Page 1 of 19 IDAHO’S 2012 CONSOLIDATED ANNUAL REPORT (CAR) NARRATIVE State Administration A. Sole State Agency and Governance Structure – The Division of Professional-Technical Education (DPTE) provides leadership, advocacy, and technical assistance for professional-technical education system in Idaho. The DPTE administers the Carl Perkins Act and coordinates the state system with other state and federal education and training programs. B. Organization of Professional-Technical Education Programs – Professional-technical programs at the secondary and postsecondary levels are based on industry need and industry input. Programs consist of sequential courses, moving from introductory level to capstone classes. Some exploratory classes are available at the middle school/junior high level. Many programs have classes that start at ninth grade and consist of a two- or three- year sequence. The majority of professional-technical high school programs articulate to the postsecondary level. The DPTE uses career pathways in Idaho. Implementation of State Leadership Activities (Please note that some of the projects are funded with state funds.) A. Required Uses of Funds 1. Conducting an assessment of the vocational and technical education programs funded under Perkins IV – No activities funded in this area. 2. Developing, improving, or expanding the use of technology in career and technical education – One project was funded in this area. It was: ITEA STEM Center For Teaching and Learning : This project paid for consortium membership for ITEEA, and provided professional development and training for teacher education staff and in-service teachers. 3. Offering professional development programs, including providing comprehensive professional development (including initial teacher preparation) for career and technical education teachers, faculty, administrators, and career guidance and academic counselors at the secondary and postsecondary levels – Two projects were funded in this area. They were: Leadership Institute : The Leadership Institute prepares the next generation of district and state professional-technical education leaders. It is designed to produce forward-thinking and change-oriented leaders through a 27-month program of study. The program of study consists of four basic components: (1) Thirteen seminars on Idaho professional-technical education policies, national CTE policies, processes and leadership; (2) The development of an Administrative Professional Development Plan; (3) Attainment of an Idaho Professional-Technical Administrator's Certificate; and (4) Advanced degrees as appropriate and desired. Pre-Service Workshop : A 5-day workshop for professional-technical educators coming directly from industry prior to their first year of teaching. The content of the workshop focuses on teaching strategies, integration of academic standards, assessment, and working in public schools and postsecondary institutions.
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A. Sole State Agency and Governance Structure – The Division of Professional-Technical Education (DPTE) provides leadership, advocacy, and technical assistance for professional-technical education system in Idaho. The DPTE administers the Carl Perkins Act and coordinates the state system with other state and federal education and training programs.
B. Organization of Professional-Technical Education Programs – Professional-technical
programs at the secondary and postsecondary levels are based on industry need and industry input. Programs consist of sequential courses, moving from introductory level to capstone classes. Some exploratory classes are available at the middle school/junior high level. Many programs have classes that start at ninth grade and consist of a two- or three-year sequence. The majority of professional-technical high school programs articulate to the postsecondary level. The DPTE uses career pathways in Idaho.
Implementation of State Leadership Activities (Please note that some of the projects are funded with state funds.)
A. Required Uses of Funds
1. Conducting an assessment of the vocational and technical education programs funded under Perkins IV – No activities funded in this area.
2. Developing, improving, or expanding the use of technology in career and
technical education – One project was funded in this area. It was:
ITEA STEM Center For Teaching and Learning: This project paid for consortium membership for ITEEA, and provided professional development and training for teacher education staff and in-service teachers.
3. Offering professional development programs, including providing comprehensive
professional development (including initial teacher preparation) for career and technical education teachers, faculty, administrators, and career guidance and academic counselors at the secondary and postsecondary levels – Two projects were funded in this area. They were:
Leadership Institute: The Leadership Institute prepares the next generation of district and state professional-technical education leaders. It is designed to produce forward-thinking and change-oriented leaders through a 27-month program of study. The program of study consists of four basic components: (1) Thirteen seminars on Idaho professional-technical education policies, national CTE policies, processes and leadership; (2) The development of an Administrative Professional Development Plan; (3) Attainment of an Idaho Professional-Technical Administrator's Certificate; and (4) Advanced degrees as appropriate and desired.
Pre-Service Workshop: A 5-day workshop for professional-technical educators coming directly from industry prior to their first year of teaching. The content of the workshop focuses on teaching strategies, integration of academic standards, assessment, and working in public schools and postsecondary institutions.
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4. Providing support for career and technical programs that improve the academic and career and technical skills of students through the integration of academics with career and technical education – No activities funded in this area.
5. Providing preparation for non-traditional fields in current and emerging professions, and other activities that expose students to high skill, high wage occupations - One project was funded in this area. It was:
Nontraditional Training and Employment Grants – These grants provided funds to the Centers for New Directions (CND) to connect with secondary schools to inform students and promote nontraditional fields. The CND’s are located at the public technical colleges, one of which is located in each of the six regions of the State of Idaho.
