Program Audit Tool. Career and Technical Education (CTE)

Transcription

1 Program Audit Tool Career and Technical Education (CTE)

2 Introduction The Program Audit Tools were developed to assist local education agencies (LEA) with understanding program requirements, reviewing internal controls, and ensuring that appropriate documentation exists to support program and funding compliance for various federal and state programs. The tools also assist new program directors in outlining program requirements. The indicators outlined in these tools are cited in the following sources: Federal and State Statute Program Guidelines Program-Specific Funding Applications Program-Specific Provisions and Assurances Performance-Based Monitoring and Interventions Texas Education Agency s State Program Plans Depending on the program requirements, the tools include the following sections, where applicable: Board Policy/Action Personnel Financial Management Program Requirements Program Coordination Parent Involvement Parent Notification Public Information Data/Reports Documentation Student Services Professional Development Program Evaluation Private Schools The tools are designed for program administrators and other key personnel to gather data and internally identify whether the LEA is meeting the requirements, how the requirements are being met, and potential areas for improvement. The review should include a team of individuals connected to the program, rather than single program contacts, to facilitate collaborative involvement in the review and refinement processes. The LEA may also consider external support to facilitate discussions. Prior to conducting individual program reviews, staff members should be provided with a copy of their respective program tools. Sections of the tool may then be assigned to staff members to gather data related to their indicators. When the team convenes, members work together to review each section, identify the data that supports compliance, and ultimately use the results of the program audit to refine the effectiveness of the program in supporting student achievement Education Service Center, Region 20 1 products@esc20.net

3 Board Policy/Action The board of trustees of a school district may conduct and supervise career and technical education classes and other educational programs for students and for other persons of all ages and spend local maintenance funds for the cost of those classes and programs. In developing a career and technical education program, the board of trustees shall consider the state plan for career and technical education required under Section CONTRACTS WITH OTHER SCHOOLS FOR CAREER AND TECHNICAL EDUCATION CLASSES. (a) The board of trustees of a school district may contract with another school district or with a public or private postsecondary educational institution or trade or technical school that is regulated by this state, as designated in the state plan for career and technical education required under Section , to provide career and technical education classes for students in the district. (b) A student who attends career and technical education classes at another school under a contract authorized by Subsection (a) is included in the average daily attendance of the district in which the student is regularly enrolled. The LEA has policies and procedures for ensuring that all allocated funds are expended each year. The district has adopted policies, grievance procedures, and public notifications assuring nondiscriminatory access of all students to CTE programs. General Public Information The LEA must make available to parents of students with disabilities and to the general public all documents relating to the eligibility of the LEA under the IDEA. The findings and decisions of a special education due process hearing officer or court must: a. Be made available to the public consistent with the requirements of confidentiality of data, information, and records; and b. Be transmitted to the State advisory panel. CTE program information documents, counseling materials, and recruiting materials and activities include a statement of nondiscrimination indicating that CTE programs do not discriminate or stereotype persons on the basis of gender, race, color, national origin, or disability and materials. General 2008 Education Service Center, Region 20 2 products@esc20.net

4 Financial Management Perkins funding is utilized consistent with activities approved in the district s local plan. The LEA leverages Perkins funds and state weighted funds with other funding streams and resources to support CTE program implementation and improvement. At least 90% of the district s CTE state allotment is spent to support CTE courses with Program Intent Code 22 (reserved for courses eligible for CTE contact hour funding). (10% indirect cost limit) The LEA has a fiscal management system in place for ensuring the proper expenditure and reporting of Perkins funds. Local accounting and reporting procedures meet state requirements for uniformity and accuracy. The LEA has a fiscal management system in place to utilize reallocated Perkins funds. The LEA has a fiscal management system in place for ensuring the proper expenditure and reporting of state weighted CTE funds. The LEA has a valid and reliable method for reporting accurate PEIMS data that affects funding allocations. The LEA has the capacity to prepare and submit financial reports that are both accurate and reliable. The LEA promotes business and industry partnerships to offer scholarships and other financial supports for CTE programs and students, including participation in Career and Technical Student Organization (CTSO) leadership activities. The LEA uses its Perkins funds to provide CTE programs that integrate academic and technical instruction to improve student learning; The LEA Perkins budget is appropriate from both an accounting, as well as intended use perspective. The LEA annually submits its local application, amendments, and reallocations in a timely manner. The LEA uses the local application as a vehicle for determining funding priorities and implementing proposed activities. The LEA completes its local application to ensure a full understanding of the required use of funds including an effective definition of the size, scope, and quality of the CTE district program services/activities. The district maintains current and accurate attendance records used as the basis for funding allocation. Perkins funding is to be used to supplement, not supplant non-federal funding for CTE and is used solely to improve CTE programs as identified in the Perkins egrant Administrative 2008 Education Service Center, Region 20 3 products@esc20.net

