idaho’s 2012 consolidated annual report (car)...

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IDAHO’S 2012 CONSOLIDATED ANNUAL REPORT (CAR) NARRATIVE

State Administration

A. Sole State Agency and Governance Structure – The Division of Professional-Technical Education (DPTE) provides leadership, advocacy, and technical assistance for professional-technical education system in Idaho. The DPTE administers the Carl Perkins Act and coordinates the state system with other state and federal education and training programs.

B. Organization of Professional-Technical Education Programs – Professional-technical

programs at the secondary and postsecondary levels are based on industry need and industry input. Programs consist of sequential courses, moving from introductory level to capstone classes. Some exploratory classes are available at the middle school/junior high level. Many programs have classes that start at ninth grade and consist of a two- or three-year sequence. The majority of professional-technical high school programs articulate to the postsecondary level. The DPTE uses career pathways in Idaho.

Implementation of State Leadership Activities (Please note that some of the projects are funded with state funds.)

A. Required Uses of Funds

1. Conducting an assessment of the vocational and technical education programs funded under Perkins IV – No activities funded in this area.

2. Developing, improving, or expanding the use of technology in career and

technical education – One project was funded in this area. It was:

ITEA STEM Center For Teaching and Learning: This project paid for consortium membership for ITEEA, and provided professional development and training for teacher education staff and in-service teachers.

3. Offering professional development programs, including providing comprehensive

professional development (including initial teacher preparation) for career and technical education teachers, faculty, administrators, and career guidance and academic counselors at the secondary and postsecondary levels – Two projects were funded in this area. They were:

Leadership Institute: The Leadership Institute prepares the next generation of district and state professional-technical education leaders. It is designed to produce forward-thinking and change-oriented leaders through a 27-month program of study. The program of study consists of four basic components: (1) Thirteen seminars on Idaho professional-technical education policies, national CTE policies, processes and leadership; (2) The development of an Administrative Professional Development Plan; (3) Attainment of an Idaho Professional-Technical Administrator's Certificate; and (4) Advanced degrees as appropriate and desired.

Pre-Service Workshop: A 5-day workshop for professional-technical educators coming directly from industry prior to their first year of teaching. The content of the workshop focuses on teaching strategies, integration of academic standards, assessment, and working in public schools and postsecondary institutions.

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4. Providing support for career and technical programs that improve the academic and career and technical skills of students through the integration of academics with career and technical education – No activities funded in this area.

5. Providing preparation for non-traditional fields in current and emerging professions, and other activities that expose students to high skill, high wage occupations - One project was funded in this area. It was:

Nontraditional Training and Employment Grants – These grants provided funds to the Centers for New Directions (CND) to connect with secondary schools to inform students and promote nontraditional fields. The CND’s are located at the public technical colleges, one of which is located in each of the six regions of the State of Idaho.

6. Supporting partnerships among local educational agencies, institutions of higher

education, adult education providers, and, as appropriate, other entities, such as employers, labor organizations, intermediaries, parents, and local partnerships, to enable students to achieve state academic standards, and career and technical skills, or complete career and technical programs of study – One project was funded in this area. It was:

Higher Education in Idaho – A publication which is a collaborative effort with the State Board of Education, DPTE, and the colleges and universities. (state funded project)

7. Serving Individuals in State Institutions – Funds were allocated to the Department of

Correction to provide training for incarcerated youth and adults.

8. Providing support for programs for special populations that lead to high skill, high wage and high demand occupations – One project was funded in this area. It was:

Single Parent and Displaced Homemaker Grants – These grants provided funds to the Centers for New Directions (CND) to provide the education and skill development to obtain employment or reenter the workforce in an occupation that pays a living wage. (state funded project)

9. Offering technical assistance for eligible recipients – One project was funded in this

area. It was:

PTE Teacher Ethics Project – Development of a publication and presentation at PTE summer conference on teacher ethical behavior and professional standards.

B. Permissible Uses of Funds

10. Improving career guidance and academic counseling programs – One project was funded in this area. It was:

American Careers Magazine – The American Careers Magazine was distributed to all 8th graders in the State. Counselors and career development specialists were trained on how to effectively deliver the materials at the school and classroom levels.

State of Counseling Survey – A survey of the educational stakeholders on current perspectives on the comprehensive guidance model in Idaho.

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11. Establishing agreements, including articulation agreements, between secondary school and postsecondary career and technical education programs to provide postsecondary education and training opportunities for students – Two projects were funded in this area. They were:

Advanced Learning Partnerships (ALP) – Support to the six regional ALP’s that coordinate Tech Prep articulation agreements between the technical college system and the school districts.

CATEMA – An administrative database system for tracking enrollments, completions, and recommendations for postsecondary credit for the advanced learning partnerships.

12. Supporting initiatives to facilitate the transition of sub baccalaureate career and

technical education students into baccalaureate programs – No activities funded in this area.

13. Supporting career and technical student organizations – Two projects were funded

in this area. They were:

Joint Student Leadership (JSL) – JSL is a leadership and personal development workshop for the newly elected state officers of the seven (7) professional-technical student organizations. The PTSO officers learn personal and team leadership skills in preparation for their year of service at the state level. It also helps to build a more consistent application in integrating leadership and personal development into the PTE programs.

PTSO and Professional Development Support Services – This project funds financial support and accounting services for the seven (7) state PTSO’s, as well as professional development grants to the colleges and universities.

14. Supporting public charter schools operating career and technical education

programs - No activities funded in this area.

15. Supporting career and technical education programs that offer experience in, and understanding of, all aspects of an industry for which students are preparing to enter - No activities funded in this area.

16. Supporting Family and Consumer Sciences programs – There were several

activities supporting FACS programs. They were:

FCS Curriculum Update – Teen Living, Young Living

Early Childhood Mentor Training

Culinary Arts Workshop

FCS Postsecondary Marketing Project

17. Supporting partnerships between education and business, or business intermediaries, including cooperative education and adjunct faculty arrangements at the secondary and postsecondary levels – No activities funded in this area.

