Carl D Perkins Perkins IV Career and Technical

Carl D Perkins (Perkins IV) Career and Technical Education Act Click to edit Master title style Focusing Perkins Act Improvement Dollars using Data and Why I Should Care Chuck Wiseley, Ed. D. Vocational Education Leadership Institute Spring 2010

Agenda Click to edit Master title style • Why do we care about any of this? • Perkins IV – Legislative requirements • State & Local requirements • Negotiating & Meeting Targets – The funds • What are they based on? • What are they for? Improving student success. • How do you access them – Data & reports that are available • Core Indicators, Reports, Performance Targets 2

Session Goals Click to edit Master title style Understand: • How to request, and be more successful in receiving, Perkins funds to enhance your programs. • Negotiated Targets – Why, who, & when – The effects of targets & not meeting targets – Focusing funds and when!!! 3

Session Goals continued… Click to edit Master title style • Perkins funds – Data that drives them – How to access them – Improving student success. • What Data & Reports – for improving student success • Understand the variety of data and reports available 4

Session Goals continued… Click to edit Master title style Understand the relationship between • the district's compliance requirements and • faculty requests for Perkins funds 5

First things first Click to edit Master title style 2010 CA Budget & the Crystal Ball • 2009 & 2010 Budget deficit – Challenges • Continued Re-direction of CSU & UC applicants • Continuing Unemployment • Performance based elements in Perkins – District negotiated performance targets – Continuing crisis in High Schools – Reductions of CTE course offerings 6

Current and Past Recessions Compared Click to edit Master title style FIGURE 19 Nonfarm Payrolls in California Economic Downturns Since 1970 As Measured by Peak-to-Trough in Employment (November 2009; Seasonally Adjusted Data) 101 100 Peak in Employment = 100 99 98 97 1970 96 1974 -75 1980 95 1981 -82 Early 90 s 94 2001 Current 93 Sep 09 93. 2 92 0 5 10 15 20 25 30 35 40 Number of Months Since Employment Peak 45 50 55 60 65 7

Why do I Care? Click to edit Master title style • Resource pressures – Both state and federal budgets crisis – Higher competition for local dollars • Perkins funds depend on faculty – Increase counts (from data collection surveys) – Maintain student success – Maintain flexibility of Perkins funds (meeting targets) • Perkins funds can help increase student success 8

Perkins IV Click to edit Master title style • Carl D. Perkins Career and Technical Education Improvement Act of 2006 • • • P. L. 109 -270 August 12, 2006 2007 -08 Transition Year 2008 -09 First Year under the Act 2009 -10 First Year Redux 9

Perkins IV cont… Click to edit Master title style • New stuff – Local targets and sanctions – Program of Study for each funded entity • Coordinated with Statewide Career Pathways Project (ASCCC) Articulation Project (funded by SB 70) – Cal-PASS & Perkins IV implementation 10

Perkins III to Perkins IV Click to edit Master title style Welcome to NCLB for CTE • Major changes: – Strengthened accountability – Increasing State Target Percentages – Local Core Indicator (CI) performance targets & sanctions – USDE focus • Third party assessments (i. e. , State or Vender) • Valid & reliable assessments 11

Performance Targets Click to edit Master title style • Perkins III – State negotiates targets USDE • Perkins IV – State negotiates targets USDE • Targets for 1 year and then 2 years (3 rd & 4 th) • Required to set targets higher than performance (100% - 2015) – Districts either: • Accept those targets • Negotiate local targets – Included in Local Applications • Evaluate CI Performance against Negotiated Targets • Targets for next year 12

Perkins IV - Sanctions in Law Click to edit Master title style • State & Locals: – 90% of “Negotiated” Targets – Improvement Plan – Year 2 no improvement or <90% for 3 years for any single target • Feds or State SHALL provide technical assistance • MAY withhold funds (all or part) 13

