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Title: Core Indicators, Reports, Negotiated Performance Targets, and Perkins Funds Regional Workshops


1
Core Indicators, Reports,Negotiated Performance
Targets,and Perkins FundsRegional Workshops
Carl D Perkins (Perkins IV) Career and Technical
Education Act
  • Chuck Wiseley
  • Spring 2008

2
Agenda
  • Why are we here why do we care?
  • Perkins IV
  • Legislative requirements
  • State Local requirements
  • Negotiating Meeting Targets
  • Not meeting targets targeting funds
  • Perkins funds - improving student success.
  • Core Indicators, Reports, Performance Targets
  • Setting Targets Perkins IV Local Application.

3
Session 1 Goals
  • Perkins funds - improving student success.
  • What are the Rules?
  • Negotiating Meeting Targets
  • Tools for analysis
  • Not meeting targets targeting funds

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

5
2004 Crystal Ball
  • 109th Congress
  • Some changes in Accountability
  • Strengthened
  • Common measures
  • Wage gain
  • Negotiated performance State Local

6
Perkins IV
  • Carl D. Perkins Career and Technical Education
    Improvement Act of 2006
  • P.L. 109-270
  • August 12, 2006.
  • 2007-8 Transition Year
  • 2008-9 First Year under the Act

7
Negotiating Targets
  • Perkins III
  • State negotiates targets USDE
  • Perkins IV
  • State negotiates targets USDE
  • Targets for 1 year and then 2 years (3rd 5th)
  • Locals either
  • Accept those targets
  • Negotiate local targets
  • Included in Local Plans
  • Targets for next year

8
Sanctions in Law
  • Perkins III
  • State
  • Bundled WIA ESEA
  • Improvement plan
  • Two years below, Secretary MAY withhold funds
  • Perkins IV
  • State Locals
  • 90 of Perkins Targets
  • Improvement Plan
  • Year 2 no improvement, lt90 for 3 years for any
    single target
  • Feds or State SHALL provide technical assistance
  • MAY withhold funds (all or part)

9
CCC Sanction PlanMeeting Performance Targets
  • Application is Improvement Plan
  • Accountability Determination
  • In compliance at or above 90
  • Expenditures need not be linked to the areas with
    the largest performance gaps
  • Focused Improvement Status - lt 90
  • Focused Improvement section
  • Year 2 No Improvement Diagnostic Study
  • Programs funded must address individual program
    performance gaps.
  • Priority Focused Improvement 3rd Yr lt 90
  • Diagnostic Study and Action Plan

10
Priority Focused Improvement
  • Focused Improvement section
  • Diagnostic Study
  • Action Plan
  • Expected outcomes,
  • the Perkins and other funding dedicated to each
    strategy, and
  • the implementation dates expected for each
    strategy.

11
Odds of being in
  • Focused Improvement?
  • Depends on how well the negotiation goes.
  • Improving after Focused Improvement?
  • Depends on last year.
  • Priority Focused Improvement?
  • Depends on how well the negotiation goes.
  • Unlikely to occur?

12
The Negotiation Process
  • Negotiation Workbook
  • Online
  • Tables
  • Charts
  • Negotiation Worksheet
  • Local Application

13
Negotiation Tables
Regional Workshops
14
Mention Office 2003 v 2007
15
Problem? 90 x 55.6 50
What has occurred? Outcomes Diagnostics
16
Faupl
17
Local Application District
18
(No Transcript)
19
Perkins IV funds
  • Improving student success.
  • Nine Requirements
  • 18 Permissive Uses
  • Should address performance gaps
  • Perkins IV Local Application.
  • Improvement Plans
  • Negotiating Meeting Targets
  • Progressive Oversight, Improvement Plans, and
    Risk Monitoring

20
With or Without Sanctions
  • Basic criteria for expending Perkins funds
  • Expenditures must
  • Meet the purpose of the Act
  • Be necessary and reasonable
  • Expenditures may not be used for
  • General purposes
  • Maintenance of existing programs

21
What federal rules apply?
  • Carl D. Perkins Career and Technical Education
    Act (Perkins IV)
  • EDGAR (Education Department General
    Administration Regulations)

