Perkins 101: Accountability
National Association of Career and Technical Information
Pre-Conference Workshop
Jim Schoelkopf
jschoelkopf@mprinc.com
Perkins 101: Accountability
Topic overview:
• This session is comprised topics intended to help primarily new
state staff understand Perkins IV accountability basics.
• Topic areas will include:
• Overview of Perkins Title I and II accountability requirements,
• Collecting CTE Performance data, and
• Reporting CTE performance data
2
Perkins 101: Accountability
What do I need to know?
• What is the PCRN?
• Title I Overview of Section 113
• What are the “core performance indicators”
• What is the non-regulatory guidance?
• What is the FAUPL?
• Title II overview of section 203
• What are the “Tech-Prep indicators”
• What is the CAR?
3
Perkins 101: Accountability
Perkins Career Resource Network (PCRN)
• Purpose of PCRN is an on-line resource for states interested in Perkins
accountability, program and administrative issues and to communicate
with other states with similar interests to share best practices.
• Where to access PCRN: http://cte.ed.gov
• Resources organized by:
• Legislation & Policy Guidance
• State Formula Grants
• Accountability
• Discretionary Programs
• National Initiatives
4
Perkins 101: Accountability
Title I: Overview of Perkins IV, Section 113
• Purpose of section 113 is to set out the Act’s accountability
requirements and core indicators for performance at the secondary
and postsecondary levels for all CTE students.
• A) Review the sub-sections in Section 113 – (a) purpose, (b) state
performance measures and (c) reporting
• B) On PCRN, select ‘State Formula Grants’ from the left side menu,
then select ‘Monitoring’, and finally select ‘Supplemental
Accountability Check Sheet’. Review how well your state/district
would do using the check sheet.
6
State Monitoring – Perkins IV - Accountability and Performance Checklist
Legend for Status:
C = Full Compliance
N = Not in Compliance
P = Partial Compliance
SECTION / EVIDENCE
METHODS OF COLLECTION/
EXAMPLES OF DOCUMENTARY EVIDENCE
STATUS
1. Section 113(b) – State Performance Measures
1.1 Documentation of input from
eligible recipients in establishing
performance measures for the
State for the core indicators of
performance (core indicators)
listed in section 113(b)(2)(A-B)
and additional indicators
pursuant to section 113(b)(2)(C).
1.2 Copy of student definitions and
measurement approaches for the
core indicators and additional
indicators, along with any annual
revisions made to the definitions
or measures.
1.3 Documentation of State-adjusted
levels of performance for each of
the core indicators and additional
indicators.

o
o
o
o
P
C
N
NA
o
o
o
o
P
C
N
NA
o
o
o
o
P
C
N
NA
Emails, letters, official communications, meeting
minutes regarding recipient input regarding the
establishment of policies and procedures for
performance levels

List of meeting attendees

Records of SEA and LEA policy and procedure
negotiations regarding performance level
Guiding Questions:

Does the State take into consideration LEA input in
establishing and procedures for performance
measures?

Does the State take into consideration the input
provided by the LEAs with regards to policies and
procedures?

CAR report

Annual revisions (if applicable)
Guiding question:

Does the State have updated student definitions
and measurement approaches for the core
indicators; along with copies of past revisions?

Minimum of 3 years Statewide and local (district
and/or school) performance level data
Guiding questions:

Which indicators exhibit continuous improvement
over time?