6. Supporting partnerships among local educational agencies, institutions of higher
education, adult education providers, and, as appropriate, other entities, such as employers, labor organizations, intermediaries, parents, and local partnerships, to enable students to achieve state academic standards, and career and technical skills, or complete career and technical programs of study – One project was funded in this area. It was:
Higher Education in Idaho – A publication which is a collaborative effort with the State Board of Education, DPTE, and the colleges and universities. (state funded project)
7. Serving Individuals in State Institutions – Funds were allocated to the Department of
Correction to provide training for incarcerated youth and adults.
8. Providing support for programs for special populations that lead to high skill, high wage and high demand occupations – One project was funded in this area. It was:
Single Parent and Displaced Homemaker Grants – These grants provided funds to the Centers for New Directions (CND) to provide the education and skill development to obtain employment or reenter the workforce in an occupation that pays a living wage. (state funded project)
9. Offering technical assistance for eligible recipients – One project was funded in this
area. It was:
PTE Teacher Ethics Project – Development of a publication and presentation at PTE summer conference on teacher ethical behavior and professional standards.
B. Permissible Uses of Funds
10. Improving career guidance and academic counseling programs – One project was funded in this area. It was:
American Careers Magazine – The American Careers Magazine was distributed to all 8th graders in the State. Counselors and career development specialists were trained on how to effectively deliver the materials at the school and classroom levels.
State of Counseling Survey – A survey of the educational stakeholders on current perspectives on the comprehensive guidance model in Idaho.
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11. Establishing agreements, including articulation agreements, between secondary school and postsecondary career and technical education programs to provide postsecondary education and training opportunities for students – Two projects were funded in this area. They were:
Advanced Learning Partnerships (ALP) – Support to the six regional ALP’s that coordinate Tech Prep articulation agreements between the technical college system and the school districts.
CATEMA – An administrative database system for tracking enrollments, completions, and recommendations for postsecondary credit for the advanced learning partnerships.
12. Supporting initiatives to facilitate the transition of sub baccalaureate career and
technical education students into baccalaureate programs – No activities funded in this area.
13. Supporting career and technical student organizations – Two projects were funded
in this area. They were:
Joint Student Leadership (JSL) – JSL is a leadership and personal development workshop for the newly elected state officers of the seven (7) professional-technical student organizations. The PTSO officers learn personal and team leadership skills in preparation for their year of service at the state level. It also helps to build a more consistent application in integrating leadership and personal development into the PTE programs.
PTSO and Professional Development Support Services – This project funds financial support and accounting services for the seven (7) state PTSO’s, as well as professional development grants to the colleges and universities.
14. Supporting public charter schools operating career and technical education
programs - No activities funded in this area.
15. Supporting career and technical education programs that offer experience in, and understanding of, all aspects of an industry for which students are preparing to enter - No activities funded in this area.
16. Supporting Family and Consumer Sciences programs – There were several
activities supporting FACS programs. They were:
FCS Curriculum Update – Teen Living, Young Living
Early Childhood Mentor Training
Culinary Arts Workshop
FCS Postsecondary Marketing Project
17. Supporting partnerships between education and business, or business intermediaries, including cooperative education and adjunct faculty arrangements at the secondary and postsecondary levels – No activities funded in this area.
18. Supporting the improvement or development of new career and technical
education courses and initiatives, including career clusters, career academies, and distance education – Several projects were funded in this area. They were:
MBAResearch and Curriculum Center – The MBAResearch is a not-for-profit organization that is a consortium of 37 state education departments. MBAResearch
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is involved in the development of programs, strategies, and curricula in business and marketing.
CTECS - CTECS operates as a consortium of states where members pool resources to develop competency-based career and technical education products that are validated by business, industry, and labor.
State PTE Curriculum Development Projects included: − CNA Skills Exam – Phase 2 − Assistance with Medications Curriculum − Ag Experience Tracker Curriculum − Personal Skill Development Curriculum − Forestry & Wildlife Management Curriculum − Web Design Development State Standards and Alignment to Postsecondary − Dental Assisting Curriculum Update
Equipment Grants to Postsecondary Technical Colleges – New and upgraded equipment to maintain modern and up-to-date equipment for postsecondary technical colleges.
19. Awarding incentive grants to eligible recipients for exemplary performance or for
use for innovative initiatives under Sec. 135(c)(19) of Perkins IV – No activities funded in this area.
20. Providing activities to support entrepreneurship education and training – No
activities were funded in this area.
21. Providing career and technical education programs for adults and school dropouts to complete their secondary school education - No activities funded in this area.
22. Providing assistance to individuals who have participated in Perkins assisted
services and activities in continuing their education or training or finding appropriate jobs - No activities funded in this area.