18. Supporting the improvement or development of new career and technical

education courses and initiatives, including career clusters, career academies, and distance education – Several projects were funded in this area. They were:

MBAResearch and Curriculum Center – The MBAResearch is a not-for-profit organization that is a consortium of 37 state education departments. MBAResearch

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is involved in the development of programs, strategies, and curricula in business and marketing.

CTECS - CTECS operates as a consortium of states where members pool resources to develop competency-based career and technical education products that are validated by business, industry, and labor.

State PTE Curriculum Development Projects included: − CNA Skills Exam – Phase 2 − Assistance with Medications Curriculum − Ag Experience Tracker Curriculum − Personal Skill Development Curriculum − Forestry & Wildlife Management Curriculum − Web Design Development State Standards and Alignment to Postsecondary − Dental Assisting Curriculum Update

Equipment Grants to Postsecondary Technical Colleges – New and upgraded equipment to maintain modern and up-to-date equipment for postsecondary technical colleges.

19. Awarding incentive grants to eligible recipients for exemplary performance or for

use for innovative initiatives under Sec. 135(c)(19) of Perkins IV – No activities funded in this area.

20. Providing activities to support entrepreneurship education and training – No

activities were funded in this area.

21. Providing career and technical education programs for adults and school dropouts to complete their secondary school education - No activities funded in this area.

22. Providing assistance to individuals who have participated in Perkins assisted

services and activities in continuing their education or training or finding appropriate jobs - No activities funded in this area.

23. Developing valid and reliable assessments of technical skills – No activities funded

in this area.

24. Developing or enhancing data systems to collect and analyze data on secondary and postsecondary academic and employment outcomes – One activity was funded in this area. It was:

A project to integrate PTE reporting into the secondary longitudinal data system. Idaho’s K-12 longitudinal data system is called the Idaho System for Educational Excellence (ISEE) and it is administered by the Department of Education. (state funded project)

25. Improving the recruitment and retention of career and technical education

teachers, faculty, administrators, or career guidance and academic counselors, and the transition to teaching from business and industry, including small business - No activities funded in this area.

26. Supporting occupational and employment information resources – No activities funded in this area.

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Progress in Developing and Implementing Technical Skill Assessment The DPTE continues to advance the implementation of a statewide technical skill assessment system. TSA implementation is proceeding at both the secondary and postsecondary levels. Although progress is made each year, this continues to be an implementation challenge at the secondary level. The DPTE has provided continuing professional development and technical assistance to programs during the past year regarding technical skill assessment. To provide a consistent message regarding TSA’s, two documents were produced called “An Overview of Technical Skill Assessment”; one for the secondary level and one for the postsecondary level. The DPTE has developed a process for identifying and approving TSA’s for statewide use. This TSA information is available on our webpage at http://www.pte.idaho.gov/Perkins/Technical_Skill_Assessment.html. The DPTE uses this information to provide technical assistance to districts. This is the fourth year schools were required to report the number and percentage of concentrators who are program completers that take a TSA. At the secondary level, 4220 PTE concentrators took a state approved technical skill assessment. This represented 77.2% of the schools (up from 75.4%, 56.1% and 26.2% in the previous three years) and approximately 89.5% of all secondary PTE concentrators who left school or graduated (up from 78.2%, 50.8% and 18% in the previous three years). While the growth in number of TSA’s taken is positive, it is of concern that 38 schools reported no TSA’s taken and an additional 44 schools required an improvement plan for 2S1. At the postsecondary level, 1459 (down from 1709 in 2011) PTE concentrators took a state approved TSA. This represented about 68.3% (down from 70.2% in 2011) of all postsecondary PTE concentrators who completed or left during the reporting year. All six (6) of Idaho’s postsecondary technical colleges reported concentrators who took a TSA. A phase-in period indicates that schools will increase the participation rate until the 2012-2013 school year when it will reach 100%. In the interim, schools will be expected to develop a plan to increase the number and percentage of program completers who take a TSA. Implementation of State Program Improvement Plans The State of Idaho did not meet the FAUPL for one (1) secondary performance indicator, which was 5S1-Placement. The performance level for 5S1 was above the 90% level and, therefore, an improvement plan was not required. At the postsecondary level, four (4) performance indicators were below the negotiated performance level. They are: 1S1-Technical Skill Attainment (90.13%); 2P1-Attainment of Credential, Certificate or Diploma (68.29%); 4P1-Student Placement (89.74%); and 5P1-Nontraditional Participation (16.46%). None of these indicators fell below the 90% threshold required for an improvement plan. The State Department of Education is in the third year of implementing a Statewide Longitudinal Data System (SLDS) for the K-12 system. The SLDS is called the Idaho System for Educational Excellence. The State Board of Education is currently implementing a postsecondary SLDS which should eventually provide for increased data quality. The DPTE has been working with both entities to incorporate federal reporting requirements. Until the SLDS is fully implemented, we will: (1) Continue to monitor these data points for accuracy and reliability; and (2) Communicate with the secondary LEA’s and the Technical College Leadership Council (TCLC) what the data shows and encourage them to address continuous improvement in their annual plans. Implementation of Local Program Improvement Plans Although Idaho met most of the 2011-12 statewide performance levels, a number of schools did not meet the performance levels. As written on page 29 of the Idaho State Plan, “No proficiency determinations are made for groups of less than 34 students”. A statewide summary of the number of schools who were below the FAUPL on one or more of the indicators is detailed in the chart below.

http://www.pte.idaho.gov/Perkins/Technical_Skill_Assessment.html

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Secondary Performance Indicators

