SREB’s Making Schools Work (MSW)...SREB’s Making Schools Work (MSW) Serving K-12, Technology...
Transcript of SREB’s Making Schools Work (MSW)...SREB’s Making Schools Work (MSW) Serving K-12, Technology...
Are you Ready for a Local Needs
Assessment Required by Perkins V?
SREB’s Making Schools Work (MSW)
Serving K-12, Technology Centers, and Postsecondary
Dr. Debra LaMothe, MSW CP ConsultantDr. Linda Floyd, MSW TC Director
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Making Schools Work Problem-Solving Process(Based on Deming Model)
Curriculum and Instruction
and Career Pathway Reviews
Site Development Workshops
Curriculum and Instruction
and Career Pathway Reviews
Site Development Workshops
Ongoing Professional Development
Curriculum and Instruction
and Career Pathway Reviews
Site Development Workshops
Ongoing Professional Development
School Improvement
Coaching
KEY EVENTSto help with Continuous
Improvement Process
Career Pathway Review &
Curriculum & Instruction
Review
National Conferences
CPR Alignment to Perkins V
Three Federal Acts
Presentation Name/Presenter 6
WIOAPerkinsESSA
Overview of Perkins V• Strengthening Career and Technical Education
Act – 2018; Perkins V Public Law 115-224 –signed into law on July 31,
• Required partnerships with business and industry • Key themes:
• Building on current success• Requiring data-driven decision-making• Increasing stakeholder involvement• Revising accountability indicators• Enhancing efforts to serve special populations• Encouraging innovation
Comprehensive Local Needs Assessment (CLNA)
Student Performance
Labor Market Alignment
Size, Scope and Quality
POS Implementation
Recruitment Retention and
TrainingAccess and
Equity
CPR Presentation for Conferences
Comprehensive Local Needs Assessment (CLNA)
Student Performance Special Populations Performance A description of how career and technical education
programs offered are— of size, scope and quality to meet the needs of all students aligned to state, regional, tribal or local in-demand industry
sectors or occupations; or designed to meet local education or economic needs not identified by state boards or local workforce development
boards • Evaluation of progress toward implementation of CTE
programs• Improvement of recruitment, retention, and training of
CTE personnel9
• Equal access to high-quality CTE courses and programs
• strategies to overcome barriers that result in lower rates of access
• programs designed to enable special populations to meet the local levels of performance
• activities to prepare special populations for high-skill, high-wage, or in-demand industry sectors…that will lead to self-sufficiency;
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Comprehensive Local Needs Assessment (CLNA)
Consultation involves a diverse body of stakeholders CTE representative Postsecondary CTE representatives State board or local workforce development board
and a range of local or regional businesses or industries
Parents and students Special population representatives Local or regional agencies serving out-of-school
youth, homeless children and youth, and at-risk youth
Indian tribe and tribal organization, when applicable Other stakeholders
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Comprehensive Local Needs Assessment (CLNA)
HIGH QUALITY PROGRAMS• Challenging state academic standards • Academic and technical knowledge and skills
including employability skills• All aspects of an industry and progresses in
specificity • Multiple entry and exit points that incorporate
credentialing• Recognized postsecondary credential • Rigorous standards aligned with industry standards• Academic core and CTE standards alignments• Postsecondary credits• Work-based learning
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Comprehensive Local Needs Assessment (CLNA)
Provides an incredible opportunity to:• Make certain programs and programs of study are aligned and
validated by local workforce needs and economic priorities;• Ensure Perkins eligible recipients are serving each learner
equitably;• Enable recipients to better direct resources towards programs/
POS that lead to high-skills, high-wage and in-demand careers and activities that address equity and opportunity gaps;
• Coordinate and streamline existing program reviews and school improvement process to bring focus to strategic decisions;
• Provide a structured way to engage key stakeholders regularly around quality and impact of local CTE programs and systems.
• Teacher retention and Recruitment• Programs of Study, size, scope and quality.
PERKINS VPERFORMANCE INDICATORS1S1 Four-Year Graduation Rate1S2 Extended Graduation Rate2S1 Academic Proficiency in English Language Arts (ELA)2S2 Academic Proficiency in Mathematics2S3 Academic Proficiency in Science4S1 Non-traditional Program Enrollment5S1 Program Quality – Attained Recognized Credential*5S2 Program Quality – Attained Postsecondary Credits*5S3 Program Quality – Participated in Work Based Learning*5S4 Program Quality – Other*
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State Determined Performance MeasuresQuality Secondary indicators must include one of the following measuring % of graduating CTE concentrators:• Having Attained recognized postsecondary credential
– A recognized postsecondary credential measures the % of graduating CTE concentrators graduating from high school with PERKINS V uses the WIOA definition
• Having Attained postsecondary credits through a dual or concurrent enrollment program or another credit transfer agreement
• Having Participated in Work-based Learning (WBL)• Credential consisting of an industry-recognized certificate or
certification, a certificate of completion of an apprenticeship, a license recognized by the State involved or Federal Government, or an associate or baccalaureate degree.