23. Developing valid and reliable assessments of technical skills – No activities funded
in this area.
24. Developing or enhancing data systems to collect and analyze data on secondary and postsecondary academic and employment outcomes – One activity was funded in this area. It was:
A project to integrate PTE reporting into the secondary longitudinal data system. Idaho’s K-12 longitudinal data system is called the Idaho System for Educational Excellence (ISEE) and it is administered by the Department of Education. (state funded project)
25. Improving the recruitment and retention of career and technical education
teachers, faculty, administrators, or career guidance and academic counselors, and the transition to teaching from business and industry, including small business - No activities funded in this area.
26. Supporting occupational and employment information resources – No activities funded in this area.
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Progress in Developing and Implementing Technical Skill Assessment The DPTE continues to advance the implementation of a statewide technical skill assessment system. TSA implementation is proceeding at both the secondary and postsecondary levels. Although progress is made each year, this continues to be an implementation challenge at the secondary level. The DPTE has provided continuing professional development and technical assistance to programs during the past year regarding technical skill assessment. To provide a consistent message regarding TSA’s, two documents were produced called “An Overview of Technical Skill Assessment”; one for the secondary level and one for the postsecondary level. The DPTE has developed a process for identifying and approving TSA’s for statewide use. This TSA information is available on our webpage at http://www.pte.idaho.gov/Perkins/Technical_Skill_Assessment.html. The DPTE uses this information to provide technical assistance to districts. This is the fourth year schools were required to report the number and percentage of concentrators who are program completers that take a TSA. At the secondary level, 4220 PTE concentrators took a state approved technical skill assessment. This represented 77.2% of the schools (up from 75.4%, 56.1% and 26.2% in the previous three years) and approximately 89.5% of all secondary PTE concentrators who left school or graduated (up from 78.2%, 50.8% and 18% in the previous three years). While the growth in number of TSA’s taken is positive, it is of concern that 38 schools reported no TSA’s taken and an additional 44 schools required an improvement plan for 2S1. At the postsecondary level, 1459 (down from 1709 in 2011) PTE concentrators took a state approved TSA. This represented about 68.3% (down from 70.2% in 2011) of all postsecondary PTE concentrators who completed or left during the reporting year. All six (6) of Idaho’s postsecondary technical colleges reported concentrators who took a TSA. A phase-in period indicates that schools will increase the participation rate until the 2012-2013 school year when it will reach 100%. In the interim, schools will be expected to develop a plan to increase the number and percentage of program completers who take a TSA. Implementation of State Program Improvement Plans The State of Idaho did not meet the FAUPL for one (1) secondary performance indicator, which was 5S1-Placement. The performance level for 5S1 was above the 90% level and, therefore, an improvement plan was not required. At the postsecondary level, four (4) performance indicators were below the negotiated performance level. They are: 1S1-Technical Skill Attainment (90.13%); 2P1-Attainment of Credential, Certificate or Diploma (68.29%); 4P1-Student Placement (89.74%); and 5P1-Nontraditional Participation (16.46%). None of these indicators fell below the 90% threshold required for an improvement plan. The State Department of Education is in the third year of implementing a Statewide Longitudinal Data System (SLDS) for the K-12 system. The SLDS is called the Idaho System for Educational Excellence. The State Board of Education is currently implementing a postsecondary SLDS which should eventually provide for increased data quality. The DPTE has been working with both entities to incorporate federal reporting requirements. Until the SLDS is fully implemented, we will: (1) Continue to monitor these data points for accuracy and reliability; and (2) Communicate with the secondary LEA’s and the Technical College Leadership Council (TCLC) what the data shows and encourage them to address continuous improvement in their annual plans. Implementation of Local Program Improvement Plans Although Idaho met most of the 2011-12 statewide performance levels, a number of schools did not meet the performance levels. As written on page 29 of the Idaho State Plan, “No proficiency determinations are made for groups of less than 34 students”. A statewide summary of the number of schools who were below the FAUPL on one or more of the indicators is detailed in the chart below.
# of Schools Below 90% of FAUPL and less than 34 concentrators
0 0 0 0 0 0 0
# of Schools Required to Submit Improvement Plan
0 1 0 2 4 2 9
Schools with 0 Concentrators 0 0 0 0 0 0 0
An Excel template is used to report the data for the Perkins performance indicators. The school enters the numerator and denominator for each indicator, including the required disaggregated categories. The template calculates the performance and indicates “Yes” or “No” if an improvement plan is required. The template also includes a worksheet called “Annual Report Cover Page”. The Annual Report Cover Page clearly shows the school performance level, the state performance target, and if an improvement plan is required. The Improvement Plan instructions inform recipients of the following.