Summary of Results 1S1 1S2 2S1 3S1 4S1 5S1 6S1 6S2 Total

# of Schools Below FAUPL 14 22 59 8 2 50 14 47 216

# of Schools Below 90% of FAUPL 3 10 44 2 1 21 12 38 131

# of Schools Below 90% of FAUPL and less than 34 concentrators

3 8 34 1 1 17 5 30 99

# of Schools Required to Submit Improvement Plan

0 2 10 1 0 4 7 8 32

Schools with 0 Concentrators 24 24 38 24 25 24 5 39 203

Postsecondary Performance Indicators

Summary of Results 1P1 2P1 3P1 4P1 5P1 5P2 Total

# of Schools Below FAUPL 3 4 2 5 4 2 20

# of Schools Below 90% of FAUPL 0 1 0 2 4 2 9

# of Schools Below 90% of FAUPL and less than 34 concentrators

0 0 0 0 0 0 0

# of Schools Required to Submit Improvement Plan

0 1 0 2 4 2 9

Schools with 0 Concentrators 0 0 0 0 0 0 0

An Excel template is used to report the data for the Perkins performance indicators. The school enters the numerator and denominator for each indicator, including the required disaggregated categories. The template calculates the performance and indicates “Yes” or “No” if an improvement plan is required. The template also includes a worksheet called “Annual Report Cover Page”. The Annual Report Cover Page clearly shows the school performance level, the state performance target, and if an improvement plan is required. The Improvement Plan instructions inform recipients of the following.

“Perkins recipients (district or consortium) are required to continually make progress toward improving the performance of PTE students. When a recipient's total performance does not meet 90% of the state performance level, they are required to submit a Performance Improvement Plan (PIP). The PIP must address the performance measure(s) that were not met and strategies the recipient will use to increase student achievement in these areas. Please note that the state may withhold all, or a portion, of the recipient's allotment if they: (1) fail to implement an improvement plan, (2) fail to show improvement in meeting the state levels of performance, or (3) fail to meet at least 90% of the state performance level for three (3) consecutive years.”

All schools and institutions that were required to do an improvement plan have properly filed a plan with the DPTE.

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Implementation of Local Program Improvement Plans - The number of eligible secondary recipients that failed to meet 90% of the FAUPL is detailed below. A blank cell indicates the school reported zero (0) concentrators for the indicator.

FY12 Perkins Secondary Improvement Plan Summary D

ist #

1S1 1S2 2S1 3S1 4S1 5S1 6S1 6S2 Total

Plan Plan Plan Plan Plan Plan Plan Plan <90%

Kuna 3 No No Yes No No No No No 1

Marsh Valley 21 No No No No No Yes No No 1

Snake River 52 No No No No No No No Yes 1

Blackfoot 55 No No Yes No No No No No 1

Aberdeen 58 No No Yes No No No No No 1

Blaine County 61 No No No No No No No Yes 1

West Bonner 83 No No Yes No No No No No 1

Boundary County 101 No No Yes No No No No No 1 Caldwell 132 No Yes No No No Yes No No 2

Vallivue 139 No No Yes No No No No No 1

Cassia County 151 No No Yes No No No No Yes 2

Orofino 171 No No Yes No No No No Yes 2

Preston 201 No No Yes No No No No No 1

Fremont County 215 No No Yes No No No No Yes 2

Emmett 221 No No No No No No No Yes 1

Wendell 232 No No Yes No No No No No 1

Mountain View 244 No No Yes No No No No No 1

Lakeland 272 No No No No No No No Yes 1

Post Falls 273 No No No No No No No Yes 1

Moscow 281 No No No No No No No Yes 1 Madison 321 No No Yes No No No No No 1

Lewiston 340 No No No No No No No Yes 1

Payette 371 No No Yes No No No No No 1

Teton 401 No No Yes No No Yes No No 2

Weiser 431 No No Yes No No No No No 1

Idaho School for Deaf & Blind 596 Yes Yes No Yes No 3

Melba/McCall-Donnelly Consortium 136C No No Yes No

No No Yes No No 2

Long Pin Consortium 13C No No Yes No

No No Yes No No 2

Westside/Malad Consortium 202C No No Yes No

No No No No Yes 2

Central Idaho Consortium 291C No No Yes No

No No No No No 1

Camas Consortium 302C No No Yes No

No No No No No 1

High Desert Consortium 322C No No Yes No

No No No No No 1 Clearwater Consortium 610C No No No No No Yes No No 1

State Counts by Indicator 1 2 22 0 0 7 0 11 43

Percentage of Total Count

2.3% 4.7% 51.2% 0% 0% 16.3% 0% 25.6%

Of the 61 secondary recipients, 33 were below the 90% threshold on one or more indicators. The number of local secondary schools that were below the 90% threshold on one or more indicators is given below. School districts that were below 90% of the FAUPL on one (1) indicator = 51 (53, 48, 33) School districts that were below 90% of the FAUPL on two (2) indicators = 25 (25, 16, 15) School districts that were below 90% of the FAUPL on three indicators = 10 (4, 6, 1) School districts that were below 90% of the FAUPL on four (4) or more indicators = 0 (2, 0, 0)

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There were 86 schools that were below 90% on one (1) or more indicators compared to 84, 69 and 49 schools the previous three years. The increase in schools is attributed largely to the increase in schools below 90% of the FAUPL on 2S1-Technical Skill Attainment, 5S1-Placement, and 6S2-Nontraditional Completion. The number of eligible postsecondary recipients that failed to meet 90% of the FAUPL is detailed below.

