1. Click to edit Master title style 1 Core Indicators, Reports, Negotiated Performance Targets, and Perkins Funds Regional Workshops Carl D Perkins (Perkins IV) Career and Technical Education Act Chuck Wiseley Spring 2008

2. Click to edit Master title style 2 Regional Workshops Agenda Why are we here – why do we care? Perkins IV –Legislative requirements State & Local requirements Negotiating & Meeting Targets –Not meeting targets & targeting funds Perkins funds - improving student success. –Core Indicators, Reports, Performance Targets Setting Targets & Perkins IV Local Application.

3. Click to edit Master title style 3 Regional Workshops Session 1 Goals Perkins funds - improving student success. What are the Rules? Negotiating & Meeting Targets –Tools for analysis –Not meeting targets & targeting funds

4. Click to edit Master title style 4 Regional Workshops Session 2 Goals & Objectives Update on development –Core Indicators, Reports, Performance Targets & Perkins IV Local Application. Participants will: View/Review Perkins IV Indicators & Reports –what meaning can be derived –changing performance with Perkins funds Discuss and Set Proposed Targets –negotiated targets (who & when) –strategies for negotiating targets. –strategies for program improvement, –strategies for getting buy-in –Other necessary topics for inclusion

5. Click to edit Master title style 5 2004 Crystal Ball 109 th Congress Some changes in Accountability –Strengthened –Common measures Wage gain –Negotiated performance State & Local

6. Click to edit Master title style 6 Perkins IV Carl D. Perkins Career and Technical Education Improvement Act of 2006 P.L. 109-270 August 12, 2006. 2007-8 Transition Year 2008-9 First Year under the Act Regional Workshops

7. Click to edit Master title style 7 Negotiating Targets Perkins III –State negotiates targets USDE Perkins IV –State negotiates targets USDE Targets for 1 year and then 2 years (3 rd & 5 th ) –Locals either: Accept those targets Negotiate local targets –Included in Local Plans Targets for next year Regional Workshops

8. Click to edit Master title style 8 Sanctions in Law Perkins III –State Bundled – WIA & ESEA Improvement plan Two years below, Secretary MAY withhold funds Perkins IV –State & Locals: 90% of Perkins Targets Improvement Plan Year 2 no improvement, <90% for 3 years for any single target –Feds or State SHALL provide technical assistance –MAY withhold funds (all or part) Regional Workshops

9. Click to edit Master title style 9 CCC Sanction Plan: Meeting Performance Targets Application is Improvement Plan Accountability Determination –In compliance – at or above 90% Expenditures need not be linked to the areas with the largest performance gaps –Focused Improvement Status - < 90% Focused Improvement section Year 2 – No Improvement: Diagnostic Study Programs funded must address individual program performance gaps. –Priority Focused Improvement – 3 rd Yr < 90% Diagnostic Study and Action Plan Regional Workshops

10. Click to edit Master title style 10 Priority Focused Improvement Focused Improvement section Diagnostic Study Action Plan –Expected outcomes, –the Perkins and other funding dedicated to each strategy, and –the implementation dates expected for each strategy. Regional Workshops

11. Click to edit Master title style 11 Odds of being in: Focused Improvement? –Depends on how well the negotiation goes. Improving after Focused Improvement? –Depends on last year. Priority Focused Improvement? –Depends on how well the negotiation goes. –Unlikely to occur? Regional Workshops

12. Click to edit Master title style 12 The Negotiation Process Negotiation Workbook –Online –Tables –Charts Negotiation Worksheet Local Application

13. Click to edit Master title style 13 Regional Workshops Negotiation Tables

14. Mention Office 2003 v 2007

15. Problem? 90% x 55.6% = 50% What has occurred? Outcomes & Diagnostics

16. Faupl

17. Click to edit Master title style 17 Local Application: District

19. Click to edit Master title style 19 Regional Workshops Perkins IV funds Improving student success. –Nine Requirements –18 Permissive Uses –Should address performance gaps Perkins IV Local Application. –Improvement Plans –Negotiating & Meeting Targets –Progressive Oversight, Improvement Plans, and Risk Monitoring