“Perkins recipients (district or consortium) are required to continually make progress toward improving the performance of PTE students. When a recipient's total performance does not meet 90% of the state performance level, they are required to submit a Performance Improvement Plan (PIP). The PIP must address the performance measure(s) that were not met and strategies the recipient will use to increase student achievement in these areas. Please note that the state may withhold all, or a portion, of the recipient's allotment if they: (1) fail to implement an improvement plan, (2) fail to show improvement in meeting the state levels of performance, or (3) fail to meet at least 90% of the state performance level for three (3) consecutive years.”
All schools and institutions that were required to do an improvement plan have properly filed a plan with the DPTE.
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Implementation of Local Program Improvement Plans - The number of eligible secondary recipients that failed to meet 90% of the FAUPL is detailed below. A blank cell indicates the school reported zero (0) concentrators for the indicator.
FY12 Perkins Secondary Improvement Plan Summary D
ist #
1S1 1S2 2S1 3S1 4S1 5S1 6S1 6S2 Total
Plan Plan Plan Plan Plan Plan Plan Plan <90%
Kuna 3 No No Yes No No No No No 1
Marsh Valley 21 No No No No No Yes No No 1
Snake River 52 No No No No No No No Yes 1
Blackfoot 55 No No Yes No No No No No 1
Aberdeen 58 No No Yes No No No No No 1
Blaine County 61 No No No No No No No Yes 1
West Bonner 83 No No Yes No No No No No 1
Boundary County 101 No No Yes No No No No No 1 Caldwell 132 No Yes No No No Yes No No 2
Vallivue 139 No No Yes No No No No No 1
Cassia County 151 No No Yes No No No No Yes 2
Orofino 171 No No Yes No No No No Yes 2
Preston 201 No No Yes No No No No No 1
Fremont County 215 No No Yes No No No No Yes 2
Emmett 221 No No No No No No No Yes 1
Wendell 232 No No Yes No No No No No 1
Mountain View 244 No No Yes No No No No No 1
Lakeland 272 No No No No No No No Yes 1
Post Falls 273 No No No No No No No Yes 1
Moscow 281 No No No No No No No Yes 1 Madison 321 No No Yes No No No No No 1
Lewiston 340 No No No No No No No Yes 1
Payette 371 No No Yes No No No No No 1
Teton 401 No No Yes No No Yes No No 2
Weiser 431 No No Yes No No No No No 1
Idaho School for Deaf & Blind 596 Yes Yes No Yes No 3
Melba/McCall-Donnelly Consortium 136C No No Yes No
No No Yes No No 2
Long Pin Consortium 13C No No Yes No
No No Yes No No 2
Westside/Malad Consortium 202C No No Yes No
No No No No Yes 2
Central Idaho Consortium 291C No No Yes No
No No No No No 1
Camas Consortium 302C No No Yes No
No No No No No 1
High Desert Consortium 322C No No Yes No
No No No No No 1 Clearwater Consortium 610C No No No No No Yes No No 1
State Counts by Indicator 1 2 22 0 0 7 0 11 43
Percentage of Total Count
2.3% 4.7% 51.2% 0% 0% 16.3% 0% 25.6%
Of the 61 secondary recipients, 33 were below the 90% threshold on one or more indicators. The number of local secondary schools that were below the 90% threshold on one or more indicators is given below. School districts that were below 90% of the FAUPL on one (1) indicator = 51 (53, 48, 33) School districts that were below 90% of the FAUPL on two (2) indicators = 25 (25, 16, 15) School districts that were below 90% of the FAUPL on three indicators = 10 (4, 6, 1) School districts that were below 90% of the FAUPL on four (4) or more indicators = 0 (2, 0, 0)
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There were 86 schools that were below 90% on one (1) or more indicators compared to 84, 69 and 49 schools the previous three years. The increase in schools is attributed largely to the increase in schools below 90% of the FAUPL on 2S1-Technical Skill Attainment, 5S1-Placement, and 6S2-Nontraditional Completion. The number of eligible postsecondary recipients that failed to meet 90% of the FAUPL is detailed below.
