HI-OSDCTE MOA Coordinator’s objective analysis of the available.aforementioned data deemed relevant to a given scope of review to identify the subrecipient highschool(s) or college(s) with the greatest potential for noncompliance.

Major stages leading up to the compliance i-eview

Once HL-OSDCTE determines the scope of reviews and selects the institutions or programs forreview, the coordination of the review will typically involve the major components and logisticalprocesses similar to what H[-OSDCTE has included for past comprehensive, single-institutionreviews.

H1-OSDCTE will continue to inform the local education agency administration and high schoolsor college of seleclion for review via a notification letter. The letter is normally sentelectronically by Ihe l-I1-OSDCTE State Director for CTE to the agency administrator authorized

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to make subrecipient corrective action binding, as well as the administrator of the subrecipientitself and other relevant agency personnel. For secondary recipients, Hl-OSDCTE issues thenotification letter to the HIDOE Superintendent, high school principal, and may also copy toother relevant HIDOE personnel. For postsecondary subrecipients, Hl-OSDCTE sends thenotification letter to the Vice President of UHCC System, campus chancellor, and may also copyto other relevant UI-ICC personnel.

Though not required by OCR, within approximately 45 days from the notification letter I-IlOSDCTE has previously sought an entrance meeting with the high school or college selected foreach review to discuss the compliance review process, concerns, and logistics. Hl-OSDCTEworks with each selected institution to estimate the time requirements for the review andschedule a fairly compressed period over which the review will take place, while allowing anappropriate amount of time for pre- and post-review activities. Under this MOA Plan. I-IFOSDCTE expects to continue to extend the opportunity for these entrance meetings and mayconduct those meetings in-person or remotely.

Investigative techniques and procedures/or conducting compliance reviews

OCR allows state CTE agencies to employ a wide variety of investigative techniques for civilrights compliance reviews. Certain investigative techniques are more appropriate or conducivetowards accurate, precise, or reliable information than others, contingent upon the issuereviewed, level of detail or confidence sought, logistical factors, and other considerations. I-IlOSDCTE may utilize the following investigative techniques:

• Desk audit:• Personal interviews, discussions, or questionnaires;• Observation of programs and activities: and• Facility assessments.

Desk audits might include review of documents, materials, electronic media and Web sites, etc.,that would typically take place off-site from the high school or college’s premises and requirelittle to no interaction with subrecipient personnel. For purposes of this MOA Plan, desk auditswill also include those instances where items are reviewed on-site due to issues including, butnot limited to, document security and privacy, systems access, or other logistical considerations.Hl-OSDCTE adheres to the Family Educational Rights and Privacy Act (FERPA) and otherapplicable privacy requirements when collecting and maintaining information through deskaudits or other processes.

Personal interviews and questionnaires take place between the reviewer and subrecipientstakeholders deemed relevant to the matter of review. While OCR allows for the reviewer toquestion subrecipient personnel, students. and parents, Hl-OSDCTE does not collect informationdirectly from students or their parents. Hl-OSDCTE conducts personal interviews primarily withHFDOE high school and UI-ICC college personnel, and in certain circumstances, l-Il-OSDCTEwill utilize questionnaires, email, or other means to collect information from those institutional

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personnel. OCR has advised state agencies of necessary actions to afford privacy and preventundue influence or retaliation upon those persons participating in the compliance review.Interviews are to be conducted with interviewees individually in a manner that affords privacyand may include an advisor that an interviewee specifies. OCR does not allow subrecipients orlocal education agency administration to insert other personnel into interviews except wherethose agencies provide counsel for interviews involving upper management. In this regard, HIOSDCTE will also note to personnel questioned that while strict confidentiality cannot beguaranteed (such as when there is a duty or ethical responsibility for the reviewer to reportpersonal harm or other misconduct), it will collect, safeguard, and report in findings, theinformation of the review in a manner that makes it difficult to identify the exact persons whoprovided such information. Electronic recording of personal interviews will not be utilized orallowed.

