Comprehensive Local Needs Assessment (CLNA)
CLNA Template and Summary
The off-year CLNA is due to the Office of Career and Technical Education by 4/1/21.
The off-year CLNA is only required for
- districts/BOCES seeking Perkins V funding for the first time (i.e., they did not receive Perkins funds for the 2020-21 school year), who must submit the CLNA Template and the CLNA Summary, or
- returning applicants with programs that received NYSED approval between November 1, 2019 and December 1, 2020 (i.e., programs that were not evaluated in the CLNA submitted in June 2020), who must submit the CLNA Template (Excel workbook) for approved programs that were not included in the CLNA submitted for 2020-21 Perkins funds.
Email an electronic copy of the CLNA Template (in Excel format) and the CLNA Summary (in Word or PDF format) to email@example.com and send the hard copy CLNA Summary with original signatures to
Office of Career and Technical Education
New York State Education Department
89 Washington Ave, Rm 315EB
Albany, NY 12234
CLNA Data Sources
- Use most recent data available for the performance indicators
- Performance on Perkins indicators are sent through the NYSED Business Portal
- NYS Department of Labor Employment Projections
- Nontraditional Occupations for Females
- Nontraditional Occupations for Males
- 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 NYSED-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 NYSED-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 NYSED-approved CTE program of study must have a minimum of eight (8) CTE concentrators across all grade levels enrolled. A CTE concentrator is a new definition in Perkins V. 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.
- 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 NYSED-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.
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.
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.
The data used for the indicators is the 4-year graduation cohort.
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.
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.
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.
Section 113 of the Perkins V legislation identifies what indicators of performance must be used, and NYSED 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 NYSED-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.
A NYSED-approved program meets the federal definition of a program of study.
The state definition incorporates the federal definition of program of study but has been expanded for Perkins eligibility.
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
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.
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.