FY12 Perkins Postsecondary Improvement Plan Summary
1P1 2P1 3P1 4P1 5P1 5P2 Total
Plan Plan Plan Plan Plan Plan <90%
College of Southern Idaho No No No No No No 0
College of Western Idaho No No No No No No 0
Eastern Idaho Technical College No Yes No Yes Yes No 3
Idaho State University No No No No Yes Yes 2 Lewis Clark State College No No No Yes Yes No 2
North Idaho College No No No No Yes Yes 2
State Counts by Indicator 0 1 0 2 4 2 9
Percentage of Total Count
0 11.1%%%%
0 22.2% 44.5% 22.2%
The number of local postsecondary recipients that were below the 90% threshold on one or more indicators is given below. Institutions that were below 90% of the FAUPL on one (1) indicator = 0 (1, 2) Institutions that were below 90% of the FAUPL on two (2) indicators = 3 (0, 1) Institutions that were below 90% of the FAUPL on three or more indicators = 1 (3, 1) The total number of local postsecondary recipients that were below the 90% threshold on one or more indicators was four (4) compared to five (5) for 2011. Review of Accountability Data. Overview of Data System: The State Department of Education is continuing the implementation of a statewide longitudinal data system (SLDS) which was first started during the 2010-11 school year. The reporting requirements for Perkins were not included in the initial development and implementation of the Idaho SLDS. The DPTE has worked with the Idaho Department of Education and their SLDS vendor to develop an application for integrating the PTE reporting and management needs into the SLDS. The beta version is completed and testing will begin as soon as the application is connected to the SLDS. The postsecondary SLDS is currently under development by the State Board of Education with the implementation on a later schedule than the secondary system. Therefore, Idaho is still using program level reports and self-reported data. Secondary enrollment numbers are collected via the Form 10-E, an unduplicated report of participants in each program. Because the numbers are reported in the aggregate we are not able to manipulate the data to provide student level reports. This is our only means of reporting by cluster, therefore, the PTE enrollment by cluster is comprised of participants. Because students sometimes participate in more than one PTE program, the total number of PTE participants reported is often more than the total student enrollment in the school. This is generally the situation at the state level, as well. For the Perkins performance indicators, Idaho uses a series of Excel worksheets to collect the information. For each of the indicators, the school must report on the total number of students and the number who met the standard. This is our only source of information on concentrators. Again,
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because the numbers are reported by program and in the aggregate we are not able to manipulate the data. DPTE’s plan is to integrate PTE into the secondary SLDS. This will provide student level data beginning with the 2013 CAR/EDEN report. The review of the indicators continues below. A. Secondary: At the secondary level 171high schools completed the Perkins Measures report
and reported the following data.
1. 1S1-Academic Attainment in Reading:
The agreed upon performance level for 1S1 is 90.4%. A total of 4,719 of the 4,921 students reported achieved proficiency on the Idaho Standards Achievement Test (ISAT) in Reading. This is a performance rate of 95.9% (96.8% in 2011; 96.1% in 2010).
One (1) school was below 90% of the FAUPL; this school had less than 34 concentrators and was not required to submit an improvement plan.
The statewide performance of two (2) of the sub-indicators was below 90% of the FAUPL. These sub-indicators are: Individuals with disabilities (80.93%), and Migrant (66.67%). The performance on the sub-indicators is detailed below.
Comments: The performance on 1S1 has been very good and consistent over the last three years. The total number of concentrators continues to decline with an 11.4% decrease since 2010. It is speculated this decline is due to general education funding declines along with increased graduation requirements. Integration of academic instruction has been ongoing for over 20 years with nearly 30 PTE courses offered for academic credit toward high school graduation.
2. 1S2-Academic Attainment in Mathematics:
The agreed upon performance level for 1S2 is 88.7.0%. A total of 4557 of the 4923 students reported achieved proficiency on the Idaho Standards Achievement Test (ISAT) in Math. This is a performance rate of 92.57% (94.0% in 2011; 93.7% in 2010).
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Two (2) schools were below 90% of the FAUPL; one (1) schools had less than 34 concentrators; one (1) school was required to submit an improvement plan.
The statewide performance of four (4) of the sub-indicators was below 90% of the FAUPL. These sub-indicators were: Black/African American (74.36%), Individuals with disabilities (75.10%), Limited English Proficient (63.98%), and Migrant (78.57%). The performance on the sub-indicators is detailed below.
Comments: Although there was a slight decline in 2012, the performance on 1S2 has been very good and consistent over the last three years. Math continues to be challenging for several of the special populations. The total number of concentrators continues to decline as was noted in the 1S1 comments. The 2007 Idaho Legislature increased the math requirement for graduation, which took effect for students entering ninth grade in 2012. Since 2007, DPTE has undertaken a series of math projects to provide options for obtaining math credit through PTE courses.
3. 2S1-Technical Skill Attainment:
The agreed upon performance level for 2S1 is 73.0%. A total of 3105 of the 4220 students reported achieved proficiency on a state approved technical skill assessment. This is a performance rate of 73.58% (68.70% in 2011; 71.76% in 2010).
Forty-four (44) schools were below 90% of the FAUPL; thirty-four (34) of these had less than 34 concentrators; ten (10) were required to submit an improvement plan.
The statewide performance of four (4) of the indicators was below 90% of the FAUPL. These sub-indicators were: Two or more races (62.96%), Individuals with disabilities (62.83%), Limited English Proficient (43.52%), and Migrant (33.33%). The performance on the sub-indicators is detailed on the next page.
