Perkins IV FY17. CTE Local Plan for Program Improvement Secondary

Perkins IV FY17 CTE Local Plan for Program Improvement Secondary Instructions I-0

INTRODUCTION The Maryland State Department of Education Division of Career and College Readiness (DCCR) has developed these guidelines to assist local grant recipients in the preparation of the FY 2017 Career and Technology Education ( CTE ) plan for program improvement. The framework for this guide is based on the Carl D. Perkins Career and Technical Education Improvement Act of 2006 (the Act or Perkins ), Maryland s State Perkins Plan (the State Plan ), and a renewed vision for Maryland s CTE built on the development and implementation of the Policies and Procedures for the Development and Continuous Improvement of Career and Technology Education Programs. The Act s intent is for CTE students to achieve challenging academic and technical standards and be prepared for high-skill, high-wage, or high-demand occupations in current or emerging professions. The Act provides an increased focus on the academic achievement of CTE students, strengthens state and local accountability, and reinforces the connection between secondary and postsecondary education through CTE Programs of Study. The Maryland 2013-2017 State Plan emphasizes program improvement through Career Clusters and CTE Programs of Study; a systemic career development framework; integrated academic and technical proficiencies; industry recognized credentials; and secondary and postsecondary articulation. The development of the State Plan has been guided by the need to address the CTE challenges of accelerating student achievement, eliminating achievement gaps, and creating value for all system stakeholders. The State Plan identifies the established Core Indicators of Performance at the State level and connects them to the local level. Your local CTE Plan for Program Improvement should be integrated with other education reform efforts currently underway in your local school system or postsecondary institution. OVERVIEW OF PROGRAM IMPROVEMENT PLANNING The Act contains a number of major themes that need to be kept in mind as the local plan is developed. These include: Emphasis on the improvement of student performance using Perkins funds for the development, implementation and improvement of programs and services; not for maintaining current programs and services. Promoting the development of services and activities that integrate rigorous and challenging academic, career and technical instruction; and that link secondary and postsecondary. Preparing CTE students for high skill, high wage, or high demand occupations in current and emerging professions. Providing opportunities for students to obtain industry certification, articulated or transcripted credit, or apprenticeship and work-based learning opportunities wherever possible. Programs and supports to enable special populations to meet or exceed State adjusted levels of performance, and be prepared for further learning and high skill, high wage or high demand occupations. Providing comprehensive professional development (including pre-service teacher preparation) that promotes the integration of coherent and rigorous content aligned with academic standards and CTE, including curriculum development. I-1

Descriptions of efforts to improve recruitment and retention of CTE teachers, faculty, and guidance counselors, and how transition to teaching from business is supported. Increasing the accountability of local recipients. The local recipient must meet at least 90 percent of an agreed upon local adjusted level performance for any of the core indicators of performance. If this is not met, the eligible recipient shall develop and implement a program improvement plan with special considerations to performance gaps identified. Section 113 (b)(4)(c)(ii)(ii). This requirement became effective with the FY09 Perkins Application. Focusing on activities that are sustainable and integrated throughout a student s educational experience; i.e. career development, academic and technical education, and seamless transition between education levels. Consideration of CTE programs as part of career clusters. The Maryland State Department of Education DCCR adopted the Cluster Framework to increase academic and technical achievement in CTE programs. Resources needed to develop the CTE Local Plan: The CTE Local Plan website: http://perkins.msde.state.md.us 2015 Local Perkins Accountability Report (LPAR), based on local data submission, provided by MSDE (http://docushare.msde.state.md.us/docushare/dsweb/homepage) 2015 Program Quality Index (PQI) (http://docushare.msde.state.md.us/docushare/dsweb/homepage) Disaggregated data by Race, gender and special populations, included in the PQI. Bench marking data, including state performance Maryland Report Card (http://reportcard.msde.maryland.gov/) Other local data, tests, etc. Key stakeholder input on strategies to improve local performance Maryland Career Clusters: Restructuring Learning for Student Achievement in a Technologically Advanced, Global Society Maryland High School Career and Technology Education Programs of Study (Blue Book) Maryland Teacher Professional Development Standards Maryland Career Development Framework You may also reference the Specifications Manual for Secondary Career and Technology (CTE) Enrollment and Outcome Systems, School Year 2015 2016. The manual includes an explanation for each of the core indicators of performance and the list of Nontraditional CTE Programs. Resources to assist with the writing of your plan can be found at: the MSDE Blackboard page: https://msde.blackboard.com/webapps/portal/execute/tabs/tabaction?tab_tab_group_id=_104_1 Online resources include: a Glossary of Definitions; Maryland Teacher Professional Development Standards; the Maryland Career Development Framework; Specifications Manual for Secondary Career and Technology (CTE) Enrollment and Outcome Systems for School Year 2015-2016 I-2

