carl d. perkins informational session for new perkins coordinators
DESCRIPTION
CARL D. PERKINS INFORMATIONAL SESSION for NEW PERKINS COORDINATORS. WEDNESDAY, APRIL 2, 2008 OHIO RESOURCE CENTER The OHIO STATE UNIVERSITY 10:00 A.M. – 3:00 P.M. I. INTRODUCTION TO PERKINS. HISTORY AND OVERVIEW. Perkins Timeline - PowerPoint PPT PresentationTRANSCRIPT
WEDNESDAY, APRIL 2, 2008OHIO RESOURCE CENTER
The OHIO STATE UNIVERSITY10:00 A.M. – 3:00 P.M.
I. INTRODUCTION TO I. INTRODUCTION TO PERKINSPERKINS
HISTORY AND OVERVIEW
Perkins Timeline1905—Advocates of “practical education”
argue for broader public school curriculum that prepares graduates for jobs.
1917—Smith-Hughes Vocational Education Act gives voc ed $1.7 million for 1917-18 and creates federal board.
1936—George-Deen Act authorizes $14.55 million for voc ed.
HISTORY AND OVERVIEW1940—Vocational education students,
facilities used to aid war effort.1963—Rep. Carl D. Perkins from Kentucky
introduces bill to replace Smith-Hughes Act.1968—Amendments authorize $800 million for
voc ed; Congress appropriates $365.3 million.1984—The Carl D. Perkins Act established
funding authorization for a five-year period, focused on improving vocational programs and serving special populations.
HISTORY AND OVERVIEW1990—Reauthorized Perkins Act
authorizes up to $1.6 billion a year through 1995 for vocational education, including tech prep.
1995—Congress begins reauthorization process which will last until 1998.
1998—Perkins III is signed into law.1998—The program was slated to end
June of 2004, but was extended by Congress until the Bill could be reauthorized.
HISTORY AND OVERVIEW2006—August, Perkins is reauthorized as
the Carl D. Perkins Career & Technical Education Act of 2006
Changes to the Bill allows states to consolidate Tech Prep into the Perkins Basic Grant or to keep it separate.
2007—States submit a transitional plan2008—April 1 deadline to submit 5-year
Perkins IV state plan to USDE/OVAE
HISTORY AND OVERVIEWPerkins in Ohio
1998—Ohio begins to develop the Ohio Plan for the Administration of Career-Technical Education: July 1, 2000 through June 30, 2004.
1999—Ohio works with USDE to establish Performance Measures for Secondary, Adult, and Postsecondary.
2001—Performance Measures are established for Postsecondary.
2004—Perkins is extended for 2 years under an extension agreement with USDE.
2006—Perkins is reauthorized and state planning begins
2007—Ohio submits 1 year transition plan to USDE/OVAE for approval
2008—State Five-Year Plan is submitted to USDE/OVAE for approval and Perkins IV begins on July 1, 2008
HISTORY AND OVERVIEWThe Carl D. Perkins Vocational and Applied Technology Education Act of 1998 (20 U.S.C. 2301) is a state grant, administered by the United States Department of Education (USDE), with a firm emphasis on accountability and program improvement.
As stated in The Perkins Act of 2006: The Official Guide, the purpose of the Perkins Act is “to develop more fully the academic and career and technical skills of secondary education students and postsecondary education students who elect to enroll in career and technical education programs, by –
HISTORY AND OVERVIEWBuilding on the efforts of States and localities to
develop challenging academic and technical standards and to assist students in meeting such standards, including preparation for high skill, high wage, or high demand occupations in current or emerging professions;
Promoting the development of services and activities that integrate rigorous and challenging academic and career and technical instruction, and that link secondary education and postsecondary education for participating career and technical education students;
Increasing State and local flexibility in providing services and activities designed to develop, implement, and improve career and technical education, including tech-prep education;
HISTORY AND OVERVIEWConducting and disseminating national research and
disseminating information on best practices that improve career and technical education programs, services, and activities;
Providing technical assistance that— Promotes leadership, initial preparation, and
professional development at the State and local levels; and
Improves the quality of career and technical education teachers, faculty, administrators, and counselors;
Supporting partnerships among secondary schools, postsecondary schools, postsecondary institutions, baccalaureate degree granting institutions, area career and technical education schools, local workforce investment boards, business and industry, and intermediaries; and
HISTORY AND OVERVIEWProviding individuals with opportunities
throughout their lifetimes to develop, in conjunction with other education and training programs, the knowledge and skills needed to keep the United States competitive.”
