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The Carl D. Perkins Act of 2006. Karla Tipton Division of Career and Technical Education 2114 CPT, 500 Mero Street Frankfort , KY 40601 502/564-3775 karla.tipton@education.ky.gov. The Purpose of the Perkins Act.
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The Carl D. Perkins Act of 2006 Karla Tipton Division of Career and Technical Education 2114 CPT, 500 Mero Street Frankfort , KY 40601 502/564-3775 karla.tipton@education.ky.gov
The purpose of the Act is to develop more fully the academic and technical skills of secondary and postsecondary students who elect to enroll in career and technical programs, by— • building on the efforts of state and localities to develop challenging academic and technical standards for high skill, high wage or high demand occupations in current and emerging careers and helping students meet the standards;
developing activities that integrates rigorous • and challenging academic and technical • instruction and link secondary and • postsecondary education; • increasing flexibility in providing services • and activities designed to develop, implement • and improve career and technical education; • conducting and disseminating research and • information on best practices that improve • career and technical programs;
providing technical assistance that promotes • leadership, initial preparation, and • professional development that improves the • quality of career and technical education • teachers, faculty, administrators and • counselors at the state and local levels; • supporting partnerships among all levels of • education, workforce investment boards, • business and industry and intermediaries; and • providing individuals with the opportunity to • develop knowledge and skills that will keep the U.S. competitive.
Kentucky receives approximately $17 million of • Perkins funds each year. • Funds are broken out as follows: • 5% is for administration of the grant • 10% is for state leadership • Leadership set-a-side • 1% is for programs in state correctional institutions • $60,000 to $150,000 is to promote nontraditional • occupations (nontraditional occupations are • occupations that employ 25% or less of one • gender)
85% is for eligible recipients • (eligible recipients are local boards of education, • area technology centers, and postsecondary • institutions that offer associate degrees and/or • diplomas) • Secondary/postsecondary split is based on • enrollment; 56.43% goes to secondary and • 43.57% goes to postsecondary institutions.
Funds are allocated to the counties by a formula that is outlined in the Perkins law. • 30% is determined by the number of students 5 to 17 being served by the district /total number of students 5 to 17 in the state. • 70% is determined by the number of families below the poverty level that live in the district/the total number of families below the poverty level in the state.
If a district sends students to an area technology center (ATC) then the percentage is determined and the county allocation is split between the local district and the ATC.
Required Uses of FundsFunds shall be used to support CTE programs that--
Strengthen the academic and career and technical skills of students participating in CTE programs through the integration of academics with CTE programs. Link CTE at the secondary and the postsecondary levels, including offering the relevant elements of not less than one program of study described in Section 122(c)(1)(A). Provide students with strong experience in and understanding of all aspects of an industry, which may include work-based learning experiences.
Develop, improve, or expand the use of technology in career and technical education, which may include— training to use technology providing students with the skills needed to enter technology fields encouraging schools to collaborate with technology industries to offer internships and mentoring programs.
Provide in-service and pre-service professional development programs to teachers, faculty, administrators and career guidance and academic counselors who are involved in integrated CTE programs on topics including: effective integration of academic and CTE effective practices to improve parental and community involvement effective teaching skills based on research
effective use of scientifically based research and data to improve instruction Professional development should also ensure that teachers and personnel stay current with all aspects of an industry; involve internship programs that provide relevant business experience; and train teachers in the effective use and application of technology.
Develop and implement evaluations of the CTE programs carried out with Perkins funds, including an assessment of how the needs of special populations are being met. Initiate, improve, expand and modernize quality CTE programs, including relevant technology. Provide services and activities that are of sufficient size, scope, and quality to be effective.
Provide activities to prepare special populations, including single parents and displaced homemakers who are enrolled in CTE programs, for high-skill, high-wage or high-demand occupations that will lead to self-sufficiency.
To involve parents, businesses and labor organizations, in the design, implementation, and evaluation of CTE programs; To provide career guidance and academic counseling which may include information described in Section 118, for students participating in CTE programs, that improves graduation rates and provides information on postsecondary and career options, and provides assistance for postsecondary students and adults;
For local education and business partnerships including for; work-related experiences for students, adjunct faculty arrangements for qualified industry, professionals and industry experience for teachers and faculty; To provide programs for special populations; To assist career and technical student organizations; For mentoring and support services;
For leasing, purchasing, upgrading or adapting equipment including instructional aids and publications (including support for library resources) designed to strengthen and support academic and technical skill achievement. For teacher preparation programs that address the integration of academic and CTE and that assist individuals who are interested in becoming CTE teachers and faculty, including individuals with experience in business and industry.
