Federal - Perkins IV

Federal - Perkins IV

• Programs of Study (Pathways)• Secondary/Postsecondary Links

• Improving Student Performance– Academic and Technical Skills– Graduation/Completion– Placement– Non-trad participation and completion

• Meeting Needs of Special Populations

• Tech Prep Consolidation

OVAE’s Expectations

• Linking HS Pathways to College Programs Within Geographical Region

• Alignment of HS and PS Courses– May include Concurrent Credit– Student expectation of required training

• Certifications Available for College Courses

• Preparation for High Skill, High Wage, High Demand Occupations

Perkins IV State Plan Overall Purpose/Mission Statement

• Increase CTE concentrators who:– Complete secondary CTE Pathways, and– Graduate from High School, and – Transition to post-secondary education, and – Continue on to complete a degree or certificate

in post-secondary education, and – Enter high-skill, high-wage, or high-demand

occupations.

Perkins IV State PlanGeneral Objectives and Strategies

• Develop and implement CTE Pathways– Secondary CTE Pathways –All high schools.– Post-secondary CTE Majors (Programs of Study) – Secondary to Post-secondary Links

• Articulation agreements

• Alignment of Secondary to Post-secondary learning

• Improve information, tools, and resources to help students succeed, including helping them focus on and move through the CTE Pathways.

• Involving Teachers and Counselors

Expectations Regarding CTE Pathways

• Perkins Funds support Pathways– State – State Leadership– Regional - Reserve / Leadership– Local Recipient - Formula

• High Schools must offer CTE Pathways to participate in CTE Funding

• School District and College CTE Directors collaborate at regional level to develop and implement a 3-year strategic plan

• Accountability data by CTE Pathways

Role of Articulation Agreements

• Articulation Agreement = CTE HS to College Pathway

• Aligns Programs HS to College in Region– Concurrent Enrollment Courses– Preparatory Courses

• Highlights Areas for Improvement– Concurrent possibilities– Better alignment to prepare for college

success

How CTE Pathways Help Students

• Interest and Relevance– For Learning Technical Skills– For Academic Learning

• Focus– Postsecondary Education– Careers

• Completion– High School Graduation– Postsecondary Degree or Certificate

Special Populations

• Who? – Disabled– Economic Disadvantaged– Non-traditional– Single Parents– Displaced Homemakers– Limited English Proficient (LEP)

Special Populations

• What? – Non-discrimination– Program Access– Disaggregate Performance Data– Help Achieve Performance Targets– Prepare for High Skill, High Wage, or High

Demand Occupations (Tab 6)– Document and report such activities

Perkins IV

• $14 Million Awarded Formula (85%) $11.8 Million

Reserve $ .4 Million Secondary $6.8 Million Postsecondary $4.5 Million

Leadership (10%) $1.4 Million Non-Traditional Training ($60,000) Corrections ($20,000)

Administration (5%) $.7 Million

Secondary Allocation

• 70% Poverty Residents age 5-17

• 30% Residents age 5-17

• Bureau of the Census School District

Estimates of Poverty, 2006 Update

Charter Schools

• With Approved CTE Programs

• 70% Poverty Students age 5-17

– USOE Student Low Income Count (Fall Enroll)

• 30% Students age 5-17

– USOE Fall Enrollment Count

• Charter School Students Subtracted from District

resident counts

Post Secondary Allocation

• Relative Number of Economic Disadvantaged Students

– Pell Grant Recipients

– Bureau of Indian Affairs Recipients

– DWS Sponsored Students

Regional Allocation

• Regional Pathway Implementation– Pathway Coordinators

• $50,000

– Regional Professional Development• $120,000 allocated by base and size

Training by Site

• $476,000 from Secondary to Postsecondary

• Courses Offered at Colleges

• Memorandum of Understanding

– Programs included

– Support for meeting performance levels

Funding Application Process

• State 5 Year Plan– Input and Collaboration

• Local Plans / Applications– 5 Year Plan

– Local Implementation of Perkins

– Uses of Federal Funds

– Certifications and Assurances

– Response to State and Federal Requirements

– Annual Update Plans

09 Application – 5-Year Plan

On-track09 task

Update 08 narrative, budget, uploadUpload FAUPL

Funding Award Process

• Award Process Letter to Recipient (President or Supt)

Letter to CTE Director

C-20 – Funding Breakdown

Requesting funds

Accountability Requirements

Requesting Funds

http//www.schools.utah.gov/ate/App-Report/funding.htm

• Request for Reimbursement &

Accountability Part A

• Disbursements

• Project Codes

• Project Allotment Memo (Districts)

• Carryover

Perkins Financial Transactions?

• Role of Accounting– Post transactions to accounts– Maintain general ledger records

• Role of Program Manager (CTE Director)– Assurances– Uses of Funds– Program Requirements– Spending funds according to plan

Perkins Financial Transactions?

• Uses of Funds– CTE Only– Equipment for CTE Pathway programs only

• Federal Cost Principles

• Equipment Regulations

Perkins Performance: Evaluation

• Data Driven Decision Making– Measurement Definitions– Targets– Performance Results– Performance Gaps

• Continuous Improvement Plans– Improvement Strategies– Use of Perkins Funding

• Consequences– Sanctions/Incentives– Local Improvement Plans

Perkins Performance: Who?Concentrators (Tab 5)

High School Seniors Only Complete ½ Credits for a Pathway

Including Foundation Course College

Postsecondary/Adult Students who Earn 12 CTE Credits w/in Program of Study Complete 360 Hrs of ATC program Complete approved short term ATC program

Perkins Performance: What?Secondary Indicators of Performance

• Academic Attainment

• Technical Skill Attainment

• Diplomas

• Graduation Rates

• Placement

• Non-Traditional Training

Perkins Performance: What?PS Indicators of Performance

• Technical Skill Attainment

• Certifications/Degrees

• Retention in Postsecondary Ed

• Placement

• Non-Traditional Training

(Continuous improvement 1% per year)

Negotiating Targets

(Continuous improvement to reach 85.7% by 2014)

Negotiating Targets

Performance Results

Performance Results

Performance Results

Performance Results

Performance Results

3DM Perkins III to IV• Perkins III

– 1S1 – Academic

Achievement

• Use Perkins IV 1S1

• Use Perkins IV 1S2

– 1S2 – Skill Attainment

– 2S1 – HS Completion

• Use Perkins IV 4S1 Data

– 3S1 - Placement

– 4S1 – Non Trad Participation

– 4S1 – Non Trad Completion

• Perkins IV

– 1S1 – Language Arts

– 1S2 – Math

– 2S1 – Skill Attainment

– 3S1 – HS Completion

– 4S1 – Graduation Rates

– 5S1 – Placement

– 6S1 – Non Trad Participation

– 6S2 – Non Trad Completion

3DM Perkins III to IV - PS• Perkins III

– 1P1 – Academic Attainment

– 1P2 – Skill Attainment

– 2P1 – College Completion

– 3P1 – Placement

– 3P2 - Retention

– 4P1 – Non Trad Participation

– 4P1 – Non Trad Completion

• Perkins IV

– 1P1 – Skill Attainment

– 2P1 – College Completion

– 3P1 – Retention/Transfer

– 4P1 – Placement

– 5P1 – Non Trad Participation

– 5P2 – Non Trad Completion

Continuous Improvement

Shared Responsibility State Local Recipients

State Players State Perkins Coordinator State Perkins Specialist Higher Ed Liaison State Info Specialist

Local Team CTE Director CTE Staff Local Info Specialist

Continuous Improvement Cycle