1 The Carl D. Perkins Act of 2006Karla Tipton Division of Career and Technical Education 2114 CPT, 500 Mero Street Frankfort , KY 502/

2 The Purpose of the Perkins Act

3 The purpose of the Act is to develop more fully the academic and technical skills of secondary and postsecondary students who elect to enroll in career and technical programs, by— building on the efforts of state and localities to develop challenging academic and technical standards for high skill, high wage or high demand occupations in current and emerging careers and helping students meet the standards;

4 developing activities that integrates rigorousand challenging academic and technical instruction and link secondary and postsecondary education; increasing flexibility in providing services and activities designed to develop, implement and improve career and technical education; conducting and disseminating research and information on best practices that improve career and technical programs;

5 providing technical assistance that promotesleadership, initial preparation, and professional development that improves the quality of career and technical education teachers, faculty, administrators and counselors at the state and local levels; supporting partnerships among all levels of education, workforce investment boards, business and industry and intermediaries; and providing individuals with the opportunity to develop knowledge and skills that will keep the U.S. competitive.

6 Funding for the Perkins Act

7 Kentucky receives approximately $17 million of Perkins funds each year. Funds are broken out as follows: 5% is for administration of the grant 10% is for state leadership Leadership set-a-side 1% is for programs in state correctional institutions $60,000 to $150,000 is to promote nontraditional occupations (nontraditional occupations are occupations that employ 25% or less of one gender)

8 85% is for eligible recipients(eligible recipients are local boards of education, area technology centers, and postsecondary institutions that offer associate degrees and/or diplomas) Secondary/postsecondary split is based on enrollment; 56.43% goes to secondary and 43.57% goes to postsecondary institutions.

9 Funds are allocated to the counties by a formula that is outlined in the Perkins law.30% is determined by the number of students 5 to 17 being served by the district /total number of students 5 to 17 in the state. 70% is determined by the number of families below the poverty level that live in the district/the total number of families below the poverty level in the state.

10 If a district sends students to an area technology center (ATC) then the percentage is determined and the county allocation is split between the local district and the ATC.

11 Required and Permissible Uses of Perkins Funds

12 Required Uses of Funds Funds shall be used to support CTE programs that--

13 Strengthen the academic and career andtechnical skills of students participating in CTE programs through the integration of academics with CTE programs. Link CTE at the secondary and the postsecondary levels, including offering the relevant elements of not less than one program of study described in Section 122(c)(1)(A). Provide students with strong experience in and understanding of all aspects of an industry, which may include work-based learning experiences.

14 Develop, improve, or expand the use oftechnology in career and technical education, which may include— training to use technology providing students with the skills needed to enter technology fields encouraging schools to collaborate with technology industries to offer internships and mentoring programs.

15 Provide in-service and pre-serviceprofessional development programs to teachers, faculty, administrators and career guidance and academic counselors who are involved in integrated CTE programs on topics including: effective integration of academic and CTE effective practices to improve parental and community involvement effective teaching skills based on research

16 effective use of scientifically based researchand data to improve instruction Professional development should also ensure that teachers and personnel stay current with all aspects of an industry; involve internship programs that provide relevant business experience; and train teachers in the effective use and application of technology.

17 Develop and implement evaluations of theCTE programs carried out with Perkins funds, including an assessment of how the needs of special populations are being met. Initiate, improve, expand and modernize quality CTE programs, including relevant technology. Provide services and activities that are of sufficient size, scope, and quality to be effective.

18 Provide activities to prepare special populations, including single parents and displaced homemakers who are enrolled in CTE programs, for high-skill, high-wage or high-demand occupations that will lead to self-sufficiency.

19 Permissible Use of Funds Funds may be used to --

20 To involve parents, businesses and labororganizations, in the design, implementation, and evaluation of CTE programs; To provide career guidance and academic counseling which may include information described in Section 118, for students participating in CTE programs, that improves graduation rates and provides information on postsecondary and career options, and provides assistance for postsecondary students and adults;

21 For local education and businesspartnerships including for; work-related experiences for students, adjunct faculty arrangements for qualified industry, professionals and industry experience for teachers and faculty; To provide programs for special populations; To assist career and technical student organizations; For mentoring and support services;

22 For leasing, purchasing, upgrading oradapting equipment including instructional aids and publications (including support for library resources) designed to strengthen and support academic and technical skill achievement. For teacher preparation programs that address the integration of academic and CTE and that assist individuals who are interested in becoming CTE teachers and faculty, including individuals with experience in business and industry.

23 To develop and expand postsecondaryprogram offerings at times and in formats that are accessible for all students, including through the use of distance education. To develop initiatives that facilitate the transition of subbaccalaureate CTE students into baccalaureate degree programs, including articulation agreements, dual enrollment programs, academic and financial aid counseling and other initiatives to overcome barriers and encourage enrollment and completion.

