ERIC ED372235: Kansas Vocational Education Performance Report for Fiscal Year 1993. Carl D. Perkins Vocational and Applied Technology Education Act Amendments of 1990.

61 Pages·2.2 MB·English

by  ERIC

DOCUMENT RESUME
ED 372 235
CE 066 845
TITLE
Kansas Vocational Education Performance Report for
Fiscal Year 1993. Carl D. Perkins Vocational and
Applied Technology Education Act Amendments of
1990.
INSTITUTION
Kansas State Board of Education, Topeka.
PUB DATE
11 Jan 94
NOTE
65p.
PUB TYPE
Reports
Descriptive (141)
EARS PRICE
MF01/PC03 Plus Postage.
DESCRIPTORS
Annual Reports; Career Counseling; Career Education;
*Career Guidance; Consumer Education; Correctional
Education; Displaced Homemakers; Early Parenthood;
Economically Disadvantaged; Educational Finance;
Educational Legislation; Educationally Disadvantaged;
Federal Aid; Federal Legislation; Females; Home
Economics; Integrated Curriculum; Nontraditional
Occupations; Postseamdary Education; Professional
Development; Secondafy Education; *Sex Fairness;
*Special Needs Students; Student Organizations;
*Technology Education; *Vocational education; Womens
Education; Youth Programs
IDENTIFIERS
*Carl D Perkins Voc and' Appl Techn Educ Act 1990;
*Kansas; Tech Prep
ABSTRACT
The Kansas State Board of Education awarded $10.25
million to local education agencies through the Carl D. Perkins
Vocational and Applied Technology Education Act of 1990. A work group
developed the System of Measures and Standards of Performance (SMSP).
Programs for single parents, displaced homemakers, and single
pregnant women were funded to provide education/training, employment
readiness, and job placement. Seven gender equity facilitator
projects and 17 projects to provide young women access to training
and support services for technical and nontraditional occupations
were funded. Funding provided programs for criminal offenders in
corrections institutions and special populations students. To promote
state leadership and professional development, funds for curriculum
development, inservice training, and vocational student organizations
were awarded. Community-based organizations provided transitional
programs, outreach programs, and other services for economically and
educationally disadvantaged youth. Consumer and homemaking funds were
awarded in four categories: food science, pregnant and/or parenting
teens, balancing work and family, and statewide leadership. Funding
was awarded for integration of applied academics into vocational
education and career guidance and counseling and to consortia for
development of tech prep programs. (Appendixes include the SMSP,
descriptions of exemplary programs, end strategic directions for
Kansas Education.) (YLB)
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Reproductions supplied by EDRS are the best that can be made
from the original document.
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liSBE
KANSAS
I
I
Kansas State
VOCATIONAL
Board of
Education
EDUCATION
PERFORMANCE
REPORT
FOR FISCAL YEAR 1993
Carl D. Perkins Vocational and
Applied Technology Education
Act Amendments of 1990
U.S. DEPARTMENT Of EDUCATION
"PERMISSION TO REPRODUCE THIS
Office of Educational Reseetch and Improvement
MATERIAL HAS BEEN GRANTED BY
ATIONAL RESOURCES INFORMA1 on
ED ik
CENTER (ERIC)
This dOCUment has been reproduciyo se
received from the person or organitation
originating it.
7ii%4/30/\Q_
CI Minor changes have been made to imorove
reproduction Quality
Points of view or opinions stated in this docu-
official
TO THE EDUCATIONAL RE:0)JRCES
ment do not necessarily represent
OERI position or policy
INFORMATION CENTER (E
C).-
Is Equal
January 11, 1994
att=laretimest
4gevery
BEST COPY
AVAILABLE2
:
EXECUTIVE SUMMARY
education
funds for vocational
bas provided Federal
Vocational Education Act
D.
