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NM CTE Comprehensive Needs Assessment

NM CTE Comprehensive Needs Assessment


February 07, 2020

Other Decks in Education


  1. 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
  2. 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
  3. 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
  4. 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
  5. 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.”
  6. 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
  7. 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
  8. 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
  9. 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
  10. 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
  11. 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
  12. 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
  13. 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
  14. 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
  15. 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