CTE Regional Meeting for FY 19 CTE Local Plans February 28, 2018

CTE Regional Meeting for FY 19 CTE Local Plans February 28, 2018
Hello. I am Jeanne-Marie Holly, CTE Program Manager , CTE Systems Branch at the Maryland State Department of Education. Welcome to the CTE Regional Meeting. We are glad that you have joined us today. This meeting is specifically targeted to local recipients who are new, or fairly new to the development of the CTE Local Plan for Program Improvement. We have designed today’s meeting to be interactive and encourage you to ask questions and participate in the activities. Jeanne-Marie S. Holly Program Manager, Career and Technology Education Systems Branch Maryland State Department of Education

Presentation Objectives
Present an update on the Federal Budget Provide an update on the status of Perkins reauthorization Shared other federal laws that impact Perkins Reviewed major themes of Perkins Provide organization tips for writing the Plan Describe how to use data to make decisions for activities and planned expenditures Today, we will share with you the actions that have taken place regarding reauthorization of the Perkins Act, the status of the federal budget as it relates to Perkins funds, see how Perkins fits with other federal legislation, reviewed the major themes of Perkins, provide you with information on developing and writing FY 19’s Local Plan, and provide information on the CTE Reserve Fund.

Federal Budget February 9, 2018 the President signed the two-year budget agreement that raises defense and non- defense budget caps for the next two years by nearly $300 billion. With the budget agreement, it also authorized a stopgap Continuing Resolution (CR) to keep the government funded through March 23, 2018. Remember we are talking about the Federal Fiscal Year here which runs from October 1 through September 30. The federal FY 2018 begins on October 1, 2018 and ends on September 30, This action eliminates the sequester caps as it raises the debt ceiling. Maryland’s grant award that was received in October, which was to represent the last installment of the fiscal year’s payment was reduced by $112,000. This is a result of the sequester cuts due to budget caps. It may be restored depending on what decisions are made about the budget. Until the budget spending categories are determined, the CR will keep the government running until March 23, This means that Congress has until this time to determine how much money each program or other government activity will be funded. Until the Federal Budget is finalized, and it is determined how the funds that are budgeted for the Department of Education will be allocated, Maryland will not be notified of the amount of funds it may receive and we are not able to run the formula for how much local recipients may receive.

Federal Budget FY 2018 spending decisions must by completed by the March deadline. On February 12, 2018 the Trump Administration released the FY 2019 Presidential Budget Request, providing a mixed bag of funding increases and cuts across a range of federal workforce, education, and human services programs. Congress Raises Budget Caps, Funds Government Through March 23 The last short-term funding measure, known as a continuing resolution, that Congress passed to keep the government funded at its current levels expired on February 8 at midnight. Early on February 9, Congress passed a measure that will fund the government through March 23 and also raise the current budget caps in place for Fiscal Years 2018 and 2019 by $296 billion. President Trump signed the measure on February 9. With the new caps in place, Congressional appropriators will likely turn their attention to finalizing an omnibus appropriations package for Fiscal Year 2018 before March 23.

Perkins Reauthorization
House Bill: 2353 Strengthening Career and Technical Education for the 21st Century Act Many of the concepts remain the same as current law with the exception of some definitions and reserve fund amounts It crossed over to the Senate in June but no action has taken place as of yet due to other items that had priority, such as a budget or CR Perkins reauthorization does not have a specific timeline as it is competing with other education priorities such as a renewal of the Higher Education Act Efforts to reauthorize Perkins are still unclear. In June, the House bill Strengthening Career and Technical Education for the 21st Century Act passed the House. It went to the Senate in June but no action has taken place on it yet. There is no specific timeline and it will be competing with other education priorities such as the Higher Education Act. During the President’s State of the Union address that called on Congress to “open great vocational schools” and “invest in workforce development and job training,” and repeated acknowledgement of the need for skilled workers, the President’s Legislative Outline for “Rebuilding Infrastructure in America” does not donate any funds to workforce development or CTE.