CCC Sanction Plan: Meeting Performance Targets Click to edit Master title style • Local Application is an Improvement Plan • Accountability Determination – In compliance – at or above 90% • Expenditures need not be linked to the areas with the largest performance gaps – Focused Improvement Status - < 90% • Focused Improvement section • Year 2 – No Improvement: Diagnostic Study • Programs funded must address individual program performance gaps. – Priority Focused Improvement – 3 rd Yr < 90% • Diagnostic Study and Action Plan 14

Focused Improvement Click to edit Master title style Focused Improvement Status - < 90% • Year 1 – Focused Improvement section – Funded Programs must address performance gaps. • Year 2 – Improvement but still < 90% of target • Same as Year 1 – No Improvement: • Add a Diagnostic Study 15

Priority Focused Improvement Click to edit Master title style • Focused Improvement section • Diagnostic Study • Action Plan – Expected outcomes, – the Perkins and other funding dedicated to each strategy, and – the implementation dates expected for each strategy. 16

Timeline for Outcomes & Outputs Click to edit Master title style • Negotiating Performance 2010 -11 Program Year – Spring 2010 • for 2008 -09 cohort – Outcomes have or are occurring • negotiation based on prior years Cohort Year (2007 -08) – +1 yr for 2008 -09 outcomes » Transfer » Persistence » Employment • 2009 -10 cohort outcomes are also occurring • Evaluation Spring 2011 – 2008 -09 cohort • outcomes had already occurred by Spring 2010 – 2009 -10 cohort • outcomes have occurred 17

Timeline for Outcomes & Outputs Click to edit Master title style Program Year 2008 -09 2009 -10 2010 -11 2011 -12 Negotiated in Fall 2008 Spring 2009 Fall 2009 Spring 2010 Fall 2010 Spring 2011 Fall 2011 Spring 2012 Evaluated in Spring 2009 Spring 2010 Spring 2011 Spring 2012 Outcome Years 2009 -10 cohort w/ 2010 -11 outcomes 2008 -09 cohort w/ 2009 -10 outcomes 2007 -08 cohort w/ 2008 -09 outcomes 18

Effects of Negotiating Targets Click to edit Master title style on Access to the Funds • Districts either: – Accept State targets – Negotiate local targets • demonstrate continuous improvement – Included in Local Plans • Targets for next year – Outcomes are occurring now • High priority on funding improvements – Especially where there are gaps from targets 19

Bottom Line Click to edit Master title style • Target funds to increase student success now! • Occ Ed deans are acutely aware of this. • Request for funds • address Perkins requirements • speak to increasing student success 20

Perkins IV funds Click to edit Master title style • State split - K-12 and Postsecondary ($127 m) – CTE (vocational) students • Distribution in postsecondary ($60 m) – Adult & CCCs • Economically disadvantaged CTE • CCCs Allocation workbook ($55 m) • Districts – Program Improvement • Budget request process • CTE Dean 21

More Perkins IV funds Click to edit Master title style • Improving student success – Nine Requirements – 20 Permissive Uses • Perkins IV Local Application. – Improvement Plans – Should address performance gaps – Negotiating & Meeting Targets – Progressive Oversight – • Accountability determination • Targeted Improvement 22

With or Without Sanctions Click to edit Master title style Basic criteria for expending Perkins funds • Expenditures must – Meet the purpose of the CTE Act – Be necessary and reasonable • Expenditures may not be used for – General purposes – Maintenance of existing programs 23

What federal rules apply? Click to edit Master title style • Carl D. Perkins Career and Technical Education Act (Perkins IV) • EDGAR (Education Department General Administration Regulations) • OMB Circulars (Office of Management and Budget) 24

What types of costs are Click to edit Master title style generally considered eligible? • • Administrative Costs (5%) Personnel Services (time records) Operating Expenses Stipends Consultants Instructional Materials Instructional Equipment Professional Development - Travel 25

What costs are NOT eligible? Click to edit Master title style 1. 2. 3. 4. 5. 6. 7. 8. Student expenses or direct assistance to students * College tuition, fees, books* Entertainment Awards and memorabilia Individual memberships Membership with orgs. that lobby Fines and penalties Insurance/self-insurance 9. 10. 11. 12. 13. 14. 15. 16. 17. Expenses that supplant Audits except single audit Contributions and donations Contingencies Facilities and furniture * General advertising Alcohol Fund raising General administration 26

