Perkins/Core Indicator CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE Perkins/Core Indicator Basics February 2, 2015 Robin Harrington, Specialist Workforce and Economic Development Division California Community Colleges Chancellor’s Office

Perkins/Core Indicator Workshop Goals Goal of the workshop is to give attendees a basic understanding of: ● The Overall Purpose of Perkins IV (the overall Act) ● Overview of 9 requirement for Title I-C Basic Grant Funding ● Federal and State Accountability for Negotiating Core Indicators ● How the requirements and accountability relate to a clear understanding and review of core indicators ● Overall understanding of the analyzing the core indicator system and using for course and program improvement ● What is Expected within the Title I-C Applications ● Resources available to help Special Populations success California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

Overall Purpose of Perkins IV (‘‘SEC. 2. PURPOSE.) To more fully develop CTE students academic and career technical skills in secondary and postsecondary that:  Prepare high skill, high wage, or high demand occupations in current or emerging professions;  Link secondary education and postsecondary education (programs of study) and partnerships with baccalaureate intuitions, WIBs, business and industry and intermediaries;  Promote integration of rigorous and challenging academic and career technical instructions;  Promote technical assistance that improves the quality of CTE education from teachers, faculty, administrators and counselors;  Promoting Life-Long Learning (Stackable Credentials) California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

Perkins IV Title I-C Nine Requirements CTE Course and Program Improvement that: ● Integrates academics into Career Technical Education to strengthen skills of students ● Initiates, improves, expands and modernizes CTE programs ● Links Secondary and Postsecondary through Development of Programs of Study ● Provides sufficient size scope and quality to be effective ● Prepares special populations for high skill, high wage or high demand occupations ● Expands the use of technology, all aspects of the industry (WBL), professional development and evaluations of CTE programs California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

Perkins IV Accountability Pursuant to Section 123(b) of the Act, state agencies are required to:  Negotiate yearly core indicator targets with Districts receiving Title I-C allocations;  Yearly evaluation of established performance targets;  For those failing to meet performance targets follow-up on program improvement plans; and  Consider technical assistance or sanctions for those Districts not meeting performance target for 3 consecutive years. California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

Perkins IV Special Populations A 2004 Study in California showed that 52% of California Community College CTE students were in one or more of the six special populations groups from Perkins IV. Core Indicators track these students and this tracking is used to identify barriers to “Special Populations Success.” The six Special Populations Categories are: Non-Traditional (less than 25% of a gender is employed in the occupation) Displaced Homemaker (worked in the home without compensation & unemployed or under-employed) Economically Disadvantaged (receiving some kind of student or public aid) Limited English Proficiency (ESL Participants or Identified by Faculty as needing ESL) Single Parent (Single Parent/Single Pregnant Woman) Students with Disabilities (DSPS Participants, reported with a primary disability since 1990) California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

Perkins Accountability Definitions SAM Codes Every course offered by a college/district is assigned a TOP code by the college/district based on the content of the course and a corresponding SAM Priority Code (A, B, C, or D) What are SAM Codes? Why were they designed? What purpose do they serve? MIS Data Element Dictionary (data element name - course SAM priority codes) A. Apprenticeship B. Advanced Occupational (not limited to apprentices) C. Clearly Occupational (but not advanced) D. Possibly Occupational E. Non-Occupational California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

Perkins Accountability Definitions (Cont.) TOP Codes Every course offered by a college/district is assigned a TOP code based on the content of the course. What are Top Codes? Why were they designed? What purpose do they serve? . California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

Perkins Accountability Definitions (Cont.) ● Concentrator ● Life Long Learner ● Persisters ● Completer ● Leaver ● Transfer Prepared California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

Overview Purpose of Perkins IV & Title I-C Perkins Accountability Special Population Definitions SAM Codes TOP Codes Core Indicator Definitions California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

Perkins IV Accountability Negotiated levels of performance have to do with Core Indicators Accountability Framework 1P1: Technical Skill Attainment 2P1: Credential, Certificate, or Degree 3P1: Student Persistence or Transfer 4P1: Student Placement 5P1 & 5P2: Nontraditional Participation and Completion   California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

Analyzing Core Indicator Data If granted Perkins IV funding within a 2-6 digit TOP Code analyzing core indicator data is a requirement. If core indicator data is beneath the College negotiated rate the program will describe the issues and indicate how those issues will be addressed. If there are few to no concentrators within the data then size, scope and quality must be addressed. If the limited English proficient population is large at the college but few to no concentrators make it into the cohort, this must be reviewed. California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

Core Indicator Forms Selection Area California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

Technical Skill Attainment California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

Employment & Non-Traditional Participation California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

Reasons for Odd Data/No Data The Program is New The Program is Offered in Non-Credit Only The program is small and SAM C courses are not offered every year, The program recently had a TOP Code change The courses and/or the certificate were miscoded Miscoded programs were corrected, but we are still waiting for reports to be updated, or The program is interdisciplinary [core courses are outside the TOP code of the program or will only have completers (certificates and degrees)]. California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