Federal Laws Affecting Perkins
Every Student Succeeds Act (ESSA) – reauthorized the 50-year old Elementary and Secondary Education Act of 1965 (ESEA), the nation’s longstanding commitment to equal opportunity for all students Workforce Innovation and Opportunities Act (WIOA) with postsecondary Perkins as a required partner ESSA, passed in December 2015, is the old ESEA and NCLB. The Trump Administration introduced a resolution to revoke Obama-era regulations for accountability and teacher preparation under ESSA. The current regulations under ESSA are temporarily frozen and the resolution would require approval from both the House and the Senate before going into effect. Postsecondary Perkins is a required partner in WIOA which was passed in 2014 and is enacted from 2015 to 2020.

ESSA Addresses the transition to Annual Measurable Objectives (AMOs) which many states use to set performance levels for the Perkins core indicators of academic attainment in reading/language arts (1S1) and mathematics (1S2). Alignment of CTE Courses with CTE Programs of Study - School Courses for the Exchange of Data (SCED)

College and Career Readiness and College Completion Act of 2013
Set the state goal that at least 55% of Maryland’s Adults age 25 to 64 will hold at least an Associate’s degree by 2025 Requires that high school students be college and career ready ESSA, passed in December 2015, is the old ESEA and NCLB. The Trump Administration introduced a resolution to revoke Obama-era regulations for accountability and teacher preparation under ESSA. The current regulations under ESSA are temporarily frozen and the resolution would require approval from both the House and the Senate before going into effect. Postsecondary Perkins is a required partner in WIOA which was passed in 2014 and is enacted from 2015 to 2020.

More Jobs for Marylanders Act of 2017
Requires the State Board of Education, in consultation with the Department of Labor, Licensing and Regulation and the Governor’s Workforce Development Board, to establish for each year for 2018 through 2024, statewide goals that reach 45% by January 1, 2025, for the percentages of high school students, who prior to graduation: Complete a CTE program of study; Achieve CTE Concentrator-level and earn an industry- recognized credential; or Complete a registered youth or other apprenticeship This is new to be addressed in the FY 19 Plan

Themes Throughout Perkins IV
Leading CTE into the 21st Century through: Global competition Program improvement Integration of rigorous academic and technical content in CTE programs Academic and technical preparation, no longer “job” preparation

Emphasis on preparation for postsecondary education, including baccalaureate programs, and employment Transition from high school to community college to baccalaureate degree program

Program Improvement Rigorous Academics Technical Skill Proficiencies Business and Industry Involvement Ongoing professional development Increased accountability with rewards and sanctions

Perkins Funds Perkins is about upgrades and continuous improvement (not consumables) Reduced funds or flat funding requires data to determine return on investment for activities Supplement not supplant – especially in these economic times Remember that Perkins is all about upgrades and continuous improvement. Consumables are not upgrades - they are maintenance. With reduced funding, or flat funding, it is even more important to utilize data to determine the return on investment for planned activities, especially if they have been done year after year. An example that comes to mind is field trips to college campuses. Often times these are one shot activities with no follow-up afterwards. While the experience may be valuable for the student, without any follow up or reinforcement of the experience, it becomes a one shot deal and not sustainable. Another example is professional development. A one day meeting, with no follow-up or required implementation of the knowledge gained is not sustained professional development. During these tough economic times, auditors look for supplanting. This is especially where data should be utilized to support tough decisions.

Avoid Audit Triggers Words such as: Maintain Continue Expose
Suggest the status quo and not improvement Auditors look for words that trigger audit exceptions such as: maintain, continue and expose. If one is maintaining a program where is the upgrade? If one is continuing a program this implies that nothing is changing? Expose does not assist students with anything. There should be a direct correlation. For example is one is exposed to too much sun without sunscreen the direct correlation is sunburn. If one is exposed to extreme cold the direct correlation is frostbite. If one has exposed too much of themselves, the direct correlation is that they are arrested. If students are exposed to state-of-the-art equipment or exposed to college campuses or exposed to the workplace what is really happening? Put the word in that is what will happen with all this exposure.

