CALIFORNIA DEPARTMENT OF EDUCATION Jack O’Connell, State Superintendent of Public Instruction Training Presented by: Russ Weikle, Administrator Carl D. Perkins Career and Technical Education Improvement Act of 2006

JACK O’CONNELL State Superintendent of Public Instruction 2 Agenda Perkins IV Overview Overview of the State Plan State Plan Requirements State Application Process Accountability Framework Local Plan Development Timeline and Required Documents Consortiums Other Important Information

CALIFORNIA DEPARTMENT OF EDUCATION Jack O’Connell, State Superintendent of Public Instruction Perkins IV Overview The Carl D. Perkins Career and Technical Education improvement Act of 2006

JACK O’CONNELL State Superintendent of Public Instruction 4 Spirit of the New Law –Global competition –Program improvement –Ensuring modern, durable and rigorous CTE programs Leading CTE into the 21st century

JACK O’CONNELL State Superintendent of Public Instruction 5 Purpose The Improvement of CTE Programs Increased Accountability for Results Increased Coordination within the CTE Community Stronger Academic and CTE Integration Increased Connection between Secondary and Postsecondary Education Increased Coordination with Business and Industry

JACK O’CONNELL State Superintendent of Public Instruction 6 Mandatory Program Elements - Section 135(b) Programs receiving Perkins funding must have the following elements in place before spending Perkins funds for other uses. 1.Strengthen academic and CTE skills through the integration of academics with CTE 2.Link CTE at the secondary and postsecondary levels 3.Understanding of all aspects of the industry 4.Develop, improve, or expand the use of technology in CTE

JACK O’CONNELL State Superintendent of Public Instruction 7 Mandatory Program Elements - Section 135(b) 5.Provide professional development programs 6.Develop and implement evaluations of CTE programs 7.Initiate, improve, expand, and modernize CTE programs 8.Provide activities of sufficient size and scope to be effective 9.Provide activities to prepare special populations for high skill, high wage, or high demand occupations that lead to self- sufficiency

JACK O’CONNELL State Superintendent of Public Instruction 8 Section 135(c) – Permissive Uses of Funds Involve parents, businesses, and labor organizations as appropriate, in the design, implementation and evaluation of CTE Provide career guidance and academic counseling for students participating in CTE above and beyond what is available to all students

JACK O’CONNELL State Superintendent of Public Instruction 9 Section 135(c) Permissive Uses For local education and business partnerships Assist CTE student organizations For mentoring and support services Leasing, purchasing, upgrading or adapting equipment, designed to strengthen and support academic and technical skill achievement

JACK O’CONNELL State Superintendent of Public Instruction 10 Section 135(c) Permissive Uses Develop and expand postsecondary program offerings at times and in formats that are accessible for students Pooling a portion of funds with other recipients for innovative programs Provide activities to support entrepreneurship education and training Provide programs for special populations

CALIFORNIA DEPARTMENT OF EDUCATION Jack O’Connell, State Superintendent of Public Instruction TERMS AND DEFINITIONS

JACK O’CONNELL State Superintendent of Public Instruction 12 CTE Terms and Current California Definitions CTE Program Program Participant Program Concentrator Capstone Course Special Populations Tech Prep

JACK O’CONNELL State Superintendent of Public Instruction 13 CTE Program “a sequence of courses that provides individuals with coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in current or emerging professions.” Perkins Act – Sec. 3(5)

JACK O’CONNELL State Superintendent of Public Instruction 14 CTE Program Continued California’s Interpretation –CTE program is a sequence of courses –Sequence should be determined from the type and length of the instruction needed for career success and/or advanced education or training for a specific industry –Program sequences may vary in length –Sequences contain a minimum 300 hours of instruction –Some ROCP and Adult Education CTE programs can be single-year programs

JACK O’CONNELL State Superintendent of Public Instruction 15 CTE Program Participant Student who has completed one CTE course Counted by the LEA and reported on the E1 Not used to calculate any of the core indicators

