Portland Community College | Portland, Oregon Portland Community College

About Perkins V

Current Grants

2019-20 Perkins Basic Grant

2019-20 Perkins Reserve Grant

Key Themes, Purpose, Objectives and Definition

The Themes:
  • Accountability and program development
  • Secondary-postsecondary connections
  • Links to rigorous academics
  • Stronger focus on business and industry
The Purpose:

The purpose of the Perkins V Act is to more fully develop the academic and career and technical skills of secondary education students and postsecondary education students who elect to enroll in career and technical education programs through:

Building on the efforts of States and localities to develop challenging academic and technical standards and to assist students in meeting such standards, including preparation for high skill, high wage, or high demand occupations in current or emerging professions

Promoting the development of services and activities that integrate rigorous and challenging academic and career and technical instruction, and that link secondary education and postsecondary education for participating career and technical education students

Providing technical assistance that:

  • promotes leadership, initial preparation, and professional development at the State and local levels; and
  • improves the quality of career and technical education teachers, faculty, administrators, and counselors;

Supporting partnerships among secondary schools, post-secondary institutions, baccalaureate degree granting institutions, area career and technical education schools, local workforce investment boards, business and industry, and intermediaries

The Primary Objectives:

The primary objectives for Career and Technical Education programs are:

  • To give students the specific skills needed for job-entry positions now and broad transferable skills, allowing students further employment/education flexibility;
  • To acquire an awareness of the structure and future trends within high skill, high wage industries to increase students’ options for occupational choice in the pursuit of a career as well as providing a cognitive base for post-secondary education;
  • To provide both school and work-based learning experiences;
  • To bridge the gap between education and the world of work.

CTE – The Definition:

The term ‘Career and Technical Education’ means organized educational activities that…

  1. Offer a sequence of courses…
    • providing students with coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in current or emerging professions;
    • providing technical skill proficiency, an industry-recognized credential, a certificate, or an associate degree; and
    • that may include prerequisite courses (other than a remedial course) that meet the requirements of this subparagraph; and
  2. Includes competency-based applied learning that contributes to a student’s academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills, and knowledge of all aspects of an industry including entrepreneurship.

Perkins IV Guiding Principles

Strategic Investment vs. Entitlement:
  • Perkins V funding is a limited resource, it is not enough to be a foundation for supporting CTE programs.
  • It should be used as a lever, not as a base funding program.
  • Use Perkins V funds to invest in high-return programs.
  • Reward innovation.
CTE – Academic & Technical Content:
  • CTE Programs of Study are responsible for teaching technical skills AND relevant, naturally-occurring academic content in context.
  • Aligning programs to career-related high school diploma requirements is a natural fit.
Articulation is an expectation, not an exception:
  • By its very definition the Perkins V Program of Study requires alignment of course content between a high school and college programs, and if at all possible the achievement of earning dual credit.
Heavy on Professional Development:
  • Perkins V requires more emphasis on planned & sustained opportunities for secondary & post-secondary professional development—particularly related to instruction and staying current in all aspects of the industry.
Accountability, accountability, accountability:
  • Welcome to new performance measurements for both secondary & post-secondary.
  • Additionally, all programs will be held accountable for student achievement and gainful experience through real-world work opportunities for secondary and post-secondary students.

Core Elements & Goals

1 – Standards & Content

Standards and Content are core elements for Perkins-eligible programs of study and include:

  • Rigorous Integrated Content: CTE students have access to rigorous core academic coursework relevant to their career interests and the opportunity to apply academic, technical, and professional skills in both CTE courses and academic courses
  • Engaged Learning: Learning is centered on the student’s interests, strengths, and needed areas of growth. Engaged learning involves opportunities to engage in meaningful projects connected to the community and is supported by the school, college, and community
  • Assessment of learning addresses industry-based standard and provides feedback to students and instructors that drives program improvement
2 – Alignment & Articulation

Alignment and Articulation are core elements for Perkins-eligible programs of study and include:

