Comprehensive Local Needs Assessment

Perkins Performance Indicator Targets

New York State Determined Performance Levels - Secondary

Indicators	Baseline Level	FY 2021	FY 2022	FY 2023	FY 2024	FY 2025
1S1: Four-Year Graduation Rate	81.80%	82.30%	84.40%	89.70%	92.50%	94.00%
2S1: Academic Proficiency in Reading Language Arts	85.00%	87.16%	89.37%	91.64%	93.97%	83.00%
2S2: Academic Proficiency in Mathematics	83.00%	85.11%	87.27%	89.49%	91.76%	64.00%
2S3: Academic Proficiency in Science	83.00%	85.11%	87.27%	89.49%	91.76%	76.00%
3S1: Post-Program Placement*	79.21%	79.21%	79.40%	79.61%	79.81%	93.00%
4S1: Non-traditional Program Concentration	25.95%	26.09%	26.22%	26.36%	26.49%	18.00%
5S3: Program Quality – Participated in Work-Based Learning*	27.54%	27.54%	30.08%	32.62%	35.16%	48.00%

*Reflects downward adjustment approved by U.S. Department of Education as a part of New York's 2021-2022 state plan submission.��

CLNA Guidance

Guidance for completing the CLNA is now embedded within the CLNA Workbook.��
Memo to clarify programs to be included

CLNA Workbook

Districts/BOCES seeking Perkins V funding for programs that received ��è�ɰ��Ƶ approval by December 1, 2023 must submit the CLNA Workbook (in Excel format) for all ��è�ɰ��Ƶ-approved CTE programs by April 1, 2025.

First-time Applicants:��
Any��LEA or BOCES who is newly eligible or re-establishing eligibility as a Perkins applicant may submit a CLNA in preparation for the 2025-26 Perkins application.��First-time applicants with an individual allocation greater than $15,000 must meet the Perkins V definitions of size, scope and quality before they apply. New applicants must call the Office of CTE at 518-486-1547 to confirm eligibility. After size, scope and quality thresholds are confirmed, new applicants who were previously part of a consortium must notify the consortium’s fiscal��agent, of their intent to apply for Perkins funding independently. A copy of the letter of intent will be due to both the fiscal agent of the consortium and to the Office of CTE by March 15, 2025 (a PDF of the original should be sent to the��Office of CTE).��

Email an electronic copy of the CLNA Workbook (in Excel format) to the��Office of CTE.

��CLNA��Workbook

CLNA Data Sources

Perkins applicants will use the 2023-24 CLNA posted on our website, to complete the 2024-25 Comprehensive Local Needs Assessment process. This evaluation will be used for the 2025-26 Perkins application and will use 2023-24 school year data, now accessed through the SIRS-345 report. The SIRS-345 report is a graduation cohort report showing the performance of students enrolled in ��è�ɰ��Ƶ-approved programs. The CLNA process should also make use of the SIRS-305 report which shows ��è�ɰ��Ƶ-approved CTE programs enrollment data for grades 9-12. These reports can be accessed through the Level 2 Reporting (L2RPT) System/Cognos server.
L2RPT reports are generated in a Cognos reporting application environment, each hosted independently by RIC/Big 5 Level 1 data centers (or other hosting site) on their own servers. For specific information about how to access your local/regional L2RPT environment, or if you have trouble accessing your reports or need guidance, please contact the appropriate L2RPT support contacts at your Level 1 data center or host site. More information can be found on the .

All district/BOCES chief information officers have access to L2RPT/Cognos. The SED Public Reports Portal provides a report of .
- Technical notes and cautions about the New York State Department of Labor data for�� and��
UPDATED 7/9/22��2020 Nontraditional Occupations Crosswalk

CLNA FAQ

1. Our district is currently looking at the the Comprehensive Local Needs Assessment (CLNA). We are a comprehensive high school has approx. 1050 students. We have seven state approved Career and Technical Education (CTE) programs but with our population size, often the classes graduate less than eight students. I noticed the summary form talked about each program having to have at least 8 students. Does that make us automatically not eligible? Is there some consideration that goes into comprehensive high schools of our size? Would be still be eligible to apply with the focus on promoting our programs to grow in size?