20. Click to edit Master title style 20 With or Without Sanctions Basic criteria for expending Perkins funds Expenditures must –Meet the purpose of the Act –Be necessary and reasonable Expenditures may not be used for –General purposes –Maintenance of existing programs

21. Click to edit Master title style 21 What federal rules apply? Carl D. Perkins Career and Technical Education Act (Perkins IV) EDGAR (Education Department General Administration Regulations)

22. Click to edit Master title style 22 What federal rules apply? (Continued) OMB Circulars (Office of Management and Budget) –Circular A-87 Cost Principals – State and Local –Circular A-21 Cost Principals – Education Institutions –Circular A-133 Single Audit Requirements –Circular A-102 Grants and Cooperative Agreements with State and Local Governments –Circular A-110 Uniform Administration Requirements for Grants and Agreements with Institutions of Higher Education, Hospitals and Other Non-Profit Organizations

23. Click to edit Master title style 23 What types of costs are generally considered eligible? Administrative Costs (5%) Personnel Services (time records) Operating Expenses Stipends Consultants Instructional Materials Travel Instructional Equipment

24. Click to edit Master title style 24 What costs are NOT eligible? 1.Student expenses or direct assistance to students * 2.College tuition, fees, books* 3.Entertainment 4.Awards and memorabilia 5.Individual memberships 6.Membership with orgs. that lobby 7.Fines and penalties 8.Insurance/self-insurance 9.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

25. Click to edit Master title style 25 What are the 9 requirements for Perkins IV expenditures? 1.Strengthen academic & technical skills of students 2.Link secondary and postsecondary CTE programs (at least one program of study) 3.Provide students with strong experience and understanding all aspects of an industry (WBL) 4.Develop, improve, & expand use of technology 5.Professional development 6.Evaluate programs with emphasis in meeting needs of spec. pops. 7.Initiate, improve, expand and modernize quality programs 8.Provide services & activities of sufficient, size, scope and quality 9.Provide activities to prepare special pops. for high skill, high wage, or high demand occupations leading to self- sufficiency. Funds made available to eligible recipients under this part shall be used to support career and technical education programs that-

26. Click to edit Master title style 26 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 19.*Pooling funds – Teacher prep, data & accountability, assessments 20.Support other CTE programs Regional Workshops

27. Click to edit Master title style 27 Effects of not achieving targets Above 90% of targets: –Freedom to fund any program improvements –Encouraged to address low performance Below 90% - year 1 –Focused Improvement section Requires some analysis to write the narrative –Must address low performance in funded Programs –Encouraged to start a diagnostic study Regional Workshops

28. Click to edit Master title style 28 Effects of not achieving targets continued... Below 90% - year 2 or no improvement –Focused Improvement section –Diagnostic study –Propose Effective Practice solutions Probably a more district level approach to expenditures Regional Workshops

29. Click to edit Master title style 29 Effects of not achieving targets continued... Below 90% of target - 3 years –Focused Improvement section –Submit Diagnostic study w Action Plan to CO –Action Plan Proposed Effective Practice solutions & Implementation dates Probably an even more district level approach to expenditures –Risk Monitoring Regional Workshops

30. Click to edit Master title style 30 Break time I am the messenger –don’t kill the messenger Questions 20 minute break Regional Workshops

31. Click to edit Master title style 31 Data: Why? Funding Outcomes Analysis Telling the story Regional Workshops

32. Click to edit Master title style 32 Regional Workshops Defining the Data SAM Codes TOP Codes Data Elements Core Indicators –“The Law” –Definitions –Negotiated Performance Targets –Measurement Approaches/Formulas Funding

33. Click to edit Master title style 33 Regional Workshops Student Accountability Model (SAM) & Taxonomy of Programs (TOP) Priority “A“ - Apprenticeship –Must have the approval of the Division of Apprenticeship Standards Priority “B“ – Advanced Vocational –Used sparingly, no more than two courses in any one program –“B” level courses must have a “C” prerequisite in the same program area Priority "C" – Clearly Occupational –Generally taken in the middle stage of a program, detracts "drop-ins."