JACK O’CONNELL State Superintendent of Public Instruction 16 Secondary CTE Concentrator A secondary concentrator is a student who has been enrolled in the last course of the planned program sequence Counted by the LEA and reported on the E-1 and E-2 Used to calculate the core indicators

JACK O’CONNELL State Superintendent of Public Instruction 17 Adult CTE Concentrator An adult concentrator is a student who has the potential of completing the last course in a planned program sequence and earning a certificate, license, or certification in the reporting year. May be an LEA issued certificate if it indicates skill competencies met by the student and signed by advisory committee member.

JACK O’CONNELL State Superintendent of Public Instruction 18 Special Populations Individuals with disabilities Individuals from economically disadvantaged families, including foster youth Individuals preparing for nontraditional fields Single parents, including single pregnant women Displaced homemakers Limited English proficiency

JACK O’CONNELL State Superintendent of Public Instruction 19 Conditions Recipients of funds must: –Provide equal access for special population students –Provide programs and support services designed to enable special population students to meet or exceed state-adjusted levels of performance

JACK O’CONNELL State Superintendent of Public Instruction 20 Tech Prep Definition Combines a minimum 2 years of secondary education with a minimum of 2 years of postsecondary education in a non-duplicative sequential course of study Integrates academic and career technical instruction and utilizes work-based and worksite learning where appropriate and available Provides technical preparation in a career field including high skill, high wage, or high demand occupations

JACK O’CONNELL State Superintendent of Public Instruction 21 Definition Continued Builds student competence in technical skills and core academic subjects as appropriate, through applied, contextual academics, and integrated instruction, in a coherent sequence of courses Leads to technical skill proficiency, an industry-recognized credential, a certificate, or a degree, in a specific career field Leads to placement in high skill or high wage employment, or to further education Utilizes career and technical education programs of study, to the extent practicable

CALIFORNIA DEPARTMENT OF EDUCATION Jack O’Connell, State Superintendent of Public Instruction DISTRIBUTION OF FUNDS

JACK O’CONNELL State Superintendent of Public Instruction 23 How the Funds are Distributed Basic Grant: –State Administration – 5% –State Leadership – 10% 1% for state institutions $150,000 for nontraditional training –Local Assistance 85% Tech Prep: –State Leadership – 8% –Tech Prep Consortia – 92%

JACK O’CONNELL State Superintendent of Public Instruction 24 Local Assistance Funds Divided based on a comparison of the preceding Fall Semester CTE enrollments at the Secondary and Postsecondary levels –Secondary 42% –Postsecondary 58% ROCPs Adult Schools Community Colleges

JACK O’CONNELL State Superintendent of Public Instruction 25 Local Allocations Secondary –30% based on the LEA’s proportion of the State’s K-12 enrollment –70% based on LEA’s proportion of the State’s K-12 enrollment of students from homes with incomes below the poverty level Data from CBEDS

JACK O’CONNELL State Superintendent of Public Instruction 26 Local Allocations Continued Postsecondary –Based entirely on the number of economically disadvantaged adults enrolled in CTE programs during the last completed program year Data from the CDE 20 Tech Prep –Distributed to 80 identified consortiums composed of community college districts, high school districts and ROCPs

JACK O’CONNELL State Superintendent of Public Instruction 27 Secondary (Section 131) Minimum grant is $15,000 Can’t Qualify? –Enter into a consortium –Apply for a waiver if: Located in a rural, sparsely-populated area and; Can demonstrate inability to enter into a consortium.

