BELLEVUE SCHOOL DISTRICT DISTRICTWIDE PLAN FOR CAREER & - - PDF document

BELLEVUE SCHOOL DISTRICT DISTRICTWIDE PLAN FOR CAREER & TECHNICAL EDUCATION EXECUTIVE SUMMARY School districts desiring to use state and federal Career and Technical Education funds in Washington State must make appropriate application to the Office of State Superintendent of Public Instruction according to the Washington Administrative Code and other state requirements. In order to receive federal dollars, districts must also assure compliance with the Carl D. Perkins Career and Technical Education Act of 2006(Perkins IV). The District Wide Plan is the document used to show compliance with both the WAC and federal law. The Carl D. Perkins Act, P.L. 109-270, requires a local application with an annual update. The district plan and the 2015-2016 application update is based on the Washington State Perkins Five Year Plan developed in partnership with the Workforce Training and Education Coordinating Board, the Office of the Superintendent of Public Instruction and the State Board of Community and Technical Colleges. Following are details regarding the Bellevue School District Five Year Plan for Career & Technical Education: 1. The plan was developed with input from advisory committees, CTE staff and building administrators. 2. The District Wide Plan relates to the mission statement of the district by supporting a program for students that prepares them to succeed in college, career and life. 3. The plan builds on the school district's commitment to Career & Technical Education. Program areas identify needs and address a plan of action to support goals to:  Improve academic and technical skills of students enrolled in CTE programs  Promote community, business and educational partnerships.  Continue to offer full access to programs, improve accessibility and provide learning

• pportunities to special populations.

 Prepare students for training and employment in non-traditional careers.  Create comprehensive Programs of Study to include academic, exploratory, preparatory and post-secondary education and training. 4. Each program included in the District Wide Plan is evaluated each year by the staff and the specific advisory committee. In addition, the State Superintendent of Public Instruction conducts 5-year evaluations on each of the major programs in local districts. 5. No additional costs will be incurred to implement the District Wide Plan. Career and Technical Education, because of additional required costs, is supported with weighted state funds. 6. The programs described in the District Wide Plan will have no financial effect on other programs or services offered in the school district. 7. No legal issues are associated with the District Wide Plan. Recommended Board action will be that the District Wide Plan for Career & Technical Education be approved as submitted, and that the Board President be authorized to sign the plan.

BELLEVUE SCHOOL DISTRICT CAREER AND TECHNICAL EDUCATION DISTRICT WIDE PLAN Carl D. Perkins Career and Technical Education Act of 2006

In order to receive funds for 2015-16 under the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV), districts must submit an application that describes how the district will carry out the requirements of the Act and, in particular, Sections 134, 144 and 145 of the Act. Districts wishing to apply for these funds must complete this application by providing responses to all sections of the application. All districts offering approved Career and Technical Education programs, including those not receiving Perkins IV funds, are required to maintain local program inventories on file. The goals and objectives of Career and Technical Education programs in the Bellevue School District as put forth in this annual plan are based on the requirements and specifications of the grant.

• Dr. J. Tim Mills, Superintendent

Bellevue School District Marilyn Henselman, Supervisor Career and Technical Education Bellevue School District Betty Klattenhoff, Director Career and Technical Education Programs Office of Superintendent of Public Instruction

A hard copy of the printed, signed and dated assurance section is on file in the district Career and Technical Education office for monitoring/auditing purposes.

Perkins IV Assurance Statement Carl D. Perkins Act of 2006

Upon written request, did the district consult in a timely and meaningful manner with representatives of nonprofit private schools in the geographic areas served by the eligible recipient? [section 317(b)(2)] YES Note: The office of the superintendent of public instruction is required to monitor the performance

• f career and technical education programs in at least the following areas:

(a) Student participation in and completion of high-demand programs. (b) Students earning dual credit for high school and college Bellevue School District hereby assures compliance with the following requirements:

• 1. All Career and Technical Education classes/ programs receiving state and/ or

federal Career and Technical Education funding are currently approved by the Office of the Superintendent of Public Instruction (OSPI) and are taught by an instructor who has a current Career and Technical Education certification and whose certification matches the instructional area.

