Perkins & Pathways: How the New Federal Career and Technical Education Law Supports College and Career Pathways and High-Quality Linked Learning
The Alliance for Excellent Education and the Linked Learning Alliance Invite You to a Webinar
Perkins & Pathways:
How the New Federal Career and Technical Education Law Supports College and Career Pathways and High-Quality Linked Learning
Monica Almond, Ph.D., Senior Associate, Policy Development and Government Relations, Alliance for Excellent Education
Anne Stanton, President, Linked Learning Alliance
Donna Wyatt, Director of Career and College Transition Division, California Department of Education
Want to know more about what’s in—and what’s required by—the new federal law on career and technical education? If so, this is the webinar for you.
On July 31, 2018, the Strengthening Career and Technical Education for the 21st Century Act, the bill to replace the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins), became law.
This webinar, held on September 26, 2018, provided an overview of what’s in the new law, which will go into effect on July 1, 2019, plus how the new law can specifically support the implementation of high-quality Linked Learning in California.
The webinar also highlighted specific strategies that educators and community members can use to inform the development of the state plans required under the new law. Similar to the state plans required under the Every Student Succeeds Act, states must develop plans describing how they plan to implement the Perkins law to ensure that all students are truly college and career ready upon graduating from high school.
To help educators and advocates learn more about what the updated law means for career and technical education (CTE), the Alliance for Excellent Education has created three fact sheets on 1) changes in the new law; 2) information about accountability systems for CTE, and 3) opportunities in the new law to support Linked Learning and college and career pathways.
Support for this webinar is provided by the James Irvine Foundation.
Please direct questions concerning the webinar to email@example.com. If you are unable to watch the webinar live, an archived version will be available at http://www.all4ed.org/webinars 1–2 business days after the event airs.
The Alliance for Excellent Education is a Washington, DC–based national policy and advocacy organization dedicated to ensuring that all students, particularly those historically underserved, graduate from high school ready for success in college, work, and citizenship.
The Linked Learning Alliance is a statewide coalition of education, industry, and community organizations dedicated to improving California’s high schools and preparing all students for success in college, career, and life.
Monica Almond: Good afternoon to our East Coast viewers and good morning to those of you viewing on the West. I’m Monica Almond, Senior Associate for Policy Development and Government Relations at the Alliance for Excellent Education. Welcome, and thank you for joining us for today’s webinar.
On July 31, 2018, the Strengthening Career and Technical Education for the 21st Century Act, the Bill to replace the Carl D. Perkins Career and Technical Education Act of 2006 became Federal law. Nearing its 6th year of expiration, the revised legislation picked up incredible speed this summer and sailed through Congress to land on the President’s desk. Now, we have an updated law that like the Every Student Succeeds Act that became law in 2015, affords greater flexibility to states.
Importantly, the new law includes several key provisions that promote equity and encourage the state-wide and regional development of high-quality college and career pathway systems tied to the needs of the local economy.
The new law includes several changes and additions relevant for stakeholders who hold historically underserved students in middle school, high school, and in college. It better aligns and integrates school districts, institutions of higher education and employers to prepare more young people for high-skilled, high-wage careers. This is good news for communities across the country implementing high-quality college and career pathway approaches centered in equity.
Today’s webinar will provide an overview of what’s in the new Perkins Law and how it supports the implementation of high-quality college and career pathway systems such as the Linked Learning Approach that began in the State of California and has now spread across the United States.
Today, I am pleased to be joined by our remote guest. Anne Stanton, the President of the Linked Learning Alliance, and Donna Wyatt, Director of the Career and College Transition Division at the California Department of Education.
Later in the webinar we will address questions submitted by you, our live audience. Please join the conversation by sending us your questions throughout the webinar, using the box below this video window and on Twitter using the Perkins CTE hashtag.
Finally, if you miss any of the webinar today or want to share it with your colleagues, archive video will be available beginning tomorrow at Alfored.org/webinars.
During our discussion, just as an FYI, you will hear us using the term Perkins Four and the term Perkins Five. The old Perkins Law will be referred to as Perkins Four. File that away. And the new law we’ll call Perkins Five, as it is the fifth iteration of the reauthorized Federal CTE Law since 1984. Now, let’s jump right in. Let’s talk about what’s new in the updated Perkins Law.