Comments: The number of secondary PTE concentrators taking a state approved technical skill assessment increased by 15.7% from the previous year and 63.2% over the past two years. Remarkably, the percentage of students passing has remained very consistent during high growth of students taking a TSA. Of the 171 schools reporting, 132 schools reported students taking a TSA and 39 schools reported no students taking a TSA. Schools reporting students taking a TSA comprise 77.2% of the schools (75.4% in 2011; 56.1% in 2010). The number of students taking a TSA represents approximately 89.5% of all secondary PTE concentrators who left school or graduated. A phase-in period indicates that schools will increase the participation rate until the 2012-2013 school year when it will reach 100%.
4. 3S1-School Completion:
The agreed upon performance level for 3S1 is 95.0%. A total of 4664 of the 4715 students reported left school and earned a high school diploma. This is a performance rate of 98.92% (98.05% in 2011; 98.41% in 2010).
Two (2) schools were below 90% of the FAUPL; one (1) school had less than 34 concentrators; one (1) was required to submit an improvement plan.
None of the statewide performance levels of the sub-indicators was below 90% of the FAUPL. The performance on the sub-indicators is detailed below.
Comments: The schools consistently report a high rate of completion and graduation for PTE concentrators; this group being primarily seniors. Students are required to achieve proficient or advanced on the ISAT to qualify for graduation. For senior, special education, and LEP students who have not achieved proficient or higher on the ISAT, a student may demonstrate proficiency through an alternate state assessment or through a locally developed assessment that is approved by the State Board of Education. So, by this time in their high school careers, most students have achieved proficiency through the ISAT or an alternative route to graduation.
5. 4S1-Graduation Rate:
The agreed upon performance level for 4S1 is 90.0%. A total of 4572 of the 4619 students reported were included in the AYP determination for graduation rate and earned a high school diploma. This is a performance rate of 98.98% (basically unchanged from 98.39% in 2011 and 98.53% in 2010).
One (1) school was below 90% of the FAUPL. It had less than 34 concentrators and therefore was not required to submit an improvement plan.
None of the statewide performance levels of the sub-indicators was below standard. The performance on the sub-indicators is detailed below:
Comments: The schools consistently report a high rate of graduation for PTE concentrators; this group being primarily seniors. As detailed in the 3S1 comments, students are required to achieve proficient or advanced on the ISAT to qualify for graduation, or demonstrate proficiency through an alternate state assessment or through a locally developed assessment that is approved by the State Board of
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Education. So, by this time in their high school careers, most students have achieved proficiency through the ISAT or an alternative route to graduation.
6. 5S1-Placement:
The agreed upon performance level for 5S1 is 94.0%. A total of 4501 of the 4798 students reported achieved a positive placement in the second quarter after leaving high school. This is a performance rate of 93.81% (93.29% in 2011; 93.92% in 2010).
Twenty-one (21) schools were below 90% of the FAUPL; seventeen (17) had less than 34 concentrators; four (4) schools were required to submit an improvement plan.
Two sub-indicators were below 90% of the FAUPL. These sub-indicators were: Individuals with disabilities (83.92%) and Single Parents (84.21%). The performance on the sub-indicators is detailed below.
Comments: Idaho’s seasonally adjusted unemployment rate continued falling, dropping to 7 percent in October; the lowest jobless rate in 3½ years. However, the lower unemployment rate was the result of workers leaving the state labor force. While the state unemployment rate dropped a notch, 24 of Idaho’s 44 counties posted higher unemployment rates. The unemployment rate, which has dropped nearly two percentage points since the post-recession high of 8.9 percent in July 2011, remained nearly a full percentage point below the national rate, which raised a tenth to 7.9 percent in October. Employers reported hiring over 17,000 new workers in October, but nearly all of them were due to shifts within the labor pool because of retirements, firings and other separations rather than creation of new jobs. With limited employment opportunities available, many Idahoans are enrolling in postsecondary schools as they train for new careers. This may be one of the reasons that positive placement has remained high for this indicator is that more students are enrolling in postsecondary education and training.
7. 6S1-Non-traditional Participation:
The agreed upon performance level for 6S1 is 25.00%. A total of 22,918 of the 57,176 students reported were enrolled in a state approved PTE program that is
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nontraditional to their gender. This is a performance rate of 40.08% (39.03% in 2011; 37.34% in 2010).
Twelve (12) schools were below 90% of the FAUPL; five (5) of these had less than 34 concentrators; seven (7) schools were required to submit an improvement plan.
The statewide performance of all the sub-indicators was at or above 90% of the FAUPL. The performance on the sub-indicators is detailed below.