FY12 Perkins Postsecondary Improvement Plan Summary

1P1 2P1 3P1 4P1 5P1 5P2 Total

Plan Plan Plan Plan Plan Plan <90%

College of Southern Idaho No No No No No No 0

College of Western Idaho No No No No No No 0

Eastern Idaho Technical College No Yes No Yes Yes No 3

Idaho State University No No No No Yes Yes 2 Lewis Clark State College No No No Yes Yes No 2

North Idaho College No No No No Yes Yes 2

State Counts by Indicator 0 1 0 2 4 2 9

Percentage of Total Count

0 11.1%%%%

0 22.2% 44.5% 22.2%

The number of local postsecondary recipients that were below the 90% threshold on one or more indicators is given below. Institutions that were below 90% of the FAUPL on one (1) indicator = 0 (1, 2) Institutions that were below 90% of the FAUPL on two (2) indicators = 3 (0, 1) Institutions that were below 90% of the FAUPL on three or more indicators = 1 (3, 1) The total number of local postsecondary recipients that were below the 90% threshold on one or more indicators was four (4) compared to five (5) for 2011. Review of Accountability Data. Overview of Data System: The State Department of Education is continuing the implementation of a statewide longitudinal data system (SLDS) which was first started during the 2010-11 school year. The reporting requirements for Perkins were not included in the initial development and implementation of the Idaho SLDS. The DPTE has worked with the Idaho Department of Education and their SLDS vendor to develop an application for integrating the PTE reporting and management needs into the SLDS. The beta version is completed and testing will begin as soon as the application is connected to the SLDS. The postsecondary SLDS is currently under development by the State Board of Education with the implementation on a later schedule than the secondary system. Therefore, Idaho is still using program level reports and self-reported data. Secondary enrollment numbers are collected via the Form 10-E, an unduplicated report of participants in each program. Because the numbers are reported in the aggregate we are not able to manipulate the data to provide student level reports. This is our only means of reporting by cluster, therefore, the PTE enrollment by cluster is comprised of participants. Because students sometimes participate in more than one PTE program, the total number of PTE participants reported is often more than the total student enrollment in the school. This is generally the situation at the state level, as well. For the Perkins performance indicators, Idaho uses a series of Excel worksheets to collect the information. For each of the indicators, the school must report on the total number of students and the number who met the standard. This is our only source of information on concentrators. Again,

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because the numbers are reported by program and in the aggregate we are not able to manipulate the data. DPTE’s plan is to integrate PTE into the secondary SLDS. This will provide student level data beginning with the 2013 CAR/EDEN report. The review of the indicators continues below. A. Secondary: At the secondary level 171high schools completed the Perkins Measures report

and reported the following data.

1. 1S1-Academic Attainment in Reading:

The agreed upon performance level for 1S1 is 90.4%. A total of 4,719 of the 4,921 students reported achieved proficiency on the Idaho Standards Achievement Test (ISAT) in Reading. This is a performance rate of 95.9% (96.8% in 2011; 96.1% in 2010).

One (1) school was below 90% of the FAUPL; this school had less than 34 concentrators and was not required to submit an improvement plan.

The statewide performance of two (2) of the sub-indicators was below 90% of the FAUPL. These sub-indicators are: Individuals with disabilities (80.93%), and Migrant (66.67%). The performance on the sub-indicators is detailed below.

2010 1S1 Performance 2011 1S1 Performance 2012 1S1 Performance

Sub-Indicators Num Denom % Num Denom % Num Denom %

Total 5324 5541 96.08 4941 5105 96.79 4719 4921 95.90

Male 2789 2913 95.74 2509 2603 96.39 2334 2445 95.46

Female 2535 2628 96.46 2432 2502 97.20 2385 2476 96.32

American Indian/Alaska 93 95 97.89 104 113 92.04 82 87 94.25

Asian 67 72 93.06 72 74 97.30 49 53 92.45

Black/African American 29 33 87.88 36 37 97.30 32 38 84.21

Hispanic 659 729 90.40 609 645 94.42 648 717 90.38

Hawaiian/Pacific Island 29 29 100 36 37 97.30 20 20 100

White 4401 4535 97.05 4043 4155 97.30 3849 3967 97.03

Two or more races 46 48 95.83 41 44 93.18 39 39 100

Individual w Disabilities 274 328 83.54 250 311 80.39 191 236 80.93

Econ Disadvantaged 1766 1856 95.15 1578 1658 95.17 1620 1728 93.75

Single Parents 101 112 90.18 95 102 93.14 86 98 87.76

Limited English Prof 149 180 82.78 172 198 86.87 118 159 74.21

Migrant 21 22 95.45 10 15 66.67 13 14 92.86

Nontraditional 1018 1049 97.04 1095 1103 99.27 882 918 96.08

Comments: The performance on 1S1 has been very good and consistent over the last three years. The total number of concentrators continues to decline with an 11.4% decrease since 2010. It is speculated this decline is due to general education funding declines along with increased graduation requirements. Integration of academic instruction has been ongoing for over 20 years with nearly 30 PTE courses offered for academic credit toward high school graduation.

2. 1S2-Academic Attainment in Mathematics:

The agreed upon performance level for 1S2 is 88.7.0%. A total of 4557 of the 4923 students reported achieved proficiency on the Idaho Standards Achievement Test (ISAT) in Math. This is a performance rate of 92.57% (94.0% in 2011; 93.7% in 2010).

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Two (2) schools were below 90% of the FAUPL; one (1) schools had less than 34 concentrators; one (1) school was required to submit an improvement plan.

The statewide performance of four (4) of the sub-indicators was below 90% of the FAUPL. These sub-indicators were: Black/African American (74.36%), Individuals with disabilities (75.10%), Limited English Proficient (63.98%), and Migrant (78.57%). The performance on the sub-indicators is detailed below.



Total 5157 5502 93.73 4799 5105 94.01 4557 4923 92.57

Male 2716 2903 93.56 2449 2592 94.48 2276 2452 92.82

Female 2441 2559 93.92 2350 2513 93.51 2281 2471 92.31


Asian 69 71 97.18 71 74 95.95 55 59 93.22


Hispanic 633 719 88.04 575 646 89.01 612 724 84.53

Hawaiian/Pacific Island 31 31 100 34 37 91.89 19 21 90.48

White 4260 4500 94.67 3941 4154 94.87 3726 3954 94.23

Two or more races 52 56 92.86 40 44 90.91 37 39 94.87



Single Parents 76 81 93.83 85 103 82.52 80 98 81.63


Migrant 21 26 80.77 8 14 57.14 11 14 78.57

Nontraditional 1132 1212 93.40 1066 1107 96.30 835 913 91.46

Comments: Although there was a slight decline in 2012, the performance on 1S2 has been very good and consistent over the last three years. Math continues to be challenging for several of the special populations. The total number of concentrators continues to decline as was noted in the 1S1 comments. The 2007 Idaho Legislature increased the math requirement for graduation, which took effect for students entering ninth grade in 2012. Since 2007, DPTE has undertaken a series of math projects to provide options for obtaining math credit through PTE courses.