  • Partnership: Formalized agreements exist with partners, including secondary and postsecondary education institutions, business and industry, and workforce development, around program development, design, implementation, evaluation
  • Credentials: CTE Program completers can participate in work-based learning opportunities and earn industry-recognized credentials, certificates, and degrees that increase their employability and ability to advance in their career of choice
  • Facilities and Equipment: CTE Progtams maintain equipment that neets industry standards, and facilities follow safety and cleanliness standard of the industry and create a safe, welcoming, accessible environment so all students may participate
3 – Accountability & Assessment

Accountability and Evaluation are core elements for Perkins-eligible programs of study and require:

  • Continuous Improvement: Schools and institutions that have participating CTE Programs collect and submit CTE data to the state. These data points are frequently used to inform instruction. Programs are continually revised based on employer demand and industry needs, as well as student participation and performance
4 – Student Support Services

Student Support Services are a core element for Perkins-eligible programs of study and include:

  • Career Development: There is a coordinated and sequenced career development system to support students before, during, and after participation in the CTE Program. Each CTE student has a personalized career and education plan, and parents and CTE students are informed of opportunities for CTE education and training in high school, college, apprenticeships, and other opportunities.
  • Education for Employability: Students develop employability skills through classroom and course aligned work-based learning opportunities. Students actively develop leadership skills through student leadership opportunities (e.g., Career and Technical Student Organizations, or CTSOs) tied to the CTE Program.
  • Access and Equity: CTE Programs are a central part of the school’s equity strategy, and demographics in CTE mirror school demographics and positively impact local industry representation of underrepresented groups. CTE student outcomes contribute to the elimination of opportunity gaps and institutional discrimination.
5 – Professional Development

Professional Development intent and design must:

  • Each CTE educator has a professional development plan in place.  The plan is developed with input from industry and community partners and includes goals, plans, and participation clearly aligned to documented CTE Program goals.  Any professional development plan adjustments reflect the continuous improvement design of the CTE Program of Study and should consider:
    • Promoting the integration of coherent and challenging academic content and industry-based technical standards, including opportunities for the appropriate academic and CTE instructors to jointly develop and implement classroom-based curriculum and instructional strategies
    •  Being high quality, sustained, intensive, and focused on instruction, and increase the academic knowledge and understanding of industry standards
    • Encouraging applied learning that contributes to the academic and CTE knowledge of the student;
    • Providing the knowledge and skills needed to work with and improve instruction for special populations
    • Assisting in accessing and utilizing CTE accountability data, student achievement data, and data from assessments

Reports & Plans:

The Timeline is a list of Regional events, meetings, and deadlines for the current Grant Year.

Oregon Approved CTE Programs of Study by High School
This link will connect to a “Map” page from which you can choose from a list of all high schools in the State of Oregon with approved Programs of Study.

Oregon CTE Performance Measurement (Updated March 2019)
An ongoing compilation by the Oregon Department of Education of statewide statistical data starting in 2007, reflecting Academic Attainment in Reading, Math, Writing, Technical Skill Assessment, High School Completion anhttps://www.oregon.gov/ode/learning-options/CTE/data/Documents/2018-19%20Secondary%20PerkinsCTE%20Performance%20Data%20Traffic%20Light.pdfd Graduation

2020 – 2024 Oregon State Plan for Career and Technical Education
The complete 77-page Oregon State Plan for Career and Technical Education.  This is the official state plan in fulfillment of the requirement for Carl D. Perkins Career and Technical Education Improvement Act of 2006, Public Law 109-270

2021 Oregon State CTE Policy Guidebook link

Oregon Education Consolidated Annual Report for 2015 – 2016
The Carl D. Perkins Career and Technical Education Act of 2006 requires states to report to the United States Department of Education (USDOE) annually on specific performance measures. The Consolidated Annual Performance, Accountability, and Financial Status Report, is commonly referred to as the Consolidated Annual Report (CAR).

State of Oregon Career & Technical Education (CTE) Main Page
For comprehensive Career and Technical Education information:

  • Administration – Perkins IV Grant
  • Advocacy & Resource Materials
  • Career Areas and Skill Sets
  • CTE Network
  • Date Collection & reports
  • Initiatives & Partnerships
  • Network Updates
  • Postsecondary CTE
  • Programs of Study – Approval & Administration
  • Teacher Licensure