CALIFORNIA COMMUNITY COLLEGES
CHANCELLOR’S OFFICE
Perkins/Core Indicator
Basics
February 2, 2015
Robin Harrington, Specialist
Workforce and Economic Development Division
California Community Colleges Chancellor’s Office
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Perkins/Core Indicator Workshop Goals
Goal of the workshop is to give attendees a basic understanding
of:
● The Overall Purpose of Perkins IV (the overall Act)
● Overview of 9 requirement for Title I-C Basic Grant Funding
● Federal and State Accountability for Negotiating Core
Indicators
● How the requirements and accountability relate to a clear
understanding and review of core indicators
● Overall understanding of the analyzing the core indicator
system and using for course and program improvement
● What is Expected within the Title I-C Applications
● Resources available to help Special Populations success
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
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Overall Purpose of Perkins IV (‘‘SEC. 2. PURPOSE.)
To more fully develop CTE students academic and career technical skills in
secondary and postsecondary that:
 Prepare high skill, high wage, or high demand occupations in current
or emerging professions;
 Link secondary education and postsecondary education (programs of
study) and partnerships with baccalaureate intuitions, WIBs,
business and industry and intermediaries;
 Promote integration of rigorous and challenging academic and
career technical instructions;
 Promote technical assistance that improves the quality of CTE
education from teachers, faculty, administrators and counselors;
 Promoting Life-Long Learning (Stackable Credentials)
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
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Perkins IV Title I-C Nine Requirements
CTE Course and Program Improvement that:
● Integrates academics into Career Technical Education to strengthen skills of
students
● Initiates, improves, expands and modernizes CTE programs
● Links Secondary and Postsecondary through Development of Programs of
Study
● Provides sufficient size scope and quality to be effective
● Prepares special populations for high skill, high wage or high demand
occupations
● Expands the use of technology, all aspects of the industry (WBL),
professional development and evaluations of CTE programs
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
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Perkins IV Accountability
Pursuant to Section 123(b) of the Act, state agencies are
required to:
 Negotiate yearly core indicator targets with Districts
receiving Title I-C allocations;
 Yearly evaluation of established performance targets;
 For those failing to meet performance targets follow-up
on program improvement plans; and
 Consider technical assistance or sanctions for those
Districts not meeting performance target for 3
consecutive years.
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
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Perkins IV Special Populations
A 2004 Study in California showed that 52% of California Community College CTE
students were in one or more of the six special populations groups from Perkins IV.
Core Indicators track these students and this tracking is used to identify barriers to
“Special Populations Success.”
The six Special Populations Categories are:
Non-Traditional (less than 25% of a gender is employed in the occupation)
Displaced Homemaker (worked in the home without compensation & unemployed or
under-employed)
Economically Disadvantaged (receiving some kind of student or public aid)
Limited English Proficiency (ESL Participants or Identified by Faculty as needing ESL)
Single Parent (Single Parent/Single Pregnant Woman)
Students with Disabilities (DSPS Participants, reported with a primary disability since 1990)
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
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Perkins Accountability Definitions
SAM Codes
Every course offered by a college/district is assigned a TOP code by the college/district based on
the content of the course and a corresponding SAM Priority Code (A, B, C, or D)
What are SAM Codes?
Why were they designed?
What purpose do they serve?
 MIS Data Element Dictionary (data element name - course SAM priority codes)
A. Apprenticeship
B. Advanced Occupational (not limited to apprentices)
C. Clearly Occupational (but not advanced)
D. Possibly Occupational
E. Non-Occupational
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
Perkins Accountability Definitions (Cont.)
TOP Codes
Every course offered by a college/district is assigned a
TOP code based on the content of the course.
What are Top Codes?
Why were they designed?
What purpose do they serve?
.
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
Perkins Accountability Definitions (Cont.)
