CARL D. PERKINS SPRING INFORMATIONAL SESSION

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CARL D. PERKINSSPRING INFORMATIONAL SESSION

• WEDNESDAY, MAY 7, 2003
• OHIO BOARD OF REGENTS
• MAIN CONFERENCE ROOM
• PERKINS COORDINATORS

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INTRODUCTIONPerkins in the Fourth Year

• REAUTHORIZATION
• FUTURE OF PERKINS Monitoring vs. Site Visits
• MONITORING TIMELINE

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CARL D. PERKINSMOINTORING TIMELINE

• April 2003 Focus group meeting to establish
  guide and identify items of essential
  evidence.
• April 2003 Revised with input from ODE
  leadership
• May 2003 Presented at Spring Informational
  Session

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CARL D. PERKINSMOINTORING TIMELINE

• June 2003 Final document prepared for
  pilots
• July 2003 Conduct pilots (urban, suburban,
  and rural campuses)
• August 2003 Modifications made to the
  document based on response from the pilots

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CARL D. PERKINSMOINTORING TIMELINE

• Sept. 2003 Modified document is ready for
  monitoring process
• Oct. 2003 Sites are selected for monitoring
• April 2004 Monitoring process is completed

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CARL D. PERKINSMOINTORING TIMELINE

• May 2004 Revisions are made to monitoring
  guide
• July 2004 Monitoring process begins for
  FY05

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Section 135 of the Carl D Perkins Act

• Strengthen the academic, and vocational and
  technical, skills of students participating in
  vocational and technical education programs by
  strengthening the academic, vocational and
  technical, components of such programs through
  the integration of academics with vocational and
  technical education programs through a coherent
  sequence of courses to ensure learning in the
  core academic and vocational and technical,
  subjects

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Section 135 of the Carl D Perkins Act

• Provide students with strong experience in and
  understanding of all aspects of an industry
• Develop, improve, or expand the use of technology
  in vocational and technical education, which may
  include
• Training of vocational and technical education
  personnel to use state of-the-art technology,
  which may include distance learning
• Providing vocational and technical education
  students with the academic, and vocational and
  technical, skills that lead to entry into the
  high technology and telecommunications field or
• Encouraging schools to work with high technology
  industries to offer voluntary internships and
  mentoring programs

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Section 135 of the Carl D Perkins Act

• Provide professional development programs to
  teachers, counselors, and administrators,
  including
• (a) In-service and pre-service training in state
  of-the-art vocational and technical education
  programs and techniques, in effective teaching
  skills based on research, and in effective
  practices to improve parental and community
  involvement

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Section 135 of the Carl D Perkins Act

• Support of education programs for teachers of
  vocational and technical education in public
  schools and other school personnel who are
  involved in the direct delivery of educational
  services to vocational and technical education
  students, to ensure that such teachers and
  personnel stay current with all aspects of an
  industry
• Internship programs that provide business
  experience to teachers and
• Programs designed to train teachers specifically
  in the use and application of technology

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Section 135 of the Carl D Perkins Act

• Develop and implement evaluations of the
  vocational and technical education programs
  carried out with funds under this title,
  including an assessment of how the needs of
  special populations are being met
• Initiate, improve, expand, and modernize quality
  vocational and technical education programs

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Section 135 of the Carl D Perkins Act

• Provide services and activities that are of
  sufficient size, scope, and quality to be
  effective and
• Link secondary vocational and technical education
  and postsecondary vocational and technical
  education, including implementing tech-prep
  programs.

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Carl D. Perkins Monitoring Four Step Process

• Self-Assessment
• Desk Audit
• Telephone Audit
• On-Site Review

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The Monitoring Process
Self Assessment
Monitoring Summary Report
NO
Received on Time?
Corrective Action Needed?
NO
YES
Desk Audit
OFI or Questions?
NO
End
YES
YES
Submit Corrective Action Plan
Phone Audit
NO
College Selected
YES
OBR Tracking Logs and Follow-up
Site Visit
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Self-Assessment

• The College self-assessment is the first step of
  the monitoring process.
• Local leadership teams should identify, review
  and organize all available documentation
  addressing essential evidence. A list of examples
  of essential evidence is included for your
  reference.
• If essential evidence supports a satisfactory
  rating, mark the appropriate box and list the
  evidence available in the space provided. This
  must be completed for each topic. (Example
  courses of study).