RESOURCES Perkins IV Core Indicator Cohort Definitions, Selection Methodology and Report Specifications http://extranet.cccco.edu/Divisions/WorkforceandEconDev/CareerEducationPractices/PerkinsIV/CoreIndicators.aspx Taxonomy of Programs 6th Edition http://extranet.cccco.edu/Portals/1/AA/Credit/2013Files/TOPmanual6RevJune2012.pdf or http://curriculum.cccco.edu/ SAM Codes http://extranet.cccco.edu/Portals/1/TRIS/MIS/Left_Nav/DED/Data_Elements/CB/cb09.pdf Programs Classified as Non-Traditional http://www.jspac.org/attachments/article/57/TOP_11-2009%20(Resized).pdf Nontraditional Career Preparation: Root Causes & Strategies http://www.jspac.org/attachments/article/57/Root%20Causes%20Final%206.3.%2009.pdf Perkins Resource Guide The PDF guide provides resources for program analysis and improvement. The guide was specifically designed for use by faculty, administrators and researchers http://extranet.cccco.edu/Portals/1/WED/CEP/PerkinsIV/CoreIndicator/pirg-full_doc.pdf Core Indicator and Special Populations Brochure http://extranet.cccco.edu/Portals/1/WED/CEP/PerkinsIV/CoreIndicator/CI-and-SPBrochure.pdf http://www.jspac.org/   California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

Effective Practices California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

JASPAC Professional Development Webinars The Perkins Act of 2006 requires us all to participate in professional development.  In order to assist you in meeting that requirement as well as enabling you to better serve your students, Joint Special Populations Advisory Committee (JSPAC) has developed a series of webinars.  All webinars will be 1 hour in length and each will have a Power Point to follow which will include links and resources. Webinars: CA Perkins Act & Special Populations 101 – February 13, 2015 at Noon STEM, STEAM, STREAM: What, Why, Who, How? – February 20, 2015 at Noon Perkins Special Populations & Data Better Together! – February 27, 2015 California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

http://extranet. cccco http://extranet.cccco.edu/Divisions/WorkforceandEconDev/CareerEducationPractices/PerkinsIV/CoreIndicators.aspx California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

Chancellor’s Office Application Review Analyze the Core Indicator Data Describe the Problem Describe the Solution All Boxes Checked Match the Solution Budget Matches the Solution California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

Title I-C Disallowed Expenditures Faculty Salaries (For Instrutions) Direct Services to Students (college tuition, fees, books, etc.) Entertainment Awards and memorabilia Individual Memberships Facilities and Furniture Alcohol Fund raising Expenses that Supplant Out-of-Country Travel Expenditures that do not directly relate to Career Technical Education California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

Application Review Section IF California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

Application Review Section II California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

Application Review Section II (Cont.) California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

Application Review Section II (Cont.) California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

Application Review Section II (Cont.) California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

Application Review Sec IVB California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

Examples of Narratives For Section II Briefly describe program improvement issue(s) concerning this TOP code and include specific examples. (Limited to 2,000 characters, or approximately ½ page of text.) For sample narrative responses click here Core indicators are showing that employment is 5.8 beneath the state negotiated rate but considering the rates statewide these are actually better than most. Nontraditional core indicators particularly in the area of limited English speaking, disabled and disadvantages students are having a problem with participation and completion. The advisory committee has specified that creating certificates for stackable program completion, upgrading civil curriculum, outreach to special populations, strengthening articulation and professional development should be the current focus for the program. Briefly describe how the issue(s) will be addressed. (Limited to 2,000 characters, or approximately ½ page of text.) For sample narrative responses click here The program will address the areas of need by utilizing Perkins funding to: • Curriculum and Certificate Development (Landscape architecture, and civil curriculum) • Outreach to special populations • Professional Development (special populations, • Continue Advisory Committee Meetings • Continue Articulation California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

Examples of Narratives For Section II (Cont.) Briefly describe program improvement issue(s) concerning this TOP code and include specific examples. (Limited to 2,000 characters, or approximately ½ page of text.) For sample narrative responses click here The program while doing well in core indicators has noticed that neither the disabled or limited English proficient are showing up as concentrators within the program. Core indicator data will be reviewed to determine if those special population are taking courses in the TOP but not making it as a concentrator and faculty will work on promoting to these special populations and to work on employment. Industry advice has the program working on BIM technology and 3d virtual environment and as such needs to updates in 3D printers and laser cutters. Briefly describe how the issue(s) will be addressed. (Limited to 2,000 characters, or approximately ½ page of text.) For sample narrative responses click here While architecture has many facility, infrastructure and equipment needs, the equipment and technology chosen aligns with the highest classroom priority. Perkins funding will purchase 3D printers and Laser Cutters. The architecture chair and faculty will work on special population review and relationships with employers, worksouce centers and the college career center to increase employment opportunities for students. California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

Examples of Narratives For Section II (Cont.) Briefly describe program improvement issue(s) concerning this TOP code and include specific examples. (Limited to 2,000 characters, or approximately ½ page of text.) For sample narrative responses click here Core indicators show technically disadvantaged are having a problem with technical skill attainment and employment. Our advisory committee has specified that the ASL/English Interpreter Education program needs supplemental materials (DVDs) that can be used to enhance the learning process of the ASL and Interpreter Education students. We are awaiting the opening of the Modern Language/Speech Lab. Briefly describe how the issue(s) will be addressed. (Limited to 2,000 characters, or approximately ½ page of text.) For sample narrative responses click here Supplying the coming Modern Language /Speech lab with a variety of DVDs, both for ASL student enrichment and for ASL/English Interpreter Education purposes, will help to alleviate the lack of resources that currently exists at Pierce College (ASL Video Course $599, Dead Culture Autobiographies $550, Technology and Teaches $90, Full Certification package $299, Fingerspelling II Teacher's Guide $45, Educational Interpreting Series $550, Brovo ASL: Curriculum Student Workbooks $340. Faculty and advisory committee will meet to discuss core indicator improvement. California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

Robin Harrington rharring@cccco.edu 916-322-6810 Questions   California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students