ANNUAL PLANNING
GUIDELINES
2016-17 PERKINS PLAN
February 2016
Workforce Education Department
1300 Quince St SE; P.O. Box 42495
Olympia, WA 98504-2495
306-704-4400
www.sbctc.edu
CONTENTS
2016-17 PERKINS PLAN
The State Board for Community and Technical Colleges reserves the right to make changes to this
document due to, but not limited to, federal, state, or local legislation or policy changes.
OVERVIEW..................................................................................................................................................... 3
PLANNING GUIDELINES ................................................................................................................................. 3
PROGRAMS OF STUDY .................................................................................................................................. 3
PROFESSIONAL DEVELOPMENT .................................................................................................................... 3
ACCOUNTABILITY .......................................................................................................................................... 3
FUNDING ....................................................................................................................................................... 4
LOCAL PLAN DEVELOPMENT ......................................................................................................................... 4
APPLICATION & REVIEW PROCESS ................................................................................................................ 5
REPORTING ................................................................................................................................................... 5
ADDITIONAL INFORMATION ......................................................................................................................... 5
APPENDIX A: PERFORMANCE INDICATORS ................................................................................................... 6
APPENDIX B: PERFORMANCE INDICATOR DATA for COMPLETING the PERKINS PLAN ................................ 7
APPENDIX C: DEFINITIONS OF THE PERKINS ACT OF 2016 ........................................................................... 9
APPENDIX D: ESTABLISHMENT OF ONE-STOP DELIVER SYSTEMS .............................................................. 14
APPENDIX E: WORKFORCE TRAINING and EDUCATION COORDINATING BOARD HIGH SKILLS HIGH WAGE
QUESTIONS ................................................................................................................................................. 17
APPENDIX F: REQUIRED & PERMISSING USES OF PERKINS FUNDS ............................................................ 20
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2016-17 Perkins Plan Guidelines
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PLANNING GUIDELINES
2016-17 PERKINS PLAN
OVERVIEW
The purpose of the Perkins Act is to prepare students to enter the workforce with the academic and
vocational skills needed to compete successfully in a knowledge and skills-based world economy.
Perkins supports career and technical education that prepares students both for further education and
the careers of their choice. Perkins funds help ensure that career and technical programs are challenging
and integrate academic and technical education to meet the needs of business and industry.
PROGRAMS OF STUDY
A program of study is designed to provide students with a non-duplicative sequence of progressive
achievement leading to technical skill proficiency, a credential, a certificate, or a degree; and linked
through credit transfer agreements between the two institutions. Programs of study are a requirement
for eligibility to receive Perkins funding under the new legislation. Programs of study will be identified
and approved during the transition year as a collaborative process between the Workforce Training and
Education Coordinating Board (WTECB), Office of the Superintendent of Public Instruction (OSPI), and
the State Board for Community and Technical Colleges (SBCTC) with input from stakeholders.
A program of study combines a minimum of 2 years of secondary education (as determined under
State law) with a minimum of 2 years of postsecondary education in a non-duplicative, sequential
course of study or an apprenticeship program of not less than 2 years following secondary education
instruction and integrates academic and career and technical education instruction, and utilizes
work-based and worksite learning experiences where appropriate and available. [Sec 203(c) (2a)]
PROFESSIONAL DEVELOPMENT
Professional Development under the Perkins legislation must be high quality, sustained, intensive,
focused on instruction, and increases the academic knowledge and understanding of industry standards
of career and technical education (CTE) instructors, as appropriate. Faculty, career guidance counselors,
academic counselors, and administrators involved in integrated CTE programs can be provided with
professional development, and the Perkins Act encourages CTE and academic instructors working
together.
ACCOUNTABILITY
State policy and local planning must reflect an increased emphasis on accountability and the use of data
to direct improvements. The SBCTC is directed by the Workforce Training and Education Coordinating
Board to negotiate levels of performance with local colleges. Local colleges will either accept the
assigned college target for Performance Indicators (1P1-4P1) and state performance levels for nontraditional Performance Indicators (5P1 and 5P2) or negotiate with the SBCTC on new local levels. If the
local college fails to meet at least 90 percent of a performance level on any indicator, they must develop
and implement an improvement plan.
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If the local college fails to implement an improvement plan, make any improvement within a year after
implementing a plan, and fails to meet 90 percent of an indicator three years in a row, the local college
programs may be sanctioned for continued failure to meet targets.
There is a sanction for failure to meet 90 percent of a performance level for three years in a row. The
college must direct 1.5 percent of their Perkins Basic funds toward each performance indicator that
was missed consecutively for the last three years. Colleges are also encouraged to use Perkins
Leadership funds to increase activities to improve achievement on performance indicators.
Performance Indicators are outlined in Section 113(b) of the Perkins Act and summarized below. The full
performance indicator language can be found in Appendix A.
Summary of Postsecondary Performance Indicators – Section 113(b)
•
•
•
•
•
technical attainment –industry standards when possible
attainment of industry recognized credential, certificate, or degree
retention in postsecondary (including transfer to four-year)
placement in military or apprenticeship, or placement or retention in employment –including
high skill, high wage, or high demand
participation and completion of non-traditional programs
FUNDING
The first 90 percent of funds that are distributed to the colleges are based on the "Pell Plus" formula.