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Self-Assessment

• If there is not substantive evidence to support a
  satisfactory rating, it must be indicated in the
  appropriate box in the O column. This represents
  an opportunity for improvement.
• To prepare for a possible on-site review, the
  team should organize a file of available
  evidence.
• The completed self-assessment document must be
  signed by the College Contact and received in the
  Ohio Board of Regents Office by the designated
  deadline. (Faxed copies are unacceptable.)

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Self-Assessment

• Self-assessments received after the deadline will
  be scheduled for an on-site visit.
• No documentation is to be included with the
  submission of the self-assessment.
• Questions should be directed to the Ohio Board of
  Regents Carl D. Perkins Representative.

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DESK AUDIT

• Each of the Perkins recipients who has completed
  a Self-Assessment will have a desk audit
  performed by the OBR representative.
• This involves reviewing (1) all essential
  evidence listed on the Self-Assessment, (2)
  previous site visit reports, (3) performance
  measures, (4) the budget and budget narrative,
  (5) the four year performance plan and (6) any
  other relevant information.

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TELEPHONE AUDIT

• The OBR representative will conduct a telephone
  audit if additional evidence or clarification is
  needed.
• This may require that the College provide
  additional supporting documentation.

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ON-SITE REVIEW

• On-Site Review selection criteria
• Colleges that did not meet the Self-Assessment
  deadline.
• Colleges with compliance issues may be selected.
• Random selection.
• Colleges may request an On-Site Review

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CORRECTIVE ACTION PLAN

• Completed by the College
• Review the Monitoring Summary Report with your
  staff
• Examine the Opportunities For Improvement (OFI)
• Determine root cause of the condition
• Be clear and concise
• Be reasonable and realistic
• Set target dates for completion
• Implement the Action Plan

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Corrective Action Plan
Opportunities for Improvement Recommendations/
Follow-up/Timeline Plan for Corrective Action to
comply with the requirements of Carl D.
Perkins CTPD Name ____________________ CTPD
Number ________________
Opportunities For Improvement As identified in
the Self-Evaluation, Audits, and/or the On-Site
Review
Corrective Action Plan Established by the CTPD
after reviewing the Monitoring Summary Report
with appropriate staff
Documentation Timeline Set specific target dates
as to when the Corrective Action plan is to be
implemented

• Revise courses of study with implementation dates
  with five years or more

1.A. Review current ITAC, OCTCA, or
TCPC 1.B. Provide release time for academic and
career tech and academic staff to revise
and align curriculum

• Board minutes reflecting approval of revised
  courses of study by August 1, 2003

______________________________ ___________________
________ _____________ Superintendents
Name Superintendents Signature Date
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OBR Follow-Up of the College Corrective Action
Plan

• The OBR representative will
• Track and follow-up on the corrective actions
  plans.
• Identify prominent compliance issues that may
  require technical assistance and training.

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Appeal Process

• If the CTPD disagrees with the Opportunity for
  Improvement (OFI) finding, an appeal must be
  registered.

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CARL D. PERKINSMONITORING GUIDE
Office of Career-Technical and Adult
Education Carl D. Perkins Postsecondary Monitoring
Guide for Colleges (CTPDs) Self-Assessment
CTPD Name______________________________________
_____CTPD ___________ Self-Assessment conducted
by ______________________________________________
Other CTPD participants ______________________
_____________________________ ____________________
__________________________________________________
__ _______________________________________________
_________________________ CTPD Contact
Signature_______________________________ Date
________________ Superintendent Signature
______________________________ Date
________________
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REQUIREMENT 1

• The Colleges Four-Year Performance Plan has been
  reviewed by stakeholders to address workforce
  development performance measures, and budget
  expenditures.
• Alignment of the (1) four year performance
  plan, (2) activities supporting section 135 of
  Carl D. Perkins, (3) budget expenditures, and
  (4) performance measures results have been
  verified.

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REQUIREMENT 1

• Essential evidence
• Four-Year Performance Plan stakeholder meeting
  with agenda and minutes including review of
• Annual budget and narrative
• Performance measures data and planned strategies
  for increasing results
• Section 135 required uses of Perkins funds
• Alignment of the performance measures, the budget
  and the 4-year plan (include any addendum and/or
  revision to the 4-year plan not previously
  approved)