Observation of programs and activities allow the reviewer to collect authentic, context-specificinformation. The reviewer will generally conduct observation on-site though certaincircumstances and technologies may allow for remote observation. Observation of programs andactivities allows the reviewer to gain a better understanding of issues including but not limited toaccessibility, inclusion of students, implementation of policies. etc.

Facilities assessments are conducted by the reviewer to determine accessibility of the site and itselements that may relate to or impact CTE programs and students. The facilities assessments areakin to inspections of site elements including but not limited to interior and exterior facilitiessuch as classrooms and common areas, routes between accessible facilities and student parkingareas or the public-way, as well as signage and other ancillary elements. The reviewer’s use ofmeasuring tools and recording devices are standard to conducting facilities assessments.Facilities assessments are typically conducted in-person though certain matters andcircumstances might be amenable to remote assessment.

Although allowed by OCR, Hl-OSDCTE historically has not conducted broad surveys of theschool/campus commLlnity or conducted personal interviews with students or their parents.There is no intent under this MOA Plan to begin doing so.

Exit meeting and closing the initial collection process

HI-OSDCTE normally offers the opportunity to the subrecipient institution’s administrator —

HIDOE high school principal or UHCC chancellor— to discuss preliminary findings and

concerns identified during the review. This exit meeting is not required by OCR. HI-OSDCTEoffers the exit meeting as a courtesy near the end of the initial information collection period toset appropriate expectations as to any further review activities, discuss potential findings andsubsequent steps of the review process. and address concerns At the exit meeting or soonthereafter. Hl-OSDCTE will notify the high school or college reviewed that the initialinformation collection process has been closed. Once it closes the initial information collection,OSDCTE normally issues a Letter of Findings within 60 calendar days. Hl-OSDCTE may

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conduct some additional visitation or information collection during the interim due to oversight.need for clarification, or other reason it deems appropriate.

C. Describe the processes and procedures that will be followed upon finding unlawfuldiscrimination. This section should include the process for notifying the subrecipient ofsteps it should take to attain compliance and processes the State agency will follow inattempting to obtain voluntary compliance. In addition, this section should include theprocess states will use to engage OCR in compliance and enforcement activities.

Letter ofFindings and Corrective Action Plan

The FIl-OSDCTE State Director for CTE issues the Letter of Findings in a similar manner toissuing the notification letter. The State Director sends the letter via email to the administrator ofthe local education agency (HIDOE Superintendent or VP of UHCC. whose approval is requiredto make corrective action binding), as well as the principal or chancellor of the reviewedinstitution and related agency personnel.

The Letter of Findings informs the subrecipient of the areas reviewed, dates of review, relevantlegal standards, any findings of noncompliance, and required steps toward corrective action.Those required steps toward corrective action normally include the submission ofa CorrectiveAction Plan to f-ll-OSDCTE within 90 calendar days that specifies the remedial steps that willresolve the violation(s) without contingencies upon funding or other events, applicable interimmeasures, timeframe to completion, method of Hl-OSDCTE verification, and subrecipientpersons responsible: signed by a person with authority to make the corrective action binding.The Letter of Findings may also identify issues of concern l-Il-OSDCTE deemed noteworthywithout intent for the subrecipient’s Corrective Action Plan to address those concerns. HIOSDCTE requests that a subrecipient with civil rights noncompliance to submit a draftCorrective Action Plan for HI-OSDCTE review between 45 to 60 calendar days from issuance ofLetter of Findings. The timeframes for implementation and completion noted in the CorrectiveAction Plan vary based upon remedies to be implemented but are expected to be completed in anexpedited manner. HI-OSDCTE does not allow corrective timeframes to exceed two years.

The timeframe for subrecipient’s implementing corrective action begins when Hl-OSDCTEaccepts the subrecipient’s submission ofa finalized Corrective Action Plan with bindingsignature to Hl-OSDCTE.

