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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

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carl d perkins informational session for new perkins coordinators

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.

history and overview
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.
history and overview1
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.
history and overview2
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.
history and overview3
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
history and overview4
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
history and overview5
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 –

history and overview6
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;
history and overview7
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
history and overview8
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.”
history and overview9
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.

federal guidelines
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 regulations
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
five year performance plan
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
the stakeholders
THE STAKEHOLDERS
  • What is a Perkins stakeholder?
  • Who are the Perkins stakeholders?
  • Stakeholders meetings
performance measures
PERFORMANCE MEASURES
  • Overview of the Perkins Legislation
    • Commitment to Performance Measurement
    • Commitment to Performance Accountability
performance measures1
PERFORMANCE MEASURES
  • TECHNICAL STUDENT POPULATION

Perkins requires state reporting on:

    • Students who participate in technical coursework
    • A identified threshold level of technical education
performance measures2
PERFORMANCE MEASURES
  • TECHNICAL STUDENT POPULATION
    • Technical Participants
    • Technical Concentrator
performance measures3
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
performance measures4
PERFORMANCE MEASURES
  • CORE INDICATOR 1: ATTAINMENT
    • Concentrators who attain technical Skills
performance measures5
PERFORMANCE MEASURES
  • CORE INDICATOR 2: Credential, Certificate, or Degree
    • Concentrators who attain an industry-recognized credential, certificate or degree
performance measures6
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
performance measures7
PERFORMANCE MEASURES
  • CORE INDICATOR 4: Student Placement
    • Concentrators employed, in military service, or in apprenticeship program in the 2nd quarter
performance measures8
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
performance measures9
PERFORMANCE MEASURES
  • SPECIAL POPULATIONS
    • Individuals with disabilities
    • Economically disadvantaged
    • Nontraditional enrollees
    • Displaced Homemakers
    • Single Parents
    • Limited English proficiency
performance measures10
PERFORMANCE MEASURES
  • USING THE HEI SYSTEM
    • Validity
    • Reliability
    • Student Coverage
    • Timing
    • Unduplicated Counts
performance measure reports
PERFORMANCE MEASURE REPORTS
  • PERORMANCE MEASURE REPORTS
    • Introductory
    • Report Overview
    • Report
site visit site visit reports
SITE VISIT & SITE VISIT REPORTS
  • PURPOSE OF A SITE VISIT
  • PROCEDURE
  • REPORTS
consolidated annual report car
CONSOLIDATED ANNUAL REPORT (CAR)
  • WHAT IS THE CAR?
  • THE CAMPUS COORDINATOR’S RESPONSIBILITY
monitoring process
MONITORING PROCESS
  • Monitoring is a four-step process
      • Self-Assessment
      • Desk Audit
      • Telephone Audit
      • On-Site Review
slide36

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

self assessment
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 assessment1
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 assessment2
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
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
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 review
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
corrective action plan
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
slide44

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

obr follow up of the college corrective action plan
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
Appeal Process

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

funding formula
FUNDING FORMULA
  • How funding is distributed to states
  • The split between secondary and postsecondary education
  • The difference in adult and college funding
funding formula under perkins iii
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 iii1
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 iii2
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

RESULT

Use of the federal postsecondary allocation formula

funding formula under perkins iii3
FUNDING FORMULA UNDER PERKINS III

Section 132 of the 1998 Perkins Act

  • Fall Pell Grants
  • % of Technical FTE
funding formula under perkins iii4
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 iii5
FUNDING FORMULA UNDER PERKINS III
  • CALCULATING 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
FUNDING FORMULA UNDER PERKINS IV

Section 132 of the 2006 Perkins Act

  • Pell Grants
  • Technical Concentrators
funding formula under perkins iv1
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 iv2
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 allocation
ANNUAL ALLOCATION
  • FISCAL YEAR
  • ELIGIBLE REQUIREMENTS
  • DISBURSEMENT OF CAMPUS FUNDS
ccip process
CCIP PROCESS
  • SAFE ACCOUNT
  • ANNUAL GOALS & STRATEGIES
  • DISBURSEMENT OF CAMPUS FUNDS
allowable and unallowable expenditures
ALLOWABLE AND UNALLOWABLE EXPENDITURES
  • ADMINISTRATIVE COSTS
  • SUPPLEMENTING AND SUPPLANTING
  • REQUIRED AND PERMISSIBLE USES OF FUNDS
adjournment

ADJOURNMENT

THANK YOU!

HAVE A GREAT DAY!!