3. 2S1-Technical Skill Attainment:

The agreed upon performance level for 2S1 is 73.0%. A total of 3105 of the 4220 students reported achieved proficiency on a state approved technical skill assessment. This is a performance rate of 73.58% (68.70% in 2011; 71.76% in 2010).

Forty-four (44) schools were below 90% of the FAUPL; thirty-four (34) of these had less than 34 concentrators; ten (10) were required to submit an improvement plan.

The statewide performance of four (4) of the indicators was below 90% of the FAUPL. These sub-indicators were: Two or more races (62.96%), Individuals with disabilities (62.83%), Limited English Proficient (43.52%), and Migrant (33.33%). The performance on the sub-indicators is detailed on the next page.

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Total 1855 2585 71.76 2506 3648 68.70 3105 4220 73.58

Male 895 1299 68.90 1211 1891 64.04 1443 2061 70.01

Female 960 1286 74.65 1295 1747 73.71 1662 2159 76.98


Asian 17 22 77.27 39 57 68.42 46 59 77.97


Hispanic 204 314 64.97 295 484 60.95 352 535 65.79

Hawaiian/Pacific Island 9 11 81.82 16 21 76.19 8 15 53.33

White 1578 2173 72.62 2086 2988 69.81 2623 3499 74.96

Two or more races 15 20 75.00 15 21 71.43 17 27 62.96



Single Parents 16 31 51.61 37 66 56.06 44 65 67.69


Migrant 4 5 80.00 3 8 37.50 2 6 33.33

Nontraditional 378 537 70.39 553 769 71.91 508 710 71.55

Comments: The number of secondary PTE concentrators taking a state approved technical skill assessment increased by 15.7% from the previous year and 63.2% over the past two years. Remarkably, the percentage of students passing has remained very consistent during high growth of students taking a TSA. Of the 171 schools reporting, 132 schools reported students taking a TSA and 39 schools reported no students taking a TSA. Schools reporting students taking a TSA comprise 77.2% of the schools (75.4% in 2011; 56.1% in 2010). The number of students taking a TSA represents approximately 89.5% of all secondary PTE concentrators who left school or graduated. A phase-in period indicates that schools will increase the participation rate until the 2012-2013 school year when it will reach 100%.

4. 3S1-School Completion:

The agreed upon performance level for 3S1 is 95.0%. A total of 4664 of the 4715 students reported left school and earned a high school diploma. This is a performance rate of 98.92% (98.05% in 2011; 98.41% in 2010).

Two (2) schools were below 90% of the FAUPL; one (1) school had less than 34 concentrators; one (1) was required to submit an improvement plan.

None of the statewide performance levels of the sub-indicators was below 90% of the FAUPL. The performance on the sub-indicators is detailed below.



Total 5005 5086 98.41 4618 4710 98.05 4664 4715 98.92

Male 2628 2690 97.70 2370 2428 97.61 2318 2354 98.47

Female 2377 2396 99.21 2248 2282 98.51 2346 2361 99.36


Asian 57 58 98.28 61 61 100.00 55 55 100


Hispanic 648 663 97.74 577 600 96.17 670 680 98.53


White 4122 4177 98.68 3774 3831 98.51 3770 3805 99.08

Two or more races 42 42 100 41 45 91.11 36 36 100


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2010 2S1 Performance 2011 2S1 Performance 2012 2S1 Performance 3S1 Sub-Indicators (cont.) Num Denom % Num Denom % Num Denom %


Single Parents 86 97 88.66 83 86 96.51 90 92 97.83


Migrant 25 25 100 14 14 100.00 12 13 92.31

Nontraditional 934 945 98.84 885 894 98.99 943 948 99.47

Comments: The schools consistently report a high rate of completion and graduation for PTE concentrators; this group being primarily seniors. Students are required to achieve proficient or advanced on the ISAT to qualify for graduation. For senior, special education, and LEP students who have not achieved proficient or higher on the ISAT, a student may demonstrate proficiency through an alternate state assessment or through a locally developed assessment that is approved by the State Board of Education. So, by this time in their high school careers, most students have achieved proficiency through the ISAT or an alternative route to graduation.

5. 4S1-Graduation Rate:

The agreed upon performance level for 4S1 is 90.0%. A total of 4572 of the 4619 students reported were included in the AYP determination for graduation rate and earned a high school diploma. This is a performance rate of 98.98% (basically unchanged from 98.39% in 2011 and 98.53% in 2010).

One (1) school was below 90% of the FAUPL. It had less than 34 concentrators and therefore was not required to submit an improvement plan.

None of the statewide performance levels of the sub-indicators was below standard. The performance on the sub-indicators is detailed below:



Total 4965 5039 98.53 4589 4664 98.39 4572 4619 98.98

Male 2613 2668 97.94 2350 2398 98.00 2291 2324 98.58

Female 2352 2371 99.20 2239 2266 98.81 2281 2295 99.39


Asian 57 58 98.28 60 60 100.00 54 54 100


Hispanic 641 655 97.86 574 593 96.80 668 675 98.96


White 4076 4130 98.69 3755 3801 98.79 3685 3721 99.03

Two or more races 56 56 100 39 41 95.12 36 36 100



Single Parents 83 85 97.65 78 82 95.12 91 91 100


Migrant 26 26 100 14 14 100.00 13 13 100

Nontraditional 931 939 99.15 862 869 99.19 897 900 99.67

Comments: The schools consistently report a high rate of graduation for PTE concentrators; this group being primarily seniors. As detailed in the 3S1 comments, students are required to achieve proficient or advanced on the ISAT to qualify for graduation, or demonstrate proficiency through an alternate state assessment or through a locally developed assessment that is approved by the State Board of

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Education. So, by this time in their high school careers, most students have achieved proficiency through the ISAT or an alternative route to graduation.