JACK O’CONNELL State Superintendent of Public Instruction 28 Postsecondary (Section 132) Minimum grant $50,000 Can’t Qualify? –Enter into a consortium –No provision for a wavier

JACK O’CONNELL State Superintendent of Public Instruction 29 Consortium Funds Flow to a fiscal agent Fiscal agent’s responsibilities –Coordinate, assemble, submit and administer consortium’s local plan –Coordinate, assemble, and submit the annual application for funds –Submit the Memorandum of Understanding –Administer the consortium funds as directed in the Perkins Act and MOU

JACK O’CONNELL State Superintendent of Public Instruction 30 Responsibilities of Consortium Members Cooperate in development of Memorandum of Understanding Assist in development and administration of the Local Plan Cooperate in the development of the annual application

JACK O’CONNELL State Superintendent of Public Instruction 31 Consortiums Funds may only be used for purposes and programs that are mutually beneficial to all members of the consortium Funds may NOT be reallocated to individual members of the consortium for purposes benefiting only one member

CALIFORNIA DEPARTMENT OF EDUCATION Jack O’Connell, State Superintendent of Public Instruction ACCOUNTABILITY

JACK O’CONNELL State Superintendent of Public Instruction 33 Success of CTE Programs Measured Through Core Indicators Emphasizes the importance of accountability for performance Separate measures for secondary, adult, and postsecondary E1 report collects enrollment data for core indicators. E2 report collects placement data for core indicators.

JACK O’CONNELL State Superintendent of Public Instruction 34 Secondary Core Indicators 1S1 - Academic Attainment, –Percentage of concentrators scoring proficient or above on the Reading Language Arts portion of CAHSEE and who leave public education 1S2 - Academic Attainment, –Percentage of concentrators scoring proficient or above on the Mathematics portion of CAHSEE and who leave public education

JACK O’CONNELL State Superintendent of Public Instruction 35 Secondary Core Indicators 2S1 – Technical Skill Attainment –Percentage of concentrators obtaining a “C” grade or higher in the capstone course 3S1 - Secondary School Diploma –Percentage of concentrators leaving public education with a H.S. diploma, GED, or certificate of proficiency

JACK O’CONNELL State Superintendent of Public Instruction 36 Secondary Core Indicators 4S1 – Student Graduation Rates 5S1 – Secondary Placement –Percentage of concentrators who six months after leaving public education have obtained employment, in the military, or enrolled in further education 6S1 – Nontraditional Participation 6S2 – Nontraditional Completion

JACK O’CONNELL State Superintendent of Public Instruction 38 Adult Core Indicators 1A1 – Technical Skill Attainment An adult concentrator who receives an LEA or industry recognized certificate, license, credential or authorization. –Curriculum must be based on industry standards and CTE content standards –LEA certificate must identify skill competencies obtained by student –An adult student who leaves a CTE program prior to the end of the program-year to accept employment in a program-related job may be reported

JACK O’CONNELL State Superintendent of Public Instruction 39 Adult Core Indicators 2A1 – Student Placement 3A1 – Nontraditional Participation 3A2 – Nontraditional Completion

JACK O’CONNELL State Superintendent of Public Instruction 40 Accountability All data reported must be disaggregated by population groups as described in NCLB Achievement gaps must be identified and quantified Must have valid and reliable measures

JACK O’CONNELL State Superintendent of Public Instruction 41 Improvement Plans The first year an eligible recipient fails to meet at least 90% of any single performance indicator, an improvement plan must be put in place.

JACK O’CONNELL State Superintendent of Public Instruction 42 Sanctions Eligible recipients are eligible for sanctions if the LEA fails to: –implement an improvement plan –make improvement in first year of implementing an improvement plan –meet 90% of performance level for same measure for three consecutive years.