So, first, we want to give you an update on how the new law providers greater flexibility to states and aligns several provisions’ definitions and reporting requirements with the Workforce Innovation and Opportunity Act and, where appropriate, the Every Student Succeeds Act, the Higher Education Act, as well. These changes will allow states to bring together their funding, their programs, and their reporting requirements across several Federal programs which reduces the burden on states and school districts.
Second, the new law only requires certain students called CTE concentrators, to be included in the accountability system. And this is new for middle and high school students. A CTE concentrator, in the new law, is considered a student who has completed at least two courses and a single CTE program or program of study.
So, if a student only takes one CTE course or if a student takes three CTE courses and three different programs of study, he or she will not be included in the accountability system. It will not be factored into decisions about performance and improvement.
Third, the new law calls for greater collaboration among middle schools, high schools, colleges and employers to provide an integrative college and career prepatory experience for students. Perkins Five, the new law, requires states to describe in their State Plans how they will support meaningful and effective collaboration among these key entities that serve students along an education continuum.
And the reason is, systems and stakeholders are working together. The idea is to have systems and stakeholders working together to support students across this continuum tied to a specific program of study that leads students to high-skill, high-wage careers.
Finally, as it pertains to what’s new, there are several new definitions in Perkins Five, intended to provide specificity in areas that the old law did not. One, again, the CTE concentrator is a new definition. CTE participant is new also, which is a student who completes at least one course in a CTE program or program of study.
Qualified intermediary is new, which is an entity that serves as a liaison between school districts, employers, colleges, and others to broker services and resources to support high-quality CTE, professional development, which promotes integrative professional development between core academic teachers and CTE teachers.
Program of study, which is a coordinated, non-duplicative sequence of academic and technical content at the secondary and post-secondary level, as well as work-based learning that resembles the work happening in high-quality pathways across the country.
Let’s turn to accountability, which is always very important. Let’s talk about how accountability helps states and really holds states and districts to account for student performance under the new law.
In short, accountability, at the secondary level, requires states and school districts, to report annually on student performance and to set goals for all students identified as CTE concentrators in the law. If a state or a district fails to meet at least 90 percent of their goals, an improvement plan must be implemented.
Overall, there are some unique distinctions in the accountability requirements between Perkins Four and Perkins Five, so let’s talk about that now.
First, the accountability indicators have been updated in the new law. At the secondary level, states must include the four-year adjusted cohort graduation rate, which is similar to ESSA. And at the state’s discretion, the extended-year adjusted cohort graduation rate.
Second, the percentage of students who are proficient on state academic standards. Third, the percentage of high school graduates in post-secondary education or advanced training, military service or a service program.
And fourth, there is a new post-secondary indicator of CTE program quality such as the percentage of high school graduates that won – earn a recognized post-secondary credential. Two, earn post-secondary credit or, three, participate in work-based learning.
And then finally, the percentage of students in CTE programs that lead to non-traditional fields is the fifth indicator required in the law. The option for number four on the screen, the Indicator of Program Quality, there are options within that indicator that states will choose from to include in their accountability system.
The old law required states and the US Department of Education to come to agreement on performance levels or goals for each accountability indicator under the law. The new law, however, Perkins Five, does away with this requirement, giving states greater flexibility and more control over the performance goals that they set for students.
Our hope at Allfored is that with this new flexibility, stakeholder groups and advocates will really advocate for robust performance levels that take into account the performance of all students, but in particular, historically underserved students as required under the law.
The new law also requires states to implement a process for the public to comment on the state’s recommended performance levels. Such process gives the public an opportunity to provide feedback on whether the performance levels, one, meet the requirements of the new law; two, support the improvement of all CTE concentrators including historically underserved students and student groups. And three, support the needs of the local education and business community.
After receiving public comment, each state must provide a written response to the public comments that they receive. And as representatives of historically underserved students, the comments that you provide will and should make a difference in the final State Plan that is submitted to the Secretary of Education.
One final point on accountability. For the first time in the new CTE Law, Perkins Five prioritizes improving the performance of historically underserved students. The new law requires states and districts to “continually make meaningful progress toward improving the performance of students of color, students from low-income households, English learners and students with disabilities, meaning states and districts will have to consider these groups when identifying and implementing their improvement strategies.
Now, before I turn it over to our friends in the great State of California, let’s discuss how the new law supports the good work happening in Linked Learning Communities in California and elsewhere, but also how this work really supports robust college and career pathway systems.
