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• The reauthorization of Perkins V required states to come up with a definition of “programs of appropriate size, scope, and quality”. New York’s definition of size includes, among other factors listed below, that at least eight CTE concentrators be enrolled in a particular �鶹����-approved CTE program in order for it to be eligible for CLNA review and, therefore, funding. CTE concentrator is a new definition in Perkins V which means “a student served by an eligible recipient who has completed at least two courses in a single career and technical education program or program of study (in New York this means a �鶹����-approved program)”. Therefore, if your seven programs have at least eight students who would be defined as concentrators above, then the programs would be eligible to receive funding.
• On page 11 of the��CLNA Guidance Document, under “Size, Scope, and Quality”, the first bullet under size (definition of concentrator) has been elaborated on for clarification. It now reads, “each �鶹����-approved CTE program of study must have a minimum of eight (8) CTE concentrators across all grade levels enrolled. At the secondary level, it means a student served by an eligible recipient who has completed at least two (2) courses in a single career and technical education program or program of study and has a program service record.��

As noted in the July 2019 Data memo, a CTE concentrator in a BOCES program has completed BOCES CTE course work in a state-approved program equivalent to two full year high school courses. This may vary by agency due to the number of seat hours in a course or program.

The data used for the indicators is the 4-year graduation cohort.

The LAC that has been in place under EDN 4601 may be the same LAC that is utilized for the CLNA. At your discretion, other members or outside resources may be employed to assist in the collection and analysis of data. The main focus of the LAC is to review this information before distributing to the larger stakeholder group. The LAC will inform the completion of the CLNA and the further action steps needed on the Perkins application to address gaps and deficiencies found through the CLNA.

Section 113 of the Perkins V legislation identifies what indicators of performance must be used, and �鶹���� has determined that aligning the performance levels with those identified in our State ESSA Plan meets the requirement of subparagraph (C).

(b) State Determined Performance Measures

1. In general. – Each eligible agency, with input from eligible recipients, shall establish State determined performance measures for a State that consist of—

(A) The core indicators of performance described in subparagraphs (A) and (B) of paragraph (2); and

(B) A State determined level of performance described in paragraph (3)(A) for each core indicator of performance.

2. Indicators of performance. –

(A) Core indicators of performance for CTE concentrators at the secondary level— Each eligible agency shall identify in the State plan core indicators of performance for CTE concentrators at the secondary level that are valid and reliable, and that include, at a minimum, measures of each of the following:

(i) The percentage of CTE concentrators who graduate high school, as measured by—

(I) The four-year adjusted cohort graduation rate (defined in section 8101 of the Elementary and Secondary Education Act of 1965); and

(II) At the State’s discretion, the extended-year adjusted cohort graduation rate defined in such section 8101.

(ii) CTE concentrator proficiency in the challenging State academic standards adopted by the State under section 1111(b)(1) of the Elementary and Secondary Education Act of 1965, as measured by the academic assessments described in 1111(b)(2) of such Act.

(iii) The percentage of CTE concentrators who, in the second quarter after exiting from secondary education, are in postsecondary education or advanced training, military service or a service program that receives assistance under title I of the National and Community Service Act of 1990 (42 U.S.C. 2504(a)) or are employed.

(iv) Indicators of career and technical education program quality as follows:

(I) That shall include at least 1 of the following:

(aa) The percentage of CTE concentrators graduation from high school having attained a recognized postsecondary credential.

(bb) The percentage of CTE concentrators graduating from high school having attained postsecondary credits in the relevant career and technical education program or program of study earned through a dual or concurrent enrollment program or another credit transfer agreement.

(cc) The percentage of CTE concentrators graduating from high school having participated in work-based learning.

(II) That may include any other measure of student success in career and technical education that is statewide, valid, and reliable and comparable across the State.

(v) The percentage of CTE concentrators in career and technical education programs and programs of study that lead to non-traditional fields.

(B) Core indicators of performance for CTE concentrators at the postsecondary level… (intentionally left out for secondary-level discussion)

(C) Alignment of performance indicators. – In developing core indicators of performance under subparagraphs (A) and (B), and eligible agency shall, to the greatest extent possible, align the indicators so that subs Section 113(b)(1) - 113(b)(2)

The technical skills assessments (TSA) offered by many �鶹����-approved programs (e.g., NOCTI, Precision) do not meet the definition of subparagraph (aa).

As mentioned above (in paragraph (vi)(II)), states may include other measures of student success, but they must be valid and reliable. A recent review of SIRS data has shown significant fluctuation in the numbers of students reported as having taken a technical skills assessment. Data quality issues must also be resolved before we consider reporting additional measures. One example of this problem is found in diploma type reports that show student attainment of the CTE technical endorsement that conflicts with CTE program participation reports showing these same students as participants—not concentrators—with no record of program completion.

While New York could report TSA results as an optional indicator, it elected to focus on the required measures first. Amendments to our Perkins plan and measurement definitions can be made in the future if complete and reliable TSA data is reported.

The state definition incorporates the federal definition of program of study but has been expanded for Perkins eligibility.

If the students are participating in activities such as job-shadowing or community service through their CTSO, then these are related work-based learning activities and could therefore be counted toward the 54 hour requirement. Membership alone or certain activities conducted through the CTSO that are not related to work-based learning, however, do not grant them hours.