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CALIFORNIA
DEPARTMENT OF EDUCATION
Jack O’Connell, State Superintendent of Public Instruction
Jack O’Connell, State Superintendent of Public Instruction
California
Department of Educat=
ion
Presented by:
Russ Weikle, Consultant
rweikle@cde.ca.go= v
Presented by:
Russ Weikle, Consultant
rweikle@cde.ca.go= v
State Plan Develo=
pment
![](3D"master03_image003.gif")
JACK
O’CONNELL
State Superintendent
of Public Instruction=
State Superintendent
of Public Instruction=
2
A Plan to Improve
CTE in California
CTE in California
“It=
is
very clear that the JACCTE desires us to develop a comprehensive
State-wide plan for Career Technical Education not just=
a
plan for the implementation of the Perkins Act”
<=
/span>
•<=
/span>
•Patr=
ick
Ainsworth
JACK
O’CONNELL
State Superintendent
of Public Instruction=
State Superintendent
of Public Instruction=
3
Vision
•Career Technical Education will be a primary purpose of the California education system, K-16 and beyond, promoting the state’s =
economic development, and providing =
students with the world-class knowledge and skills necessary to become successful and <=
/span>contributing members of society.
•<=
/span>Career Technical Education will engage every student in high-quality, rigorous, and relevant educational pathways and programs, <=
span
style=3D'position:absolute;top:72.75%;left:25.65%;width:76.96%;height:5.25=
%'>developed in partnership with business and =
industry, promoting creativity and innovation, allowing students to turn their passion into a paycheck.
JACK
O’CONNELL
State Superintendent
of Public Instruction=
State Superintendent
of Public Instruction=
4
Mission
•The mission of California’s Career Technical Education system is to provide industry-linked programs and services that enable all individuals to reach their career goals in order to achieve a high quality lifestyle, to be competitive in the global market-place, and to sustain California’s economic =
dominance.
JACK
O’CONNELL
State Superintendent
of Public Instruction=
State Superintendent
of Public Instruction=
5
![](3D"slide0214_image004.gif")
State Plan
CTE Mission vision=
&
Guiding Principles=
Statewide Needs=
3;
Assessment<=
/div>
Perkins IV
![](3D"slide0214_image005.gif")
![](3D"slide0214_image006.gif")
![](3D"slide0214_image007.gif")
State Plan
For CTE
JACCTE
![](3D"slide0214_image008.gif")
Joint CDE/COCCC=
3;
State Plan Steerin=
g
Committee
![](3D"slide0214_image009.gif")
CTE Resource
<=
/span>
Group
![](3D"slide0214_image010.gif")
Field Review
JACK
O’CONNELL
State Superintendent
of Public Instruction=
State Superintendent
of Public Instruction=
6
Perkins Requirements
•Perkins IV=
is
only a starting point States can
set additional requirements
•T=
he
Act:
–E=
stablishes
Programs of Study
–Allows for the inclusion of Tech Prep funds into the basic grant
–P=
rovides
an option to create a 10% reserve fund
–I=
ncreases
accountability
JACK
O’CONNELL
State Superintendent
of Public Instruction=
State Superintendent
of Public Instruction=
7
Programs of Study
•<=
/span>Identify and address current or emerging occupational opportunities
•<=
/span>Build on Tech Prep, career clusters, career pathways, career academies
•<=
/span>Developed by the State in consultation with locals
•<=
/span>Includes elements of Secondary & postsecondary education
•<=
/span>In a non-duplicative sequence that is coherent and rigorous
JACK
O’CONNELL
State Superintendent
of Public Instruction=
State Superintendent
of Public Instruction=
8
Programs of Study
•<=
/span>May provide opportunities for dual/concurrent enrollment in postsecondary program
•AND lead t=
o an
industry-recognized creden=
tial,
certificate, or an associate or baccalaureate
degree
•Locals must offer the required courses of at least one Program of Study (State may require more)
<=
span
style=3D'font-size:88%;visibility:hidden'>•
JACK
O’CONNELL
State Superintendent
of Public Instruction=
State Superintendent
of Public Instruction=
9
Questions
•Should the requirement=
s of
the Programs of Study be limited to the Act or expa=
nded
to include additional elements?
•Should the State set a
requirement for additional Programs of Study?
•What process should be
used for the development of Programs of Study?
JACK
O’CONNELL
State Superintendent
of Public Instruction=
State Superintendent
of Public Instruction=
10
Tech Prep
•The Act now allows sta=
tes
to consolidate all or a portion of, the Tech
Prep funds
•Consolidated funds sha=
ll
become part of the basic grant
•This means Tech Prep w=
ould
no longer have a separate funding stream
JACK
O’CONNELL
State Superintendent
of Public Instruction=
State Superintendent
of Public Instruction=
11
Tech Prep continued
•If the State does not
choose to consolidate the Tech Prep funds into
the basic grant, there are new accountability requireme=
nts applied
to the Tech Prep consortia
•This is a critical
decision that must be made
JACK
O’CONNELL
State Superintendent
of Public Instruction=
State Superintendent
of Public Instruction=
12
10% Reserve
=
226;States
may reserve not more than 10 percent to be distributed in an =
alternate
manner to:
&=
#8211;Rural
areas
=
211;Areas
with high percentages of CTE students
–Areas
with high number of CTE students
JACK
O’CONNELL
State Superintendent
of Public Instruction=
State Superintendent
of Public Instruction=
13
10% Reserve continued
•Should the State est=
ablish
a 10% reserve fund?
•If the State establi=
shes a
reserve of 10% how would these funds be used?
JACK
O’CONNELL
State Superintendent
of Public Instruction=
State Superintendent
of Public Instruction=
14
Increased Accountability
•Separate secondary and
post-secondary indicators
•Must be valid and reli=
able
measures
•Aligned with NCLB
=
•New tech prep indicators
•More specific improvem=
ents
plan
•Sanction language
JACK
O’CONNELL
State Superintendent
of Public Instruction=
State Superintendent
of Public Instruction=
15
Secondary Core Indicators
&#=
8226;1S1
- Academic Attainment,
<=
span
style=3D'font-size:86%'>–Reading La=
nguage
Arts
&#=
8226;1S2
- Academic Attainment,
<=
span
style=3D'font-size:86%'>–Mathematic=
s
&#=
8226;2S1
– Technical Skills Attainment
&#=
8226;3S1
- Secondary School Diploma
JACK
O’CONNELL
State Superintendent
of Public Instruction=
State Superintendent
of Public Instruction=
16
Secondary Core Indicators
&#=
8226;4S1
– Student Graduation Rates
&#=
8226;5S1
– Secondary Placement
&#=
8226;6S1
– Nontraditional Participation
&#=
8226;6S2
– Nontraditional Completion
JACK
O’CONNELL
State Superintendent
of Public Instruction=
State Superintendent
of Public Instruction=
17
Adult Core Indicators
&#=
8226;1A1
– Technical Skill Attainment
&#=
8226;2A1
– GED
&#=
8226;2A2
– Completion
&#=
8226;3A1
– Retention
&#=
8226;4A1
– Student Placement
&#=
8226;5A1
– Nontraditional Participation
&#=
8226;5A2
– Nontraditional Completion
JACK
O’CONNELL
State Superintendent
of Public Instruction=
State Superintendent
of Public Instruction=
18
Negotiations
![](3D"slide0181_image012.jpg")
•States required to ‘negotiate’ performance levels with all loc=
al recipients