The reauthorization of Perkins V required states to come up with a definition of “programs of appropriate size, scope, and quality”. New York’s definition of size includes, among other factors listed below, that at least eight CTE concentrators be enrolled in a particular ��è�ɰ��Ƶ-approved CTE program in order for it to be eligible for CLNA review and, therefore, funding. CTE concentrator is a new definition in Perkins V which means “a student served by an eligible recipient who has completed at least two courses in a single career and technical education program or program of study (in New York this means a ��è�ɰ��Ƶ-approved program)”. Therefore, if your seven programs have at least eight students who would be defined as concentrators above, then the programs would be eligible to receive funding.
On page 11 of the��CLNA Guidance Document, under “Size, Scope, and Quality”, the first bullet under size (definition of concentrator) has been elaborated on for clarification. It now reads, “each ��è�ɰ��Ƶ-approved CTE program of study must have a minimum of eight (8) CTE concentrators across all grade levels enrolled. At the secondary level, it means a student served by an eligible recipient who has completed at least two (2) courses in a single career and technical education program or program of study and has a program service record.��

2. Under the ��è�ɰ��Ƶ CDOS requirements it is stated that Work-Based Learning (WBL) experiences that are district approved including but not limited to those identified above may count toward the CDOS credential and pathway. We work collaboratively with teachers, certified WBL coordinators and industry partners as well as intermediaries to provide students with meaningful internship opportunities which include an instructional component, may be paid and non-paid, credit and non-credit bearing. Can these be included since one of the program outcomes being evaluated in the future is whether or not students will graduate with either the CDOS credential or the CTE Technical Endorsement? School-year and summer internships are also both identified on the approval and re-approval applications.

To answer your question regarding what can and cannot count towards work-based learning, the reference to community service encompasses all volunteer opportunities that may be made available to students in ��è�ɰ��Ƶ-approved programs. This includes any community service, volunteering, and service learning opportunities so long as such opportunities are overseen by school staff. Community-Based Work Programs for students with disabilities and School/year summer internships that are run by an appropriate non-school agency (such as the Department of Labor) can also be used towards work-based learning as they are permitted under our CDOS guidance and program approval applications, respectively. Again, all such programs must be appropriately supervised and monitored by school staff. These programs should have been included in the original guidance.
On page 3 of the��CLNA Guidance document, a hyperlink to the Work-Based Learning Manual was added, to further clarify examples of permitted experiences.

3. By definition in the guidance, a concentrator = completed 2 courses in a CTE program or program of study – most BOCES CTE programs are year 1 and year 2, so is that 2 courses? Can you confirm when is a BOCES student counted as a concentrator?

As noted in the July 2019 Data memo, a CTE concentrator in a BOCES program has completed BOCES CTE course work in a state-approved program equivalent to two full year high school courses. This may vary by agency due to the number of seat hours in a course or program.

4. As per the CLNA clarification guidance, we know that ALL programs must be evaluated, but is the CLNA different than State Priority 1 referenced in the 19-20 transition application? The '19-'20 transition application allowed funds to be used to begin an evaluation of 8 programs. This evaluation is the beginning of the larger CLNA evaluation for all programs.

The '19-'20 transition application allowed funds to be used to begin an evaluation of 8 programs. This smaller evaluation is the beginning of the larger CLNA evaluation for all programs. The data and information you gather and evaluate for those 8 programs will be combined with the larger data set you gather for the complete CLNA.

5. What cohort data will be used for the Secondary Performance Indicators (1S1 - 5S3 pg. 9 CLNA Guidance doc).

The data used for the indicators is the 4-year graduation cohort.

6. Page 8 of the guidance says to review the last 3 years of data, but chart 3 asks for data for 2017-18 only. Where do we get the other 2 years?