This formula is based on enrollment data of unduplicated students with a vocational intent who are
Pell/BIA, Worker Retraining, TANF and former TANF recipients enrolled with a vocational intent and
TANF and former TANF recipients who are attending for employment-related basic skills from the two
years preceding the current fiscal year award. (Example: Fiscal year 2017 awards were based upon fiscal
year 2015 enrollment data.) Numbers used are unduplicated headcount, one-year numbers with no
caps.
The remaining 10 percent of Perkins IV funding is divided with nine percent for rural schools and one
percent for schools with a high percentage of vocational students. All funds are intended to support
work that meets federal Perkins requirements, state goals, and local priorities. The required and
permissible uses of Perkins funds are listed in Appendix F.
LOCAL PLAN DEVELOPMENT
All plans must demonstrate strategic plan alignment to the Five Year Plan submitted in 2008-09 and
outline activities planned for 2016-17 to achieve measurable outcomes. In the annual local Perkins
Planning document, colleges/districts will indicate steps that they will take during the year to address
one or more of the objectives in Goal 1 of High Skills High Wages (HSHW) 2012. Goal 1 of the HSHW
2012 Strategic Plan aims to establish multiple pathways that better connect education to first careers
(Appendix E). Appendix B explains how to use SBCTC data in writing the Perkins Planning document.
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APPLICATION & REVIEW PROCESS
Applications must be completed no later than April 9, 2016. Please see your campus Online Grant
Management System (OGMS) security contact for access to the application. Applications will be
reviewed by SBCTC staff and approved or returned to colleges for revision in late May. College revisions
to applications should be returned promptly. All plans must be substantially approvable before July 1,
2016
An addendum is used when colleges are requesting to change activities in their grant. Attachments are
used for the Assurances, final reports and the program of study spreadsheet.
REPORTING
A final report must be submitted to the SBCTC no later than July 31, 2017. The 2016-17 Perkins Report
of Accomplishments form will be posted on the SBCTC website.
Final reports must be uploaded as an attachment in OGMS. The SBCTC is not able to upload documents
for colleges. Remember that once a document is uploaded to OGMS it can’t be changed or deleted.
Upload a revised document and add “revised” to the file name.
ADDITIONAL INFORMATION
If you have any questions regarding Perkins or the planning process, please contact Anna Nikolaeva,
Program Administrator, at (360) 704-4342 or anikolaeva@sbctc.edu.
If you have any questions regarding OGMS, the application process, or the review, please contact
Gabby Haire, Program Assistant, at (360) 704-1021 or ghaire@sbctc.edu .
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APPENDIX A: PERFORMANCE INDICATORS
2016-17 PERKINS PLAN
PERKINS ACT OF 2006
SEC. 113(b). Accountability for Perkins Basic funds and Tech Prep
Indicator 1P1- Activities will improve the number of students attaining challenging and relevant career
and technical skill proficiencies, including student achievement, on technical assessments that are
aligned with industry-recognized standards.
Indicator 2P1 - Activities will improve student attainment of industry-recognized credentials, certificates,
or degrees.
Indicator 3P1 - Activities will improve student retention in postsecondary education, or transfer to a
baccalaureate degree program.
Indicator 4P1 - Activities will improve student placement in military service/apprenticeship programs, or
placement/retention in employment, with emphasis on placement in high-skill, high-wage, or highdemand occupations/professions.
Indicator 5P1 - Activities will improve student participation in, and completion of, career and technical
education programs that lead to employment in non-traditional fields.
Indicator 5P2 - Activities will improve student participation in, and completion of, career and technical
education programs that lead to employment in non-traditional fields.
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APPENDIX B: PERFORMANCE INDICATOR DATA
for COMPLETING the PERKINS PLAN
2016-17 PERKINS PLAN
FAQs
How do I get the data for completing the Perkins plan?
The data is on the SBCTC Perkins Web page.
You will need the following document:
Perkins IV Performance Indicators – College Performance, 1P1 – 5P2
What should I be looking at when I review the data?
For Performance Indicators 1P1-2P1
There is a target set for the state to meet for each of these indicators. Your college is responsible for a
proportion of that state performance. Your college is assigned a performance target based on the
proportion the college contributed to the state performance in the baseline year data. The baselines
were reset in 2010-11, when several of the performance targets were renegotiated at a lower level.
For Indicators 3P1 - 5P2
There is a target set for the state to meet for each of these indicators. Your college is responsible for
meeting the same target as the state.
Why is the percent of target performance important?
If you are at 90 percent of your target performance, congratulations and keep up the good work. Note
the targets increase each year. If the college achieved less than 90 percent of any target, the college
must write a performance improvement plan within the 2016-17 Perkins planning document (section 7)
for the target(s) missed.
What if the college missed the target(s) consecutively for the last two years?