Mloniloring

HI-OSDCTE will monitor a subrecipient’s implementation of the Corrective Action Plan until[4I-OSDCTE deems the initial noncompliance to be resolved. HI-OSDCTE will conductperiodic follow up and verification in attempt to obtain resolution within the initially agreedupon timeframe for completion. If it becomes clear that remediation of the civil rights violation


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will not occur in a timely manner or despite best efforts by the subrecipient to implement thecorrective action, Hl-OSDCTE will further engage the subrecipient to determine and implementrevised interim and/or remedial measures.

Engaging OCR in compliance activities

To be clear, state CTE agencies do not represent or have delegated authority of OCR to enforcefederal civil rights requirements. However, state CTE agencies are obligated to implement MOAprograms in order to assist and attain subrecipients voluntarily addressing their federal civilrights obligations. Through periodic training and technical assistance from OCR. Hi-OSDCTEattempts to implement methods of administering Hawaii CTE civil rights oversight activities thateffectively attain voluntary compliance by subrecipients to prevent. identify. and remedy federalcivil rights violations. Hl-OSDCTE will determine on a case-by-case basis. the appropriateextent in which to inform and engage OCR throughout local compliance processes. with anintent to minimize the need for its direct federal involvement or intervention into subrecipientprograms and activities,

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III. TECHNICAL ASSISTANCE FOR SUBRECIPIENTS

How does the State plan to conduct outreach to subrecipients, offer technical assistance,and provide opportunities for subrecipients to request technical assistance to improveequal access to CTE based on race, color, national origin, sex, or disability? How will theState use Federal (OCR) and other resources to support its technical assistance efforts? Itis recommended that this part describe the procedures the State agency will follow tocomply with the requirements set forth in Section II(B)3 of the Guidelines.

Providing technical assistance upon request to subrecipients. This includes assistingsubrecipients identify unlawful dtccrimination and instructing them hi remedies forand prevention ofsue!; discrimination.

This subpart of the MOA is intended to highlight the role of the State agency in workingwith subrecipients to provide technical assistance to prevent, detect, and correctdiscrimination in career and technical education programs.

H1-OSDCTE will take steps to communicate and address the opportunity for subrecipients torequest technical assistance that facilitate prevention, identification, and remediation of unlawfuldiscrimination by race, color, national origin, sex, or disability. l-1l-OSDCTE will communicatethrough methods and media including, but not limited to, the 1-ll-OSDCTE Web site. Letters ofFinding, exit meetings. informational publications, and/or direct communications the opportunityfor HIDOE and UHCC administration and support offices, high schools and colleges. and othersubrecipient personnel directly or indirectly involved with CTE programs to request technicalassistance.

Hl-OSDCTE will attend to requests for technical assistance either through informal verbal orwritten communication, formal Letter of Technical Assistance directly to the subrecipient, orother means. Technical assistance requested by subrecipients will not trigger or otherwise forma basis for Hl-OSDCTE to conduct a formal compliance review of those subrecipients that haverequested technical assistance.

Hl-OSDCTE will periodically provide technical assistance in a proactive effort to assistsubrecipients with attending to their ongoing federal civil rights obligations. Unsolicitedtechnical assistance is likely to utilize printed or digital media, but other forms of technicalassistance may be developed as deemed appropriate to improve student access, equity.participation. and success relating to CTE programs. 1-11-OSDCTE will attempt to leveragetechnical assistance resources made available by OCR and its Outreach. Prevention, Education.and Nondiscrimination (OPEN) Center.

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IV. REPORTING TO THE DEPARTMENT

While not a required element of a State MOA plan, the Guidelines require each Stateagency to periodically report on its activities. The Department expects each State agency tosubmit a civil rights compliance report to OCR and OCTAE as a narrative attachment inthe State’s Consolidated Annual Report for Perkins V every second year — i.e., biennially.It is recommended that the report include the State agency’s compliance activities, thesubrecipients that have been found to be in possible noncompliance, and the steps the Stateagency has taken to bring each subrecipient into compliance.