5 Guidelines for CTE. Perkins expenditures are consistent with requirements and allowances and are documented in fiscal records, which must be retained for 5 years. General Program Access Annual Public Notification - Prior to the beginning of each school year, the LEA advises students, parents, employees, and the general public that all opportunities in CTE programs will be offered without regard to race, color, national origin, sex, or disability. The LEA designates at least one employee to coordinate its efforts to comply with and carry out its responsibilities under Section 504, Title II, and Title IX. The LEA notifies students and employees of the name, office address, and telephone number of the designated employee(s). This person(s) is aware of his/her responsibilities and has the training necessary to perform the responsibilities. A LEA takes continuous steps to notify participants, beneficiaries, applicants, parents, employees (including those with impaired vision or hearing), and unions or professional organizations holding collective bargaining or professional agreements with the LEA that it does not discriminate on the basis of race, color, national origin, sex, or disability. A statement of nondiscrimination is included on publications and other materials that are distributed to students, applicants, and employees. The LEA has adopted and distributed grievance procedures for CTE and other programs to resolve alleged discrimination complaints as required under Title IX and Section 504. Grievance procedures are available to any individual or class of individuals who feel they have been discriminated against. Grievance procedures for employees and students include a nondiscrimination statement based on race, color, national origin, sex, and disability. CTE programs are evaluated annually to determine that the size, scope, quality, and effectiveness are sufficient to meet the needs of students and that programs are in compliance with state and federal assessment requirements. The LEA maintains records of compliance activities as required under Title VI, Title IX, Section 504, and the Americans with Disabilities Act (ADA). The LEA maintains records of compliance activities as required under Title VI, Title IX, Section 504 and the ADA. All facilities housing programs are located at sites that are readily accessible to persons who are mobility impaired Education Service Center, Region 20 4 products@esc20.net

6 The LEA provides changing rooms, showers, and other restroom facilities for CTE students of one sex that are comparable to those provided to students of the other sex. This may be accomplished by alternating the use of the same facilities or by providing separate, comparable facilities. The LEA provides access to CTE programs to disabled persons that need related aids or services in accordance with the students IEPs and/or Section 504 accommodation plans. The LEA does not deny access to CTE programs to national-origin minority persons with limited English language skills on the grounds that the student cannot participate in and benefit from CTE instruction to the same extent as a student whose primary language is English. Steps are taken to ensure that CTE programs are open to these students and that services are available. All CTE facilities housing programs are located at sites that are readily accessible to both minority and non-minority communities; facilities or programs are not identified as being for non-minority or minority persons; and equal access is provided without regard to race, color, national origin, sex,or disability. The LEA does not discriminate in its admission practices on the basis of limited English language skills. The LEA operating a secondary CTE program identifies applicants with limited English language skills and assesses their ability to participate in CTE. Steps are taken to ensure CTE programs are open to these students and that language support services are available. The LEA ensures that introductory, preliminary, or exploratory courses are not established as prerequisite for admission to a CTE program unless the course has been and is available to all students without regard to race, color, national origin, sex, or disability. The LEA does not exclude a woman from admission to or participation in any program on the basis of pregnancy nor treat a temporary disability due to pregnancy differently from any other temporary disabilities. The LEA does not judge candidates for admission to programs, activities, or services on the basis of criteria that have the effect of disproportionately excluding persons of a particular race, color, national origin, sex, or disability. If such disproportionate exclusion occurs, the criteria or standards must be validated as essential to participation. The LEA does not develop, sponsor, or engage in recruiting or counseling activities, including the development or dissemination of materials, that discriminate against or stereotype persons on the basis of sex, race, color, national origin, or disability. Where recruitment activities involve the presentation or portrayal of CTE opportunities, the curricula and program described cover a broad range of occupational opportunities and are not limited on the basis of sex, race, color, national origin, or disability to potential students for whom the presentation is made. If an LEA s service area contains a community of national-origin minority persons with limited English language skills, any promotional materials are disseminated to the nationalorigin community in its own language. The LEA ensures that counselors or other staff that counsel students do not direct or urge any student to enroll in a particular program on the basis of race, color, national origin, sex, 2008 Education Service Center, Region 20 5 products@esc20.net

