Transcript No Slide Title

Perkins 101: Accountability
National Association of Career and Technical Information
Pre-Conference Workshop—Perkins 101 Accountability
Jim Schoelkopf
[email protected]
Perkins 101: Accountability
Session overview
• This session is intended primarily for new state staff to
enhance their understanding of Perkins IV accountability
basics.
• The session will include:
• Collecting CTE student performance data
• Perkins Title I accountability requirements, and
• Reporting CTE student performance data
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Perkins 101: Accountability
Things I might need to know:
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Where can I get accountability information if I forget?
What kinds of data do I need?
Perkins Title I; Section 113 Accountability
Perkins Title I; Section 123 Improvement Plans
What is non-regulatory guidance?
What is the FAUPL?
What is the CAR?
What is EDEN/EDFacts
What is SLDS?
What are CEDS?
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Perkins 101: Where do I get information?
Perkins Career Resource Network (PCRN)
• PCRN is a collection of on-line resources for Perkins accountability,
program administration, and grant management. The site is
maintained by OVAE’s Division of Academic and Technical
Education (DATE).
http://cte.ed.gov
Resources organized by:
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Legislation & Policy Guidance
State Formula Grants
Accountability
Discretionary Programs
National Initiatives
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Perkins 101: Helpful resources
Perkins IV Data Accountability Guide
• Posted electronically on PCRN
• This guide fulfills two purposes:
•Identifying requirements contained in legislation and nonregulatory guidance, and
•Providing suggestions and effective practices that states
may use (but are not required) when managing Perkins IV
accountability.
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Perkins IV Data Accountability Guide
Common Perkins IV Accountability Terms
Student Definitions
Secondary CTE Measures
Postsecondary/Adult CTE Measures
Perkins IV Validity and Reliability Checklists
Cross Measure Issues
Definitions: Race/Ethnicity, Special Populations and Other Student
Categories
Crosswalking Nontraditional Occupations and Programs
Strategies for Identifying Nontraditional CTE Programs
Annotated Resource Directory Accountability Data Guide
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COLLECTING CTE
PERFORMANCE DATA
Perkins 101: What kinds of data do I need (ideally)?
Data Elements:
• SLDS data identified by secure student identification (SSID) for record
matching
• Demographic data (for disaggregation by student population)
• Common participant and concentrator definition
• Secondary CTE and ESEA performance data
• Postsecondary CTE performance data
• Transcript/course enrollment data
• Local CTE program courses with common course ID such as SCED or CIP
code for use with secondary/postsecondary course sequence matching
• Follow-up/advanced education/employment data
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Perkins 101: What kinds of demographic data do I
need?
Disaggregated student populations
• Gender
• Race and Ethnicity (following 1997 revised standards)
• Individuals with Disabilities (IDEA and ADA)
• Economically Disadvantaged, including Foster Children
• Single Parents
• Displaced Homemakers
• Individuals with Limited English Proficiency
• Migrant Students (secondary only)
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PERKINS TITLE I
ACCOUNTABILITY
REQUIREMENTS
Perkins 101: Title 1; Section 113 Accountability
• Purpose of Section 113 is to set out the Act’s accountability
requirements and core indicators for performance at the
secondary and postsecondary levels for all CTE students.
A. Sub-sections in Section 113 identify the (a) purpose, (b)
state performance measures and (c) reporting.
B. Sub-section 2 Indicators of Performance identifies WHAT
indicators you are being held accountable for.
HOW you measure the levels of student attainment is not
identified (with the exception of the secondary measures
tied to ESEA).
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Perkins 101: Accountability
Section 113 Core Indicators of Performance
Secondary
Postsecondary
1S1: Academic Attainment | Reading/
Language Arts
1P1: Technical Skill Attainment
1S2: Academic Attainment | Mathematics
2P1: Credential, Certificate, or Diploma
2S1: Technical Skill Attainment
3P1: Student Retention or Transfer
3S1: Secondary School Completion
4P1: Student Placement
4S1: Student Graduation Rates
5P1: Nontraditional Participation
5S1: Secondary Placement
5P2: Nontraditional Completion
6S1: Nontraditional Participation
6S2: Nontraditional Completion
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Perkins 101: What is the non-regulatory guidance?
• Non-regulatory Guidance (NRG) provides a suggested
structure and consistency to the Perkins core indicators and
accountability efforts in light of no federal regulations on
the Act.
• On PCRN, select “Legislation & Policy Guidance” to find a
link to the “Program Memorandum and Non-regulatory
Guidance.”
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Perkins 101: What is the FAUPL?
Final Agreed-Upon Performance Level (FAUPL)
• The FAUPL is an agreement between the Department and the
state on the student and performance definitions, measurement
approaches, and performance targets for each of the core
indicators.
• State FAUPLs are attached to your state’s July 1 grant award.
State FAUPLs are also posted on PCRN.
• In using the FAUPL, consider:
• How you might negotiate CTE performance with local districts and
postsecondary programs; and
• How you might integrate analysis of local performance data to
Perkins applications.