Comments: The nontraditional participation is significantly above the negotiated performance level and exceeds the definition for a nontraditional occupation. This is due to four (4) program areas and the enrollment of students designated as nontraditional for that program. The programs are: Health Professions; Agricultural Science & Technology; Family and Consumer Sciences; and Business Technology. While these programs are comprehensive in nature, the CIP code for each program is designated as nontraditional. It is evident from the data that males participate in nontraditional programs at a higher rate than females. This is due to the changing nature of the workforce, especially in manufacturing, with more males pursuing “pink collar” jobs. PTE programs in Idaho are open and accessible to all students who can benefit from enrollment in the program. The list of nontraditional programs is unchanged since 2009.
8. 6S2-Non-traditional Completion:
The agreed upon performance level for 6S2 is 25.00%. A total of 1402 of the 4268 students reported were PTE completers in programs nontraditional to their gender. This is a performance rate of 32.85% (34.03% in 2011; 32.73% in 2010).
Thirty-eight (38) schools were below 90% of the FAUPL; thirty (30) of these had less than 34 concentrators; eight (8) schools were required to submit an improvement plan.
The statewide performance for two (2) of the sub-indicators was below 90% of the FAUPL. These sub-indicators were: Limited English Proficient (20.69%), and Migrant (14.29%). The performance on the sub-indicators is detailed below.
Comments: The nontraditional completion rate is significantly above the negotiated performance level and exceeds the definition for a nontraditional occupation. This is due to the four (4) program areas mentioned in 6S1. As in 6S1, the data shows a significantly higher rate for males than females in nontraditional programs. One of the sub-indicators that fell below 90% of the FAUPL had less than 34 students in the denominator.
B. Postsecondary: At the postsecondary level six (6) institutions completed the Perkins Measures
report and reported the following data.
1. 1P1-Technical Skill Attainment:
The agreed upon performance level for 1P1 is 91.07%. A total of 1315 of the 1459 students reported achieved proficiency on a state approved technical skill assessment. This is a performance rate of 90.13% (92.69% in 2011; 90.1% in 2010).
While three of the institutions were below the FAUPL, no schools were below 90% of the FAUPL.
The statewide performance for four (4) of the sub-indicators was below 90% of the FAUPL. These sub-indicators were: Black/African American (71.43%), Native Hawaiian or Pacific Islander (80.0%), Individuals with disabilities (80.95%), and Limited English Proficient (80.0%). The overall performance by institution is detailed below.
Comments: The Idaho technical college system has made good progress in the implementation of technical skill assessment under the Perkins Act of 2006. The performance of students passing a state approved TSA has been consistent over the past three years with a 90.13% pass rate in 2012. The number of students taking a state approved TSA decreased slightly to 1459 (1709 in 2011; 1289 in 2010). The participation rate varies widely by school with an overall participation rate of 68.34%. The participation rate is calculated using the total students taking a state approved TSA as the numerator and the total number of concentrators who were completers or leavers as the denominator (taken from 2P1 denominator). It is noted here that using the number of PTE concentrators who completed or left and earning a credential, certificate or degree (2P1 numerator) would put the TSA participation rate at or near 100%.
2. 2P1-Credential, Certificate or Diploma:
The agreed upon performance level for 2P1 is 72.90%. A total of 1458 of the 2135 students reported earned an industry-based credential, certificate, or degree during the reporting year. This is a performance rate of 68.29% (72.31% in 2011; 65.6% in 2010).
One (1) school did not meet 90% of the FAUPL and submitted an improvement plan.
The statewide performance for four (4) of the sub-indicators was below 90% of the FAUPL. These sub-indicators were: Male (64.68%), Black/African American (25.0%), Economically Disadvantaged (64.75%), and Limited English Proficient (61.90%). The overall performance by institution is detailed below.
Comments: The number of students earning a certificate or degree during 2012 declined from 1760 to 1458; a 17.16% decrease in students meeting this measure, while the total number of concentrators who completed or left was down 12.28%. The overall performance remained consistent at 68.29% (72.31% in 2011; 65.6% in 2010). Based on conversations with the technical colleges, it is evident that some students are leaving before completing a certificate or for employment. While this
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adversely affects this performance measure, a student obtaining skills that lead to employment is a good thing. These students are historically difficult to track.
3. 3P1-Student Retention or Transfer:
The agreed upon performance level for 3P1 is 71.50%. A total of 1617 of the 2133 students reported were PTE concentrators who (1) remained enrolled in their original institution, or (2) transferred to another 2- or 4-year postsecondary institution, and who were enrolled in the fall of the previous year. This is a performance rate of 75.81% (74.04% in 2011; 67.3% in 2010).
No schools were below 90% of the FAUPL.
The statewide performance for one (1) of the sub-indicators was below 90% of the FAUPL. This sub-indicator was: Native Hawaiian or Pacific Islander (50.00%). The overall performance by institution is detailed below.