34. Click to edit Master title style 34 Regional Workshops Student Accountability Model (SAM) & Taxonomy of Programs (TOP), Continued Priority "D" – Possibly Occupational –Taken by students in the beginning stages of their occupational programs –Can be survey course Priority “E” = Non-Occupational Vocational Flag on TOP code –Designed to identify vocational “Programs” for federal reporting (*) - see Taxonomy of Programs, Sixth Edition, July 2007

35. Click to edit Master title style 35 Regional Workshops Data Elements MIS System Students, Courses, Degrees, Services Student VTEA Data Elements –Economically Disadvantaged –Single Parent –Displaced Homemaker –Cooperative Work Experience Education –Tech Prep –Migrant Worker

36. Click to edit Master title style 36 Regional Workshops Accountability Requirements Section 113(b) 5 core indicators of performance: 1.Student attainment of technical skill proficiencies; 2.Student attainment of credential, certificate, or degree; 3.Student retention in postsecondary education or transfer; 4.Student placement in military, apprenticeship, or employment 5.Student participation/completion of non-traditional training State and Local adjusted levels of performance –Levels of performance negotiated with USDE / State Results reported annually

37. Click to edit Master title style 37 Perkins III (1998) Core Indicators 1.Skill Attainment Student Achievement – Successful course completion Academic Vocational and Technical 2.Completions Student program completion – Certificates & Degrees 3.Placement and (3b) Retention Placement and retention in employment 4.Equity -- Non-Traditional Employment Participation/Completion of non-traditional training 4a - Participation 4b Completion Regional Workshops

38. Click to edit Master title style 38 Core Indicators 1.Technical Skill Attainment Successful CTE course completion 2.Completions Program completion–Certificate, Degree & Transfer Ready 3.Persistence & Transfer Student persistence in Higher Ed 4.Placement Placement in apprenticeship, employment, military, fed gov 5.Equity -- Non-Traditional Employment Participation (5a)/Completion (5b) - non-traditional training Regional Workshops

39. Click to edit Master title style 39 Regional Workshops Cohort Definitions Used for Measurement Participant: NT Participation –Perkins III -Any enrollment in a CTE course (TOP) –Perkins IV – concentrator using assigned major Concentrator: All other indicators Cohort of students enrolled during the cohort year and –Successfully completed at least one course in the middle or end of a program (SAM A-C) and 12 vocational units within a single discipline (two digit TOP) or –Program completion as indicated by receipt of ANY vocational credit certificate or degree Leavers: Not enrolled in year following cohort year –2P1 - Completions –4P1 - Placement (Employment)

40. Click to edit Master title style 40 Regional Workshops Assigning a Program to a Student 1.Award –TOP code of CTE Certificate or Degree 2.Concentrators Hierarchy based on SAM Priority code Assigned to the TOP where most CTE units occurred

41. Click to edit Master title style 41 What is not decided Regional Workshops Concentrator –How long to accumulate 12 units in a two digit TOP (discipline) Two, three, or five years Completions –Transfer Ready or Prepared Employment –Which period for “employed”? Feds want quarter 2 - Oct-Dec Any of 4 quarter NT Participation CRCC

42. Click to edit Master title style 42 Negotiating Targets Perkins III –State negotiates targets USDE Perkins IV –State negotiates targets USDE Targets for 1 year and then 2 years (3 rd & 5 th ) –Locals either: Accept those targets Negotiate local targets –Included in Local Plans Targets for next year Negotiations complete by May 15 Regional Workshops

