CARL D. PERKINS SPRING INFORMATIONAL SESSION

1. CARL D. PERKINSSPRING INFORMATIONAL SESSION WEDNESDAY, MAY 7, 2003 OHIO BOARD OF REGENTS MAIN CONFERENCE ROOM PERKINS COORDINATORS

2. INTRODUCTIONPerkins in the Fourth Year • REAUTHORIZATION • FUTURE OF PERKINS: Monitoring vs. Site Visits • MONITORING TIMELINE

3. CARL D. PERKINSMOINTORING TIMELINE • April 2003 Focus group meeting to establish guide and identify items of essential evidence. • April 2003 Revised with input from ODE leadership • May 2003 Presented at Spring Informational Session

4. CARL D. PERKINSMOINTORING TIMELINE • June 2003 Final document prepared for pilots • July 2003 Conduct pilots (urban, suburban, and rural campuses) • August 2003 Modifications made to the document based on response from the pilots

5. CARL D. PERKINSMOINTORING TIMELINE • Sept. 2003 Modified document is ready for monitoring process • Oct. 2003 Sites are selected for monitoring • April 2004 Monitoring process is completed

6. CARL D. PERKINSMOINTORING TIMELINE • May 2004 Revisions are made to monitoring guide • July 2004 Monitoring process begins for FY05

7. Section 135 of the Carl D Perkins Act • Strengthen the academic, and vocational and technical, skills of students participating in vocational and technical education programs by strengthening the academic, vocational and technical, components of such programs through the integration of academics with vocational and technical education programs through a coherent sequence of courses to ensure learning in the core academic and vocational and technical, subjects;

8. Section 135 of the Carl D Perkins Act • Provide students with strong experience in and understanding of all aspects of an industry; • Develop, improve, or expand the use of technology in vocational and technical education, which may include – • Training of vocational and technical education personnel to use state of-the-art technology, which may include distance learning; • Providing vocational and technical education students with the academic, and vocational and technical, skills that lead to entry into the high technology and telecommunications field; or • Encouraging schools to work with high technology industries to offer voluntary internships and mentoring programs;

9. Section 135 of the Carl D Perkins Act • Provide professional development programs to teachers, counselors, and administrators, including – • (a) In-service and pre-service training in state of-the-art vocational and technical education programs and techniques, in effective teaching skills based on research, and in effective practices to improve parental and community involvement;

10. Section 135 of the Carl D Perkins Act • Support of education programs for teachers of vocational and technical education in public schools and other school personnel who are involved in the direct delivery of educational services to vocational and technical education students, to ensure that such teachers and personnel stay current with all aspects of an industry; • Internship programs that provide business experience to teachers; and • Programs designed to train teachers specifically in the use and application of technology;

11. Section 135 of the Carl D Perkins Act • Develop and implement evaluations of the vocational and technical education programs carried out with funds under this title, including an assessment of how the needs of special populations are being met; • Initiate, improve, expand, and modernize quality vocational and technical education programs;

12. Section 135 of the Carl D Perkins Act • Provide services and activities that are of sufficient size, scope, and quality to be effective; and • Link secondary vocational and technical education and postsecondary vocational and technical education, including implementing tech-prep programs.

13. Carl D. Perkins Monitoring Four Step Process • Self-Assessment • Desk Audit • Telephone Audit • On-Site Review

14. The Monitoring Process Self Assessment Monitoring Summary Report NO Received on Time? Corrective Action Needed? YES NO Desk Audit OFI or Questions? NO End YES YES Submit Corrective Action Plan Phone Audit NO College Selected YES OBR Tracking Logs and Follow-up Site Visit

15. Self-Assessment • The College self-assessment is the first step of the monitoring process. • Local leadership teams should identify, review and organize all available documentation addressing essential evidence. A list of examples of essential evidence is included for your reference. • If essential evidence supports a satisfactory rating, mark the appropriate box and list the evidence available in the space provided. This must be completed for each topic. (Example: courses of study).

16. Self-Assessment • If there is not substantive evidence to support a satisfactory rating, it must be indicated in the appropriate box in the O column. This represents an opportunity for improvement. • To prepare for a possible on-site review, the team should organize a file of available evidence. • The completed self-assessment document must be signed by the College Contact and received in the Ohio Board of Regents Office by the designated deadline. (Faxed copies are unacceptable.)

17. Self-Assessment • Self-assessments received after the deadline will be scheduled for an on-site visit. • No documentation is to be included with the submission of the self-assessment. • Questions should be directed to the Ohio Board of Regents Carl D. Perkins Representative.

18. DESK AUDIT • Each of the Perkins recipients who has completed a Self-Assessment will have a desk audit performed by the OBR representative. • This involves reviewing (1) all essential evidence listed on the Self-Assessment, (2) previous site visit reports, (3) performance measures, (4) the budget and budget narrative, (5) the four year performance plan and (6) any other relevant information.

19. TELEPHONE AUDIT • The OBR representative will conduct a telephone audit if additional evidence or clarification is needed. • This may require that the College provide additional supporting documentation.

20. ON-SITE REVIEW • On-Site Review selection criteria: • Colleges that did not meet the Self-Assessment deadline. • Colleges with compliance issues may be selected. • Random selection. • Colleges may request an On-Site Review

21. CORRECTIVE ACTION PLAN • Completed by the College • Review the Monitoring Summary Report with your staff • Examine the Opportunities For Improvement (OFI) • Determine root cause of the condition • Be clear and concise • Be reasonable and realistic • Set target dates for completion • Implement the Action Plan

22. Corrective Action Plan Opportunities for Improvement Recommendations/ Follow-up/Timeline: Plan for Corrective Action to comply with the requirements of Carl D. Perkins CTPD Name ____________________ CTPD Number ________________ Opportunities For Improvement As identified in the Self-Evaluation, Audits, and/or the On-Site Review Corrective Action Plan Established by the CTPD after reviewing the Monitoring Summary Report with appropriate staff Documentation Timeline Set specific target dates as to when the Corrective Action plan is to be implemented • Revise courses of study with implementation dates with five years or more 1.A. Review current ITAC, OCTCA, or TCPC 1.B. Provide release time for academic and career tech and academic staff to revise and align curriculum • Board minutes reflecting approval of revised courses of study by August 1, 2003 ______________________________ ___________________________ _____________ Superintendent’s Name Superintendent’s Signature Date

23. OBR Follow-Up of the College Corrective Action Plan The OBR representative will: • Track and follow-up on the corrective actions plans. • Identify prominent compliance issues that may require technical assistance and training.

24. Appeal Process If the CTPD disagrees with the Opportunity for Improvement (OFI) finding, an appeal must be registered.

25. CARL D. PERKINSMONITORING GUIDE Office of Career-Technical and Adult Education Carl D. Perkins Postsecondary Monitoring Guide for Colleges (CTPDs) Self-Assessment CTPD Name:___________________________________________CTPD #___________ Self-Assessment conducted by: ______________________________________________ Other CTPD participants: ___________________________________________________ ________________________________________________________________________ ________________________________________________________________________ CTPD Contact Signature_______________________________ Date: ________________ Superintendent Signature: ______________________________ Date: ________________

26. REQUIREMENT 1 • The Colleges’ Four-Year Performance Plan has been reviewed by stakeholders to address workforce development performance measures, and budget expenditures. Alignment of the (1) four year performance plan, (2) activities supporting section 135 of Carl D. Perkins, (3) budget expenditures, and (4) performance measures results have been verified.

27. REQUIREMENT 1 Essential evidence: • Four-Year Performance Plan stakeholder meeting with agenda and minutes including review of: • Annual budget and narrative • Performance measures data and planned strategies for increasing results • Section 135 required uses of Perkins funds • Alignment of the performance measures, the budget and the 4-year plan (include any addendum and/or revision to the 4-year plan not previously approved)