This indicates that the college may not meet the target again in 2016-17. Activities to improve
performance in this area need to be increased. The college must write a performance improvement plan
within the 2016-17 Perkins planning document (section 7) for the target(s) missed. The college may also
request to negotiate a lower target.
What if the college’s performance target is missed three years consecutively?
The college will be required to direct 1.5 percent of the college’s total Perkins basic funding toward
activities to increase each performance target missed. This funding will be noted on a separate budget
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line in the Perkins budget. The college may also request to negotiate a lower target.
Does the college have the ability to negotiate a different target?
Yes. A college can negotiate a lower target than what has been set. The negotiated target will be 3
percentage points above the average performance of the college for that indicator for the past three
years (fewer years may be used if data is not available for three years). Evaluate why the target is
unattainable for the college. A reasonable explanation why the college should be given a lower target
should accompany the request. For example, student placement (Performance Indicator 4P1) may be
hindered by the economic downturn and you have unemployment data for your region that supports
your request to negotiate for a lower performance target. Requests should be sent to Anna Nikolaeva.
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APPENDIX C: DEFINITIONS OF THE PERKINS ACT
OF 2016
2016-17 PERKINS PLAN
If you have any questions regarding Perkins Performance Indicators or the planning process, please
contact Anna Nikolaeva, Program Administrator, at (360) 704-4342 or anikolaeva@sbctc.edu.
SEC. 3 DEFINITIONS
Unless otherwise specified, in this Act:
(1) ADMINISTRATION.—The term, ‘administration’, when used with respect to an eligible agency or
eligible recipient, means activities necessary for the proper and efficient performance of the eligible
agency or eligible recipient’s duties under this Act, including the supervision of such activities. Such
term does not include curriculum development activities, personnel development, or research
activities.
(2) ALL ASPECTS OF AN INDUSTRY.—The term, ‘all aspects of an industry’ means strong experience in,
and comprehensive understanding of, the industry that the individual is preparing to enter,
including information as described in section 118.
(3) AREA CAREER AND TECHNICAL EDUCATION SCHOOL.—The term, ‘area career and technical
education school’ means—
A. a specialized public secondary school used exclusively or principally for the provision of
career and technical education to individuals who are available for study in preparation
for entering the labor market;
B. the department of a public secondary school exclusively or principally used for providing
career and technical education in not fewer than 5 different occupational fields to
individuals who are available for study in preparation for entering the labor market;
C. a public or nonprofit technical institution or career and technical education school used
exclusively or principally for the provision of career and technical education to
individuals who have completed or left secondary school and who are available for
study in preparation for entering the labor market, if the institution or school admits, as
regular students, individuals who have completed secondary school and individuals who
have left secondary school; or
D. the department or division of an institution of higher education, that operates under the
policies of the eligible agency and that provides career and technical education in not
fewer than 5 different occupational fields leading to immediate employment but not
necessarily leading to a baccalaureate degree, if the department or division admits, as
regular students, both individuals who have completed secondary school and individuals
who have left secondary school.
(4) ARTICULATION AGREEMENT —The term, ‘articulation agreement’ means a written commitment—
A. that is agreed upon at the State level or approved annually by the lead administrators of—
(i) a secondary institution and a postsecondary educational institution; or
(ii) a sub-baccalaureate degree granting postsecondary educational institution and a
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baccalaureate degree granting postsecondary educational institution; and
B. to a program that is—
(i) designed to provide students with a non-duplicative sequence of progressive
achievement leading to technical skill proficiency, a credential, a certificate, or a degree;
and
(ii) linked through credit transfer agreements between the 2 institutions described in
clause (i) or
(ii) of subparagraph (A) (as the case may be).
(5) CAREER AND TECHNICAL EDUCATION —The term, ‘career and technical education’ means organized
educational activities that—
A. offer a sequence of courses that—
(i) provides individuals with coherent and rigorous content aligned with challenging
academic standards and relevant technical knowledge and skills needed to prepare for
further education and careers in current or emerging professions;
(ii) provides technical skill proficiency, an industry-recognized credential, a certificate, or
an associate degree; and
(iii) may include prerequisite courses (other than a remedial course) that meet the
requirements of this subparagraph; and
B. include competency-based applied learning that contributes to the academic knowledge,
higher-order reasoning and problem-solving skills, work attitudes, general employability
skills, technical skills, and occupation-specific skills, and knowledge of all aspects of an
industry, including entrepreneurship, of an individual.
(6) CAREER AND TECHNICAL STUDENT ORGANIZATION —
A. IN GENERAL.—The term, ‘career and technical student organization’ means an organization
for individuals enrolled in a career and technical education program that engages in career
and technical education activities as an integral part of the instructional program.
B. STATE AND NATIONAL UNITS.—An organization described in subparagraph (A) may have
State and national units that aggregate the work and purposes of instruction in career and
technical education at the local level.
(7) CAREER GUIDANCE AND ACADEMIC COUNSELING —The term, ‘career guidance and academic
counseling’ means guidance and counseling that:
A. provides access for students (and parents, as appropriate) to information regarding career
awareness and planning with respect to an individual’s occupational and academic future;
and
B. provides information with respect to career options, financial aid, and postsecondary
options, including baccalaureate degree programs.