Local Agreed Upon Performance Levels (LAUPL)
LAUPL targets are due April 30, 2018 Can be changed for valid reasons with supporting evidence/data LAUPL targets are due April 30, 2015 For each LAUPL in which the 90% threshold has not been met, an Improvement Plan will need to be written. Improvement Plans should be uploaded to the Local Plan

Local Improvement Plans for not meeting 90% of a LAUPL
Improvement Plans due with the Local Plan – upload the document – state where the improvements can be found in the Local Plan Required for each Core Indicator that was not met by at least 90% LAUPL targets are due April 30, 2018 For each LAUPL in which the 90% threshold has not been met, an Improvement Plan will need to be written. Improvement Plans should be uploaded to the Local Plan

A Few Reminders NO EXCEPTIONS
The funding of Perkins Plans are through a formula, and not competition; however, approval is required before a grant award can be issued. Spending authority is effective the first day of the month that all required items are received in DCCR in approvable form. NO EXCEPTIONS If all items are in approvable form by July 31st then spending authority becomes effective July 1st. If all items are in approvable form by August 31st then spending authority becomes effective August 1st. If purchases are made for CTE when there was no spending authority, these expenditures would need to be covered by another funding source which means the following year, Perkins funds could not be used either as it would be supplanting.

A Few (More) Reminders One does not have spending authority until the Perkins Plan is approved or a letter of intent has been issued with spending dates in it. Some activities may be a good idea but not Perkins eligible. If incorporating new or innovative ideas, check with your CTE Regional Coordinator prior to including it in the Local Plan.

A Few Budget Reminders Manage the budget and process amendments as needed. Spending differently than the approved budget, unless it falls under the 15% or $1,000 rule, is an audit exception. The last day for budget amendments to be submitted is 45 days prior to the end of the grant or May 15th. Spending authority ends June 30th – stated in Perkins law Final financial report due September 30th which includes the Maintenance of Effort

CTE Data Cycle CTE Programs Enrollment End of Year Status
Update List A September 30, 2017 (Ongoing for PSE) Enrollment Files April 30, 2018 (PSE Enrollment & Outcome File Aug 15th) Outcome Files September 30, 2018 PSE 2018 Fall Enrollment File (Retention) Oct 31 CTE Programs (CIP & course codes) Enrollment (with Concentrators*) End of Year Status (WTC and TSA) Along with LEA, School and Students information

DATA Overview The primary purposes for data collections:
Federal Reporting Maryland State Reporting Continuous program improvement

Federal Reporting Perkins IV Secondary Performance Indicators
1S1: Academic Attainment: Reading/Lang Arts 1S2: Academic Attainment: Math 2S1: Technical Skill Attainment (TSA) 3S1: Secondary School Completion 4S1: Student Graduation Rate 5S1: Secondary Placement 6S1: Non-Traditional Participation/Enrollment 6S2: Non-Traditional Completion

Federal Reporting Perkins IV Postsecondary Perf. Indicators
1P1: Technical Skill Attainment (TSA)* 2P1: Credential, Certificate, or Diploma* (includes TSA) 3P1: Student Retention or Transfer* 4P1: Student Placement* 5P1: Non-Traditional Participation/Enrollment 5P2: Non-Traditional Completion* *Based on CTE concentrators in List A programs

CTE and ESSA Reporting The MSDE is committed to providing access to a well-rounded education. Credit for and Access to Well-Rounded Curriculum is an integral part of the Accountability system submitted as part of Maryland’s Every Student Succeeds Act Strategic state plan. prepares students to pursue post-secondary study and careers

CTE and ESSA Reporting MSDE is charged with defining what coursework fulfills the accountability requirements for well-rounded curriculum. Guiding principles in revising/updating CTE content Equitable Accountable Auditable The term educational equity connotes the requirement that all students receive an education that allows them to achieve at a standard level or attain standard educational outcomes (Brighouse & Swift, 2008).