6. 5S1-Placement:

The agreed upon performance level for 5S1 is 94.0%. A total of 4501 of the 4798 students reported achieved a positive placement in the second quarter after leaving high school. This is a performance rate of 93.81% (93.29% in 2011; 93.92% in 2010).

Twenty-one (21) schools were below 90% of the FAUPL; seventeen (17) had less than 34 concentrators; four (4) schools were required to submit an improvement plan.

Two sub-indicators were below 90% of the FAUPL. These sub-indicators were: Individuals with disabilities (83.92%) and Single Parents (84.21%). The performance on the sub-indicators is detailed below.



Total 4467 4756 93.92 4297 4606 93.29 4501 4798 93.81

Male 2336 2520 92.70 2147 2331 92.11 2246 2434 92.28

Female 2131 2236 95.30 2150 2275 94.51 2255 2364 95.39


Asian 52 55 94.55 52 57 91.23 70 70 100


Hispanic 583 633 92.10 544 612 88.89 523 576 90.80


White 3624 3853 94.06 3584 3807 94.14 3804 4036 94.25

Two or more races 24 24 100 33 36 91.67 13 14 92.86



Single Parents 47 51 92.16 49 57 85.96 32 38 84.21


Migrant 10 11 90.91 7 9 77.78 11 13 84.62

Nontraditional 917 980 93.57 726 772 94.04 740 778 95.12

Comments: Idaho’s seasonally adjusted unemployment rate continued falling, dropping to 7 percent in October; the lowest jobless rate in 3½ years. However, the lower unemployment rate was the result of workers leaving the state labor force. While the state unemployment rate dropped a notch, 24 of Idaho’s 44 counties posted higher unemployment rates. The unemployment rate, which has dropped nearly two percentage points since the post-recession high of 8.9 percent in July 2011, remained nearly a full percentage point below the national rate, which raised a tenth to 7.9 percent in October. Employers reported hiring over 17,000 new workers in October, but nearly all of them were due to shifts within the labor pool because of retirements, firings and other separations rather than creation of new jobs. With limited employment opportunities available, many Idahoans are enrolling in postsecondary schools as they train for new careers. This may be one of the reasons that positive placement has remained high for this indicator is that more students are enrolling in postsecondary education and training.

7. 6S1-Non-traditional Participation:

The agreed upon performance level for 6S1 is 25.00%. A total of 22,918 of the 57,176 students reported were enrolled in a state approved PTE program that is

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nontraditional to their gender. This is a performance rate of 40.08% (39.03% in 2011; 37.34% in 2010).

Twelve (12) schools were below 90% of the FAUPL; five (5) of these had less than 34 concentrators; seven (7) schools were required to submit an improvement plan.

The statewide performance of all the sub-indicators was at or above 90% of the FAUPL. The performance on the sub-indicators is detailed below.



Total 17953 48075 37.34 20473 52455 39.03 22918 57176 40.08

Male 12521 27353 45.78 14104 29713 47.47 15382 32142 47.86

Female 5432 20722 26.21 6369 22742 28.01 7536 25034 30.10


Asian 233 542 42.99 254 583 43.57 274 659 41.58


Hispanic 2711 7385 36.71 2967 7947 37.33 3730 9271 40.23


White 14408 38707 37.22 16587 42211 39.30 18138 45333 40.01

Two or more races 17 61 27.87 20 93 21.51 50 111 45.05



Single Parents 145 402 36.07 120 363 33.06 106 269 39.41


Migrant 80 180 44.44 36 80 45.00 62 145 42.76

Comments: The nontraditional participation is significantly above the negotiated performance level and exceeds the definition for a nontraditional occupation. This is due to four (4) program areas and the enrollment of students designated as nontraditional for that program. The programs are: Health Professions; Agricultural Science & Technology; Family and Consumer Sciences; and Business Technology. While these programs are comprehensive in nature, the CIP code for each program is designated as nontraditional. It is evident from the data that males participate in nontraditional programs at a higher rate than females. This is due to the changing nature of the workforce, especially in manufacturing, with more males pursuing “pink collar” jobs. PTE programs in Idaho are open and accessible to all students who can benefit from enrollment in the program. The list of nontraditional programs is unchanged since 2009.

8. 6S2-Non-traditional Completion:

The agreed upon performance level for 6S2 is 25.00%. A total of 1402 of the 4268 students reported were PTE completers in programs nontraditional to their gender. This is a performance rate of 32.85% (34.03% in 2011; 32.73% in 2010).

Thirty-eight (38) schools were below 90% of the FAUPL; thirty (30) of these had less than 34 concentrators; eight (8) schools were required to submit an improvement plan.

The statewide performance for two (2) of the sub-indicators was below 90% of the FAUPL. These sub-indicators were: Limited English Proficient (20.69%), and Migrant (14.29%). The performance on the sub-indicators is detailed below.

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Total 1892 5781 32.73 1963 5769 34.03 1402 4268 32.85

Male 1186 3224 36.79 1293 3144 41.13 816 2153 37.90

Female 706 2557 27.61 670 2625 25.52 586 2115 27.71


Asian 34 72 47.22 23 65 35.38 29 61 47.54


Hispanic 357 924 38.64 301 851 35.37 194 608 31.91


White 1407 4583 30.70 1603 4713 34.01 1123 3474 32.33

Two or more races 13 35 37.14 4 15 26.67 5 17 29.41



Single Parents 25 64 39.06 19 63 30.16 24 77 31.17


Migrant 18 31 58.06 1 6 16.67 1 7 14.29

Comments: The nontraditional completion rate is significantly above the negotiated performance level and exceeds the definition for a nontraditional occupation. This is due to the four (4) program areas mentioned in 6S1. As in 6S1, the data shows a significantly higher rate for males than females in nontraditional programs. One of the sub-indicators that fell below 90% of the FAUPL had less than 34 students in the denominator.

