Transcript Perkins Update July 9, 2015 Federal Legislation Assistance Division Josh Miller Janet Cooper Perkins 101 Review Carl D.

Perkins
Update
July 9, 2015
Federal Legislation Assistance Division
Josh Miller
Janet Cooper
Perkins 101 Review
Carl D. Perkins Career and Technical
Education Improvement Act of 2006
Purpose and Expectations
“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.”
Perkins 101 Review
Allocation to the State
• 5% State Administration
• 10% State Leadership
• 85% Local
Allocation to Local Recipients
84% Secondary
16% Postsecondary
Perkins 101 Review
Distribution of Perkins Funds
Basic Grant
• Secondary School Districts: Census & FTE
data
• Technology Centers (secondary): FTE (from
sending schools)
• Postsecondary
Pell/BIA data
(collegiate & tech centers)
:
Reserve Funds – 10% of 85%
◦ Used for Supplemental Competitive
Grants
Perkins 101 Review
Perkins Evaluation Procedures
• Annual local self-evaluation instrument
based on the local application
• Monitor improvement in performance
measures
• Onsite reviews and technical assistance
Sanctions for failure to meet
performance levels, both at the
state and local levels
Perkins 101 Review
Targeting Changes in the Use
of Funds: Federal Perkins Monitoring
Team recommends
Increases in…
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Career Clusters, pathways, postsecondary
linkages
Innovation
Program development
Perkins 101 Review
Local Labor Markets
Focus is on high skill, high wage,
high demand jobs
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Connection to local labor markets
Aligning programs to broad labor market
trends
Supporting current or emerging
occupations
Perkins 101 Review
Things to Consider When
Budgeting
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Is it beyond basic?
Does it improve?
Is it innovative?
Is it sustainable after 2-3 years?
Does it coordinate with and between
Technology Centers and Postsecondary
Institutions?
Perkins Audit Update
Conducted by the US Department of
Education, Office of Career, Technical and
Adult Education (OCTAE)
• federal onsite monitoring visit – end of September
2014
• report from OCTAE – early February 2015
• 25 cross-functional agency staff worked to develop
responses to each finding
• response document presented to ODCTE Board
• approved – April 16, 2015
• submitted to OCTAE – April 21, 2015
Perkins Audit Update
US Department of Education, Office
of Career, Technical and Adult
Education (OCTAE)
• implement all required revisions and
adjustments to the Perkins processes
• ensure correct implementation of Programs of
Study as defined in the Carl Perkins Act of
2006
• revised the Perkins application will be
included in our new data system
• application approval and funding is not
guaranteed
5 Areas of Review
State Administration
Fiscal Program
Responsibility
Local Application
Programs of Study
Accountability
Audit Period was FY08 – FY15; FY14 was the focus
State Administration
 Finding
i. ODCTE did not conduct a State
assessment of Career and Technical
education, including needs of special
populations.
 Corrective Action
• List assessments ODCTE conducted from
FY14-FY15 including system assessment
and Baldrige agency assessment.
• Created Self-Assessment rubrics to
address all special populations as defined
by Section 3(29) of Perkins IV.
Assessment will be requirement of Perkins
application.
Local Application
 Finding of Importance
i. ODCTE failed to have monitoring
procedures that ensured compliance
with all applicable federal requirements.
 Corrective Action
• Strengthen Monitoring Plan to include:
• Collection and use of all local performance data
to evaluate continuous improvement.
• Develop monitoring rubric based on objective
and quantitative measures.
• Monitoring visit will occur at least once in life of
legislation.
• Risk based monitoring protocol will be
implemented for additional monitoring of sub
recipients.
• Follow up reports will be generated for each
visit with findings and corrective actions issued.
Local Application
The strengthened monitoring
plan will include:
• Individual interview sessions for eligible
recipient administration, career
development staff, CTE instructors and
CTE students.
• A renewed focus on the individual
career plan and Programs of Study.
• Consistency of message and action
during reviews.
Program of Study
 Finding
i. Failed to ensure that each sub-recipient
implemented at least one program of study
pursuant to Perkins IV
 Corrective Action
Will strengthen POS component so that all subrecipients are able to show evidence by
• adding nationally defined components of
Program of Study to the local application.
