The document summarizes the key points from a meeting of the Perkins Participatory Planning Committee on May 14, 2009. It discusses the major focus areas of the Carl D. Perkins Career and Technical Education Improvement Act grant, including academic integration, technical skills development, alignment with high priority occupations, and required uses of funds. It also outlines CIT's performance indicators and objectives related to academic attainment, technical skill attainment, program completion, and student graduation.

1. Carl D. Perkins
Career and Technical Education
Improvement Act of 2006
Effective July 1, 2008 – June 30, 2013
Perkins Participatory Planning Committee Meeting
May 14, 2009

2. Major Focus of the Carl Perkins Grant
Academic Integration:
• Math Anchors / Standards aligned with CTE Curriculum
• Reading Anchors / Standards aligned with CTE Curriculum
Technical Skills:
• Occupational Advisory Committee current & up to date
• Highly Qualified Teachers and Para Educators
• Career Guidance
• Skills Certification / Program Completion
High 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 students
participating in CTE programs through the integration of academics with CTE
programs.
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 the
relevant elements of not less than one program of study described in the
definition section.
Funding Source:
•Occupational Advisory Committee
•Articulation Agreements
•Career Guidance provided by CTE
•Counselors and Cooperative Education Coordinator
3. Provide students with experience in and understanding of all aspects of
industry, 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 to
teachers, faculty, administrators and career guidance and academic counselors
who 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 and
displaced 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 populations
Secondary Participant – A student, who by the end of the reporting school
year, was reported as having earned at least 10%of the minimum technical
instructional hours required for Pennsylvania Department of Education program
approval.
Secondary Concentrator – A student, who by the end of the reporting
school year, was reported as having earned at least 50% of the minimum
technical instructional hours required for Pennsylvania Department of Education
program approval.
Secondary Completer – A secondary concentrator who (1) completed all
program 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 to
implement & utilize existing programs to increase academic attainment in Reading
and 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 to
implement 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 below
LEA baseline requirements. We continue to implement and utilize existing
programs 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. We
continue 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 time
Activity:
•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. We
continue to implement and utilize existing programs to increase secondary
placement 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. We
continue to implement and utilize existing programs to increase Non-traditional
Participation.
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