B. Postsecondary: At the postsecondary level six (6) institutions completed the Perkins Measures

report and reported the following data.

1. 1P1-Technical Skill Attainment:

The agreed upon performance level for 1P1 is 91.07%. A total of 1315 of the 1459 students reported achieved proficiency on a state approved technical skill assessment. This is a performance rate of 90.13% (92.69% in 2011; 90.1% in 2010).

While three of the institutions were below the FAUPL, no schools were below 90% of the FAUPL.

The statewide performance for four (4) of the sub-indicators was below 90% of the FAUPL. These sub-indicators were: Black/African American (71.43%), Native Hawaiian or Pacific Islander (80.0%), Individuals with disabilities (80.95%), and Limited English Proficient (80.0%). The overall performance by institution is detailed below.

2010 1P1 Performance 2011 1P1 Performance 2012 1P1 Performance

School Num Denom % Num Denom % Num Denom %

CSI 297 332 89.5 379 412 91.99 259 280 92.50

CWI 235 261 90.0 345 377 91.51 310 361 85.87

EITC 102 117 87.2 202 219 92.24 141 153 92.16

ISU 377 399 94.5 370 397 93.20 365 413 88.38

LCSC 73 93 78.5 54 60 90.00 46 56 82.14

NIC 77 87 88.5 234 244 95.90 194 196 98.98

Totals 1161 1289 90.1 1584 1709 92.69 1315 1459 90.13

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2010 1P1 Participation 2011 1P1 Participation 2012 1P1 Participation


CSI 332 297 88.6 412 400 103.00 280 354 79.10

CWI 261 318 82.1 377 539 69.94 361 490 73.67

EITC 117 421 27.8 219 396 55.30 153 402 38.06

ISU 399 337 118.4 397 373 106.43 413 508 81.30

LCSC 93 97 95.9 60 173 34.68 56 30 186.67

NIC 87 375 23.2 244 553 44.12 196 351 55.84

Totals 1289 1842 70.0 1709 2434 70.21 1459 2135 68.34

Comments: The Idaho technical college system has made good progress in the implementation of technical skill assessment under the Perkins Act of 2006. The performance of students passing a state approved TSA has been consistent over the past three years with a 90.13% pass rate in 2012. The number of students taking a state approved TSA decreased slightly to 1459 (1709 in 2011; 1289 in 2010). The participation rate varies widely by school with an overall participation rate of 68.34%. The participation rate is calculated using the total students taking a state approved TSA as the numerator and the total number of concentrators who were completers or leavers as the denominator (taken from 2P1 denominator). It is noted here that using the number of PTE concentrators who completed or left and earning a credential, certificate or degree (2P1 numerator) would put the TSA participation rate at or near 100%.

2. 2P1-Credential, Certificate or Diploma:

The agreed upon performance level for 2P1 is 72.90%. A total of 1458 of the 2135 students reported earned an industry-based credential, certificate, or degree during the reporting year. This is a performance rate of 68.29% (72.31% in 2011; 65.6% in 2010).

One (1) school did not meet 90% of the FAUPL and submitted an improvement plan.

The statewide performance for four (4) of the sub-indicators was below 90% of the FAUPL. These sub-indicators were: Male (64.68%), Black/African American (25.0%), Economically Disadvantaged (64.75%), and Limited English Proficient (61.90%). The overall performance by institution is detailed below.



CSI 184 294 62.6 293 400 73.25 253 354 71.47

CWI 273 318 85.8 382 539 70.87 341 490 69.59

EITC 141 421 33.5 254 396 64.14 233 402 57.96

ISU 315 337 93.5 361 373 96.78 375 508 73.82

LCSC 80 97 82.5 100 173 57.80 24 30 80.00

NIC 215 375 57.3 370 553 66.91 232 351 66.10

Totals 1208 1842 65.6 1760 2434 72.31 1458 2135 68.29

Comments: The number of students earning a certificate or degree during 2012 declined from 1760 to 1458; a 17.16% decrease in students meeting this measure, while the total number of concentrators who completed or left was down 12.28%. The overall performance remained consistent at 68.29% (72.31% in 2011; 65.6% in 2010). Based on conversations with the technical colleges, it is evident that some students are leaving before completing a certificate or for employment. While this

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adversely affects this performance measure, a student obtaining skills that lead to employment is a good thing. These students are historically difficult to track.

3. 3P1-Student Retention or Transfer:

The agreed upon performance level for 3P1 is 71.50%. A total of 1617 of the 2133 students reported were PTE concentrators who (1) remained enrolled in their original institution, or (2) transferred to another 2- or 4-year postsecondary institution, and who were enrolled in the fall of the previous year. This is a performance rate of 75.81% (74.04% in 2011; 67.3% in 2010).

No schools were below 90% of the FAUPL.

The statewide performance for one (1) of the sub-indicators was below 90% of the FAUPL. This sub-indicator was: Native Hawaiian or Pacific Islander (50.00%). The overall performance by institution is detailed below.



CSI 384 551 69.7 362 471 76.86 252 359 70.19

CWI 308 425 72.5 503 706 71.25 467 693 67.39

EITC 96 233 41.2 331 544 60.85 231 301 76.74

ISU 191 257 74.3 505 624 80.93 456 552 82.61

LCSC 39 57 68.4 229 241 95.02 125 127 98.43

NIC 45 56 80.4 52 91 57.14 86 101 85.15

Totals 1063 1579 67.3 1982 2677 74.04 1617 2133 75.81

Comments: As discussed in 2P1 there was a significant change for this sub-indicator with the numerator decreasing by 18.42% (1982/1617) and the denominator decreasing by 20.32% (2677/2133). The overall performance is above the FAUPL and has been consistent over the last three years. The economic recession has affected student enrollment and retention in postsecondary PTE programs as much of the retention is due to students remaining in school after completion. We have had reports from the institutions that it is often difficult to track students when they leave an institution. Institutions have reported a higher incidence of students leaving prior to completion when they obtain employment. While it is a positive transition to employment, the system is “penalized” for the student not completing or being retained.