Additional Data Collection/Alignment
CTE content has been clearly defined so as to provide consistency in identifying courses, standard educational outcomes and the ability to be audited through the accountability system for each LEA. All State programs have been consistently aligned with CIP codes and a few new pathway programs introduced. Identification of single concentrator course for each CIP assigned program

CTE and ESSA Reporting MSDE will utilize existing data collections;
1) Maryland Course Catalog (MCC) and 2) Student Course Grade Teacher (SCGT) to aggregate students enrolled in a course (access to), and students passing the course (credit for). All courses used for CTE program must be designated as a potential CTE course in MCC. Timeline for full implantation of State-Approved POS and Local POS Academic Year 18-19 Only courses designated as a potential CTE course can be flagged for a CTE student

Additional Data Collection/Alignment
Standard Course Code/ Student Course Grade Teacher SCED code assignments for this and next reporting window were verified SCED codes for reporting year will be revised SCED codes must be consistent for both State and local programs of study SCED codes must be included on all POS proposals and data collections Courses revised for both local and State programs, updated specs manual

Planned CTE Enrollment Collection Process
Student Course Grade Teacher School Student ID SCED ID Credits CTE Course Enrollment School Student ID Local Course ID Credits SCED Course ID Standard Course Code Local Course ID SCED Course ID CTE Flag CTE Program-Course Enrollment School Student ID Local Course ID Credits SCED Course ID CIP Valid CTE Program-Course Enrollment School Student ID Local Course ID Credits SCED Course ID CIP Master SCED Table SCED Course ID CIP List A School CIP *Review the Specifications Manual for CTE Data Collection*

Data & Program Improvement
Core principles on the use of Performance Data for Program Improvement: Aligned with Institutional Goals Appropriately Benchmarked Appropriately Segmented Widely Communicated

The Local Perkins Accountability Report (LPAR) is the basic data package for the reporting of Perkins Outcome measures. It includes: a 3-year summary performance report with identification of the LSS/CC performance targets segmented data charts for each sub indicator showing subpopulation performance by race, gender and special populations for the current year a Program Quality Index (PQI) chart for each Perkins indicator and Program of Study that also compares local school system performance to overall state performance

The PQI provides data at the CIP program level for each LSS/CC. It reports on all Perkins indicators plus a number of other data points. PQI data includes the following: Perkins Core Indicators of Performance by program (8 for LSS; 6 for CC) Enrollment data (for the last 3-5 years) Completer data (HS Status and Completion file reported in the MSDE Report Card) Dual Completion Rates (HSSC High School Completer designation) NEW - TSA Completion Rates

Using Data

Secondary

Secondary Using Data

Secondary Secondary Using Data

Using Data

Postsecondary Using Data

Using Data Postsecondary

Getting Prepared To get you excited about writing this year’s plan, I wanted to share a shot of a typical Perkins writer’s workspace…

Getting Prepared The Perkins IV FY 19 CTE Local Plan for Program Improvement Instructions and Users Guide for Secondary and Postsecondary Your Institution’s Plan from FY18 The Feedback from FY18 Data- PQI, LPAR, etc. Where do I Find If you look in the Instructions on page I-3, you’ll see additional resources listed: most everything is on MSDE’s Website.

Advice from the Perkins Pros
Start early Read everything in the Perkins Toolkit on Blackboard Ask questions of MSDE personnel and other CTE directors Consult your data (course assessments, grades, enrollment & PQI) and put careful thought into what are your school's priorities for the funding If you look in the Instructions on page I-3, you’ll see additional resources listed: most everything is on MSDE’s Website.

Require instructors to complete the information in the Instructor Request Form (in your packet) In doing this over the past few years, it helps me to see that the requests from the staff for equipment/items have resulted from a thoughtful plan of action, rather than just an, "Well...I would really like to have this...". This has also brought a deeper understanding to my entire group of instructors as to why all things written into Perkins has to relate back to program improvement. My program staff also has developed some ownership this way within the plan. If you look in the Instructions on page I-3, you’ll see additional resources listed: most everything is on MSDE’s Website.