Which indicators exhibit limited improvement or
negative gains over time?
NA = Non Applicable
COMMENTS / CONCERNS
Perkins 101: Accountability
Disaggregated performance data categories:
•
•
•
•
•
•
•
•
Gender
Race and Ethnicity (following 1997 revised standards)
Individuals with Disabilities (IDEA & ADA)
Economically Disadvantaged, including Foster Children
Single Parents
Displaced Homemakers
Individuals with Limited English Proficiency
Migrant Students (secondary only)
8
Perkins 101: Accountability
Section 113 Core Indicators of Performance
Secondary
Postsecondary
1S1: Academic Attainment | Reading/
Language Arts
1P1: Technical Skill Attainment
1S2: Academic Attainment | Mathematics
2P1: Credential, Certificate, or Diploma
2S1: Technical Skill Attainment
3P1: Student Retention or Transfer
3S1: Secondary School Completion
4P1: Student Placement
4S1: Student Graduation Rates
5P1: Nontraditional Participation
5S1: Secondary Placement
5P2: Nontraditional Completion
6S1: Nontraditional Participation
6S2: Nontraditional Completion
9
Perkins 101: Accountability
What is the non-regulatory guidance?
• Purpose of the non-regulatory Guidance (NRG) is to provide structure
and consistency to the Perkins core indicators and accountability
efforts in light of the non existence of federal regulations on the Act.
• On PCRN, select “Legislation & Policy Guidance” to find a link to the
“Program Memorandum and Non-regulatory Guidance”
10
Perkins 101: Accountability
Final Agreed-Upon Performance Level (FAUPL)
• Purpose of the FAUPL is to have an agreement between the
Department and the State on student and performance definitions,
measurement approaches, and baseline and performance targets
for the core indicators.
• State FAUPLs are attached to your states July 1 grant award. State
FAUPLs are also posted on PCRN.
• In using the FAUPL, consider:
• how you might negotiate CTE performance with local districts
and postsecondary programs?
• how you might integrate analysis of local performance data to
Perkins applications.
11
Perkins 101: Accountability
Column 1
Column 2
Column 3
Column 4
Core
Indicator
Measurement
Definition
Measurement
Approach
Negotiated
Baseline
1S1
Academic
Attainment
in Reading Language
Arts
Numerator: Number of CTE
concentrators who have met
the proficient or advanced
level on Oregon’s reading/
language arts assessment
administered under Section
1111(b)(3) of the Elementary
and Secondary Education Act
(ESEA) as amended by the No
Child Left Behind Act based
on the scores that were
included in Oregon’s
computation of adequate
yearly progress (AYP) and
who, in the reporting year,
completed high school.
Statewide
Assessment
(Reading)
B. 50.00%
Column 5
Column 6
Column 7
Column 8
Column 9
Column 10
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
7/1/076/30/08
7/1/086/30/09
7/1/096/30/10
7/1/106/30/11
7/1/116/30/12
7/01/12 –
6/30/13
L. 60.00%
A. 61.05%
L. 60.00%
A. 71.86%
L. 60.00%
A.
L. 70.00%
A.
TBN
TBN
Denominator: Number of
CTE concentrators who took
the ESEA assessment in
reading/language arts whose
scores were included in the
state ’s computation of AYP
and who, in the reporting
year, completed high school.
12
Perkins 101: Accountability
Title II: Overview of Perkins IV, Section 203
• Purpose of section 203 is to set out the accountability requirements and
core indicators for performance at the secondary and postsecondary levels
for Tech-Prep students.
• Section 203 is a requirement for states who have NOT merged, or have
partial merged, Title II funding with Title I funding.
• Even if your state has consolidated its Title II funds it will be worthwhile to
look at the Tech Prep indicators.
• A) Review the performance measures and determine is they are
reasonable indicators that would provide valuable information about
your CTE program
• B) Discuss with colleagues, focus group, the value of the indicators in
light of programs of study or CTE programs in general.
13
Perkins 101: Accountability
Title II: Overview of Perkins IV, Section 203
Tech Prep Core Indicators
Secondary Level
1STP1 - Enroll in Postsecondary Education
1STP2 - Enroll in Postsecondary in the Same Field or Major
