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 Goal 2c – demand occupation based on regional or state labor market information. 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 Section 135(b)(6) – assessment of how the needs of special populations are being met. 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 Goal 3a – component of their Program of Study demonstrate performance on valid and reliable technical skill assessments that align to standards. AE5 Secondary CTE concentrators who complete the secondary component of their Program of Study do not require Goal 3b – remediation at postsecondary entry. AE6 CTE Programs of Study meet state-approved levels of performance on Perkins IV core indicators of performance. Goal 3c – Perkins Performance Measures
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
2018-2019-MWEC-Handbook-FINAL-(2).docx