1. Perkins V Planning WEC Spring Meeting
Kathy Goebel, Policy Assoc. SBCTC
May 9, 2019

2. OSPI & Secondary Schools
Partnerships
Workforce Board
SBCTC & Colleges
Workforce Training and Education Coordinating Board (WTB) is designated as the eligible agency for Washington – approves state plan and all the provisions within the plan
Lots of staff transitions.
It is hoped the WTB will provide labor market tools/data, other tools, road shows and stakeholder engagement events/support
In the past, Perkins funding has not received a lot of attention.
With the reauthorization there is a new focus on the state plan and distribution of funds. And its alignment with the state’s WIOA plan – TAP
PERKINS V
OSPI & Secondary Schools

3. 5 Big Shifts in Perkins V Programs of Study Performance Indicators
Local Applications (formerly local plans)
Comprehensive Local Needs Assessment
Consultation Requirements (Stakeholder Engagement)
Stakeholders:
Secondary and postsecondary CTE programs
Eligible reps. of 2-year minority serving institutions and historically black colleges & universities, and tribally controlled colleges or universities
Adult CTE providers
Charter school reps.
For education sector, reps include teachers, faculty, school leaders, specialized instructional support personnel, career and academic guidance counselors, & paraeducators.
Interested community reps. – parents, students, and community organizations
Reps from the State workforce development boards
Members and reps from special populations
Reps from business and industry and labor organizations
Reps of agencies serving out-of-school youth, homeless children and youth, and at-risk youth
Reps of Indian Tribes and Tribal organizations
Individuals with disabilities
Perkins V Act Sec 122(5)(c)(1)(A)

4. Programs of Study
New definition - Coordinated, non-duplicative sequence of academic & technical content at the secondary & postsecondary level that
Incorporates challenging academic standards
Addresses academic and technical knowledge & skills
Aligned with needs of industry
Progresses in specificity
Has multiple entry and exit points that incorporate credentialing
Culminates in a recognized postsecondary credential
CTE Dual Credit Survey
Emphasis on the development of Programs of Study that have multiple entry and exit points, alignment and credentialing. Colleges may want to start now to review their dual credit articulations for relevance and viability.
Perkins V Section 3(41)(A-F)

5. Three Performance Indicators
The % of concentrators who
Remained enrolled or progressed to
Advanced training
Military service
Service program
Peace Corps
Employment
Received a recognized postsecondary credential.
Enrolled in programs that lead to non- traditional fields.
Postsecondary subrecipients (colleges) now have only 3 indicators. Previously 7 indicators. May seem easier, but data must be disaggregated by population AND program.
Postsecondary CTE Concentrator – all indicators based on CTE concentrators
“Student who earns 12 credits in a single CTE program or program of study.”
Student who completes a CTE program if the program encompasses fewer than 12 credits.
Working hard to define these terms within the data sets the State Board collects. We don’t want to create required data sets the colleges will have to collect and report on outside our current student management system.
Postsecondary indicators
The percentage of CTE concentrators who, during the second quarter after program completion, remain enrolled in postsecondary ed., are in advanced training, military service, or a service program that receives assistance under title I of the National and Community Service Act of 1990, are volunteers as described in section 5(a) of the Peace Corps Act, or are placed or retained in employment.
The percentage of CTE concentrators who receive a recognized postsecondary credential during participating in or within 1 year of program completion.
The percentage of CTE concentrators in CTE programs and programs of study that lead to nontraditional fields. Perkins V Act, Section 113(2)(B)(i-iii)
Data
Disaggregated data by indicator, by program by special populations. Concern for non-trad. and special populations do identify and remediate performance gaps.

6. State Plan Perkins is now included in the WIOA Combined Plan.
Transitional year (July June 2020)
Plan due May 24, 2019
Year for developing and implementing a State Plan
State Plan
In development between May 2019 – April 2020.
Must have robust stakeholder engagement.
Consultation with the Governor’s Office.
Approved by the Workforce Board.
Levels of performance for each indicator is set by the state in consultation with stakeholders. No longer required to enter into negotiations with the U.S. Dept. of Education to set performance targets.
Disaggregated by population AND program.
State Determined Levels of Performance
Require states to continually make meaningful progress toward improving the performance of all CTE students.
Be subject to a public comment process – in consultation with stakeholders defined in Section 122 of Act.
Extent to which targets advance State Plan goals.
(If targets are adjusted) how levels were determined and a comparison of other states’ levels of performance.
(If targets are adjusted) must be higher than actual performance of past two years.
Perkins V Act Section 113(3)(A)(1)(i)(III)(aa-ff)

7. What this means for the colleges
We are building and flying the airplane at the same time.
Comprehensive Local Assessment
Stakeholder Engagement
Local Application
All before a State Plan has been adopted…
The State Board and WEC representatives purposely looked at changes to this year’s application and ROA. Our intention was not to burden you with new practices, but rather trying to ease the transition to Perkins V and proactively encouraging you to think about changes to come. Hopefully, this year’s revisions will make future ones less burdensome, but colleges need to be prepared for more changes, especially with respect to reporting on and responding to the needs assessment.

8. Comprehensive Local Assessment
Must be completed before the beginning of the grant application period (October 2019 – January 2020)
Updated at least every 2 years.
5 Elements:
Student performance - subpopulations
Programs of sufficient size, scope and quality
Implementation of CTE programs/programs of study
Recruitment, retention and training of faculty & staff
Equal access for all students
In collaboration with WTB will be developing some templates and guidance prior to initiating the local assessment.