Consider the Perkins Plan as more than just a grant. It is the LEA’s CTE Master Plan and should encompass more than what Perkins funds. This is an opportunity to look globally at CTE in reference to system initiatives and alignment to other departments, particularly math, accountability, and special education. If you look in the Instructions on page I-3, you’ll see additional resources listed: most everything is on MSDE’s Website.

Make sure that there is alignment among the various sections of the Perkins Plan, i.e., what is written in the Data Analysis and Five-Year Improvement Chart ( Local targets, State averages, Top 3 Programs, Bottom 3 Programs, Concentrator to Completion Ratio Top 3 and Bottom 3) should be referenced somewhere in the Strategy Worksheets, particularly in the Rationale. Review the MSDE feedback from the prior year to avoid similar mistakes. If you look in the Instructions on page I-3, you’ll see additional resources listed: most everything is on MSDE’s Website.

Writing Your Plan Break-Out Sessions

TABLE ONE Signature Pages Certificate of Participation (CoP)
Vision, Mission, and Accountability (VMA) Local Perspective (LP)

Signature Pages Downloaded and completed as a protected Word-form
Affidavit Cover Page Recipient Assurances Grantee will abide by 11 terms and conditions for receiving Perkins funds Certificate of Compliance Endorsement satisfies Required Plan Elements 1, 6, and 9 of the Perkins Act of 2006 Grant Information Survey Identifies Perkins contacts and other pertinent grants management information Debarment Certification Satisfies item #3 on the Assurances form

Signature Pages Within the 5 documents, there are 4 places for the Superintendent/President to sign in blue ink. Once signed and dated, scan all 5 pages of the document in color and upload the PDF back to the web-based plan.

CoP, VMA, LP UPDATE ANNUALLY
Carefully review each requirement in each question. Update and edit last year’s responses so that they are applicable to this reporting year. Then review each response to double-check against requirements.

Certificate of Participation
The Perkins Act of 2006 requires participation of key stakeholders including: Parents Students Teachers Representatives of business and industry Labor organizations Representatives of special populations Other interested individuals

Identify if, and then describe how, key stakeholders were involved this past year in each phase of program improvement. Completion of the Certificate of Participation section satisfies Required Plan Element 5.

Vision, Mission, and Accountability
Describe the vision, mission, and accountability priorities for CTE programs within your local school system/institution… And how vision, mission, and accountability priorities will assist in achieving the performance levels within the Core Indicators of Performance.

Vision, Mission, and Accountability

Local Perspective This section provides an overview of CTE as it exists in your Institution (CC) or Local School System (LSS), with a focus on special populations. Include: How CTE is organized and funds are allocated within your CC/LSS; Some unique advantages and challenges your CC/LSS may experience as it works toward the improvement of both programs and student achievement; Clear pictures of CTE in the CC/LSS environment, including the current status, strengths, and opportunities for improvement.

Questions? Discussions…
Local Perspective Signature Pages Certificate of Participation Vision, Mission, and Accountability Local Perspective Questions? Discussions…

TABLE TWO Data Analysis Five-Year Plan Technical Skill Chart

Data Analysis This is the only section where the writer starts with a blank slate There are a few things to remember when completing out the Data Analysis Section; the first is when completing the chart for question 1,

Data Analysis Use 3S1 or 2P1 Use 2016 PQI data for 3S1 or 2P1 when responding to question 3.

Data Analysis Check Your Responses to ensure they …
Give reasons and include examples Give a rationale as to why or the rationale for low performance Describe the current plans for addressing these programs There is only one question that does not require additional support or analysis, the first part of question 3. Perkins is all about Program Improvement, analyzing the data, makes a case for spending additional funds or making other changes.

5-Year Planned Program Improvement Chart
The Plan should be a rolling five-year plan, meaning that it should be updated each year. It should include the current year, and then program plans over the next four years. All of the of your CTE programs must be included.