Section Overview Secondary Recipients Perkins IV FY17 CTE Plan for Program Improvement The following items are the components of your plan; some are web-based, some require downloading or appear in Word/Excel formats. All are accessed from http://perkins.msde.state.md.us/default.aspx. Signature Pages These pages are downloaded from the web-based plan, signed in blue ink by the Head of Grantee Agency (Superintendent of Schools for Local School Systems; President for Community Colleges), scanned in color, and then uploaded back to the web-based plan. Make sure to use the most recent version. Assurances Page This is an annually signed agreement that the grantee will abide by eleven terms and conditions for receiving Perkins funds. Debarment Form Item #3 on the Assurances form requires that a certification regarding debarment, suspension, ineligibility and voluntary exclusion be on file with the MSDE Project Monitor. This form is required each year you receive a grant involving Perkins funds. Local Perkins Plan Certificate of Compliance Endorsing this Certificate of Compliance satisfies Required Plan Elements 1, 6, and 9 of the Perkins Act of 2006. The remaining Required Plan Elements will be satisfied by completing various portions of the Local Perkins Plan for Program Improvement. A full explanation of the Required Plan Elements is included pages I-9 and LP26. Certificate of Participation (Web-based; update from FY2016 plan) The Perkins Act of 2006 requires participation of key stakeholders including parents, students, teachers, representatives of business and industry, labor organizations, representatives of special populations, and other interested individuals. Completing the Certificate of Participation satisfies Required Plan Element five. This section is updated on an annual basis. For the list of the Required Plan Elements from the Perkins Act, see Appendix A. In the spaces provided, describe how key stakeholders were involved this past year in each phase of program improvement. Attach additional sheets if necessary. Include a list of the participants for these processes and their affiliations. Vision, Mission, and Accountability Statements (Web-based) You may update this information from the last year s plan (FY16). In the spaces provided, describe the vision, mission, and accountability priorities for CTE programs within your local school system, and how they will assist in achieving the performance levels within the Core Indicators of Performance. This section is reviewed and updated annually. Local Perspective/Data Analysis (Web-based) The purpose of this section is to provide the reader with an overview of CTE as it exists in your Local School System (LSS), including some of the unique advantages and challenges you may I-3

experience as you work toward the improvement of both programs and student achievement. This section also includes some data analysis questions designed to help you assess the information provided by your data and make better informed decisions about program improvement and determining priorities for your plan. Five Year Planned Program Improvement Chart This chart is downloaded from the web-based plan, completed, and then uploaded to the webbased plan. This chart is to be revised with a five-year goal in mind as to how you will improve your CTE programs over the next five years. Examples of Major Initiatives Impacting the Program are upgraded curriculum, new partnerships, new teachers, new program adoption, and articulation agreements. The column Fiscal Year of Planned Action or Review should have actions spread out over five fiscal years. Secondary Technical Skills Attainment Chart This chart is downloaded from the web-based plan, completed, and then uploaded to the webbased plan. The number of students who took and passed specific assessments for technical certificates and licenses are to be listed here. This chart provides more details on the assessments students have taken, whereas the PQI only reports the number and percentage of students who passed an assessment in a CTE program. If a new assessment will be added, or if the pass rate is low, please address this in the Actions to Be Taken in FY17 column. I-4

Directions for Completing Strategy Worksheets 1. Timeframe The Timeframe for all strategies and activities listed in the FY017 CTE Local Plan for Program Improvement is one fiscal year so that it aligns with the grant funding, even though on the five-year Planned Program Improvement Chart Program improvement is identified over a five year period. 2. Strategy Worksheet Overview All CTE programs listed in the Five-Year Planned Program Improvement Chart for Fiscal Year Planned Action in FY17 should be addressed in the strategy worksheets. Strategy Worksheets are used to explain CTE improvement activities; there are two types of worksheets - Worksheet A and Worksheet B. Worksheet A: Strategy Worksheet for Program Improvement and Development Only strategies and activities that are indicated for a specific CTE program, or a group of programs within a cluster, should be listed on this worksheet. For example, for a Computer Science program of study, the professional development for teachers, materials of instruction, and curriculum development would be included on one strategy worksheet. Worksheet B: Strategy Worksheets for Improvement Strategies that cross more than one program area are to be listed in Worksheets B 1- B5. For example, B-2, Professional Development: a professional development activity for incorporating mathematical or science concepts into CTE programs is applicable to more than one program, and CTE instructors from multiple programs will be invited to participate. Worksheet B includes the following subcategories: B-1: Transition and Alignment between Learning Levels B-2: Professional Development B-3: Career Development B-4: Service for Special Populations B-5: Other 3. Specific Instructions Strategy Worksheet A (Click on Add Activity for a new strategy worksheet A ) Cluster Select the cluster from the dropdown menu. Rationale - Include a rationale for each program that will be listed on Strategy Worksheet A. The rationale must explain why you included this program for improvement. Support the planned activities for each program with state data, local data, or qualitative data (obtained from observations, interviews, and surveys). Include a brief summary of the types of improvements you plan to make. o Rationale Example: Construction and Development I-5

