Transcript No Slide Title

Carl D. Perkins Career and Technical
Education Improvement Act of 2006
Training 2008-09
Presented by:
Russ Weikle, Administrator
[email protected]
CALIFORNIA DEPARTMENT OF EDUCATION
Jack O’Connell, State Superintendent of Public Instruction
Agenda
JACK O’CONNELL
State Superintendent
of Public Instruction
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Perkins IV Overview
Overview of the State Plan
State Plan Requirements
State Application Process
Accountability Framework
Local Plan Development
Timeline and Required Documents
Consortiums
Other Important Information
2
Perkins IV
Overview
The Carl D. Perkins Career and
Technical Education improvement
Act of 2006
CALIFORNIA DEPARTMENT OF EDUCATION
Jack O’Connell, State Superintendent of Public Instruction
Spirit of the New Law
JACK O’CONNELL
State Superintendent
of Public Instruction
Leading CTE into the 21st century
– Global competition
– Program
improvement
– Ensuring modern,
durable and
rigorous CTE
programs
4
Purpose
The Improvement of CTE Programs
JACK O’CONNELL
State Superintendent
of Public Instruction
• Increased Accountability for Results
• Increased Coordination within the CTE
Community
• Stronger Academic and CTE Integration
• Increased Connection between
Secondary and Postsecondary
Education
• Increased Coordination with Business
and Industry
5
Mandatory Program
Elements - Section 135(b)
JACK O’CONNELL
State Superintendent
of Public Instruction
Programs receiving Perkins funding
must have the following elements in
place before spending Perkins funds
for other uses.
1.
2.
3.
4.
Strengthen academic and CTE skills through
the integration of academics with CTE
Link CTE at the secondary and
postsecondary levels
Understanding of all aspects of the industry
Develop, improve, or expand the use of
technology in CTE
6
Mandatory Program
Elements - Section 135(b)
JACK O’CONNELL
State Superintendent
of Public Instruction
5.
6.
7.
8.
9.
Provide professional development programs
Develop and implement evaluations of CTE
programs
Initiate, improve, expand, and modernize
CTE programs
Provide activities of sufficient size and scope
to be effective
Provide activities to prepare special
populations for high skill, high wage, or high
demand occupations that lead to selfsufficiency
7
Section 135(c) –
JACK O’CONNELL
Permissive Uses of Funds
State Superintendent
of Public Instruction
• Involve parents, businesses, and labor
organizations as appropriate, in the
design, implementation and evaluation
of CTE
• Provide career guidance and academic
counseling for students participating in
CTE above and beyond what is
available to all students
8
Section 135(c)
Permissive Uses
JACK O’CONNELL
State Superintendent
of Public Instruction
• For local education and business
partnerships
• Assist CTE student organizations
• For mentoring and support services
• Leasing, purchasing, upgrading or
adapting equipment, designed to
strengthen and support academic and
technical skill achievement
9
Section 135(c)
Permissive Uses
JACK O’CONNELL
State Superintendent
of Public Instruction
• Develop and expand postsecondary
program offerings at times and in
formats that are accessible for students
• Pooling a portion of funds with other
recipients for innovative programs
• Provide activities to support
entrepreneurship education and training
• Provide programs for special
populations
10
TERMS AND
DEFINITIONS
CALIFORNIA DEPARTMENT OF EDUCATION
Jack O’Connell, State Superintendent of Public Instruction
CTE Terms and
Current California Definitions
JACK O’CONNELL
State Superintendent
of Public Instruction
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•
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CTE Program
Program Participant
Program Concentrator
Capstone Course
Special Populations
Tech Prep
12
CTE Program
JACK O’CONNELL
State Superintendent
of Public Instruction
• “a sequence of courses that provides
individuals with coherent and rigorous
content aligned with challenging
academic standards and relevant
technical knowledge and skills needed
to prepare for further education and
careers in current or emerging
professions.”
