$HO₩ M€ TH€ MON€¥FINDING FUNDS FOR YOUR CTE PROGRAM

DAVE HANSEN

TOPICS OF DISCUSSION

How to Find Money for Your Program

Integrating Skills & Validation to Justify & Report on Funding

Secondary/Post-Secondary Credential Preview

Funding Faux Pas & Guidelines

Gifting of State Funds> Discretionary selection

Universal access › Site Licenses

Determined by scope of funding request

COMMON FUNDING FAUX PAS

COMMON FUNDING FAUX PAS

> Cannot pay for additional paper certificate costs (if there are any) What’s the difference between a certificate and

certification?

Misinterpretation> District/School Administration> Teachers/Advisors

> Can Be Avoided by: Going to the source (State Source) Providing documentation to correct

misinformation

COMMON FUNDING FAUX PAS

COMMON FUNDING FAUX PAS

If I Don’t Know About It, It’s Not Out There> Those who know about the money, use the

money> Those who know where to find the money,

get the money

COMMON FUNDING FAUX PAS

> All States Are Not Created Equal

V.

COMMON FUNDING FAUX PAS

Just because Dave says so, doesn’t mean that’s how it works in your state or district. Be sure to validate appropriate use with your state funding office.

CARL D. PERKINS FUNDING

Purpose:> Improve career-technical education

programs> Integrate academic and career-technical

instruction> Serve special populations> Meet gender equity needs

(www.cde.ca.gov)

UNDERSTANDING PERKINS

> Develop and expand use of technology in CTE

> Provide CTE Students with technical skills that lead to entry in technology fields

> Enhancing/supporting accountability data for Act (i.e. reporting on meeting 2S1 criteria)

(Section 135 – Local Uses of Funds)

EXPANDED PURPOSE

Secondary Student Core Indicator (2S1)“(ii) Student attainment of career and technical skill proficiencies, including student achievement on technical assessments, that are aligned with industry recognized standards, if available and appropriate.”

(ACTE Website – Perkins Accountability)

PERKINS ACCOUNTABILITY

> Identify industry standards & certifications to integrate into curriculum

> CTSO Activities (Next Slide)> Amend Local/State Plan (If Necessary)> Seek licensing/assessment models that

provide universal access> Plan purchases for multiple years*

> Spotlight – Volunteer?

HOW TO USE PERKINS

http://www.skillsusa.org/downloads/PDF/perkins.pdf

> District/School Perkins Coordinator Don’t hesitate to go to the source

> State Office (CA Example Below) http://www.cde.ca.gov/ci/ct/pk/ http://www.cde.ca.gov/ci/ct/pk/contacts.asp

> ACTE - Perkins Resources http://www.acteonline.org/perkins.aspx

PERKINS RESOURCES

http://www.cde.ca.gov/ci/ct/pk/contacts.asp

Enhancing Education Through Technology(AKA: Ed Tech, E2T2, or EETT)

> Improve student academic achievement through technology

> Help students become technologically literate> Develop performance measurement systems> Integrate technology into:

Teacher Training Curriculum Development

EETT PURPOSE

> Formula Grant

> Distributed at district level> Based on Local Education Agency (LEA)

proportionate share of Title 1 Part A Funds> In most states, must have your technology

plan incorporated into approved district plan

HOW IT WORKS

> Work with District/School Administration

> Align 3-5 year plan to Industry Standards (If language not already present)

> Request needed funding from EETT Coordinator NOW for next School Year

HOW TO USE EETT FUNDING

ED TECH RESOURCES

http://www2.ed.gov/programs/edtech/resources.html

Tech Prep Funding

PARTNERSHIP WITH HS AND COLLEGE

CTSO – Business Professionals of America

For programs that: > Offer effective employment placement*> Transfer to 4-year baccalaureate programs> Are developed in consultation with business,

industry, labor unions, and institutions of higher education that award baccalaureate degrees.