Program data for this cluster indicate that local targets were met on all Core Indicators of Performance except 6S1 and 6S2. Performance was above the state average on all Core Indicators of Performance except 6S1 and 6S2. The Concentrator to Completion ratio was 100% for students in four of the six programs. HVAC was one of bottom three programs in terms of making improvements. Teachers are participating in on-going professional development related to green construction and Residential Code Certification which have been included in the program content (building of LEED Habitat for Humanity houses). The upgrade of equipment and materials and use of special marketing tools is also focused on the green construction component to encourage female participation. CIP and Program Name - Select these from the dropdown menu. Other If the program name does not appear in the dropdown menu, type in the name and the CIP code. List of Sites - Select the site(s) approved for the program on List A. Required Element Select the Required Plan elements that the activity will address from the dropdown menu. Each Required Plan Element from the Perkins Act of 2006 must be addressed within the Local Perkins Plan. One activity may impact more than one Perkins required element. The Required Plan Elements are attached in Appendix A. Core Indicator - Select the core indicators from the dropdown menu. Include Core Indicators of Performance that are impacted by each activity. One activity may impact more than one indicator. Outcome - The Outcome is the specific change resulting from the activity. If you accomplish your planned activities to the extent you intended, then your participants will benefit in certain ways. It is recommended to use the Core Indicator of Performance outcomes for an individual CTE program when writing outcomes. An increase in performance in a specific technical assessment can also be used. The outcome must be expressed in a way that is measurable, typically as a number or percent. It includes a from to statement; for example, the number of students that are placed (Core Indicator 5S1) will increase from 25 to 35. Description of Activity - The Description should describe what you will be doing, who will be doing it and who will be the recipient of the improvement. This is a description of what you are doing with your resources, whether they are Perkins funds or other resources; this is what is intended to bring about the outcome. Amount Budgeted/Budget Narrative MSDE prefers very specific budget narratives when using Perkins dollars: The narrative must specifically indicate what each budget amount is being allocated for and the total of the items must equal the amount in the budget column. Break out detailed information about professional development and conferences. Break out materials of instruction and equipment by individual cost and number of items. Example: Budget Narrative for Construction and Development: o Equipment for Electricity: 1 laptop @ $840= $840 (sensitive item) o Equipment for Welding: 1 Miller welder @ $3,850, 1 Lincoln welder @ $4,000 total = $7,850 o Materials for Electricity: 10 drills @ $100/each, 20 voltage testers @ $26/each, 15 wire strippers @ $23/each=$1,865 o Materials for CADD: Autodesk Design Academy upgrade @ $1400/ 1 year = $1,400 o Salaries for Construction Professional Development: 5 teachers x 3 days @ $120/day= $1,800 I-6

o Fixed Costs on above salaries: $1800 x.0836 = $151 Title I Budget Amount and Title I Equipment Amount Equipment costs should be included in both the Title I Budget Amount for each worksheet and listed separately in the Title I Equipment Amount box. For example, if a school system is purchasing $40,000 of materials of instruction and $10,000 of equipment, the amount in the Title I Budget Amount box would be $50,000 and the amount in the Title I Equipment box would be $10,000. IF THESE INSTRUCTIONS ARE NOT FOLLOWED, THE STRATEGY WORKSHEET TOTAL ON THE FINANCIAL COMPLIANCE WORKSHEET WILL BE INCORRECT. Other Funding Source if the activity is locally funded or funded through a grant, list the other sources of funds on this line. Strategy Worksheet B Site and CIP Column because these worksheets are dedicated to activities that may impact a variety of programs, it is necessary to list Sites (for secondary) and CIPS to reflect the programs. Some activities may address all sites and all CIPS. All other columns are completed as they are for Strategy Worksheets A. Budget This page is downloaded from the web-based plan, signed in blue ink, scanned in color, and then uploaded to the web-based plan. Financial Compliance Worksheet completed in the web-based plan. 1. Total Perkins dollars brought forward from the Worksheets this is totaled automatically from the Title I Budget Amount and Title I Equipment Amount. Equipment costs must be included in both the Title I Budget Amount for each worksheet and listed separately in the Title I Equipment Amount box on each strategy worksheet or the total Perkins dollars will be incorrect. 2. Total Grant Award entered by MSDE. 3. Subtract amount of Equipment purchases automatically added from the strategy worksheets. 4. Local Indirect Cost Rate Factor completed by the CTE director with information from local school systems Finance Officers. 5. Allowable Indirect Cost Amount - completed by MSDE. 6. Indirect Cost Amount Taken completed by the CTE director. 7. Administration Cost Taken - completed by the CTE director. 8. Total Grant Award this is the total from the worksheets plus the administration cost taken. It must equal the Total Perkins grant allocation. 9. Maintenance of Effort FY2016 Reported expenditures entered by MSDE based on the Final Financial Report from the local school system. FY2018 Estimated expenditures - completed by the CTE director with advice from the Finance Officer. This amount must equal or exceed the FY2016 Reported Expenditures. I-7

