Introductions - Woodbine Community School District

 Woodbine Comprehensive Local Needs Assessment (CLNA) Community Input Meeting Thursday, May 28th 5:30pmZoom Link: ID: 795 9880 4103Password: 2N9FEGAgendaWelcome, housekeeping, and introductions - 5 min.Overview of Element 1: EVALUATION OF STUDENT PERFORMANCE - 5 min.Overview of Element 2: EVALUATION OF SIZE, SCOPE, AND QUALITY; AND PROGRESS TOWARD IMPLEMENTING CTE PROGRAMS/PROGRAMS OF STUDY - 5 min.Overview of Element 3: EVALUATION OF LABOR MARKET ALIGNMENT - 5 min.Overview of Element 4: EVALUATION OF RECRUITMENT, RETENTION, AND TRAINING OF CTE EDUCATORS - 5 min.Overview of Element 5: EVALUATION OF PROGRESS TOWARD IMPROVING EQUITY AND ACCESS - 5 min.Overview of Element 6: EVALUATION OF SAFETY FOR CTE PROGRAM(S)/BUILDING(S)/DISTRICT(S) - 5 min.Discussion from community members on input and needs - 15 min.2952750247650Iowa Career and Technical EducationComprehensive Local Needs Assessment TemplateTable of Contents TOC \h \u \z Introductions PAGEREF _gjdgxs \h 3Instructions for Districts or Community Colleges completing the local CLNA PAGEREF _ezl7zh65ydn3 \h 4School District or Community College Information PAGEREF _b5998orh5tup \h 5Perkins V Application Questions PAGEREF _ae8omtqr5jhc \h 6Local School District or Community College CLNA Worksheets PAGEREF _4w9u17j4hrpq \h 7Element 1: EVALUATION OF STUDENT PERFORMANCE PAGEREF _9894fietaum8 \h 7Element 2: EVALUATION OF SIZE, SCOPE, AND QUALITY; AND PROGRESS TOWARD IMPLEMENTING CTE PROGRAMS/PROGRAMS OF STUDY PAGEREF _leh03gtz3j3t \h 9Element 3: EVALUATION OF LABOR MARKET ALIGNMENT PAGEREF _d6h3k2w37qfw \h 12Element 4: EVALUATION OF RECRUITMENT, RETENTION, AND TRAINING OF CTE EDUCATORS PAGEREF _p783owp2v5o1 \h 14Element 5: EVALUATION OF PROGRESS TOWARD IMPROVING EQUITY AND ACCESS PAGEREF _17dp8vu \h 16Element 6: EVALUATION OF SAFETY FOR CTE PROGRAM(S)/BUILDING(S)/DISTRICT(S) PAGEREF _1nd8fkw2hw16 \h 18Next Steps PAGEREF _sy02muz7ygn5 \h 20IntroductionsThe worksheets below are part of the Comprehensive Local Needs Assessment (CLNA) process. Each eligible recipient applying for Perkins V funding must complete the CLNA, budget and Perkins V application. The CLNA asks each district or community college to evaluate their CTE programs in regard to the following elements: Student PerformanceSize, Scope and Quality; and Implementation of CTE Programs/Programs of StudyLabor Market AlignmentRecruitment, Retention, and Training of CTE EducatorsEquity and AccessSafety for CTE Program(s)/Building(s)/District(s)Before completing the worksheets below, please read through the CLNA Guidebook. Worksheets include:The worksheets below will be completed during Perkins V Year 2, 2020 and Year 4, 2022. Partner Worksheets – Used to identify individuals who may represent the required stakeholders to engage in the comprehensive needs assessment process, available in the CLNA Guidebook. Local Needs Assessment Worksheets – Worksheets are provided for each of the elements to summarize the findings of the assessment process. Consortium Needs Assessment Worksheets – Worksheets are provided to summarize the findings from each school district CLNA to help in the budget creation, available as a separate document. Instructions for Districts or Community Colleges completing the local CLNA:Be sure to have the Iowa CLNA Guidebook accessible while completing these worksheets.Read through the element worksheets listed below.Refer to the definitions and processes in the guidebook to complete each element. Answer each benchmark by determining whether the benchmark is evident in all district CTE programs. Place an “x” in one box that determines the rank of the indicator. As used in this document, 0= This area needs major improvement | 1=This area needs some improvement | 2=This is satisfactory | 3=This is a strength. After each benchmark ranking, briefly list strengths and/or areas of focus for improvement for the specific benchmark. Additional questions to consider are considered probing questions to help guide the ranking, strengths and improvement decision. Each benchmark includes an evidence box; this textbox should be utilized to list the source(s) of evidence that were used to determine the ranking. Evidence must be described to support the decision; refer to the CLNA Guidebook for examples. Reread all the benchmarks noting where the “x” has been placed.At the end of each section, complete the results sections based on where the “x” has been placed. For each benchmark, consider the need for improvement, consequences of not addressing the need, and then rank in order of importance those benchmarks in most need of improvement. The rankings will be used to develop the budget and answer the CLNA