> Address dropout prevention* and re-entry and the needs of special populations.

FEDERALLY REQUIRED PRIORITY

OUTCOMES FOR STUDENTS

Student outcomes include the following: An associate degree or a 2-year certificate. Technical preparation in at least one field of

engineering technology, applied science, mechanical, industrial, or practical art or trade, or agriculture, health, or business*

Competence in math, science, and communication.

Employment*

> Contact Local Grant Recipient(s) Identify their goals Align your program to their goals Collaborate to fulfill grant requirements

(Employment/Certification/CTSO Activity) Or – Seek future opportunity to collaborate

Volunteer? Who had successfully engaged in Tech Prep?

HOW TO LEVERAGE TECH PREP?

Other State Funding Options

TITLE 1 FUNDING/MAGNET SCHOOLS

STATE-SPECIFIC FUNDING

> Florida CAPE> Florida Senate Bill 1076> California Partnership Academies> California – Ed Tech K12 Voucher Program> What are you using?

Private Sector Funding

Serve multiple functions> Advisory> Internships/externships> Hands-on learning opportunities> Student employment> In-Kind Support> $$$$$

LOCAL BUSINESSES

> Donors Choose www.donorschoose.org Request funding with project description

> Grantmakers for Education http://www.edfunders.org/index.asp

> Bill & Melinda Gates Foundation> US DOE (Slim Pickings, but they’re out there)

http://www2.ed.gov/fund/grant/apply/grantapps/index.html

> PTA

OTHER FUNDING RESOURCES

Grant Writing

USE INDUSTRY RESEARCH

USE HIGHLY CREDIBLE RESEARCH

> “27% of people with post-secondarylicenses or certificates—credentials short ofan associate’s degree—earn more than theaverage bachelor’s degree recipient.”

Pathways to Prosperity (Feb. 2011)http://www.gse.harvard.edu/news_events/features/2011/Pathways_to_Prosperity_Feb2011.pdf

Readabilit

y

Credibility

COUPLE OF TIPS – DAVE’S ABC’S

> Awareness Set up a system to monitor all grant opportunities. Don’t miss anything.

> Business Case Make sure to have a business case for why your project will get the most

done for the amount requested.

> Collaboration Build strong relationships with local businesses, industry partners, colleges,

and professional organizations and incorporate them into your grant requests. They will also lighten the load for you, ideally.

> Discretion Ask for what you need, and keep your request below the max award amount

Skills Validation, Industry Credentials, and Funding

STUDENT CHALLENGES - EMPLOYMENT

"Proportionally, more kids have lost jobs in the past few years than the entire country lost in the Great Depression."

- Andrew Sum in Time Magazine Jan 18, 2010

"Only one in four U.S. teenagers held a job in 2011, the smallest percentage in decades and half what it was in 1999-2000.“ - Reuters News Report January 24, 2012

APPLY SKILLSUNABLETO

IN THE WORKPLACE

“Young people leave college without the

employability skills they are looking for.”

- Deloitte & Touche

Not Certified

HOW TO FIND IN-DEMAND SKILLS

VALIDATE How to

Your Students’ Skills

STUDENT CHALLENGES - ENGAGEMENT

70%

STUDENT CHALLENGES - EMPLOYMENT

"Proportionally, more kids have lost jobs in the past few years than the entire country lost in the Great Depression."

- Andrew Sum in Time Magazine Jan 18, 2010

"Only one in four U.S. teenagers held a job in 2011, the smallest percentage in decades and half what it was in 1999-2000.“ - Reuters News Report January 24, 2012

WHY CERTIFY - HARVARD UNIVERSITY

of people with post-secondary licenses or certificates—credentials short of an associate’s degree—earn more than the average bachelor’s degree recipient.”

