and technical education components of such programs through the integration of coherent and rigorous content aligned with challenging academic standards and relevant career and technical education programs to ensure learning in— (i) the core academic subjects (as defined in section 9101 of the Elementary and Secondary Education Act of 1965); and (ii) career and technical education subjects; (C) provide students with strong experience in, and understanding of, all aspects of an industry; S. 250—51 (D) ensure that students who participate in such career and technical education programs are taught to the same coherent and rigorous content aligned with challenging academic standards as are taught to all other students; (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 initial teacher 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 and technical education (including curriculum development); Narrative, Standard 3, 4 Programmatic Initiatives (5) describe how parents, students, academic and career and technical education teachers, faculty, administrators, career guidance and academic counselors, representatives of tech prep consortia (if applicable), representatives of the entities participating in activities described in section 117 of Public Law 105–220 (if applicable), representatives of business (including small business) and industry, labor organizations, representatives of special populations, and other interested individuals are involved in the development, implementation, and Narrative, Standards 1, 2, 3, 5, 7
Standard 6: Supplemental and Support Services Standard 7: Secondary to Postsecondary Transition Evidence – Describe or Attach Include: numbers of students enrolled in program on October 3, 2011 and June 1, 2012 numbers of students who earned industry credentials number of12th grade students graduating – 2012
Part 8: Perkins Legislation Section 134 Requirements Complete this chart by providing brief responses as to how the Section 134 requirements are met across the CTE activities in the region. Individual CTE activities identify how they meet Section 134 requirements by including text in the identified parts of the individual application. Section 134(b) Perkins IV requirements for Local Plan for CTE Programs Location in Individual Application Overall Application Response (1) describe how the career and technical education programs required section 135(b) will be carried out with funds received under this title; Overview, Standard 3, 4, 5, 6 (2) describe how the career and technical education activities will be carried out with respect to meeting and local adjusted levels of performance established under section 113; Narrative, Standard 3, 4, 5, 6 Programmatic Initiatives Chart (3) describe how the eligible recipient 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 programs by strengthening the academic and career and technical education components of such programs through the integration of coherent and rigorous content aligned with challenging academic standards and relevant career and technical education programs to ensure learning in— (i) the core academic subjects (as defined in section 9101 of the Elementary and Secondary Education Act of 1965); and (ii) career and technical education subjects; (C) provide students with strong experience in, and understanding of, all aspects of an industry; S. 250—51 (D) ensure that students who participate in such career and technical education programs are taught to the same coherent and rigorous content aligned with challenging academic standards as are taught to all students; Narrative, Standards 1, 2, 3, 5, 6 Programmatic Initiatives Chart
Part 9: Accountability Rhode Island Final Agreed Upon Performance Levels (FAULP) N = Negotiated; A = Actual Performance Level; P = Proposed Performance Level; TBN = To Be Negotiated Perkins IV YR 2 YR 3 YR 4 Indicator & Citation Measurement Definition Measurement Approach 09-10 10-11 11-12 Numerator: Denominator: N A N A P 1S1 - Academic Attainment – Reading/Language Arts Number of CTE concentrators who have met the proficient or advanced level on the Statewide high school reading/language arts assessment administered by the State under Section 1111(b)(3) of the Elementary and Secondary Education Act (ESEA) as amended by the No Child Left Behind Act based on the scores that were included in the State’s computation of adequate yearly progress (AYP) and who, in the reporting year, left secondary education. Number of CTE concentrators who took the ESEA assessments in reading/language arts whose scores were included in the State’s computation of AYP and who, in the reporting year, left secondary education. State and Local Administrative Records 48% 66.74% 49% 80.62% 60% 113(b)(2)(A)(i)
1S2 Academic Attainment - Mathematics Number of CTE concentrators who have met the proficient or advanced level on the Statewide high school mathematics assessment administered by the State under Section 1111(b)(3) of the Elementary and Secondary Education Act (ESEA) as amended by the No Child Left Behind Act based on the scores that were included in the State’s computation of AYP and who, in the reporting year, left secondary education. Number of CTE concentrators who took the ESEA assessments in mathematics whose scores were included in the State’s computation of AYP and who, in the reporting year, left secondary education. State and Local Administrative Records 28% 29.18% 28% 32.16% 28.50%
1111(b)(2)(C)(vi) of the ESEA. 5S1 Student Placement Number of CTE concentrators who completed their CTE program and left secondary education in the reporting year and were placed in postsecondary education, advanced training, in the military service, or employment in the second quarter following the program year in which they left secondary education. Number of CTE concentrators who completed their CTE program and left secondary education during the reporting year. State and Local Administrative Records 32.50% 60.81% 30% 63.57% 60.81%
