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Perkins 2009
Perkins 2009
Perkins 2009
Perkins 2009
Perkins 2009
Perkins 2009
Perkins 2009
Perkins 2009
Perkins 2009
Perkins 2009
Perkins 2009
Perkins 2009
Perkins 2009
Perkins 2009
Perkins 2009
Perkins 2009
Perkins 2009
Perkins 2009
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Perkins 2009

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  • 1. Carl D. Perkins Career and Technical Education Improvement Act of 2006 Effective July 1, 2008 – June 30, 2013Perkins Participatory Planning Committee Meeting May 14, 2009
  • 2. Major Focus of the Carl Perkins GrantAcademic Integration: • Math Anchors / Standards aligned with CTE Curriculum • Reading Anchors / Standards aligned with CTE CurriculumTechnical Skills: • Occupational Advisory Committee current & up to date • Highly Qualified Teachers and Para Educators • Career Guidance • Skills Certification / Program CompletionHigh Priority Occupations: • PA Workforce Department provides high priority occupations. • These HPO are usually provided within targeted industry clusters. • This information is important for CTE instruction and curriculum.
  • 3. Required Use of Funds (9)1. Strengthen the academic and career and technical skills of studentsparticipating in CTE programs through the integration of academics with CTEprograms.Funding Source: • Teacher In-service including reading strategies, comprehension skills and integration of academics and CTE curriculum. • Computer labs, software, technical equipment • Para Educators and instructors are all used to strengthen skills and integrate curriculum.
  • 4. 2. Link CTE at the secondary and postsecondary level, including by offering therelevant elements of not less than one program of study described in thedefinition section.Funding Source: •Occupational Advisory Committee •Articulation Agreements •Career Guidance provided by CTE •Counselors and Cooperative Education Coordinator3. Provide students with experience in and understanding of all aspects ofindustry, which may include work-based learning experiences.Funding Source: •Cooperative Education Coordinator •Occupational Advisory Committee •Teacher training and updates are provided with industry and technical standards regularly.
  • 5. 4. Develop, Improve, or Expand the use of Technology in CTE, which may include training to use technology, providing students with skills needed to enter technology fields and encouraging schools to collaborate with technology industries to offer internships and mentoring programs.Funding Source: • Software purchases and upgrades include: PLATO, Health Related Technology Software, Marketing Technology licensing upgrade, Career Safe Vouchers (OSHA Certified), Electric Workbench Software. • Professional Development and teacher training in technical and trade skills.5. Provide in-service and pre-service professional development programs toteachers, faculty, administrators and career guidance and academic counselorswho are involved in integrated CTE programs.Funding Source: • Teachers & Advisors encourage involvement through OAC • Professional Development In-Service Training provided to instructors & administrators on integrating CTE Programs • Perkins Local Advisory Committee • Parent, counselor and administrator conferences.
  • 6. 6. Develop and implement evaluations of the CTE programs carried out with Perkins Funds, including an assessment of how the needs of special populations are being met.Funding Source: • IEP’s are provided to every instructor and all Para Educators for each CTE program. • A list of accommodations for every student with an IEP is provided separately to the Para Educators to reinforce the modifications required for each student. • All instructors and para-educators are highly qualified. • On-site Special Educators provided by the Intermediate Unit 20. • All instructors and support staff monitor student progress and skill attainment regularly.
  • 7. 7. Initiate, improve, expand and modernize quality CTE programs, including relevant technology.Funding Source: •Every program has an OAC with members who make recommendations on updated curriculum •Equipment upgrades and purchases are made to keep current with the business and industry requirements. •Educators are instructed and updated on industry needs and changes. •State regulations for CTE programs are consistently monitored and updated including the integration of academics and CTE programs.
  • 8. 8. Provide services and activities that are of sufficient size and scope and quality to be effective.Funding Source:. • CIT: Approximately 700 students enrolled. • We feel that we are able to monitor our students closely and ensure that they are receiving the quality and effective instruction that they require because we have a smaller population than most. • We continue to monitor our students’ progress with placement rates, completion rates, job placement and cooperative education participation. • The curriculum for each program is sufficient in scope to prepare students for entry level employment and post secondary education as determined by the OAC.
  • 9. 9. Provide activities to prepare special populations, including single parents anddisplaced homemakers who are enrolled in CTE programs, for high-skill, high-wage, or high-demand occupations that will lead to self-sufficiency.Funding Source: • Para-Educators and program instructors are trained to assist and accommodate special needs that any student may require for academic and CTE curriculum. • The high-skills, high-wage, high-demand occupational skills are taught effectively within each CTE program based on trade competencies and state regulated curriculum.