7 or disability. The LEA also ensures that counselors can effectively communicate with limited English proficient students and with students with sensory impairments. The LEA ensures that, when a student with a disability who qualifies for special education services is considered for placement in CTE courses, the Admission, Review, and Dismissal (ARD) committee includes all required staff. Facilities for students with disabilities and the services and activities provided therein are comparable to the other facilities, services, and activities of the LEA. Students with disabilities are not excluded from vocational, career, or academic programs, or courses, services, or activities due to equipment barriers or because necessary related aids and services or auxiliary aids are not available. Students in a program who are visually impaired, hearing impaired, and/or speech impaired have the opportunity to receive and present communication in a manner that is appropriate and effective. In addition, the LEA ensures that counseling services are provided to such students. Communications with applicants and members of the public with disabilities are as effective as communications with others. In addition, communication support is provided in a manner that enables people with disabilities to participate on an equal basis with all others, unless to do so would result in a fundamental alteration in the nature of a service, program, or activity or an undue financial or administrative burden. Signage is provided at all entrances to an LEA s facilities that direct users to an accessible entrance or to a location at which they can obtain information about accessible facilities. In compliance with the ADA, signage is appropriately placed for parking areas, exits, elevators, restrooms, classrooms, and stairways. Membership in CTE student organizations operated, administered, or sponsored by the LEA are available to all students in the instructional program without regard to sex, race, color, national origin, or disability. The LEA makes opportunities available to students in work-study, career preparation education, and job placement programs without regard to race, color, national origin, or disability and does not enter into any arrangement with an agency, union, business, or other sponsor that discriminates against the LEA s students on the basis of sex, race, color, national origin, or disability in recruitment, hiring, placement, assignment to work tasks, hours of employment, levels of responsibility, or pay. The LEA ensures that students in protected groups do not drop out of CTE programs before completion due to unequal treatment or because of a lack of services to meet language- or disability-related needs. The LEA s employment and promotion practices and procedures are free from discrimination against CTE employees or applicants on the basis of race, color, national origin, sex, disability, or age. The LEA establishes and maintains faculty salary scales and policies based upon the conditions and responsibilities of employment without regard to race, color, national origin, age, sex, or disability Education Service Center, Region 20 6 products@esc20.net

8 The LEA has addressed harassment allegations based on race, sex, and/or disability. General Personnel The LEA assures that qualified and highly effective CTE teachers are recruited, developed, and retained. The LEA plays a significant role in building the capacity of staff through comprehensive professional development and technical assistance activities. The district follows TEC (b) for the recognition of work experience as creditable years of service for certain CTE teachers. Local counseling activities support TEC , Public Education CTE Goals and the State Plan for CTE. District employment and compensation policies and practices are free from discrimination against CTE employees or applicants on the basis of race, color, national origin, sex, disability, or age. A comprehensive system of personnel development ensures that all personnel involved in CTE programs are appropriately and adequately prepared to make appropriate decisions regarding CTE program implementation and improvement. General Data/Evaluation The LEA uses the local application/plan as a tool for evaluating and reporting data indicative of program effectiveness. The LEA uses multiple strategies, including its accountability data, to assure equal access and full participation of special populations in CTE programs. The LEA uses multiple strategies, including its performance-based data, to assess and address the needs of special populations in CTE. The LEA evaluates data for special populations to assure that programs and services are working successfully to raise student performance levels. The LEA effectively uses automated processes for the submission of PEIMS data and the 2008 Education Service Center, Region 20 7 products@esc20.net

9 local application/plan. Student 410 PEIMS records are created only for enrollment in CTE courses eligible for contact hour funding (including innovative courses approved by TEA). The LEA assesses PBM data reports and follow-up data as available to guide local application planning and improvement strategies. The LEA uses follow-up data to assess CTE student participation (including placement, retention, and completion) in postsecondary education and/or work. The LEA complements Perkins accountability data with PBM, OCR, and other quantitative and qualitative data to assess student performance and make informed decisions. The LEA evaluates demographic data from year to year, with a focus on eliminating achievement gaps. The LEA has implemented quality control procedures for ascertaining the validity, reliability, and completeness of data reported to the TEA. The LEA reviews labor market data and workforce trends to implement programs that provide students with technical knowledge and skills essential for high skill, high wage careers. The LEA uses its accountability data to implement continuous improvement activities, including promoting programs that lead to nontraditional training and employment. The LEA reviews its Perkins accountability results in the local application, and uses CTE student performance data to drive goals, strategies, and continuous improvement. All students reported for CTE contact hour funding are in grades 9-12 (or 7-12 for students enrolled in CTE for Students with Disabilities CTED). Changes in student schedules (enrollment, withdrawal, suspension, transfer to homebound services, etc.) are correctly reported in PEIMS. The number of contact hours reported does not exceed 3 per individual CTE course (1-3 based on course) and 6 total hours per student. Students are not reported for CTE contact hours for participating one hour in a two-hour course or two hours in a three-hour course. Student 110 PEIMS records reflect correct reporting of the CTE Indicator Code (code table C142 0, 1, 2, 3). Student 410 PEIMS records reflect correct reporting of the CTE enrollment (C022 CTE courses). Correct service ID codes (code table CO22) are reported on student 170 PEIMS records. Student 410 PEIMS records correctly report eligible attendance-generating CTE contact hours (V1, V2, V3). Student 415 PEIMS records correctly reflect CTE completion data for grades 9-12 students who complete one or more CTE courses Education Service Center, Region 20 8 products@esc20.net