The Carl D. Perkins
signed the revised Carl
1990, ?resident Bush
1985. In September
in Kansas since July 1,
of 1990. This act is
Education Act Amendments
Applied Technology
Perkins Vocational and
education, with an increased
academic and vocational
the integration of
directed specifically townd
United States remain
effon to assure that the
and support. In an
emphasis on industryinvolvement
$8.9 million for
provided appmximately
these amendments
competitive in the world economy,
in Kansas
improvement of vocational prognuns
the development and
continued funding to support
for FY 1993.
YEAR
REPORT /OR FLSCAL
EDUCATION PERFORMANCE
This KANSAS VOCATIONAL
of the Education
fulfills the requirements
several reasons. First, it
1993 has been developed for
and
CFR 80.40 and Rules
Regulations (EDGAR) 34
Department General Administrative
the impact of the
will be used to assess
Vol. 57, No. 158, and
Regulations, Section 400.10,
interested
will provide information to
and adults. Second, this report
funded programs on youth
possible with the
about the projects made
and the corporate sector,
citizens, as well as to employers
and cooperation both
communication, coordination,
funds. Third, it will facilitate
use of these
submitted from
with similar reports
Finally., in conjunction
within Kansas and with other states.
of Vocational and Adult
the United States Office
report will assist
other states, this performance
for vocational-technical
Setting future directions
establishing databases, in
Education (OVAE) in
informed about national
education community
the vocational-technical
education, and in keeping
of action, as needed.
trends, issues, and other courses
Technology Education
Vocational and Applied
of the Carl D. Perkins
There are six subdivisions
Act Amendments of 1990:
Titlell,PartA
I.
dissemination and field
the development,
professional development;
These projects include
standards and
development of performance
of programs and
testing of curricula; assessment
promotion of partnerships among
improvement and accountability;
measures for program
tech-
organizations; support of
labor and community-based
business, education, industry,
instructional
organizations; leadership and
of vocational student
of
prep education; support
This group receives 8.5 percent
education; and data collection.
programs in technology
these funds.
9,542 persons served with
the funds. There were
lid. 11, Part B
2.
skills for single parents,
provide training in marketable
These projects were designed to
of sex bias
promote the elimination
single pregnant women; to
displaced homemakers, and
vocational
schools; and to provide
secondary and postsecondary
and ttr..ieotyping in
programs
criminal offenders. The equity
conectional facilities for
education programs in
and the elimination of sex
homemakers, single pregnant women,
(single parents, displaced
of the
correctional facilities receive 1 percent
of the funds and the
bias) receive 10.5 percent
these funds.
persons served with
funding. There were 5,433
Title II, Part C
3.
postsecondary, and adult vocational
intended to assist secondary,
These projects were
participation of special
improvement, with the full
education programs in program
populations. Funding was allocated
according to the following criteria:
*
selected sites must serve the largest
concentration of special populations.
*
funded programs must be of sufficient
size, scope and quality to be effective.
*
vocational and academic competencies
must be integrated.
*
equitable participation for special
populations mmt be guaranteed.
vre
There
48,237 persons served with these
funds.
4.
Title M, Part A
These projects assisted community-based
organizations and local education agencies in
providing a variety of transitional
pograms, youth outreach programs, prevocational
educational preparation and basic skills
development, career intern
programs, vocational
assessment, and guidance and counseling
services for youth and adults. Special
consideration was given to
programs which served the needs of severely economically
and
educationally disadvantaged youth
ages 16 through 21. Approximately 338
persons were
served with these funds.
5.
Title El, Part B
These projects were funded in
an effort to provide instructional
programs, services and
activities to prepare youth and adults
for the occupation of homemaking,
especially in the
areas of food and nutrition, individual and family
health, consumer education, family living
and parenthood education, child
development and guidance, housing, home
management,
and clothing and textiles. Grants
were awarded for program development and improvement
of instruction and curricula,
as well as for support services and activities, innovative
and
exemplary projects, community outreach,
teacher education and upgrading of
equipment.
There were 16,026
persons served with these funds.
6.