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

23
What types of costs are generally considered
eligible?
  • Administrative Costs (5)
  • Personnel Services (time records)
  • Operating Expenses
  • Stipends
  • Consultants
  • Instructional Materials
  • Travel
  • Instructional Equipment

24
What costs are NOT eligible?
  • Student expenses or direct assistance to students
  • College tuition, fees, books
  • Entertainment
  • Awards and memorabilia
  • Individual memberships
  • Membership with orgs. that lobby
  • Fines and penalties
  • Insurance/self-insurance
  • Expenses that supplant
  • Audits except single audit
  • Contributions and donations
  • Contingencies
  • Facilities and furniture
  • General advertising
  • Alcohol
  • Fund raising
  • General administration

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

26
20 permissive uses of funds
  • Involve parents, business and labor in planning
    operation
  • Career guidance academic counseling
  • Business Partnerships - Work-related experience
    students faculty
  • Programs for spec. pops.
  • CTE student organizations
  • Mentoring support services
  • Upgrading equipment
  • Teacher prep. programs
  • Improving and developing new CTE courses
    including distance ed.
  • assist transition to BA degree programs
  • support entrepreneurship education
  • initiatives for secondary students obtaining
    postsecondary credit to count towards an AA/AS or
    BA/BS degree
  • support small CTE learning communities
  • Family consumer sciences
  • Adult CTE programs
  • Job placement programs
  • Support Nontraditional activities
  • Automotive technologies
  • Pooling funds
  • Teacher prep,
  • data accountability,
  • assessments
  • Support other CTE programs

27
Effects of not achieving targets
  • Above 90 of targets
  • Freedom to fund any program improvements
  • Encouraged to address low performance
  • Below 90 - year 1
  • Focused Improvement section
  • Requires some analysis to write the narrative
  • Must address low performance in funded Programs
  • Encouraged to start a diagnostic study

28
Effects of not achieving targets
  • continued...
  • Below 90 - year 2 or no improvement
  • Focused Improvement section
  • Diagnostic study
  • Propose Effective Practice solutions
  • Probably a more district level approach to
    expenditures

29
Effects of not achieving targets
  • continued...
  • Below 90 of target - 3 years
  • Focused Improvement section
  • Submit Diagnostic study w Action Plan to CO
  • Action Plan
  • Proposed Effective Practice solutions
    Implementation dates
  • Probably an even more district level approach to
    expenditures
  • Risk Monitoring

30
Break time
  • I am the messenger
  • dont kill the messenger
  • Questions
  • 20 minute break

31
Data Why?
  • Funding
  • Outcomes Analysis
  • Telling the story

32
Defining the Data
  • SAM Codes
  • TOP Codes
  • Data Elements
  • Core Indicators
  • The Law
  • Definitions
  • Negotiated Performance Targets
  • Measurement Approaches/Formulas

Funding
33
Student Accountability Model (SAM) Taxonomy of
Programs (TOP)
  • Priority A - Apprenticeship
  • Must have the approval of the Division of
    Apprenticeship Standards
  • Priority B Advanced Vocational
  • Used sparingly, no more than two courses in any
    one program
  • B level courses must have a C prerequisite in
    the same program area
  • Priority "C" Clearly Occupational
  • Generally taken in the middle stage of a program,
    detracts "drop-ins."

34
Student Accountability Model (SAM) Taxonomy of
Programs (TOP), Continued
  • Priority "D" Possibly Occupational
  • Taken by students in the beginning stages of
    their occupational programs
  • Can be survey course
  • Priority E Non-Occupational
  • Vocational Flag on TOP code
  • Designed to identify vocational Programs for
    federal reporting () - see Taxonomy of Programs,
    Sixth Edition, July 2007

35
Data ElementsMIS System
  • Students, Courses, Degrees, Services
  • Student VTEA Data Elements
  • Economically Disadvantaged
  • Single Parent
  • Displaced Homemaker
  • Cooperative Work Experience Education
  • Tech Prep
  • Migrant Worker

