Perkins legislation is focused on high-quality career/technical studies. Secondary and postsecondary recipients are required to strengthen and align coherent and rigorous technical content that leads to high-skill, high-wage, or high-demand occupations. Your FY08 Perkins Transition Plan described the processes you will use to improve existing CTE courses, eliminate outdated courses, identify and create new courses, and meet the structure of career clusters, pathways, and majors.

DIRECTIONS: If FY13 Perkins funds are used in this section, describe the strategies and activities you plan to carry out, including additions or modifications to previous applications that address the requirements bulleted below:

• Collaborate with advisory committees, regional business/industry councils, and college partners (if applicable) on development, implementation and evaluation of CTE/technical course curricula and career majors to increase the level of student technical skills.

• Strengthen the technical content taught in CTE courses and align with national and state industry standards.

• Utilize career cluster knowledge and skills and national industry standards to ensure that the technical content taught in CTE/technical courses sufficiently prepares students to enter their career field. (Go to www.careerclusters.org and click on "Free Career Cluster Plans of Study" to complete the one-time registration. Then go to any career cluster, and select the knowledge & skills chart for a particular pathway of interest).

• Ensure that all CTE/technical students take and successfully complete technical skill assessments.

2.3  PROFESSIONAL DEVELOPMENT

Perkins legislation requires local sites to provide professional development that is high quality, sustained, research based, and related to instruction.  This can be accomplished through activities such as but not limited to comprehensive professional development related to instruction and student achievement (including initial teacher preparation) for instructional (both academic and technical), guidance, and administrative personnel. Examples include: national, regional and/or state conferences for career and technical education that promote instructional leadership; in-service training focusing on the integration of academic and career and technical education courses; in-service training focusing on career development; internships for career and technical education teachers and/or counselors; and, local provision of professional development. Your FY08 Perkins Transition Plan described your current and planned professional development; including planned in-service training when appropriate.

DIRECTIONS: If FY13 Perkins funds are used in this section, describe the strategies and activities you plan to carry out, including additions or modifications to previous applications that address the requirements bulleted below:

• Use professional development to demonstrate and practice effective teaching skills.

• Identify research that supports promising instructional practices.

• Improve parent and community involvement.

• Include academic instructors in professional development activities with CTE instructors.

• Train instructors and related staff to more effectively use technology.

• Offer internship/mentorship experiences (which may include work-based learning) to instructors and related staff that that are current, relevant to career and technical education, and cover all aspects of an industry.

• SECONDARY ONLY: Identify opportunities to combine CTE professional development activities with services and activities provided by secondary funds from No Child Left Behind (NCLB) Title II.

2.4  ALL ASPECTS OF THE INDUSTRY

Perkins legislation requires that students be provided with strong experiences in and understanding of all aspects of an industry, which may include work-based learning. All aspects of an industry include planning, management, finance, specific technical and production skills and underlying technological principles, labor, and regulatory and community issues that may include health, safety, and environmental issues.  Your FY08 Perkins Transition Plan described how your students have experiences related to all aspects of the industry

DIRECTIONS: If FY13 Perkins funds are used in this section, describe the strategies and activities you plan to carry out, including additions or modifications to previous applications that address the requirements bulleted below:

• Implement recommendations from local program advisory committees, regional industry councils, and/or college partners to provide students with relevant experiences that help them to understand all aspects of an industry. These can include work simulations, capstone or senior projects, job shadowing, internships, and mentoring relationships with individuals from the industry.

2.5  EVALUATION AND CONTINUOUS IMPROVEMENT

Perkins legislation challenges districts to promote continuous improvement in academic achievement and technical skill attainment as well as address current or emerging occupational opportunities. Your FY08 Perkins Transition Plan described the processes used for data collection, evaluation and continuous improvement.

DIRECTIONS: If FY13 Perkins funds are used in this section, describe the strategies and activities you plan to carry out, including additions or modifications to previous applications that address the requirements bulleted below:

• SECONDARY ONLY: Identify the process for working with your district’s NCLB data specialist to monitor the progress of all CTE students by NCLB-defined sub-populations who attain a diploma, GED (or recognized equivalent), certificate, proficiency credential or degree.

