An Overview of New Federal CTE Law. Kimberly Green, Executive Director Advance CTE July 27, 2018

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1 An Overview of New Federal CTE Law Kimberly Green, Executive Director Advance CTE July 27, 2018

2 Agenda How did we get here? What is the same? What is different? When do things begin? New leadership $ Resources & Next Steps

3 How did we get here? 2012 Perkins IV Ends Obama Blueprint Released 2014 Workforce Innovation and Opportunity Act signed into Law 2015 Every Student Succeeds Act signed into law Hearings on Perkins Senate bipartisan principles introduced

4 How did we get here? 2016 House introduces H.R Approved 405 to 5 in September 2017 New Administration, New Congress May Introduces H.R June Approved by voice vote 2018 Spring Senate on different paths April White House Dinner June Mark Up July New law

5 Last minute changes.

6 What do we call this thing? Strengthening Career and Technical Education for the 21 st Century Act #NOTSCATEA #PerkinsV

7 Influences If its not broke, don t fix it Skills gap Alignment with WIOA & ESSA House Business community White House Mid-term election strategy

8 Business voices

9 Business voices

10 White House

11 Influences If it s not broke, don t fix it! Business community interest Skills gap Alignment with WIOA and ESSA House pressure White House pressure Mid-term election strategy

12 What we avoided Competitive grants Mandatory consortia Vouchers/turning it into an individual benefit program Allowing non-accredited institutions to get Perkins funding Merger into ESSA or WIOA

13 When politics intervene Lots of new definitions, defined processes Primary issue not CTE improvement but Secretarial authority Republicans: new prohibitions no negotiations on performance targets with Secretary Democrats: Protections for special populations Process and prescription to create guardrails for states and locals accountable to the public/stakeholders

14 Key Updates on Definitions 55 definitions total, current law has 34 New definitions linked to WIOA New definitions linked to ESSA Other important new/ updated definitions

15 What is the same For the most part, the law s purpose Current governance structure maintained Three funding streams remain: Title I Basic State Grant Section 114 National Activities Section 117 Tribally Controlled Postsecondary CTE Institutions Funding formulas and minimal allocations Who gets $ 6-year authorization period

16 What is different Authorization levels Hold harmless Maintenance of effort Accountability Plan requirements Local needs assessment Uses of funds

17 Authorization Levels Bill provides for a 6-year authorization $1,229,568,538 for FY 2019 $1,246,782,498 for FY 2020 $1,264,237,452 for FY 2021 $1,281,936,777 for FY 2022 $1,299,883,892 for FY 2023 $1,318,082,266 for FY 2024 Increase is about 10.5% over the course of the Act above current funding levels ($1.192 billion)

18 Hold Harmless New provisions that replace current law Hold Harmless New baseline or foundational grant at FY18 levels If funding is reduced, ratable reduction for all states If funding is increased, same distribution as current law

19 Maintenance of Effort Similar to House bill with one major difference Allows states to reset their baseline once Baseline adjustment must be not less than 95% of current baseline Expanded language about what, if the eligible agency chooses, can be left out of the calculation of MOE

20 In-State Distribution 10% for state leadership Expansion of correctional institutions set aside from 1% to 2% (of total state grant) $60,000 - $150,000 for non trad 0.1% to $50,000 on recruitment of special pops to CTE 5% for state administration $250,000 for small states 15% (up from 10%) for reserve fund

21 Accountability: Who Is Included Secondary CTE Concentrator Definition: a student served by an eligible recipient who has completed at least two courses in a single career and technical education program or program of study

22 Accountability: Secondary Indicators Graduation rate Academic Attainment Placement in the 2 nd quarter after exit in postsecondary education or advanced training, military service, national service program, or employment Percentage of concentrators in programs that lead to non-traditional fields

23 Accountability: Secondary Indicators Not less than one indicator of program quality: Attainment of recognized postsecondary credentials Attainment of postsecondary credit in the CTE program Participation in work-based learning Optional additional quality indicator: Any other measure that is statewide, valid, and reliable, and comparable

24 Accountability: Who Is Included Postsecondary CTE Concentrator Definition: a student enrolled in an eligible recipient who has: earned at least 12 cumulative credits within a career and technical education program or program of study; or completed such a program if the program encompasses fewer than 12 credits or the equivalent in total.