New 2 Years
36
Accountability Requirements Section 113(b)
  • 5 core indicators of performance
  • Student attainment of technical skill
    proficiencies
  • Student attainment of credential, certificate, or
    degree
  • Student retention in postsecondary education or
    transfer
  • Student placement in military, apprenticeship, or
    employment
  • Student participation/completion of
    non-traditional training
  • State and Local adjusted levels of performance
  • Levels of performance negotiated with USDE /
    State
  • Results reported annually

37
Perkins III (1998)Core Indicators
  • Skill AttainmentStudent Achievement Successful
    course completion
  • Academic
  • Vocational and Technical
  • Completions Student program completion
    Certificates Degrees
  • Placement and (3b) Retention Placement and
    retention in employment
  • Equity -- Non-Traditional Employment
    Participation/Completion of non-traditional
    training
  • 4a - Participation
  • 4b Completion

38
Core Indicators
  • Technical Skill AttainmentSuccessful CTE course
    completion
  • Completions Program completionCertificate,
    Degree Transfer Ready
  • Persistence TransferStudent persistence in
    Higher Ed
  • Placement Placement in apprenticeship,
    employment, military, fed gov
  • Equity -- Non-Traditional Employment
    Participation (5a)/Completion (5b) -
    non-traditional training

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

40
Assigning a Program to a Student
  • Award TOP code of CTE Certificate or Degree
  • Concentrators
  • Hierarchy based on SAM Priority code
  • Assigned to the TOP where most CTE units occurred

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

42
Negotiating Targets
  • Perkins III
  • State negotiates targets USDE
  • Perkins IV
  • State negotiates targets USDE
  • Targets for 1 year and then 2 years (3rd 5th)
  • Locals either
  • Accept those targets
  • Negotiate local targets
  • Included in Local Plans
  • Targets for next year
  • Negotiations complete by May 15

43
Sanctions in Law
  • Perkins III
  • State Bundled with WIA, ESEA, Adult Ed
  • Improvement plan
  • Two years below, Secretary MAY withhold funds
  • Perkins IV
  • State Perkins each indicator
  • 90 of Target
  • 3 years for any single target
  • Locals
  • 90 of Targets
  • Improvement Plan
  • Year 2 no improvement, 3 years lt90 for any
    single target
  • State SHALL provide technical assistance
  • State MAY withhold funds (all or part)

44
CCC Sanction PlanMeeting Performance Targets
  • Application is Improvement Plan
  • Accountability Determination
  • In compliance at or above 90
  • Focused Improvement Status - lt 90
  • Focused Improvement section
  • Year 2 No Improvement Diagnostic Study
  • Priority Focused Improvement 3rd Yr lt 90
  • Diagnostic Study and Action Plan

45
Timeline for Outcomes Outputs
  • Negotiating Performance 2008-09
  • Spring 2008
  • Cohort Year (2006-07)
  • 1 yr for outcomes (2007-08)
  • Transfer
  • Persistence
  • Employment
  • Spring 2009
  • Outcomes have already occurred
  • Target low performance now!

46
Local Application District
47
Spring 2008 Sessions
  • 7 Regional Sessions for District/College Teams
  • Content so far from this session
  • TOP SAM Codes
  • Data Elements
  • Core Indicators
  • The Law
  • Definitions Negotiated Performance Levels
  • CCC Strategies
  • CI Measurement Approaches/Formulas/Targets
  • Reports
  • Negotiation Strategies
  • Compliance Local App
  • Program Improvement

48
Core Indicators Targets
  • Technical Skill AttainmentSuccessful CTE course
    completion
  • Completions Program completionCertificate,
    Degree Transfer ready
  • Persistence TransferStudent persistence in
    Higher Ed
  • Placement Placement in apprenticeship,
    employment, military, fed gov
  • Equity -- Non-Traditional Employment
    Participation (5a)/Completion (5b) -
    non-traditional training

49
Core Indicator 1Technical Skill Attainment
  • Successful Course Completions
  • Technical Skill Proficiencies
  • Vocational (CTE) Courses
  • SAM A-C
  • Vocational TOP
  • G.P.A. Concentrators
  • Grade reports (moved to Data Mart)