Technical Skills Proficiencies Chart
Secondary Chart Postsecondary Chart Prepopulated with assessments for Maryland Programs of Study The Perkins College Contact lists each program of study, the technical skill assessment and the number of students taking/passing the TSA At the end of the Secondary Chart, space is available for LSS to list other TSAs . (These assessments may not be included on the PQI)

Technical Skills Proficiencies Chart
Reports number of all students taking and passing a TSA &/or college credit in 2016 May include results from 2017, if available Will most likely differ from the number reported on the PQI (1P1 or 2S1) The PQI captures TSA data for students who are concentrators (PS) or are exiting high school (S). If a students takes and passes multiple TSAs for their POS, the PQI only registers 1 pass; 1 testing attempt: The TSP Chart reports all students who took a TSA in a given year, regardless of their student status- sophomore, etc. and reports all TSA for specific POS. Some, like Auto Tech have multiple TSAs The TSP chart captures the pass rate for all students.

TABLE THREE Worksheets Budget Narrative

Writing Your Plan Worksheets - Technical
The Output field will appear when you are in Edit mode. Leave this field blank. Worksheets are not in cluster order. “Click Print this page” to see the cluster order.

Rationale Include a Rationale for each program that will be listed on Strategy Worksheet A. It must explain why you included this program for improvement. Data should support the planned activities for each program. Include a summary of the improvements you plan to make.

Defined: The Outcome is the specific change resulting from an activity
Outcomes Defined: The Outcome is the specific change resulting from an activity For the Local Plan, reviewers are looking for the projected change that should result from the implementation of a specific activity If the outcome says that the number of students taking and passing a TSA will increase, the Act. Description should describe an activity (or two) designed to help move this indicator. If it is an A worksheet, the Rationale should indicate that this is an area needing improvement or important to the Program’s excellent current TSA performance

Meaningful Outcomes Are:
Achievable/Measurable/Related to Core Indicators Written as a from… to… statement The number of non-traditional students participating in Nursing/AHP will increase from 12% (PQI data from 2016) to 20% Addressing Perkins Indicators that Need to be Improved, Expanded, Updated, Increased, etc. Data is checked to ensure that info from 2016 is being used.

Outcomes If the Program is NEW and there is no data yet, the Outcome should be “to Establish a Baseline” for the Data A benchmark will be established for the number of students taking and passing the NATEF MLR assessment in 2018. Data is checked to ensure that info from 2016 is being used

Outcomes All Outcomes Should be Aligned Outcome Rationale
Activity Description All Three Should Correspond to the Appropriate Core Indicator

Writing Your Plan Worksheets – Descriptions
The online instructions require a description of: WHAT you will be doing Think verb WHO will be doing it Think noun WHO will be the recipient of the improvement.

Writing Your Plan Worksheets – Descriptions Keep it basic
Just the facts Quality trumps quantity Refrain from philosophizing Proof-read for: Rationale, Outcome, and Core Indicator alignment Program focus and consistency

Dental Hygienist Activity Description Hand-Out
What’s being done Who’s doing it Recipient

Dental Hygienist Activity Description
What’s being done Who’s doing it Recipient

Writing Your Plan Worksheets Required Elements & Core Indicators
(RE: Web-based Plan) Section 134(b) of the Carl D. Perkins CTE Act of 2006 identifies 19 required elements. Online, you’ll see:

Writing Your Plan Worksheets – Core Indicators
List all Core Indicators that are impacted by each Activity, and As identified in the measured Outcome. Each Activity may impact more than one Core Indicator, whether it’s one of your measureable Outcomes or not.

Writing Your Plan Worksheets – Looking At Relationships
Your Program Improvement Plan was developed based on data-driven identification of program needs (PQI performance measures). Therefore, each Activity is designed to improve the performance (PQI) of one or more programs.

Writing Your Plan Worksheets – Looking At Relationships
Your measureable Outcome is the anticipated measureable performance improvement as a result of the Activity. The measureable Outcome is also identified as a Core Indicator.

