1. Perkins/Core Indicator
CALIFORNIA COMMUNITY COLLEGES
CHANCELLOR’S OFFICE
Perkins/Core Indicator
Basics
March 13, 2015
Robin Harrington, Specialist
Workforce and Economic Development Division
California Community Colleges Chancellor’s Office

2. 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 required and 20 Permissive uses of 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

3. Background President signed Perkins IV into law August 12, 2006
Reauthorized through 2012 as Public Law
Themes in Perkins IV:
Accountability and program improvement
Connections between secondary and postsecondary
Strong academic and technical integration
Strong focus on business and industry
Increased coordination with CTE system/community
New California State Plan
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

4. 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

5. Perkins IV Title I-C Nine Requirements
1. Strengthen academic and career technical skills of students thru integration
2. Link CTE secondary and postsecondary programs (at least 1 program of study)
3. Provide students with strong experience and understanding in all aspects of an industry (WBL: Work-Based)
4. Develop, improve or expand use of technology
5. Professional development
6. Evaluate programs with emphasis on spec. pops.
7. Initiate, improve, expand and modernize quality programs
8. Provide activities, services and be of sufficient, size, scope and quality
9. Prepare spec. pops. for high skill, high wage, or high demand, occupations
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

6. 20 Permissive Uses of Funds
1. Involve parents, business and labor in planning & operation
2. Career guidance & academic counseling
3. Business Partnerships - Work-related experience students & faculty
4. Programs for spec. pops.
5. CTE student organizations
6. Mentoring & support services
7. Upgrading equipment
8. Teacher prep. programs
9. Improving and developing new CTE courses including distance ed.
10. Assist transition to BA degree programs
11. Support entrepreneurship education
12. Initiatives for secondary students obtaining postsecondary credit to count towards an AA/AS or BA/BS degree
13. Support small CTE learning communities
14. Family & consumer sciences
15. Adult CTE programs
16. Job placement programs
17. Support Nontraditional activities
18. Automotive technologies
*Pooling funds
Support other CTE programs
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

7. Perkins IV Application
Title I-C Basic Grant Annual Application is Required
Core Indicator Performance Levels Must be Negotiated
Core Indicator Performance Levels Must be Reviewed
Required Advisory Group
The College must meet the minimum level of one program of study
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

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

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

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

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

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

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

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

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

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

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

26. 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

27. RESOURCES
Perkins IV Core Indicator Cohort Definitions, Selection Methodology and Report Specifications
Taxonomy of Programs 6th Edition or
SAM Codes
Programs Classified as Non-Traditional
Nontraditional Career Preparation: Root Causes & Strategies
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
Core Indicator and Special Populations Brochure
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

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

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

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

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

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

33. 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

34. http://extranet. cccco
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

35. Application Review Course and Program Improvement for CTE
Allocable, Reasonable, Not Supplanting
Meets Three-Year Rule
Analyses the Core Indicator Data
Appropriately Describes the Problem
Appropriately Describes the Solution
Boxes Checked Match the Solution
Budget Matches the Solution
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

36. Cost Generally Eligible
Administrative Costs (5%)
Salaries (non-instructional)
Stipends (curriculum)
Consultants
Instructional Materials
Instructional Equipment
Professional Development/Travel
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

37. Cost Not Eligible for Funding
1. Student expenses or direct assistance to students *
2. Entertainment
3. Awards and memorabilia
4. Individual memberships
5. Membership with orgs. that lobby
6. College tuition, fees, books
7. Fines and penalties
Insurance/self-insurance
Expenses that supplant
10. Audits, except single audit
11. Contributions and donations
12. Contingencies
13. Facilities and furniture *
14. General advertising
15. Alcohol
16. Fund raising
17. General administration
18. Faculty Salaries (for Instruction)
19. Out-of-Country Travel
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

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

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

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

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

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

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

44. 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

45. 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

46. 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

47. Application Review (cont.)
Across All Programs
Section III
Section IVC
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

48. Perkins IV Out-of-State Travel
Chancellor’s Office Standards for Out-of-State Travel
 How many may attend a single out-of-state conference?
 Attendance must result in course and program improvement
 Can pay for CTE course and program improvement only
 Cost must reflect the most cost effective/prudent use of funds
 Pre-approval must be obtained by sending an out-of-state travel request for to the applicable project monitor
 Documentation must be kept within Audit File
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

49. Perkins IV Out-of-State Travel
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students

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