  • 10. Student Population of Performance Indicators Population of Interest: 3 different categories of populationsSecondary Participant – A student, who by the end of the reporting schoolyear, was reported as having earned at least 10%of the minimum technicalinstructional hours required for Pennsylvania Department of Education programapproval.Secondary Concentrator – A student, who by the end of the reportingschool year, was reported as having earned at least 50% of the minimumtechnical instructional hours required for Pennsylvania Department of Educationprogram approval.Secondary Completer – A secondary concentrator who (1) completed allprogram requirements necessary to achieve his/her career objective, (2)completed a PDE approved occupational end-of-program assessment, and (3)attained a high school diploma or equivalent.
  • 11. Objective / Performance Indicators:Objective: 1S1- Academic Attainment – Reading/Language Arts (Below) 08/09 PSSA State Baseline: Reading 63% CIT results from 06/07 School Yr: 42.72% CIT results from 07/08 School Yr: 24.17%CIT is currently performing below the required state baseline. We continue toimplement & utilize existing programs to increase academic attainment in Readingand Language Arts.Activity: • PLATO Reading Enrichment Program • Para Educator Program • Teacher Professional Development (In-Service Training): • Reading Strategies • Integration of Reading Standards and CTE programs • Provided teacher resources & developed lesson plans • Special Education teacher provided onsite from IU20.
  • 12. Objective: 1S2- Academic Attainment – Mathematics (Below) 08/09 PSSA State Baseline: Math 56% CIT results from 06/07 School Yr 27.56% CIT results from 07/08 School Yr 17.7%CIT is currently performing below the required state baseline but we continue toimplement and utilize existing programs to increase academic attainment in Math.Activity: • Certified Math Remediation Instructor • PLATO Math Curriculum • Para Educator Program and Support • Integration of Math and CTE curriculum training • Math resources and PA standards provided (Teacher Professional Development).
  • 13. Objective: 2S1- Technical Skill Attainment (Below) LEA Baseline: 51.85% State Baseline: 35.66% CIT Data: 50.72% (Below LEA Baseline)CIT is currently performing above state baseline requirements and slightly belowLEA baseline requirements. We continue to implement and utilize existingprograms to increase Technical Skills Attainment.Activity: • Occupational Advisory Committee • Industry Certification (where it is available) • Requirement of at least 70% completion of CTE Program Curriculum to obtain a completion certificate • Professional Development training for instructors • Advanced technical training for instructor and programs as needed • Cooperative Education enrollment to allow hands on experience for students. • Para Educator Program and support in technology and CTE curriculum.
  • 14. Objective: 3S1- Program Completion LEA Baseline: 50.44% State Baseline: 45.46% CIT Data: 44.74%CIT is currently performing below LEA and State Baseline requirements. Wecontinue to implement & utilize existing programs to increase completion rates.Activity: • Counselor (CTE Placement – Assist students to chose an appropriate program while considering their abilities) • Para Educator Program and Support in CTE curriculum • Teacher Professional Development: Instructor training on learning styles and teaching strategies • OAC continually provides feedback and industry/technical updates • Student Professional Development Programs (setting goals/career decision/note taking/studying, etc.)
  • 15. Objective: 4S1- Student Graduation LEA Baseline: No local data available State Baseline: 80% CIT Data: Not Available at this timeActivity: •School Counselors (Academic and CTE) •Para Educator Program (provide assistance for both academic and CTE curriculum) •Graduation Project Advisor & Resources Provided at CIT •Student Professional Development Program (training on setting goals and strategies for success, PDC, etc.) •Teacher Professional Development Programs
  • 16. Objective: 5S1: Secondary Placement LEA Baseline: 94.52% State Baseline: 79.14% CIT Data Reported: 94.57%CIT is currently performing above both LEA and State Baseline requirements. Wecontinue to implement and utilize existing programs to increase secondaryplacement rates.Activity: • Articulation Agreements • Career Guidance is provided by CTE counselors • Cooperative Education Program • Para Educators & CTE Teachers (provide assistance in several scholarship applications, on-site visits to post-secondary institutes and resources)
  • 17. Objective: 6S1- Nontraditional Participation LEA Baseline: 6.4% State Baseline: 5.11% CIT Data: 7.34%CIT is currently performing above both LEA and State Baseline requirements. Wecontinue to implement and utilize existing programs to increase Non-traditionalParticipation.Activity: • Open House • Advertising provided for all programs (will get non-traditional posters) • Tours are given to every 9th grade student from sending school districts • Guidance Counselors (home school and CTE) promote enrollment • Career Awareness Day at home schools • Encourage and educate students of both genders that programs are available to ALL students.
  • 18. Objective: 6S2- Nontraditional Completion LEA Baseline: 10.13% State Baseline: 10.67% CIT Data: 18.88%Activity: • Provide in-service training for school counselors and administrators advising them of non-traditional enrollment opportunities for all students. • CTE counselors, Teachers and Para Educators help students overcome the physical and emotional challenges of being in a non-traditional program • Cooperative Education Coordinator assists students with placement and career opportunities including educating non-traditional students of occupational awareness. • Professional Development Provided for teachers with nontraditional enrollment in their program. • Non-Traditional student support groups will meet monthly

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