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Perkins Data II:

Perkins Data II:. Using Perkins Data for CTE Program Improvement. Two links. Consolidated Annual Report http:// www.isbe.net/career/html/perkins.htm Blueprint for Perkins http:// www2.ed.gov/about/offices/list/ovae/index.html. Introductions. Where do you stand with Perkins?.

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Perkins Data II:

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  1. Perkins Data II: Using Perkins Data for CTE Program Improvement

  2. Two links • Consolidated Annual Report http://www.isbe.net/career/html/perkins.htm • Blueprint for Perkins http://www2.ed.gov/about/offices/list/ovae/index.html

  3. Introductions

  4. Where do you stand with Perkins? Introductory information Perkins Duties and more • Name • College • Position • Perkins Duties • What do you hope to take home today?

  5. Perkins Core Indicator Basics The what and the why

  6. Benefits of Program Improvement with Core Indicator Focus • Greater awareness of strengths and challenges of each program • More immediate feedback • Higher expectations for student completion • Can strengthen argument for continued funding: higher achievement of Core Indicators shows that Perkins $$$$ are working

  7. Basic Perkins Core Indicator Information • All data reported in Perkins Data Online System and Consolidated Annual Report comes from the colleges through the A-1 Report. • Certain information is drawn from the A-1 Report and matched (i.e. employment records, military records, etc.).

  8. Core Indicator Achievement • Each Core Indicator has a target performance goal for each year (agreed-upon level). • Each college and the State achieve an annual actual level of performance. • The actual level for each college and for the State are available on the Perkins Online Data System.

  9. Basic Perkins Core Indicator Information Agreed Upon Performance Levels FY11 • 1P1 Technical Skill Attainment 70.26% (Actual 78.75%) FY12 73.01 • 2P1 Credential Attainment 52.97%(Actual 62.34%) FY12 58.51% • 3P1 Fall-to-Fall Retention/Transfer 37.10% (Actual 46.81%) FY12 48.00% Consolidated Annual Perkins Report, 2011 and ICCB Research and Policy Studies

  10. Basic Perkins Core Indicator Information Agreed Upon Performance Levels FY11 • 4P1 Student Placement 67.00 % (2010) (Actual 65.81%) FY12 67.20% • 5P1 Non-traditional Participation 20.64% (Actual 19.29%) FY12 19.67% • 5P2 Non-traditional Completion 15.06% (15.47%) FY12 14.83% Consolidated Annual Perkins Report, 2011 and ICCB Research and Policy Studies

  11. Basic Perkins Core Indicator Information Agreed Upon Performance Levels FY2012 • 1P1 Technical Skill Attainment 73.01% • 2P1 Credential Attainment 58.51% • 3P1 Fall-to-Fall Student Retention or Transfer 48.00% • 4P1 Student Placement 67.20% • 5P1 Non-traditional Participation 19.67% • 5P2 Non-traditional Completion 14.83% ICCB Research and Policy Studies

  12. Basic Perkins Core Indicator Information Agreed Upon Performance Levels FY2013 • 1P1 Technical Skill Attainment 74.00% • 2P1 Credential Attainment 58.60% • 3P1 Fall-to-Fall Student Retention or Transfer 48.10% • 4P1 Student Placement 67.25 % • 5P1 Non-traditional Participation 19.70% • 5P2 Non-traditional Completion 14.85% ICCB Research and Policy Studies

  13. How many IL CC’s met 90% of 2011 goals? 1P1 Technical Skill Attainment 47/48 2P1 Certificate Completion 47/48 3P1 Student Retention 38/48 2011 Consolidated Annual Report

  14. How many IL CC’s met 90% of 2011 goals? 4P1 Student Placement 35/48 5P1 Nontraditional Participation 23/48 5P2 Nontraditional Completion 25/48 2011 Consolidated Annual Report

  15. Perkins Core Indicator Achievement Process

  16. How do we get from…. CTE Student enrollment to Perkins Core Indicator Measurement? • 6 Core Indicators • 1P1 Technical Skill Attainment • 2P1 Credential Attainment • 3P1 Fall-to-Fall Student Retention or Transfer • 4P1 Student Placement • 5P1 Non-traditional Participation • 5P2 Non-traditional Completion

  17. Somewhere in the middle, a miracle-or a disaster-occurs.

  18. Foundation of 1P1-4P1, 5P2: Student is a concentrator if he/she Earns 12 academic or CTE credits within credential-bearing program area sequence. OR Completes short-term sequence of less than 12 credits.

  19. Before a student can count for 1p-4pCore Indicators, he/she must

  20. Technical Skill Attainment 1P1

  21. To count in the numerator of 1P1, a student must also • Complete a degree or certificate OR • Stay enrolled in the college OR • Transfer within 4 years of enrollment.

  22. Credential, Certificate, or Diploma Completers 2P1

  23. To count in the numerator of 2P1, Credential, Certificate or Diploma Completers, a student must also

  24. Fall-to-Fall Student Retention or Transfer 3P1

  25. To count in the numerator of 3P1, Fall-to-Fall Student Retention or Transfer, a student must also

  26. Student Placement 4P1

  27. To count in the numerator of 4P1, Student Placement a student must also:

  28. Maximizing completion and retention for current students • If Ellen had been encouraged to take HORT 1201, Introduction to Horticulture, in the first year she would have completed an Occupational Certificate in the first year. • What difference would that have made in Perkins Core Indicators?

  29. Nontraditional Core Indicators: 5P1 & 5P2 Student does NOT have to be a concentrator.

  30. To count in the numerator of 5P1, Nontraditional Participation, a student must • Be a male who enrolls in a CIP that is on the nontraditional for males list, OR • Be a female who enrolls in a CIPthat is on the nontraditional for females list.

  31. To count in the numerator of 5P2, Nontraditional Completion, a student must

  32. Nontraditional List • National List http://www.edcountability.net/Docs/crosswalks/NontradformalesandfemalesfromBLS2006Final.xls

  33. Nontraditional List • Perkins Online Data System • 5P1 Nontraditional Participation > Nontraditional Gender Enrollment • 5P2 Nontraditional Completion>Nontraditional Gender Completions

  34. Making efforts count: Maximizing Perkins Core Indicator Achievement

  35. Activity Who counts and what counts about them? • Discuss whether or not the sample students (handout) would count as in the numerator for each Core Indicator. • What changes could be made to maximize either college achievement of Core Indicators and/or student success?

  36. Activity • Create a sample student from your institution and work together to tell whether or not he/she counts • Student profile should include: • Courses, program, date of program completion, work history, transfer • Determine whether or not this student would count in each of the core indicators.

  37. Core Indicator Data Analysis For Program Improvement

  38. Using Data at the Local Level: Pathways to Results

  39. Phase 2: Outcomes & Equity Assessment • PTR teams use student level data to examine outcomes and identify gaps in results between racial, ethnic, low-income, gender, and other groups and special populations • Using these data, teams identify areas where outcomes are especially successful and areas where short- and long-term improvements are needed

  40. Sample PTR Data Template

  41. Thank You This presentation is part of the Regional Network series and will be available online at www.ilprogramsofstudy.org

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