HISTORY AND OVERVIEWIn Ohio, the Ohio Department of Education/Career Technical and Adult Education (ODE) and Ohio Board of Regents/Workforce Development (OBR) departments monitor the Perkins grant. These two agencies work collaboratively to ensure that local eligible recipients of the grant are provided with the proper technical assistance needed for program implementation and improvement.
THE SINGING CONGRESSMANCARL PERKINS
THE FATHER OF THE PERKINS ACT
NO, NOT REALLY!!!NO, NOT REALLY!!!
CARL DEWEY PERKINS
FEDERAL GUIDELINES The Catalog of Federal Domestic
Assistance (84.048 Vocational Education_Basic Grants to State)
Education Department General Administrative Regulations (EDGAR)
United States Code of Federal Regulations (CFR)
STATE GUIDELINES AND REGULATIONSThe Carl D. Perkins Career and Technical
Education Act of 2006 – OHIO’S STATE PLANLocal Planning GuideLocal Planning ToolAnnual use of the CCIP system for local planning
Five-Year Performance Plan: Completed by June 1, 2008 (effective: July 1, 2008 – June 30, 2013
Under Perkins III: Carl D. Perkins Vocational and Applied Technology Act Operations Handbook for Ohio Postsecondary Institutions
FIVE-YEAR PERFORMANCE PLANThe five-year plan should address the following:
Setting performance measure expectationsAnalysis of dataEstablishing performance objectives and targetsIdentifying goals and strategiesAllocating resources in accordance with
performance targetsReporting, results and evaluation Involvement of stakeholders in the process
THE STAKEHOLDERS
What is a Perkins stakeholder?
Who are the Perkins stakeholders?
Stakeholders meetings
PERFORMANCE MEASURESOverview of the Perkins Legislation
Commitment to Performance Measurement
Commitment to Performance Accountability
PERFORMANCE MEASURESTECHNICAL STUDENT
POPULATIONPerkins requires state reporting on:
Students who participate in technical coursework
A identified threshold level of technical education
PERFORMANCE MEASURESTECHNICAL STUDENT
POPULATION
Technical Participants
Technical Concentrator
PERFORMANCE MEASURESSTATE AND LOCAL
PERFORMANCE DATA OVERVIEW
Five Core Indicators of Student Performance
Multiple sub-indicators for a variety of student populationsGender, Race, Career Cluster and Special
Populations
PERFORMANCE MEASURESCORE INDICATOR 1:
ATTAINMENT
Concentrators who attain technical Skills
PERFORMANCE MEASURESCORE INDICATOR 2: Credential,
Certificate, or Degree
Concentrators who attain an industry-recognized credential, certificate or degree
PERFORMANCE MEASURESCORE INDICATOR 3: Retention &
Transfer
Concentrators who remained enrolled in their original institution
Concentrators who transferred to another two or four-year institution
PERFORMANCE MEASURESCORE INDICATOR 4: Student
Placement
Concentrators employed, in military service, or in apprenticeship program in the 2nd quarter
PERFORMANCE MEASURESCORE INDICATOR 5: Non-
traditional Participation and Completion
5P1—Participants in non-traditional CTE programs
5P2—Concentrators in non-traditional CTE programs who complete the program
PERFORMANCE MEASURESSPECIAL POPULATIONS
Individuals with disabilitiesEconomically disadvantagedNontraditional enrolleesDisplaced HomemakersSingle ParentsLimited English proficiency
PERFORMANCE MEASURESUSING THE HEI SYSTEM
ValidityReliabilityStudent CoverageTimingUnduplicated Counts
PERFORMANCE MEASURE REPORTSPERORMANCE MEASURE
REPORTS
Introductory
Report Overview
Report
SITE VISIT & SITE VISIT REPORTS
PURPOSE OF A SITE VISIT
PROCEDURE
REPORTS
VISIT REPORT
OFFICE OF CAREER-TECHNICAL AND ADULT EDUCATION
25 South Front Street, Mailstop 610, Columbus, OH 43215-4183
(614) 466-4835 VEPD# 000 VEPD Name Name of Institution Date of Visit 00-00-0000 Liaison Signature ____________________________________ Date Report Completed 00-00-00 PURPOSE OF VISIT: Person(s) met with: Location of meeting: Time: OBSERVATIONS: RECOMMENDATIONS A.D. Signature ________________________________________________ Date ______________
CONSOLIDATED ANNUAL REPORT (CAR)
WHAT IS THE CAR?
