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Board hears Perkins update, plans CTE strategy and considers changes to 3–8 assessments; adopts K–3 literacy recommendations
Summary
Department staff updated the board on revising the Perkins 5 plan and a parallel CTE strategic plan; presenters proposed identifying 'essential standards' in AASA 3–8 assessments to give teachers more actionable feedback. The board unanimously adopted K–3 early literacy subcommittee recommendations and directed staff to form a working group.
Department staff told the State Board of Education that they are revising the Perkins 5 state plan while concurrently designing a broader Career and Technical Education (CTE) strategic plan.
Trevor Stokes summarized a multi‑stream approach to the Perkins revision, saying the work includes board engagement, practitioner supports, community and industry engagement, and attention to rural and special populations. Stokes said the team engaged CTE directors and employer intermediaries across the state to shape funding and program priorities.
On statewide assessments, Department presenters described a targeted effort to identify "essential standards" within the existing AASA 3–8 blueprints so teachers can receive more actionable standard‑level feedback without wholesale changes to blueprint structure or creating a new assessment program. Deputy Associate Superintendent Linda Burrows and others explained the goal is to clarify which standards merit emphasis and to work with the vendor (Pearson) to improve reporting at the standard level. Assessment staff said they do not plan to pilot an entirely new assessment if the changes remain within the current blueprint and can be supported by existing item banks.
The board also heard a report from the K–3 early literacy subcommittee and voted unanimously to adopt its recommendations, which prioritize coaching, a K–5 literacy endorsement pathway and scaling evidence‑based early literacy practices with the aim of reaching a 72% third‑grade reading proficiency goal by 2030. The board directed staff to convene a working group to implement the recommendations and asked for a plan to return for a formal vote in January on working‑group structure.
What happens next: Department staff will collect field feedback in January on the essential‑standards work, continue Perkins stakeholder engagement, and form the literacy working group to operationalize the subcommittee's top recommendations.