An Excel file containing performance data for your SED-approved programs was sent through the Information Reporting Services Portal that contains the performance data for 2015-2018 that was sent on 6/18/19. Our data office added performance for the 2018-19 school year to the previous file and resent on 12/18/19. This file reports on the performance of career and technical education students in SED-approved programs. It contains three years of graduation, ELA, math, science, and technical skills assessment disaggregated by ESSA subgroups (small n-sizes are not suppressed, so this file should not be shared). The data is presented at the program level to permit districts and BOCES to view and compare performance at the individual program level.

7. What is the role of the Local Advisory Council (LAC) in regard to compilation and analysis of program data? The guidance says that the LAC needs to meet to review and evaluate student performance data. It may be difficult to find members that have the time and expertise to assist with evaluation. Can we share the results with the LAC and get feedback instead?

The LAC that has been in place under EDN 4601 may be the same LAC that is utilized for the CLNA. At your discretion, other members or outside resources may be employed to assist in the collection and analysis of data. The main focus of the LAC is to review this information before distributing to the larger stakeholder group. The LAC will inform the completion of the CLNA and the further action steps needed on the Perkins application to address gaps and deficiencies found through the CLNA.

8. If labor market trends determine a need in a region where there is no existing ��è�ɰ��Ƶ-approved program, can Perkins resources be used for development of a new CTE Program?

Not during the first implementation year of 2020-2021. It is up to the local agency to launch a potential new program and gather data on its performance, to then evaluate potentially in the next round. Perkins funding is now focused on supporting existing programs so that they can comply with federal legislation. We will, however, allow an off year CLNA submission for programs that are approved between November 2, 2019 and October 31, 2020 for the 2021-22 program year application.

9. BOCES CTE programs matriculate 11th and 12th grade students, with preparation for student performance indicators (Math, ELA, Science) having already been completed. We have concerns that we have minimal impact in this area and question if it is an appropriate indicator. Similarly, we recognize that student performance on standardized assessments is critical but there is a need to develop deeper understandings about the application of academic understandings within the context of a CTE program area that they are interested in. The BOCES targets that we are striving towards are somewhat unrealistic since many of the BOCES Tech Centers serve as many as 45% students with disabilities. Could a growth measure instead of an achievement measure be considered? Also, why has the State has removed success on Technical Assessments which was one of the best measures of success for CTE programs in my estimation and replaced it with participation in WBL quantitatively which still needs to improve qualitatively.

Section 113 of the Perkins V legislation identifies what indicators of performance must be used, and ��è�ɰ��Ƶ has determined that aligning the performance levels with those identified in our State ESSA Plan meets the requirement of subparagraph (C).

(b) State Determined Performance Measures

1. In general. – Each eligible agency, with input from eligible recipients, shall establish State determined performance measures for a State that consist of—

(A) The core indicators of performance described in subparagraphs (A) and (B) of paragraph (2); and

(B) A State determined level of performance described in paragraph (3)(A) for each core indicator of performance.

2. Indicators of performance. –

(A) Core indicators of performance for CTE concentrators at the secondary level— Each eligible agency shall identify in the State plan core indicators of performance for CTE concentrators at the secondary level that are valid and reliable, and that include, at a minimum, measures of each of the following:

(i) The percentage of CTE concentrators who graduate high school, as measured by—

(I) The four-year adjusted cohort graduation rate (defined in section 8101 of the Elementary and Secondary Education Act of 1965); and

(II) At the State’s discretion, the extended-year adjusted cohort graduation rate defined in such section 8101.

(ii) CTE concentrator proficiency in the challenging State academic standards adopted by the State under section 1111(b)(1) of the Elementary and Secondary Education Act of 1965, as measured by the academic assessments described in 1111(b)(2) of such Act.

(iii) The percentage of CTE concentrators who, in the second quarter after exiting from secondary education, are in postsecondary education or advanced training, military service or a service program that receives assistance under title I of the National and Community Service Act of 1990 (42 U.S.C. 2504(a)) or are employed.

(iv) Indicators of career and technical education program quality as follows:

(I) That shall include at least 1 of the following:

(aa) The percentage of CTE concentrators graduation from high school having attained a recognized postsecondary credential.