The nine requirements for Click to edit Master title style Perkins IV funds: Funds made available to eligible recipients under this part shall be used to support career and technical education programs that 1. 2. 3. 4. 5. Strengthen academic & technical skills of students through Integration Link secondary and postsecondary CTE programs (at least one program of study) Provide students with strong experience and understanding all aspects of an industry (WBL) Develop, improve, & expand use of technology Professional development 6. 7. 8. 9. Evaluate programs with emphasis in meeting needs of spec. pops. Initiate, improve, expand modernize quality programs Provide services & activities of sufficient, size, scope and quality Provide activities to prepare special pops. for high skill, high wage, or high demand occupations leading to selfsufficiency. 27

20 permissive uses of funds: Click to edit Master title style 1. Involve parents, business and labor in planning & operation 2. Career guidance & academic counseling 3. Business Partnerships - Work-related experience students & faculty 4. Programs for spec. pops. 5. CTE student organizations 6. Mentoring & support services 7. Upgrading equipment 8. Teacher prep. programs 9. Improving and developing new CTE courses including distance ed. 10. assist transition to BA degree programs 11. 12. 13. 14. 15. 16. 17. 18. 19. support entrepreneurship education initiatives for secondary students obtaining postsecondary credit to count towards an AA/AS or BA/BS degree support small CTE learning communities Family & consumer sciences Adult CTE programs Job placement programs Support Nontraditional activities Automotive technologies *Pooling funds – Teacher prep, data & accountability, assessments 20. Support other CTE programs 28

The Data in Perkins Core Indicators Click to edit Master title style • MIS Data – Admissions, Registration, Classrooms, etc. • Dept Social Services • Employment Development Dept • NSLC – CSU, UC, Privates, etc. 29

Defining the Data Click to edit Master title style • • SAM Codes TOP Codes Data Elements Core Indicators Funding – “The Law” – Definitions – Negotiated Performance Targets – Measurement Approaches/Formulas 30

Student Accountability Model (SAM) Click to edit Master title style & Taxonomy of Programs (TOP) • Priority “A“ - Apprenticeship – Must have the approval of the Division of Apprenticeship Standards • Priority “B“ – Advanced Vocational – Used sparingly, no more than two courses in any one program – “B” level courses must have a “C” prerequisite in the same program area • Priority "C" – Clearly Occupational – Generally taken in the middle stage of a program, detracts "drop-ins. " 31

Student Accountability Model (SAM) Click to edit Master title style & Taxonomy of Programs (TOP), Continued • Priority "D" – Possibly Occupational – Taken by students in the beginning stages of their occupational programs – Can be survey course • Priority “E” = Non-Occupational Vocational Flag on TOP code – Designed to identify vocational “Programs” for federal reporting (*) - see Taxonomy of Programs, Sixth Edition, July 2007 32

Data Elements MIS System Click to edit Master title style • Students, Courses, Degrees, Services • Student VTEA (Perkins) Data Elements – Economically Disadvantaged – Single Parent – Displaced Homemaker – Cooperative Work Experience Education – Tech Prep – Migrant Worker 33

Cohort Definitions Click to edit Master title style Participant: Any CTE Enrollment – Used to determine funding Concentrator: All Accountability Indicators • Cohort of students enrolled* during the cohort year and – Successfully completed at least one course in the middle or end of a program (SAM A-C) and 12 vocational units within a single discipline (two digit TOP) or – Program completion as indicated by receipt of ANY vocational credit certificate or degree * Program completions do not require enrollments during the cohort year. Leavers: Not enrolled in year following cohort year 34

Assigning a Program to a Student Click to edit Master title style 1. Award –TOP code of CTE Certificate or Degree 2. Concentrators • Hierarchy based on SAM Priority code • Assigned to the TOP where most CTE units occurred 35