24 To provide activities to supportentrepreneurship education and training. For improving or developing new CTE courses, including the development of programs of study for consideration by the State and courses that prepare individuals academically and technically for high-skill, high-wage or high-demand occupations and dual or concurrent enrollment opportunities. To develop and support small, personalized career-themed learning communities.

25 To provide support for family and consumersciences programs. To provide CTE programs for adults and School dropouts to complete secondary education or upgrade technical skills. To provide assistance to individuals who have participated in services and activities under this act in continuing their education or training or finding an appropriate job. To support training and activities (such as mentoring and outreach) in nontraditional fields.

26 To provide support for training programs inautomotive technologies. For pooling a portion of such funds with a portion of funds available to other recipients for innovative initiatives such as implementing CTE programs of study. To support other CTE activities consistent with the purpose of the Act.

27 Approvable and Non-Approvable Expenses

28 Approvable Expenses

29 Instructional/curriculum materials forteacher use Resource materials for student and or teacher use (no textbooks) Professional development activities for teachers that would educate them about the latest research-based teaching strategies Advisor expenses for attending regional, state and national student organization meetings

30 Pay substitute teacher salary while teacherdevelops a new course or new program, collaborates on integration projects, develops program of studies, assessments, articulation agreements, dual credit agreements, or works with business and industry to update knowledge and skills etc. Purchase technology to be used in the classroom as a new teaching tool

31 Purchase state of the art equipment orsoftware required by a change in curriculum, teaching strategies, or technological advances in the career field Address specific educational barriers students are facing in technical education programs. (Ex: support materials, curriculum modifications, equipment modifications, and large print materials that might be needed for a visually impaired student.)

32 Travel for professional development that mayinclude reimbursement for meals, lodging, transportation, and registration fees Instructional field trips for students (For a class or program, CTSO will not qualify.) Reimbursable expenses include bus cost, and bus driver salary. Stipends for teachers to attend required activities on non-work days

33 Honorarium/fee for consultants/speakers toprovide training in CTE related areas Grant administration expenses up to a maximum of 5% of the total allocation.

35 Consumable materials of any kind such as butnot limited to paper, toner, discs, tapes, CD’s, scan sheets, test documents, workbooks, drill bits, nails, electrical wire, and wood Furniture purchases (desk, chairs, file cabinets shelving units etc.) Building modifications Textbooks, Periodicals, & Newspapers

36 Student expenses relating to studentorganizations Fund usage to supplant federal or state funds Maintenance or repair of equipment Expenses for non-instructional activities such as travel expenses for social events

37 Copiers Dues/Membership for professional organization Materials to be used for fundraisers, example: If the class raises bedding plants to sell as a fundraiser, any profit must go back into the account that paid for the supplies. So, if this is a fundraiser for FFA, the FFA account (dues) needs to pay for the supplies.

38 Expenses that are for the day-to-day operation of the class and that maintain the program at its current level, including but not limited to; travel to pick up supplies, maintenance/repair of equipment, classroom textbooks (reference and supplemental materials are allowable), replacement of existing equipment, safety glasses, welding gloves and helmets, hammers, pliers, hand saws, mixing bowls, measuring cups, hand towels, aprons, small kitchen appliances, small hand and power tools.

39 FUNDING LIMITS: Funding can be used for one program no longer than three years. If funding is requested for one program for three years, the request must be for something different each year. After three years, the funding request would be looked upon as program maintenance rather than program improvement, expansion or development. Career and Technical Education Programs must have sufficient local and state funds to enable them to operate without federal Perkins funds. (Perkins, Title 1, Part C Career and Technical Education funds are to be used to supplement, upgrade and improve Career and Technical Education programs and not simply to maintain the program at its current level.)

40 Accountability Secondary Indicators

41 Measurement Definition Performance Goal 11-12Core Indicator Measurement Definition Performance Goal 11-12 1S1 Academic Attainment in Reading/ Language Arts Numerator: Number of seniors concentrators who have met the proficient or advanced level on the statewide high school reading/language arts assessment Denominator: Number of senior concentrators who took the reading/language arts assessment and who left secondary education in the reporting year 37.69%

42 Measurement Definition Performance Goal 11-12Core Indicator Measurement Definition Performance Goal 11-12 1S2 Academic Attainment in Mathematics Numerator: Number of seniors concentrators who have met the proficient or advanced level on the statewide high school mathematics assessment Denominator: Number of senior concentrators who took the mathematics assessment and who left secondary education in the reporting year 35.42%

43 Measurement Definition Performance Goal 11-12Core Indicator Measurement Definition Performance Goal 11-12 1S3 Academic Attainment in Science Numerator: Number of seniors concentrators who have met the proficient or advanced level on the statewide high school science assessment Denominator: Number of senior concentrators who took the science assessment and who left secondary education in the reporting year 40.46%