• Considerations will need to be addressed to determine the industry certifications, occupational competency assessments, and professional licenses that meet the requirements of a recognized postsecondary credential.
Secondary Core Indicators of Performance for CTE Concentrators:
• Graduation Rate• Academic Proficiency
– English, Math, & Science• Post-program Placement
– CTE Student Completer Follow-up• Nontraditional concentration
– Individuals from gender comprising < 25% of those employed in the field
• Indicators of Quality – three options, and an “other” elective measure
Who must be involved? Upfront and annual engagement
1. Representatives of career and technical education programs in a local educational agency or educational service agency, including teachers, career guidance and academic counselors, principals and other school leaders, administrators, and specialized instructional support personnel and paraprofessionals
2. Representatives of career and technical education programs at postsecondaryeducational institutions, including faculty and administrators
3. Representatives of the state board or local workforce development boardsand a range of local or regional businesses or industries
4. Parents and students5. Representatives of special populations6. Representatives of regional or local agencies serving out-of-school youth,
homeless children and youth, and at-risk youth 7. Representatives of Indian tribes and tribal organizations in the state, where
applicable
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Local Application ComponentsMust address: • Results of the needs assessment• Courses and activities to be supported, including at
least one state-approved program of study• Career exploration/career guidance and counseling
to be provided • Integration of academic and technical content to
improve academic and technical skills
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Local Application ContentsMust address• Activities for special populations• Work-based learning opportunities• Opportunities for postsecondary credit for high
school students• Educator recruitment, preparation, retention and
training activities• How performance gaps will be addressed
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When?
• Needs assessment:– Completed the first time during the 2019-2020 school year to
be submitted with first full local application– Updated at least once every two years
• Local application– Replaces the “local plan”– Same period as state plan (four years in most cases, beginning
2020-2021 school year)– States’ decision of what to require annually from eligible
recipients (budget, data, progress, updates to needs assessment, etc.)
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Help is on the way!
SREB Career Pathway Review (CPR)Purpose of a Career Pathway Review:
o is to provide a snapshot of district and school practices and provide feedback on the health of Career and Technical Education (CTE) programs in the district.
o helps leaders and teachers prepare for the new Comprehensive Local Needs Assessment and identify changes needed to improve student achievement through blending high-level academic and quality career technical studies.
o the review report provides schools and districts with an external look at how CTE programs align with local, regional and state workforce needs, produce graduates prepared for postsecondary studies and work, have a value-added to academic achievement and engage students in authentic assignments in classrooms.
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Traditional Plans
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An Effective State System For Change
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State Policy
Business/Industry
District/School Leadership
Student Performance
Teacher Leadership
Communication to Public
Cross Agency Goals
State Agency Accountability
Priority Decisions
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Point of Plan?
Compliance
Just Submit
Get Used to Your Current Position
Better Future for Our Citizens/Economic
Development for the State
Asset Map/Build Team
Set Goals,Build Consensus,
Messages, Champions
Buckle Up
OMG!
What OMGs did you experience?
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Unpacking: The Six Areas of the CLNA
Classic Key Practices – Short version
1. High Expectations — Create a culture of high expectations in every classroom and throughout the school.
2. Programs of Study — Ensure each student develops and completes a personalized program of study that leads to postsecondary and career success.
3. Integrated Curriculum — Teach academic content through the lens of real-world problems and projects.
4. Access and Equity — Ensure that all students, including underrepresented and nontraditional students, have access to high-quality career pathways.
5. Student Engagement — Use research-based instructional strategies and innovative technology practices to engage each student.
Classic Key Practices - Continued6. Teacher Collaboration — Provide teams of teachers with the
training, time and support they need to work together to improve instruction.
7. Work-based Learning — Provide each student with a continuum of real-world learning experiences that connect classroom and workplace learning.
8. Guidance and Advisement — Offer guidance and advisement that empowers students to pursue a full range of career and college options after high school.
9. Interventions and Enrichments — Provide students with extra help or accelerated learning strategies they need to graduate college and career ready.
10.Culture of Continuous Improvement — Engage the whole school community in continuously using data to identify problems and develop plans to solve them.
Final Thought
After doing this work for about 20 years we have realized:
Every school and every teacher wants to improve. However, few want to change. The fact remains
that to improve, one must change.
Perkins V is providing the opportunity for Change.
How Do I Learn MoreSunday – 9:30-10:15 – Oceans 11 – Debra LaMothe“Developing and Sustaining a Career Pathways System Using a Career Pathway Review.
To get more information on SREB’s Career Pathways Review process or other tools to support your CTE
programs, contact:
Debra LaMothe [email protected] Warren [email protected] Floyd [email protected]
CPR Presentation for Conferences