It is recommended that the report include the State agency’s compliance activities, thesubrecipients that have been found to be in possible noncompliance, and the steps the Stateagency has taken to bring each subrecipient into compliance. It is recommended that thebiennial report contain the following information:

a. The staff resources allocated by the State agency to the MOA complianceprogram during each year of the reporting period;

b. A description of the State agency’s compliance with Section 11(A) of theGuidelines (relating to distribution of funds, admissions and administration,approval of local entit action, and conducting State-run programs).

c. A list of the subrecipients for which the State conducted compliance reviews;d. Copies of any written findings or compliance plans issued to any subrecipient;

ande. A description of the technical assistance services that were offered to

subrecipients to address gaps in access and success for CTE students in CTEprograms.

An additional element is invited: a statement discussing which Federal civil rightsresources were found to be helpful in carrying out the State’s MOA work, and commentson any Federal resources that should be developed, revised, improved, or eliminated for thebenefit of State agencies in the administration of CTE.

Hl-OSDCTE will submit a biennial report of its CTE civil rights compliance activities toUSDOE. Beginning December31, 2020. biennial reports will be submitted to OCR and OCTAEas a narrative attachment to the state agency’s Consolidated Annual Report.

The civil rights compliance report will include or otherwise address:• The staff resources allocated by HI-OSDCTE to the MOA compliance program:• New policy review;• Summary listing of compliance reviews including the list ofsuhrecipients reviewed,

dates of review. and scope of review:• Copies of Letters of Findings issued to subrecipients by H1-OSDCTE;


UNIVERSITYof HAWAI’I’

SYSTEM

Office of the State Directorfor Career and Technical Education

Lunaiiio I. Lower Campus Rd.. Kor,oiuiu Eli 96822Tel: 8089567461 Fax: 808.9569096

Email: hide iihawaii,edu

• Copies of Corrective Action Plans from the subrecipient. accepted by l-Il-OSDCTE;• Brief summary of H1-OSDCTE technical assistance activities: and• Other updates or commentary that Hl-OSDCTE deems appropriate.

An Equal Opportunity / Affirmative Action institution 14

Office of the State DirectorUNIVERSITY for Career and Technical Educationof FIAVv’AI I’ Lunalilo I. Lofler Campus Rd., Honolulu. I I[ 96822

Tel: 8089567461 Fax: 8089569096SYSTEM Email: hictedhu’aiiedu

APPENDIX

Stakeholder comments and i-II-OSDCTE responses are noted below. The MOA Plan has sincebeen amended to reflect the clarifications suggested by the stakeholder comments.

Stakeholder comment: For your consideration, provide more clarity on the term “subrecipient”in the context of the Hawaii Department of Education (Department). Perhaps simplifying“subrecipient” by stating plainly. ‘high school,” if this is the local agency’ or if subrecipient ismeant to refer to the Department in its entirety that includes state, complex and schoolinterchangeably, however it is a little more challenging to comprehend if one is not familiar withthe Department’s structure. “Subrecipient “is defined on page 3 under section II. Plan forPerforming Oversight Responsibilities as follows. A “subrecipient,’ in this context, is a localagency that receives financial assistance through the State CTE agency.

HI-OSDCTE response: We have amended the MOA Plan to provide clarification that the localeducation agency subrecipients (HIDOE and UHCC) are further divided into subrecipientuniverses of individual HIDOE high schools and UHCC colleges. We agree that furtherclarification is necessary because the term “subrecipient” may refer to the HIDOE and UHCClocal education agencies or their respective high schools or colleges to which Perkins fundultimately flow and at which Hl-OSDCTE will conduct the CTE civil rights review of theinstitution or program. Additional contextual information has been added to provide a briefdescription of the current structure of the HIDOE and UI-ICC local education agencies. The planwas also further modified for clarity and simplicity with references primarily to “HIDOE highschools” and “UHCC colleges” where Hl-OSDCTE activities pertain to that institutional level.