• 2. The district must have program(s) of study documentation on file.
• 3. All Career and Technical Education instructors of approved applied academic

courses have completed approved preparation and yearly in-service for the course(s) they teach.

• 4. All Career and Technical Education teachers in approved Career and Technical

Education programs hold a current first aid and CPR certificate.

• 5. The local Career and Technical Education program has identified goals and
• bjectives that have been developed in relation to the career and technical

standards and indicators and are the basis for federal, state, and special grant funding requirements.

• 6. The local Career and Technical Education plan was developed in consultation

with the local general advisory council (GAC).

• 7. The local Career and Technical Education plan was developed in consultation

with representatives of the educational and training resources available in the area to be served by the applicant, such as private business schools, skills centers, and other public or private agencies.

• 8. All Career and Technical Education programs and activities are conducted in

compliance with Title I of the Perkins Act of 2006 and the provisions of the state plan, including the provision of a financial audit of funds received under this title which may be included as part of an audit of the federal or state programs.

• 9. The district has conducted an evaluation of Career and Technical Education

programs using the current standards and indicators, contracted evaluation services, or other local indicators.

• 10. Each recipient of financial assistance shall annually evaluate the effectiveness
• f the program. As part of each such evaluation, each recipient shall (1)

review programs with the full and informed participation of representatives of individuals who are members of special populations, and (2) evaluate the progress of Career and Technical Education programs assisted under this Act in providing Career and Technical Education students with strong experience in, and understanding of, all aspects of the industry the students are preparing to enter.

• 11. Students who participate in Career and Technical Education programs are

taught to the same challenging academic proficiencies as are taught to all

• ther students.
• 12. Federal Career and Technical Education funds made available will be used to

supplement, and in no case to supplant (replace), such state or local funds.

• 13. None of the funds expended under Title I of the Perkins Act of 2006 will be

used to acquire equipment (including computer software) in any instance in which such acquisition results in a direct financial benefit to any organization representing the interests of the purchasing entity, or any affiliate of such an

• rganization.
• 14. Consortium dollars are not distributed to receiving districts based upon the

amount of funds generated by the Carl D. Perkins formula.

• 15. Career and technical services, programs, and activities relate to state or

regional occupational opportunities and prepare students for post secondary

• pportunities or entry into high skill, high wage jobs in current and emerging
• ccupations.
• 16. The district will ensure their Career and Technical Education programs are in

compliance with Perkins IV Sec. 134 & 135.

• 17. The district has developed an affirmative action plan which is on file in the

school district administration office and at OSPI. The affirmative action plan ensures that there will be no discrimination of staff or students in any school district education program, including Career and Technical Education.

• 18. Equal access to Career and Technical Education programs will be provided to

meet the needs of all students in nontraditional and technological occupations regardless of gender.

• 19. The district assures that all CTE programs facilitate access for all students and

complies with all federal and state rules and regulations. The district assures that it does not discriminate on the basis of race, color, national origin, gender, or disability in education programs, services and activities.

• 20. The district has developed a transition plan (which is on file in the school

district administration office) for the removal of any building barriers which may exist which would limit access by students with disabilities to any school district education program, including Career and Technical Education.

• 21. Career and Technical Education planning for individuals with disabilities will be

coordinated between appropriate representatives of Career and Technical Education and special education.

• 22. Each student who is disadvantaged and/ or each student with a disability who

enrolls in Career and Technical Education programs shall receive:

• a. Assessment of the interests, abilities, and special needs of such

students with respect to completing successfully the Career and Technical Education program.

• b. Supplementary services, including adaptation of curriculum,

instruction, equipment, and facilities designed to meet the needs of special populations.

• c. Guidance, counseling, and career development activities conducted by

professionally/ technically trained counselors who are associated with the provision of such special services.

• d. Counseling services designated to facilitate the transition from school

to post-school employment, career opportunities, and postsecondary education.

• 23. The districts will adequately address the needs of students in alternative

education programs, if such programs are offered in the district.

• 24. Data reported to OSPI under Perkins IV is complete, accurate, and reliable.
• 25. Reports and other information will be submitted within the dates established,

and documentation will be maintained for five years.