1STP3 - Complete a State or Industry-Recognized Certification or Licensure
1STP4 - Complete Course(s) that Award Postsecondary Credit
1STP5 - Enroll in Remedial Mathematics, Writing, or Reading Course(s)
Postsecondary Level
1PTP1 - Employment in Related Field After Graduation
1PTP2 - Complete a State or Industry-Recognized Certificate or Licensure
1PTP3 - On-Time Completion of a 2-Year Degree or Certificate
1PTP4 - On-Time Completion of a Baccalaureate Degree Program
14
Perkins 101: Accountability
What is the Consolidated Annual Report (CAR)?
• Purpose of the CAR is as a data collection and reporting format that
allows states to submit their required data to the Department and
allows reports to be generated from that data source.
• The CAR is made up of three parts: 1) the narrative, 2) accountability
data—enrollment & performance, and 3) financial status reports
• To view CAR narratives, enrollment data, and performance data, go to
PCRN, select “Accountability” from the menu, then select
“Consolidated Annual Report”.
• Users can create a customized report using the tool on the web page.
15
Perkins 101: Accountability
Important Note Concerning the CAR:
• Secondary performance data is reported through EDFacts, not
the CAR.
• EDFacts:
http://www2.ed.gov/about/inits/ed/edfacts/index.html
• Consult with your secondary education agency for the state reporting
process
16
Perkins 101: Accountability
Helpful resources:
• Perkins IV Data Accountability Guide
• Posted electronically on PCRN
• This guide fulfills two purposes:
•it is a resource for identifying requirements contained in
legislation and in non-regulatory guidance, and
•it also provides a host of suggestions that should be viewed
a Best Practices resource that states may (but are not
required to) use when implementing Perkins IV.
17
Perkins IV Data Accountability Guide
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Common Perkins IV Accountability Terms: A Hyperlink Index
Introduction and Overview
Student Definitions
Secondary CTE Measures
Postsecondary/Adult CTE Measures
Secondary Tech Prep Indicators
Postsecondary Tech Prep Indicators
Perkins IV Validity and Reliability Checklist: Sample Decision Tree Diagram
Cross Measure Issues
Definitions: Race/Ethnicity, Special Populations and Other Student
Categories
A Guide to Crosswalking Nontraditional Occupations and Programs
Strategies for Identifying Nontraditional CTE Programs
Annotated Resource Directory Accountability Data Guide
Perkins IV Accountability Data Guide Hyperlink Index—APPENDICES
18
Perkins 101: Accountability
Helpful resources continued:
• Data Quality Institute (DQI)
• OVAE’s Division of Academic and Technical Education (DATE) sponsors
annual data quality institutes (DQI's) to help states develop and implement
Perkins IV data systems that yield valid, reliable, and complete data on
students who enroll in career and technical education programs.
• June 7-8, 2011: Virtual DQI with a focus on SLDS & CTE data
• Next Steps Work Group (NSWG)
• DATE, in collaboration with contractors at MPR Associates, Inc., hosts
monthly NSWG conference calls for state career and technical education
directors and others to discuss issues related to Perkins IV accountability
and program improvement.
• Currently scheduled for the first Thursday of each month.
19
Perkins 101: Accountability
Helpful resources continued:
• Data Quality Campaign (DQC)
http://www.dataqualitycampaign.org/
• The Data Quality Campaign (DQC) is a national, collaborative effort to
encourage and support state policymakers to improve the availability and
use of high-quality education data to improve student achievement.
• FERPA Notice of Proposed Rulemaking
• On April 7, 2011, the U.S. Department of Education released a notice of
proposed rulemaking regarding the Family Educational Rights and
Privacy Act (FERPA). Public comments are due to the Department by
May 23, 2011.
http://www2.ed.gov/policy/gen/guid/fpco/ferpa/ferpa-nprm-april-2011.pdf
20
Perkins 101: Accountability
Questions?
Contact Information:
Jim Schoelkopf
MPR Associates, Inc. | 1618 SW First Avenue, #300
Portland OR 97201 | 503-222-5467 x403
jschoelkopf@mprinc.com
22