10 CTE programs reflect the district s overall composition for ethnic groups, males/females, and individuals with disabilities. The LEA annually evaluates its student performance data and provides ongoing, systematic, objective, evaluation of CTE programs. The LEA has developed a comprehensive strategy for annual CTE program evaluations. CTE programs are developed, operated, and evaluated with involvement of well-informed stakeholder groups. General Program Requirements The LEA has a clearly articulated mission for CTE that is consistent with the State Plan; a consolidated set of policies and procedures exist for translating the vision into action. The LEA has established effective working relationships between and among secondary and postsecondary institutions. The LEA has established collaborative linkages with local business and industry partners involved in workforce preparation. CTE programs are sufficient in size, scope, and quality to be effective, including industry safety standards. CTE Career Preparation courses span the entire year and include work-based training experiences coordinated with classroom instruction. CTE programs integrate academic and technical skill attainment through coherent course sequences. CTE programs are developed, operated, and evaluated with involvement of well-informed stakeholder groups. The appropriate labs, resources, and technology are provided and there is instruction in 100% of the TEKS for all CTE courses offered. CTE enrollment is open to all students without regard to race, color, national origin, gender, disability, or English language skills, including membership in Career and Technical Student Organizations. The district meets the TAC 74.3(2)(I) requirement of offering at least three CTE programs of study in three different career clusters. Each student participating in a CTE course with paid work-based learning experiences meets placement deadlines, training requirements, and Child Labor Laws Education Service Center, Region 20 9 products@esc20.net

11 A written training agreement is on file, including being completed within required timelines, for each student in a CTE course with work-based learning experiences. All students enrolled in CTE classes with a paid work-based learning component are at least 16 years old. CTE teachers assigned to career preparation work-based learning experiences visit student training sites a minimum of 6 times per year or at least 1 time per grading period. Students enrolled in CTE independent study courses meet the requirements for project plans, classroom instruction, and project evaluation. All TAC requirements have been met for students enrolled in CTE dual credit courses. The LEA evaluates student performance according to sex, ethnicity, and special population categories. The LEA promotes collaboration across programs serving special populations to better meet the needs of students in CTE programs. The LEA uses its CTE funds to support innovative programs to raise the performance of CTE special populations students. The LEA has strategies to assure that special populations are receiving appropriate support services to enable them to fully participate in and benefit from CTE programs. The LEA uses completion/graduation rates to assess academic attainment of CTE students. The LEA has mechanisms in place to ensure the smooth transition of special populations from secondary programs to postsecondary education and the workplace. The LEA provides opportunities, as appropriate, for student attainment of advanced industry certifications and licensures. General Tech Prep/Advanced Technical Credit Requirements The LEA s Tech Prep program functions as an initiative for promoting systemic educational reform. The LEA s Tech Prep program encourages and supports collaboration between and among secondary/postsecondary institutions and business/industry partners. The LEA participates in the development of local articulation agreements to promote seamless transitions to postsecondary education. The LEA promotes opportunities for student participation in ATC statewide articulated 2008 Education Service Center, Region products@esc20.net

12 courses. The LEA uses its accountability and follow-up data to support local Tech Prep activities. The LEA aligns high school course curriculum with postsecondary course curriculum to improve the rigor and effectiveness of Tech Prep programs. The LEA has a marketing plan for increasing public awareness of Tech Prep opportunities, as well as for increasing nontraditional enrollments in these programs. The LEA has strategies for ensuring that all students, including special populations, have equal access and full participation in Tech Prep programs and/or ATC courses. The LEA has strategies for promoting retention of students in Tech Prep programs and encouraging student completion of college degrees and/or postsecondary certificates. General CTE and Special Education Enrollment numbers of students with disabilities in CTE are maintained at a level so as not to create a harmful effect on student learning for a student with or without disabilities in a class. Each Admission, Review, and Dismissal (ARD) Committee includes a representative from CTE, preferably the teacher, when considering placement of a student with a disability in a CTE course. An ARD committee has determined that the specialized services needed by each student served in CTED courses can only be provided in the specialized, self-contained classroom. The district provides the supplementary services (support personnel, instructional aids, and modification of curriculum, equipment, and instruction) needed for the success of students with disabilities enrolled in CTE. General 2008 Education Service Center, Region products@esc20.net

13 CTE Program Audit Review Summary District: Date: Board Policy/Action Public Information Financial Management egrants Application Attached Program Access Personnel Data/Evaluation 2008 Education Service Center, Region

14 Program Requirements Tech Prep/Advanced Technical Credit Requirements CTE and Special Education Audit Review Team Name Title Signature 2008 Education Service Center, Region