First, Perkins Five explicitly allows Perkins’ funds to be used for joint professional development between core academic and CTE teachers. Now, this is a gamechanger. There should no longer be any confusion about the use of Perkins’ funds to joint PD. We know that this helps to facility a high-quality Linked Learning Experience for students and this is something that’s important for states to really be mindful of is the level of quality of the program really involves the participation of the core academic teachers and the CTE teachers.
The new law also allows states and school districts to use funds to insure faculty and others providing instruction in CTE remain current with industry standards by earning the necessary industry-recognized credentials and licenses.
Employer engagement and work-based learning is also a key component to this new law. Now, when delivering a robust approach to college and career pathways, we know how important the role of the employer is. Perkins Five strengthens the role of employers and prioritizes work-based learning. The law focuses implementation around the needs of regional, state and local employers by including them in the development of the State Plan and the local application created by the local school district.
States must include an employer as a member of the eligible entity responsible for implementing activities under a new competitive innovation fund that’s geared to serve, predominantly, students from low-income families.
The law also designates the percentage of students who graduate from high school having participated in work-based learning as an optional indicator, as mentioned before, of program quality that states can include in their accountability system.
Early high school and dual and concurrent enrollment offers new opportunities for students to earn post-secondary credit while they’re in high school and this is also an important part of this new Federal law.
The use of articulation agreements is also included in the new Federal law – articulation agreements that are aligned to programs of study. The law actually includes dual or concurrent enrollment, early college high school programs, and articulation agreements in its definition of career and technical education. It also allows states and districts to use state and local funds to support dual and concurrent enrollment and early college high school programs.
Additionally, states can use the percentage of students who graduate from high school with post-secondary credit as an optional indicator for program quality within their state accountability system.
And finally, states may use up to 10 percent of their Perkins Five funds to support state leadership activities. And these activities may include, which you see on the screen, establishing partnerships among school districts, institutions of higher education, employers and others that provide students with opportunities to complete coursework that integrates CTE and rigorous academics, or in a post-secondary credential or credit toward a credential at no cost to the student or the student’s family, but also participating in work-based learning as part of available programs of study.
That wraps it up in terms of what’s new in the law, in terms of what’s new in accountability for the new law, as well as provisions that support high-quality college and career pathways.
So, Anne, now that we have a better understanding of what’s in this new law and how it can support high-quality college and career pathway systems, why don’t you help us to better understand what this work looks like in practice through the Linked Learning Approach in the great state of California but also taking places in other places around the country.
Anne Stanton: Sure, thank you Monica. I’m really happy to join to share this exciting update about the new Federal Perkins Law and how it can help schools and school districts better serve students in Linked Learning pathways.
So, let’s look at the difference that Linked Learning is making for high school students. Research is showing that it’s leading to decreased dropout rates, higher graduation rates and more credits earned. So, these positive findings are particularly strong for students who entered high school with low levels of academic achievement.
So, high-quality Linked Learning depends entirely on the integration of four core components. Rigorous academics that meet college-ready standards integrated with sequenced high-quality career technical education, the opportunity to have a chance to engage in work-based learning and internships. And supports to help students stay on track.
For Linked Learning students, education is organized around industry sector’s theme. Students are prepared for both college and career as they apply what they learn in the classroom in real-world professional settings and, increasingly, by getting a jump on college through dual enrollment.
We’re seeing this approach grow successfully really, really with great impact where districts, employers, post-secondary institutions, community advocates and other partner organizations are working together to develop and expand systems so Linked Learning pathways can offer high-quality experiences and so students are supported as they transition to post-secondary and continue to gain experience in the workplace and the workforce.
So, the Alliance has long advocated for the ability to use Perkins funds to support these types of partnerships because we believe they’re essential to preparing young people for both college and career.
So, as Linked Learning in California has taken root, and has expanded in a growing number of states around the country, we’ve learned how essential these systemic partnerships are to building and expanding high-quality college and career pathways.
So, let me give you a few examples of what’s possible. A Wonderful Ag Career Prep, which is a public school that partners with the wonderful company in California’s Central Valley. Students take rigorous academic and technical courses. They experience internships at the wonderful company where they get to learn about a wide range of career options, and they also benefit from dual enrollment with local community colleges.
Most Ag Prep students graduate from high school with an Associate’s Degree, and the vast majority go on to enroll in California State University Fresno or other four-year colleges. Almost all of these students are from low-income households and few have parents with college degrees.
