JENNIFER M. GRANHOLM
GOVERNOR
DAVID C. HOLLISTER
DIRECTOR
STATE OF MICHIGAN
MICHIGAN DEPARTMENT OF LABOR & ECONOMIC GROWTH
Office of Career and Technical Preparation
Informational Update
January 2005
Please forward this message to all in your region who are responsible for CI planning, actions, assessment, and reporting.
Message from Patty Cantú:
Hello everyone. Hope you are all keeping warm and that your feet are dry. There has been a lot of flooding in the Lansing area and very frigid temperatures.
There has been some news about Perkins – that the President is thinking of a block grant in order to assist with high school reform. Check out the ACTE, www.acteonline.org/, website for the most current information.
Please respond to me via e-mail, , if you or any of your local administrators or CTE people are interested in a CTE listserv. We would be happy to get one going if enough of you are interested.
See you in a couple of weeks.
2005 Governor’s Conference on Career Education
The annual Career Education Conference is just a few weeks away! The conference will:
· Provide participants with an opportunity to learn new and innovative strategies to increase academic rigor in coursework
· Demonstrate the relevance of academics to authentic work experience
· Create opportunities for learning about successful career education programs that reform the preparation of students for higher education and careers
· Provide participants with access to resources, products and services that may assist their implementation strategies
This is the first time this conference is being held in southeast Michigan and it is sure to be an exciting event. The facility is beautiful and you will find it easy to locate the session rooms and move around the facility due to the convenient layout of the conference space. We encourage you to bring your secondary and postsecondary partners, including teachers, counselors, special populations coordinators, program administrators, and business partners.
The early registration fee is available through January 21. For updated information, including a preview of the breakout sessions, visit: www.mccte.msu.edu.
NEW OCTP Staff Member
Our office is pleased to welcome Ms. Lynne Listeman effective January 18, 2005. Lynne has fifteen years of administration in education. Lynne’s background is in special education. As a special education administrator, she was responsible for providing special education programming for children from the ages of five through twenty-one in juvenile justice and psychiatric school settings.
Some of the programs developed and/or supervised by her were Maxi’s first Media Center, academic and speech and language assessment programs, Technical Literacy, Character Education, Graphic Arts, Drama, Cosmetology, Painting And Interior Design, Carpentry, Computer-Assisted Design, and a program “assembling” and providing housing to qualified families in conjunction with Habitat For Humanity.
Lynne will be providing services to the programs in the Arts and Communication Pathway, assisting in grant review and approval, providing guidance and services in all categories of Special Populations, and participating in TRAC onsite reviews and OCR compliance visits. You may contact her at: (517) 373-3373 (temporary phone number) or by email at: .
2004-2005 Less-Than-Class-Size CTE Program Reminder
Notifications for second semester 2004-2005 Less-Than-Class-Size (LTCS) Career and Technical Education (CTE) Programs must be received by the Friday after the second student count date (February 11, 2005) in order to be listed on the CTEIS 4483-D reports. An electronic copy of this year’s notification form is posted to our web site at the following : www.michigan.gov/documents/LTCS_Notification_Form_97715_7.rtf. Please keep the following in mind relative to LTCS CTE programs: All Less-Than-Class-Size programs must fall within the recognized list of CIP Codes for 2004-2005 in order to be listed on the CTEIS 4483 reports. For a list of CIP Codes, visit: www.michigan.gov/documents/04-05_Secondary_CTE_Program_CIP_Codes_97746_7.xls.
All Applications for Annual Authorization for instructors to teach LTCS career and technical education are processed by the Office of Professional Preparation and Services (OPPS) via web based submission at: www.michigan.gov/meis. The processing of the application can only be done by authorized personnel who have a MEIS account. The status of individual applications can be checked at the teacher personnel website at: www.michigan.gov/mde.
Less-Than-Class-Size programs are a part of the Technical Review, Assistance and Compliance (TRAC) process and will be reviewed as part of regional on-site visits. LTCS Programs do not have to complete the CIP Self-Review documents required for state-approved career and technical education programs. OCTP has adopted the following policy recommendation from the Added Cost Referent Group to begin in 2004-2005 for Less-Than-Class-Size Programs: “Beginning 2004-2005, state-approved CTE CIP programs’ enrollment in Less-Than-Class-Size (LTCS) courses will be limited to 15 or fewer students.”
