DOCUMENT RESUME CE 073 620 ED 404 562 Office of Vocational and Adult Education Fact TITLE Sheets. Office of Vocational and Adult Education (ED), INSTITUTION Washington, DC. PUB DATE 96 NOTE 24p. Descriptive (141) PUB TYPE Reports EDRS PRICE MFO1 /PCO1 Plus Postage. Academic Education; *Adult Education; Awards; Career DESCRIPTORS Counseling; Career Education; Career Guidance; Compliance (Legal); Educational Legislation; Federal Government; Federal Legislation; Government Role; Integrated Curriculum; Postsecondary Education; Program Evaluation; Program Implementation; Rural Education; Secondary Education; Student Evaluation; Student Organizations; *Technical Education; Tech Prep; *Vocational Education Carl D Perkins Voc and Appl Techn Educ Act 1990 IDENTIFIERS ABSTRACT This packet contains 11 2-page fact sheets on various facets of vocational, technical, and adult education. The fact sheets (1) performance measures and cover the following topics: standards--what the law says; (2) career academy programs; (3) (4) tech prep integration of academic and vocational education; (5) the Carl D. Perkins Vocational and Applied Technology education; (6) integration of academic and Education Act, Public Law 101-392; vocational education; (7) vocational student organizations; (8) the federal role in vocational education today; (9) career guidance and counseling programs; (10) rural education; and (11) the Secretary's Awards for Outstanding Vocational-Technical Education Programs--1995. Each fact sheet defines and describes its topic, provides some background information or information on the significance of the subject, and includes names and addresses as resources. (KC) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Education U.S. Department of Education Office of Vocational & Adult Education Division of Vocational-Technical Fact Sheets U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement ORAL RESOURCES INFORMATION EDUC CENTER (ERIC) a3 his document has been reproduced received from the person or organization originating it. improve O Minor changes hove been mode to reproduction Quality. stated in this doC o Points of view or opinions official meet do not necessarily represent OERI position or policy. 1996 2 BEST COPY AVAILABLE fficex DIVISION OF VOCATIONAL-TECHNICAL EDUCATION PERFORMANCE MEASURES AND STANDARDS -- WHAT THE LAW SAYS Procedures for using existing resources and WHAT ARE PERFORMANCE methods in use by other programs receiving STANDARDS AND MEASURES? Federal assistance such as the Job Training Act Program the Job and Partnership Performance standards and measures, as required Opportunities and Basic Training Skills in the Carl D. Perkins Vocational and Applied Technology Education Act of 1990 (Perkins Program. Act), are unique outcome-based performance WHO MUST DEVELOP STANDARDS indicators that provide the foundation for an AND MEASURES? accountability system developed by each State to evaluate the quality of its vocational-technical Each State receiving funds under the Perkins Act education programs. must develop and implement a statewide system of core standards and measures of performance. Under the Perkins Act, each State includes at a Each local recipient of Title II, Part C funds must minimum: evaluate its programs (secondary, postsecondary, State-developed the using annually adult) Measures of learning and competency gains, standards and measures. including student progress in the achievement of basic and academic skills A State may elect to expand the scope of its system beyond those projects and activities One or more measures of performance such receiving Perkins funds. as: attainment - competency A State may also authorize local modifications to skill attainment - job or work the State-established standards and measures. in school/secondary school - retention Local modifications may be necessary for completion unusual economic, geographic, or demographic (in school, job, military) - placement conditions in a local area or due to the unique characteristic of the population being served. and adjustments designed to Incentives encourage service to targeted groups and special population students U.S. Department of Education *Office of Vocational and Adult Education * Washington, D.C. 20202 WHAT IS THE FEDERAL ROLE IN WHAT IS THE DEADLINE TO PROGRAM ACCOUNTABILITY VIA ESTABLISH STANDARDS AND PERFORMANCE STANDARDS AND MEASURES? MEASURES? The Perkins Act mandated that every State The role of the U.S. Department of Education is develop and implement its State-wide system by three-fold: September 25, 1992. 1. To provide on-going technical assistance to HOW WILL STANDARDS AND and development the during MEASURES BE USED TO EVALUATE States implementation of the performance standards VOCATIONAL-TECHNICAL and measures; PROGRAMS? 2. To research and report on the status and Beginning with the 1992-93 school year, local usefulness of performance standards and programs that receive Federal vocational funds quality of improve the (and any additional programs and cohorts measures to vocational-technical education; and designated by a State) evaluate annually the effectiveness of their programs based on the 3. To monitor States' compliance with the standards and measures. requirements outlined in the Act. The Perkins Act requires the local evaluation to FOR INFORMATION: include the participation of representatives of Also, the individuals of special populations. U.S. Department of Education progress of vocational programs in providing Office of Vocational and Adult Education and experience with in "strong students Washington, DC 20202-7241 understanding of all aspects of the industry they 202-205-5440 are preparing to enter" is to be evaluated. http://www.ed.gov/offices/OVAE If a local program is not making substantial progress in meeting the standards and measures after one year, the local recipient is to develop a local improvement plan for the succeeding school year. If after implementing the local improvement plan for one year, sufficient progress in meeting the standards and measures has not been made, the State works jointly with the local recipient to develop a program improvement plan. This plan is then jointly reviewed and revised annually until the local recipient sustains fulfillment of the standards and measures for more than one year. 4 -ocation Fact Sheet 41'itrits 0 DIVISION OF VOCATIONAL-TECHNICAL EDUCATION CAREER ACADEMY PROGRAMS DEFINING CHARACTERISTICS OF Career academies are high school programs that are usually "SCHOOLS-WITHIN-SCHOOLS", CAREER ACADEMIES that are occupationally focused. These educational structures bring together groups of students and Career academies usually have several distinct teachers who get to know and value each other elements that help to distinguish them from over a two to three year period of time. There are education and training programs. traditional over 1,100 career academies in operation, some is not necessary that all of the However, it established as long ago as the early 1960's. They identified characteristics be present in a particular train primarily high school juniors and seniors in career academy for it to be effective and provide such areas as environmental technology, applied quality education and training to all students. electrical science, horticulture, sports education, Most individuals that graduate from a career business education, travel and tourism, aviation academy program are academically and technically computer engineering, avionics, technology, to continue in proficient qualified and building trades, and health care careers. of the postsecondary education. Some characteristics of a career academy program are: Career academy programs have proved to be very effective, particularly for training members of block scheduling special populations and students seeking to enter reduced class size non-traditional occupations. The career academy common planning period/integrated academic concept has been so successful that it is now and vocational content recommended for all students who want or desire broad occupational focus such education and training leading to existing partnerships with business jobs in the public and private sectors. mentoring PROGRAM FUNDING FACTS Block Scheduling Career academy programs have received federal support in some form from federal agencies, such Career academies bring together groups of as: students who share a common core of classes, classes, and a three usually academic of Education U.S. Department scheduling Block technical/vocational class. of Defense U.S. Department provides for more flexibility in arranging activities of Labor U.S. Department for all classes at the same time, and also provides of Justice U.S.. Department opportunities for team teaching. of Agriculture U.S. Department U.S. Department of Education *Office of Vocational and Adult Education * Washington, D.C. 20202 5 r Mentor ing Reduced Class Size Linking the student to the business world through Career academy classes are smaller than are typical mentoring is an important component of the career in most high schools, primarily because students . By the second year of the academy model. volunteer for the program and must demonstrate academy, each student should be matched with a their commitment through an application process. mentor from the business community. The mentor Small classes allow teachers to get to know their gives the student a role model and a "friend in the students, allowing time to address individual industry" who can offer information and guidance Students are also part of a positive peer needs. on how to achieve success. group interested in school and in acquiring skills that will help them to be more successful in the job The career academy model can enhance a student's market. ability to capture the essential academic and technical skills necessary for employment in a Common Planning Period/Integration of rapidly changing workplace and help to cultivate Academic and Technical Content the desire for lifelong learning. There is a common planning period for academic Career Academies Federally Supported and technical staff each day to coordinate program Research planning and exchange information about student Due to the close alliance between progress. The RAND Corporation: RAND is in the process technical and academic teachers in planning the of evaluating the JROTC career academy programs program, this structure encourages the integration currently in operation in a number of states. The In of academic and vocational instruction. evaluation will assess the effectiveness and the addition, students' employment and other contacts impact of JROTC career academies on at risk with employers help transition their academic youth. work into a practical content. Research Demonstration Manpower The Broad Occupational Focus Corporation (MDRC): Currently, MDRC is conducting a three-part study to determine the Occupational focus such as careers in aviation, of select career school high effectiveness computer science, or small business operations academies. The study will include an assessment serve two functions in the career academy. First, of program impacts, analysis of implementation, it unifies instruction. Integrated curricula directly and analysis of cost-effectiveness of the program relate academic coursework to the occupational model. focus, explicitly linking school-work to job Secondly, it ensures that students are training. FOR INFORMATION: trained in an area with a labor market need. U.S. Department of Education Partnerships with Business Office of Vocational and Adult Education Washington, DC 20202-7241 Career academy programs encourage, and in some 202-205-5440 cases require, no change in the support and the participation of business in the community, http://www.ed.gov/offices/OVAE specifically those that are in the same "technical" field as the academy. A broad base of business links ensures the academy of industry support in providing job-related activities. Business partners need to be part of the program development team, adding their input to curricula, providing speakers and mentors, lending employees to assist with the technical classes, and creating work opportunities. ca ion EDUCATION DIVISION OF VOCATIONAL-TECHNICAL EDUCATION INTEGRATION OF ACADEMIC AND VOCATIONAL designing integrated curricula and courses; 2) WHAT IS INTEGRATION OF ACADEMIC AND and teachers training for inservice providing VOCATIONAL EDUCATION? and 3) integrated curricula; administrators in effective regarding information The integration of academic and vocational education disseminating is the planned coordination and sequencing of integrative strategies. (Title IV, Part B, Sec. 420). that students courses, curricula, and/or programs so achieve both academic and can develop and WHAT ARE SOME APPROACHES TO ACADEMIC AND VOCATIONAL INTEGRATION? vocational competencies. Such integration: strives to bring vocational and academic education The National Center for Research in Vocational into a common and equal relationship Education (NCRVE) has identified seven model emphasizes contextual learning through a variety approaches to curricular integration: 1) incorporating of approaches academic competencies into vocational courses; 2) secondary and postsecondary a both is a increasing the academic components of vocational phenomenon. 3) applied academics; 4) curricular programs; alignment -- articulation; 5) the career academy; 6) WHAT DOES THE CARL D. PERKINS VOCATIONAL AND APPLIED TECHNOLOGY replacing academic with occupational clusters; and 7) EDUCATION ACT SAY ABOUT INTEGRATION and departments a matrix approach combining OF VOCATIONAL AND ACADEMIC occupational clusters. EDUCATION? WHERE CAN YOU FIND OUT MORE ABOUT The Perkins Act addresses the integration of academic VOCATIONAL AND ACADEMIC INTEGRATION? and vocational education in two sections. The Basic State Grant Program, under Title II of the Perkins Act, Southern Regional Education Board requires States to implement academic and vocational 592 Tenth Street, N.W. education integration: Atlanta, GA 30318-5790 Telephone: (404) 875-9211 "Funds made available... shall be used to provide vocational education in programs that- - NCRVE integrate academic and vocational education in University of California at Berkeley such programs through coherent sequences of 1995 University Avenue, Suite 375 academic courses so that students achieve both Berkeley, CA 94704-1058 and occupational competencies." (Title II, Part Toll-Free Telephone: (800) 762-4093 C.2, Sec. 235) EXAMPLES OF DEMONSTRATION PROJECTS Title IV authorizes "Demonstration Projects for the FOR INTEGRATION Integration of Vocational and Academic Learning," a national competitive grants program, intended to The U.S. Department of Education has funded twenty Integration of stimulate projects that develop, implement and for the Projects "Demonstration Vocational and Academic Learning," which meet the operate programs using different models of curricula criteria required under Title IV of the Perkins Act. that integrate vocational and academic learning by: 1) I and Adult Education *Washington, D.C. 20202 U.S. Department of Education *Office of Vocationa 7 Funded in 1995 Funded in 1994 CALIFORNIA ARIZONA Institute for the Study of Family, Work and University of Arizona Community Contact: Roger Huber Contact: Mikala L. Rahn (602) 621-1523 (510) 849-4942 CALIFORNIA Los Angeles County Metro Transportation Mount Diablo Unified School District Authority Contact: Johanna VandesMolen Contact: Naomi Nightingale (510) 682-8002 (213) 922-5256 FLORIDA University of South Florida Sonoma State University, Academic Foundation Contact: Tony Apolloni Contact: William Blank (813) 974-3455 (707) 664-2416 MASSACHUSETTS East San Gabriel Valley Boston Public Schools Contact: Laurel Adler Contact: Richard Fields (818) 960-3625 (617) 635-8970 California School Boards Foundation OHIO Contact: Jean Dunn-Gallagher Ohio Department of Education (916) 371-4691 Contact: Joe Elk (614) 466-2095 COLORADO University of Southern Colorado OREGON Contact: David Trujillo Mount Hood Community College (719) 549-2949 Contact: Cheryl Stoker (503) 669-6991 FLORIDA Valencia Community College VIRGINIA Contact: Joan Tiller Partners for American Vocational Education (407) 299-5000 Contact: Dean Griffin (703) 683-0547 GEORGIA Southern Regional Education Board WASHINGTON Contact: Gene Bottoms Kennewick School District 1417 (404) 875-9211 Contact: Debbie McClary (509) 736-2122 MASSACHUSETTS Cambridge Public Schools WISCONSIN Contact: Larry Rosenstock University Board of Regents (617) 349-6751 Contact: Victor Hernandez (608) 263-2714 TEXAS El Paso Community College FOR INFORMATION: Contact: Robert Starke (915) 757-5806 U.S. Department of Eduation Office of Vocational and Adult Education WISCONSIN Washington, DC 20202 University of Wisconsin 202-205-5440 Contact: Lloyd Tindall (608) 263-3415 http://www.ed.gov/offices/OVAE 8 DIVISION OF VOCATIONAL-TECHNICAL EDUCATION TECH PREP EDUCATION Tech Prep education is a significant innovation in training of counselors to recruit students and to the education reform movement in the United ensure program completion and appropriate States. Tech Prep was given major emphasis in employment; the Carl D. Perkins Vocational and Applied equal access of special populations to the full Technology Education Act of 1990 and was range of Tech Prep programs; amended in the School to Work Opportunities Act preparatory services such an recruitment, of 1994. career and personal counseling, and occupational assessment. Tech Prep education is a 4+2 3+2 or a 2+2 , planned sequence of study in a technical field States are required to give priority consideration beginning as early as the ninth year of school. to Tech Prep programs that: The sequence extends through two years of education or an postsecondary occupational offer effective employment placement; apprenticeship program of at least two years transfer to 4-year baccalaureate programs; following secondary instruction, and culminates are developed in consultation with business, in an associate degree or certificate. industry, labor unions, and institutions of higher education that award baccalaureate Tech Prep important school-to-work an is degrees; and transition strategy, helping all students make the address dropout prevention and re-entry and connection between school and employment. the needs of special populations. ELEMENTS OF A TECH PREP PROGRAM OUTCOMES FOR STUDENTS The Perkins law requires that Tech Prep programs Student outcomes include: have seven elements: an associate degree or a 2-year certificate; an articulation agreement between secondary technical preparation in at least one field of and postsecondary consortium participants; engineering technology, applied science, a 2+2 , 3+2 or a 4+2 design with a common mechanical, industrial, or practical art or trade, of core proficiency science, math, or agriculture, health, or business; in communication and technology; competence math, science, and in a specifically developed Tech Prep curriculum; communication; and joint in-service training of secondary and employment. postsecondary teachers to implement the Tech Prep curriculum effectively; U.S. Department of Education * Office of Vocational and Adult Education Washington, D.C. 20202 9 TECH PREP SUCCESS Southern Maryland Education Consortium in La Plata, Maryland; and Research Each State receives Federal funds to implement Center Occupational and for Development, Waco, Texas (includes sites in Tech Prep programs. There were approximately Texas, South Carolina, Virginia, New Mexico, 1,029 Tech Prep consortia in 1995 but the number Michigan, and Oregon). increases yearly. In 1995, 737,635 students in the United States were involved in Tech Prep. FOR INFORMATION: During the past six years (1991-96), six Tech Prep consortia have received the US Department of U.S. Department of Education Office of Vocational and Adult Education Education' s "Excellence in Tech Prep Award": Division of Vocational Technical Education 202-205-5440 Tri-County Technical College and Partnership for Academic and Career Education (PACE) in http://www.ed.gov/offices/OVAE Pendleton, South Carolina; Portland Community College and Portland Area Education Technical Vocational Consortium (PAVTEC) in Portland, Oregon; Indian River Community College and Quad County Tech Prep Consortium in Fort Pierce, Florida; State Center Tech Prep Consortium (SCTPC) in Fresno, California; Mississippi County Tech Prep Consortium in Osceola, Arkansas; and Miami. Valley Tcci ?Lep Consortium in Dayton, Ohio. The Department also funded nine model Tech Prep sites: Consortium to Restructure Education through Academic and Technological Excellence (CREATE), Oklahoma City, Oklahoma; Los Angeles Area Tech Prep Consortium, West Covina, California; Mt. Hood Regional Cooperative Consortium, Gresham, Oregon; Partnership Career Academic and for Education (PACE), Pendleton, South Carolina; Rhode Island Tech Prep Associate Degree Program, Warwick, Rhode Island; Richmond County Tech Prep, Hamlet, North I0 Carolina; Seattle Tech Prep, Seattle, Washington;