50
Core Indicator 1 Measurement Performance
Levels
SAM A - C Courses Students with GPA gt
2.00 Students with Grades A - F
Year Target Actual 2002-03
77.76 84.01 2003-04
78.76 84.73 2004-05
79.76 84.70 2005-06
84.02 83.69 2006-07 83.70 ??.??
99.6
Based on Perkins III data.
51
Core Indicator 1 Measurement Performance
Levels (Analysis)
SAM A - C Courses Grades A-C Cr
Grades AF, Cr-NoCr, W, I
52
Core Indicator 2Program Completions
  • Completers (numerator)
  • Award in Current Year
  • AA/AS degrees
  • Certificates
  • Transfer Ready (or Prepared)
  • or Equivalent
  • Leavers Completers (denominator)
  • Left system (college) for one year and/or
  • Award in Current Year
  • AA/AS degrees
  • Certificates
  • Transfer Ready

53
CI 2-Completions Measurement Performance
Levels
Certificate/Degree/Transfer Ready All
Concentrators (Leavers Completers)
Year Target Actual 2002-03
59.82 76.36 2003-04
59.82 74.89 2004-05
60.82 73.42 2005-06
73.00 73.73 2006-07 73.00 ??.??
Based on prior indicator definition.
54
Core Indicator 3 Persistence Transfer
New
  • Concentrators who were not leavers in the year
    following the cohort year
  • Or
  • Transfers (CSU/UC/Clearinghouse)
  • All Concentrators

55
Core Indicator 4 Placement
  • Placement
  • UI wage file match 1st year out
  • Apprenticeship, Military, Fed Gov
  • Minus Continuing in Four Year Institution
  • CSU, UC, Clearinghouse
  • Not resolved
  • Four quarters in Academic Yr after leaving
  • Quarter 2

56
CI 4 Placement Measurement Performance Levels
Leavers Completers in UI covered employment or
Apprenticeship, Military, Fed Gov All Leavers
Completers
Year Target Actual 2002-03 83.19 84.08 2003
-04 83.19 82.53 2004-05
83.19 82.07 2005-06 82.07 81.76
98.6599.62
Based on prior indicator definition.
57
Core Indicator 5Gender Equity
  • Training leading to Nontraditional Employment
  • (e.g., Men in Nursing Women in Auto)
  • 75 / 25 from 2000 census employment data
  • Job codes (SOC) mapped to 2000 Census data
  • SOC codes mapped to CIP (USDE)
  • NAPE developed Nontraditional CIP table
  • CIP codes mapped to TOP (CCC)

58
Core Indicator 5Gender Equity
  • In Programs leading to Nontraditional Employment
  • Nontraditional Gender Students
  • All Students in NT Program

59
CI 5a Participation Measurement Performance
Levels
Nontraditional participants enrolled in a
nontraditional TOP Code All participants
enrolled in a nontraditional TOP Code
Year Target Actual 2002-03
27.98 36.98 2003-04
28.98 36.80 2004-05
29.98 35.31 2005-06 35.31 37.16
60
CI 5b Completion Measurement Performance
Levels
Nontraditional completers of nontraditional
programs All completers of nontraditional
programs
Year Target Actual 2002-03 26.95
24.42 2003-04 26.95
24.21 2004-05 25.05 23.25 2005-06
23.25 25.66
61
CI 5b Completion Measurement Performance
Levels
Nontraditional completers of nontraditional
programs All completers of nontraditional
programs
Year Target Actual 2002-03 26.95
24.42 2003-04 26.95
24.21 2004-05 25.05 23.25 2005-06
23.25 25.66
90.6 89.8 92.8
62
Do these indicators really measure what education
in CCC does?
63
Do these indicators really measure what education
in CCC does?
  • They are only indicators.

64
Are they meaningless?
65
Are they meaningless?
  • No. Student success matters.

66
How can we use the indicators to improve student
success?
67
How can we use the indicators to improve student
success?
  • Understand What is happening to students.