Perkins Act – Sec. 3(5)
13
CTE Program
JACK O’CONNELL
State Superintendent
of Public Instruction
Continued
• California’s Interpretation
– CTE program is a sequence of courses
– Sequence should be determined from the
type and length of the instruction needed
for career success and/or advanced
education or training for a specific industry
– Program sequences may vary in length
– Sequences contain a minimum 300 hours
of instruction
– Some ROCP and Adult Education CTE
programs can be single-year programs
14
CTE Program Participant
JACK O’CONNELL
State Superintendent
of Public Instruction
• Student who has completed one
CTE course
• Counted by the LEA and reported
on the E1
• Not used to calculate any of the
core indicators
15
Secondary CTE
Concentrator
JACK O’CONNELL
State Superintendent
of Public Instruction
• A secondary concentrator is a
student who has been enrolled in
the last course of the planned
program sequence
• Counted by the LEA and reported
on the E-1 and E-2
• Used to calculate the core
indicators
16
Adult CTE Concentrator
JACK O’CONNELL
State Superintendent
of Public Instruction
• An adult concentrator is a student
who has the potential of
completing the last course in a
planned program sequence and
earning a certificate, license, or
certification in the reporting year.
May be an LEA issued certificate if
it indicates skill competencies met
by the student and signed by
advisory committee member.
17
Special Populations
JACK O’CONNELL
State Superintendent
of Public Instruction
• Individuals with disabilities
• Individuals from economically
disadvantaged families, including foster
youth
• Individuals preparing for nontraditional
fields
• Single parents, including single
pregnant women
• Displaced homemakers
• Limited English proficiency
18
Conditions
JACK O’CONNELL
State Superintendent
of Public Instruction
• Recipients of funds must:
– Provide equal access for special
population students
– Provide programs and support
services designed to enable special
population students to meet or
exceed state-adjusted levels of
performance
19
Tech Prep Definition
JACK O’CONNELL
State Superintendent
of Public Instruction
• Combines a minimum 2 years of secondary
education with a minimum of 2 years of
postsecondary education in a non-duplicative
sequential course of study
• Integrates academic and career technical
instruction and utilizes work-based and
worksite learning where appropriate and
available
• Provides technical preparation in a career field
including high skill, high wage, or high demand
occupations
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Definition
JACK O’CONNELL
State Superintendent
of Public Instruction
Continued
• Builds student competence in technical skills
and core academic subjects as appropriate,
through applied, contextual academics, and
integrated instruction, in a coherent sequence
of courses
• Leads to technical skill proficiency, an
industry-recognized credential, a certificate, or
a degree, in a specific career field
• Leads to placement in high skill or high wage
employment, or to further education
• Utilizes career and technical education
programs of study, to the extent practicable
21
DISTRIBUTION
OF FUNDS
CALIFORNIA DEPARTMENT OF EDUCATION
Jack O’Connell, State Superintendent of Public Instruction
How the Funds are
Distributed
JACK O’CONNELL
State Superintendent
of Public Instruction
• Basic Grant:
– State Administration – 5%
– State Leadership – 10%
• 1% for state institutions
• $150,000 for nontraditional training
– Local Assistance 85%
• Tech Prep:
– State Leadership – 8%
– Tech Prep Consortia – 92%
23
Local Assistance Funds
JACK O’CONNELL
State Superintendent
of Public Instruction
• Divided based on a comparison of
the preceding Fall Semester CTE
enrollments at the Secondary and
Postsecondary levels
– Secondary 42%
– Postsecondary 58%
• ROCPs
• Adult Schools
• Community Colleges
24
Local Allocations
JACK O’CONNELL
State Superintendent
of Public Instruction
Secondary
– 30% based on the LEA’s proportion
of the State’s K-12 enrollment
– 70% based on LEA’s proportion of
the State’s K-12 enrollment of
students from homes with incomes
below the poverty level
• Data from CBEDS
25
Local Allocations
Continued
JACK O’CONNELL
State Superintendent
of Public Instruction
Postsecondary
– Based entirely on the number of
economically disadvantaged adults enrolled
in CTE programs during the last completed
program year
• Data from the CDE 20
Tech Prep
– Distributed to 80 identified consortiums
composed of community college districts,
high school districts and ROCPs
26
Secondary (Section 131)
JACK O’CONNELL
State Superintendent
of Public Instruction
• Minimum grant is $15,000
• Can’t Qualify?