Another example is Long Beach Unified, a district celebrated for forging an inspirational college promise initiative with Long Beach City College and California State University Long Beach, that’s complemented by the district’s strategy of making high-quality Linked Learning pathways available across the district because, simply, they have evidence that this approach works to prepare young people for success in college.
In San Diego, San Diego Unified School District offers Linked Learning pathways in all of its high schools and is preparing students for college and career by working really closely with employers who are actively bridging connections between these pathways and the regional economy, including in forward-looking industries like blue tech, focused on ocean and water technology and ocean-based enterprises. And where they’re partnering with The Maritime Alliance which is comprised of 40 employer partners.
So, these are the type of partnerships and integrated experiences that are the hallmark of systematic Linked Learning, which can be strengthened and expanded with more flexible uses of Perkins’ funds.
For example, many districts here in California have expressed frustration with limits on the use of Perkins’ funds that were prescribed in California’s State Plan and then prohibited them from using this funding source for professional development aimed right at integrating academic and technical courses.
So, the training for educators with academic, single-subject credentials wasn’t an approved use of the funds even if they were working collaboratively with CTE’s teachers and integrated pathways that were evidencing better student outcomes than students not in pathways.
So, we hope that the Linked Learning field will take an active role in informing the development of California’s new State Plan to eliminate this barrier, keeping with the explicit approval of this type of use in the updated Perkins Law.
We also want to collectively advocate for strong alignment between the reporting of requirements for Perkins and the College Career Indicator in California’s accountability framework.
Back to you, Monica.
Monica Almond: Thanks so much, Anne. That is super helpful and it’s really been a privilege to see Linked Learning work unfold and the momentum and the excitement around just creating very strategic and aligned programs of study for historically underserved students in the great State of California, my home state. And so, thank you for sharing that work and how it’s making an impact specifically in the Long Beach Unified area; San Diego Unified area and in some of our ag communities in the more central rural locations of the great State of California.
So, Donna, thank you so much for joining us today from the California Department of Education. And your role there at the California Department of Ed, you oversee efforts to support school districts to improve career and technical education at both the second and post-secondary levels.
And you have a big task there now with this new Perkins Law so I know that there are things that are still being kind of finalized and figured out. But can you share with us how will California’s vision for college and career readiness be incorporated in the next version of the California Perkins State Plan giving this new flexibility in the Federal law. And how might that align kind of going back to what Anne was saying about how it can align with some of the state’s accountability efforts that are already underway?
Donna Wyatt: Sure, thank you Monica and good afternoon or good morning everyone. Thank you for having me. I think when you talk about aligning to state efforts, I think what we’re doing right now within the division is really kind of elemental to that. While I know everyone is really excited that we have a new Perkins Act, that, quite honestly, is not our priority right now.
Our priority are the state initiatives around career technical education; the new CTE Incentive Grant which is a continuation of the first grant but more importantly, right now, is ongoing funding for K-through 12 career tech ed. And then the 164 million on the community college side but this is still for K-12.
So, really, it’s people have heard us at the CD talk about the California way. It’s making sure that those initiatives and what we want for our students in California, that we use Perkins to make sure that we are promoting that and those achievements and the college career indicator and all those initiatives that we have going on in the state.
So, quite honestly, what we’ve done around Perkins right now is we are reading through the law. We are looking at what the possibilities would be. We are working on a tentative timeline based on what we’re hearing. But again, we haven’t really received – well, not we haven’t really – we have not received guidance from the Feds as yet.
We have been told that we will receive a draft next month of the guiding documents around the new State Plan as to timelines, some clarity around some issues in the plan that are kind of contradictory. Questions that all of us, as state leaders in career tech are putting to them. Concentrator definition. Some of the core indicators and things like that.
So, we’ll see that hopefully in October. Also in October, I’ll be attending advanced CTE which is the full continuum of all the state directors and OCTAY be present there and speaking with us. So, the guiding document, the draft will come out in October. December is when we’re hearing that the actual guidance document will come through. So, for right now, we’re really concentrating in those state initiatives that the CTIG and the strong workforce. So, – and looking at the Perkins and looking at what the possibilities are under Perkins.
Monica Almond: That’s helpful, Donna. That’s really helpful which makes good sense. One of the things that the new assistant secretary for Education under the Office of Career Technical and Adult Education, Scott Stump said the other day was that states should be thinking about what is your big vision for college and career readiness in your state? And how can Perkins support that vision? Not that the Perkins plan should inform what you’re already doing. And so, that really, that resonated with that remark that he left.