68
How can we use the indicators to improve student
success?
  • Understand What is happening to students.
  • Why is it happening?
  • SLOs, CATs, Research, etc.

69
How important is setting an appropriate target ?
70
Accessing the Data
  • Access
  • Report Formats
  • Report Structures
  • Report Contents
  • Report Examples

71
Reports
  • New reports
  • Developed for negotiations
  • District and College Level
  • Special Pops detail
  • 8 years history
  • Final version mid February 2008
  • All Reports
  • Easier access Excel or SQL reports
  • ??? Late February 2008 ???
  • Progressive scrutiny on use of reports
  • Below 90 of Targets in

72
Access
  • http//www.cccco.edu
  • Important Documentation
  • Quick Reference
  • Negotiation Report Instructions
  • System Documentation
  • System Requirements
  • No more Installing plug-in
  • No Administrative rights requirements

73
Report Formats
  • Print Version
  • For administrators, faculty, students PIOs
  • Printing from the WWW
  • Local Applications and Final Reports
  • For exporting to
  • word processor
  • spreadsheet
  • Data Download Version
  • For Researchers, IS Technophiles
  • CSV For Export to
  • Excel
  • SPSS, SAS or other Stat Package
  • BRIO
  • Access or other database software

74
Data Download
75
Negotiation Workbooks
  • Instructions
  • Counts
  • Percentages
  • Charts
  • Rates
  • Counts
  • Data work tables

76
Negotiation Tables
77
Negotiation Charts
78
(No Transcript)
79
Report Structures
  • Negotiation Workbooks
  • Forms
  • Perkins IC - Local Application
  • Perkins IC - Final Report
  • Summaries
  • All five Indicators on one page
  • Answer Sheet Style
  • Detailed
  • Percents and counts
  • Detailed breakouts for each Indicator component

80
CI Report Contents
  • CI Reports
  • State, District, College
  • 2-4-6 digit TOP
  • Special Populations breakouts
  • Identified on each report
  • Performance below negotiated levels
  • Performance below is highlighted
  • Low numbers (denominator lt 10)
  • Blue-italics

81
CI Contents (continued)
  • Summary
  • College, District State
  • Identifying Low Performance Low Numbers
  • Comparing Performance across Programs
  • Detailed
  • Program Area (6 digit TOP)
  • Three Year Trends
  • Identifying Low Performance areas
  • Comparing Performance within Programs

82
Report Examples
  • Final Report Form
  • College by TOP Form
  • Summary College
  • Summary - 5 digit TOP
  • Summary Detail
  • Core 2 Completions
  • Core 2 - 5 digit TOP
  • Course Voc Status/SAM Code

83
Negotiation Report Contents
  • District, College?
  • Special Populations breakouts
  • Numerators, Denominators, Rates
  • Charts for analysis

84
College Local App -Final Report Form
85
Dist Local App - Final Report Form
Regional Workshops
86
Final Report Form
87
College by TOP Form
88
Summary - College
89
Summary College 5 Digit
90
Summary - Detail
91
Core 2 - Completions
92
Core 2 - Completions 5 digit
93
Course Voc Status/SAM Code
94
Using the Data
  • Negotiate or accept state-adjusted levels
  • Trends over time for your college
  • By program, special population, Tech Prep
  • Workshops, Committees Faculty Information
  • Circulate to faculty for their use input
  • Factor in allocation decision-making for Local
    Plans
  • Supplement MIS data with your own knowledge and
    follow-up of students

95
Practice using the Data
  • Negotiation Exercise
  • Review FAUPL Worksheet
  • Walk through common scenarios
  • Review the pre-printed report for a sample
    college
  • Conduct a guided practice using first indicators
  • Negotiate or Accept State Targets

96
Faupl
97
Negotiation Workbook
98
Discussion
  • Improving Session Content
  • Order Negotiations earlier or later
  • Detail
  • Strengthen funding ties or are sanction threats
    sufficient?
  • Other?
  • Resources JSPAC, IWITTS, NAPE
  • Chuck Wiseley, cwiseley_at_cccco.edu, 916.327.5895
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