WEDNESDAY, APRIL 2, 2008 OHIO RESOURCE CENTER The OHIO STATE UNIVERSITY 10:00 A.M. – 3:00 P.M.

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!!