questions for the Perkins V application.Districts should compare the needs of the CLNA to the action plans developed in current program self-studies, and Community Colleges should reflect upon the goals of each program. For those school districts that are part of a consortium, pass the results of the CLNA on to the key point of contact to complete the Consortium CNLA worksheets. School District or Community College Information: Please complete the following:School District/Community College:Woodbine Community School DistrictConsortium (if applicable):Regional Planning Partnership:Perkins Contact:Samuel Swenson/Joet CogdillPerkins Contact Email:sswenson@woodbine.k12.ia.us or jcogdill@woodbine.k12.ia.usPerkins V Application Questions:Perkins V requires the questions listed below to be answered during the application phase. These are provided here as guidance. Districts, consortia and community colleges will need to follow the instructions provided in the Perkins V application to answer these questions. Provide a summary of the results of the CLNA. Provide information on the CTE course offerings and activities to be provided with Perkins funds, including at least one state-approved program of study. Provide a description of how the eligible, in collaboration with local workforce development partners, will provide a series of career exploration and career guidance activities.Provide a description of how the eligible recipient will improve the academic and technical skills of students participating in CTE programs. Utilizing available student performance and labor market data, provide a description of how the eligible recipient will provide activities to prepare special populations for high-skill, high-wage, or in-demand occupations; prepare CTE participants for non-traditional fields; provide equal access for special populations to CTE courses, programs, and programs of study; and ensure that members of special populations will not be discriminated against. Provide a description of the work-based learning opportunities for students participating in CTE programs and how the recipient will work with representatives from employers to develop or expand work-based learning. Provide a description of how the eligible recipient will provide students participating in CTE the opportunity to gain postsecondary credit while still attending high school. Provide a description of how the eligible recipient supports the recruitment, preparation, retention, and training, including professional development of teachers, faculty, administrators, and specialized instructional support personnel. Provide a description of how the eligible recipient will address disparities or gaps in performance between groups of students in each of the plan years, and if no meaningful progress has been achieved prior to the third program year, a description of the additional actions that will be taken to eliminate these disparities or gaps. Local School District or Community College CLNA WorksheetsElement 1: EVALUATION OF STUDENT PERFORMANCEAddress the benchmarks on this worksheet to evaluate how your district/college’s CTE programs support and improve student performance within your CTE programs. Address those statements and questions that provide the best and most relevant feedback to your district/college. Consider the following statements, identify those that best match your district/college, and choose the most appropriate response.0= This area needs major improvement | 1=This area needs some improvement | 2=This is satisfactory | 3=This is a Strength Aligned with secondary self-study program approval indicators (Version 1.2- FY19 & FY20):Indicator 1.2: There is a formal process in place for the systematic and continuous use of relevant program data (e.g., Perkins performance metrics)?as well as labor market information (local, regional, state, and national) and?results of responses to statements in this program approval process, and these all inform the program design, review, and improvement processes.?The program has access to relevant valid and reliable aggregate data on all students participating in the program.?Indicator 6.2: The formal process in place for the systematic and continuous use of student performance data for program improvement includes identifying and addressing equity gaps.?