For more information regarding Less-Than-Class-Size CTE programs, you may obtain the current Career Pathway Guidelines for Less-Than-Class-Size Programs Within Career and Technical Education (May 20, 2003) at: www.michigan.gov/mdcd and search “Guidelines for Less-Than-Class-Size Programs”.
If you have any questions regarding this information, please contact Diana Bailey, Program Specialist, Career Planning and Education Unit, at: , or (517) 373-8904.
BMMT Pathway Information - Professional Development
Just a reminder that several professional development opportunities are available for instructors in BMMT. The information for the events can be found on the following organizational websites:
Michigan Marketing Educators Summer Marketing Academy 2005 – June 28-30, 2005
Western Michigan University - Grand Rapids
www.michmkted.org/index.html
MarkED 2005 Conclave and Professional Conference – June 23-26, 2005
Seattle, WA
(Six conferences are featured in one. The program includes Marketing Management, Entrepreneurship, E-Business/Technology, International Business, Sports/Event Marketing, and Hospitality/Tourism; also vendor seminars)
www.mark-ed.org
National Restaurant Association Education Foundation
2005 NRAEF Summer Institute Program
June-July 2005
(Locations and times are listed by level of instruction on the website)
www.nraef.org/prostart/teachers/development/institutes.asp
Michigan Association Computer Users in Learning
2005 MACUL Conference
March 16-18, 2005
Detroit, Michigan
www.macul.org
Career Cluster Train-the-Trainer Session
The Office of Career and Technical Preparation is hosting a Career Cluster Train-the-Trainer session at the Marriott Detroit Renaissance Center in Detroit, on Monday, February 14, 2005, from 4:00 p.m. to 5:30 p.m. in the Mackinac Room. This workshop is separate from the Career Education Conference sponsored by the Department of Labor & Economic Growth.
At this workshop, OCTP staff will provide you with the documents and technical assistance necessary to assist administrators and teaching staff in completing the alignment of their program curriculum with the federal career cluster documents, to be completed by September 2005.
To register for this workshop, please complete the enclosed registration form and fax to Peggy Severns at (517) 373-8776 by close of business on February 8, 2005. If you have any questions, please call Ms. Severns at (517) 335-7088. There is no fee for this workshop, but it is required to pre-register to attend this session, as it will not be possible to accommodate walk-ins. The registration form is attached.
To assist in your training for teachers to complete the career cluster documentation for their state approved programs we have put the power point presentation we are using on the OCTP website at: www.michigan.gov/documents/CC_Training_120804_Part_33_113169_7.ppt.
Program delivery reminder: If your district has reduced the number of school days or weeks of instruction you MUST increase the number of minutes of instruction in state approved CTE programs to assure you are meeting the minimum number of minutes (7,200 or 14,400 depending on the pathway).
Data Duplication Meeting
On January 14, 2005 representatives from Michigan Career Leadership Network (MCLN), Office of Career and Technical Preparation (OCTP) and Center of Educational Information (CEPI) met at the Michigan Association of Secondary School Principals (MASSP) administrative offices to discuss duplicate data collection. The coordination of demographic data collected both by CEPI and OCTP was discussed as a first step in eliminating duplication. Full demographic data coordination is expected to take a year or more. Concurrently, accuracy of the CTE data submitted to CEPI will be under review. Problems with data import and export between Career and Technical Education Information System (CTEIS) and local district data systems were identified. MCLN will be meeting to discuss how local databases may address this problem. District representatives indicated that the CTEIS user-defined report feature needed improvement. OCTP will work with the vendor to improve this report feature. Timeliness of technical assistant form the CTEIS vendor was also discussed and OCTP will work with the vendor to address this issue as well.
2005-2006 Grant Planning
The 2005-2006 CTE Perkins and Tech Prep applications will be live on MEGS March 15, 2005. However, Michigan has not yet been notified as to the 2005-06 Carl D. Perkins allocation to the state. Regions should use funding amounts from 2004-2005 when planning now for 2005-2006 grant activities.
OCR Public Notification
Carl D. Perkins Legislation and the Office for Civil Rights Guideline IV(O) requires agencies that receive federal vocational funds to annually issue public notification that all career and technical education opportunities will be offered without regard to race, color, national origin, gender, age or disability. Several requirements encompass an acceptable notice. This notification is to:
· Be made prior to the beginning of each school year.
· Advise students, parents/guardians, employees and the general public of the agency’s policy of nondiscrimination.