44 Measurement Definition Performance Goal 11-12Core Indicator Measurement Definition Performance Goal 11-12 1S4 Academic Attainment in Writing-On-Demand Numerator: Number of seniors concentrators who have met the proficient or advanced level on the statewide high school writing-on-demand assessment Denominator: Number of senior concentrators who took the writing-on-demand assessment and who left secondary education in the reporting year 21.07%

45 Core Indicator Measurement Definition Performance Goal 11-12 2S1 Technical Skill Attainment Numerator: Number of senior concentrators who passed the technical assessment tests and left secondary education in the reporting year Denominator: Number of senior concentrators who took the technical assessment tests and left secondary education in the reporting year 61.00%

46 Measurement Definition Performance Goal 11-12Core Indicator Measurement Definition Performance Goal 11-12 3S1 High School Completion Numerator: The number of senior concentrators who received a high school diploma, a general education development credential, or other state recognized equivalent during the report year. Denominator: Number of senior concentrators who received a high school diploma, a general education development credential, other state recognized equivalent, and dropped out of high school in the reporting year 93.78%

47 Measurement Definition Performance Goal 11-12Core Indicator Measurement Definition Performance Goal 11-12 4S1 Student Graduation Rates Numerator: Number of senior concentrators who graduated in the reporting year. (compare to state graduation rate for latest year available) Denominator: Number of concentrators who left secondary education in the reporting year. 88.84%

48 Measurement Definition Performance Goal 11-12Core Indicator Measurement Definition Performance Goal 11-12 5S1 Secondary Placement Numerator: Number of concentrators who completed the program and graduated from high school and who entered postsecondary education or advanced training, entered the military, or was employed in the reporting year during the second quarter. Denominator: Number of concentrators who completed the program and graduated from high school in the preceding reporting year. 93.92%

49 Measurement Definition Performance Goal 11-12Core Indicator Measurement Definition Performance Goal 11-12 6S1 Non-traditional Participation Numerator: Number of nontraditional participants who enrolled in programs leading to employment in the occupations that employ less than 25 percent of one gender in the reporting year. Denominator: Number participants enrolled in programs leading to employment in occupations that employ less than 25 percent of one gender and the number of participants who left the program in the reporting. year. 33.50%

50 Measurement Definition Performance Goal 11-12Core Indicator Measurement Definition Performance Goal 11-12 6S2 Non-traditional Completion Numerator: Number of nontraditional concentrators who completed programs leading to employment in occupations that employ less than 25 percent of one gender. Denominator: Number students who completed programs leading to employment in occupations that employ less than 25 percent of one gender and number of students (concentrators) who left the program in the reporting year. 23.50%

51 Career & Technical Education Coordinator Role and Responsibilities

52 Coordinate and plan Career & Technical Education (CTE) programsEnsure that your district is in compliance with federal and state CTE requirements Document the 9 Required Uses of Funds, CTE Plan of Meeting Performance Measures and use of funds based Career Pathway document

53 Ensure that administrators and CTE teachers are aware of the Perkins IV Performance MeasuresEnsure that new program standards are being implemented – name change, co-op regulations, student organizations, etc. Collect, verify and submit reports to KDE in a timely manner Coordinate TEDS data collection; request a user ID for access to TEDS report

54 Print and check TEDS data reports for accuracy on a regular basisShare data from the CTE district/school profile(s) with appropriate staff Monitor performance results and coordinate improvement plans as needed Ensure that CTE teachers have aligned curriculum to skill standards

55 Work with CTE teacher to ensure participation in KOSSAMeet regularly with finance officer/bookkeeper in your district to monitor approval, spending, and coordination of all CTE funds Coordinate the printing and awarding of Career Major Certificates and Certificates of Achievement

56 Attend the annual state CTE conference and coordinate professional development opportunities related to Perkins activities Ensure that each CTE program has an advisory committee that meets on a regular basis (at least twice per year) Coordinate High Schools That Work, Technology Centers That Work and other high school reform initiatives

57 Did You Ever Forget Something Real Important?

58

59 PERKINS TIMELINE Major Dates

60 July 1st – Perkins Funds become availableOctober 1st - TEDS data (except for transition and follow up) LOCKED for previous school year November 1st - Locally operated centers only - Complete and correct first semester enrollment data in IC/TEDS November 15th - All other high schools - Complete and correct first semester enrollment data in IC/TEDS

61 December 1st - KOSSA registration submitted to KDEFebruary 1st – 28th - KOSSA testing window. March 31st - Deadline for second semester enrollment data in TEDS April 1st – 75% of Perkins funds should be expended or encumbered May 1st - Local Application for Perkins Due Waiver Letters Due (if applicable)

62 June 15th – All IC/TEDS imports need to be complete for the school year just ending.June 30th - Ensure that all Perkins funds are expended or encumbered Transitions and follow-up data for the previous year is LOCKED