– Enter into a consortium
– Apply for a waiver if:
• Located in a rural, sparsely-populated
area and;
• Can demonstrate inability to enter into a
consortium.
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Postsecondary (Section 132)
JACK O’CONNELL
State Superintendent
of Public Instruction
• Minimum grant $50,000
• Can’t Qualify?
– Enter into a consortium
– No provision for a wavier
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Consortium Funds
JACK O’CONNELL
State Superintendent
of Public Instruction
• Flow to a fiscal agent
• Fiscal agent’s responsibilities
– Coordinate, assemble, submit and
administer consortium’s local plan
– Coordinate, assemble, and submit the
annual application for funds
– Submit the Memorandum of Understanding
– Administer the consortium funds as
directed in the Perkins Act and MOU
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Responsibilities of
Consortium Members
JACK O’CONNELL
State Superintendent
of Public Instruction
• Cooperate in development of
Memorandum of Understanding
• Assist in development and
administration of the Local Plan
• Cooperate in the development of
the annual application
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Consortiums
JACK O’CONNELL
State Superintendent
of Public Instruction
• Funds may only be used for
purposes and programs that are
mutually beneficial to all members
of the consortium
• Funds may NOT be reallocated to
individual members of the
consortium for purposes benefiting
only one member
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ACCOUNTABILITY
CALIFORNIA DEPARTMENT OF EDUCATION
Jack O’Connell, State Superintendent of Public Instruction
Success of CTE Programs
Measured Through Core Indicators
JACK O’CONNELL
State Superintendent
of Public Instruction
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•
Emphasizes the importance of
accountability for performance
Separate measures for secondary,
adult, and postsecondary
•
E1 report collects enrollment data
for core indicators.
•
E2 report collects placement data
for core indicators.
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Secondary Core Indicators
JACK O’CONNELL
State Superintendent
of Public Instruction
• 1S1 - Academic Attainment,
– Percentage of concentrators scoring
proficient or above on the Reading
Language Arts portion of CAHSEE
and who leave public education
• 1S2 - Academic Attainment,
– Percentage of concentrators scoring
proficient or above on the
Mathematics portion of CAHSEE and
who leave public education
34
Secondary Core Indicators
JACK O’CONNELL
State Superintendent
of Public Instruction
• 2S1 – Technical Skill Attainment
– Percentage of concentrators
obtaining a “C” grade or higher in the
capstone course
• 3S1 - Secondary School Diploma
– Percentage of concentrators leaving
public education with a H.S. diploma,
GED, or certificate of proficiency
35
Secondary Core Indicators
JACK O’CONNELL
State Superintendent
of Public Instruction
• 4S1 – Student Graduation Rates
• 5S1 – Secondary Placement
– Percentage of concentrators who six
months after leaving public education
have obtained employment, in the
military, or enrolled in further
education
• 6S1 – Nontraditional Participation
• 6S2 – Nontraditional Completion
36
Adult Core Indicators
JACK O’CONNELL
State Superintendent
of Public Instruction
1A1 – Technical Skill Attainment
• An adult concentrator who receives an
LEA or industry recognized certificate,
license, credential or authorization.