Can you speak a little bit more to what that big vision is for the State of California? With the CTE Incentive Grant, with some of the funding that’s come out of the State Legislature. What is California’s – the California Way, which I love – I love that hashtag and I use it every once in a while, to plug that. but what is that big vision for students when it comes to preparing them both for college and career?
Donna Wyatt: Well, I think honestly, Monica, that’s to be determined because that’s where the extensive stakeholder feedback – that – I don’t feel that that is for us to determine. That’s going to be determined by stakeholder feedback by all of us getting involved and working on this plan together.
We have the California Workforce Pathways Joint Advisory that is kind of overseeing the work of the new State Plan but also is involved in the CTE. Again, the Strong Workforce Initiatives. So, they are one body. They are a joint body from the Board of Governors on the Community College Chancellor’s Office and then our State Board of Education. And then, finally, there is, of course, the State Board of Education which is the authorizing agency for the new State Plan.
So, I would be hesitant to say what’s the vision because that’s not for me to determine. That is for all of us to determine in conjunction with all of the State Initiatives and the College and Career Indicators. So.
Monica Almond: That makes sense. That makes perfect sense.
Donna Wyatt: Yeah.
Monica Almond: There is a lot more of a – there is a lot more credence, I will say, given to the role of stakeholders in this new State Plan. I think part of that is because there is not – now there is no agreement that’s required for the performance levels that are set under Perkins.
So, before, there was negotiation that happened between the Secretary of Education and the State Agency, but now that negotiation has been removed which gives some of us pause, because we want to make sure that the performance levels are set to a certain level of robustness and a certain level of rigor for students.
But the stakeholder involvement is going to be really important in that they are the ones who will kind of comment on the performance levels and comment on whether or not the targets are meeting the requirements of the law.
What plans, if any, do you all have now either at the California Department of Ed or the California State Board of Education, to engage stakeholders in the process? Do you have an idea of what that will look like? I know the timing is – because there’s a transition plan that some states can do so we’re going to talk about some of the timing at the end. But can you talk about what that stakeholder involvement might look like if you have an idea?
Donna Wyatt: Yeah, sure. Well, in the State Plan it does delineate who the stakeholders are that we need to hear from. What that will look like, I know, obviously, it will be up and down the State. It will be insuring that our special populations are heard from.
But I think at the core of is going to be the core team that is going to write the State Plan based on all that stakeholder feedback and making sure that the core team that’s going to be writing this and putting this to the Joint Advisory and ultimately to the State Board of Education and the Community College Chancellor’s Office, is representative of all of those different stakeholders.
Monica Almond: Sure.
Donna Wyatt: Teachers, students, special pops, Ontrad, all of that. and also, on the performance indicators, while we don’t have to negotiate with the State or with the Feds, the Feds do have final approval of the plan. So, there’s kind of a balance there and that’s where some of the conflict exists in the plan. In one area it says that locals can negotiate their own performance indicators. In another area of the plan it says that they can’t. So, that’s what we’re hoping to hear from Ontay in February is the clarity around some of those issues.
And then also the requirement of the plan too is as we set those performance indicators, we also have to look at what the other recipients of Perkins Federal dollars are doing around those indicators as well. So, it’s much more complicated than what it initially appeared to be. And we all kind of jumped on the idea that great. We don’t have to negotiate. Well, no we don’t but there’s a lot more work that maybe is not negotiation that still has to be done, so.
Monica Almond: Yeah, understandable. Completely understandable. So, why don’t we turn to – thanks so much, Donna. Why don’t we turn to some of the questions that we’ve received from our audience? Remember, if you would like to ask a question, please use the form at the bottom of this web page or send us a tweet using the hashtag Perkins CTE.
We do have a question from Lisa from Texas who asks, “Will this new law make sure that students receiving special education services are prepared for future employment?” And one of the things that this Perkins Law requires is that states and districts prioritize groups known in the law of special populations. And there are a number of groups that fall into that definition. Students with special needs are one. English learners are one. Homeless students are one. There’s a number of groups that fall into that definition.
But 10 percent of the Perkins funds, in this new law, are allocated to state leadership activities. And Perkins Five, this is new, they require a specific set aside now in Perkins Five, for the recruitment of special populations into CTE programs of study. So, now there will be – states are required to take more effort to recruit special populations into programs of study.