43. Click to edit Master title style 43 Sanctions in Law Perkins III –State – Bundled with WIA, ESEA, Adult Ed Improvement plan Two years below, Secretary MAY withhold funds Perkins IV –State – Perkins – each indicator 90% of Target 3 years for any single target –Locals: 90% of Targets Improvement Plan Year 2 no improvement, 3 years <90% for any single target –State SHALL provide technical assistance –State MAY withhold funds (all or part) Regional Workshops

44. Click to edit Master title style 44 CCC Sanction Plan: Meeting Performance Targets Application is Improvement Plan Accountability Determination –In compliance – at or above 90% –Focused Improvement Status - < 90% Focused Improvement section Year 2 – No Improvement: Diagnostic Study –Priority Focused Improvement – 3 rd Yr < 90% Diagnostic Study and Action Plan Regional Workshops

45. Click to edit Master title style 45 Timeline for Outcomes & Outputs Negotiating Performance 2008-09 –Spring 2008 Cohort Year (2006-07) +1 yr for outcomes (2007-08) –Transfer –Persistence –Employment –Spring 2009 Outcomes have already occurred –Target low performance now!

46. Click to edit Master title style 46 Local Application: District Regional Workshops

47. Click to edit Master title style 47 Spring 2008 Sessions 7 Regional Sessions for District/College Teams –Content so far from this session TOP & SAM Codes Data Elements Core Indicators “The Law” –Definitions & Negotiated Performance Levels –CCC Strategies –CI Measurement Approaches/Formulas/Targets –Reports Negotiation – Strategies Compliance – Local App Program Improvement Regional Workshops

48. Click to edit Master title style 48 Core Indicators & Targets 1.Technical Skill Attainment Successful CTE course completion 2.Completions Program completion–Certificate, Degree & Transfer ready 3.Persistence & Transfer Student persistence in Higher Ed 4.Placement Placement in apprenticeship, employment, military, fed gov 5.Equity -- Non-Traditional Employment Participation (5a)/Completion (5b) - non-traditional training Regional Workshops

49. Click to edit Master title style 49 Regional Workshops Core Indicator 1 Technical Skill Attainment Successful Course Completions –Technical Skill Proficiencies Vocational (CTE) Courses –SAM A-C –Vocational TOP G.P.A. Concentrators –Grade reports (moved to Data Mart)

50. Click to edit Master title style 50 Core Indicator 1: Measurement & Performance Levels SAM A - C Courses: # Students with GPA > 2.00 ÷ # Students with Grades A - F YearTargetActual* 2002-03 77.76%84.01% 2003-04 78.76%84.73% 2004-05 79.76%84.70% 2005-06 84.02%83.69% 2006-07 83.70%??.??% 99.6% * Based on Perkins III data. Regional Workshops

51. Click to edit Master title style 51 Regional Workshops Core Indicator 1: Measurement & Performance Levels (Analysis) SAM A - C Courses: # Grades A-C & Cr ÷ # Grades A–F, Cr-NoCr, W, & I

52. Click to edit Master title style 52 Regional Workshops Core Indicator 2 Program Completions Completers (numerator) –Award in Current Year –AA/AS degrees –Certificates –Transfer Ready (or Prepared) –or Equivalent Leavers & Completers (denominator) –Left system (college) for one year and/or –Award in Current Year –AA/AS degrees –Certificates –Transfer Ready

53. Click to edit Master title style 53 CI 2-Completions: Measurement & Performance Levels Certificate/Degree/Transfer Ready ÷ All Concentrators (Leavers & Completers) YearTargetActual* 2002-03 59.82%76.36% 2003-04 59.82%74.89% 2004-05 60.82%73.42% 2005-06 73.00%73.73% 2006-07 73.00% ??.??% * Based on prior indicator definition. Regional Workshops

