Chuck Wiseley Fall 2008

1. Carl D Perkins Career and Technical Education Act (Perkins IV) Using Perkins IV Accountability Reports to Identify Barriers for CCCSpecial Populations Students Chuck Wiseley Fall 2008

2. Session Housekeeping Phones off or in Quiet mode Questions Charts

4. Agenda • Why are we here – why do we care? • Perkins IV • Legislative requirements • State & Local requirements • Negotiating & Meeting Targets • Not meeting targets & targeting funds • Perkins funds - improving student success. • Core Indicators, Reports, Performance Targets • Setting Targets & Perkins IV Local Application. • Leadership

5. Session Goals & Objectives • Perkins funds - improving student success. • As a resource for eliminating barriers to success • Direct assistance to students • How the rules and accountability system support special populations. • Negotiating & Meeting Targets • Tools for analysis • Not meeting targets & targeting funds

6. Carl D. Perkins Career and Technical Education Improvement Act of 2006 P.L. 109-270 August 12, 2006. 2007-8 Transition Year 2008-9 First Year under the Act Perkins IV

7. Special Populations Perkins III Individuals with disabilities Individuals from economically disadvantaged families Individuals preparing for nontraditional training and employment Single parents, including single pregnant women Displaced homemakers Individuals with other barriers to educational achievement, including individuals with limited English proficiency Perkins IV Individuals with disabilities Individuals from economically disadvantaged families Individuals preparing for non-traditional fields Single parents, including single pregnant women Displaced homemakers Individuals with limited English proficiency

8. Accountability Reporting Far more detail than in Perkins III Data must be disaggregated by population groups as described in NCLB Adds Ethnicity and Migrant Worker Achievement gaps identified and quantified Possible sanctions on low performance

9. Perkins III State negotiates targets USDE Perkins IV State negotiates targets USDE Targets for 1 year and then 2 years (3rd & 5th) Local districts either: Accept those targets Negotiate local targets Included in Local Plans Targets for next year Negotiating Targets

10. Sanctions in Law Perkins IV State & Locals: 90% of Perkins Targets Improvement Plan Year 2 no improvement, <90% for 3 years for any single target Feds or State SHALL provide technical assistance MAY withhold funds (all or part)

11. CCC Sanction Plan:Meeting Performance Targets • Application is 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 – 3rd Yr < 90% • Diagnostic Study and Action Plan

12. Negotiation Tables

13. Chart 1P1

14. Section IE-D

15. Perkins IV funds • Improving student success. • Nine Requirements • 20 Permissive Uses • Should address performance gaps • Perkins IV Local Application. • Improvement Plans • Negotiating & Meeting Targets • Progressive Oversight, Improvement Plans, and Risk Monitoring

16. With or Without Sanctions Basic criteria for expending Perkins funds • Expenditures must • Meet the purpose of the Act • Be necessary and reasonable • Expenditures may not be used for • General purposes • Maintenance of existing programs

17. Nine requirements Preamble in Perkins Section 135(b) Funds made available to eligible recipients under this part shall be used to support career and technical education programs that-

18. Nine requirements for Perkins IV expenditures? Strengthen academic & technical skills of students 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 Evaluate programs with emphasis in meeting needs of special population students. Initiate, improve, expand and 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 self-sufficiency. Funds made available to eligible recipients under this part shall be used to support career and technical education programs that-

19. Requirements for Perkins IV funds Evaluate programs with emphasis in meeting needs of special population students. Provide activities to prepare special populations, including single parents and displaced homemakers who are enrolled in career and technical education programs, for high skill, high wage, or high demand occupations that will lead to self-sufficiency. Funds made available to eligible recipients under this part shall be used to support career and technical education programs that-

20. Requirements for Perkins IV funds Evaluate programs with emphasis in meeting needs of special population students. Provide activities to prepare special populations, including single parents and displaced homemakers who are enrolled in career and technical education programs, for high skill, high wage, or high demand occupations that will lead to self-sufficiency. Funds made available to eligible recipients under this part shall be used to support career and technical education programs that-

21. Requirements for Perkins IV funds Evaluate programs with emphasis in meeting needs of special population students. Provide activities to prepare special populations, including single parents and displaced homemakers who are enrolled in career and technical education programs, for high skill, high wage, or high demand occupations that will lead to self-sufficiency. Funds made available to eligible recipients under this part shall be used to support career and technical education programs that-

