Sheila McCartney Regional Coordinator 503.589.7747 sheila.mccartney@chemeketa.edu Resource contact for secondary consortium schools Resource to teacher/admin PLC’s POS and TSA development and implementation CTE teacher licensure Assist districts in mentoring new CTE teachers Debbie Johnson Financial Analyst 503.584.7401 Interacts with instructors, principals and vendors to purchase approved items for use at the schools and for instructors to use in their classes Researches discrepancies between vendors, purchase orders and invoices. Manages inventory Manages Perkins Grants and funding streams Arranges conference details Manages the MWEC PD system Bruce Scanlon Dual Credit Coordinator 503.399.3696 Guides teachers through the processes of instructor and syllabi approval Supervises support staff Serves as liaison to CTE and Dual Credit Coordinator teams Oversees Dual Credit (CCN) program Liaison between CCN instructors & Chemeketa Marlene Sandoval CCN Academic Advisor 503.584.7349 Advising students, parents, and high school partners CCN admission and registration Coordinates syllabi approval Liaison between CCN Students, Instructors & Chemeketa Prepares Chemeketa Connections contracts Manages CCN Reports & Invoicing process Maira Garcia CCN Academic Advisor 503.584.7352 Advising students, parents, and high school partners CCN admission and registration Coordinates syllabi approval Liaison between CCN Students, Instructors & Chemeketa Prepares Chemeketa Connections contracts Manages CCN Reports & Invoicing process Terrie Reisner Program Support 503.399.6146 treisner@chemeketa.edu Assists in arranging conference details Assists in accounts payable Assists with CCN registration Special Projects MWEC Executive Council MWEC uses a shared decision making model when it comes to the carrying out of Perkins programs of study in the region. The MWEC Executive Council membership represents the various schools that comprise the consortium. Each school is represented on the council by one individual, except in cases where one individual represents a group of small schools. The council sets priorities and determines which activities will be approved for the year. This council meets at least quarterly and provides guidance, feedback, and direction to the organization.
Alignment and Articulation An expectation that the elements defined in the Perkins Act will ensure a greater depth and breadth of student learning through the alignment and integration of challenging academic and technical standards in curriculum, instruction and assessment A unified, cohesive sequence of content secondary and postsecondary partners; a non-duplicative sequence of courses or learning experiences; students receive credit for prior learning whenever possible Alignment of content between secondary and postsecondary education may include course articulation or other ways to acquire postsecondary education credits (e.g. Oregon’s credit for proficiency, dual credit) Articulation agreements are developed, implemented and supported at the institutional to ensure sustainability and cross-sector cooperation Indicator Source AA1 – CTE is linked at the secondary and postsecondary levels. Section135 (b)(2) AA2 – CTE Programs of Study operate with signed alignment agreements. Goal 2a AA3 – CTE Programs of Study operate with signed articulation agreements. Goal 2b AA4 – CTE Programs of Study lead to an industry-recognized, postsecondary certificate or degree in a high wage, high demand occupation based on regional or state labor market information. Goal 2c Accountability and Evaluation Each eligible recipient’s CTE student and program performance will be measured against the set of performance measures ODE collects data and reports student and program performance using the measurement definitions described in Perkins IV Measurement Definitions Indicator Source AE1 – Evaluations of the CTE programs carried out with funds under Perkins IV are developed and implemented, including an assessment of how the needs of special populations are being met. Section 135(b)(6) AE2 – Stakeholders are involved in the development, implementation, and evaluation of CTE programs. Section134 (b)(5) AE3 – Stakeholders are informed about, and assisted in understanding, the Perkins law and CTE Programs of Study. Section134 (b)(5) AE4 – CTE concentrators who complete the secondary or postsecondary component of their Program of Study demonstrate performance on valid and reliable technical skill assessments that align to standards. Goal 3a AE5 – Secondary CTE concentrators who complete the secondary component of their Program of Study do not require remediation at postsecondary entry. Goal 3b AE6 – CTE Programs of Study meet state-approved levels of performance on Perkins IV core indicators of performance. Perkins Performance Measures Goal 3c