· Contain an assurance that the lack of English language skills will not be a barrier to admission and participation in career and technical education programs.
· Be disseminated to communities of national origin minority persons with limited English language skills in their native language. Provide a brief summary of program offerings.
· Provide a brief summary of admissions criteria.
· Provide the name or title, office address and telephone number of the person(s) designated to coordinate Title IX, Section 504 and Age compliance.
Local newspapers, school newsletters, bulletins, other publications and other media are suggested ways for providing this notification. The notice must go to all households in the attendance area. In addition, this notice may be placed in course selection booklets, scheduling information, and other communications.
EXAMPLE
NEWSPAPER/NEWSLETTER ANNOUNCEMENT
Each year, the Cherwell School District offers Career and Technical Education programs at Hubble High School. These programs are designed to prepare youth for a broad range of employment and training services and are offered under the guidance of certified teachers, counselors, and cooperative education coordinators. The following is a list of programs being offered this year and criteria for admission.Program Criteria for Admission
Health Occupations Prerequisite – 1 year Biology
Retailing Prerequisite – 1 year Algebra
Auto Technician Prerequisite – 1 year Geometry
Agriscience and Natural Resources none
All career and technical education programs follow the district’s policies of nondiscrimination on the basis of race, color, religion, national origin or ancestry, gender, age, disability, height, weight or marital status in all programs, activities, and employment. In addition, arrangements can be made to ensure that the lack of English language skills is not a barrier to admission or participation.
For general information about these programs, contact:
Dr. Lyle Jones, Career and Technical Education Director
Central Administration Office
Cherwell School District
14 Lake Michigan Drive
Cherwell, Michigan 42799
(616) 934-7000
Inquiries regarding nondiscrimination policies should be directed to:
Dr. Karen Mifflen, Assistant Superintendent
Cherwell School District
Central Administration Office
14 Lake Michigan Drive
Cherwell, Michigan 42799
(616) 934-7002
No Child Left Behind – Extra Credit – Best Practices
New Harvard Study Shows Charter Schools Are Working
A new study released on December 14, 2004, by Caroline Hoxby, Professor of Economics at Harvard University and director of the Economics of Education Program at the National Bureau of Economic Research, shows that students in charter schools are more likely to be proficient on state math and reading assessments than those in neighboring traditional public schools. For example, it shows that students in charter schools that have been operating for 9 or more years are 10 percent more likely to be proficient in reading and math. The following are excerpts from the executive summary of the report, “Achievement in Charter Schools and Regular Public Schools in the United States: Understanding the Differences”:
This study compares the reading and mathematics proficiency of charter school students in the United States to that of their fellow students in neighboring public schools. Because charter schools are public entities, their students take state exams. Thus, this study is based on schools that enroll approximately 99 percent of elementary students who attend charter schools. The charter schools are compared to the schools that their students would most likely otherwise attend: the nearest regular public school with a similar racial composition (the “matched” school).
Compared to students in the matched public school, charter students are 5.2 percent more likely to be proficient in reading and 3.2 percent more likely to be proficient in math on their state’s exams. Charter schools that have been in operation longer have a greater proficiency advantage over the matched public schools. For example, in reading, the advantage is 2.5 percent for a charter school that has been operating 1 to 4 years, 5.2 percent for a school operating 5 to 8 years, and 10.1 percent for a school operating 9 to 11 years.
The results show that charter schools are especially likely to raise the achievement of students who are poor or Hispanic. This is a useful finding because charter schools serve students who are disproportionately likely to be minorities or poor.
In states where charter schools are well-established, charter school students advantage in proficiency tends to be greater. For instance, in Arizona, fourth grade charter students are about 10 percent more likely to be proficient in reading and math than students in the matched regular public schools. In California, the corresponding proficiency advantages are 9 percent in reading and 5 percent in math. In Colorado, the corresponding proficiency advantages are 12 percent in reading and 14 percent in math.
Because charter schools enroll only 1.5 percent of students, it is important to include nearly all of them in a study. Results based on only a small sample of charter school students (for instance, studies that rely on the 3 percent sample of the National Assessment of Educational Progress) cannot be used to draw conclusions about states charter school policies. A study that relies on a 3 percent sample of 1.5 percent of American students is a study based on only 0.045 percent of students. In contrast, this study uses data that are sufficient for detailed investigations of charter school students’ proficiency, nationwide.