– Curriculum must be based on industry
standards and CTE content standards
– LEA certificate must identify skill
competencies obtained by student
– An adult student who leaves a CTE
program prior to the end of the
program-year to accept employment in
a program-related job may be reported
38
Adult Core Indicators
JACK O’CONNELL
State Superintendent
of Public Instruction
• 2A1 – Student Placement
• 3A1 – Nontraditional Participation
• 3A2 – Nontraditional Completion
39
Accountability
JACK O’CONNELL
State Superintendent
of Public Instruction
• All data reported must be
disaggregated by
population groups as
described in NCLB
• Achievement gaps must
be identified and
quantified
• Must have valid and
reliable measures
40
Improvement Plans
JACK O’CONNELL
State Superintendent
of Public Instruction
• The first year an
eligible recipient
fails to meet at
least 90% of any
single performance
indicator, an
improvement plan
must be put in
place.
41
Sanctions
JACK O’CONNELL
State Superintendent
of Public Instruction
• Eligible recipients are
eligible for sanctions if the
LEA fails to:
– implement an improvement
plan
– make improvement in first
year of implementing an
improvement plan
– meet 90% of performance
level for same measure for
three consecutive years.
42
Accountability Framework
JACK O’CONNELL
State Superintendent
of Public Instruction
• Not applicable to community
colleges
• Must accept State’s performance
levels or negotiate with the State
• Reach agreement based upon
prior year performance and
• Targets that demonstrate annual
improvement
43
Accountability Framework
JACK O’CONNELL
State Superintendent
of Public Instruction
• LEAs falling below 90% on any
measure will be considered Needs
Improvement Agencies
• Required to submit a Program
Improvement Plan
• Identify planned strategies and
activities agency will implement to
reach 90% of state levels
44
Accountability Framework
JACK O’CONNELL
State Superintendent
of Public Instruction
• LEAs falling below 90% on three or
more measures or below 60% on
any measure will be considered
Priority Improvement Agencies
• Required to submit a detailed
action plan to bring measures to
90% within two years
45
Accountability Framework
JACK O’CONNELL
State Superintendent
of Public Instruction
• LEAs scoring in the lower than
30% of overall performance as
determined by a composite ranking
of all measures will be considered
as Monitored Agencies
• Subject to Perkins Program
Monitoring
46
State Plan for CTE
CALIFORNIA DEPARTMENT OF EDUCATION
Jack O’Connell, State Superintendent of Public Instruction
Organization of
State Plan
JACK O’CONNELL
State Superintendent
of Public Instruction
Section 1: The Big Picture
• Preface
• Introduction – The Perkins and state CTE
priorities and the process used in developing
the Plan
• Chapter 1 – Career Technical Education in
California a retrospect
• Chapter 2 – The Context for Career Technical
Education in California
• Chapter 3 – A Vision for the Future: Building a
High Quality CTE System
48
Section 2: Perkins
JACK O’CONNELL
State Superintendent
of Public Instruction
• Chapter 4 – Responses to the Office of
Vocational and Adult Education (OVAE) Guide
for the 2008-2012 State Plan
• Chapter 5 – State Policies on the
Administration and Use of the Perkins IV
Funds
• Appendices – Supportive information and
required assurances and certifications
49
A New Vision
JACK O’CONNELL
State Superintendent
of Public Instruction
• Career Technical Education will engage
every student in high-quality, rigorous,
and relevant educational pathways and
programs, developed in partnership
with business and industry, promoting
creativity, innovation, leadership,
community service, and lifelong
learning, and allowing students to turn
their “passions into paychecks” – their
dreams into careers.