● Concentrator
● Life Long Learner
● Persisters
● Completer
● Leaver
● Transfer Prepared
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
Overview
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Purpose of Perkins IV & Title I-C Perkins
Accountability
Special Population Definitions
SAM Codes
TOP Codes
Core Indicator Definitions
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
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Perkins IV Accountability
Negotiated levels of performance have to do with Core
Indicators Accountability Framework
 1P1: Technical Skill Attainment
 2P1: Credential, Certificate, or Degree
 3P1: Student Persistence or Transfer
 4P1: Student Placement
 5P1 & 5P2: Nontraditional Participation and Completion
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
Analyzing Core Indicator Data
Analyzing Core Indicator Data
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If granted Perkins IV funding within a 2-6 digit TOP Code
analyzing core indicator data is a requirement.
•
If core indicator data is beneath the College negotiated
rate the program will describe the issues and indicate
how those issues will be addressed.
•
If there are few to no concentrators within the data
then size, scope and quality must be addressed.
•
If the limited English proficient population is large at
the college but few to no concentrators make it into the
cohort, this must be reviewed.
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
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California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
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Core Indicator Forms Selection Area
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
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California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
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Technical Skill Attainment
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
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California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
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Employment & Non-Traditional Participation
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
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California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
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California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
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California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
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Reasons for Odd Data/No Data
The Program is New
The Program is Offered in Non-Credit Only
The program is small and SAM C courses are not offered every
year,
The program recently had a TOP Code change
The courses and/or the certificate were miscoded
Miscoded programs were corrected, but we are still waiting for
reports to be updated, or
The program is interdisciplinary [core courses are outside the
TOP code of the program or will only have completers
(certificates and degrees)].
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
RESOURCES
Perkins IV Core Indicator Cohort Definitions, Selection Methodology and Report Specifications
http://extranet.cccco.edu/Divisions/WorkforceandEconDev/CareerEducationPractices/PerkinsIV/CoreIndi
cators.aspx
Taxonomy of Programs 6th Edition
http://extranet.cccco.edu/Portals/1/AA/Credit/2013Files/TOPmanual6RevJune2012.pdf or
http://curriculum.cccco.edu/
SAM Codes
http://extranet.cccco.edu/Portals/1/TRIS/MIS/Left_Nav/DED/Data_Elements/CB/cb09.pdf
Programs Classified as Non-Traditional
http://www.jspac.org/attachments/article/57/TOP_11-2009%20(Resized).pdf
Nontraditional Career Preparation: Root Causes & Strategies
http://www.jspac.org/attachments/article/57/Root%20Causes%20Final%206.3.%2009.pdf
Perkins Resource Guide The PDF guide provides resources for program analysis and improvement. The
guide was specifically designed for use by faculty, administrators and researchers
http://extranet.cccco.edu/Portals/1/WED/CEP/PerkinsIV/CoreIndicator/pirg-full_doc.pdf
Core Indicator and Special Populations Brochure
http://extranet.cccco.edu/Portals/1/WED/CEP/PerkinsIV/CoreIndicator/CI-and-SPBrochure.pdf
http://www.jspac.org/
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
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Effective Practices
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
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California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
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California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
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California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
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JASPAC Professional Development Webinars
The Perkins Act of 2006 requires us all to participate in professional
development. In order to assist you in meeting that requirement as well
as enabling you to better serve your students, Joint Special Populations
Advisory Committee (JSPAC) has developed a series of webinars. All
webinars will be 1 hour in length and each will have a Power Point to
follow which will include links and resources.
Webinars:
– CA Perkins Act & Special Populations 101 – February 13, 2015 at Noon
– STEM, STEAM, STREAM: What, Why, Who, How? – February 20, 2015
at Noon
– Perkins Special Populations & Data Better Together! – February 27,
2015
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
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http://extranet.cccco.edu/Divisions/WorkforceandEconDev/CareerEduc
ationPractices/PerkinsIV/CoreIndicators.aspx
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
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Chancellor’s Office Application Review
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Analyze the Core Indicator Data
Describe the Problem
Describe the Solution
All Boxes Checked Match the Solution
Budget Matches the Solution
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
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Title I-C Disallowed Expenditures
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Faculty Salaries (For Instrutions)
Direct Services to Students (college tuition, fees, books, etc.)