2P1 Credential, Certificate, or Degree 113(b)(2)(B)(ii) Number of CTE concentrators who received an industry credential, a certificate, or a degree and left postsecondary education during the reporting year. Number of CTE concentrators who left postsecondary education during the reporting year. State and Local Administrative Records 25.25% 20.95% 37.60% 36.47% 38.50% 3P1 Student Retention or Transfer 113(b)(2)(B)(i) Number of CTE concentrators who remained enrolled in their original postsecondary institution or transferred to another 2- or 4-year postsecondary institution during the reporting year and who were enrolled in postsecondary education in the fall of the previous reporting year. Number of CTE concentrators who were enrolled in postsecondary education in the fall of the previous reporting year and who did not earn an industry credential, a certificate, or a degree in the previous reporting year. State and Local Administrative Records 50.25% 65.46% 50.50% 84.47% 52.50% 4P1 Student Placement 113(b)(2)(B)(ii) Number of CTE concentrators who placed or retained in employment or placed in military service or apprenticeship programs in the 2nd quarter following the program year in which they left Number of CTE concentrators who did not matriculate, transfer or complete their program during the spring semester of the reporting year State and Local Administrative Records 50.25% 17.32% 27% 20.80% 20.80%
postsecondary education (i.e., unduplicated placement status for CTE concentrators who graduation by June 30, 2007 would be assessed between October 1, 2007 and December 31, 2007) 5P1 Nontraditional Participation 113(b)(2)(B)(v) Number of CTE participants from underrepresented gender groups who participated in a program that leads to employment in nontraditional fields during the reporting year. Number of CTE participants who participated in a program that leads to employment in nontraditional fields during the reporting year State and Local Administrative Records 25.25% 16.55% 16.55% 15.10% 17% 5P2 Nontraditional Completion 113(b)(2)(B)(v) 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 program that leads to employment in nontraditional fields during the reporting year. State and Local Administrative Records 25.25% 21.34% 21.34% 21.55% 22.50%
1A1 Technical Skill Attainment 113(b)(2)(B)(i) Number of adult concentrators who completed their adult program and 1) passed technical skill assessments that are aligned with industry standards, if available and appropriate, during the reporting year Denominator: Number of adult concentrators who completed their adult program and took technical skill assessments that are aligned with industry standards, if available and appropriate, during the reporting year. State and Local Administrative Records 56% 100% 56% 97% 90% 2A1 Credential, Certificate, or Degree 113(b)(2)(B)(ii) Number of adult concentrators who received an industry-recognized credential or a certificate and left an adult program during the reporting year. Number of adult concentrators who left an adult program during the reporting year. and Local Administrative Records 55% 99% 55% 97% 90% 3A1 Student Retention - 113(b)(2)(B)(i) Number of adult concentrators who remained enrolled in an adult program in the reporting period. Number of adult concentrators who were enrolled in an adult program in the reporting period. State and Local Administrative Records 77% 99% 80% 80%
4A1 Student Placement 113(b)(2)(B)(ii) Due to significant changes in this Measurement Definition, RI requests a waiver on reporting on this indicator December 2009 Number of adult concentrators who completed an adult program and earned a credential or certificate, if available and who were placed or retained in employment, or placed in military service or apprenticeship programs in the 2nd quarter following the program year in which they left the adult program. Denominator: Number of adult concentrators who completed and left adult programs during the reporting year. Federal Employment Data Exchange System (FEDES), Unemployment Information (UI) and National Student Clearinghouse 45% 65% 46% 46% 5A1 Nontraditional Participation 113(b)(2)(B)(v) Numerator: Number of adult participants from underrepresented gender groups who participated in an adult program that leads to employment in nontraditional fields during the reporting year. Number of adult participants who participated in an adult program that leads to employment in nontraditional fields during the reporting year. and Local Administrative Records 15% 90% 65% 65%
5A2 Nontraditional Completion 113(b)(2)(B)(v) Number of adult concentrators from underrepresented gender groups who completed an adult program that leads to employment in nontraditional fields during the reporting year. Number of adult concentrators who completed an adult program that leads to employment in nontraditional fields during the reporting year. State and Local Administrative Records 15% 90% 65% 65%
CTE Program, Initiative, and Planning Grant Application Rubric Completeness How complete is the application – information, narrative, budget, forms and charts? Satisfactory In Need of Improvement Rating Comments Information All required information is included. Required information is either incomplete or missing S I Narrative The narrative is complete and addresses each of the required sections. Referred and cited evidence is attached. The narrative is incomplete and/or evidence is either incomplete or missing. S I Budget All budget information is complete and adheres to Perkins IV and RIDE funding policies. Budget information is either incomplete and/or does not fully adhere to Perkins IV and RIDE funding policies. S I Forms and Charts All required and charts including approval, debarment forms and signatures and the programmatic initiatives are compete and included in the funding application. Not all required forms and charts are either completed or included in the funding application S I S – Satisfactory I – In Need of Improvement Eligibility How well has the CTE program, initiative, or planning grant been designed and will be/is implemented to meet the RIDE CTE Program and Initiative Standards (CTE Standards are found on pages 12 – 14 of this document)?