JACK O’CONNELL State Superintendent of Public Instruction 43 Accountability Framework Not applicable to community colleges Must accept State’s performance levels or negotiate with the State Reach agreement based upon prior year performance and Targets that demonstrate annual improvement

JACK O’CONNELL State Superintendent of Public Instruction 44 Accountability Framework LEAs falling below 90% on any measure will be considered Needs Improvement Agencies Required to submit a Program Improvement Plan Identify planned strategies and activities agency will implement to reach 90% of state levels

JACK O’CONNELL State Superintendent of Public Instruction 45 Accountability Framework LEAs falling below 90% on three or more measures or below 60% on any measure will be considered Priority Improvement Agencies Required to submit a detailed action plan to bring measures to 90% within two years

JACK O’CONNELL State Superintendent of Public Instruction 46 Accountability Framework LEAs scoring in the lower than 30% of overall performance as determined by a composite ranking of all measures will be considered as Monitored Agencies Subject to Perkins Program Monitoring

CALIFORNIA DEPARTMENT OF EDUCATION Jack O’Connell, State Superintendent of Public Instruction State Plan for CTE

JACK O’CONNELL State Superintendent of Public Instruction 48 Organization of State Plan Section 1: The Big Picture Preface Introduction – The Perkins and state CTE priorities and the process used in developing the Plan Chapter 1 – Career Technical Education in California a retrospect Chapter 2 – The Context for Career Technical Education in California Chapter 3 – A Vision for the Future: Building a High Quality CTE System

JACK O’CONNELL State Superintendent of Public Instruction 49 Section 2: Perkins Chapter 4 – Responses to the Office of Vocational and Adult Education (OVAE) Guide for the State Plan Chapter 5 – State Policies on the Administration and Use of the Perkins IV Funds Appendices – Supportive information and required assurances and certifications

JACK O’CONNELL State Superintendent of Public Instruction 50 A New Vision Career Technical Education will engage every student in high-quality, rigorous, and relevant educational pathways and programs, developed in partnership with business and industry, promoting creativity, innovation, leadership, community service, and lifelong learning, and allowing students to turn their “passions into paychecks” – their dreams into careers.

JACK O’CONNELL State Superintendent of Public Instruction 51 Established 11 Key Elements for CTE Leadership at all levels High-quality curriculum and instruction Career exploration and guidance Student support and leadership development Industry partnerships System Alignment and coherence

JACK O’CONNELL State Superintendent of Public Instruction Elements for CTE Effective organizational design System responsiveness to changing economic demands Skilled faculty and professional development Evaluation, accountability, and continuous improvement CTE promotion, outreach, and communication

JACK O’CONNELL State Superintendent of Public Instruction 53 Themes Business and Industry as the Client Investment of Federal and State funds Demand driven CTE as something more not something less CTE as a catalyst for school reform CTE to be student-centered, industry- focused, and performance-driven

JACK O’CONNELL State Superintendent of Public Instruction 54 State Policies Chapter 5 of State Plan Division of funds Accountability Framework Required local use of funds Requirements of local agencies Requirements of Sequences Requirements of courses assisted with Perkins IV funds

JACK O’CONNELL State Superintendent of Public Instruction 55 Chapter 5 Program of Study requirement Middle School participation ROCP participation in Perkins IV funds Local responsibility for CTE Consortium allocations Work Experience Local board approval of application

JACK O’CONNELL State Superintendent of Public Instruction 56 Middle School Participation Grades 7 or above Must be integral to an approved sequence of courses conducted by a high school Union high school districts may fund middle school feeder programs in a Union elementary districts

JACK O’CONNELL State Superintendent of Public Instruction 57 Programs of Study Must provide at least one program of study –Includes not less than one district- funded course –Incorporates and aligns elements of secondary and postsecondary education –Includes academic & CTE content in a coordinated, non-duplicated progression of courses

JACK O’CONNELL State Superintendent of Public Instruction 58 –May include the opportunity for secondary students to acquire postsecondary credits –Leads to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree –Identify and address current or emerging occupational opportunities –Build on Tech Prep, career clusters, career pathways, career academies

JACK O’CONNELL State Superintendent of Public Instruction 59 Local Use of Funds Section 135 Regulations The purpose of the funds is to: Improve Career Technical Education Nine requirements for programs assisted with the funds – Section permissive uses of the funds 5% limit on local administration