54. Click to edit Master title style 54 Regional Workshops Core Indicator 3 Persistence & Transfer Concentrators who were not leavers in the year following the cohort year Or Transfers (CSU/UC/Clearinghouse) ÷ All Concentrators

55. Click to edit Master title style 55 Regional Workshops Core Indicator 4 Placement Placement UI wage file match 1 st year out Apprenticeship, Military, Fed Gov Minus Continuing in Four Year Institution –CSU, UC, Clearinghouse Not resolved Four quarters in Academic Yr after leaving Quarter 2

56. Click to edit Master title style 56 CI 4 Placement : Measurement & Performance Levels Leavers & Completers in UI covered employment or Apprenticeship, Military, Fed Gov ÷ All Leavers & Completers YearTargetActual* 2002-03 83.19%84.08% 2003-04 83.19%82.53% 2004-05 83.19%82.07% 2005-06 82.07%81.76% 98.65% 99.62% *Based on prior indicator definition. Regional Workshops

57. Click to edit Master title style 57 Core Indicator 5 Gender Equity Training leading to Nontraditional Employment (e.g., Men in Nursing – Women in Auto) 75% / 25% from 2000 census employment data Job codes (SOC) mapped to 2000 Census data SOC codes mapped to CIP (USDE) NAPE developed Nontraditional CIP table CIP codes mapped to TOP (CCC) Regional Workshops

58. Click to edit Master title style 58 Regional Workshops Core Indicator 5 Gender Equity In Programs leading to Nontraditional Employment Nontraditional Gender Students ÷ All Students in NT Program

59. Click to edit Master title style 59 Regional Workshops CI 5a: Participation Measurement & Performance Levels Nontraditional participants enrolled in a nontraditional TOP Code ÷ All participants enrolled in a nontraditional TOP Code YearTargetActual 2002-03 27.98%36.98% 2003-04 28.98%36.80% 2004-05 29.98%35.31% 2005-06 35.31%37.16%

60. Click to edit Master title style 60 Regional Workshops Nontraditional “completers” of nontraditional programs ÷ All “completers” of nontraditional programs CI 5b Completion: Measurement & Performance Levels YearTargetActual 2002-03 26.95% 24.42% 2003-04 26.95% 24.21% 2004-05 25.05%23.25% 2005-06 23.25%25.66%

61. Click to edit Master title style 61 Nontraditional “completers” of nontraditional programs ÷ All “completers” of nontraditional programs CI 5b Completion: Measurement & Performance Levels YearTargetActual 2002-03 26.95% 24.42% 2003-04 26.95% 24.21% 2004-05 25.05%23.25% 2005-06 23.25%25.66% 90.6% 89.8% 92.8% Regional Workshops

62. Click to edit Master title style 62 Regional Workshops Do these indicators really measure what education in CCC does?

63. Click to edit Master title style 63 Regional Workshops Do these indicators really measure what education in CCC does? They are only indicators.

64. Click to edit Master title style 64 Regional Workshops Are they meaningless?

65. Click to edit Master title style 65 Regional Workshops Are they meaningless? No. Student success matters.

66. Click to edit Master title style 66 Regional Workshops How can we use the indicators to improve student success?

67. Click to edit Master title style 67 Regional Workshops How can we use the indicators to improve student success? Understand “What” is happening to students.

68. Click to edit Master title style 68 Regional Workshops How can we use the indicators to improve student success? Understand “What” is happening to students. Why is it happening? SLOs, CATs, Research, etc.