Title 111, Part E
The Toch-Prep Education
program was established to assure
a comprehensive interaction
between secondary schools and
postsecondary educational institutions. Funding
was
awarded to consortia of local education
agencies and postsecondary education institutions for
the development and operation
of four-year programs incorporating
tech-prep education
leading to a two-year certificate
or associate degree. During fiscal
year 1993, the second year
for this project, 326
persons were served under this project.
The KSBE has been able
to award approximately $10.25 million
to local education agencies
through the Carl D. Perkins Vocational
and Applied Technology Education
Act Amendments
of 1990. A total of 79,902 Kansans
were served with these funds in FY 1993, and
many of
these grants were also matched with local
moneys. Ey providing a variety of vocational
education opponunities for citizens of all
ages, these funds have made an
enormous
economic impact on Kansas. Together,
the State agency, the federal
government, local
education agencies, business, industry, and
Kansas citizens are working
to create a more
productive workforce. Through the guidance
and leadership of the Kansas State
Board of
Education, vocational education is becoming
more responsive to the needs of
our new
technological environment and students
are being better prepared to enter the
workforce with
the skills necessary to succeed.
TABLE OF CONTENTS
Intmduction
1
Performance Standards and Measures
1.
Occupational Programs,
Secondary, Postsecondary/Adult
2.
3
Services and Activities
5
Women
Homemakers, and Single Pregnant
Single Parents, Displaced
3.
6
4.
Sex Equity programs
8
Criminal Offenders
5.
11
Special Populations
6.
13
Development
State Leadership and Professional
7.
15
Community Based Organizations
8.
18
Education
Consumer and Homemaking
9.
21
Tech Prep
10.
23
into Vocational Education
Integrating Applied Academics
11.
25
Career Guidance and Counseling
12.
Appendix A
29
Enrollment Tables
Appendix
35
of Performance
System of Standards and Measures
Appendix C
49
Programs
Secondary, Postsecondary/Aduh
49
Women
Homemakers, and Single Pregnant
Single Parents,' Displaced
50
Sex Equity
51
Criminal Offenders
51
Special Populations
52
State Leadership
53
Community Based Organizations
54
Education
Consumer and Homemaking
55
Tech Prep
55
into Vocational Education
Integrating Applied Academics
56
Career Guidance and Counseling
Appendix D
61
Kansas Education
Strategic Directions for
INTRODUCTION
labor market of the United States,
Profound changes are taldng place in the economy and
skills needed in the workplace. The
developments which, in turn, have far-reaching effects on the
changes and assumes its role in
Kansas State Board of Education (KSBE) is aware of these
prosPerity in the economy, as a whole,
assuring individual oppormnity, in promoting growth and
global economy.
and in strengthening the ability to compete in an increasingly
the cunent demands of the
In an effort to better prepare students for adult life and to meet
six new strategic directions for
workforce, members of the KSBE adopted a mission statement and
far a complete listing of the mission
Kansas educators. (Refer to Appendix C of this publication
which specifically drive vocational
and strategic directions.) The vision and three directions
education in Kansas are:
world/1g skills and values
MISSION: To prepare each persc'i with the living, learning, and
fulfilling participation in my evolving, global society.
necessary for caring, productive, I
STRATEGIC DIRECTION 1: Create Learning Communities
and Learner-Focused
STRATEGIC DIRECTION 3: Expand Learner-Outcome Cuniculum
Instruction
StrengtheAvolvement of Business and Industry in Education
STRATEGIC DIRECTION 5:
Perfonnance Accreditation system to
As part of the state's reform, the KSBE adopted the Quality
performance at the building
addiess school improvement, accountability, and individual student
assisting Kansas educators in
level. Together, this system and the strategic directions are
who can live, learn, and work in
developing high performance schools that produce super learners
the competitive international society of the twenty-first century.
the revised Carl D. Perkins Vocational
The Carl D. Perkins Vocational Education Act of 1984 and
1990 have provided Federal funds for
and Applied Technology Education Act Amendments of
93, Perkins funding, in conjunction
vocational education in Kansas over the past years. In FY
many exceptional vocational
with the new direction for education in the state, has su
include the provision of
available.Pariciprograms
been
programs that might otherwise not have
succeed in vocational education; the
support services to allow teen parents and pregnant teens to
and school-to-work transition assistance for
provision of basic skills training, career assessment,
of awareness of vocakional career
single parents and displaced homemakers; the promotion
explorations of
opportunities, with an emphasis on the elimination of sex bias through
and training for both juvenile and
nontraditional occupations; and vocational assessment, guidance,
following KANSAS VOCATIONAL
adult ciiminal offenders in conections institutions. The
YEAR 1993 provides information on
EDUCATION PERFORMANCE REPORT FOR FISCAL
and fmancial figures as they relate to the Perkins Act.
programs, numbers of persons served,
Performance Standards and Core Measures
1.
Measures and
In May 1991,, the Kansas State Board of Education appointed a Performance
Standards System work group, comprised of representatives ftom one community college,
and the KSBE, to
one area vocational-technical school, one USD, the state legislature
in
develop a proposed System of Measures and Standards of Performance (SMSP)
accordance with the requirements of the Carl D. Pakins Vocational and Applied Technology
Education Act Amendments of 1990.
In December 1991 the work group.presented a progress report to the Board, eliciting
feedback and suggestions for revision. Since December, the work group met several times to
consider the suggested revisions, to begin to develop a format for collecting and reporting
data, and to plan for pilot testing of the data collection and reporting.
In February 1992, the revised SMSP was presented to the Committee of Practitioners who
approved the revised document, with minor changes. A three-year phase-in period was
included to ensure that no undue burden Was placed on schools during the initial years and
Center
competency profiles were developed by the Kansas Competency-Based Curriculum
on the campus of Washburn University in Topeka.
Members of the KSBE staff and the work group then developed instructions and working
forms to be used by high school buildings and postsecondary schools in collecting and
reporting the data required by the SMSP. The instructions, working forms, and reporting
forms were piloted by selected schools during the spring for revisions, to allow for the
complete implementation of the SMSP during the 1992-93 academic year. The K-VED
additional forms
report forms were modified to accommodate the required data collection and
have been developed for some of the measures and standards.
Finally, the work group developed software for both Macintosh and IBM-compatible
data
computers for recording and reporting data, which will permit electronic reporting of the
AVTS'
to the KSBE and computer aggregation and manipulation of the data. As all USDs,
and community colleges were required to begin implementation of the SMSP during the
1992-93 academic year, statewide meetings were scheduled at both the secondary and
postsecondary levels to explain the implementation of the SMSP and to instruct staff on the
data collection and reporting procedures required by the SMSP.
The SMSP was approved by the KSBE in June 1992. The Committee of Practitioners, the
work group, and selected members of the KSBE staff are extremely pleased with the quality
of the SMSP that have been developed and believe that the Kansas system can serve as a
model for other states to follow.
In September and October of 1993 additional workshops were held across the state to
preview the data collection software and prepare Kansas USDs, AVTS', and community
colleges to report on the SMSP. These workshops focused on the implementation of the
SMSP within each institution. The data collection software was also demonstrated The data
collection software kr secondary and postsecondary vocational programs in MS-DOS and
Macintosh format were mailed in August and September 1993. In October of 1993 the first
data collection for the SMSP began. Currently, all of the USDs, AVTS', and community
colleges offering approved vocational programs are in the process of reporting on their
progress in terms of the SMSP.
1
by the data collection software
The individual reports from each institution will be aggregated
SMSP and the data collection
and a number of reports will be generated from the data. The
four and six on an institutional
software will allow each institution to evaluate measures two,
be evaluated on a
basis. Measures one and three can be grouped by institution or can
evaluated by geographic region, size, level,
program level. Each CIP program area can be
by program and region,
and special population. An overall state report can also be generated
size, or level.
Performance.
See Appendix B for a copy of the System of Measures and Standards of
8
2
Secondary, Postsecondary, and Adult Occupational Programs, Services, and
2.
Activities
Program improvement funding for vocational and occupational programs was awarded
throughout the state. Proposals were required to address the needs of special population
z
students enroBed in vocational programs as their rust priority. The six goals listed below
directed the RFP prozess. Every grant was required to address GOAL 5 as its first priority, /
GOAL 4 as its second, and as many of the four remaining goals as appropriate and possible.
GOAL 1:
INCREASE LINKAGES BETWEEN SECONDARY AND
POSTSECONDARY INSTITUTIONS.
Objective la:
To establisWupdate articulation agreements between and among
secondary and postsecondary institutions.
Objective lb: To support tech prep programs.
Other
Objective lc:
GOAL 2:
SUTIL6RT INSTRUCTION AND EXPERIENCE IN THE INDUSTRY
ENTS ARE PREPARING TO ENTER.
S
Objective 2a: To develop and implement a two-year plan to replace technically
obsolete vocational instructional equipment.
Objective 2b: To support the retraining needs of business and industry.
To support internship programs for vocational teachers.
Objective 2c:
Other
Objective 2d:
GOAL 3:
PROMOTE ME TEACHING OF HIGHER ORDER CURRENT AND
FUTURE WORKPLACE COMPETENCIES WITHIN THE CLASSROOM
Objective 3a:
To support curriculum development to incorporate higher
order thinking skills and future workplace competencies.
Objective 3b:
To support curriculum activities to incorporate the skills
identified in the SCANS report.
Other
Objective 3c:
GOAL 4:
INTEGRATE ACADEMIC AND VOCATIONAL LEARNING.
Objective 4a: To design and implement an integrated curriculum.
Objective 4b: To support the implementation of applied academics.
Other
Objective 4c:
3
SPECIAL POPULATION
PROVIDE SUPPORT SERVICES FOR
GOAL 5:
PROGRAMS.
STUDENTS ENROLLED IN VOCATIONAL
coordinator to ensure that
To employ a special populations
Objective 5a:
populations are
individuals who are members of special
skill training. NOM: The
receiving adequate services and job
teacher.
coordinator must be a qualified counselor or
which meet the needs of the
Objective 5b: To provide developmental courses
vocational student population.
which is adapted for disabled
To provide instructional equipment
Objective 5c:
education programs.
students enrolled in vocational
Objective 5d: Other
GUIDANCE AND COUNSELING
GOAL 6:
counseling services to vocational
Objective 6a: To provide guidance and
planning, and
students in support of recruitment, career
placement acdvities.
and evaluation activides of
Objecdve 6b: To support pre/post assessment
vocational students.
national vocational education
Objective 6c: To provide state, local, and
inservice opportunities for counselors.
Objective 6d: Other
formula
funding was determined according to a
Funding was allocated on two levels. Secondary
for funding in
Perkins legislation. The minimum amount
based on the three factors required in the
$15,000, the local
formula did not generate at least
this category was $15,000. If the funding
the
with other LEA's in order to meet
education agency was able to enter into a consortium
minimum.
$3,482,780.50.
level in this category, for a total of
Fifty-five awards were made on the secondary
$ 469,171.
Individual awards ranged from $15,000 to
based
institutions was determined by a formula
Program improvement funding for postsecondary
have demonstrated the
recipients enrolled in vocational progtams who
on the number of Pell grant
qualify for
associate degree program. In order to
intent to complete a vocational certificate or an
minimum of $50,000.
funds, the formula needed to generate a
received
AVTS' and eighteen community colleges)
Twenty-nine postsecondary institutions (eleven
$6,965,561 was awarded to Kansas
in this category. A grand total of
a total of $3,482,780.50
improvement.
educational institutions in FY 1993 for program
See Appendix C for exemplary programs.
1 0
4