JACK O’CONNELL State Superintendent of Public Instruction 60 Use of Funds No less than 85% of allocated funds must be directed to the improvement and/or expansion of CTE programs –Program related planning, development, validation and accountability –Curriculum development activities –Professional development –Instructional equipment –Provide programs for special populations

JACK O’CONNELL State Superintendent of Public Instruction 61 Use of Funds –Provide mentoring and student support services –Resources to strengthen academic and technical skill attainment –Support entrepreneurship education –Integration of academics and CTE –Support for consumer and family studies –Instructor cost for expanded programs

JACK O’CONNELL State Superintendent of Public Instruction 62 Other Uses Up to 10% may be expended to support other CTE activities that are consistent with the purposes of the Act including: –Involving partners in the design, implementation and evaluation of CTE programs –Career guidance and academic counseling to CTE participants beyond that for all students

JACK O’CONNELL State Superintendent of Public Instruction 63 Other Uses –Expand offerings for adults at times and formats that are more accessible –Developing and supporting small career-themed learning communities –Provide programs to allow adults and school dropouts to develop or update technical skills –Provide placement assistance in jobs –Provide outreach and mentoring for non-traditional fields

JACK O’CONNELL State Superintendent of Public Instruction 64 Local Administration Funds Up to 5% may be used for costs associated with administering the grant These can be for direct or indirect costs Must be equal to the indirect cost rate of the LEA, but not more than 5% of total expenditures

JACK O’CONNELL State Superintendent of Public Instruction 65 Requirements of Programs Assisted with the funds Incorporate the nine requirements established in Section 135(b) Be staffed by qualified CTE teachers –Credential authorizing the teaching of the CTE course and; –Can document employment experience, outside of education, in the career pathway addressed by the program or other evidence of equivalent proficiency

JACK O’CONNELL State Superintendent of Public Instruction 66 Requirements of Programs Assisted with the funds Focus on current or emerging high skill, high wage or high demand occupations Be aligned with State’s model CTE standards and framework Have extensive industry involvement, as evidenced by no less than one annual business and industry advisory committee meeting and involvement in other program activities

JACK O’CONNELL State Superintendent of Public Instruction 67 Requirements of Programs Assisted with the funds Provide for certification of students who achieve industry-recognized skill and knowledge requirements Be aligned with applicable feeder and advanced-level instruction in pathway Integrate the development of CTE and academic skills in order to prepare students for immediate employment or further education Must provide practical applications and experiences through actual or simulated work- based experiences

JACK O’CONNELL State Superintendent of Public Instruction 68 Requirements of Programs Assisted with the funds Provide equitable access and needed support services for all students Include planned career awareness and exploration experiences Must provide for development of student leadership skills Use annual evaluation results, to determine needed program improvements modifications, and professional development for staff Systematic plan for promoting the program to all concerned groups

JACK O’CONNELL State Superintendent of Public Instruction 69 Sequences of Courses Consist of not less than two full-year CTE courses with a combined duration of not less than 300 hours or; A single, multiple hour course which provides sequential units of instruction that has a duration of not less than 300 hours Be coherent, meaning sequence may only include those CTE courses with objectives and content that have a clear and direct relationship to the occupation(s) or career targeted by the program

JACK O’CONNELL State Superintendent of Public Instruction 70 Sequences of Courses Include sufficient content to provide students with the knowledge and skills required for employment and/or advanced education or training

JACK O’CONNELL State Superintendent of Public Instruction 71 Requirements of Courses Be integral to an approved CTE sequence Be explicitly designed to prepare students with technical skills that lead to employment Have no less than 50 percent of the course curriculum and content directly to the development of career knowledge and skills Have business and industry involvement in the development and validation of the curriculum Be taught by a teacher meeting the CTE teacher credential and occupational experience qualifications