50
Established 11 Key
Elements for CTE
JACK O’CONNELL
State Superintendent
of Public Instruction
•
•
•
•
Leadership at all levels
High-quality curriculum and instruction
Career exploration and guidance
Student support and leadership
development
• Industry partnerships
• System Alignment and coherence
51
11 Elements for CTE
JACK O’CONNELL
State Superintendent
of Public Instruction
• Effective organizational design
• System responsiveness to changing
economic demands
• Skilled faculty and professional
development
• Evaluation, accountability, and
continuous improvement
• CTE promotion, outreach, and
communication
52
Themes
JACK O’CONNELL
State Superintendent
of Public Instruction
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•
•
•
Business and Industry as the Client
Investment of Federal and State funds
Demand driven
CTE as something more not something
less
• CTE as a catalyst for school reform
• CTE to be student-centered , industryfocused, and performance-driven
53
State Policies
Chapter 5 of State Plan
JACK O’CONNELL
State Superintendent
of Public Instruction
•
•
•
•
•
•
Division of funds
Accountability Framework
Required local use of funds
Requirements of local agencies
Requirements of Sequences
Requirements of courses assisted
with Perkins IV funds
54
Chapter 5
JACK O’CONNELL
State Superintendent
of Public Instruction
•
•
•
•
•
•
•
Program of Study requirement
Middle School participation
ROCP participation in Perkins IV funds
Local responsibility for CTE
Consortium allocations
Work Experience
Local board approval of application
55
Middle School Participation
JACK O’CONNELL
State Superintendent
of Public Instruction
• Grades 7 or above
• Must be integral to an approved
sequence of courses conducted by
a high school
• Union high school districts may
fund middle school feeder
programs in a Union elementary
districts
56
Programs of Study
JACK O’CONNELL
State Superintendent
of Public Instruction
• Must provide at least one
program of study
– Includes not less than one districtfunded course
– Incorporates and aligns elements of
secondary and postsecondary
education
– Includes academic & CTE content in a
coordinated, non-duplicated progression
of courses
57
JACK O’CONNELL
State Superintendent
of Public Instruction
– May include the opportunity for
secondary students to acquire
postsecondary credits
– Leads to an industry-recognized
credential or certificate at the
postsecondary level, or an associate
or baccalaureate degree
– Identify and address current or
emerging occupational opportunities
– Build on Tech Prep, career clusters,
career pathways, career academies
58
Local Use of Funds
Section 135 Regulations
JACK O’CONNELL
State Superintendent
of Public Instruction
The purpose of the funds is to:
• Improve Career Technical
Education
• Nine requirements for programs
assisted with the funds – Section
135
• 20 permissive uses of the funds
• 5% limit on local administration
59
Use of Funds
JACK O’CONNELL
State Superintendent
of Public Instruction
• No less than 85% of allocated funds
must be directed to the improvement
and/or expansion of CTE programs
– Program related planning, development,
validation and accountability
– Curriculum development activities
– Professional development
– Instructional equipment
– Provide programs for special populations
60
Use of Funds
JACK O’CONNELL
State Superintendent
of Public Instruction
– Provide mentoring and student support
services
– Resources to strengthen academic and
technical skill attainment
– Support entrepreneurship education
– Integration of academics and CTE
– Support for consumer and family studies
– Instructor cost for expanded programs
61
Other Uses
JACK O’CONNELL
State Superintendent
of Public Instruction
• Up to 10% may be expended to
support other CTE activities that
are consistent with the purposes of
the Act including:
– Involving partners in the design,
implementation and evaluation of
CTE programs
– Career guidance and academic
counseling to CTE participants
beyond that for all students
62
Other Uses
JACK O’CONNELL
State Superintendent
of Public Instruction
– Expand offerings for adults at times
and formats that are more accessible
– Developing and supporting small