*POSTSECONDARY – ALIGN WITH YOUR INTERNAL PROGRAM APPROVAL PROCESSBenchmarkRatingBriefly list strengths and/or areas of focus for improvement.Indicate evidence reviewed.0123Students in each CTE program perform acceptably on federal accountability performance indicators in comparison to non-CTE students.XCTE Reading - 68.75%CTE Math - 75%All students Reading - 69.81%All students Math - 70.61%Students from special populations perform acceptably in each CTE program.XStudents with disabilities, those that are on IEPs, and our foster students perform equally as well as the general education population with accomodations put in place.Students that are on free and reduced lunch and IEPs perform acceptably in the courses.Students from different genders, races, and ethnicities perform acceptably in each CTE program.XStudents from different races, genders, and ethnicities perform acceptably in each CTE programPerformance gaps between subgroups of students are evaluated and addressed.XThere are no major performance gaps between subgroups of studentsSecondary: Review the number of CTE concentrators from the previous year (i.e. 2018-2019). Use this number as the numerator and the total senior graduating class as the denominator. What percent of the class were concentrators? (> 50%- strength; 35-49%- satisfactory; 10-34%- needs some improvement; 0-9%- needs major improvement)XConstruction Trades - 51 participants, 26 CTE concentrators 96%FCS - 34 participants, 14 concentrators 52%Health services - 19 participants, no concentrators 0%Business commerce - 38 participants, 16 concentrators 59%Additional questions to consider: Which student groups are struggling the most in CTE programs? Which CTE programs overall have the highest outcomes and which have the lowest? Is there a trend across all CTE programs? RESULTS: EVALUATION OF STUDENT PERFORMANCEBenchmark (Add rows by placing the cursor in the bottom-right cell and pressing ‘Tab’)NeedConsequences of Not Addressing the NeedDifficulty to Correct(High, Medium, Low)Priority(1=low, 3=medium,5= high)Secondary: Review the number of CTE concentrators from the previous year (i.e. 2018-2019). Use this number as the numerator and the total senior graduating class as the denominator. What percent of the class were concentrators? (> 50%- strength; 35-49%- satisfactory; 10-34%- needs some improvement; 0-9%- needs major improvement)More concentrators in CTE programs and more full-time CTE instructors in order to teach these programsThere will be a decrease in concentrators in CTE programs if the need is not addressed.High5RESULTS: EVALUATION OF STUDENT PERFORMANCEDo the above identified priorities complement the action plans of the programs that have undergone the program approval process? Y or N*Secondary: Program Self-Study*Postsecondary: Accreditation or internal reviewIf yes, which program pathway?Element 2: EVALUATION OF SIZE, SCOPE, AND QUALITY; AND PROGRESS TOWARD IMPLEMENTING CTE PROGRAMS/PROGRAMS OF STUDYAddress the benchmarks on this worksheet to evaluate the size, scope, and quality of your district/college and determine how well your district/college CTE programs are implemented with fidelity. Address those statements and questions that provide the best and most relevant feedback to your district/colleges.Consider the following statements, identify those that best match your district/college, and choose the most appropriate response.0=This area needs major improvement | 1=This area needs some improvement | 2=This is satisfactory | 3=This is a Strength Aligned with secondary self-study program approval indicators (Version 1.2- FY19 & FY20):Indicator 2.5: The program is articulated to one or more postsecondary programs.? The program’s curriculum is structured into a non-duplicative sequence of courses. These courses should address at least one or more core standards and competencies across secondary and postsecondary education that incorporates technical, academic and employability knowledge and skills. The secondary-postsecondary sequence of coursework is depicted in a plan of study course matrix template. Indicator 2.6: The program affords students the opportunity to immediately earn postsecondary credit through concurrent enrollment coursework. If appropriate, other forms of direct articulation with postsecondary programs are utilized to provide students the opportunity to earn postsecondary credit.Indicator 2.8: The CTE program of study sequence articulates with one or more recognized postsecondary credentials, including industry certifications, licenses, apprenticeship certificates, postsecondary certificates, and degrees. Students are made aware of the credential(s), including its value to the industry, and are encouraged to obtain the credential(s).Indicator 2.9: Multiple age and grade-appropriate problem-, project-, and work-based learning opportunities are utilized by the program to develop and reinforce relevant technical, academic, and employability knowledge and skills.?This may include, if available and appropriate, integration of relevant career and technical student organization (CTSO) instructional activities into