• SECONDARY ONLY: Identify methods used to monitor the graduation rate of student cohorts in grades 9 through 12 as defined by NCLB.

• Monitor and evaluate the success of student placement in employment, advanced training, military, or college/college transfer.

• Monitor the progress of students enrolled in programs that are non-traditional for their gender.

• Recruit, retain, and monitor the progress of under-represented populations in CTE technical programs.

• Involve parents, students, academic and career and technical educators, counselors, representatives of business and industry, labor organizations, representatives of special populations, college partners, and other interested individuals in the development, implementation, and evaluation of career and technical education programs, and how such individuals are effectively informed about the requirements of Perkins legislation.

2.6  SPECIAL POPULATIONS

Perkins legislation continues to strongly support activities that enhance opportunities for members of special populations, including individuals protected by Section 504 or the ADA; those covered under the Individuals with Disabilities Education Act (IDEA); economically disadvantaged; individuals preparing for nontraditional training and employment; single parents, including single pregnant women; individuals with other barriers to education achievement, including individuals with limited English proficiency; and school dropouts.  Your FY08 Perkins Transition Plan described how individuals who are members of special populations will not be discriminated against based on this status and how you will provide access and services to special populations. 

DIRECTIONS: If FY13 Perkins funds are used in this section, describe the strategies and activities you plan to carry out, including additions or modifications to previous applications that address the requirements bulleted below:

A) Summarize the strategies and planned activities to address these requirements, including data sources where applicable:

2.7  GUIDANCE AND COUNSELING

Perkins legislation increases the focus on enhanced career guidance and academic counseling.  Your FY08 Perkins Transition Plan described how guidance and counseling will be provided to CTE students, which now includes linkages to future education and training opportunities.

DIRECTIONS: If FY13 Perkins funds are used in this section, describe the strategies and activities you plan to carry out, including additions or modifications to previous applications that address the requirements bulleted below:

• Describe the district’s or institution’s guidance and counseling or student services program and how it is delivered through guidance services / curriculum, individual planning and advisement, responsive services and system support, and how guidance information is shared with instructional staff in your district and beyond (i.e., from high school to technology center to collegiate).

• Assist CTE/technical students with creating and implementing an individual plan of study (may be electronic or paper based), and the methods used to review and update student plans of study on a regular basis with student, parent, counselor, and/or teacher advisor involvement, and developing and disseminating course descriptions to students with recommended course sequences for academic and technical courses.

• Identify assessments and interpretation and other resources used in the development of those student plans of study. (Assessments could include but not be limited to career and interest assessments, Explore, PLAN and ACT, COMPASS, OKCIS and other postsecondary placement inventories.  Resources could include but not be limited to Teachers As Advisors, advisory committees, adult mentors, career planning sessions, career development classes, etc.).

• Strengthen transitions between middle school, high school, tech center, and post-secondary institutions that include parent and student discussions with counselor/school involvement regarding various career pathway opportunities. 

• Provide students with guided career exploration and career planning experiences using labor market and career information from various print, media and on-line resources that address a wide variety of educational, career and employment options.  (Resources could include but are not limited to OKCIS, Discover, O*Net, Occupational Outlook Handbook, career websites, labor market information sources, career development curriculum, etc.).

2.8  INSTRUCTOR RECRUITMENT AND RETENTION

Perkins Legislation challenges schools to improve the recruitment and retention of career and technical teachers, faculty, and guidance/academic counselors, including those in underrepresented groups in the teaching profession, also to improve the transition to teaching from business and industry.  Your FY08 Perkins Transition Plan described your efforts in recruitment and retention of career and technical teachers, faculty, and guidance/academic counselors.

DIRECTIONS: If FY13 Perkins funds are used in this section, describe the strategies and activities you plan to carry out, including additions or modifications to previous applications that address the requirements bulleted below:

• Identify strategies for recruitment of career and technical teachers, faculty, and guidance / academic counselors such online job listing services, college recruitment, career fairs, media services and publications targeting underrepresented groups for recruitment.

• Describe approaches to retain staff, such as teacher induction programs, mentoring programs, and other professional development activities.

This completes Section 2 of 5. You may return to this section for editing if needed.

The FY13 application period closes at 6:00 pm on July 1, 2012.

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