(8) COOPERATIVE EDUCATION — The term, ‘cooperative education’ means a method of education for
individuals who, through written cooperative arrangements between a school and employers,
receive instruction, including required rigorous and challenging academic courses and related career
and technical education instruction, by alternation of study in school with a job in any occupational
field, which alternation—
A. shall be planned and supervised by the school and employer so that each contributes to the
education and employability of the individual; and
B. may include an arrangement in which work periods and school attendance may be on
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alternate half days, full days, weeks, or other periods of time in fulfilling the cooperative
program.
(9) DISPLACED HOMEMAKER — The term, ‘displaced homemaker’ means an individual who—
A. (i) has worked primarily without remuneration to care for a home and family, and for that
reason has diminished marketable skills;
(ii) has been dependent on the income of another family member but is no longer
supported by that income; or
(iii) is a parent whose youngest dependent child will become ineligible to receive assistance
under part A of title IV of the Social Security Act (42 U.S.C. 601 et seq.) not later than 2 years
after the date on which the parent applies for assistance under such title; and
B. is unemployed or underemployed and is experiencing difficulty in obtaining or upgrading
employment.
(10) EDUCATIONAL SERVICE AGENCY — The term, ‘educational service agency’ has the meaning given
The term, in section 9101 of the Elementary and Secondary Education Act of 1965.
(11) ELIGIBLE AGENCY — The term, ‘eligible agency’ means a State board designated or created
consistent with State law as the sole State agency responsible for the administration of career and
technical education in the State or for the supervision of the administration of career and technical
education in the State.
(12) ELIGIBLE INSTITUTION — The term, ‘eligible institution means—
A. a public or nonprofit private institution of higher education that offers career and technical
education courses that lead to technical skill proficiency, an industry-recognized credential,
a certificate, or a degree;
B. a local educational agency providing education at the postsecondary level;
C. an area career and technical education school providing education at the postsecondary
level;
D. a postsecondary educational institution controlled by the Bureau of Indian Affairs or
operated by or on behalf of any Indian tribe that is eligible to contract with the Secretary of
the Interior for the administration of programs under the Indian Self-Determination and
Education Assistance Act (25 U.S.C. 450 et seq.) or the Act of April 16, 1934 (25 U.S.C. 452 et
seq.);
E. an educational service agency; or
F. a consortium of 2 or more of the entities described in subparagraphs (A) through (E).
(13) ELIGIBLE RECIPIENT — The term, ‘eligible recipient’ means—
A. a local educational agency (including a public charter school that operates as a local
educational agency), an area career and technical education school, an educational service
agency, or a consortium, eligible to receive assistance under section 131; or
B. an eligible institution or consortium of eligible institutions eligible to receive assistance
under section 132.
(14) INDIVIDUAL WITH LIMITED ENGLISH PROFICIENCY — The term, ‘individual with limited English
proficiency’ means a secondary school student, an adult, or an out-of-school youth, who has
limited ability in speaking, reading, writing, or understanding the English language, and—
A. whose native language is a language other than English; or
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B. who lives in a family or community environment in which a language other than English is
the dominant language.
(15) INDIVIDUAL WITH A DISABILITY —
A. IN GENERAL — The term, ‘individual with a disability’ means an individual with any disability
(as defined in section 3 of the Americans with Disabilities Act of 1990 (42 U.S.C. 12102)).
B. INDIVIDUALS WITH DISABILITIES — The term, ‘individuals with disabilities’ means more than
1 individual with a disability.
(16) INSTITUTION OF HIGHER EDUCATION — The term, ‘institution of higher education’ has the
meaning given The term, in section 101 of the Higher Education Act of 1965.
(17) LOCAL EDUCATIONAL AGENCY — The term, ‘local educational agency’ has the meaning given The
term, in section 9101 of the Elementary and Secondary Education Act of 1965.
(18) NON-TRADITIONAL FIELDS — The term, ‘non-traditional fields’ means occupations or fields of work,
including careers in computer science, technology, and other current and emerging high skill
occupations, for which individuals from one gender comprise less than 25 percent of the individuals
employed in each such occupation or field of work.
(19) POSTSECONDARY EDUCATIONAL INSTITUTION — The term, ‘postsecondary educational institution’
means:
A. an institution of higher education that provides not less than a 2-year program of instruction
that is acceptable for credit toward a bachelor’s degree;
B. a tribally controlled college or university; or
C. a nonprofit educational institution offering certificate or apprenticeship programs at the
postsecondary level.
(20) POSTSECONDARY EDUCATION TECH PREP STUDENT — The term, ‘postsecondary education tech
prep student’ means a student who—
A. has completed the secondary education component of a tech prep program; and
B. has enrolled in the postsecondary education component of a tech prep program at an
institution of higher education described in clause (i) or (ii) of section 203(a)(1)(B).