the program’s curriculum and classroom instruction, and active encouragement of student participation in the CTSO. Indicator 3.1: Formative and summative assessments are utilized by the program to measure student attainment of academic and technical knowledge, with performance-based assessments utilized when appropriate.? The program utilizes national or industry-validated assessments and certifications, if available.Indicator 5.3: The program works with the district’s career guidance team to ensure that students and their parents/guardians, as appropriate, are provided accurate and timely information on the structure of the program; problem-, project-, and work-based learning opportunities available through the program; further education and training options related to the program; and regional occupational trends and outlook, high-demand and high-wage career opportunities, and the educational pathways that lead to current and projected career opportunities. ?Indicator 6.3: The program works with the district’s career guidance team to ensure that the program is promoted to all potential participants and, as appropriate, their parents/guardians, in a manner that is free from bias, inclusive, and non-discriminatory. *POSTSECONDARY – ALIGN WITH YOUR INTERNAL PROGRAM APPROVAL PROCESSBenchmarkRatingBriefly list strengths and/or areas of focus for improvement.Indicate evidence reviewed.0123The district/college offers programs in which students choose to enroll and have an interest.XConstruction Trades, FCS, Health Occupations, and Business all have courses which students are not required to complete for graduation. The district/college offers a sufficient number of courses and course sections within programs.XIn some programs, two sections are offered, and in others, only one section of each course is offered.Integrated and relevant CTSOs are offered for each CTE program.XNo CTOs are offered in the district.Students are engaged in work-based-learning experiences.XFCS students engage in preschool classrooms and engage in geriatric experiences with the local nursing home. They practice culinary services. Business students do a job-shadow, bring in guest speakers, and engage with the local nursing home. Construction Trades students work for real-world clients to construct houses and complete other building projects throughout the community. Students in the FCS, Business, and Construction Trades programs participate in work-based learning opportunities.Career guidance is offered to all CTE program participants in a manner that is inclusive and non-discriminatory.XNo students have been dissuaded from taking any of the CTE courses. Secondary: The district offers middle grades (5-8) CTE programs that connect to high school programming (minimum 7th and 8th). XConstruction Trades and FCS are offered as exploratory classes in 7th and 8th grade.Secondary: The district offers middle grades (5-8) career exploration and development (minimum 7th and 8th).X7th and 8th grade students take exploratory classes and do some career exploration with the school guidance counselor.Additional questions to consider:To what extent do career and technical education programs offer opportunities for skill development both in the classroom and through authentic learning experiences? Are these opportunities consistent across all career and technical education programs?How do specific program areas compare in quality?Do students have access to the spectrum of work-based learning opportunities?Is each program’s drawing board up-to-date and easily accessible by students and parents? What is the role of secondary and post-secondary partners in the current program of study design and delivery?What is the role of business and industry partners in the current program of study development and delivery?RESULTS: EVALUATION OF SIZE, SCOPE, AND QUALITYBenchmark (Add rows by placing the cursor in the bottom-right cell and pressing ‘Tab’)NeedConsequences of Not Addressing the NeedDifficulty to Correct(High, Medium, Low)Priority(1=low, 3=medium,5= high)The district/college offers a sufficient number of courses and course sections within programs.More sections and a wider variety of courses should be offered in each of the CTE areas. This would require more staffing or staff only assigned to their CTE course areas. Students will not be exposed to some aspects of different CTE programs and not enough programming for these is available at the 7-8 level. High5Secondary: The district offers middle grades (5-8) CTE programs that connect to high school programming (minimum 7th and 8th). Middle grade programming is offered in some CTE programs, but not others. If students are not exposed to the program in the middle