Perkins Accountability Secondary 2016 CTE Fall Webinar Series

Perkins Accountability ~ Secondary 2016 CTE Fall Webinar Series www. cte. mnscu. edu/professionaldevelopment/index. html

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Today’s Presenters Minnesota Department of Education Kari-Ann Ediger Results Measurement Specialist kari-ann. ediger@state. mn. us Michelle Kamenov Career Development & Career Technical Education Supervisor michelle. kamenov@state. mn. us

Goals 1. Submitting the P-file 2. Perkins Indicator Definitions 3. Negotiating Local Performance Targets 4. Summary Reports

The P-File: Data Submission Submit to MDE via Perkins Website http: //education. state. mn. us/MDE/dse/datasub /Carl. Perkins/ • One person per district is authorized to submit P-file • Contact MDE for directions to identify district personnel to upload data file • Submit P-file by DATE - No extensions granted

Perkins Indicators Participant • 100 -239 hours in one career field Concentrator • 240 hours or more in one career field Secondary Completer • A Concentrator who graduates

1 S 1 Academic Attainment in Reading/Language Arts* Numerator Number of 12 th grade Participants and Concentrators who have met or exceeded the proficiency level on the high school Reading Assessment (MCA/MTAS) _____________________ Denominator Number of 12 th grade Participants and Concentrators who took the MCA/MTAS and whose high school Reading assessment scores were included in the State’s computation of AYP.

1 S 2 Academic Attainment in Mathematics* Numerator Number of 12 th grade Participants and Concentrators who have met or exceeded the proficiency level on the high school Mathematics Assessment (MCA/MTAS) _____________________ Denominator Number of 12 th grade Participants and Concentrators who took the MCA/MTAS and whose high school Mathematics assessment scores were included in the State’s computation of AYP.

2 S 1 Technical Skills Attainment* Numerator Number of Secondary CTE Concentrators within Programs of Study selected by the state for which state-approved technical skill assessment instruments have been identified who pass any of those identified technical skill assessment instruments pertinent to the Program of Study in which concentrator status is obtained. _______________________ Denominator Number of Secondary CTE Concentrators within Programs of Study selected by the state for which state-approved technical skill assessment instruments have been identified who attempt any of those identified technical skill assessment instruments pertinent to the Program of Study in which Concentrator status is obtained. • • • FY 11 was the first year of reporting TSA outcomes for Secondary. (Prior to FY 11, the number of concentrators passing 2 credits within one career field was reported. ) *FY 14 and going forward, 2 S 1 is reported as a single-year analysis Assessments have been added each subsequent year. State-Approved Technical Skill Assessments have now been identified in 60 of the 79 career pathways.

3 S 1 School Completion Number of CTE Concentrators who earned Numerator a regular secondary school diploma during the reporting year. _______________________ Denominator Number of CTE Concentrators who left secondary education during the reporting year.

4 S 1 Student Graduation Rates 4 -Year Cohort from Grade 9 *Prior Year Data* Numerator Number of CTE Concentrators who, in the reporting year, were included as graduated in the State’s computation of its graduation rate as described in Section 1111(b)(2)(C)(vi) of the ESEA. ______________________ Denominator Number of CTE Concentrators who, in the reporting year, were included in the State’s computation of its graduation rate as defined in the State’s Consolidated Accountability Plan pursuant to Section 1111(b)(2)(C)(vi) of the ESEA. Includes: 1) graduates, 2) dropouts, 3) *unknowns, and 4) *continuing *The CTE calculation is the same as the state's 4 -year graduation rate. All four categories of students are included in the denominator, including the 1) unknown, and 2) continuing students.

5 S 1 Placement (Prior Year Data) Numerator Number of Secondary CTE Completers who register as participating in higher education in a data match with the Statewide Longitudinal Data System (SLDS) _____________________ Denominator Number of Secondary CTE Completers. *Note second quarter enrollment following graduation (October-December). So for the December 2016 CAR report we will be reporting on students who graduated at the end of the SY 2013 -14

6 S 1 Nontraditional Participation Numerator Number of CTE students from underrepresented gender groups who enrolled in a nontraditional CTE course during the current reporting year. _____________________ Number of CTE students who enrolled in a Denominator nontraditional CTE course during the current reporting year.

6 S 2 Nontraditional Completion Numerator Number of CTE concentrators from underrepresented gender groups who completed a program that leads to employment in nontraditional fields during the reporting year. _____________________ Number of CTE concentrators who completed a Denominator program that leads to employment in nontraditional fields during the reporting year.

State and Local Negotiations Federal/State Negotiations State/Local Consortia Negotiations Evaluation of State Performance Improvement Plans Evaluation of Local Performance Improvement Plans

State/Local Negotiation Process for FY 2017 Targets Target Time Frame Accountability Webinars: Overview (1 pm) September 22, 2016 Development of State Proposed Targets October 2016 Distribute Proposed Targets to Consortia early November 2016 Consortia Responses Due late November 2016 Initial State Response early December 2016 Negotiations Completed Evaluation of Performance December 2016 January 2017

Negotiating Your Targets ü Review the proposed targets ü Examine your Consortia & District level data – trends/preliminary data if available ü Discuss the targets with your partners/constituents – have there been any changes in policy or practice that may have affected performance outcomes in the coming year? ü Understand the context and rationale for the state proposed targets • Expectation of continuous improvement at the state and local level • Need for the state to be able to meet state targets negotiated with OCTAE

Negotiating Your Targets Determine if you will accept the proposed targets, or, propose an alternative target If you DO accept the state proposals: q Return the FY 15 -16 Negotiated Performance form q Include BOTH secondary AND postsecondary signatures If you DO NOT accept the state proposals: q Notify the state q Submit alternative target(s) along with the rationale for the proposed alternative(s)

Negotiating Your Targets If submitting a counter proposal, include: • The state proposal and your alternative proposed target • Trends in past performance • Rationale supporting the counter proposal, including any additional relevant data The rationale must document the context of what is driving observed trends and factors that impact future performance. • • New or closed programs TSA’s added, removed, or changed Shifts in enrollment and the impact on programs Changes in policies or practices that may impact program performance or enrollment

Requirements for State and Local Improvement Plans The language in the Act regarding improvement plans and the withholding of funds is very similar for states and local recipients. … fail to meet at least 90 percent of an agreed upon State adjusted level of performance for any of the core indicators … … develop and implement a program improvement plan (with special consideration to performance gaps within subgroups) …

Accountability: Making Connections

CTE Professional Development Resources www. cte. mnscu. edu/professionaldevelopment /monthly-webinars. html § Webinar Recordings, Power. Points § Schedule for Fall Webinar Series – 9 am § § September 29 – Postsecondary Accountability Date TBD – Secondary Treatment of Money § Calendar of Monthly Webinars – Thursdays, 9 am

Perkins Fiscal Considerations ~ Postsecondary Kari-Ann Ediger Results Measurement Specialist kari-ann. ediger@state. mn. us Michelle Kamenov Career Development & Career Technical Education Supervisor michelle. kamenov@state. mn. us Enter your questions in the “Chat” field OR request to unmute your phone line and ask your questions.