(21) PROGRAMS OF STUDY - The career and technical programs of study,
‘‘(i) incorporate secondary education and postsecondary education elements;
‘‘(ii) include coherent and rigorous content aligned with challenging academic standards and
relevant career and technical content in a coordinated, non-duplicative progression of courses that
align secondary education with postsecondary education to adequately prepare students to
succeed in postsecondary education;
‘‘(iii) may include the opportunity for secondary education students to participate in dual or
concurrent enrollment programs or other ways to acquire postsecondary education credits; and
‘‘(iv) lead to an industry-recognized credential or certificate at the postsecondary level, or an
associate or baccalaureate degree.
(22) SCHOOL DROPOUT — The term, ‘school dropout’ means an individual who is no longer attending
any school and who has not received a secondary school diploma or its recognized equivalent.
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(23) SCIENTIFICALLY BASED RESEARCH — The term, ‘scientifically based research’ means research that
is carried out using scientifically based research standards, as defined in section102 of the
Education Sciences Reform Act of 2002 (20 U.S.C.9501).
(24) SECONDARY EDUCATION TECH PREP STUDENT — The term, ‘secondary education tech prep
student’ means a secondary education student who has enrolled in 2 courses in the secondary
education component of a tech prep program.
(25) SECONDARY SCHOOL — The term, ‘secondary school’ has the meaning given The term, in section
9101 of the Elementary and Secondary Education Act of 1965.
(26) SPECIAL POPULATIONS — The term, ‘special populations’ means—
A. individuals with disabilities;
B. individuals from economically disadvantaged families, including foster children;
C. individuals preparing for non-traditional fields;
D. single parents, including single pregnant women;
E. displaced homemakers; and
F. individuals with limited English proficiency.
(27) SUPPORT SERVICES — The term, ‘support services’ means services related to curriculum
modification, equipment modification, classroom modification, supportive personnel, and
instructional aids and devices.
(28) TECH PREP PROGRAM — The term, ‘tech prep program’ means a tech prep program described in
section 203(c).
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APPENDIX D: ESTABLISHMENT OF ONE-STOP
DELIVER SYSTEMS
2016-17 PERKINS PLAN
WORKFORCE INVESTMENT ACT OF 1998
Public Law 105-220
Chapter 3 – Workforce Investment Activities Providers
SEC. 121. ESTABLISHMENT OF ONE-STOP DELIVERY SYSTEMS.
(a) In General – Consistent with the State plan, the local board for a local area, with the agreement of
the chief elected official for the local area, shall –
(1) develop and enter into the memorandum of understanding described in subsection (c) with
one-stop partners;
(2) designate or certify one-stop operators under subsection (d); and
(3) conduct oversight with respect to the one-stop delivery system in the local area.
(b) One-Stop Partners –
(1) Required partners –
(A) In general – Each entity that carries out a program or activities described in
subparagraph (B) shall –
(i) make available to participants, through a one-stop delivery system, the
services described in section 134(d)(2) that are applicable to such program or
activities; and
(ii) participate in the operation of such system consistent with The terms of the
memorandum described in subsection (c), and with the requirements of the
Federal law in which the program or activities are authorized.
(B) Programs and activities – The programs and activities referred to in subparagraph (A)
consist of –
(i) programs authorized under this title;
(ii) programs authorized under the Wagner-Peyser Act (29 U.S.C. 49 et seq.);
(iii) adult education and literacy activities authorized under title II;
(iv) programs authorized under title I of the Rehabilitation Act of 1973 (29 U.S.C.
720 et seq.);
(v) programs authorized under section 403(a)(5) of the Social Security Act (42
U.S.C. 603(a)(5) (as added by section 5001 of the Balanced Budget Act of 1997);
(vi) activities authorized under title V of the Older Americans Act of 1965 (42
U.S.C. 3056 et seq.);
(vii) postsecondary vocational education activities authorized under the Carl D.
Perkins Vocational and Applied Technology Education Act (20 U.S.C. 2301 et
seq.);
(viii) activities authorized under chapter 2 of title II of the Trade Act of 1974 (19
U.S.C. 2271 et seq.);
(ix) activities authorized under chapter 41 of title 38, United States Code;
(x) employment and training activities carried out under the Community
Services Block Grant Act (42 U.S.C. 9901 et seq.);
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(xi) employment and training activities carried out by the Department of
Housing and Urban Development; and
(xii) programs authorized under State unemployment compensation laws (in
accordance with applicable Federal law).
(2) Additional partners –
(A) In general – In addition to the entities described in paragraph (1), other entities that
carry out a human resource program described in subparagraph (B) may –
(i) make available to participants, through the one-stop delivery system, the
services described in section 134(d)(2) that are applicable to such program; and
(ii) participate in the operation of such system consistent with The term,s of the
memorandum described in subsection (c), and with the requirements of the
Federal law in which the program is authorized; if the local board and chief
elected official involved approve such participation.
(B) Programs – The programs referred to in subparagraph (A) may include—
(i) programs authorized under part A of title IV of the Social Security Act (42
U.S.C. 601 et seq.);
(ii) programs authorized under section 6(d)(4) of the Food Stamp Act of 1977 (7
U.S.C. 2015(d)(4));
(iii) work programs authorized under section 6(o) of the Food Stamp Act of 1977
(7 U.S.C. 2015(o));
(iv) programs authorized under the National and Community Service Act of 1990
(42 U.S.C. 12501 et seq.); and
(v) other appropriate Federal, State, or local programs, including programs in
the private sector.