69. Click to edit Master title style 69 How important is setting an appropriate target ? Regional Workshops

70. Click to edit Master title style 70 Regional Workshops Accessing the Data Access Report Formats Report Structures Report Contents Report Examples

71. Click to edit Master title style 71 Regional Workshops Reports New reports –Developed for negotiations District and College Level Special Pops detail 8 years history Final version mid February 2008 All Reports –Easier access – Excel or SQL reports –??? Late February 2008 ??? Progressive scrutiny on use of reports –Below 90% of Targets in

72. Click to edit Master title style 72 Regional Workshops Access http://www.cccco.edu Important Documentation –Quick Reference –Negotiation Report Instructions –System Documentation –System Requirements No more Installing plug-in No Administrative rights requirements

73. Click to edit Master title style 73 Regional Workshops Report Formats Print Version –For administrators, faculty, students & PIOs Printing from the WWW Local Applications and Final Reports For exporting to –word processor –spreadsheet Data Download Version –For Researchers, IS & Technophiles CSV For Export to: –Excel »SPSS, SAS or other Stat Package »BRIO »Access or other database software

74. Click to edit Master title style 74 Regional Workshops Data Download

75. Click to edit Master title style 75 Negotiation Workbooks Instructions Counts Percentages Charts –Rates –Counts Data work tables

76. Click to edit Master title style 76 Regional Workshops Negotiation Tables

77. Click to edit Master title style 77 Regional Workshops Negotiation Charts

78. Regional Workshops

79. Click to edit Master title style 79 Regional Workshops Report Structures Negotiation Workbooks Forms Perkins IC - Local Application Perkins IC - Final Report Summaries –All five Indicators on one page Answer Sheet Style Detailed –Percents and counts –Detailed breakouts for each Indicator component

80. Click to edit Master title style 80 Regional Workshops CI Report Contents CI Reports –State, District, College –2-4-6 digit TOP –Special Populations breakouts –Identified on each report Performance below negotiated levels –Performance below is highlighted –Low numbers (denominator < 10) Blue-italics

81. Click to edit Master title style 81 Regional Workshops CI Contents (continued) 1.Summary College, District & State Identifying Low Performance & Low Numbers Comparing Performance across Programs 2.Detailed Program Area (6 digit TOP) Three Year Trends Identifying Low Performance areas Comparing Performance within Programs

82. Click to edit Master title style 82 Regional Workshops Report Examples Final Report Form College by TOP Form Summary – College –Summary - 5 digit TOP Summary – Detail Core 2 – Completions –Core 2 - 5 digit TOP Course Voc Status/SAM Code

83. Click to edit Master title style 83 Regional Workshops Negotiation Report Contents District, College? Special Populations breakouts Numerators, Denominators, & Rates Charts for analysis

84. College Local App -Final Report Form Regional Workshops

85. Dist Local App - Final Report Form Regional Workshops

86. Final Report Form Regional Workshops

87. College by TOP Form Regional Workshops

88. Summary - College Regional Workshops

89. Summary – College 5 Digit Regional Workshops

90. Summary - Detail Regional Workshops

91. Core 2 - Completions Regional Workshops

92. Core 2 - Completions 5 digit Regional Workshops

93. Course Voc Status/SAM Code Regional Workshops

94. Click to edit Master title style 94 Regional Workshops Using the Data Negotiate or accept state-adjusted levels –Trends over time for your college –By program, special population, Tech Prep Workshops, Committees & Faculty Information –Circulate to faculty for their use & input Factor in allocation decision-making for Local Plans –Supplement MIS data with your own knowledge and follow-up of students

95. Click to edit Master title style 95 Regional Workshops Practice using the Data Negotiation Exercise: Review FAUPL Worksheet Walk through common scenarios Review the pre-printed report for a sample college Conduct a guided practice using first indicators Negotiate or Accept State Targets

96. Click to edit Master title style 96 Faupl

97. Click to edit Master title style 97 Negotiation Workbook

98. Click to edit Master title style 98 Discussion Improving Session Content: –Order – Negotiations earlier or later –Detail –Strengthen funding ties or are sanction threats sufficient? –Other? –Resources: JSPAC, IWITTS, NAPE Chuck Wiseley, cwiseley@cccco.edu, 916.327.5895 Regional Workshops