Entertainment
Awards and memorabilia
Individual Memberships
Facilities and Furniture
Alcohol
Fund raising
Expenses that Supplant
Out-of-Country Travel
Expenditures that do not directly relate to Career Technical Education
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
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Application Review Section IF
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
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Application Review Section II
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
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Application Review Section II (Cont.)
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
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Application Review Section II (Cont.)
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
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Application Review Section II (Cont.)
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
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Application Review Sec IVB
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
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Examples of Narratives For Section II
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Briefly describe program improvement issue(s) concerning this TOP code and
include specific examples. (Limited to 2,000 characters, or approximately ½ page of
text.) For sample narrative responses click here Core indicators are showing that
employment is 5.8 beneath the state negotiated rate but considering the rates
statewide these are actually better than most. Nontraditional core indicators
particularly in the area of limited English speaking, disabled and disadvantages
students are having a problem with participation and completion. The advisory
committee has specified that creating certificates for stackable program
completion, upgrading civil curriculum, outreach to special populations,
strengthening articulation and professional development should be the current
focus for the program.
Briefly describe how the issue(s) will be addressed. (Limited to 2,000 characters, or
approximately ½ page of text.)
For sample narrative responses click here The program will address the areas of
need by utilizing Perkins funding to: • Curriculum and Certificate Development
(Landscape architecture, and civil curriculum) • Outreach to special populations •
Professional Development (special populations, • Continue Advisory Committee
Meetings • Continue Articulation
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
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Examples of Narratives For Section II (Cont.)
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Briefly describe program improvement issue(s) concerning this TOP code and
include specific examples. (Limited to 2,000 characters, or approximately ½ page of
text.) For sample narrative responses click here The program while doing well in
core indicators has noticed that neither the disabled or limited English proficient
are showing up as concentrators within the program. Core indicator data will be
reviewed to determine if those special population are taking courses in the TOP
but not making it as a concentrator and faculty will work on promoting to these
special populations and to work on employment. Industry advice has the program
working on BIM technology and 3d virtual environment and as such needs to
updates in 3D printers and laser cutters.
Briefly describe how the issue(s) will be addressed. (Limited to 2,000 characters, or
approximately ½ page of text.)
For sample narrative responses click here While architecture has many facility,
infrastructure and equipment needs, the equipment and technology chosen aligns
with the highest classroom priority. Perkins funding will purchase 3D printers and
Laser Cutters. The architecture chair and faculty will work on special population
review and relationships with employers, worksouce centers and the college
career center to increase employment opportunities for students.
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
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Examples of Narratives For Section II (Cont.)
•
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Briefly describe program improvement issue(s) concerning this TOP code and
include specific examples. (Limited to 2,000 characters, or approximately ½ page of
text.) For sample narrative responses click here Core indicators show technically
disadvantaged are having a problem with technical skill attainment and
employment. Our advisory committee has specified that the ASL/English
Interpreter Education program needs supplemental materials (DVDs) that can be
used to enhance the learning process of the ASL and Interpreter Education
students. We are awaiting the opening of the Modern Language/Speech Lab.
Briefly describe how the issue(s) will be addressed. (Limited to 2,000 characters, or
approximately ½ page of text.)
For sample narrative responses click here Supplying the coming Modern Language
/Speech lab with a variety of DVDs, both for ASL student enrichment and for
ASL/English Interpreter Education purposes, will help to alleviate the lack of
resources that currently exists at Pierce College (ASL Video Course $599, Dead
Culture Autobiographies $550, Technology and Teaches $90, Full Certification
package $299, Fingerspelling II Teacher's Guide $45, Educational Interpreting
Series $550, Brovo ASL: Curriculum Student Workbooks $340. Faculty and advisory
committee will meet to discuss core indicator improvement.
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
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Questions
Robin Harrington
rharring@cccco.edu
916-322-6810
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students