(c) Memorandum of Understanding –
(1) Development – The local board, with the agreement of the chief elected official, shall
develop and enter into a memorandum of understanding (between the local board and the onestop partners), consistent with paragraph (2), concerning the operation of the one-stop delivery
system in the local area.
(2) Contents – Each memorandum of understanding shall contain –
(A) provisions describing –
(i) the services to be provided through the one-stop delivery system;
(ii) how the costs of such services and the operating costs of the system will be
funded;
(iii) methods for referral of individuals between the one-stop operator and the
one-stop partners, for the appropriate services and activities; and
(iv) the duration of the memorandum and the procedures for amending the
memorandum during The term, of the memorandum; and
(B) such other provisions, consistent with the requirements of this title, as the parties to
the agreement determine to be appropriate.
(d) One-Stop Operators –
(1) Designation and certification – Consistent with paragraphs (2) and (3), the local board, with
the agreement of the chief elected official, is authorized to designate or certify one-stop
operators and to terminate for cause the eligibility of such operators.
(2) Eligibility – To be eligible to receive funds made available under this subtitle to operate a
one-stop center referred to in section 134(c), an entity (which may be a consortium of entities) –
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(A) shall be designated or certified as a one-stop operator –
(i) through a competitive process; or
(ii) in accordance with an agreement reached between the local board and a
consortium of entities that, at a minimum, includes 3 or more of the one-stop
partners described in subsection (b)(1); and
(B) may be a public or private entity, or consortium of entities, of demonstrated
effectiveness, located in the local area, which may include –
(i) a postsecondary educational institution;
(ii) an employment service agency established under the Wagner-Peyser Act (29
U.S.C. 49 et seq.), on behalf of the local office of the agency;
(iii) a private, nonprofit organization (including a community-based
organization);
(iv) a private for-profit entity;
(v) a government agency; and
(vi) another interested organization or entity, which may include a local
chamber of commerce or other business organization.
(3) Exception – Elementary schools and secondary schools shall not be eligible for designation or
certification as one-stop operators, except that nontraditional public secondary schools and
area vocational education schools shall be eligible for such designation or certification.
(e) Established One-Stop Delivery System – If a one-stop delivery system has been established in a local
area prior to the date of enactment of this Act, the local board, the chief elected official, and the
Governor involved may agree to certify an entity carrying out activities through the system as a one-stop
operator for purposes of subsection (d), consistent with the requirements of subsection (b), of the
memorandum of understanding, and of section 134(c).
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APPENDIX E: WORKFORCE TRAINING and
EDUCATION COORDINATING BOARD HIGH
SKILLS HIGH WAGE QUESTIONS
2016-17 PERKINS PLAN
WASHINGTON STATE
WORKFORCE TRAINING AND EDUCATION COORDINATING BOARD
MEETING NO. 168
JANUARY 24, 2013
CARL D. PERKINS: STATE SUPPORT FOR MULTIPLE PATHWAYS
http://www.wtb.wa.gov/Documents/HSHW2012StrategicPlan.pdf
With the intent to promote the multiple pathways strategies of High Skills, High Wages 2012,
Workforce Board staff will work with OSPI and SBCTC agency staff to implement the following
steps that enhance the connection between Perkins funded activities and the objectives and
strategies in Goal 1 of HSHW 2012:
1. The Workforce Board, OSPI, and SBCTC will continue to promote Perkins investments
of State Leadership and Reserve funds that address the objectives and strategies of Goal 1
of HSHW 2012.
2. In the annual local Perkins Planning document, districts/colleges will indicate steps that
they will take during the year to address one or more of the objectives in Goal 1 of
HSHW 2012.
3. In the annual end-of-year Perkins reports to the Workforce Board, OSPI and SBCTC will
address what steps were implemented at the agency and the system levels to make
progress in meeting the objectives and strategies in Goal 1 of HSHW 2012.
4. To ensure that the activities of the secondary and postsecondary systems are being
shared, an annual presentation by representatives from OSPI and SBCTC will be made to
the Board. This presentation will focus on those Perkins funded activities that promoted
progress in reaching the objectives in Goal 1 of HSHW 2012.
Goal one of the High Skills High Wages 2012 Strategic Plan aims to establish multiple pathways that
better connect education to first careers. The four objectives and their strategies below provide the
workforce system with guidance to achieve the goal:
Objective 1: Improve availability and quality of career and education guidance for students in middle
school, high school and postsecondary institutions.
Enhance career guidance for students.
Begin career guidance at an earlier age, involve parents and guardians, and value all career paths.
Implement comprehensive guidance programs such as Navigation 101 at all Washington high
schools and middle schools. Like the Navigation 101 program, bring career guidance into the
classroom to enhance student engagement and make guidance more accessible. Prepare faculty to
perform this role through professional development. Provide students and their families with
extensive information about career pathways, and
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education and career opportunities, including opportunities that require a bachelor’s degree and
opportunities that call for a shorter-term investment in education and training. Make information
about apprenticeships and entrepreneurship part of that guidance. Provide students at colleges,
universities and other postsecondary institutions with greater access to guidance information.