Stakeholder comment: In subsequent references to subrecipient it is not clear if subrecipient isreferencing the Department as a whole, a state level office, or high school. On page 3 under A.To address Section 11(B) I of the Guidelines: Describe the State agency’s plans for collecting andanalyzing civil rights related data and information that subrecipients compile for their ownpurposes or that are submitted to State and Federal officials under existing authorities. Datasubmission to federal officials is the responsibility of the Department’s state office level, throughthe Office of Strategy, innovation and Performance. On page 4 second paragraph, additionalsources of data may include subrecipient course catalogs, which seems to imply high schoolcourse catalogs since high schools generally create their own student handbooks or coursecatalogs.The additional sources of data that may be analyzed by HF-OSDCTE include:• Letters of Findings issued by HI-OSDCTE notingo Program year a particular subrecipient was reviewedo Issues of noncomplianceo issues of concern• Subrecipient course catalogs, to be submitted by subrecipients to H1-OSDCTE

An Equal Opportunity / Affirmative Adilon Institution 15

Office of the State DirectorUNIVERSITY for Career and Technical Educationof FIAWAI’V Lunalilo I. Lo’er Campus Rd.. Honolulu. III 96822

Tel: 808.956.7461 Fax: 808.956.9096SYSTEM Email: hide i hauaii.edu

HI-OSDCTE response: We have amended the MOA Plan to reflect that Hl-OSDCTE willcollect the consolidated program or course description document from each l-IIDOE high schoolor UI-ICC college that those respective subrecipient institutions develop and make available totheir students, whether the high school or college refers to it as its course catalog, registrationhandbook, or similar document name.

Stakeholder comment: On page 7 second paragraph it states, “To achieve further economies,the number and selection of the multiple subrecipients for a limited scope review may involvedata analysis for targeting of subrecipients in geographical groupings. such as by secondarysubrecipient complex or district.” Subrecipient in this statement seems to reference high schools,as in targeting of subrecipients in geographic groupings, and also as a Department or highschool, by the statement. “such as by secondary subrecipient complex or district.” Clarificationof the different levels in the Department, state, complex and high school will provide betterunderstanding of the plan. If roles are also defined for each level in the Department as part of theplan. that would provide even more clarity.

HI-OSDCTE response: We have amended the MOA Plan to provide clarification and addressthe stakeholder’s comments in regards to the HIDOE and UHCC organizational structures. Wehave also amended the MOA Plan in attempt to more specifically describe how multiple HIDOEhigh schools might be grouped together for a limited scope review.


Department of Public Safety211 AUG14 A741

CARL D.PERKINS VOCATIONAL AND TECHNICALEDUCATION IMPROVEMENT ACT 2006

BASIC GRANT APPLICATION FISCAL YEAR 20-2 1

INTRODUCTION

The Department of Public Safety’s Corrections Education Program Services is responsible forthe development and instruction of academic and career-training courses that lead toemployment for offenders upon release. With the focus on re-entry of offenders into thecommunity, there is a greater demand to develop workforce-training programs that are currentand lead to employment in local communities where inmates are released.

The Corrections Education Program has changed the direction and focus of its program to meetthe national common core standards for academic and career technical education. The adultbasic education program has been realigned to provide basic and intermediate courses inreading, mathematics, language and writing based on applied skills in research, both long andfocused projects commonly required in the workplace: reading in a variety of texts that range inincreasing complexity to enable offenders to meet the current complexity of reading andthought in college and/or career training courses and the workplace. Math courses emphasizemathematical models applied to analyze empirical situations that lead students tocomprehensively understand these situations and make critical decisions based on the depth ofknowledge rather than mere rote learning. The goal for offenders is to develop a depth ofunderstanding and ability to apply mathematics to situations in life, college and the workplace.

The more advanced curricula offer options for High School Equivalency (HSE), credit and non-credit technical training certification and opportunities for college credit courses and industryspecific certification.