(bb) The percentage of CTE concentrators graduating from high school having attained postsecondary credits in the relevant career and technical education program or program of study earned through a dual or concurrent enrollment program or another credit transfer agreement.

(cc) The percentage of CTE concentrators graduating from high school having participated in work-based learning.

(II) That may include any other measure of student success in career and technical education that is statewide, valid, and reliable and comparable across the State.

(v) The percentage of CTE concentrators in career and technical education programs and programs of study that lead to non-traditional fields.

(B) Core indicators of performance for CTE concentrators at the postsecondary level… (intentionally left out for secondary-level discussion)

(C) Alignment of performance indicators. – In developing core indicators of performance under subparagraphs (A) and (B), and eligible agency shall, to the greatest extent possible, align the indicators so that subs Section 113(b)(1) - 113(b)(2)

The technical skills assessments (TSA) offered by many ��è�ɰ��Ƶ-approved programs (e.g., NOCTI, Precision) do not meet the definition of subparagraph (aa).

As mentioned above (in paragraph (vi)(II)), states may include other measures of student success, but they must be valid and reliable. A recent review of SIRS data has shown significant fluctuation in the numbers of students reported as having taken a technical skills assessment. Data quality issues must also be resolved before we consider reporting additional measures. One example of this problem is found in diploma type reports that show student attainment of the CTE technical endorsement that conflicts with CTE program participation reports showing these same students as participants—not concentrators—with no record of program completion.

While New York could report TSA results as an optional indicator, it elected to focus on the required measures first. Amendments to our Perkins plan and measurement definitions can be made in the future if complete and reliable TSA data is reported.

10. In the definition at the top of page 13 of the CLNA Guidance it talks about CTE programs and Programs of Study; how do these differ in NYS? We thought that NYS approved programs were the same as programs of study. Is that inaccurate?

A ��è�ɰ��Ƶ-approved program meets the federal definition of a program of study.

11. On page 11 of the CLNA Guidance document it talks about meaningful articulation agreements as part of the definition of quality, but it isn't part of the definition of a program of study which focus on credentialing. Are the requirements for being sufficient in size, scope and quality different then the requirements for a program of study?

The state definition incorporates the federal definition of program of study but has been expanded for Perkins eligibility.

12. It is imperative to consider access and equity for ALL students, those identified by this plan as special populations, as well as high-achieving, accelerated students. Are we considering other “special populations” in this CLNA?

The definition for special populations as referenced in our documents comes from federal legislation in Perkins V. The term ‘‘special populations’’ means— (A) individuals with disabilities; (B) individuals from economically disadvantaged families, including low-income youth and adults; (C) individuals preparing for non-traditional fields; (D) single parents, including single pregnant women; (E) out-of-workforce individuals; (F) English learners; (G) homeless individuals described in section 725 of the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11434a); (H) youth who are in, or have aged out of, the foster care system; and (I) youth with a parent who— (i) is a member of the armed forces (as such term is defined in section 101(a)(4) of title 10, United States Code); and (ii) is on active duty (as such term is defined in section 101(d)(1) of such title). 0.3 Sec.1(b)48

13. In the CLNA draft it speaks about "All students participate in approved work-based learning." The question is, a Career and Technical Student Organization (CTSO) that meets the requirements should be listed as an option for students to meet the requirement, can that be stipulated in the CLNA statement?

If the students are participating in activities such as job-shadowing or community service through their CTSO, then these are related work-based learning activities and could therefore be counted toward the 54 hour requirement. Membership alone or certain activities conducted through the CTSO that are not related to work-based learning, however, do not grant them hours.

14. In the CLNA Guidance Document on page 11, the last bullet under scope says “culminates in ability for students to attain a recognized post-secondary credential”. Is it really something we are evaluating programs on and/or reporting? If so, what are recognized post-secondary credentials?

On page 11, under “Scope”, a footnote has been added with a definition of “Recognized Postsecondary Credential” from the legislation, in order to clarify this to the field.

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CTE Content Areas

Oversight and Guidance