4. 4P1-Student Placement:

The agreed upon performance level for 4P1 is 95.00%. A total of 1495 of the 1666 students reported achieved a positive placement or transition in the second quarter after leaving postsecondary education. This is a performance rate of 89.74% (89.01% in 2011; 89.9% in 2010).

Two (2) schools did not meet 90% of the FAUPL and were required to submit an improvement plan.

The statewide performance of six (6) of the sub-indicators was below 90% of the FAUPL. These sub-indicators were: Asian (64.71%); Two or More Races (27.27%); Individuals with Disabilities (77.55%); Economically Disadvantaged (78.98%); Single Parent (81.40%); and Limited English Proficient (62.50). The overall performance by institution is detailed on the next page.

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CSI 109 119 91.6 219 235 93.19 347 384 90.36

CWI 224 248 90.3 154 175 88.00 252 293 86.01

EITC 192 206 93.2 164 176 93.18 186 218 85.32

ISU 303 353 85.8 335 374 89.57 375 408 91.91

LCSC 68 75 90.7 109 117 93.16 87 102 85.29

NIC 158 172 91.9 169 215 78.60 248 261 95.02

Totals 1054 1173 89.9 1150 1292 89.01 1495 1666 89.74

Comments: The number of completers who were followed up increased 28.95% (1292/1666) from the 2011 report. Idaho PTE has historically had a placement rate well above 90% which resulted in the FAUPL being set at 95% for 2012. The effects of the recession have resulted in the Idaho PTE placement rates to drop below 90% for the third consecutive year. Despite weak employment opportunities, the DPTE was pleased the performance on 4P1 has remained near the 90% level during this difficult period. Like many rural states, the Idaho work force has had a mixed year with the population centers rebounding sooner than the rural areas. As discussed in 5S1, Idaho’s seasonally adjusted unemployment rate fell to 7 percent in October; the lowest jobless rate in 3½ years. While the state unemployment rate dropped a notch, 24 of Idaho’s 44 counties posted higher unemployment rates. Employers reported hiring over 17,000 new workers in October, but nearly all of them were due to shifts within the labor pool because of retirements, firings and other separations rather than creation of new jobs. With limited employment opportunities available, many Idahoans are enrolling in postsecondary schools as they train for new careers. This may be one of the reasons that positive placement has remained high for this indicator is that more students are enrolling in postsecondary education and training.

5. 5P1-NonTraditional Participation:

The agreed upon performance level for 5P1 is 18.00%. A total of 1073 of the 6520 students reported were enrolled in a state approved PTE program that is nontraditional to their gender. This is a performance rate of 16.46% (16.40% in 2011; 17.9% in 2010).

Four (4) schools did not meet 90% of the FAUPL and were required to submit an improvement plan.

The statewide performance of eight (8) of the sub-indicators was below 90% of the FAUPL. These sub-indicators were: Male (14.39%); Hispanic (15.56%); White (15.69%); Two or More Races (16.00%); Individuals with Disabilities (12.80%); Economically Disadvantaged (13.91%); Single Parent (15.74%); and Limited English Proficient (11.54%). The overall performance by institution is detailed below.



CSI 447 1915 23.3 400 1701 23.52 359 1540 23.31

CWI 266 1377 19.3 195 1145 17.03 207 1105 18.73

EITC 116 1134 10.2 175 1181 14.82 173 1137 15.22

ISU 457 2352 19.4 235 1671 14.06 222 1696 13.09

LCSC 53 472 11.2 59 520 11.35 60 509 11.79

NIC 88 735 12.0 109 935 11.66 52 533 9.76

Totals 1427 7985 17.9 1173 7153 16.40 1073 6520 16.46

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Comments: The total number of students enrolled in nontraditional programs and the number of nontraditional students declined by over 8% from 2011. The performance level remained consistent at 16.46%. This researcher finds nontraditional to be an odd performance measure for Idaho. For example, 12,127 registered nurses were employed in Idaho during 2012; 4% of the registered nurse’s being male. Of the 4,131 automotive technicians employed in Idaho, the number of females is so low the Department of Labor reports it as 0%. Any psychologist or career counselor will tell you that gender and cultural influence impacts the occupation a person chooses to pursue. According to this performance measure this is a problem that needs to be corrected. PTE programs in Idaho are open and accessible to all students who can benefit regardless of gender, race, etc. It is interesting that Perkins recipients are held to a performance level for gender-based enrollment that is two or three times the actual level in the workplace. Idaho PTE will continue to monitor this performance level and provide open access to all students, regardless of their gender, race, etc.

6. 5P2-NonTraditional Completion:

The agreed upon performance level for 5P2 is 14.11%. A total of 225 of the 1418 students reported were PTE completers in programs nontraditional to their gender. This is a performance rate of 15.87% (12.74% in 2011; 13.1% in 2010).

Two (2) schools did not meet 90% of the FAUPL and were required to submit an improvement plan.

The statewide performance of one (1) of the sub-indicators was below 90% of the FAUPL. This sub-indicator was: Male (9.45%). The overall performance by institution is detailed below.



CSI 52 343 15.2 89 469 18.98 75 356 21.07

CWI 30 227 13.2 39 309 12.62 39 224 17.41

EITC 7 167 4.2 18 200 9.00 43 202 21.29

ISU 52 346 15.0 34 394 8.63 38 348 10.92

LCSC 6 28 21.4 8 85 9.41 4 12 33.33

NIC 26 212 12.3 36 301 11.96 26 276 9.42

Totals 173 1323 13.1 224 1758 12.74 225 1418 15.87

Comments: The number of nontraditional completers was virtually unchanged (225/224) while the total student enrollment in nontraditional programs declined increased 19.34% (1758/1418) from the 2011 report. This decline in the denominator helped increase the performance level by more than three (3) percentage points. Idaho has performed adequately with the nontraditional indicators for the past several years and we will continue to emphasize access to any and all persons that can benefit from training and education.

idaho’s 2012 consolidated annual report (car)...

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