PROGRAM PLAN

The Corrections Education Program Services (CPSE) is currently working in partnership with theUniversity of Hawaii Community Colleges: Hawaii Community College, Maui Community College,Kapiolani Community College, Leeward Community College, and Windward Community College;GEDTS and Pearson Vue Testing; and Hawaii Department of Education Adult CommunitySchools. These partnerships provide a rich opportunity for offenders to gain work-ready skillsand career-ready technical training that lead to certificates of completion from the CommunityCollege Continuing Education/Workforce Development departments, and occupational

concentrations within a career pathway for the students who complete and pass the programstaken. Offenders exiting prison then leave better skilled and prepared for employment orfurther education and/or training.

Currently, CPSE follows four career pathways (Agriculture, Business, Public and Human Services,Industrial and Engineering Technology) to serve as the basis for both applied academiceducation and career technical training. Within each occupational pathway cluster, credit andnon-credit certificate courses in agriculture, marketing and business technology, service andhospitality, building and construction and electronic and computer systems will be offeredthrough the UH Community Colleges. Participants who complete and pass in the programsdelivered by the Community Colleges are issued a Certificate of Professional Development.Sustainable Horticulture and Culinary Arts get college credit upon inmates’ enrollment in thecollege.

CPSE has been offering GED testing through Pearson Vue computerized testing in thecorrectional facilities. Computerized GED provide on demand access for offenders ready for theGED examination. CPSE has offered another high school equivalency program, HiSET or HighSchool Equivalency Test that is available in the jails or community correctional centers.Offenders who are unable to take the High School Equivalency (HSE) option in prison will havegreater opportunity through the adult community school center in their community.

PROGRAM REQUEST

Culinary Arts, Women’s Community Correctional Center $92,000.00The culinary training program at the Women’s Community Correctional Center (WCCC) providesa quality education in culinary arts. There are four modules covered: Module 1: Introduction toCulinary Industry, Module 2: Safety and Sanitation, Module 3: Fundamentals of Cookery, andModule 4: Intermediate Cookery. The program has demonstrated success in advanced trainingoutcomes and job placement for offenders in local restaurants on Oahu. In partnership withKapiolani Community College (KCC), the Culinary Arts Course at the Women’s CommunityCorrectional Center had provided job-training opportunities to women over five years. ThePerkins’s grant funds this program.

Certification of Professional Development in Office Worker Business Applications

Program, Halawa Correctional Facility, Waiawa Correctional Facility and Women’s

Community Correctional Center $29,400.00

The Office Worker Business Application program is comprised of modules designed to preparestudents interested in entering careers in the business environment. The program providesinstruction, hands-on-training and exercises to reinforce and apply computer skills. Theprogram focuses on the following training modules: Essential Computing Skills; Microsoft Word2016 for the Business World, Levels land 2; Business Applications Using Microsoft Excel 2016,Level land 2; Business Presentations Using Microsoft PowerPoint Level 1 the program gives the

student the foundation and preparation to earn a Certificate of Professional Development fromthe community college. Perkins will fund all but Microsoft PowerPoint.

PROGRAM GOALS AND OBJECTIVES

Provide career and technical skills training in culinary arts and office worker businessapplications.

Ensure all students enrolled in prison Career Technical Education (CTE) programs gain thenecessary academic and technical skills to function successfully in the workplace asdemonstrated by completing required credited hours of training and a certificate ofprofessional development from an accredited training program (iJHCC)

Performance Measures

Culinary students will apply complex reasoning skills in mathematics, writing, and reading tocomplex culinary projects as part of an integrated culinary certificate program that preparesstudents for employment upon graduation. Employment Placement Goal: 95%

Students enrolled in the KCC culinary program and are released prior to completion of thecertificate program will be provided information and assistance regarding enrollment at theKCC campus to complete the necessary courses. Transition Goal: 75%

Students enrolled in Office Worker Business Applications Program who complete the programwill receive a certificate of professional development. Transition Goal: 75%

BUDGET SUMMARY

Culinary Arts: Women’s Community Correctional Center $92,000.00Supplemental funding for culinary arts instructors

Office Worker Business Applications $29,400.00Funding for instruction

TOTAL $121,400.00

· university of hawai‘i, board of regents, 2444 dole street, bachman 209, honolulu, hi 96822...

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