career-themed learning communities
– Provide programs to allow adults and
school dropouts to develop or update
technical skills
– Provide placement assistance in jobs
– Provide outreach and mentoring for
non-traditional fields
63
Local Administration
Funds
JACK O’CONNELL
State Superintendent
of Public Instruction
• Up to 5% may be used for costs
associated with administering the
grant
• These can be for direct or indirect
costs
• Must be equal to the indirect cost
rate of the LEA, but not more than
5% of total expenditures
64
Requirements of Programs
Assisted with the funds
JACK O’CONNELL
State Superintendent
of Public Instruction
• Incorporate the nine requirements
established in Section 135(b)
• Be staffed by qualified CTE teachers
– Credential authorizing the teaching of the
CTE course and;
– Can document employment experience,
outside of education, in the career pathway
addressed by the program or other
evidence of equivalent proficiency
65
Requirements of Programs
Assisted with the funds
JACK O’CONNELL
State Superintendent
of Public Instruction
• Focus on current or emerging high skill, high
wage or high demand occupations
• Be aligned with State’s model CTE standards
and framework
• Have extensive industry involvement, as
evidenced by no less than one annual
business and industry advisory committee
meeting and involvement in other program
activities
66
Requirements of Programs
Assisted with the funds
JACK O’CONNELL
State Superintendent
of Public Instruction
• Provide for certification of students who achieve
industry-recognized skill and knowledge
requirements
• Be aligned with applicable feeder and
advanced-level instruction in pathway
• Integrate the development of CTE and academic
skills in order to prepare students for immediate
employment or further education
• Must provide practical applications and
experiences through actual or simulated workbased experiences
67
Requirements of Programs
Assisted with the funds
JACK O’CONNELL
State Superintendent
of Public Instruction
• Provide equitable access and needed support
services for all students
• Include planned career awareness and
exploration experiences
• Must provide for development of student
leadership skills
• Use annual evaluation results, to determine
needed program improvements modifications,
and professional development for staff
• Systematic plan for promoting the program to
all concerned groups
68
Sequences of Courses
JACK O’CONNELL
State Superintendent
of Public Instruction
• Consist of not less than two full-year CTE
courses with a combined duration of not less
than 300 hours or;
• A single, multiple hour course which provides
sequential units of instruction that has a
duration of not less than 300 hours
• Be coherent, meaning sequence may only
include those CTE courses with objectives and
content that have a clear and direct
relationship to the occupation(s) or career
targeted by the program
69
Sequences of Courses
JACK O’CONNELL
State Superintendent
of Public Instruction
• Include sufficient content to provide students
with the knowledge and skills required for
employment and/or advanced education or
training
70
Requirements of Courses
JACK O’CONNELL
State Superintendent
of Public Instruction
• Be integral to an approved CTE sequence
• Be explicitly designed to prepare students with
technical skills that lead to employment
• Have no less than 50 percent of the course
curriculum and content directly to the
development of career knowledge and skills
• Have business and industry involvement in the
development and validation of the curriculum
• Be taught by a teacher meeting the CTE
teacher credential and occupational
experience qualifications
71
ROCP Participation
JACK O’CONNELL
State Superintendent
of Public Instruction
• Beginning in 2008-09 Section 131
funds to County Offices will no
longer be restricted to court and
community school use
• Each COE will receive a Section
131 allocation to improve CTE
programs using the Section 131
allocation formula
72
ROCP Participation
JACK O’CONNELL
State Superintendent
of Public Instruction
• COE allocation may be directed to
ROCP
• It is assumed that the ROCP will
collaborate with court and
community schools to ensure
students are served
73