And on top of that are there are a number of provisions in the law that really provide – that require states and school districts to provide additional supports but also give – make sure that those students are counted and factored into the development of programs of study and how they have access to those programs. So, that’s a very important question.
We also want to turn – there was a question from Bruce from the State of Texas, and this is a really interesting question and it makes me think about some of the kind of issue areas around using Perkins funds for integrative professional development.
But Bruce asks, “How can classroom teachers request to attend a conference or a specific training related to their CTE classes in a way that insures that they get the professional development that they need to confidently teach their CTE content?” And I’ll pose this to you, Donna. It’s a very important question.
He goes on to explain that some school districts deny teachers the opportunity to attend professional development due to limited funds. Now, should Perkins funds be available for that, is what he asks?
Donna Wyatt: Yeah. And I would say yes. CTE teachers have a very specific professional development need. They need the professional development on pedagogy and instructional practices. But they also need to stay out in industry. And if we’re talking about a conference that is a professional conference in that industry, I would think that that would be a conference that would be allowable.
Now, understanding California’s is a local-controlled funding state. That that would be a decision made by the locals. But again, if that teacher can justify what the professional development is and how they’re going to bring that back to the classroom, I mean I was a CTE teacher. I went – I was health/science. I went to professional development for nurses because I brought back that back into the classroom.
But again, funding is limited. It’s going to be up to that teacher to really justify that conference and how it’s going to help them back in the classroom and directly impact students.
Monica Almond: Right. That’s understandable. I’m curious to know from you, does the State of California do a survey or an assessment of where Perkins funds are being used and what they’re being used for? I’m just curious to get a sense of is the majority of funding being used by equipment and to provide professional development? Like when you look across the spectrum of what folks are using that funding for, can you give us an idea of what that is?
Donna Wyatt: It’s a complicated formula. There are categories and each category has a certain percentage of what those funds can be used for. Equipment, supplies, professional development, things like that. But every LEA that’s receiving Perkins funds has to put together a local plan and that local plan delineates how they’re going to spend the funds and where they’re going to spend them.
And that’s also a very important thing that is coming with Perkins Five is now there is going to be a – every two-year program evaluation that’s going to be necessary. So, locals applying for Perkins funds are going to have to fill out an evaluation tool that we’re going to put together to basically say here are our programs. Here are areas of improvement and here’s how we’re using those funds to improve our program. So, that is something brand new to Perkins Five, so.
Monica Almond: Got you, great, terrific. There is another question, Donna, from Tracy from New Mexico who asks, “How can the changes in Perkins be leveraged with We Owe It Dollars? The Workforce Innovation Opportunity Act Dollars allocated to in-school youth, which I believe was 25 percent of We Owe It Funding? I could be getting that number wrong but the We Owe It iteration – the majority of the funding was supposed to be allocated to out-of-school use. So, her question is, “How can those resources be leveraged together for in-school youth?”
Donna Wyatt: Yeah, I think it’s not just We Owe It. It’s what we’re looking at is we’re looking at the state initiatives around CTE. What are the metrics there? What are the potential metrics under Perkins? And then We Owe It as well as ESSA? So, it’s what we’re doing now within the division and with the Joint Advisory is looking at all of those metrics and looking where they’re common, where they’re aligned and how we fit that into the new Perkins plan as we move forward, so.
Monica Almond: That sounds good. And again, that makes perfect sense. Being very intentional and strategic about making sure that your vision is caring for the work and caring for and the deployment of resources as opposed to relying on funding that comes from external sources like the Federal government.
Donna Wyatt: And hopefully not putting that burden on our locals, so.
Monica Almond: Understandable. So, we are coming to the close of our webinar. Thank you so much both Donna and Anne for being a part of our webinar today. It’s been a pleasure having you with us. Please continue to – if we can, at any time continue to amplify the great work that’s happening in California or other states around the development of high-quality college and career pathways, in particular, for historically undeserved students, we want to be a resource for doing that.
And in closing, if you can share with us some specific strategies that school district leaders and other stakeholders can use to inform some of the activities that are required under the development of the Perkins State Plan, a call to action, what is the call to action for the field?
Anne Stanton: Sure, I’d be happy to, Monica. I think I just want to underscore to everybody what you’ve heard from both Donna and Monica about how important stakeholders’ input and involvement is. So, I think we would recommend that there are three important action steps that the Linked Learning field and others really focused on high-quality college and career pathways should take.