Comments: As discussed in 2P1 there was a significant change for this sub-indicator with the numerator decreasing by 18.42% (1982/1617) and the denominator decreasing by 20.32% (2677/2133). The overall performance is above the FAUPL and has been consistent over the last three years. The economic recession has affected student enrollment and retention in postsecondary PTE programs as much of the retention is due to students remaining in school after completion. We have had reports from the institutions that it is often difficult to track students when they leave an institution. Institutions have reported a higher incidence of students leaving prior to completion when they obtain employment. While it is a positive transition to employment, the system is “penalized” for the student not completing or being retained.
4. 4P1-Student Placement:
The agreed upon performance level for 4P1 is 95.00%. A total of 1495 of the 1666 students reported achieved a positive placement or transition in the second quarter after leaving postsecondary education. This is a performance rate of 89.74% (89.01% in 2011; 89.9% in 2010).
Two (2) schools did not meet 90% of the FAUPL and were required to submit an improvement plan.
The statewide performance of six (6) of the sub-indicators was below 90% of the FAUPL. These sub-indicators were: Asian (64.71%); Two or More Races (27.27%); Individuals with Disabilities (77.55%); Economically Disadvantaged (78.98%); Single Parent (81.40%); and Limited English Proficient (62.50). The overall performance by institution is detailed on the next page.
Comments: The number of completers who were followed up increased 28.95% (1292/1666) from the 2011 report. Idaho PTE has historically had a placement rate well above 90% which resulted in the FAUPL being set at 95% for 2012. The effects of the recession have resulted in the Idaho PTE placement rates to drop below 90% for the third consecutive year. Despite weak employment opportunities, the DPTE was pleased the performance on 4P1 has remained near the 90% level during this difficult period. Like many rural states, the Idaho work force has had a mixed year with the population centers rebounding sooner than the rural areas. As discussed in 5S1, Idaho’s seasonally adjusted unemployment rate fell to 7 percent in October; the lowest jobless rate in 3½ years. While the state unemployment rate dropped a notch, 24 of Idaho’s 44 counties posted higher unemployment rates. Employers reported hiring over 17,000 new workers in October, but nearly all of them were due to shifts within the labor pool because of retirements, firings and other separations rather than creation of new jobs. With limited employment opportunities available, many Idahoans are enrolling in postsecondary schools as they train for new careers. This may be one of the reasons that positive placement has remained high for this indicator is that more students are enrolling in postsecondary education and training.
5. 5P1-NonTraditional Participation:
The agreed upon performance level for 5P1 is 18.00%. A total of 1073 of the 6520 students reported were enrolled in a state approved PTE program that is nontraditional to their gender. This is a performance rate of 16.46% (16.40% in 2011; 17.9% in 2010).
Four (4) schools did not meet 90% of the FAUPL and were required to submit an improvement plan.
The statewide performance of eight (8) of the sub-indicators was below 90% of the FAUPL. These sub-indicators were: Male (14.39%); Hispanic (15.56%); White (15.69%); Two or More Races (16.00%); Individuals with Disabilities (12.80%); Economically Disadvantaged (13.91%); Single Parent (15.74%); and Limited English Proficient (11.54%). The overall performance by institution is detailed below.
Comments: The total number of students enrolled in nontraditional programs and the number of nontraditional students declined by over 8% from 2011. The performance level remained consistent at 16.46%. This researcher finds nontraditional to be an odd performance measure for Idaho. For example, 12,127 registered nurses were employed in Idaho during 2012; 4% of the registered nurse’s being male. Of the 4,131 automotive technicians employed in Idaho, the number of females is so low the Department of Labor reports it as 0%. Any psychologist or career counselor will tell you that gender and cultural influence impacts the occupation a person chooses to pursue. According to this performance measure this is a problem that needs to be corrected. PTE programs in Idaho are open and accessible to all students who can benefit regardless of gender, race, etc. It is interesting that Perkins recipients are held to a performance level for gender-based enrollment that is two or three times the actual level in the workplace. Idaho PTE will continue to monitor this performance level and provide open access to all students, regardless of their gender, race, etc.
6. 5P2-NonTraditional Completion:
The agreed upon performance level for 5P2 is 14.11%. A total of 225 of the 1418 students reported were PTE completers in programs nontraditional to their gender. This is a performance rate of 15.87% (12.74% in 2011; 13.1% in 2010).
Two (2) schools did not meet 90% of the FAUPL and were required to submit an improvement plan.
The statewide performance of one (1) of the sub-indicators was below 90% of the FAUPL. This sub-indicator was: Male (9.45%). The overall performance by institution is detailed below.
Comments: The number of nontraditional completers was virtually unchanged (225/224) while the total student enrollment in nontraditional programs declined increased 19.34% (1758/1418) from the 2011 report. This decline in the denominator helped increase the performance level by more than three (3) percentage points. Idaho has performed adequately with the nontraditional indicators for the past several years and we will continue to emphasize access to any and all persons that can benefit from training and education.