Summary - This page is automatically completed as the Required Plan Elements are selected in the Strategy Worksheets and other sections of the plan. Print Plan Center Use this link to print the entire plan. Required Plan Elements Narrative (Appendix B) This form is only to be used for those Required Plan Elements not addressed on the Strategy Worksheets and not checked off on the Summary. For each Required Plan Element not checked, provide a narrative description of the local efforts which are planned to address that area of improvement. Upload the Required Plan Elements Narrative to the Web-based plan. I-8

Appendix A REQUIRED PLAN ELEMENTS Section 134(b) Carl D. Perkins Career and Technical Education Improvement Act of 2006 [Maryland's terminology is bracketed] The eligible agency (State) shall determine requirements for local plans, except that each local plan shall: 1. Describe how the career and technical education [career and technology education, CTE] programs required under section 135 (b) will be carried out with funds received under this title. 2. Describe how the career and technical education [CTE] activities will be carried out with respect to meeting State adjusted levels of performance established under section 113. 3. Describe how the eligible recipient, the local school system (LSS) will: A. offer the appropriate courses of not less than 1 of the career and technical programs of study described in section 122 (c)(1)(a); B. improve the academic and technical skills of students participating in career and technical education [CTE] programs by strengthening the academic, and career and technical [career and technology], components of such programs through the integration of academics with career and technical education [CTE] programs through a coherent sequence of courses to ensure learning in the core academic, and career and technical education [CTE], subjects; C. provide students with strong experience in and an understanding of all aspects of an industry; D. ensure that students who participate in such career and technical education [CTE] programs are taught to the same coherent and rigorous content aligned with challenging academic standards as are taught for all other students; and E. encourage career and technical education students at the secondary level to enroll in rigorous and challenging courses in core academic subjects (as defined in section 9101 of the Elementary and Secondary Education Act of 1965) 4. Describe how comprehensive professional development (including teacher initial preparation) for career and technical education, academic, guidance, and administrative personnel will be provided that promotes the integration of coherent and rigorous content aligned with challenging academic standards and relevant career technical education (including curriculum development); 5. Describe how parents, students, academic and career and technical education teachers, faculty, administrators, career guidance and academic counselors, representatives of industry, labor organizations, representatives of special populations, and other interested individuals are involved in the development, implementation, and evaluation of career and technical education [CTE] programs assisted under this title, and how such individuals and entities are effectively informed about, and assisted in understanding, the requirements of this title including career and technical programs. 6. Provide assurances that the eligible recipient will provide a career and technical education [CTE] program that is of such size, scope, and quality to bring about improvement in the quality of career and technical education [CTE] programs. 7. Describe the process that will be used to independently evaluate and continuously improve the performance of the eligible recipient. 8. Describe how the eligible recipient will: A. review career and technical education [CTE] programs, and identify and adopt a Strategy to overcome barriers that result in lowering rates of access to or lowering success in the programs, for special populations; B. provide programs that are designed to enable the special populations to meet the State-adjusted levels of performance C. provide activities to prepare special populations including single parents and displaced homemakers, for high skill, high wage., or high demand occupations that will lead to self-sufficiency; I-9

9. Describe how individuals who are members of special populations will not be discriminated against on the basis of their status as members of special populations. 10. Describe how funds will be used to promote preparation for non-traditional training and employment. 11. Describe how career guidance and academic counseling will be provided to career and technical education students, including linkages to future education and training opportunities 12. Describe efforts to improve: A. The recruitment and retention of career and technical education teachers, faculty, and career guidance and academic counselors, including individuals in groups underrepresented in the teaching profession; and B. The transition to teaching from business and industry. I-10

Appendix B REQUIRED PLAN ELEMENTS NARRATIVE For any required plan element not described on the Strategies Worksheets, provide a description of the local plans to address that area of improvement for local CTE programs. Required Element: Planned Activities: I-11