25 Accountability: Postsecondary Indicators Placement in the 2 nd quarter after completion in education or training activities, advanced training, military service, national service program or employment Attainment of a recognized postsecondary credential Percentage of concentrators in programs that lead to non-traditional fields

26 Accountability: Process for Setting Targets States no longer negotiate performance levels with the Secretary Eligible agencies consult with stakeholders to develop State Determined Levels of Performance All four years of targets included in state plan Secretary still has authority to approve performance levels as part of the state plan approval process

27 Accountability: State Determined Levels of Performance Requirements 6 in total, 2 similar to current law: Expressed in numerical or percentage form States must continually make progress toward improving the performance of all career and technical education students, including subpopulations 4 new: Subject to up to a 60-day public comment process Take into account how levels compare to other states AND consider characteristics of actual (vs anticipated) concentrators when they enter the program If adjusted, be higher than average of two most recently completed program years Take into account how levels advance state plan goals

28 Accountability: Revising State Determined Levels of Performance Adjustments can be made prior to third year OR In the case of unanticipated circumstances but not during an improvement plan Must still meet all six of the requirements for state determined levels of performance, including public comment

29 Accountability: Improvement Plans & Sanctions Improvement plan - miss 90% of performance target Sanction - missing 90% of targets or failing to improve for 2 consecutive years after going into improvement NEW: Cannot change performance target when under such an improvement plan.

30 State and Local Reporting Far more robust requirements By core indictor, by subgroup, and subpopulation By core indicator and CTE program or program of study; if that is not practical, then by Career Clusters Identify and quantify disparities or gaps in performance

31 State Plan More expanded consultation language with specific groups, and new 30-day public comment period Governor consultation and sign-off expanded 14 plan elements instead of 20, but many are extensive

32 State Plan Development/ Submission Develop a 4-year state plan in consultation with stakeholders (defined in section 122(a)(c)(1)). Meet with the Governor during state plan development. Consultation from other State agencies with CTE authority. State determined performance targets out for up to a 60-day public comment (section 113(b)(3)(B)). Respond to public comments; incorporate into state plan. State plan out for 30-day public comment. Finalize your state plan. Meet with Governor prior to state plan submission. Required meeting with Governor. State processes for plan approval (state board, etc.) (Sections 122(c)(1)(2)(3) Submit plan to U.S. Department of Education; Secretary approves or disapproves plan within 120 days of submission.

33 State Leadership - Required Support for preparation for non-traditional fields in current and emerging professions and programs for special populations Support for individuals in State institutions Support for recruiting, preparing, or retaining of CTE instructional personnel Support for technical assistance for eligible recipients Report on the effectiveness of funds in achieving goals

34 State Leadership - Permissive 25 items on the list of permissible uses of funds Last use of funds is a catch all. other State leadership activities that improve career and technical education

35 Local Application Contents Must 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 Activities for special populations Work-based learning opportunities

36 Local Application Contents Programs providing an opportunity for students to gain postsecondary credit while still in high school How the eligible recipient will coordinate with the state and postsecondary educational institutions to support the educator recruitment, preparation, retention, and training How the eligible recipient will address disparities or gaps in performance among subpopulations

37 Needs Assessment When initially submitting local application and then at least once every two years List of groups to consult with for needs assessment and continued consultation as determined by the eligible agency Key areas Student performance (including subpopulations) Size, scope and quality of programs Labor market alignment Programs/Programs of study implementation progress Improving educator recruitment, retention and training Strategies for special populations

38 Local Uses of Funds 5% for admin New requirement that funds must be used to develop, coordinate, implement, or improve CTE programs to meet the needs identified in the comprehensive needs assessment Maintains that funds must support CTE programs that are of sufficient size, scope, and quality to be effective

39 Local Uses of Funds 1. Provide career exploration and career development activities (6 uses) 2. Provide professional development for educators (9 uses) 3. Provide the skills necessary for students to pursue high skill, high wage or in-demand occupations or sectors; provide support to reduce or eliminate out-of-pocket expenses for special populations participating in CTE (2 uses) 4. Support the integration of academics into CTE (2 uses) 5. Support implementation of programs resulting in increased student achievement (20 uses) 6. Evaluation activities

40 National Activities IES Director is given significant role National assessment significantly revised No specific national research center required Department must still conduct and disseminate research and evaluation through grants New competitive innovation and modernization fund grant

41 Title II/III Below 7 th grade restriction lifted replaced with middle grades New GAO Study on Programs of Study aligned to high-skill, high-wage occupations Amendments to Wagner-Peyser

42 When do things begin? Transition plan July June year state plan PY1: July 1, June 30, 2021 PY2: July June 2022 PY3: July June 2023 PY4: July June 2024 Second 4-year state plan or annual revisions after June 2024

43 Resources Stay informed: Learning that works blog: blog.careertech.org Get involved:

44 The Learning that Works Resource Center The Learning that Works Resource Center is a repository of high-quality reports, policies and tools to advance CTE and career readiness resource-center 44

45 Thank you!

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