Budget Narrative The narrative must indicate each budgeted item, the cost of that item, and the total of all items. That total must equal the total in the budget column on the right. For conferences and professional development (PD), details on the type of conference or PD, how many are attending, cost per person, and total cost are all needed.

Budget Narrative For materials and equipment, give individual item and cost, then add together. Equipment amount should be included in the total amount for the worksheet, but also listed under “Equipment” to ensure that automatically calculated totals are correct.

Allowable or not? Diamond School District has recently upgraded a computer lab with local funds which will be used by a List “A” CTE program. The cost of hardwiring the classroom using Perkins funds is included on their Strategy Worksheet. Rationale: Local funds provided the bulk of the upgrade to the CTE lab. Allowable: Yes or No

Allowable or not? No. The hard wiring would be considered part of a structural change. Perkins funds are non-construction funds and cannot be used in this case.

Allowable or not? A List “A” Business Management program wants to purchase upgraded computers and printers to assist students in preparing business plans. The activity is listed as: Upgrade Computers $10,000 and Upgrade Printers $8,000 Rationale: The upgraded computers and multifunction printers will be highlighted in efforts to increase non-traditional enrollment and completion. Allowable: Yes or No

Allowable or not? Yes with clarifications.
The computers and printers are industry specific equipment and an upgrade for a Business Management program. However, the large sum needs to be delineated, for example: 10 desk-top computers at $1,000 each and 4 multifunction printers at $2,000 each. The rationale does not support the activity.

Allowable or not? Tutoring services are provided to CTE students in a The BEST Community College which is an allowable expense under Perkins. The college wants to pay second year students to provide the tutoring. Rationale: Second year students will practice their knowledge through tutoring and increase their pass rate on an industry-recognized credential in the area that they are tutoring. Allowable: Yes or No

Allowable or not? No. Perkins funds may not be used to pay students.

Allowable or not? A part-time tutor salary has been included in the Perkins Plan for students in a List “A” program. The cost of the salary has been a long standing activity in the Perkins Plan for many years. No data has been provided as to the effectiveness of the tutorial services. Rationale: Support services are an allowable expense in Perkins Allowable: Yes or No

Allowable or not? No. While paying for support services, such as tutoring, is an allowable expense under Perkins, if data do not show progress such as improvement of student retention rates, increased passing of industry-recognized credentials or other measurable indicator, it would be considered maintenance.

Allowable or not? A CTE program uses latex gloves as part of the classroom instruction. The teacher thinks that the purchase of the gloves is an allowable Perkins expense as they are required for the experiments and activities that take place in the program. Rationale: Scientific standards require hands to be covered when conducting scientific experiments and conducting the experiments will increase student pass rates on the industry-recognized credential. Allowable: Yes or No

Allowable or not? No. Only first year the program was implemented would the gloves be an allowable expense because the program was new or being expanded. Each year after the initial year, the expense would be considered a consumable and maintenance because there is no upgrade to the program – just maintaining it.

Allowable or not? A classroom set of textbooks was purchased last year. Five textbooks are now missing and the teacher wants to use Perkins funds to purchase five more to bring it back to a full classroom set. Rationale: All students need their own textbook to work in groups on a project Allowable: Yes or No

Allowable or not? No. Purchasing the missing textbooks only maintains the classroom set. There is no upgrade in this activity.

Submitting Your Plan Uploading documents
Notify Jeanne-Marie Holly and your Regional Coordinator that the FY2019 plan is ready for review.

After Submitting The Process is
Plan is downloaded, logged in, and shared with Regional Coordinator, Jeanne-Marie and Mary; all three read the plan The three meet to go over the plan in detail; any omissions or corrections are made by the plan writer When the plan is in final form, the grant is awarded, and spending authority can begin on the first day of that month

Reserve Fund Nina

Regional Meeting Wrap-Up
Questions Evaluations

CTE Regional Meeting for FY 19 CTE Local Plans February 28, 2018

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CTE Regional Meeting for FY 19 CTE Local Plans February 28, 2018

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