grades, they might be less likely to take it and explore it in high school High5RESULTS: EVALUATION OF SIZE, SCOPE, AND QUALITYDo the above identified priorities complement the action plans of the programs that have undergone the program approval process? Y or N*Secondary: Program Self-Study *Postsecondary: Accreditation or internal reviewIf yes, which program pathway?Element 3: EVALUATION OF LABOR MARKET ALIGNMENTAddress the benchmarks on this worksheet to determine how well your district/college’s CTE programs are aligned to local, regional, and state labor demands. Address those statements and questions that provide the best and most relevant feedback to your district/college.Consider the following statements, identify those that best match your district/college, and choose the most appropriate response.0=This area needs major improvement | 1=This area needs some improvement | 2=This is satisfactory | 3=This is a strength Aligned with secondary self-study program approval indicators (Version 1.2- FY19 & FY20):Indicator 1.2: There is a formal process in place for the systematic and continuous use of relevant program data (e.g., Perkins performance metrics) as well as labor market information (local, regional, state, and national) and results of responses to statements in this program approval process, and these all inform the program design, review, and improvement processes. The program has access to relevant valid and reliable aggregate data on all students participating in the program. Indicator 4.1: The curriculum and other educational resources, including equipment, facilities, and materials, are reviewed annually and comprehensively by the program's advisory council to ensure all resources reflect current workplace, industry and/or occupational practices and requirements. Curriculum review recommendations are implemented.? The CTE program’s curriculum is designed and updated according to the regional and statewide workforce and economic needs. Indicator 4.2: The program’s advisory council is comprised of employers and industry representatives, including organized labor; community, workforce, and economic development agencies; and other education stakeholders (to include postsecondary educators representing aligned programs, as well as secondary educators).*POSTSECONDARY – ALIGN WITH YOUR INTERNAL PROGRAM APPROVAL PROCESSBenchmarkRatingBriefly list strengths and/or areas of focus for improvement.Indicate evidence reviewed.0123Educators review workforce and economic data annually to respond to changes in the labor market and develop new or refine existing CTE programs.XWe need to collect, identify, and document workforce data to help shape our CTE programming. No data is reviewed at this time.Students have the ability to enter emerging occupations and there are programs available to meet this need.XWe are preparing students to go into the workforce, but are not identifying emerging occupations at this time. Programs provide opportunities for students with disabilities, English-language learners, or other special populations to access the local labor market.XAll students in the programs are treated equally and given work-based learning opportunities. Additional questions to consider:What are the highest projected growth industries in the region/state? What occupations are part of that industry?How do CTE program enrollments match projected job openings? Where are the biggest gaps?What strategies might you use to improve programming alignment to labor market conditions (e.g., improvements to existing programs, the addition of new POS, sunsetting of outdated ones)?RESULTS: EVALUATION OF LABOR MARKET ALIGNMENTBenchmark (Add rows by placing the cursor in the bottom-right cell and pressing ‘Tab’)NeedConsequences of Not Addressing the NeedDifficulty to Correct(High, Medium, Low)Priority(1=low, 3=medium,5= high)Educators review workforce and economic data annually to respond to changes in the labor market and develop new or refine existing CTE programs.We need to collect,identify, and document workforce data to help shape our CTE programming. We won’t be addressing needs of the workforce in our CTE programs if we don’t keep up with trends and needs in the labor market. Medium3RESULTS: EVALUATION OF LABOR MARKET ALIGNMENTDo the above identified priorities complement the action plans of the programs that have undergone the program approval process? Y or N*Secondary: Program Self-Study *Postsecondary: Accreditation or internal reviewIf yes, which program pathway?Element 4: EVALUATION OF RECRUITMENT, RETENTION, AND TRAINING OF CTE EDUCATORSAddress the benchmarks on this worksheet to analyze your district/college’s strategies for attracting and keeping qualified CTE instructors, and its policies and procedures for professional development planning. Address those statements and questions that provide the best and most relevant feedback to your district/college.Consider the following statements, identify those that best match your district/college, and choose the most appropriate response.0=This area needs major improvement | 1=This area needs some improvement | 2=This is satisfactory | 3=This is a strength Aligned with secondary self-study program approval indicators (Version 1.2- FY19 & FY20):Indicator 5.2 CTE educators regularly maintain, with district support, up-to-date knowledge and skills including all aspects of an industry. This may be achieved through participation in externships, coursework or other, industry-relevant technical development and professional academic experiences necessary to attain appropriate knowledge, skills, and abilities. CTE Educators may belong to a professional union, society, or CTE organization (such as the Association for Career and Technical Education).*POSTSECONDARY – ALIGN WITH YOUR INTERNAL PROGRAM APPROVAL PROCESSBenchmarkRatingBriefly list strengths and/or areas of focus for improvement.Indicate evidence reviewed.0123The district/college CTE staff reflects the demographic makeup of the student body.XStaff reflect the demographic make-up of the student body.The district/college effectively recruits new CTE faculty, counselors and staff (host practicum and student teachers, grow-your-own initiative). XThe district has made efforts to collaborate with local community colleges, but has been unsuccessful with those efforts. The district/college has effective CTE mentorship in place to retain new professionals.XThe district has a mentoring program, but it is not specific to CTE. We try to put a CTE teacher as a mentor to other CTE teachers.All educators teaching in programs are adequately credentialed/endorsed.XAll are endorsed in their areas. Regular, substantive and effective professional development is offered to CTE faculty, staff and counselors which supports the coordination with the Department and/or institutions of higher education, on recruitment, preparation, and retention of CTE faculty. XAll CTE teachers gain a lot from just collaborating and hearing from other teachers in their field. These opportunities are not currently provided as much as needed within the AEA consortium. There’s no regular professional development offered specifically to CTE teachers in the district. AEA consortium professional development is not meeting our district’s needs. Additional questions to consider:What strategies are you using to recruit, induct and retain CTE educators??Are these processes efficient and effective?In what subject areas do I need to develop or recruit more educators???What is the process to develop or recruit CTE instructors from existing staff/students?What strategies are in place to utilize instructors/educators across the region??For example, to what extent do district/colleges share instructors to create a full-time position, where applicable?What professional development offerings are the most highly rated and preferred by participating staff??Does this differ when looking at different factors such as length of time in position, certification, career area, etc.?Are dual enrollment opportunities available that are aligned with education preparation courses at institutions of higher learning? Are staff offered opportunities for advanced work to be credentialed to teach these offerings?RESULTS: EVALUATION OF RECRUITMENT, RETENTION, AND TRAINING OF CTE EDUCATORSBenchmark (Add rows by placing the cursor in the bottom-right cell and pressing ‘Tab’)NeedConsequences of Not Addressing the NeedDifficulty to Correct?(High, Medium, Low)Priority(1=low, 3=medium,5= high)Regular, substantive and effective professional development is offered to CTE faculty, staff and counselors which supports the coordination with the Department and/or institutions of higher education, on recruitment, preparation, and retention of CTE faculty.All CTE teachers gain a lot from just collaborating and hearing from other teachers in their field. These opportunities are not currently provided as much as needed within the AEA consortium. In order to advance our CTE programs, more collaboration is needed with other teachers in the same field. Medium5RESULTS: EVALUATION OF RECRUITMENT, RETENTION, AND TRAINING OF CTE EDUCATORSDo the above identified priorities complement the action plans of the programs that have undergone the program approval process? Y or N*Secondary: Program Self-Study *Postsecondary: Accreditation or internal reviewIf yes, which program pathway?Element 5: EVALUATION OF PROGRESS TOWARD