CTE

Career & Technical Education

Perkins funding for Adult CTE

Instructions for Reporting Placement of Adult CTE Students of the 2012-13 Program Year

The Adult Placement Workbook, (formerly called the CTEDS-2A) is used to report program outcomes on adult students who completed, left, or are continuing in a career and technical education (CTE) program.

Each agency may develop its own survey procedures for obtaining post-program data on program completers, leavers, and continuing students.  All completers, leavers, and continuing students must be accounted for whether or not a response to a survey is obtained.  All agencies are to report on students who completed or left their CTE program during the July 1, 2012 through June 30, 2013 period as well as those students who continued their CTE program beyond June 30, 2013.   

The completed Adult Placement Workbook should be submitted no later than March 31 , 2014 to the Career and Technical Education Office at emsccte@mail.nysed.gov .

General Requirements and Information

  • The information recorded on the Adult Placement Workbook must be based on an actual count of individual students.  The count may be derived from computer records, paper files or other sources of individual student data.
  • Each adult CTE completer, leaver, or continuing student is to be counted only once in the columns containing data by gender. This means the “totals” column (column D)   should reflect an unduplicated count of adult CTE students. A duplicated count is possible when reporting the special populations “economically disadvantaged” and "disabled." To report completers, leavers, or continuing students of multiple programs, include them in the program where most time was spent. In the event that equal time was spent in two programs include the student in the program that was most consistent with his or her primary occupational objective.
  • Retain a copy of the completed Adult Placement Workbook and signed certification page.

Additional questions can be directed to Deb Reiter at:dreiter@mail.nysed.gov

Definitions

Adult Career Technical Education:  Organized educational activities that offer a sequence of courses that

  • provide individuals with coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers.
  • provide technical skill proficiency, an industry-recognized credential, a certificate, or an associate degree; and
  • may include prerequisite courses (other than a remedial course) that meet the requirements of this paragraph, and   
  • include competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills, and all aspects of an industry, including entrepreneurship, of an individual.

Adult Career Technical Education Program Completer:  A student who fulfilled all the requirements of an adult CTE program and in doing so has attained academic skills, vocational skills and a local credential.

Adult Career Technical Education Program Leaver:  A student who has left an adult CTE program without fulfilling all the programs requirements. 

Adult Career Technical Education Program Continuing Student:  A student who remains in an adult CTE program and has not yet fulfilled all the programs requirements. 

Economically Disadvantaged:   Individuals from economically disadvantaged families.  SED interprets this as an individual who participated in any of the following economic assistance programs:

Pell Grant, Tuition Assistance Program (TAP),
Aid for Part-time Study (APTS) Educational Opportunity Program (EOP),
Higher Education Opportunity Program    (HEOP) Search for Education, Elevation and Knowledge (SEEK), and College Discovery (CD),
Women, Infants and Children (WIC), Supplemental Security Insurance (SSI)
Workforce Investment Act, Temporary Assistance for Needy Families (TANF),
Bureau of Indian Affairs (BIA), Other public assistance programs serving economically disadvantaged; such as: Food Stamps, Home Energy Assistance Payments (HEAP), Trade Readjustment Act, and Refugee and Immigration Affairs Assistance,

or,  if the individual's income does not exceed, $16,060 for single persons or $21,630 per couple or $27,210 for a family of three, $32,790 for a family of four (complete income eligibility criteria for New York State Opportunity programs is found at www.highered.nysed.gov/kiap/documents/EligibilityRequirements2011-12through2013-14.pdf .

Disability:  An individual who has a physical or mental impairment that substantially limits one or more major life activity, a person who has a history or record of such impairment, or a person who is perceived by others as having such impairment.

Steps to complete adult placement form

Step 1:  Identify the completers, leavers, and continuing students to be counted according to the definitions above. The adult placement form is to include data for students who were enrolled during 2011-12 CTE programs at the agency preparing the form. 

Step 2:  Eliminate duplication in students reported in Column D. The adult placement form is used to report an unduplicated count of program completers, leavers and continuing students by gender. If a student completed two programs, report him or her in the program where most time was spent.

Step 3:  Obtain and organize performance information on completers and leavers. To obtain performance information agencies should review their own databases and conduct a survey following the program's completion.  This survey should take place no sooner than 3 months after program completion and no later than 6 months.  This database review and survey process should identify the status of all completers, leavers and continuing students. 

Step 4:  Complete a separate worksheet for each program delivered. The summary sheet for an agency’s overall adult CTE effort will be filled in automatically from the results of the Adult Program worksheets. Report the results of individual programs by Classification of Instructional Programs (CIP) code. So, if an agency offers two adult dental assisting programs—the results for these two will be reported on one worksheet.

The placement outcomes (listed below) are mutually exclusive subsets of the totals.  If a student is working in related employment while attending further education, record that student where most time is spent. In the event that equal time is spent in employment and education, record that student in employment. Also note that the sum of completers, leavers and continuing students must equal the previously reported enrollment totals for each CTE program.  The placement outcome categories are:

  • Number placed in related employment: this is the number that were placed in employment related to the CTE program the student completed.
  • Number placed in unrelated employment: this is the number that were placed in employment unrelated to the CTE program the student completed.
  • "Number placed in the military" 
  • Number placed in additional education
  • Number who are unemployed:  this is the number that were actively seeking employment but were unsuccessful in obtaining employment. 
  • Number who are not in the labor force: this is the number that had withdrawn from the labor market, i.e., no longer actively seeking employment.
  • Number whose status is unknown

It should be possible to determine the number of completers, leavers and continuing students using existing student data.  The placement outcome categories (A through G) for completers and for leavers will require a survey.  Note that the sum of the completers, leavers and continuing students from a given program must equal the prior reported enrollment for that program.

 

Last Updated: February 19, 2014