• adding the description of a Program of Study
to Perkins operational policies and
procedures.
• adding additional required questions to the
local application.
Program of Study
 Finding
i. Failed to ensure that each sub-recipient
implemented at least one program of study
pursuant to Perkins IV
 Corrective Action (cont’d)
Will strengthen POS component so that all subrecipients are able to show evidence by
• requiring an individual career plan to show a
non-duplicative sequence of courses starting
in the 8th year of education and culminating
in either the 14 or 16th year with the award
of a licensure, certificate or degree at the
postsecondary level.
Program of Study
 Finding
i. Failed to ensure that each sub-recipient
implemented at least one program of study
pursuant to Perkins IV
 Corrective Action (cont’d)
Will strengthen POS component so that all subrecipients are able to show evidence by
• developing and implementing a systematic
process to monitor Programs of Study that is
added into the onsite monitoring plan.
• developing the Program of Study portion of
monitoring rubric to use on onsite visits.
Accountability
 Finding
i. Failed to require local recipients to provide
annual reports that included the progress
of all CTE students and CTE students by
disaggregated categories.
 Corrective Action
• New data system will redesign our data
structure to a student record with
corresponding enrollments regardless of
courses taken or school year. Will allow
ODCTE to provide the summarized
participation and performance data back to
the eligible recipient for local negotiations
of performance metrics.
Accountability
 Finding
i. Failed to require local recipients to provide
annual reports that included the progress
of all CTE students and CTE students by
disaggregated categories.
 Corrective Action (cont’d)
• Will implement process to ensure complete data
is collected and reported.
• A major obstacle in reporting was the inability
to identify concentrators at the comprehensive
schools level. New data system will allow
collection of data across multiple years to
identify concentrators and allow proper
reporting of performance data.
Accountability
 Corrective Action (cont’d)
• Will update our definition of secondary
concentrators to include identification of
occupations for pathways in which students
enroll.
• ODCTE collects and reports all applicable
performance data for secondary and adult
students enrolled in technology centers
• ODCTE also collects enrollment and follow-up
data for participants in comprehensive schools,
including data required for all of the required
subpopulations
• Will update our definition of secondary
concentrators to include identification of
occupations for pathways in which students
enroll.
Perkins Application
Available late July /early August
• Will be within new data system’s grant
management system
• Will require more detail and information
for approval
• Applicants must meet definition of Size,
Scope and Quality to be eligible to fill out
local application for Perkins funding
Perkins Application
 SIZE
• Offer at least one Program of Study in
FY16.
• Demonstrate a Program of Study in a
percentage of approved
programs/career majors.
• Approved programs/career majors
must follow all the policies and
guidelines of either the ODCTE or the
OSRHE.
Perkins Application
 SCOPE
• Links must exist between secondary and
postsecondary CTE programs
o Including agreements between secondary
and postsecondary institutions.
• The scope of a program includes
knowledge of industry aspects such as
o occupations and careers
o technology, labor and community issues,
health and safety and environmental
issues
o planning, management, finances,
technical and production skills problemsolving skills and academics
Perkins Application
 QUALITY
Through CTE programs, eligible recipients offer
students the opportunity to participate in
Programs of Study that lead to high skill, high
wage, high demand occupations.
• High skill occupations require an
industry-recognized certificate, credential,
postsecondary training, apprenticeship, or
degree.
Perkins Application
 QUALITY
Through CTE programs, eligible recipients offer
students the opportunity to participate in
Programs of Study that lead to high skill, high
wage, high demand occupations.
• High wage career is one with an average
hourly rate equal to or greater than the
average hourly rate of all occupations as
reported by the Oklahoma Employment
Security Commission. The FY08 average
hourly rate was $15.32 in Oklahoma and is
$19.64 for FY16.
Perkins Application
 QUALITY
Through CTE programs, eligible recipients offer
students the opportunity to participate in
Programs of Study that lead to high skill, high
wage, high demand occupations.
• High demand industry is defined as an
occupation in which state, local, or
regional labor market data show that
demand exceeds projected employment
supply.
Perkins Staff
Contact Information
Janet Cooper
[email protected]
405-743-5130
Josh Miller
[email protected]
405-743-5401
Jeremy Zweiacker
[email protected]
405-743-6881