ROCP Participation
JACK O’CONNELL
State Superintendent
of Public Instruction
• An ROCP may also become an eligible
recipient in any instance in which one or
more districts determine that the
allocation is insufficient to warrant the
required administrative activities or is
not providing at least one district-funded
CTE course
• A consortium would be formed with a
MOU identifying the ROCP as the fiscal
agent, the effected district allocations
would be redirected to the ROCP
74
ROCP Participation
JACK O’CONNELL
State Superintendent
of Public Instruction
• ROCP courses that are integral to
member district sequences may be
assisted with district allocation
• District must have at least one
district funded course in the same
industry sector
• The eligible recipient (district)
decides if and what ROCP courses
to assist
75
Local Participation in
CTE
JACK O’CONNELL
State Superintendent
of Public Instruction
• Must be actively involved in
delivery of CTE programs,
meaning
– Provide at least one CTE Program of
Study which includes at least one
district-funded course
– Provide at least one district-funded
course in each industry sector
assisted with the funds
76
Work Experience
JACK O’CONNELL
State Superintendent
of Public Instruction
• Exploratory and Vocational Work
Experience activities may be assisted
with Perkins funds if
– They are planned and listed component of
a CTE program
– Are integral to one or more approved
sequences
• Funds may not be used to assist
General Work Experience
77
Local Board Approval
JACK O’CONNELL
State Superintendent
of Public Instruction
• Local Board approval is required
on all applications as evidenced by
a current year approval date
submitted with the application
• County Offices of Education with
an elected superintendent are
exempt
78
The Local Plan
JACK O’CONNELL
State Superintendent
of Public Instruction
• Requirements of section 134 and 135 of
Perkins IV and requirements of the
State Plan
• Four chapters and an appendix
–
–
–
–
Ch. 1: CTE in the Local Agency
Ch. 2: Building high-quality CTE programs
Ch. 3: Requirements of Perkins IV
Ch 4: Local policies on administration and
use of Perkins funds
• Identification of CTE sequences
• Identification of Program of Study
79
CDE 101 E1
JACK O’CONNELL
State Superintendent
of Public Instruction
• Report on Career Technical Education
Enrollment and Program Completion
– Collects annual enrollment and completion
data
– Mandated in Section 113 of Act
• Required of all agencies receiving Perkins funds
– Section 8007 of Ed Code
• Required of all ROCPs, including those not
receiving Perkins Funds
80
CDE 101 E1
Continued
JACK O’CONNELL
State Superintendent
of Public Instruction
Perkins Data System (PDS)
• Password protected
• Opens July 1- closes October 15
• Web address:
http://inet2.cde.ca.gov/perkins/ASP/PD
Slogon.asp or www.cde.ca.gov/ci/ct/pk/
– Perkins Questions:
[email protected]
81
Perkins Data System
JACK O’CONNELL
State Superintendent
of Public Instruction
Continued
• Unduplicated Enrollment data
– Race and Ethnicity
• Duplicated data
– Special Populations
• Program level by CBEDS Code
– Introductory
– Concentrator
– Completer
• Core indicator levels 1, 2, 3, 4 and 6
82
CDE 101 E2
JACK O’CONNELL
State Superintendent
of Public Instruction
• Report on Career Technical
Education Program Completer
Placement
– Collects placement information on
program completers
– Mandated in Section 113 of Act
– Required of all LEAs receiving funds
– Required of all ROCPs whether or
not they receive funds
83
CDE 101 E2
Continued
JACK O’CONNELL
State Superintendent
of Public Instruction
Perkins Data System (PDS)
• Opens February 15 – closes May 15
• Pre-populated from E-1 data
• Web address:
http://inet2.cde.ca.gov/perkins/ASP/
PDSlogon.asp
or www.cde.ca.gov/ci/ct/pk/
84
Perkins Data System
JACK O’CONNELL
State Superintendent
of Public Instruction
Continued
• Placement data on CTE program
completers
– Unduplicated enrollment data
• Race and Ethnicity
– Duplicated data
• Special Population
• Placement
– Duplicated data
• Military
• Further education or training
• Related or non-related occupations
• Core indicators 5S1 and 4A1
85
REQUIRED
DOCUMENTS
CALIFORNIA DEPARTMENT OF EDUCATION