JACK O’CONNELL State Superintendent of Public Instruction 72 ROCP Participation Beginning in Section 131 funds to County Offices will no longer be restricted to court and community school use Each COE will receive a Section 131 allocation to improve CTE programs using the Section 131 allocation formula

JACK O’CONNELL State Superintendent of Public Instruction 73 ROCP Participation COE allocation may be directed to ROCP It is assumed that the ROCP will collaborate with court and community schools to ensure students are served

JACK O’CONNELL State Superintendent of Public Instruction 74 ROCP Participation An ROCP may also become an eligible recipient in any instance in which one or more districts determine that the allocation is insufficient to warrant the required administrative activities or is not providing at least one district-funded CTE course A consortium would be formed with a MOU identifying the ROCP as the fiscal agent, the effected district allocations would be redirected to the ROCP

JACK O’CONNELL State Superintendent of Public Instruction 75 ROCP Participation ROCP courses that are integral to member district sequences may be assisted with district allocation District must have at least one district funded course in the same industry sector The eligible recipient (district) decides if and what ROCP courses to assist

JACK O’CONNELL State Superintendent of Public Instruction 76 Local Participation in CTE Must be actively involved in delivery of CTE programs, meaning –Provide at least one CTE Program of Study which includes at least one district-funded course –Provide at least one district-funded course in each industry sector assisted with the funds

JACK O’CONNELL State Superintendent of Public Instruction 77 Work Experience Exploratory and Vocational Work Experience activities may be assisted with Perkins funds if –They are planned and listed component of a CTE program –Are integral to one or more approved sequences Funds may not be used to assist General Work Experience

JACK O’CONNELL State Superintendent of Public Instruction 78 Local Board Approval Local Board approval is required on all applications as evidenced by a current year approval date submitted with the application County Offices of Education with an elected superintendent are exempt

JACK O’CONNELL State Superintendent of Public Instruction 79 The Local Plan Requirements of section 134 and 135 of Perkins IV and requirements of the State Plan Four chapters and an appendix –Ch. 1: CTE in the Local Agency –Ch. 2: Building high-quality CTE programs –Ch. 3: Requirements of Perkins IV –Ch 4: Local policies on administration and use of Perkins funds Identification of CTE sequences Identification of Program of Study

JACK O’CONNELL State Superintendent of Public Instruction 80 CDE 101 E1 Report on Career Technical Education Enrollment and Program Completion –Collects annual enrollment and completion data –Mandated in Section 113 of Act Required of all agencies receiving Perkins funds –Section 8007 of Ed Code Required of all ROCPs, including those not receiving Perkins Funds

JACK O’CONNELL State Superintendent of Public Instruction 81 CDE 101 E1 Continued Perkins Data System (PDS) Password protected Opens July 1- closes October 15 Web address: Slogon.asp or –Perkins Questions:

JACK O’CONNELL State Superintendent of Public Instruction 82 Perkins Data System Continued Unduplicated Enrollment data –Race and Ethnicity Duplicated data –Special Populations Program level by CBEDS Code –Introductory –Concentrator –Completer Core indicator levels 1, 2, 3, 4 and 6

JACK O’CONNELL State Superintendent of Public Instruction 83 CDE 101 E2 Report on Career Technical Education Program Completer Placement –Collects placement information on program completers –Mandated in Section 113 of Act –Required of all LEAs receiving funds –Required of all ROCPs whether or not they receive funds

JACK O’CONNELL State Superintendent of Public Instruction 84 CDE 101 E2 Continued Perkins Data System (PDS) Opens February 15 – closes May 15 Pre-populated from E-1 data Web address: PDSlogon.asp or

JACK O’CONNELL State Superintendent of Public Instruction 85 Perkins Data System Continued Placement data on CTE program completers –Unduplicated enrollment data Race and Ethnicity –Duplicated data Special Population Placement –Duplicated data Military Further education or training Related or non-related occupations Core indicators 5S1 and 4A1