22. 20 permissive uses of funds: • Involve parents, business and labor in planning & operation • Career guidance & academic counseling • Business Partnerships - Work-related experience students & faculty • Programs for spec. pops. • CTE student organizations • Mentoring & support services • Upgrading equipment (linked to TSA) • Teacher prep. programs • Improving and developing new CTE courses including distance ed. • assist transition to BA degree programs • 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 • Support other CTE programs

23. Effects of not achieving targets • Above 90% of targets: • Freedom to fund any program improvements • Encouraged to address low performance • Below 90% - year 1 • Focused Improvement section • Requires some analysis to write the narrative • Must address low performance in funded Programs • Encouraged to start a diagnostic study

24. Effects of not achieving targets continued... • Below 90% - year 2 or no improvement • Focused Improvement section • Diagnostic study • Propose Effective Practice solutions • Probably a more district level approach to expenditures

25. Effects of not achieving targets continued... • Below 90% of target - 3 years • Focused Improvement section • Submit Diagnostic study w Action Plan to CO • Action Plan • Proposed Effective Practice solutions & Implementation dates • Probably an even more district level approach to expenditures • Risk Monitoring

26. Special Populations& theMIS System • Students, Courses, Degrees, Services • Individuals with Disabilities • LEP • Ethnicity • Gender • Student VTEA Data Elements • Economically Disadvantaged • Single Parent • Displaced Homemaker • Tech Prep • Migrant Worker New – 2 Years

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

28. Perkins IV (2006) Core Indicators • Technical Skill AttainmentSuccessful CTE course completion (GPA) • CompletionsProgram completion–Certificate, Degree & Transfer Prepared • Persistence & TransferStudent persistence in Higher Ed • PlacementPlacement in apprenticeship, employment, military, fed gov • Equity - Non-traditional Fields (Employment)Participation (5a)/Completion (5b) – programs leading to non-traditional employment

29. Timeline for Outcomes & Outputs Negotiating Performance 2008-09 Negotiate Spring 2008 Reported Spring 2009 Cohort Year (in college 2006-07) +1 yr for outcomes (2007-08) Transfer Persistence Employment Outcomes have already occurred Target low performance now!

30. Core Indicator 1Technical Skill Attainment • All Concentrators • Successful Course Completions • G.P.A. 2.0+ • Technical Skill Proficiencies • Vocational (CTE) Courses • SAM A-C • Vocational TOP Grade reports (moved to Data Mart)

31. Fake DataExagerated

32. Fake DataExagerated

34. 84.3%

35. Performance below 90% of target - year 1 Focused Improvement section Requires some analysis to write the narrative Must address low performance in funded Programs Encouraged to start a diagnostic study Targets &Performance Levels

36. 84.3%

37. Targets &Performance Levels - Year 2 Below 90% - year 2 or no improvement • Focused Improvement section • Diagnostic study • Propose Effective Practice solutions • Probably a more district level approach to expenditures

38. Timeline for Outcomes & Outputs Negotiated Targets & Performance 2008-09 Negotiate Targets in Spring 2008 Reported Performance-Target Spring 2009 Performance Measured in Spring 09 Cohort Year (in college 2006-07) +1 yr for outcomes (2007-08) Transfer Persistence Employment Outcomes have already occurred Already occurred by Spring 2008 Target low performance now!

39. Timeline for Outcomes & Outputs

40. 84.3% Negotiate here By the time we see this This has already occurred

41. 84.3% we can work to avoid this… When we see this, and/or this.

42. State Targets

43. CI & Negotiation Reports • Negotiation reports • Developed for negotiations • College, District, and State Level • Special Populations detail • 8 years history • Final version is available • All Core Indicator Reports • Easier access – Excel or PDF reports • Progressive scrutiny on use of reports • Below 90% of Target in any Indicator

44. Access • http://www.cccco.edu or misweb.cccco.edu • Important Documentation • Negotiation Report Instructions (1st Tab) • Quick Reference • System Documentation • System Requirements • No more Installing plug-in • No Administrative rights requirements • Microsoft product (IE or the IE rendering engine)

45. misweb

46. Reports Main page

47. year selection

48. Report selection

49. Trend reports

50. Indicator 1P1