Accountability Requirements Click to edit Master title style Section 113(b) 5 core indicators of performance: 1. Student attainment of technical skill proficiencies; 2. Student attainment of credential, certificate, or degree; 3. Student retention in postsecondary education or transfer; 4. Student placement in military, apprenticeship, or employment 5. Student participation/completion of non-traditional training • State and Local adjusted levels of performance – • Levels of performance negotiated with USDE / State Results reported annually 36

Core Indicators Click to edit Master title style 1. Technical Skill Attainment Successful CTE course completion -- 2. 0+ GPA (SAM A-C) 2. Completions Program completion–Certificate, Degree & Transfer Prepared 3. Persistence & Transfer Student persistence in Higher Ed 4. Placement - Employment Placement in apprenticeship, employment, military, fed gov 5. Gender Equity: Non-traditional Employment Participation (5 a)/Completion (5 b) - non-traditional programs 37

Click to edit Master title style Do these indicators really measure what education in CCC does? Regional Workshops

Click to edit Master title style Do these indicators really measure what education in CCC does? They are only indicators. Regional Workshops

Click to edit Master title style Are they meaningless? Regional Workshops

Click to edit Master title style Are they meaningless? No. Student success matters. Regional Workshops

Click to edit Master title style How can we use the indicators to improve student success? Regional Workshops

Click to edit Master title style How can we use the indicators to improve student success? Understand “What” is happening to students. Regional Workshops

Click to edit Master title style How can we use the indicators to improve student success? Understand “What” is happening to students. Why is it happening? SLOs, CATs, Research, etc. Regional Workshops

Reports Click to edit Master title style • New reports – Developed for negotiations • • District and College Level Special Pops detail 8 years history Final version mid March 2008 • All Reports – Easier access – Excel or SQL reports – ? ? ? Early April 2008 ? ? ? • Progressive scrutiny on use of reports – Below 90% of Targets in Applications 45

Access Click to edit Master title style http: //www. cccco. edu • Economic Development & Workforce Preparation – CTE • Core Indicators – – Core Indicator Reports Resources Workshop Training Materials Labor Market Information • Datamart • ARCC 46

Important Documentation Click to edit Master title style • • • Accessing and Using the District Negotiation Workbook Accountability Framework CTE Major Assignment Negotiated State Performance Targets Table w/Background Material Perkins IV Core Indicator Cohort Definitions, Selection Methodology, and Report Specifications (Revised 1/28/10) • Core Indicator Workshop materials • From Compliance to Improvement: Accountability and Assessment in California Community Colleges (Grubb & Badway, • System Requirements – No more Installing plug-in – No Administrative rights requirements 47

Report Structures Click to edit Master title style • Negotiation Workbooks • Forms • Perkins IC - Local Application • Perkins IC - Final Report • Trend Reports – Three years – Percents and counts – Detailed breakouts for each Indicator component • Summaries – All five Indicators on one page • Answer Sheet Style 48

CI Report Contents Click to edit Master title style • CI Reports – State, District, College – 2 -4 -6 digit TOP – Special Populations breakouts – Identified on each report • Performance below negotiated levels – Performance below is highlighted – Low numbers (denominator < 10) • Blue-italics Regional Workshops 49

CI Contents (continued) Click to edit Master title style 1. Summary • • • College, District & State Identifying Low Performance & Low Numbers Comparing Performance across Programs 2. Trend Reports • • Discipline to Program Area (6 digit TOP) Three Year Trends Identifying Low Performance areas Comparing Performance within Programs Regional Workshops 50

Negotiation Report Contents Click to edit Master title style • State, District, College • Special Populations breakouts • Numerators, Denominators, & Rates • Line charts for analysis • Employment rates • Fee history 51

Dist Local App - Final Report Form Regional Workshops

Summary - College

Summary – College 5 Digit Regional Workshops

Trend Reports

Trend Report – Core 1

Questions? Click to edit Master title style Chuck Wiseley, Ed. D. CTE Specialist, CCCCO cwiseley@cccco. edu, 916. 327. 5895 57