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Perkins 101: What is the FAUPL?
Column 1
Column 2
Column 3
Column 4
Core
Indicator
Measurement
Definition
Measurement
Approach
Negotiated
Baseline
1S1
Academic
Attainment
in Reading Language
Arts
Numerator: Number of CTE
concentrators who have met
the proficient or advanced
level on Oregon’s reading/
language arts assessment
administered under Section
1111(b)(3) of the Elementary
and Secondary Education Act
(ESEA) as amended by the No
Child Left Behind Act based
on the scores that were
included in Oregon’s
computation of adequate
yearly progress (AYP) and
who, in the reporting year,
completed high school.
Statewide
Assessment
(Reading)
B. 50.00%
Column 5
Column 6
Column 7
Column 8
Column 9
Column 10
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
7/1/076/30/08
7/1/086/30/09
7/1/096/30/10
7/1/106/30/11
7/1/116/30/12
7/01/12 –
6/30/13
L. 60.00%
A. 61.05%
L. 60.00%
A. 71.86%
L. 60.00%
A.
L. 70.00%
A.
TBN
TBN
Denominator: Number of
CTE concentrators who took
the ESEA assessment in
reading/language arts whose
scores were included in the
state ’s computation of AYP
and who, in the reporting
year, completed high school.
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Perkins 101: Title 1; Section 123 Improvement Plans
(a) State Program Improvement
• If a State fails to meet at least 90 percent of an agreed upon
State adjusted level of performance for any of the core
indicators of performance, the eligible agency shall develop and
implement a program improvement plan.
(b) Local Program Improvement
• If the eligible agency determines that an eligible recipient failed
to meet at least 90 percent of an agreed upon local adjusted
level of performance for any of the core indicators of
performance, the eligible recipient shall develop and implement
a program improvement plan.
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REPORTING CTE
PERFORMANCE DATA
Perkins 101: What is the CAR?
Consolidated Annual Report (CAR)
• The CAR is the data reporting format for states to submit their
required data to the Department.
• The CAR is made up of three parts: 1) program narrative, 2)
accountability data—enrollment and performance, and 3)
financial status reports.
• To view CAR narratives, enrollment data, and performance data,
go to PCRN, select “Accountability” from the menu, then select
“Consolidated Annual Report”.
• Secondary CTE student performance is reported through
EDFacts.
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Perkins 101: What is EDEN/EDFacts?
• EDEN/EDFacts is the primary student reporting system for
ESEA.
• Secondary CTE student performance data is reported
through EDFacts, not the CAR.
• EDFacts:
http://www2.ed.gov/about/inits/ed/edfacts/index.html
• Monitor consistency between your FAUPL measurement
definitions and EDFacts CTE file specifications.
• Consult with your secondary education agency for your state’s
ESEA reporting processes.
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Perkins 101: What is SLDS?
State Longitudinal Data Systems
• Sometimes referred to as P20/W or maybe a local state name
• Intended to enhance the ability of states to manage, analyze,
and use educational data, including individual student records
• Can facilitate research to increase student achievement and
close achievement gaps
• 41 states and the District of Columbia have received grants
http://nces.ed.gov/programs/slds/index.asp
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Perkins 101: What are CEDS?
Common Education Data Standards
• A P20/W initiative to increase consistence of data
• Provides consistent definitions
• Adoption of CEDS is voluntary, but gaining in adoption
momentum
• V2 (current version) expands standards for post-secondary
education and updates CTE data references
• V3 will include suggestions for workforce and adult education
data standards
http://ceds.ed.gov
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Perkins 101: Helpful resources (continued)
• Data Quality Institute (DQI)
• OVAE’s Division of Academic and Technical Education (DATE) sponsors
annual data quality institutes (DQI's) to help states develop and implement
Perkins IV data systems that yield valid, reliable, and complete data on
students who enroll in career and technical education programs.
• June 6–7, 2012: Virtual DQI with a focus on SLDS, CTE and Workforce data.
Watch PCRN for V-DQI information.
• Next Steps Work Group (NSWG)
• DATE, in collaboration with contractors at MPR Associates, Inc., hosts
quarterly NSWG conference calls for state CTE directors, accountability
staff, and others to discuss issues related to Perkins IV accountability and
program improvement.
• See PCRN for the schedule of NSWG calls.
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Perkins 101: Helpful resources (continued)
• Data Quality Campaign (DQC)
• The Data Quality Campaign (DQC) is a national, collaborative effort to
encourage and support state policymakers to improve the availability and
use of high-quality education data to improve student achievement.
http://www.dataqualitycampaign.org/
• Workforce Data Quality Campaign (WDQC)
• The National Skills Coalition is collaborating with the DQC to extend the
P-20 data continuum to include connections to workforce data and
alignment with labor market data.
http://www.nationalskillscoalition.org/theissues/wdqc/wdqc_2011-11.pdf
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Perkins 101: Accountability
Questions?
Jim Schoelkopf
MPR Associates, Inc. | 1618 SW First Avenue, #300
Portland OR 97201 | 503-222-5467 x403
[email protected]
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