CARL D. PERKINS INFORMATIONAL SESSION for NEW PERKINS COORDINATORS

1. CARL D. PERKINSINFORMATIONAL SESSIONforNEW PERKINS COORDINATORS WEDNESDAY, APRIL 2, 2008 OHIO RESOURCE CENTER The OHIO STATE UNIVERSITY 10:00 A.M. – 3:00 P.M.

2. I. INTRODUCTION TO PERKINS

3. HISTORY AND OVERVIEW • Perkins Timeline • 1905—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.

4. HISTORY AND OVERVIEW • 1940—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.

5. HISTORY AND OVERVIEW • 1990—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.

6. HISTORY AND OVERVIEW • 2006—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 plan • 2008—April 1 deadline to submit 5-year Perkins IV state plan to USDE/OVAE

7. HISTORY AND OVERVIEW • Perkins 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

8. HISTORY AND OVERVIEW The 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 –

9. HISTORY AND OVERVIEW • Building 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 educationand postsecondary education for participating careerand technical education students; • Increasing State and local flexibility in providing services and activities designed to develop, implement, and improve careerand technical education, including tech-prep education;

10. HISTORY AND OVERVIEW • Conducting 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

11. HISTORY AND OVERVIEW • Providing 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.”

12. HISTORY AND OVERVIEW In 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.

13. THE SINGING CONGRESSMANCARL PERKINSTHE FATHER OF THE PERKINS ACT NO, NOT REALLY!!!

14. CARL DEWEY PERKINS

15. II. PERKINS GUIDELINES & REGULATIONS

16. 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)

17. STATE GUIDELINES AND REGULATIONS • The Carl D. Perkins Career and Technical Education Act of 2006 – OHIO’S STATE PLAN • Local Planning Guide • Local Planning Tool • Annual 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

18. FIVE-YEAR PERFORMANCE PLAN • The five-year plan should address the following: • Setting performance measure expectations • Analysis of data • Establishing performance objectives and targets • Identifying goals and strategies • Allocating resources in accordance with performance targets • Reporting, results and evaluation • Involvement of stakeholders in the process

19. THE STAKEHOLDERS • What is a Perkins stakeholder? • Who are the Perkins stakeholders? • Stakeholders meetings

20. III. ACCOUNTABILITY

21. PERFORMANCE MEASURES • Overview of the Perkins Legislation • Commitment to Performance Measurement • Commitment to Performance Accountability

22. PERFORMANCE MEASURES • TECHNICAL STUDENT POPULATION Perkins requires state reporting on: • Students who participate in technical coursework • A identified threshold level of technical education

23. PERFORMANCE MEASURES • TECHNICAL STUDENT POPULATION • Technical Participants • Technical Concentrator

24. PERFORMANCE MEASURES • STATE AND LOCAL PERFORMANCE DATA OVERVIEW • Five Core Indicators of Student Performance • Multiple sub-indicators for a variety of student populations • Gender, Race, Career Cluster and Special Populations

25. PERFORMANCE MEASURES • CORE INDICATOR 1: ATTAINMENT • Concentrators who attain technical Skills

26. PERFORMANCE MEASURES • CORE INDICATOR 2: Credential, Certificate, or Degree • Concentrators who attain an industry-recognized credential, certificate or degree

27. PERFORMANCE MEASURES • CORE INDICATOR 3: Retention & Transfer • Concentrators who remained enrolled in their original institution • Concentrators who transferred to another two or four-year institution

28. PERFORMANCE MEASURES • CORE INDICATOR 4: Student Placement • Concentrators employed, in military service, or in apprenticeship program in the 2nd quarter

29. PERFORMANCE MEASURES • CORE 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

30. PERFORMANCE MEASURES • SPECIAL POPULATIONS • Individuals with disabilities • Economically disadvantaged • Nontraditional enrollees • Displaced Homemakers • Single Parents • Limited English proficiency

31. PERFORMANCE MEASURES • USING THE HEI SYSTEM • Validity • Reliability • Student Coverage • Timing • Unduplicated Counts

32. PERFORMANCE MEASURE REPORTS • PERORMANCE MEASURE REPORTS • Introductory • Report Overview • Report

33. SITE VISIT & SITE VISIT REPORTS • PURPOSE OF A SITE VISIT • PROCEDURE • REPORTS

34. CONSOLIDATED ANNUAL REPORT (CAR) • WHAT IS THE CAR? • THE CAMPUS COORDINATOR’S RESPONSIBILITY

35. MONITORING PROCESS • Monitoring is a four-step process • Self-Assessment • Desk Audit • Telephone Audit • On-Site Review

36. The Monitoring Process Self Assessment Monitoring Summary Report NO Received on Time? Corrective Action Needed? YES NO Desk Audit OFI or Questions? NO End YES YES Submit Corrective Action Plan Phone Audit NO College Selected YES OBR Tracking Logs and Follow-up Site Visit

37. 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).

38. 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.)

39. 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.

40. 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.

41. 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.

42. ON-SITE REVIEW • On-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

43. CORRECTIVE ACTION PLAN • Completed by the College • Review the Monitoring Summary Report with your staff • Examine the Opportunities For Improvement (OFI) • Determine root cause of the condition • Be clear and concise • Be reasonable and realistic • Set target dates for completion • Implement the Action Plan

44. Corrective Action Plan Opportunities for Improvement Recommendations/ Follow-up/Timeline: Plan for Corrective Action to comply with the requirements of Carl D. Perkins CTPD Name ____________________ CTPD Number ________________ Opportunities For Improvement As identified in the Self-Evaluation, Audits, and/or the On-Site Review Corrective Action Plan Established by the CTPD after reviewing the Monitoring Summary Report with appropriate staff Documentation Timeline Set specific target dates as to when the Corrective Action plan is to be implemented • Revise courses of study with implementation dates with five years or more 1.A. Review current ITAC, OCTCA, or TCPC 1.B. Provide release time for academic and career tech and academic staff to revise and align curriculum • Board minutes reflecting approval of revised courses of study by August 1, 2003 ______________________________ ___________________________ _____________ Superintendent’s Name Superintendent’s Signature Date

45. 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.

46. Appeal Process If the CTPD disagrees with the Opportunity for Improvement (OFI) finding, an appeal must be registered.

47. IV. FINANCIAL REQUIREMENTS

48. FUNDING FORMULA • How funding is distributed to states • The split between secondary and postsecondary education • The difference in adult and college funding

49. 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

50. FUNDING FORMULA UNDER PERKINS III Increased funding mandated a change to the existing allocation formula unless an alternate formula was approved by USDE