9. Data Student Data Labor Market Data State Board Dashboard
3 Performance Indicators by program by special populations
Labor Market Data
Supply-demand gap analysis of local and/or regional employment sectors within the college’s service area.
State Board Dashboard
3-year trend line - three performance indicators
Looking at labor market tools
Special Populations
Individuals with disabilities
Out-of-work individuals
Low-income youth & adults
Individuals preparing for non-trad. fields.
English learners
Single parents/pregnant women
Homeless individuals
Youth in or who have aged out of foster care
Youth with parents on active duty in the armed forces

10. Stakeholder Engagement
Comprehensive needs assessment is developed in consultation with stakeholders defined in Section 122 of Act.
Continued consultation with stakeholders is expected – not a one-shot effort. May include…
Needs assessment
Labor market and employer needs
Potential work-based learning opportunities
Funding coordinated with other local resources
Questions to ponder:
Who is going to be the college’s point person for orchestrating the needs assessment?
Can colleges partner to share regional resources, data, stakeholders, etc.?
Can college staff divvy up responsibilities (one takes labor, another CBOs, another WDCs, etc.)?
Will there be a major “meeting of the minds” or a piecemeal approach to engaging stakeholders?
What tools would be helpful (demand/decline lists, non-trad fields, SBCTC dashboards, etc.)?
What is the role of Advisory Committees?
Are programs healthy enough to be valuable/viable?

11. Local Application Includes Results of comprehensive needs assessment.
CTE course offerings and activities supported with Perkins funds including at least one state-approved program of study.
Career exploration & guidance
Improving academic & technical skills
Assessing performance gaps and meeting the needs of special populations
Describing work-based learning opportunities
Supporting dual credit opportunities for high school students
Providing professional development and support of faculty & staff
Local Applications – Perkins V Act Section 134.
SBCTC and WEC reps tried to cover most of these pieces in this year’s application and the new Report of Accomplishments. What was not included was the needs assessment and achievement gap analysis.

12. Use of Funds
Use of funds must be aligned with the results of the needs assessment.
Funds must be used to support CTE programs of sufficient size, scope and quality to be effective.
6 required uses
Funds must be spent “to develop, coordinate, implement or improve CTE programs to meet the needs identified in the comprehensive needs assessment.”
Local Uses of Funds
Career Exploration and Development
Professional Development
Instruction (Skills necessary to pursue careers in high-skill, high-wage, or in-demand industry sectors or occupations…)
Integration of Academic Skills into CTE Programs
Increase Student Achievement and Meet Local Levels of Performance
Evaluation and Assessment
Perkins V Act Section 135 (b)(1-6)

13. Secondary / Postsecondary
Funding
The distribution of funds in the future is open for discussion and negotiation.
46% / 54%
Secondary / Postsecondary
Workforce Board is the eligible entity that still determines the “split” of the state’s Perkin grant between secondary, postsecondary and adult CTE.
SPEND YOUR MONEY NOW!
If you flip the percentages the results would be a $2 million reduction. When spread evenly across the college system, that could mean an average loss of $58,575 per college.

14. Request WEC Perkins V Subcommittee Serve for 1 year.
5-7 representatives from our college system to advise SBCTC
Communication strategies
Stakeholder engagement
Local comprehensive needs assessment
Data
Local applications
Funding
Report of Accomplishments

15. Timeline May-August, 2019 Month Subcommittee College May
Initial planning meeting
Finalizing applications
Monitoring Visits
June
Communication Strategies
Feedback Loops
Local Assessments
Stakeholder Engagement
Grants approved by SBCTC
July
Finalize communication strategies
Discuss local assessment process
Funding rolls out
Reports of Accomplishment
August
Funding formulas
Local applications
Data formats
Provide input to subcommittee
Note: Tim is providing significant feedback to all but a few colleges on their applications. In general, this is not a criticism, but a means of providing technical assistance to get colleges up-to-speed on what is required of Perkins V. Colleges should not be surprised or defensive if they receive extensive feedback – very few will not receive it.
Tim intends to compile a “best-of-the-best” application template so the colleges know what the State Board is looking for and get a picture of what their colleagues are doing so they can consider replicating strategies.

16. Timeline September–December, 2019
Month
Subcommittee
Colleges
September
Finalize local applications
Data
Funding feedback
Review materials for training session
Provide input to subcommittee
October
Facilitate Perkins V Roll-Out session - WEC
Attend Perkins V Roll-Out
November
Evaluate roll-out & opportunities for further support & tech. assistance
Local stakeholder engagement activities
Data review
Local needs assessment
December
Continuation of above activities

17. Timeline January – March, 2020
Month
Subcommittee
Colleges
January
Evaluate Stakeholder Engagement Support
Evaluate Data Roll-Out
Finish stakeholder engagement and local needs assessment activities
State Plan input
Provide input to subcommittee
February
Release of Local Applications
Report to WEC on lessons learned and feedback loop
Applications released
March
Report of Accomplishments development
Applications due
Proposing no monitoring in Providing additional support and technical assistance.

18. Timeline April – June, 2020 Month Subcommittee Colleges April
Evaluate planning and application process
Provide input to subcommittee
State Plan approved
May
Report to WEC – final State Plan
Lessons learned
Finalizing applications
June
Applications approved by SBCTC

19. State Board Staff Commitment
Represent the interests of our college system while supporting state workforce development goals.
Open communication that is clear, frequent and welcoming of input. Emphasis on constructive ideas.
Provide colleges with tools and support as much as possible within our resources.
Flexibility – we know our first go-round will needs tweaks and fixes.

20. QUESTIONS Kathy Goebel Tim McClain
Policy Associate Program Administrator
(360) (360)