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NM CTE Comprehensive Needs Assessment

NM CTE Comprehensive Needs Assessment


February 07, 2020

Other Decks in Education


  1. Building Career and Technical Education for the Next Generation Educator

  2. Why we are here today…

  3. CTE Matters to New Mexico (Source: National Alliance for Partnerships

    in Equity/NM PED) Today: • 49% of low-income families have no post- secondary experience • 34% of students earn AA/AS degrees in 6 years • 45% of students earn BA/BS degrees in 6 years
  4. CTE Matters to New Mexico (Source: NM PED) Today: •

    83% of all high school students take at least one CTE class and 25% are CTE concentrators • 93% of concentrators graduate • 66% of all college students are enrolled in CTE and 37% are CTE concentrators • 50% of concentrators graduate
  5. CTE Matters to Workforce Needs (Source: NM Dept. of Workforce

    Solutions) From Now to 2026: • 20% increase in Healthcare & Social Assistance • 11% increase in Professional, Scientific, & Technical Assistance • 5% increase in Construction • 5% increase in Educational Services • 5% increase in Transportation & Warehousing
  6. Build NM Industry Sectors (Gov. Michelle Lujan-Grisham) Target Sectors for

    a Diversified Economy: • Cybersecurity • Intelligent Manufacturing • Sustainable and Green Industries • Bioscience and Health • Tourism and Outdoor Industries • Digital Media and Film • Sustainable and Value- Added Agriculture • Aerospace
  7. Carl D. Perkins Funding (Perkins V) (NM PED) $9.2 million

    in FY 2019 “The purpose of the Act is to develop more fully the academic and career and technical skills… by: • Challenging academic and technical core • Supporting partnerships among secondary, postsecondary, local workforce boards, business and industry, and intermediaries … to keep the United States competitive.”
  8. Perkins V Required Partners Consortia-Based Decision-Making: • Business and Economic

    Development • Public and Higher Education CTE Representatives • Community Representatives (including parents and students) • State Workforce Board representatives • Representatives of Special Populations • Representatives of agencies that serve Out-of-School, Homeless, and At-Risk Youth • Representatives of Tribal Organizations and Tribes • Individuals with Disabilities
  9. Perkins V Stakeholder input (Fall 2019) Recommendation 1: New Mexico

    is considering asking industry to be a required partner in a consortium application. • Strong support at both meetings and in the survey • Consortia Leads for each region • Economic Development Targets • Goal: strengthen industry voice in prioritizing programs
  10. Comprehensive Local Needs Assessment (CLNA) Goals Identify and prioritize funding

    decisions based on 2-3 high-demand, high-value industries based on: o Labor Market Information o Local business surveys
  11. Perkins V Stakeholder input (Fall 2019) Recommendation 2: Historically, funding

    has been equally split between secondary and postsecondary CTE programs. New Mexico is reevaluating this split to increase funding to postsecondary, with added responsibilities for delivering dual credit. • Strong support at meetings, moderately strong support in the survey • Postsecondary partners need to evaluate their potential contributions for each region • Location and types of dual credit offerings • Transportation issues
  12. Who Gets the Money? • All funds are allocated to

    the regional consortia as a lump sum • Consortia identifies and sets aside funds for pooled expenses • Remaining funds are distributed based on needs and priorities of the region
  13. Who Gets the Money? • Exact awards to each LEA

    will be determined by the consortia based on needs and priorities • Detailed budgets will be developed when the applications are initialized • Current Perkins districts (K-12) should anticipate getting somewhat less funding if more districts and charters in their region are participating, but may be able to benefit from pooled initiatives • Colleges may get slightly higher funding, but may not if additional colleges participate
  14. Role of the CTE Education Partners • Provide max of

    two CTE representatives (administrator and CTE lead) to attend CLNA meetings • Assist in the identification and outreach to required partners: • Businesses/groups with which you have relationships • Representatives of Special Populations • Out-of-School, Homeless, and At-Risk Youth Groups • Tribal Organizations and Tribes • Those Who Serve Individuals with Disabilities • Identify your role in meeting the educational needs determined by LMI and business/industry/economic development partners
  15. Comprehensive Local Needs Assessment (CLNA) Goals • Conduct Regional Consortia

    Meetings o Convened by Consortia Leads o Share findings with consortia members o Determine agreed upon industry sectors/needs o Designation of “workgroup” members to carry out the consortia’s priorities
  16. Post-CLNA • Consortia Leads will report agreed upon priority industries

    to PED • Participation in a “Working Group” to carry out the consortia’s decisions • Educational partners will develop funding applications for their respective regions in alignment with CLNA outcomes • The Bridge and its partner, NS4ED, will produce: o Web-based portal for industry sector information o Report for PED with recommended policies, standards, and schedules for program evaluation
  17. Timeline of Activities January: • Consortia Leads Webinars • Educational

    Partners Webinars February/March: • Comprehensive Local Needs Assessment Meetings • Reporting of Consortia Decisions to PED April: • CTE Funding Applications Developed by Educational Partners
  18. Resources to support your work www.NMCTECLNA.com

  19. Regional LMI Analysis

  20. Questions? Perkins Application Process: Elaine Perea Elaine.Perea@state.nm.us 505-827-6715 Consortia Information:

    Tracey Bryan TraceyBryan@thebridgeofsnm.org 575-646-2527