(Strategy A)
Partner with employers to help students explore careers and workplaces.
Increase the engagement of private sector partners at schools and colleges. Include businesses,
unions, community-based organizations, and public sector employers in the effort to inform
students about career opportunities. Bring partners into the classroom and provide students with
the opportunity to explore workplaces. Leverage private and public resources at schools. (Strategy
B)
Objective 2: Identify, assess, and certify skills for successful careers.
Increase workplace and life skills development for students.
In addition to academic skills and skills for specific careers, ensure students develop workplace and
life skills. Workplace skills (also known as soft skills, work readiness, and employability skills) include
such things as problem solving, positive work habits, team work, and many other skills. Employers
report critical deficits in the workplace skills of new employees and job applicants. Life skills include
the skills required to manage lives and careers; for example, financial literacy and safe and healthy
living. (Strategy A)
Increase the use of industry-based skill standards, assessments, & credentials.
Bring the education system together with industry to identify skill standards and assessments, both
general workplace standards and those specific to particular industries. Enable students to obtain
industry-recognized credentials. Emphasize transferable skills that are useful across many
occupations, and that “stack” towards career and educational progress from high school through
post-high school education and training. Whenever possible, select standards that enhance hiring
and promotion within a targeted industry cluster. Have faculty consult regularly with industry
representatives so standards remain relevant. (Strategy B)
Objective 3: Expand Programs of Study that bring together a sequence of career-focused courses that
start in high school and extend through college.
Expand the use of Programs of Study.
Programs of Study provide a sequential, accessible road map of courses required for a career
pathway, including multiple points for students to stop out to work and reenter without losing
momentum, and to take branches leading to more specific careers. Programs of Study will be a
regular way that education is organized. (Strategy A)
Improve the transfer of credits earned in a student’s Program of Study.
Offer high school students the chance to earn credits for both high school and college through
Programs of Study. Create an easy transfer of these “dual credits” among colleges and universities.
Improve articulation among the state’s two-year colleges, and between
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two-year and four-year institutions so that credits earned in one institution are applicable at
another. Open source curriculum and common course numbering could help more students earn
credits that transfer easily among different institutions. (Strategy B)
Objective 4: Increase work-integrated learning.
Increase the number and types of workplace experiences available to students and out-of-school
youth.
Create more opportunities for students and out-of-school youth to have work experiences.
Experiences may include, among other things, paid and unpaid internships, workplace mentorships,
pre-apprenticeships and apprenticeships, cooperative education, summer employment, and work
study. Align work experiences with the student’s Program of Study, and build in transferable,
academic credits whenever possible. (Strategy A)
Bring more work experiences into the classroom by engaging employers and workers.
Bring employers into the classroom and students into the workplace. Make what’s learned in the
classroom more relevant to students by including project-based learning, classroom visits by business
and public and not-for profit employers, contextualized learning, and applied learning through
internships and cooperative education. This can help students make experience-based career and
education choices. (Strategy B)
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APPENDIX F: REQUIRED & PERMISSING USES OF
PERKINS FUNDS
2016-17 PERKINS PLAN
Carl D. Perkins Career and Technical Education Act of 2006
SEC. 135. LOCAL USES OF FUNDS
(a) GENERAL AUTHORITY — Each eligible recipient that receives funds under this part shall use such
funds to improve career and technical education programs.
(b) REQUIREMENTS FOR USES OF FUNDS — Funds made available to eligible recipients under this part
shall be used to support career and technical education programs that—
(1) strengthen the academic and career and technical skills of students participating in career
and technical education programs, by strengthening the academic and career and technical
education components of such programs through the integration of academics with career and
technical education programs through a coherent sequence of courses, such as career and
technical programs of study described in section 122(c)(1)(A), to ensure learning in—
(A) the core academic subjects (as defined in section
9101 of the Elementary and Secondary Education Act of
1965); and
(B) career and technical education subjects;
(2) link career and technical education at the secondary level and career and technical education
at the postsecondary level, including by offering the relevant elements of not less than 1 career
and technical program of study described in section 122(c)(1)(A);
(3) provide students with strong experience in and understanding of all aspects of an industry,
which may include workbased learning experiences;
(4) develop, improve, or expand the use of technology in career and technical education, which
may include—
(A) training of career and technical education teachers, faculty, and administrators to
use technology, which may include distance learning;
(B) providing career and technical education students with the academic and career and
technical skills (including the mathematics and science knowledge that provides a strong
basis for such skills) that lead to entry into the technology fields; or
(C) encouraging schools to collaborate with technology industries to offer voluntary
internships and mentoring programs, including programs that improve the mathematics
and science knowledge of students;
(5) provide professional development programs that are consistent with section 122 to
secondary and postsecondary teachers, faculty, administrators, and career guidance and
academic counselors who are involved in integrated career and technical education programs,
including—
(A) in-service and pre-service training on—
(i) effective integration and use of challenging academic and career and technical
education provided jointly with academic teachers to the extent practicable;
(ii) effective teaching skills based on research that includes promising practices;
(iii) effective practices to improve parental and community involvement; and
(iv) effective use of scientifically based research and data to improve instruction;
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(B) support of education programs for teachers of career and technical education in
public schools and other public school personnel who are involved in the direct delivery
of educational services to career and technical education students, to ensure that such
teachers and personnel stay current with all aspects of an industry;
(C) internship programs that provide relevant business experience; and
(D) programs designed to train teachers specifically in the effective use and application
of technology to improve instruction;
(6) develop and implement evaluations of the career and technical education programs carried
out with funds under this title, including an assessment of how the needs of special populations
are being met;
(7) initiate, improve, expand, and modernize quality career and technical education programs,
including relevant technology;
(8) provide services and activities that are of sufficient size, scope, and quality to be effective;
and
(9) provide activities to prepare special populations, including single parents and displaced
homemakers who are enrolled in career and technical education programs, for high skill, high
wage, or high demand occupations that will lead to self-sufficiency.