IMPROVING EQUITY AND ACCESSAddress the benchmarks on this worksheet to investigate the steps your district/college is taking toward equitable access and inclusion in CTE programs. Address those statements and questions that provide the best and most relevant feedback to your district/college.Consider the following statements, identify those that best match your district/college, and choose the most appropriate response.0=This area needs major improvement | 1=This area needs some improvement | 2=This is satisfactory | 3=This is a strength Aligned with secondary self-study program approval indicators (Version 1.2- FY19 & FY20):Indicator 5.3 The program works with the district’s career guidance team to ensure that students and their parents/guardians, as appropriate, are provided accurate and timely information on the structure of the program; problem-, project-, and work-based learning opportunities available through the program; further education and training options related to the program; and regional occupational trends and outlook, high-demand and high-wage career opportunities, and the educational pathways that lead to current and projected career opportunities.Indicator 6.1 The program maintains educational resources and an environment that is free from bias, inclusive and non-discriminatory, and they meet all Title IX, Americans with Disabilities Act and other accessibility requirements. Indicator 6.2 The formal process in place for the systematic and continuous use of student performance data for program improvement includes identifying and addressing equity gaps. Indicator 6.3 The program works with the district’s career guidance team to ensure that the program is promoted to all potential participants and, as appropriate, their parents/guardians, in a manner that is free from bias, inclusive, and non-discriminatory. *POSTSECONDARY – ALIGN WITH YOUR INTERNAL PROGRAM APPROVAL PROCESSBenchmarkRatingBriefly list strengths and/or areas of focus for improvement.Indicate evidence reviewed.0123The district/college provides programs that are designed to enable special populations to meet the local levels of performance.XAll populations are able to meet the same level of performance. Counselors/Advisors are actively engaged in CTE program recruitment, including providing information about the programs available, further educational training, and occupational outlook.XA goal would be to give the CTE teachers an opportunity to talk to the incoming freshman students about their programs. Because of master scheduling issues, some teachers don’t actively engage in recruiting students. The district/college actively addresses potential barriers that might prevent students, including special populations from participating in, performing in, and/or completing programs.XMaster scheduling issues are addressed as much as possible at the school level so students are able to take the classes they want to take. Accommodations, modifications, and supportive services are provided to CTE students.XYes, all accommodations needed are provided. Additional questions to consider:How can cultural elements such as racial, ethnic, socio-economic, or geographic elements be considered and addressed when seeking out and working with learners and their families?Which population groups are underrepresented in your CTE programs overall? Which program area? Which are over-represented?What is the difference between participant and concentrator data for each special population?Which recruiting efforts for special populations seem to be most effective? Which seems to produce little effect?RESULTS: EVALUATION OF PROGRESS TOWARD IMPROVING EQUITY AND ACCESSBenchmark (Add rows by placing the cursor in the bottom-right cell and pressing ‘Tab’)NeedConsequences of Not Addressing the NeedDifficulty to Correct?(High, Medium, Low)Priority(1=low, 3=medium,5= high)Counselors/Advisors are actively engaged in CTE program recruitment, including providing information about the programs available, further educational training, and occupational outlook.A goal would be to give the CTE teachers an opportunity to talk to the incoming freshman students about their programs. Because of master scheduling issues, some teachers don’t actively engage in recruiting students.Less students will be enrolled in the programs in the future if students aren’t actively recruited to programs and scheduling issues aren’t addressed. Medium4RESULTS: EVALUATION OF PROGRESS TOWARD IMPROVING EQUITY AND ACCESSDo the above identified priorities complement the action plans of the programs that have undergone the program approval process? Y or N*Secondary: Program Self-Study *Postsecondary: Accreditation or internal reviewIf yes, which