THE CAMPUS COORDINATOR’S RESPONSIBILITY
MONITORING PROCESS Monitoring is a four-step process
1. Self-Assessment2. Desk Audit3. Telephone Audit4. On-Site Review
The Monitoring ProcessThe Monitoring ProcessSelf Assessment
Desk Audit
OFI or Questions?
Phone Audit
Site Visit
College Selected
NO
YES
NO
Monitoring Summary
Report
NO
YES
Corrective Action
Needed?
EndYES
NO
Submit Corrective Action Plan
OBR Tracking Logs and Follow-up
Received on Time?
YES
SELF-ASSESSMENT The College self-assessment is the first step of the
monitoring process.
Local leadership teams should identify, review and organize all available documentation addressing essential evidence. A list of examples of essential evidence is included for your reference.
If essential evidence supports a satisfactory rating, mark the appropriate box and list the evidence available in the space provided. This must be completed for each topic. (Example: courses of study).
SELF-ASSESSMENT If there is not substantive evidence to support a
satisfactory rating, it must be indicated in the appropriate box in the O column. This represents an opportunity for improvement.
To prepare for a possible on-site review, the team should organize a file of available evidence.
The completed self-assessment document must be signed by the College Contact and received in the Ohio Board of Regents Office by the designated deadline. (Faxed copies are unacceptable.)
SELF-ASSESSMENT Self-assessments received after the
deadline will be scheduled for an on-site visit.
No documentation is to be included with the submission of the self-assessment.
Questions should be directed to the Ohio Board of Regents Carl D. Perkins Representative.
DESK AUDIT Each of the Perkins recipients who has
completed a Self-Assessment will have a desk audit performed by the OBR representative.
This involves reviewing (1) all essential evidence listed on the Self-Assessment, (2) previous site visit reports, (3) performance measures, (4) the budget and budget narrative, (5) the four year performance plan and (6) any other relevant information.
TELEPHONE AUDIT The OBR representative will conduct a
telephone audit if additional evidence or clarification is needed.
This may require that the College provide additional supporting documentation.
ON-SITE REVIEWOn-Site Review selection criteria:
Colleges that did not meet the Self-Assessment deadline.
Colleges with compliance issues may be selected.
Random selection.
Colleges may request an On-Site Review
CORRECTIVE ACTION PLANCompleted by the CollegeReview the Monitoring Summary Report with
your staffExamine the Opportunities For Improvement
(OFI)Determine root cause of the conditionBe clear and conciseBe reasonable and realisticSet target dates for completion Implement the Action Plan
Opportunities for Improvement Recommendations/ Follow-Opportunities for Improvement Recommendations/ Follow-up/Timelineup/Timeline::
Plan for Corrective Action to comply with the requirements of Carl Plan for Corrective Action to comply with the requirements of Carl D. PerkinsD. Perkins
CTPD Name ____________________CTPD Name ____________________ CTPD Number ________________CTPD Number ________________Opportunities For Improvement
As identified in the Self-Evaluation, Audits,
and/or the On-Site Review
Corrective Action PlanEstablished by the CTPD
after reviewing the Monitoring Summary Report
with appropriate staff
Documentation TimelineSet specific target dates
as to when the Corrective Action plan is to be
implemented
1. Revise courses of study with implementation dates with five years or more
1.A. Review current ITAC, OCTCA, or TCPC1.B. Provide release time
for academic and career tech and academic staff to
revise and align curriculum
1. Board minutes reflecting approval of revised courses of study by August 1, 2003
Corrective Action PlanCorrective Action Plan
____________________________________________________________ ______________________________________________________ __________________________
Superintendent’s Name Superintendent’s Signature Date
OBR Follow-Up of the College Corrective Action Plan The OBR representative will:
Track and follow-up on the corrective actions plans.