• 26. The accounting system and management process used by the institution must

be consistent with generally accepted accounting and management practices and meet the specific requirements of the Single Audit Act.

• 27. An inventory record will be maintained for all equipment purchased whole or

in part with federal funds. All such equipment will be available for use by students in the approved Career and Technical Education program for which purchased.

• 28. The district will supply information to the Office of Superintendent of Public

Instruction (OSPI) to meet reporting requirements regarding staff, finances, enrollment, completion, and follow up as mandated in the Carl D. Perkins Career and Technical Education Act of 2006.

• 29. The district has a policy developed and on file in the school district

administration office which ensures that there will be no discrimination based upon race, color, national origin, sex, or disabling condition in any school district education program, including Career and Technical Education. Districts are required to identify a coordinator of federal Title IX regulations.

• 30. The district board of directors has adopted a course equivalency procedure for

career and technical high school courses offered to secondary students enrolled in high schools and skills centers in accordance with WAC 180-51- 066 and RCW 28A.230.097. A career and technical course equivalency may be for whole or partial credit.

Superintendent:

• Dr. J. Tim Mills

Section 504 Coordinator: Heather Edlund Title IX Officer: Jeff Lowell General Advisory Chair: Charlie Wittenberg School Board President: Steve McConnell Career and Technical Education Supervisor/Administrator: Marilyn Henselman Date signed – August 25, 2015

REQUIRED USE OF FUNDS (Section 134 and Section 135)

IMPROVE ACADEMIC AND TECHNICAL SKILLS OF STUDENTS ENROLLED IN CAREER AND TECHNICAL EDUCATION PROGRAMS (Sec. 144 (b)(4)(B)) Provide a description of how the district will improve programs through the integration of CTE and academic programs. Our middle schools will continue to offer STEM courses through Project Lead the Way’s Design and Modeling, Robotics, and Flight and Space which incorporates math, science, English and reading. Purdue University offers an entire engineering program which one of our high schools, Sammamish, will be using for our engineering sequence: Fundamentals of Engineering Design, Robotics, CAD, Engineering Design Principles, and Special Topics in

• Engineering. Our science department at Newport has joined CTE offering Anatomy and

Physiology, Biotechnology, and Nanotechnology in which all courses provide either a science

• r CTE credit.

This year CTE will also be infusing AVID strategies which incorporates “WICOR” – Writing, Inquiry, Collaboration, Organization, and Reading through teaching strategies that focus on specific skills and soft skills necessary for the workforce. This will be rolled out through CTE District Professional Development. Provide a description of how the district will encourage CTE students at the secondary level to enroll in challenging core academic subjects. Bellevue School District students take core academic subjects required for graduation. CTE and academic classes are included in Programs of Study as they are being developed. The Programs of Study provide a strong base of theoretical knowledge and practical experience in preparation for post-secondary training for all CTE students. Our Program of Study document continues to be revised and made available electronically and in hard copy to parents, teachers, and administrators. Our students are active in DECA, Skills USA, and other CTSO’s within Career and Technical

• Education. Career Specialists and counselors with the district use the Naviance program to

assess student needs and interests as they prepare for college and post-secondary

• pportunities. Middle and high school girls are encouraged to take classes that will lead them

into STEM and other technological type classes. Working with Starbuck’s this year, Bellevue will take 100 high school girls to Starbuck’s Headquarters for a day of STEM. Girls will see the many opportunities available to them in the world of STEM. The goal is to provide students the necessary information to make informed decisions about classes they take and their future in the world of STEM. Describe how the district will ensure that students who participate in career and technical education programs are taught to the same challenging academic proficiencies as are taught for all other students. We continue to hold all students to high standards regardless of curricular area, including adherence to grade level and content area developed standards. We continue to work towards increasing the number of industry certifications in as many programs as possible since we are aware that each provides a challenging and relevant curriculum. We currently use Precision Exams in our Business/Marketing, Advanced Marketing, and Business Law courses. Our students also have the opportunity to earn industry certification in CISCO, Health Science, Automotive Technology, and the Microsoft IT Specialist Exams. Bellevue School District Career and Technical programs build on mathematical and scientific concepts learned in previous or concurrent academic courses. Every CTE course incorporates a strong career component requiring each student to personally address how the course might lead to a possible career. These career components incorporate other core academic skills like reading, writing and making formal presentations. We believe that many of our CTE courses are the