(c) PERMISSIVE — Funds made available to an eligible recipient under this title may be used—
(1) to involve parents, businesses, and labor organizations as appropriate, in the design,
implementation, and evaluation of career and technical education programs authorized under
this title, including establishing effective programs and procedures to enable informed and
effective participation in such programs;
(2) to provide career guidance and academic counseling, which may include information
described in section 118, for students participating in career and technical education programs,
that—
(A) improves graduation rates and provides information on postsecondary and career
options, including baccalaureate degree programs, for secondary students, which
activities may include the use of graduation and career plans; and
(B) provides assistance for postsecondary students, including for adult students who are
changing careers or updating skills;
(3) for local education and business (including small business) partnerships, including for—
(A) work-related experiences for students, such as internships, cooperative education,
school-based enterprises, entrepreneurship, and job shadowing that are related to
career and technical education programs;
(B) adjunct faculty arrangements for qualified industry professionals; and
(C) industry experience for teachers and faculty;
(4) to provide programs for special populations;
(5) to assist career and technical student organizations;
(6) for mentoring and support services;
(7) for leasing, purchasing, upgrading or adapting equipment, including instructional aids and
publications (including support for library resources) designed to strengthen and support
academic and technical skill achievement;
(8) for teacher preparation programs that address the integration of academic and career and
technical education and that assist individuals who are interested in becoming career and
technical education teachers and faculty, including individuals with experience in business and
industry;
(9) to develop and expand postsecondary program offerings at times and in formats that are
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accessible for students, including working students, including through the use of distance
education;
(10) to develop initiatives that facilitate the transition of subbaccalaureate career and technical
education students into baccalaureate degree programs, including—
(A) articulation agreements between sub-baccalaureate degree granting career and
technical education postsecondary educational institutions and baccalaureate degree
granting postsecondary educational institutions;
(B) postsecondary dual and concurrent enrollment programs;
(C) academic and financial aid counseling for subbaccalaureate career and technical
education students that informs the students of the opportunities for pursuing a
baccalaureate degree and advises the students on how to meet any transfer
requirements; and
(D) other initiatives—
(i) to encourage the pursuit of a baccalaureate degree; and
(ii) to overcome barriers to enrollment in and completion of baccalaureate
degree programs, including geographic and other barriers affecting rural
students and special populations;
(11) to provide activities to support entrepreneurship education and training;
(12) for improving or developing new career and technical education courses, including the
development of new proposed career and technical programs of study for consideration by the
eligible agency and courses that prepare individuals academically and technically for high skill,
high wage, or high demand occupations and dual or concurrent enrollment opportunities by
which career and technical education students at the secondary level could obtain
postsecondary credit to count towards an associate or baccalaureate degree;
(13) to develop and support small, personalized career-themed learning communities;
(14) to provide support for family and consumer sciences programs;
(15) to provide career and technical education programs for adults and school dropouts to
complete the secondary school education, or upgrade the technical skills, of the adults and
school dropouts;
(16) to provide assistance to individuals who have participated in services and activities under
this Act in continuing their education or training or finding an appropriate job, such as through
referral to the system established under section
121 of Public Law 105–220 (29 U.S.C. 2801 et seq.);
(17) to support training and activities (such as mentoring and outreach) in non-traditional fields;
(18) to provide support for training programs in automotive technologies;
(19) to pool a portion of such funds with a portion of funds available to not less than 1 other
eligible recipient for innovative initiatives, which may include—
(A) improving the initial preparation and professional development of career and
technical education teachers, faculty, administrators, and counselors;
(B) establishing, enhancing, or supporting systems for—
(i) accountability data collection under this Act; or
(ii) reporting data under this Act;
(C) implementing career and technical programs of study described in section
122(c)(1)(A); or
(D) implementing technical assessments; and
(20) to support other career and technical education activities that are consistent with the
purpose of this Act.
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(d) ADMINISTRATIVE COSTS — Each eligible recipient receiving funds under this part shall not use more
than 5 percent of the funds for administrative costs associated with the administration of activities
assisted under this section.
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