One is to urge policymakers to align the use of Perkins funds with the state’s accountability system to support high-quality efforts around college and career readiness. For example, California Perkins reporting requirements should feed into California’s College Career Index in the state’s accountability system.
Number two, give input. When there are opportunities to help inform the development of California’s State Perkins Plan, as Donna said, we expect that there are going to be opportunities hosted by the California Department of Education for a series of public meetings to gather input from the field.
So, we really recommend to actively sharing your experiences and expertise about high-quality college and career pathways to inform the development of a plan that will support an integrated approach to preparing all students for both college and careers.
And third, work with your district leaders and regional partners in developing a local plan to use Perkins funds to build and expand high-quality Linked Learning pathways that we know deliver proven results for students and their communities.
Monica Almond: Excellent.
Anne Stanton: So, those are the three action steps I would recommend, Monica.
Monica Almond: Excellent. Thanks so much, Anne. So, the call to action is hugely important. And I think regardless of what state you live in, stakeholders everywhere can implement strategies like the one that Anne mentioned. It’s about being at the table and being a part of these conversations to make sure that when it comes to equity and excellence, which is what the Alliance has advocated for in this new Perkins Law, to make sure that that’s reflected in these state plans. Reflected at the local level.
So, please be at the table. Lastly, we want to share with you a tentative timeline that we received from the Department of Education on the unfolding of some of the implementation around the State Plan. So, in the fall of 2018, which is essentially right now, there are two things that the Department pointed out that are happening.
One is stakeholder input. So, the Department is going to be meeting with groups around the beltway around the Washington, D.C. beltway, that are working directly with states on their career readiness plans, on their Perkins, that have been working with states already around career readiness to gather feedback. So, the Department is going to be convening likely organizations like ours and others around D.C. to get their input and feedback on how we can best support states with the implementation of this new law.
But at the same time, what the Assistant Secretary said is that states should be thinking about starting these stakeholder conversations right now at the state level. And again, thinking big picture. What is your state’s vision for career readiness? The college and career readiness. I think those two should be one in the same.
What is your state’s vision for college and career readiness so that when you get to the development of the State Plan, the first thing that they ask you is what is your vision? That can be a conversation you’re already having with folks on the ground.
Also in the fall, the Non-Regulatory Question and Answer document is supposed to be released. I think Donna mentioned next month that document is supposed to be coming out. So, this will be an opportunity for questions around the concentrator definition. Questions around prioritizing historically underserved students and accountability system and collecting data and reporting requirements. All of that stuff will be flushed out.
But also keep in mind that the non-regulatory guidance is advisory only. It does not mean that these are specific requirements that are imposed beyond the letter of the law. But it’s meant to be helpful and useful for – as states are developing their State Plans as they have questions about these particular things, that they can look to the Non-Regulatory Q & A document for that.
Mid-January – so coming up in 2019 is when the State Plan Guide is supposed to be released. So, stay tuned for that. And then in the spring is when the full State Plans – the spring of 2019 is when either the full State Plans are due or the Transitions Plans are going to be due. So, states will have the option of either submitting a Transition Plan or a full State Plan.
The Transition Plan will be in place for only one year. But if you submit your full State Plan that will be a four-year document or four-year plan that you’re going to use to guide the implementation of Perkins in your state for four years.
Now, states have the option of one or the other because it requires a lot to be happening right now if you’re going to submit the full four-year plan. The Transition Plan gives you more time to think about long-term, what do we want this vision to look like long-term? And so, states have the option of doing one or the other.
The summer of 2019 is when the State Plans are supposed to be approved. So, the implementation will happen in the fall of – implementation of the new plan will happen in the fall. So, that’s, in a nutshell. We’ll have more concrete and specific information.
You can also go to the Department of Education website and track there for more specifics about the unfolding of these specific activities. So, we just want to thank you all for joining us today and being a part of this webinar; for asking questions.
For detailed fact sheets on the new Perkins Law, visit Allfored.org/Perkins. Again, that’s Allfored.org/Perkins and that’s at the bottom of the screen.
To learn more about the Linked Learning Alliance and the great work that they’re doing in states across the country, visit Linkedlearningalliance.org.
And if you missed any of today’s webinar or want to share it with your colleagues, archived video will be available tomorrow at Allfored.org/webinars.
We hope that this was a good use of your time today and that you will join us again for future webinars on these very important topics. Thanks so much for joining us have an excellent day.
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