Identify prominent compliance issues that may require technical assistance and training.
Appeal Process
If the CTPD disagrees with the Opportunity for Improvement (OFI) finding, an appeal must be registered.
FUNDING FORMULAHow funding is distributed to states
The split between secondary and postsecondary education
The difference in adult and college funding
FUNDING FORMULA UNDER PERKINS III
HISTORY
Postsecondary allocation prior to FY2001 = 15% of state total allocation
Beginning FY2001 Postsecondary allocation = 20% of state total allocation
FUNDING FORMULA UNDER PERKINS III
Increased funding mandated a change to the existing allocation formula unless an alternate formula was approved by USDE
FUNDING FORMULA UNDER PERKINS III
After 1 year of negotiating with USDE in attempt to maintain the previously utilized formula, Ohio’s request was denied
RESULTUse of the federal postsecondary allocation formula
FUNDING FORMULA UNDER PERKINS III
Section 132 of the 1998 Perkins Act
Fall Pell Grants
% of Technical FTE
FUNDING FORMULA UNDER PERKINS III
DATA SOURCES FOR CALCULATIONS
TOTAL FTE ENROLLMENT – HEI Report of FTE and Student Count Summaries
TECHNICAL FTE ENROLLMENT – Career and Technical Education Career Clusters
FALL PELL GRANT RECIPIENTS – OBR State Grants and Scholarships (as reported by campus financial aid offices)
FUNDING FORMULA UNDER PERKINS IIICALCULATING CAMPUS ALLOCATIONS
Total FTE x Technical FTE = % of Technical Enrollments
% of Technical Enrollments x # of Fall Pell Grant recipients = # of estimated eligible recipients
Campus estimated eligible recipients/total estimated eligible recipients = campus % of state
Campus % of the state x estimated annual two-year campus Perkins Postsecondary allocation = YOUR CAMPUS ALLOCATION
FUNDING FORMULA UNDER PERKINS IV
Section 132 of the 2006 Perkins Act
Pell Grants
Technical Concentrators
FUNDING FORMULA UNDER PERKINS IV
DATA SOURCES FOR CALCULATIONS
CAREER TECHNICAL STUDENT CONCENTRATORS – Students in HEI who meet the federal postsecondary definition of a career technical concentrator (CTE programs are defined as associate applied degrees)
PELL GRANT RECIPIENTS – Students in HEI who have been identified as Career Technical Student Concentrators and are eligible for Pell grants
FUNDING FORMULA UNDER PERKINS IV
CALCULATING CAMPUS ALLOCATIONS
Pell eligible concentrators/total estimated Pell eligible concentrators = campus % of state total
Campus % of the state x total Perkins campus allocation = YOUR CAMPUS ALLOCATION
ANNUAL ALLOCATIONFISCAL YEAR
ELIGIBLE REQUIREMENTS
DISBURSEMENT OF CAMPUS FUNDS
CCIP PROCESS
SAFE ACCOUNT
ANNUAL GOALS & STRATEGIES
DISBURSEMENT OF CAMPUS FUNDS
ALLOWABLE AND UNALLOWABLE EXPENDITURES
ADMINISTRATIVE COSTS
SUPPLEMENTING AND SUPPLANTING
REQUIRED AND PERMISSIBLE USES OF FUNDS
THANK YOU!HAVE A GREAT DAY!!