Satisfactory In Need of Improvement Rating Comments Overview The overview clearly explains the CTE activity’s organization, and expected outcomes. The overview also satisfactorily describes how the CTE activity will strengthen students’ academic and career and technical skills. The overview either incompletely or unsatisfactorily explains the CTE activity’s organization, goals, and expected outcomes or incompletely or unsatisfactorily describes how the CTE activity will strengthen students’ academic and career and technical skills. S I Program Design Applicable Standard(s): 1, 3& 6 The narrative satisfactorily describes how the CTE activity’s design will develop, implement, and improve effective CTE consistent with Perkins IV and RIDE requirements including a plan for continuous evaluation and improvement. The narrative either incompletely or unsatisfactorily describes how the CTE activity’s design will develop, implement, and improve effective CTE consistent with Perkins IV and RIDE requirements. It may be unclear how the CTE activity intends to continually evaluate and improve its performance. S I Curriculum and Instruction Applicable Standard(s): 2, 3, 4 & 5 The narrative satisfactorily describes how the curriculum and instructional design will provide curriculum and instruction that supports students to develop CTE, academic, technology, applied learning, and business and industry standards including ways to monitor its effectiveness. The narrative either incompletely or unsatisfactorily describes how the curriculum and instructional design will provide curriculum and instruction that supports students to develop CTE, academic, technology, applied learning, and business and industry standards. It may be unclear how the CTE activity monitors the effectiveness of its curriculum and instructional design. S I Satisfactory In Need of Improvement Rating Comments Program Organization, The narrative satisfactorily describes how the CTE activity will organize and support a certified, sufficient The narrative either incompletely or unsatisfactorily describes how the CTE activity will organize and
Staffing and Support Applicable Standard(s): 4 & 5 as well as provide comprehensive professional development. The CTE activity has a clear and effective plan to monitor and support CTE instruction. support a certified, sufficient and/or provides comprehensive professional development. It may not be clear that the CTE activity has a plan or mechanism to provide ongoing monitoring and support. S I Program Operation Applicable Standard(s): 3 The narrative satisfactorily describes how the CTE activity will operate with adequate and appropriate safety and health equipment, supplies, technology, and resources. The CTE activity has a clear and effective plan to monitor operations and work with its stakeholders to improve them as needed. The narrative either incompletely or unsatisfactorily describes how the CTE activity will operate with adequate and appropriate safety and health plans, equipment, supplies, technology, and resources. It may be unclear that the CTE activity has a plan for continuous monitoring or improvement of its operations. S I Accountability and Continuous Improvement Applicable Standard(s): 1, 2, 6 & 7 The narrative satisfactorily describes how the CTE activity will collect data and monitor student performance in each of the FAUPL indicators, make adjustments as necessary to ensure students reach these performance levels, and report this information to RIDE and all stakeholders. The narrative either incompletely or unsatisfactorily describes how the CTE activity will collect data, monitor student performance in each of the FAUPL indicators, make necessary adjustments, and/or report this information to RIDE and all stakeholders. S I Documentary Evidence Address Standard(s): 1, 5 & 7 Referred and documentary evidence is attached to the application and satisfactorily supports narrative assertions. The supplied evidence shows clear and consistent proof that the activity’s design will deliver effective CTE Referred and cited documentary evidence is either not attached to the application or complete and/or does not satisfactorily support narrative assertions. It may not be clear from the supplied evidence that the CTE activity’s design will deliver S I