Carl D. Perkins Career and Technical Education Act of 2006 “…will allow students … to get a vision of what can be achieved, what they can do in technical.

Carl D. Perkins Career and Technical Education Act of 2006

“…will allow students … to get a vision of what can be achieved, what they can do in technical education and

what they can do in employment opportunities and what a better future they can have. This should be

billed as a hope bill, …”

Rep. Ralph RegulaJuly 27, 2006

Carl Perkins

Don't step on my blue suede

shoes

(1932-1998)

Congressman Carl D. Perkins (KY)

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

the Vocational Education Act of 1963.

(1912-1984)

History of the Legislation

1914 – Smith Hughes Act1963 – The Vocational Education Act of 1963

Amended in 1968 and 19761984 – The Carl D. Perkins Vocational Act 1990 – The Carl D. Perkins Vocational and Applied

Technology Education Act1998 – The Carl D. Perkins Vocational and Technical Education Act2006 – The Carl D. Perkins Career and Technical Education Act

Perkins 2006 Appropriation

U.S.

Department of Education

$1,287,142,000

Washington State’s Allocation

$24,667,861

Basic Grant Formulas

Secondary Local Funding Formula 30 percent based on the total population of 5-17

year olds in the district 70 percent on the population of 5-17-year olds

in the district living below the poverty level

44 percent* $15,000 minimum award 10 percent reserve*

Basic Grant Formulas

Postsecondary Local Funding Formula 90 percent on a Pell+ formula 9 percent on rural location 1 percent on high vocational enrollment data

56 percent* $50,000 minimum award 10 percent reserve*

Perkins Budget Categories

Basic Grant – 85 percent

Leadership – up to 10 percent

Administration – 5 percent

State Leadership

Leadership – up to 10 percent*

One percent to serve individuals in state institutions*

$60,000-$150,000 for services to prepare individuals for nontraditional employment*

Administration

Must be matched dollar-for-dollar with non-federal funds.

States must adhere to maintenance of effort requirements.

5 Percent

Administration

Funds may only be used for: Developing the state plan Reviewing a local plan Monitoring and evaluating program effectiveness Assuring compliance with all applicable federal

laws Providing technical assistance Supporting and developing state data systems

relevant to the provisions of the 2006 Perkins Act (new)


Highlights

Perkins 2006 Highlights

Increased Accountability

Accountability

New components for Basic Grant and Tech Prep Local performance targets will be negotiated

Local programs held responsible to meet targets

Improvement plans required for failure to meet targets

Programs may be sanctioned for continued failures to meet targets

Accountability

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

Technical assessment aligned with industry-recognized standards, when possible

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


Programs of Study

Programs of Study

Every local recipient must offer at least one CTE Program of Study* Must include secondary and postsecondary alignment

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

May include dual enrollment/credit opportunity

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


Focus on rigorous academic and technical achievements

Recruitment and retention of CTE teachers, faculty, and counselors

Nontraditional occupation training and employment


In-depth career exploration

Professional development guidelines are both expanded and tightened.

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


Required Activities

Required Activities

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

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

Provide professional development programs

Required Activities

Support for CTE education programs emphasizes coherent and relevant content aligned with

challenging academic standards

Provide preparation for nontraditional fields

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

Required Activities

Serve individuals in state institutions

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

Provide technical assistance for eligible recipients


Permissive Activities

Establish articulation agreements between secondary and postsecondary CTE programs

Support of student leadership organizations

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



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

Assist students with job-placement and continuing education

Improve career guidance and academic counseling programs


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

Dual and concurrent postsecondary enrollment programs

Academic and financial aid counseling

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


Award incentive grants to local recipients for exemplary performance

Support entrepreneurship education and training

Development of valid and reliable assessments of technical skills

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


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

Support for occupational employment information resources


Tech Prep

Tech Prep

States may choose to consolidate funds into the basic grant*

10 additional performance accountability measures – performance level agreements required

Link between basic grant activities and Tech Prep strengthened through combined state plan

Tech Prep

Programs of study Non-duplicative, sequential course of study

includes at least 2 years secondary and 2 years postsecondary or an apprenticeship program

Signed articulation agreements

Dual and concurrent enrollment

Work-based learning experiences


Transition Activities

Transition Team Workforce Board Office of the Superintendent of Public Instruction

Data and accountability Nontraditional programs CTE administrators

State Board for Community & Technical Colleges Data Workforce Training Tech Prep Workforce education directors

Employment Security – Offender Employment Services

Transition Team’s Work Plan

Work to-date includes:

Participation in federal workshops

Identification of CTE goals and strategies

Strategic alignment with High Skills, High Wages

Transition Team’s Work Plan

Assist with development of Transition Plan

Develop local plans

Assist with policy development

Act as information resource for systems

Participate in five-year plan development

Assist in required public hearing phase

Provide technical assistance to locals

2006-08 Transition Work Plan


Questions?

Carl D. Perkins Career and Technical Education Act of 2006 “…will allow students … to get a vision of what can be achieved, what they can do in technical.

Documents

percent slide

technical education

perkins act new slide

perkins vocational act

percent leadership

percent administration

percent reserve

vocational education