Jack O’Connell, State Superintendent of Public Instruction
Required Documents
JACK O’CONNELL
State Superintendent
of Public Instruction
• Annual application for funds
(CDE 100) - Due on May 1, 2007
• Annual report on placement of
program completers (CDE 101 E2) Due on May 15
• Local Plan for 2008-2012 – due on
October 31, 2008
87
Documents
Continued
JACK O’CONNELL
State Superintendent
of Public Instruction
• Final fiscal claim
(CDE 101 A) and (VE-5) - Due July 31
• Annual report on CTE enrollment and
program completion
(CDE 101 E1) - Due October 15
88
CDE 20
Adult schools and ROCPs
JACK O’CONNELL
State Superintendent
of Public Instruction
• Unduplicated count of economically
disadvantaged adults enrolled in
CTE programs
• Used to determine level of eligibility
for Section 132 funds
• Deadline October 15
89
CDE 21
Adult schools and ROCPs
JACK O’CONNELL
State Superintendent
of Public Instruction
• Collects fall semester adult enrollment
in CTE from adult schools
• Collects fall semester adult and
secondary enrollments from ROCPs
• Used to divide local assistance funds
between secondary and postsecondary
programs
• Due March 10
90
Annual Application
JACK O’CONNELL
State Superintendent
of Public Instruction
•
•
•
•
Due May 1
Must have date of Board Approval
Must have an original signature
All sections and questions must be
completed
91
Budget Amendments
JACK O’CONNELL
State Superintendent
of Public Instruction
• Restricted to approved program
improvements as described in the Local
Plan
• May move funds within and between
objects and categories of expenditure
up to 20 percent of total allocation
• CDE approval is required for budget
revisions exceeding 20 percent of total
allocation
92
To Request Change
JACK O’CONNELL
State Superintendent
of Public Instruction
• Submit
– A letter describing planned budget
changes and stating that the
amendments conform to approved
plan
– A copy of amended budget schedule
– No later than May 15
93
Reimbursements
JACK O’CONNELL
State Superintendent
of Public Instruction
• Quarterly reimbursements in:
– October
– January
– April
– July for final Claim (due July 31)
• Interim Claim
– Submit only the VE-5
• Final Claim
– Submit the VE-5 and CDE 101 A
94
Final Claim
VE-5 and CDE 101 A
JACK O’CONNELL
State Superintendent
of Public Instruction
•
•
•
•
•
•
Mailed to LEAs in May
Due to CDE on July 31
Can be submitted earlier
Must have original signature
Must be mailed, not FAXed
Total of indirect/administrative cost
no more than 5% of total allocation
95
Direct and Indirect Costs
JACK O’CONNELL
State Superintendent
of Public Instruction
• No more than 5% of the expended
allocation (less any funds spent for
capital outlay) can be used for activities
directly related to administering the
grant
• The 5% may be “indirect” costs or
“direct” costs such as:
–
–
–
–
Employee compensation
Travel
Materials
Services
96
Direct and Indirect Costs
JACK O’CONNELL
State Superintendent
of Public Instruction
• Some cost may be “indirect”
– Utilities
– Rent
– Maintenance
– Central Office Personnel
• Must be equal to the indirect cost
rate of the LEA, but not more than
5% of total expenditures
97
Carryover and Legal
Obligations
JACK O’CONNELL
State Superintendent
of Public Instruction
• Perkins funds CANNOT be carried
over to the next program year
• Section 133(b) mandates that
allocated funds not expended be
returned for reallocation in the
following year
• Funds must be expended or legally
obligated by June 30
98
Legal Obligations
JACK O’CONNELL
State Superintendent
of Public Instruction
Obligation is for:
Obligation is made:
Acquisition of real or
personal property
Date which the LEA makes
a binding written
commitment to acquire the
property
Personal services by an
employee
When the services are
performed
Personal services by a
contractor
Date which LEA makes a
binding written commitment
for services
Public utility services
When services are received
Travel, conferences
When travel is taken or
conference attended
99
Thank You.
Russ Weikle,
[email protected]
The California Career Technical Education (CTE)
State Plan can be found at:
http://www.wested.org/cteplan/
CALIFORNIA DEPARTMENT OF EDUCATION
Jack O’Connell, State Superintendent of Public Instruction