Twitter icon
Facebook icon
LinkedIn icon
YouTube icon



Posts Tagged ‘Correctional Education’

2022 Advance Fall Meeting Recap – Forward Together: Supporting Every Learner

Friday, October 28th, 2022

Advance CTE’s 2022 Fall Meeting, held last week, included five breakout sessions that equipped state leaders to support every learner in CTE by tailoring support to meet unique and intersecting learner population needs. 

Keep reading for key takeaways and resources from each session shared by state CTE leaders and our Advance CTE-ECMC Fellows! 

Serving Middle Grades Learners through Career Supports

Career advising and development supports geared towards middle grades learners to improve access and achieve high-quality and equitable secondary CTE programs prove to be an early opportunity to develop an occupational identity and better build social capital. Ohio discussed the policy structures the state  has put into place to support learners in CTE programs before they enter high school, including funding mechanisms and alignment of middle grades programs of study. Michigan Advance CTE-ECMC Fellow Tony Warren shared how states and regions can broaden a middle schoolers mindset by focusing on the challenge they want to solve and helping develop a pathway to achieve a goal centered on their intrinsic motivations. Fellow Donald Walker provided local examples of carrying out state policy and practice at the Detroit School of the Arts showcased how one school is putting state policy into practice and action. 

Supporting CTE Learners in Rural Communities

Representatives from Montana and California shed light on the challenges and opportunities faced by CTE students who reside in rural areas of the United States. With a majority of Montana (46 out of 56 counties) being part of the frontier, the state has implemented the Hub & Spoke model for several programs. One such example is healthcare, which enabled a main campus to establish a healthcare program, complemented by satellite campuses through partnerships with local secondary and post-secondary institutions that offer limited services distributed across the other counties. 

Fellow Jean Claude Mbomeda shared California’s approach for reviewing disaggregated data to identify gaps in CTE programs in rural communities colleges in California, which was discussed as a necessary first step to unearth opportunities and develop supports for learners.  

Ensuring the Basic Needs of Postsecondary and Adult Learners are Met

An education consultant and a state leader from Wisconsin provided an overview of programs that support learners basic needs, while elevating that many programs still create barriers for learners to complete credentials. Immediate next steps that were shared included making integrated benefits applications for federal assistance programs available online and inviting benefits coordinators to provide services on campus. Wisconsin highlighted their steps to create  affinity groups with faculty and staff, with Dr. Colleen McCabe stating “To understand the effects of poverty, you have to explore learners’ multiple identities.”

Maximizing the CTE Experience for Learners with Disabilities

Maryland and Nebraska equipped attendees with state-level strategies to leverage Perkins state plans, the Comprehensive Local Needs Assessment (CLNA) and interagency partnerships to provide sustainable support to learners with disabilities. With one in four Americans identifying as having a disability, discussions centered on viewing disability as a spectrum, both visible and hidden, and centering learners as people rather than just a population. Maryland shared practices for empowering local leaders to identify and act on opportunity gaps for learners with disabilities through and the CLNA. Nebraska emphasized the importance of developing consistent cross-agency routines, and highlighted their recent achievement of a tri-agency conference across, CTE, vocational rehabilitation and special education.

Equitably Serving CTE Learners in Correctional Education

With more than 30,000 youth being incarcerated in the United States each year in the juvenile justice system, Texas joined by Advance CTE-ECMC Fellows Richard Crosby and Janelle Washington discussed the differences in secondary and postsecondary CTE programs, as well as some of the intricacies of carceral justice-connected program designs. Texas highlighted barriers for this learner populations, including unfair placement testing that occurs days after sentencing and the availability of CTE programs that will not incentivize recidivism. The panelists shared that establishing meaningful and collaborative partnerships with correctional agencies and state CTE departments are paramount to creating better and more equitable programming opportunities for carceral students.

Here are additional resources to support every learner in CTE: 

Nithya Govindasamy, Senior Advisor 

By Stacy Whitehouse in Resources
Tags: , , , , , , , , , , , , , ,

State CTE Policy Update: Exploring Louisiana’s Back on Track Pilot Program for Justice-Connected Learners

Thursday, September 1st, 2022

State Career Technical Education (CTE) policy initiatives and programs vary across the nation; innovations across states can offer helpful insights for state CTE leaders to continue to support each learner’s path to success in the career of their choice without limits.  

This post provides an overview of Louisiana’s recently enacted Act 370 (H.B. 323) 2022 Regular Session, known as the “Back On Track Louisiana Pilot Program”, and how it connects with CTE programs to support justice-connected individuals.

The “Back On Track Louisiana Pilot Program” aims to reduce recidivism in Louisiana by offering incarcerated individuals the tools they need, such as driver’s licenses and bank accounts, to skillfully navigate their reentry into the workforce. It also provides a CTE funding mechanism and establishes a mandate for data accountability within correctional education spaces.

Program Background 

This legislation stands out as an innovative means to not only incentivize high-quality correctional education programs by rewarding outcomes with additional funding. It allows for the flexibility needed to make the program effective for individual populations and meet each program’s needs. With the appropriate connections between state agencies such as the Louisiana Community and Technical College System (LCTCS) and the Louisiana Workforce Commission (LWC), the Department of Public Safety and Corrections (DPSC) can leverage industry partnerships and maximize the effectiveness of the credential programs they offer within their correctional facilities. 

With the “Back On Track Louisiana Pilot Program”, justice-involved learners who are incarcerated will have the opportunity to earn multiple credentials of value that align with Louisiana’s Industry Based Credential (IBC) Focus List compiled by the Louisiana IBC Council. These credentials of value ensure learners are prepared for high-skill, high-wage, in-demand occupations that support the future workforce of the state. This effort aligns with other funding mechanisms to support correctional education and high-quality programs such as the state’s utilization of Strengthening Career and Technical Education for the 21st Century Act (Perkins V) federal funds. In Louisiana, the state allocates a portion of its Perkins funds to DPSC to ensure learners experiencing unique circumstances such as incarceration have access to relevant workforce education and training. Offering learners in correctional facilities the opportunity to explore career pathways will not only allow them to reenter the workforce and their communities as a whole but will also strengthen CTE programming in an often overlooked population.

Funding Flexibility 

The legislation provides guidelines for funding and accountability while also establishing a framework for sheriffs to personalize their programs. The language of the law requires jails and prisons to collect the information of participating incarcerated and paroled individuals regarding specific success metrics. While these metrics track measures for these individuals to successfully reintegrate into their communities, there are several explicitly targeting CTE initiatives, namely whether the inmate: 

To ensure each sheriff has a scalable funding system for their program, DPSC calculates half of the average number of days of incarceration of the enrolled individual multiplied by the amount the Department pays the sheriff each day for the housing of inmates in parish jails. As an additional incentive for the successful execution of the program, sheriffs will receive a bonus stipend per incarcerated individual based on the percentage of targets successfully attained. Funds will be used for equipment, instructional materials and instructors, allowing smaller programs to flourish as well as larger programs. 

Program Customization 

Authority for this legislation is housed at the DPSC, which already offers ten programs eligible for Perkins V funding: Automotive Technology, Building Technology, Carpentry, Collision Repair, Construction Project Management, Electrician, Heavy Equipment Operator, HVAC, Small Engine, and Welding. The prison system has employed a method to train and hire correctional facility instructors for the Industry Based Credential (IBC) classes offered at each facility. Each participating facility ensures that all justice-connected tutors/instructors remain up to date in their training by providing funding to renew all pertinent certifications, as needed. CTE instructors are supervised by a prison education coordinator who is responsible for maintaining the cohesiveness of the entire education department.

The “Back On Track Louisiana Pilot Program” is a new initiative seeking to provide more accessible and equitable CTE credential programs to justice-involved learners. The following resources provide additional on connections between CTE and corrections education: 

Brice Thomas, M.Ed, Policy Associate

*Special thanks to Dr. Brittney Baptiste Williams, State Director for Career and Technical Education, Louisiana for her insights that contributed to this post. 

By Stacy Whitehouse in Public Policy
Tags: , , , , , ,

Legislative Update: Senate Releases FY23 Funding Proposals While Congress Passes CHIPS Bill and Democrats Unveil New Reconciliation Deal

Tuesday, August 2nd, 2022

This week the Senate Appropriations Committee released draft federal fiscal year 2023 (FY23) spending proposals, including legislation that would provide funding for the Carl D. Perkins Career and Technical Education Act (Perkins V). In addition, Congress passed economic competitiveness legislation while Senate Democrats announced a new reconciliation deal focused on healthcare and energy policies. Elsewhere the U.S. Department of Education (ED) unveiled newly proposed postsecondary regulations. 

Senate Appropriations Committee Releases FY23 Spending Proposals

The Senate Appropriations Committee released draft proposals for each of the 12 annual federal fiscal year 2023 spending bills that compose the federal budget late last week. This release comes ahead of the upcoming start of FY23, set to begin on October 1. The Senate proposal envisions a total investment of $1.44 billion for the Perkins V basic state grant program– an increase of $60 million over current FY22 enacted appropriations. The Senate’s recommended increase in funding for state grants authorized by Perkins V exceeds an earlier FY23 proposal from the House, which contained an increase of $45 million for the program. While these proposed investments in CTE are encouraging and far exceed what the Biden Administration has proposed for the program to date, Advance CTE and its partners are continuing to advocate for a $200 million increase in Perkins V state grant funding to fully meet the needs of learners throughout the nation in the coming federal fiscal year.

The Senate’s FY23 proposal for Perkins V also recommends $60 million in additional funding for the law’s national activities account– an amount intended to support the Biden Administration’s “Career Connected High Schools” proposal. Advance CTE has previously shared concerns about this proposed competitive grant program and has urged lawmakers to use this funding for Perkins V state grants which would more equitably distribute funding and support a far larger number of the nation’s CTE learners. In addition to these suggested changes in funding for Perkins, the Senate’s FY23 funding proposal also recommends a five percent increase for Student Support and Academic Enrichment state grants authorized by Title IV-A of the Every Student Succeeds Act. For core Workforce Innovation and Opportunity (WIOA) formula programs administered by the U.S. Department of Labor, the Senate is proposing a nearly six percent increase for these programs above FY22 enacted levels. 

While the release of these spending proposals is an important step in the wider federal budget and appropriations process for FY23, Advance CTE does not expect the Senate to formally consider these proposals further. Instead, these proposals have been released to serve as a negotiating tool between the House and Senate to resolve differences between both chambers’ visions for the coming fiscal year and complete the FY23 budget. As these efforts continue, Advance CTE will continue to advocate for a robust investment in CTE as part of the annual federal appropriations process. All spending proposals released by the Senate last week can be accessed here. 

Senate Leaders Announce Reconciliation Deal 

After over a year of off-again-on-again negotiations among Democratic leaders, Senate Majority Leader Chuck Schumer (D-NY) and Senator Joe Manchin (D-WV) announced that they had reached agreement on the Inflation Reduction Act of 2022. If enacted, the legislation would make investments to expand the nation’s energy production capacity and expand healthcare access. These proposals would be funded through the establishment of a minimum corporate tax rate of 15 percent, allowing for Medicare to negotiate drug prices, and other revenue generating provisions. As a result, the legislation is also intended to reduce the federal deficit by approximately $300 billion. First conceived as President Biden’s Build Back Better Act, this legislation initially proposed to invest significant new funding in CTE and workforce development. However, continued disagreement within the Democratic Congressional caucus forced this earlier proposal to be pared back considerably over the last year. Using the reconciliation process allows Senators to advance this legislation by a simple majority in the upper chamber, thus circumventing a likely Republican filibuster of the legislation. The Senate is expected to begin this process this week ahead of the start of its annual August recess scheduled to begin this upcoming weekend. 

Congress Approves CHIPS+ Proposal

As shared last week, Senate leaders announced a significantly pared back legislative proposal aimed at investing in the nation’s advanced manufacturing capacity in critical sectors of the economy related to the production of semiconductor chips. Since that time, the Senate advanced this legislation out of the chamber by a wide bipartisan vote margin which was quickly followed by a comparable vote in the House. With the package now having cleared both Congressional chambers, the bill now heads to President Biden’s desk for signature and enactment. Advance CTE and its partners had been working to include provisions that would have expanded federal Pell Grant eligibility to high-quality, shorter-term CTE programs as well as to make critical improvements to the nation’s collection of postsecondary education outcomes data. However, lawmakers were only able to find consensus on this narrower package. 

ED Releases Proposed Postsecondary Regulations 

Following two negotiated rulemaking convenings this past fall and spring, the U.S. Department of Education (ED) published proposed regulations on several topics, including federal Pell Grant eligibility for incarcerated individuals and the way for-profit postsecondary institutions must calculate the amount of their revenue from non-federal sources (known informally as the 90/10 rule). The newly proposed rules would strengthen requirements that postsecondary institutions obtain at least 10 percent of their revenue from non federal resources by expanding what would be “counted” as part of this share of their revenue. In addition, the proposed regulations would codify the processes for which individuals who are in correctional facilities may access and use federal Pell grants for qualifying programs. A factsheet on these changes can be found here. ED is soliciting feedback from the wider public for the next month as it works to finalize these proposals. 

Steve Voytek, Policy Advisor

By Stacy Whitehouse in Public Policy
Tags: , , , , ,

Getting to Know… Oklahoma

Monday, March 27th, 2017

Note: This is part of Advance CTE’s blog series, “Getting to Know…” We are using this series to help our readers learn more about specific states, State CTE Directors, partners and more.

State Name: Oklahoma

State CTE Director: Dr. Marcie Mack, state director, Oklahoma Department of Career and Technology Education

About Oklahoma: Oklahoma is home to the Oklahoma CareerTech System and the Oklahoma Department of Career and Technology Education, the state agency that oversees Career Technical Education (CTE) in Oklahoma. The system includes 29 technology center districts — each serving students at both the secondary and postsecondary level — and 395 comprehensive school district with CTE programs; 15 locations for 42 Skills Centers programs for offenders; and business and industry services to more than 7,000 companies annually. The system serves students through more than 500,000 enrollments annually. The Oklahoma Department of Career and Technology Education is governed by a nine-member, governor-appointed Board of Career and Technology Education. The board operates separately from the Oklahoma State Department of Education and the Oklahoma State Regents for Higher Education, enabling the state to collaborate more intentionally across various agencies.

There is growing enthusiasm for CareerTech in Oklahoma, spurred in part by Gov. Mary Fallin’s Oklahoma Works Initiative — a cross-sector effort to strengthen the state workforce and close the skills gap — and the goal to increase postsecondary education and training attainment to 70 percent of individuals between the ages of 25 and 64 by the year 2025. With such enthusiasm on postsecondary attainment, Oklahoma is optimistic the current 50 percent of students in grades nine through 12 who enroll in CareerTech courses each year will increase as the state works to meet the educational attainment goal.

Programs of Study: Oklahoma’s programs of study are organized into 15 Career Clusters® that are aligned to the national Career Clusters framework. The board of CTE uses Perkins funds to develop statewide frameworks for many programs of study that local administrators can download and customize to fit the needs of their communities. To support local delivery and ensure that students receive appropriate and timely guidance, in 2015 Oklahoma launched a web-based career guidance platform called OK Career Guide. It provides data and resources to educators, parents and students to facilitate career exploration and enable students to identify and pursue high-quality learning experiences tied to their career interests.

Cross-Sector Partnerships: As an independent body, the Oklahoma Board of CTE has been able to work collaboratively across various agencies and sectors. One such collaboration is with the Department of Corrections. For years, Oklahoma has provided CareerTech opportunities to incarcerated youth and adults through a correctional education system. Approximately 1,600 individuals are served each year through these programs, with a job placement rate of more than 80 percent.

Oklahoma CareerTech also works directly with counterparts in secondary and postsecondary education. Working closely with the State Department of Education, CareerTech ensures high-quality instruction and curriculum throughout CTE programs in sixth through 12th grades. Core to this partnership is the Oklahoma state superintendent’s position as the chairman of the CareerTech board, which helps to facilitate collaboration on efforts such as teacher certification, academic credit and academy approval. At the postsecondary level, the board works with the Oklahoma State Regents for Higher Education to maintain credit articulation agreements for prior learning assessments, helping to streamline the pathways from secondary to postsecondary education.

Additionally, Oklahoma has strong partnerships with business and industry leaders through technology center business and industry services which provided services to more than 7,000 companies last year.  Examples of some of the services include safety training, customized training, Oklahoma Bid Assistance Network, and adult career development to name a few.  The statewide Key Economic Networks (KEN) established with Oklahoma Works include representation from regional stakeholders who collaborate to develop, strengthen and expand career pathways. Through regional KENs, Oklahoma has been able to leverage employer insights, reflect on labor market information and encourage strong partnerships at the local level.

On the Horizon: In January 2017, JPMorgan Chase & Co. announced that Oklahoma would be part of a cohort of states focusing on transforming career readiness systems under the New Skills for Youth Initiative. Oklahoma, along with nine other states, will receive $2 million over the next three years to embark on an ambitious statewide effort to improve access to high-quality CTE programs.

Separately, the Oklahoma State Board of Education approved a new accountability framework late in 2016 that aims to count postsecondary opportunities as viable options for the framework, including participation in internships, apprenticeships, industry certifications and dual (concurrent) enrollment. Previously, these indicators were awarded as bonus points only.

Austin Estes, Policy Associate

By admin in Uncategorized
Tags: , , , , , , ,

 

Series

Archives

1