Perkins Update July 9, 2015 Federal Legislation Assistance Division Josh Miller Janet Cooper

Perkins 101 Review Carl D. Perkins Career and Technical Education Improvement Act of 2006 Purpose and Expectations “Develop more fully the academic and career and technical skills of secondary education students and postsecondary education students who elect to enroll in career and technical education programs.”

Perkins 101 Review Allocation to Local Recipients 84% Secondary 16% Postsecondary Allocation to the State 5% State Administration 10% State Leadership 85% Local

Perkins 101 Review Distribution of Perkins Funds Basic Grant Secondary School Districts: Census & FTE data Technology Centers (secondary) : FTE (from sending schools) Postsecondary (collegiate & tech centers) : Pell/BIA data Reserve Funds – 10% of 85% ◦ Used for Supplemental Competitive Grants

Perkins 101 Review Perkins Evaluation Procedures Annual local self-evaluation instrument based on the local application Monitor improvement in performance measures Onsite reviews and technical assistance Sanctions for failure to meet performance levels, both at the state and local levels

Perkins 101 Review Targeting Changes in the Use of Funds: Targeting Changes in the Use of Funds: Federal Perkins Monitoring Team recommends Increases in… Career Clusters, pathways, postsecondary linkages Innovation Program development

Perkins 101 Review Local Labor Markets Focus is on high skill, high wage, high demand jobs Connection to local labor markets Aligning programs to broad labor market trends Supporting current or emerging occupations

Perkins 101 Review Things to Consider When Budgeting Is it beyond basic? Does it improve? Is it innovative? Is it sustainable after 2-3 years? Does it coordinate with and between Technology Centers and Postsecondary Institutions?

Perkins Audit Update Conducted by the US Department of Education, Office of Career, Technical and Adult Education (OCTAE) federal onsite monitoring visit – end of September 2014 report from OCTAE – early February cross-functional agency staff worked to develop responses to each finding response document presented to ODCTE Board approved – April 16, 2015 submitted to OCTAE – April 21, 2015

Perkins Audit Update US Department of Education, Office of Career, Technical and Adult Education (OCTAE) implement all required revisions and adjustments to the Perkins processes ensure correct implementation of Programs of Study as defined in the Carl Perkins Act of 2006 revised the Perkins application will be included in our new data system application approval and funding is not guaranteed

5 Areas of Review State Administration Fiscal Program Responsibility Local Application Programs of Study Accountability Audit Period was FY08 – FY15; FY14 was the focus

State Administration  Finding i.ODCTE did not conduct a State assessment of Career and Technical education, including needs of special populations.  Corrective Action List assessments ODCTE conducted from FY14-FY15 including system assessment and Baldrige agency assessment. Created Self-Assessment rubrics to address all special populations as defined by Section 3(29) of Perkins IV. Assessment will be requirement of Perkins application.

Local Application  Finding of Importance i.ODCTE failed to have monitoring procedures that ensured compliance with all applicable federal requirements.  Corrective Action Strengthen Monitoring Plan to include: Collection and use of all local performance data to evaluate continuous improvement. Develop monitoring rubric based on objective and quantitative measures. Monitoring visit will occur at least once in life of legislation. Risk based monitoring protocol will be implemented for additional monitoring of sub recipients. Follow up reports will be generated for each visit with findings and corrective actions issued.

Local Application The strengthened monitoring plan will include: Individual interview sessions for eligible recipient administration, career development staff, CTE instructors and CTE students. A renewed focus on the individual career plan and Programs of Study. Consistency of message and action during reviews.

Program of Study  Finding i.Failed to ensure that each sub-recipient implemented at least one program of study pursuant to Perkins IV  Corrective Action Will strengthen POS component so that all sub- recipients are able to show evidence by adding nationally defined components of Program of Study to the local application. adding the description of a Program of Study to Perkins operational policies and procedures. adding additional required questions to the local application.

Program of Study  Finding i.Failed to ensure that each sub-recipient implemented at least one program of study pursuant to Perkins IV  Corrective Action (cont’d) Will strengthen POS component so that all sub- recipients are able to show evidence by requiring an individual career plan to show a non-duplicative sequence of courses starting in the 8th year of education and culminating in either the 14 or 16th year with the award of a licensure, certificate or degree at the postsecondary level.

Program of Study  Finding i.Failed to ensure that each sub-recipient implemented at least one program of study pursuant to Perkins IV  Corrective Action (cont’d) Will strengthen POS component so that all sub- recipients are able to show evidence by developing and implementing a systematic process to monitor Programs of Study that is added into the onsite monitoring plan. developing the Program of Study portion of monitoring rubric to use on onsite visits.

Accountability  Finding i.Failed to require local recipients to provide annual reports that included the progress of all CTE students and CTE students by disaggregated categories.  Corrective Action New data system will redesign our data structure to a student record with corresponding enrollments regardless of courses taken or school year. Will allow ODCTE to provide the summarized participation and performance data back to the eligible recipient for local negotiations of performance metrics.

Accountability  Finding i.Failed to require local recipients to provide annual reports that included the progress of all CTE students and CTE students by disaggregated categories.  Corrective Action (cont’d) Will implement process to ensure complete data is collected and reported. A major obstacle in reporting was the inability to identify concentrators at the comprehensive schools level. New data system will allow collection of data across multiple years to identify concentrators and allow proper reporting of performance data.

Accountability  Corrective Action (cont’d) Will update our definition of secondary concentrators to include identification of occupations for pathways in which students enroll. ODCTE collects and reports all applicable performance data for secondary and adult students enrolled in technology centers ODCTE also collects enrollment and follow-up data for participants in comprehensive schools, including data required for all of the required subpopulations Will update our definition of secondary concentrators to include identification of occupations for pathways in which students enroll.

Perkins Application  Available late July /early August Will be within new data system’s grant management system Will require more detail and information for approval Applicants must meet definition of Size, Scope and Quality to be eligible to fill out local application for Perkins funding

Perkins Application  SIZE Offer at least one Program of Study in FY16. Demonstrate a Program of Study in a percentage of approved programs/career majors. Approved programs/career majors must follow all the policies and guidelines of either the ODCTE or the OSRHE.

Perkins Application  SCOPE Links must exist between secondary and postsecondary CTE programs o Including agreements between secondary and postsecondary institutions. The scope of a program includes knowledge of industry aspects such as o occupations and careers o technology, labor and community issues, health and safety and environmental issues o planning, management, finances, technical and production skills problem- solving skills and academics

Perkins Application  QUALITY Through CTE programs, eligible recipients offer students the opportunity to participate in Programs of Study that lead to high skill, high wage, high demand occupations. High skill occupations require an industry-recognized certificate, credential, postsecondary training, apprenticeship, or degree.

Perkins Application  QUALITY Through CTE programs, eligible recipients offer students the opportunity to participate in Programs of Study that lead to high skill, high wage, high demand occupations. High wage career is one with an average hourly rate equal to or greater than the average hourly rate of all occupations as reported by the Oklahoma Employment Security Commission. The FY08 average hourly rate was $15.32 in Oklahoma and is $19.64 for FY16.

Perkins Application  QUALITY Through CTE programs, eligible recipients offer students the opportunity to participate in Programs of Study that lead to high skill, high wage, high demand occupations. High demand industry is defined as an occupation in which state, local, or regional labor market data show that demand exceeds projected employment supply.

Perkins Staff  Contact Information Janet Cooper Josh Miller Jeremy Zweiacker