“theory into practice” components of the overall academic curriculum. Many of our CTE courses are articulated to college classes and credits via Tech Prep College Connection, assuring that high school CTE students meet the same high standards they are enrolled in at a secondary or post - secondary class. Our Tech Prep registrations continue to increase each year. Our courses are supported through state-approved frameworks that have been well prepared by the CTE Supervisor and instructors. Career and Technical Education teachers in the Bellevue School District are provided multiple opportunities for professional development throughout the school year from Microsoft, state conferences, and PLTW as well as through monthly framework and curriculum development sessions and quarterly district professional development run by the CTE Supervisor. Describe how the district will provide students with strong experience in, and understanding of, all aspects of an industry (i.e., industry skill standards, certifications, career progression, and management). Each approved framework is aligned to the common core and industry standards. CTSO’s and 21st Century Leadership activities are also approved by the state which is supported by individual Advisory Committees and teachers. Programs such as ACE (Architecture, Construction, and Engineering) is made available for students to participate in after school where students have the opportunity to experience careers in architecture, construction, and engineering. Courses such as Microsoft IT Academy, Automotive, Nursing, CISCO, and others provide industry certifications that students can acquire and use in the workforce. Career Specialists at each high school sponsor student field trips to colleges and industry on a regular basis. They also plan Career Days and invite speakers from industry to a variety of classes, and engage the general population of students through speakers and presentations in large and small settings. Expanded internship and job shadow programs are offered to the general student population. In cooperation with WANIC, Bellevue School District parents and students are invited to attend an open house at the Lake Washington Institute of Technology to provide students an

• pportunity to see the many career opportunities and career choices made available to them

through our WANIC consortium. How will the district identify, assess, and certify skills for successful careers to:

• a. Increase workplace and life skills development for students.
• b. Increase the use of industry-based skill standards, assessments, and

credentials.

( HSHW : Goal 1 , Objective 2 , a-b)

a. Increase workplace and life skills development for students. CTE strives to increase workplace and life skills development for students by offering and supporting industry certifications through Precisions Exams in different curriculum areas and certifications in Microsoft IT Academy, CISCO, Health Science, and Automotive Technology. Results have indicated a high success rate on certification exams. b. Increase the use of industry-based skill standards, assessments, and credentials. Microsoft Academy will continue to be offered at our four comprehensive high schools, as well as CISCO, CNA, and NATEF certification. Students receive these certificates indicating impressive scores that allow them to begin work in the industry if that is their desire. We continue to investigate other industry certification possibilities through Precision Exams and

• ther software vendors such as QuickBooks, and Adobe.

COMMUNITY AND EDUCATIONAL PARTNERSHIPS (Sec. 134(b)(5) Sec/ 135) Describe how students, teachers, representatives of business and industry, labor

• rganizations, representatives of special populations, and other interested individuals (i.e.,

parents, community members) are involved in the development, implementation, and evaluation of career and technical education programs assisted under this Act, and how such individuals and entities are effectively informed about, and assisted in understanding, the requirements of this Act. This year CTE has taken an active role in working with the Special Education Program, Transition Program, and the School to Work Program to review our many programs but especially our three hour Skill Center programs, two hour WANIC programs at each of our four high schools, and at the LWIT facility to see the different programs and determine what accommodations or equipment must be provided to meet the needs of the diverse special education population in the Bellevue School District. We have looked at the facilities, curriculum, and program constraints, if any. We have met with instructors and have discussed program needs to meet student’s needs. Next year the special education program curriculum developer will work with CTE to help write additional curriculum to meet the many diverse needs of our special education population and team with CTE instructors to help them with differentiating instruction and help with professional development to meet the growing demands of our special education population. District staff from the Special Education Department is also represented on the General Advisory Committee along with a student representative from Bellevue High School during the 2014-15 school year. Committees meet regularly to evaluate programs and make recommendations regarding facilities, equipment, instructional materials and curriculum. Advisory committees assure that curriculum and instruction meet industry standards through an endorsement and approval process. The requirements of the Act are expressed through publications, business conducted at advisory meetings and the district web site. CTE staff continues their work individually and in teams to post curriculum to the district’s curriculum

• web. Making curriculum visible to parents and students via the website also invites public

review and comments which lead to continuing improvement and higher standards. A publication regarding CTE and their programs is prepared monthly and published to all parents via e-mail. It is also made available to the Board of Directors. Describe how the district will increase work-integrated learning by:

• a. Increasing the number and types of workplace experiences available to

students and out-of-school youth.

• b. Bringing more work experiences into the classroom by engaging employers

and workers.

( HSHW : Goal 1 , Objective 4 , a-b)

• a. The district will increase the number and types of workplace experiences available to students

through our new work-based learning coordinators model. The new model will have one coordinator per high school to work with students, counselors, and career specialist to seek more

• pportunities for students. This year we added Big Picture School’s internship programs to our

CTE offerings. Career Specialists in our four high schools bring in speakers weekly and teachers also invite guest speakers from specific areas.

• b. The district also provides more experiences for students through organizations like DECA, and
• ther CTSO’s. Each provides more opportunities for students to be exposed to a variety of

speakers and competition at area, state, national, and international conferences throughout the school year. We are also including more Internships through the City of Bellevue through the Energy Star Conservation Program, which is being sponsored by Georgetown University. The President of Energy Star has met with the CTE Supervisor and was connected to instructors throughout Bellevue to make connections to internship opportunities throughout Bellevue. SPECIAL POPULATIONS (Sec. 134(b)(8 & 9)(A-B))

Note: Special populations means individuals with disabilities, individuals from economically disadvantaged families (including foster children), individuals preparing for nontraditional training and employment, single parents (including single pregnant women), displaced homemakers, and individuals with other barriers to achievement, including those with limited English proficiency.

Describe how individuals who are members of the special populations are given full access to CTE programs without discrimination. All CTE courses are open to all students within the Bellevue School District. Promotional material is provided in several languages to inform students and parents and encourage

• registration. ELL students are enrolled in all classes and receive instruction based on individual
• accommodations. CTE is also working closely with Special Education Curriculum Developers

to ensure curriculum and content is available and supported. PREPARATION FOR NONTRADITIONAL TRAINING AND EMPLOYMENT (Sec. 134(b)(10)) Describe how funds will be used to promote preparation for nontraditional fields. Include recruitment methods and strategies. Through our Career Specialists, in particular, the Bellevue School District is committed to the following activities designed to promote preparation for non-traditional student enrollment:

• 1. Continue to develop strategies to address disproportion in non-traditional student enrollment.
• 2. Promote and participate in community multicultural events, providing information on careers,

including pathways to training in non-traditional careers.

• 3. Seek out and encourage Job Shadow experiences emphasizing the opportunities for students

entering non-traditional fields and served by mentors from a diverse industry population. PROFESSIONAL DEVELOPMENT/CTE PERSONNEL Describe how comprehensive professional development promotes the integration of coherent and rigorous content aligned with challenging academic standards relevant to CTE programs will be provided to teaching, guidance and administrative personnel. The district provides monthly professional development sessions for teachers in the various curriculum areas. There is also an annual all day professional development meeting that focuses

• n curriculum, frameworks, nuances, common core, and student assessments. In additional, CTE

teachers will meet once a month to revise and develop curriculum. Teachers of Project Lead the Way curriculum are supported through the PLTW summer training institutes, visits to PLTW classroom in other districts, and additional time for developing new curriculum with colleagues throughout the district. Our new coding courses will have direct instruction from Tech Smart Kids Company monthly in order to not only learn coding but to learn how to teach and work with students when teaching coding. We will also be including AVID strategies in CTE by providing different teaching strategies that incorporate writing, inquiry, collaboration, organization, and reading (WICOR).

Describe the professional development offered to guidance and counseling personnel regarding CTE opportunities for students and the linkages to future education and training opportunities. The Program of Study booklet, brochures, pamphlets, and the CTE Spotlight, a monthly publication, are provided and explained to all Career Specialists. Each provides detailed information about available courses and pathways through high school completion, as well as, college connections. Describe how the district will improve availability and quality of career and education guidance in the middle school, high school and postsecondary institutions to:

• a. Enhance career guidance for students and,
• b. Partner with employers to help students explore careers and workplaces.

( HSHW : Goal 1 , Objective 1 , a-b)

• a. Our CTE Office will work with counselors and career specialists to assess student needs and

learn more about CTE course options. Career specialists in our high schools received the same training as the counselors in middle and high schools in Naviance, a program the district uses that helps students make appropriate course selections for college, career, and life. This means that high school students will have the benefit of working with a counselor and/or career specialist in their home school setting that has had appropriate training. Efforts will be made in the future to increase the number of encounters and repeat familiarization efforts as needed.

• b. With the help of our advisory committees the district will seek partnerships with employers that

will allow students an opportunity to visit their workplace and explore career opportunities. Through the work of the Career Specialists, field trips to various expositions and community college events are offered to all students. Describe efforts to improve the recruitment and retention of CTE teachers, faculty, and career guidance and academic counselors, including underrepresented groups; and the transition to teaching from business and industry. Personnel from Human Resources and CTE participate in job fairs and openly recruit to attract potential teachers from industry, college, and other districts. Internally, our staff is well-supported by district level CTE staff, building level administration, and CTE Department Chairs, as well as an effective formal and informal mentoring system. CTE office staff work closely with newly hired teachers from industry to assure appropriate certification. Bellevue School District hired a Director

• f Equity and the entire district is involved in equity training which started August, 2013, continued

during the last school year and is scheduled to continue throughout the 2015-16 school year.

STATE LEVELS OF PERFORMANCE (Section 134(b)(2)

Perkins IV requires new performance measures. Districts are required to meet district level performance measurements for each indicator. Districts may either accept the state negotiated level of performance, or have the option of negotiating each of the state’s targets. Districts opting to negotiate must set a minimum proposed level that is 3% above the district’s performance level from the previous year. Bellevue School District has agreed to the proposed state targets or has negotiated a proposed level that is 3% above the district’s performance level from the previous year.

Describe how the district will use Perkins funds and local program activities to meet the state-defined Adjusted Performance Level assigned to each of the following indicators: Indicator I/II (6.1): Describe how the district will increase student attainment of challenging academic content standards and student academic achievement standards in Language Arts/Reading and Mathematics. Through curriculum development in-services and training, driven by an increasing focus on articulation with college programs, instructional staff will raise expectations and develop more rigorous standards in their respective curricula. Attainment of learning objectives shall be measured through assessments identified by instructional staff and industry certification exams. Focused attention on the state’s common core standards is now giving students a chance for an even higher quality education. Parents, teachers and students can easily comprehend standards that have been designed to ensure that students graduating from high school are prepared to enter credit bearing entry courses in two or four year college programs or ready to enter the

• workforce. The standards support and promote equity by ensuring all students, regardless of zip

code, are well prepared with the skills and knowledge necessary to collaborate and compete with their peers throughout the United States and abroad. These common core standards are addressed in all CTE frameworks (written for each course) and guide teachers in other disciplines in planning lessons and delivering instruction. We are also including AVID strategies within all CTE courses which will be delivered through professional development. Indicator III (6.2): Describe how the district will increase student attainment of career and technical skill proficiencies, including student achievement on technical assessments that are aligned with industry recognized standards. The Bellevue School District expects all of its graduates to continue in post high school education, whether a four year institution, two year technical college, apprenticeship or the

• military. Wherever possible and practical, industry certification will be the goal of preparatory
• courses. Internship and job shadowing experiences will be developed and conducted in

collaboration with area businesses, creating opportunities to explore career goals and gain work experience through work based learning. Indicator III (6.2a): The State's goal is to provide all CTE students with the skills and opportunity to take and pass an industry-recognized assessment for certification. All districts are required to develop and implement a plan in helping the State reach target for technical skill attainment (2S1). The State's plan measures the number of students who actually take and pass the industry-recognized technical skill assessment. Please describe your district's plan in supporting the State's target. Bellevue School District offers students a variety of opportunities for industry certification, including the addition of Precision Exams in some of our classes for the 2013-14 school year. Teachers will be encouraged to continue these exams and add more exam offerings in the future. The Bellevue School District has adopted Instructional Initiatives that includes college and career

• readiness. A part of that initiative is the goal that all students graduate with 20 college credits or

professional certification. With the addition of Precision Exams more opportunity for skill assessment has been put in place and will be expanded. . Indicator IV/V: Describe how the district will increase student rates of attainment of each of the following:

• A. A secondary school diploma (student graduation rates)
• B. A GED credential

In an effort to continually support our mission “To provide all students with an exemplary college preparatory education so they can succeed in college, career and life,” the Bellevue School District has adopted instructional initiatives that will guarantee preparation in three areas:

academic success in core content areas, college and career success, and success through a positive and productive life. The goal of these initiatives is 100% extended graduation rate, 100%

• f the graduates meet college academic distribution requirements and 100% of graduates earn

the equivalent of 20 college credits and/or professional certification. The district is currently working on putting systems/supports in place to meet these rigorous goals. Indicator VI: Describe how the district will identify student placement in postsecondary education, military service, or in employment. Bellevue School District will use the state online data reporting system and services to follow up

• n student placement in postsecondary programs.

Indicator VII/VIII: Describe how the district will increase enrollment in the districts nontraditional training and employment programs. Career specialists will participate in and conduct in-services, job fairs and other career informational workshops throughout the year. They also accompany minority and female students to various conferences and local post-secondary institutions. We participate in programs sponsored by the Centers of Excellence in Manufacturing, Construction, Allied Health, Information Technology and Careers in Education. Visits from local community college representatives are scheduled in all schools. Mentorships and job shadow opportunities with women in the technology field are available to female students. CTE district plans include translation of printed and web materials to reach parents and students in our Spanish speaking community and increase awareness of CTE programs and career training opportunities through increased involvement in multicultural events and education forums. EVALUATION Describe how the district will review CTE programs, identify and adopt strategies to overcome barriers that result in lower access or success for special populations. This should include programs that are designed to enable the special populations to meet the State adjusted levels of performance and activities to prepare special populations for high-skill, high wage or high demand occupations that will lead to self-sufficiency. This year CTE has taken an active role in worked with the Special Education Program, Transition Program, and the School to Work Transition program to review our many programs but especially

• ur three hour Skill Center programs and two hour WANIC programs at each of our four high

schools and at the LWIT facility to see the different programs and determine what accommodations or equipment must be provided to meet the needs of the diverse special education population in the Bellevue School District. We have looked at the facilities, curriculum, and program constraints, if any. We have met with instructors and have discussed program needs to meet student’s needs. Next year the special education program curriculum developer will work with CTE to help write additional curriculum to meet the many diverse needs of our special education population and team with CTE instructors to help them with differentiating instruction and help with professional development to meet the growing demands of our special education population. Describe how the district will use Perkins funds to independently evaluate and continuously improve the performance of the district's career and technical education program. Please list strategies for improving your performance measures. (Examples include: evaluation procedures demonstrating the occupational skills gained by students, teacher evaluations of staff development activities, and procedures used to demonstrate outcomes realized by students through improved technology). We do not plan to use Perkins Funds to evaluate CTE programs. The district has an extensive in- district evaluation system of classes and programs. The CTE Spotlight is a distributed report that serves as a documentation of our efforts to improve student success in high demand CTE programs and to increase participation in non-traditional courses. Advisory committees assist in

the development of CTE programs. Advisory committees review the programs annually and advise in regards to current trends in industry. In addition, monthly professional development is available for district teachers. Teachers are given an opportunity to evaluate the professional development to ensure relevancy and effectiveness. With the increase in industry recognized assessments/certifications, assessment data will be reviewed to evaluate success of course work and analyze curriculum relevancy and effectiveness. PROGRAM OF STUDY Describe how the district will offer career and technical education programs of study to students (and inform parents as appropriate) when planning for completing future coursework, for career and technical content areas Section 122(c)(1)(A)(i-iv):

Preparatory: We currently have an industry recognized and supported Microsoft IT Academy leading to certification in Microsoft Word, Excel, PowerPoint, Outlook, and Access Core and Expert Certification. We also have the Microsoft IT Academy in SharePoint which also offers certification in Core. All of these exams are recognized at the Industry level, but are also articulated with Bellevue College for

• credit. (See chart below.) Students can enroll in up to 270 hours of IT training

which is offered as a sequence.

Course Exam Passed Bellevue Course and Credit Microsoft IT Academy Core Core Exams Word, Excel, and PowerPoint BTS 161 – 5 credits Microsoft IT Academy Core OR Microsoft IT Academy Expert Expert Exam Outlook BTS 144 – 3 credits Core Exam PowerPoint BTS 147 – 3 credits Expert Exam Word BTS 163 – 5 credits Expert Exam Excel BTS 165 – 5 credits Core Exam Access BTS 168 – 5 credits Microsoft IT Academy SharePoint Core Exam SharePoint BTS 210 – 5 credits

408 H Microsoft Office IT Academy – Core Credit Length/Credit: 1 semester - 0.5 CTE credit Location: Bellevue, Interlake, Newport, Sammamish This course is designed to teach students fundamental concepts, terms and functions of Microsoft Office Word, Excel and PowerPoint. Microsoft Office IT Academy students will be given the opportunity to take Microsoft Certification exams for Word, Excel and

• PowerPoint. This course will include many authentic application problems that the

students will solve by applying their newly learned computer skills. Microsoft Word skills include creating letters, reports, newsletters and flyers using various embedded graphics and word processing formats. Students will learn how to create a professional business resume and cover letter. Students will use various themes and styles to enhance the appearance of their documents. Microsoft Excel skills include creating worksheets that use formulas and functions to solve authentic application problems. Students will use graphs, styles and themes to display information in a professional manner. Microsoft PowerPoint skills include creating presentations that display information using graphics, charts, transitions and animations and sound.

508 H Microsoft Office IT Academy– Expert Credit Length/Credit: 1 semester - 0.5 CTE credit Prerequisite: 721 H Microsoft Office IT Academy Core Location: Bellevue, Interlake, Newport, Sammamish This course will continue students’ knowledge of software applications taught in Microsoft Office IT Academy Core. Students will continue to have the opportunity to take the MOS certification exams in Word, Excel, PowerPoint and Access; if appropriate the expert and master level exams will be offered. This class was formally entitled Advanced Computer Essentials. 608 H MICROSOFT OFFICE IT ACADEMY - SHARE POINT Length/Credit: 1 semester - 0.5 CTE credit Prerequisite: 721 Microsoft Office IT Academy - Core Location: Sammamish Only SharePoint is part of the Microsoft Office application suite, making it easy for people to stay connected, access files anytime, and maintain messaging security. This class will include getting prepared for and attempting the Microsoft Office Specialist (MOS) exam in SharePoint. Students passing the exam will hold the official MOS Certification in

• SharePoint. Students will learn to create and format content, manage a SharePoint site,

understand search results, and to integrate Share-Point with the other applications in Microsoft Office.

How will the district expand programs of study that bring together a sequence of career courses that start in high school and extend through college? Districts must describe how it will expand the use of POS and improve the transfer of credits earned in a student’s POS.

( HSHW : ( Goal 1 , Objective 3 , a-b)student’s POS.

Bellevue School District has currently completed the articulation process with Bellevue

• College. On May 31, 2013 the following were approved by the Dean of Business and IT,

and Program Manager of Bellevue College.

Course Exam Passed Bellevue Course and Credit Microsoft IT Academy Core Core Exams Word, Excel, and PowerPoint BTS 161 – 5 credits Microsoft IT Academy Core OR Microsoft IT Academy Expert Expert Exam Outlook BTS 144 – 3 credits Core Exam PowerPoint BTS 147 – 3 credits Expert Exam Word BTS 163 – 5 credits Expert Exam Excel BTS 165 – 5 credits Core Exam Access BTS 168 – 5 credits Microsoft IT Academy SharePoint Core Exam SharePoint BTS 210 – 5 credits