Current through Register Vol. 50, No. 9, September 20, 2024
A. Regional teams for Jump Start programs
that are aligned with the federal Carl D. Perkins Career and Technical
Education Act must consist of:
1. partnering
LEAs, including local school systems that shall make every reasonable attempt
to partner with charter school LEAs in the region;
2. one or more public postsecondary education
institutions, with priority consideration given to the state's technical and
community colleges; and
3. one or
more of the following:
a. local business and
industry leaders, including industry association leaders; or
b. local and regional economic development or
workforce development experts.
B. The state superintendent of education
shall recommend for the board's approval a framework and timeline for the
submission and evaluation of jump start program proposals that may include, but
not be limited to, the following:
1. a list of
the stakeholders on the regional team, including a description of how the
regional team has engaged all LEAs in the region, including charter school
LEAs, in an effort to address student and school needs;
2. a vision statement of what the regional
team hopes to achieve; describing targeted student outcomes; instructional
partners and resources required to achieve the targeted student outcomes across
the region; the team of stakeholders committed to working collaboratively to
achieve targeted student career outcomes; and the types of course offerings and
career readiness experiences that regional stakeholders plan to deliver to
achieve the targeted student career outcomes;
3. indications of regional job demand by
targeted industry sector, provided by the Louisiana Workforce Commission (LWC),
a Louisiana post-secondary institution, or an equivalently-credible
source;
4. descriptions of the
competencies and skills that leading local industries desire in entry-level
hires;
5. descriptions of targeted
student learning outcomes by CTE pathway, including sequences of courses,
testing, and workplace experiences or certifications necessary to document
positive student outcomes;
6. plans
for implementing a career readiness course;
7. descriptions of appropriate education and
training providers, such as industry, other LEAs or schools, or technical
colleges, that can provide effective work-based learning opportunities for
students;
8. plans to support
students at all levels of academic preparation master core academic content
early in high school so that less remediation time is required;
9. identification of logistical challenges of
students being educated or trained at different campuses or worksites, as well
as solutions to these challenges;
10. plans for a formalized process whereby
school counselors and staff can provide high-quality career awareness education
and counseling beginning in middle school and throughout high school;
11. preliminary budgetary and implementation
plans to successfully launch, fund and sustain regional CTE pathways, including
logistics and counseling needs and the utilization of any state financial
support for career and technical education;
12. description of how the proposed regional
CTE pathways will be accessible to all students; and
13. plans for evaluation and continuous
improvement for each proposed regional CTE pathway, including indications of
how critical data will be compiled and analyzed.
C. Approved regional CTE pathways shall
adhere to the same academic requirements as statewide IBC pathways, enabling
students to continue their education post-high school graduation.
D. The LDE will collaborate with Louisiana
Workforce Commission, the Board of Regents, and the Department of Economic
Development to evaluate proposed regional CTE pathways and Jump Start regional
team proposals. The evaluation process may include, but is not limited to,
assessments of:
1. the depth and commitment
of each regional team;
2. the
appropriateness and rigor of each proposed regional CTE graduation
pathway;
3. the implementation
readiness of each regional team; and
4. the quality of proposed student
outcomes.
E. Following
the evaluation of proposed regional CTE pathways and review of the Jump Start
program proposal, the state superintendent of education will recommend that
BESE approve an authorization period of five years for proposals receiving a
favorable evaluation.
1. The recommendation
may be for approval of all, some, or none of the proposed regional CTE pathways
based upon the evaluation process described in this Section.
F. The LDE shall regularly
evaluate all approved regional CTE pathways to determine the extent to which
they are producing positive student outcomes. The LDE shall incorporate into
its evaluations factors that may include but will not necessarily be limited
to:
1. student graduation rates, including
comparative graduation rates between students in a regionally-relevant CTE
programs and other students enrolled in participating LEAs;
2. formal and informal feedback from regional
employers on the skill levels and work-readiness of graduates from each
approved regional CTE pathway;
3.
assessment results by cohorts in each regional CTE graduation pathway;
and
4. other relevant factors
discussed and reviewed with the LEAs implementing these regional CTE graduation
pathways.
G. The state
superintendent of education shall not recommend any previously approved
regional CTE pathway that does not receive a favorable recommendation for
continued approval, unless the LEA has submitted a satisfactory improvement
plan to address the program's weaknesses.
H. The LDE shall maintain an inventory of all
approved regional CTE pathways and associated application materials, making all
materials available for review by regional teams throughout the state as a way
of promoting best practices and replicating high-quality regional CTE
pathways.
I. The LDE shall provide
technical assistance to each jump start regional team, which may include:
1. examples of jump start regional teams'
vision statements to guide creation of vision statements and Jump Start
proposals;
2. identification of
target industry sectors for each region, supported by documented regional job
opportunities;
3. sample graduation
pathways for each targeted job sector, specifying course progressions (by
course title and content) and industry testing or certification
requirements;
4. identification and
confirmation of instructional capacity to teach required courses in targeted
career pathways;
5. identification
of required inventory of authentic workplace experiences, such as job
shadowing, day-at-work, and internships for each CTE pathway, indicating
locations and participating industry partners. This will include workplace
visitation agreements, work shadowing agreements and apprenticeship agreements,
as well as regional plans for developing a sustainable portfolio of authentic
workplace experiences;
6.
identification of student career counseling models and supports;
7. identification of instructional assessment
methodologies and implementation of quality assurance and quality control
methods and metrics;
8. development
of operational plans for any pilot programs to be implemented as early as the
2014-2015 school year and thereafter;
9. articulation agreements with
post-secondary education institutions;
10. CTE pathway evaluation plans, including
data collection and analysis plans;
11. regional team meeting participation
and/or facilitation; and
12.
assistance in developing components of Jump Start proposals.
AUTHORITY NOTE:
Promulgated in accordance with
R.S.
17:6,
17:7,
17:183.2,
and
17:2930.