To develop and expand postsecondary program offerings at times and in formats that are accessible for all students, including through the use of distance education. To develop initiatives that facilitate the transition of subbaccalaureate CTE students into baccalaureate degree programs, including articulation agreements, dual enrollment programs, academic and financial aid counseling and other initiatives to overcome barriers and encourage enrollment and completion.
To provide activities to support entrepreneurship education and training. For improving or developing new CTE courses, including the development of programs of study for consideration by the State and courses that prepare individuals academically and technically for high-skill, high-wage or high-demand occupations and dual or concurrent enrollment opportunities. To develop and support small, personalized career-themed learning communities.
To provide support for family and consumer sciences programs. To provide CTE programs for adults and School dropouts to complete secondary education or upgrade technical skills. To provide assistance to individuals who have participated in services and activities under this act in continuing their education or training or finding an appropriate job. To support training and activities (such as mentoring and outreach) in nontraditional fields.
To provide support for training programs in automotive technologies. For pooling a portion of such funds with a portion of funds available to other recipients for innovative initiatives such as implementing CTE programs of study. To support other CTE activities consistent with the purpose of the Act.
Instructional/curriculum materials for • teacher use • Resource materials for student and or teacher • use (no textbooks) • Professional development activities for teachers • that would educate them about the latest • research-based teaching strategies • Advisor expenses for attending regional, state • and national student organization meetings
Pay substitute teacher salary while teacher • develops a new course or new program, • collaborates on integration projects, develops • program of studies, assessments, articulation • agreements, dual credit agreements, or works • with business and industry to update • knowledge and skills etc. • Purchase technology to be used in the • classroom as a new teaching tool
Purchase state of the art equipment or • software required by a change in curriculum, • teaching strategies, or technological advances • in the career field • Address specific educational barriers students • are facing in technical education programs. • (Ex: support materials, curriculum • modifications, equipment modifications, and • large print materials that might be needed for a • visually impaired student.)
Travel for professional development that may • include reimbursement for meals, lodging, • transportation, and registration fees • Instructional field trips for students (For a • class or program, CTSO will not qualify.) • Reimbursable expenses include bus cost, and • bus driver salary. • Stipends for teachers to attend required • activities on non-work days
Honorarium/fee for consultants/speakers to • provide training in CTE related areas • Grant administration expenses up to a • maximum of 5% of the total allocation.
Consumable materials of any kind such as but • not limited to paper, toner, discs, tapes, CD’s, • scan sheets, test documents, workbooks, • drill bits, nails, electrical wire, and wood • Furniture purchases (desk, chairs, file cabinets • shelving units etc.) • Building modifications • Textbooks, Periodicals, & Newspapers
Student expenses relating to student • organizations • Fund usage to supplant federal or state funds • Maintenance or repair of equipment • Expenses for non-instructional activities • such as travel expenses for social events
Copiers • Dues/Membership for professional organization • Materials to be used for fundraisers, example: • If the class raises bedding plants to sell as a fundraiser, any profit must go back into the account that paid for the supplies. So, if this is a fundraiser for FFA, the FFA account (dues) needs to pay for the supplies.
Expenses that are for the day-to-day operation of the class and that maintain the program at its current level, including but not limited to; travel to pick up supplies, maintenance/repair of equipment, classroom textbooks (reference and supplemental materials are allowable), replacement of existing equipment, safety glasses, welding gloves and helmets, hammers, pliers, hand saws, mixing bowls, measuring cups, hand towels, aprons, small kitchen appliances, small hand and power tools.
FUNDING LIMITS: Funding can be used for one program no longer than three years. If funding is requested for one program for three years, the request must be for something different each year. After three years, the funding request would be looked upon as program maintenance rather than program improvement, expansion or development. Career and Technical Education Programs must have sufficient local and state funds to enable them to operate without federal Perkins funds. (Perkins, Title 1, Part C Career and Technical Education funds are to be used to supplement, upgrade and improve Career and Technical Education programs and not simply to maintain the program at its current level.)