program pathway?Element 6: EVALUATION OF SAFETY FOR CTE PROGRAM(S)/BUILDING(S)/DISTRICT(S)Address the benchmarks on this worksheet to investigate the steps your district/college is taking toward safety for CTE programs/building(s)/Districts(s). Address those statements and questions that provide the best and most relevant feedback to your district/college.Consider the following statements, identify those that best match your district/college, and choose the most appropriate response.0=This area needs major improvement | 1=This area needs some improvement | 2=This is satisfactory | 3=This is a strength Aligned with secondary self-study program approval indicators (Version 1.2- FY19 & FY20):Indicator 7.3 Administrators and program leadership engage the Advisory Council in an advisory capacity to support the Safety and Hazard Management System.Indicator 7.5 Administration assigns budget priorities and staff workloads with safety and health considerations in mind.Indicator 7.6 Administrators have the requisite knowledge to carry out their Safety and Hazards Management System (SHMS) responsibilities.Indicator 7.7 Teachers have a minimum OSHA 10-hour training for the CTE program they teach.Indicator 7.12 Teachers utilize, and teach students to utilize the Job Hazard Analysis Process to identify and abate existing and potential safety hazards.*POSTSECONDARY – ALIGN WITH YOUR INTERNAL PROGRAM APPROVAL PROCESSBenchmarkRatingBriefly list strengths and/or areas of focus for improvement.Indicate evidence reviewed.0123The district/college has certified maintenance staff or has contracted with providers for maintenance of CTE facilities.XWe do not have specified CTE facilities. The district/college abides by and adheres to local, state, and national safety codes. This may include, but is not limited to, the minimum relevant OSHA training for faculty and support staff.XIt would be nice to add this for students in the future. We don’t offer OSHA or nationally certified trainings. Administrators have the requisite knowledge of the safety requirements and strategies for all CTE areas.XCurrent administration has CTE experience in the classroom and has knowledge of the requirements needed. Administration assigns budget priorities and staff workloads with safety and health considerations in mind.XThere are safety concerns in some classes because of overpopulation of these classes. This overpopulation had to happen because of budgetary constraints.The district/college has routine safety inspections of CTE infrastructure. All reports from formal inspections, maintenance records, and installations are kept on file at the appropriate level, and submitted to administration.XInsurance providers provide inspections of some CTE areas, but not others. Additional questions to consider:What does safety in a classroom/lab setting look like as technology and equipment evolve? Are there potential hurdles that will need to be addressed? Are there any current safety concerns that need immediate attention? Does the current location of your program allow for safety and program growth?RESULTS: EVALUATION OF PROGRESS TOWARD IMPROVING SAFETY FOR CTE PROGRAM(S)/BUILDING(S)/DISTRICT(S)Benchmark (Add rows by placing the cursor in the bottom-right cell and pressing ‘Tab’)NeedConsequences of Not Addressing the NeedDifficulty to Correct?(High, Medium, Low)Priority(1=low, 3=medium,5= high)The district/college abides by and adheres to local, state, and national safety codes. This may include, but is not limited to, the minimum relevant OSHA training for faculty and support staff.OSHA training and national certifications would be beneficial for staff and students. Some safety requirements might get overlooked. Medium3RESULTS: EVALUATION OF PROGRESS TOWARD IMPROVING SAFETY FOR CTE PROGRAM(S)/BUILDING(S)/DISTRICT(S)Do the above identified priorities complement the action plans of the programs that have undergone the program approval process? Y or N*Secondary: Program Self-Study *Postsecondary: Accreditation or internal reviewIf yes, which program pathway?Congratulations, you have completed the CLNA for local school districts.Next Steps: If your district is part of a consortium, please contact the Consortium Lead Contact to complete the Consortium Needs Assessment Worksheets as a consortium.If your district meets the “individual” definition, move on to creating the Perkins V budget, then complete and submit the application via Iowa Grants to the Iowa Department of Education. If you are a community college, move on to creating the Perkins V budget, then complete and submit the application via Iowa Grants to the Iowa Department of Education. ................
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