Source: Pathways to Prosperity (Feb. 2011)http://www.gse.harvard.edu/news_events/features/2011/Pathways_to_Prosperity_Feb2011.pdf

27%

IMPROVED ACADEMICS - FLORIDA 09-10

Performance Indicator Non-CAPE CAPE, No Cert CAPE + Cert

Average GPA 2.56 2.6 3.0

Chronically Absent 17% 20% 11%

At Least One Disciplinary Action 21% 21% 11%

Dropout Rate 2% 1% 0%

12th Graders Earning Diploma 79% 88% 97%

At Least One Accelerated Course 22% 22% 33%

Bright Futures Eligible Seniors 28% 26% 44%

51

Are any of the Microsoft Office applications that you became certified in used in any of… If so, how often do/did you use the knowledge

and skills that you acquired during the certification process?

n = 176

70%Often + All The Time

5.8%94.2%

n = 189

Yes

No

... the learning activities or assignments that you have in school?

Student Key Findings:

MOS Productivity Study MOS CERTIFICATION HOLDERS APPLY THEIR MS OFFICE SKILLS TO ACADEMIC WORK.

RarelyNever Occasionally

N/AAll the time

Often-10%

0%

10%

20%

30%

40%

50%

60%

1.7%8.0%

19.3%

42.6%

27.3%

1.1%

IMPACT OF MOS CERTIFICATION ON STUDENT SUCCESS

52

-30% -20% -10% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

32.9%

41.9%

49.0%

40.9%

50.3%

49.7%

37.4%

37.4%

27.5%

28.6%

36.8%

38.1%

20.0%

15.5%

9.0%

20.8%

7.7%

7.1%

Disagree > Disagree < Neutral Agree < Agree >

88%Agree!

87%Agree!

77%Agree!

79%Agree!

70%Agree!

70%Agree!

My MOS certification has made me more efficient in my school work.

My MOS certification enables me to produce higher quality school work.

I am known (at least in some circles) for my knowledge and skills In the MS Office application(s) that I became certified

in prior.

MOS certification improved my overall school readiness.

Being MOS certified has given me more confidence in my abilities as a student.

With regard to some of the MS Office features and tools that I use, I probably wouldn’t have known about them

hadn’t it been for the MOS certification(s) that I obtained prior.

Num. of responses (in order of questions shown): 153, 153, 152, 151, 153, and 153

NOTE: These questions were administered only to survey participants who responded to the question “How often do/did you use the knowledge and skills that you acquired during the certification process?” by selecting “2―Occasionally”, “3―Often”, or “4―All the time”; thus, they represent of the respondents from the larger group.

MOS Productivity Study

Student Key Findings:

Wag

es Certified individuals are earning 12% more than non-certified individuals in their assignments

Plac

emen

t Certified individuals are placed on assignment at a higher rate than the industry average

Conv

ersi

on

Certified individuals are converting to full-time employment 20% more often than non-certified individuals

Over 2,600 certified individuals tracked and compared to more than 43,000 non-certified individuals

CERTIFICATIONSW

HOW DO

AFFECT EMPLOYABILITY?

BUT ISN’T ALL OF THIS CERT VALUE A MYTH?

Network World and SolarWinds Survey (November 2011) - 700 IT Professionals- Nearly 80% said Certification made a difference

A New Job

An Increase in Salary or Bonus

A Promotion

Other Benefit

0% 10% 20% 30% 40% 50% 60% 70%

61%

56%

29%

11%

Did a certification lead to any of the following? (Check all that apply.)

Students can receive college credit through:

WHY CERTIFY? - COLLEGE CREDIT

CERTIFICATIONS Which

Are Best for My Program?

Q&A

THANK YOU!

Dave HansenMBA, MCT, MMI, MOS, IC3, CPI, AI, CompTIA StrataDirector, Product Operations – MicrosoftDirect Line: 801.847.3167Toll Free: 888.999.9830 x167 Fax: 801.492.4160Email: dhansen@certiport.com Skype: CertidaveTwitter: @Certidave