CALIFORNIA DEPARTMENT OF EDUCATION Jack O’Connell, State Superintendent of Public Instruction REQUIRED DOCUMENTS

JACK O’CONNELL State Superintendent of Public Instruction 87 Required Documents Annual application for funds (CDE 100) - Due on May 1, 2007 Annual report on placement of program completers (CDE 101 E2) - Due on May 15 Local Plan for – due on October 31, 2008

JACK O’CONNELL State Superintendent of Public Instruction 88 Documents Continued Final fiscal claim (CDE 101 A) and (VE-5) - Due July 31 Annual report on CTE enrollment and program completion (CDE 101 E1) - Due October 15

JACK O’CONNELL State Superintendent of Public Instruction 89 CDE 20 Adult schools and ROCPs Unduplicated count of economically disadvantaged adults enrolled in CTE programs Used to determine level of eligibility for Section 132 funds Deadline October 15

JACK O’CONNELL State Superintendent of Public Instruction 90 CDE 21 Adult schools and ROCPs Collects fall semester adult enrollment in CTE from adult schools Collects fall semester adult and secondary enrollments from ROCPs Used to divide local assistance funds between secondary and postsecondary programs Due March 10

JACK O’CONNELL State Superintendent of Public Instruction 91 Annual Application Due May 1 Must have date of Board Approval Must have an original signature All sections and questions must be completed

JACK O’CONNELL State Superintendent of Public Instruction 92 Budget Amendments Restricted to approved program improvements as described in the Local Plan May move funds within and between objects and categories of expenditure up to 20 percent of total allocation CDE approval is required for budget revisions exceeding 20 percent of total allocation

JACK O’CONNELL State Superintendent of Public Instruction 93 To Request Change Submit –A letter describing planned budget changes and stating that the amendments conform to approved plan –A copy of amended budget schedule –No later than May 15

JACK O’CONNELL State Superintendent of Public Instruction 94 Reimbursements Quarterly reimbursements in: –October –January –April –July for final Claim (due July 31) Interim Claim –Submit only the VE-5 Final Claim –Submit the VE-5 and CDE 101 A

JACK O’CONNELL State Superintendent of Public Instruction 95 Final Claim VE-5 and CDE 101 A Mailed to LEAs in May Due to CDE on July 31 Can be submitted earlier Must have original signature Must be mailed, not FAXed Total of indirect/administrative cost no more than 5% of total allocation

JACK O’CONNELL State Superintendent of Public Instruction 96 Direct and Indirect Costs No more than 5% of the expended allocation (less any funds spent for capital outlay) can be used for activities directly related to administering the grant The 5% may be “indirect” costs or “direct” costs such as: –Employee compensation –Travel –Materials –Services

JACK O’CONNELL State Superintendent of Public Instruction 97 Direct and Indirect Costs Some cost may be “indirect” –Utilities –Rent –Maintenance –Central Office Personnel Must be equal to the indirect cost rate of the LEA, but not more than 5% of total expenditures

JACK O’CONNELL State Superintendent of Public Instruction 98 Carryover and Legal Obligations Perkins funds CANNOT be carried over to the next program year Section 133(b) mandates that allocated funds not expended be returned for reallocation in the following year Funds must be expended or legally obligated by June 30

JACK O’CONNELL State Superintendent of Public Instruction 99 Legal Obligations Obligation is for:Obligation is made: Acquisition of real or personal property Date which the LEA makes a binding written commitment to acquire the property Personal services by an employee When the services are performed Personal services by a contractor Date which LEA makes a binding written commitment for services Public utility servicesWhen services are received Travel, conferencesWhen travel is taken or conference attended

CALIFORNIA DEPARTMENT OF EDUCATION Jack O’Connell, State Superintendent of Public Instruction Thank You. Russ Weikle, The California Career Technical Education (CTE) State Plan can be found at: