Focusing Perkins Act Improvement Dollars using Data and Why I Should Care

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Focusing Perkins Act Improvement Dollars using Data

and Why I Should Care

Carl D Perkins (Perkins IV)Career and Technical Education Act

Chuck Wiseley, Ed.D.

Vocational Education Leadership Institute

Spring 2010


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Agenda

• Why do we care about any of this?• Perkins IV

– Legislative requirements• State & Local requirements• Negotiating & Meeting Targets

– The funds• What are they based on?• What are they for? Improving student success.• How do you access them

– Data & reports that are available• Core Indicators, Reports, Performance Targets


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Session Goals

Understand:

• How to request, and be more successful in receiving, Perkins funds to enhance your programs.

• Negotiated Targets – Why, who, & when– The effects of targets & not meeting targets– Focusing funds and when!!!


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Session Goals continued…

• Perkins funds – Data that drives them– How to access them– Improving student success.

• What Data & Reports – for improving student success

• Understand the variety of data and reports available


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Session Goals continued…

Understand the relationship between

• the district's compliance requirements and

• faculty requests for Perkins funds


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First things first

2010 CA Budget & the Crystal Ball• 2009 & 2010 Budget deficit

– Challenges• Continued Re-direction of CSU & UC applicants• Continuing Unemployment• Performance based elements in Perkins

– District negotiated performance targets

– Continuing crisis in High Schools– Reductions of CTE course offerings


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Current and Past Recessions Compared


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Why do I Care?

• Resource pressures– Both state and federal budgets crisis

– Higher competition for local dollars

• Perkins funds depend on faculty– Increase counts (from data collection surveys)

– Maintain student success

– Maintain flexibility of Perkins funds (meeting targets)

• Perkins funds can help increase student success


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Perkins IV

• Carl D. Perkins Career and Technical Education Improvement Act of 2006

• P.L. 109-270• August 12, 2006• 2007-08 Transition Year• 2008-09 First Year under the Act• 2009-10 First Year Redux


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Perkins IV cont…

• New stuff– Local targets and sanctions

– Program of Study for each funded entity • Coordinated with Statewide Career Pathways Project

(ASCCC) Articulation Project (funded by SB70)

– Cal-PASS & Perkins IV implementation


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Perkins III to Perkins IV

Welcome to NCLB for CTE • Major changes:

– Strengthened accountability– Increasing State Target Percentages– Local Core Indicator (CI) performance targets &

sanctions– USDE focus

• Third party assessments (i.e., State or Vender)• Valid & reliable assessments


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Performance Targets

• Perkins III– State negotiates targets USDE

• Perkins IV– State negotiates targets USDE

• Targets for 1 year and then 2 years (3rd & 4th)• Required to set targets higher than performance (100% - 2015)

– Districts either:• Accept those targets• Negotiate local targets

– Included in Local Applications• Evaluate CI Performance against Negotiated Targets • Targets for next year


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Perkins IV - Sanctions in Law

• State & Locals:– 90% of “Negotiated” Targets

– Improvement Plan

– Year 2 no improvement or <90% for 3 years for any single target• Feds or State SHALL provide technical

assistance• MAY withhold funds (all or part)


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CCC Sanction Plan:Meeting Performance Targets

• Local Application is an 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


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Focused Improvement

Focused Improvement Status - < 90%

• Year 1– Focused Improvement section

– Funded Programs must address performance gaps.

• Year 2 – Improvement but still < 90% of target

• Same as Year 1

– No Improvement: • Add a Diagnostic Study


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Priority Focused Improvement

• Focused Improvement section

• Diagnostic Study

• Action Plan– Expected outcomes, – the Perkins and other funding dedicated to each

strategy, and – the implementation dates expected for each

strategy.


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Timeline for Outcomes & Outputs

• Negotiating Performance 2010-11 Program Year– Spring 2010

• for 2008-09 cohort– Outcomes have or are occurring

• negotiation based on prior years Cohort Year (2007-08)– +1 yr for 2008-09 outcomes

» Transfer» Persistence» Employment

• 2009-10 cohort outcomes are also occurring• Evaluation Spring 2011

– 2008-09 cohort • outcomes had already occurred by Spring 2010

– 2009-10 cohort • outcomes have occurred


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Timeline for Outcomes & Outputs

Program Year 2008-09 2009-10 2010-11 2011-12

Negotiated in Fall 2008 Spring 2009 Fall 2009 Spring 2010 Fall 2010 Spring 2011 Fall 2011 Spring 2012

Evaluated in Spring 2009 Spring 2010 Spring 2011 Spring 2012

Outcome Years 2009-10 cohort w/ 2010-11 outcomes

2008-09 cohort w/ 2009-10 outcomes

2007-08 cohort w/ 2008-09 outcomes


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Effects of Negotiating Targets on Access to the Funds

• Districts either:– Accept State targets– Negotiate local targets

• demonstrate continuous improvement– Included in Local Plans

• Targets for next year – Outcomes are occurring now

• High priority on funding improvements– Especially where there are gaps from targets


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Bottom Line

• Target funds to increase student success now!

• Occ Ed deans are acutely aware of this.

• Request for funds • address Perkins requirements • speak to increasing student success


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Perkins IV funds

• State split - K-12 and Postsecondary ($127m)– CTE (vocational) students

• Distribution in postsecondary ($60m)– Adult & CCCs

• Economically disadvantaged CTE• CCCs Allocation workbook ($55m)

• Districts– Program Improvement

• Budget request process• CTE Dean


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More Perkins IV funds

• Improving student success– Nine Requirements– 20 Permissive Uses

• Perkins IV Local Application.– Improvement Plans– Should address performance gaps– Negotiating & Meeting Targets– Progressive Oversight –

• Accountability determination• Targeted Improvement


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With or Without Sanctions

Basic criteria for expending Perkins funds

• Expenditures must– Meet the purpose of the CTE Act

– Be necessary and reasonable

• Expenditures may not be used for– General purposes

– Maintenance of existing programs


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What federal rules apply?

• Carl D. Perkins Career and Technical Education Act (Perkins IV)

• EDGAR (Education Department General Administration Regulations)

• OMB Circulars (Office of Management and Budget)


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What types of costs are generally considered eligible?

• Administrative Costs (5%)• Personnel Services (time records)• Operating Expenses • Stipends• Consultants• Instructional Materials• Instructional Equipment• Professional Development - Travel


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What costs are NOT eligible?

1. Student expenses or direct assistance to students *

2. College tuition, fees, books*

3. Entertainment

4. Awards and memorabilia

5. Individual memberships

6. Membership with orgs. that lobby

7. Fines and penalties

8. Insurance/self-insurance

9. Expenses that supplant10. Audits except single audit11. Contributions and donations12. Contingencies13. Facilities and furniture *14. General advertising15. Alcohol16. Fund raising17. General administration


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The nine requirements for Perkins IV funds:

1. Strengthen academic & technical skills of students through Integration

2. Link secondary and postsecondary CTE programs (at least one program of study)

3. Provide students with strong experience and understanding all aspects of an industry (WBL)

4. Develop, improve, & expand use of technology

5. Professional development

6. Evaluate programs with emphasis in meeting needs of spec. pops.

7. Initiate, improve, expand and modernize quality programs

8. Provide services & activities of sufficient, size, scope and quality

9. 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-


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20 permissive uses of funds:

1. Involve parents, business and labor in planning & operation

2. Career guidance & academic counseling

3. Business Partnerships - Work-related experience students & faculty

4. Programs for spec. pops.

5. CTE student organizations

6. Mentoring & support services

7. Upgrading equipment

8. Teacher prep. programs

9. Improving and developing new CTE courses including distance ed.

10. assist transition to BA degree programs

11. support entrepreneurship education

12. initiatives for secondary students obtaining postsecondary credit to count towards an AA/AS or BA/BS degree

13. support small CTE learning communities

14. Family & consumer sciences

15. Adult CTE programs

16. Job placement programs

17. Support Nontraditional activities

18. Automotive technologies

19. *Pooling funds –Teacher prep,

data & accountability,

assessments

20. Support other CTE programs


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The Data in Perkins Core Indicators

• MIS Data

– Admissions, Registration, Classrooms, etc.

• Dept Social Services

• Employment Development Dept

• NSLC – CSU, UC, Privates, etc.


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Defining the Data

• SAM Codes• TOP Codes• Data Elements• Core Indicators

– “The Law”– Definitions– Negotiated Performance Targets– Measurement Approaches/Formulas

Funding


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Student Accountability Model (SAM) & Taxonomy of Programs (TOP)

• Priority “A“ - Apprenticeship – Must have the approval of the Division of Apprenticeship

Standards

• Priority “B“ – Advanced Vocational– Used sparingly, no more than two courses in any one

program– “B” level courses must have a “C” prerequisite in the same

program area

• Priority "C" – Clearly Occupational– Generally taken in the middle stage of a program, detracts

"drop-ins."


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Student Accountability Model (SAM) & Taxonomy of Programs (TOP), Continued

• Priority "D" – Possibly Occupational– Taken by students in the beginning stages of their

occupational programs– Can be survey course

• Priority “E” = Non-Occupational

Vocational Flag on TOP code– Designed to identify vocational “Programs” for federal

reporting (*) - see Taxonomy of Programs, Sixth Edition, July 2007


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Data ElementsMIS System

• Students, Courses, Degrees, Services

• Student VTEA (Perkins) Data Elements– Economically Disadvantaged– Single Parent– Displaced Homemaker– Cooperative Work Experience Education– Tech Prep– Migrant Worker


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Cohort Definitions

Participant: Any CTE Enrollment

– Used to determine funding

Concentrator: All Accountability Indicators

• Cohort of students enrolled* during the cohort year and

– Successfully completed at least one course in the middle or end of a program (SAM A-C) and 12 vocational units within a single discipline (two digit TOP) or

– Program completion as indicated by receipt of ANY vocational credit certificate or degree

* Program completions do not require enrollments during the cohort year.

Leavers: Not enrolled in year following cohort year


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Assigning a Program to a Student

1. Award –TOP code of CTE Certificate or Degree

2. Concentrators

• Hierarchy based on SAM Priority code

• Assigned to the TOP where most CTE units occurred


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Accountability Requirements Section 113(b)

5 core indicators of performance:1. Student attainment of technical skill proficiencies;

2. Student attainment of credential, certificate, or degree;

3. Student retention in postsecondary education or transfer;

4. Student placement in military, apprenticeship, or employment

5. Student participation/completion of non-traditional training

• State and Local adjusted levels of performance

– Levels of performance negotiated with USDE / State

• Results reported annually


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Core Indicators

1. Technical Skill AttainmentSuccessful CTE course completion -- 2.0+ GPA (SAM A-C)

2. Completions

Program completion–Certificate, Degree & Transfer Prepared

3. Persistence & TransferStudent persistence in Higher Ed

4. Placement - EmploymentPlacement in apprenticeship, employment, military, fed gov

5. Gender Equity: Non-traditional Employment Participation (5a)/Completion (5b) - non-traditional programs


38Regional Workshops

Do these indicators really measure what education in CCC does?



Do these indicators really measure what education in CCC does?

They are only indicators.



Are they meaningless?



Are they meaningless?

No. Student success matters.



How can we use the indicators to improve student success?




Understand “What” is happening to students.




Understand “What” is happening to students.

Why is it happening?

SLOs, CATs, Research, etc.


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Reports

• New reports– Developed for negotiations

• District and College Level• Special Pops detail • 8 years history• Final version mid March 2008

• All Reports– Easier access – Excel or SQL reports– ??? Early April 2008 ???

• Progressive scrutiny on use of reports– Below 90% of Targets in Applications


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Access

http://www.cccco.edu• Economic Development & Workforce Preparation

– CTE• Core Indicators

– Core Indicator Reports

– Resources

– Workshop Training Materials

– Labor Market Information

• Datamart• ARCC


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Important Documentation

• Accessing and Using the District Negotiation Workbook

• Accountability Framework

• CTE Major Assignment

• Negotiated State Performance Targets Table w/Background Material

• Perkins IV Core Indicator Cohort Definitions, Selection Methodology, and Report Specifications (Revised 1/28/10)

• Core Indicator Workshop materials

• From Compliance to Improvement: Accountability and Assessment in California Community Colleges (Grubb & Badway,

• System Requirements– No more Installing plug-in

– No Administrative rights requirements


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Report Structures

• Negotiation Workbooks• Forms

• Perkins IC - Local Application • Perkins IC - Final Report

• Trend Reports – Three years– Percents and counts – Detailed breakouts for each Indicator component

• Summaries– All five Indicators on one page

• Answer Sheet Style



CI Report Contents

• CI Reports

– State, District, College

– 2-4-6 digit TOP

– Special Populations breakouts

– Identified on each report• Performance below negotiated levels

– Performance below is highlighted

– Low numbers (denominator < 10)• Blue-italics



CI Contents (continued)

1. Summary• College, District & State• Identifying Low Performance & Low Numbers• Comparing Performance across Programs

2. Trend Reports• Discipline to Program Area (6 digit TOP) • Three Year Trends• Identifying Low Performance areas• Comparing Performance within Programs


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Negotiation Report Contents

• State, District, College

• Special Populations breakouts

• Numerators, Denominators, & Rates

• Line charts for analysis

• Employment rates

• Fee history

Dist Local App - Final Report Form

Regional Workshops

Summary - College

Summary – College 5 Digit

Regional Workshops

Trend Reports

Trend Report – Core 1


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Questions?

Chuck Wiseley, Ed.D.

CTE Specialist, CCCCO

[email protected],

916.327.5895

Documents

Focusing Perkins Act Improvement Dollars using Data and Why I Should Care