CARL D. PERKINSCARL D. PERKINSSPRING INFORMATIONAL SPRING INFORMATIONAL

SESSIONSESSION

WEDNESDAY, MAY 7, 2003WEDNESDAY, MAY 7, 2003

OHIO BOARD OF REGENTSOHIO BOARD OF REGENTS

MAIN CONFERENCE ROOMMAIN CONFERENCE ROOM

PERKINS COORDINATORSPERKINS COORDINATORS

INTRODUCTIONINTRODUCTIONPerkins in the Fourth YearPerkins in the Fourth Year

REAUTHORIZATIONREAUTHORIZATION

FUTURE OF PERKINS: Monitoring FUTURE OF PERKINS: Monitoring vs. Site Visitsvs. Site Visits

MONITORING TIMELINEMONITORING TIMELINE

CARL D. PERKINSCARL D. PERKINSMOINTORING TIMELINEMOINTORING TIMELINE

April 2003April 2003 Focus group meeting to Focus group meeting to establish guide and establish guide and identify items of identify items of essential evidence.essential evidence.

April 2003April 2003 Revised with input from Revised with input from ODE leadershipODE leadership

May 2003May 2003 Presented at Spring Presented at Spring Informational SessionInformational Session

June 2003June 2003 Final document Final document prepared for pilotsprepared for pilots

July 2003July 2003 Conduct pilots Conduct pilots (urban, suburban, (urban, suburban, and rural campuses)and rural campuses)

August 2003August 2003 Modifications made to Modifications made to the document based the document based

on on response from the response from the pilotspilots

CARL D. PERKINSCARL D. PERKINSMOINTORING TIMELINEMOINTORING TIMELINE

Sept. 2003Sept. 2003 Modified document is Modified document is ready for monitoring ready for monitoring processprocess

Oct. 2003Oct. 2003 Sites are selected for Sites are selected for monitoring monitoring

April 2004April 2004 Monitoring process is Monitoring process is completedcompleted

CARL D. PERKINSCARL D. PERKINSMOINTORING TIMELINEMOINTORING TIMELINE

May 2004May 2004 Revisions are made to Revisions are made to monitoring guidemonitoring guide

July 2004July 2004 Monitoring process Monitoring process begins for FY05 begins for FY05

CARL D. PERKINSCARL D. PERKINSMOINTORING TIMELINEMOINTORING TIMELINE

Section 135 of the Carl D Perkins Section 135 of the Carl D Perkins ActAct

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

Section 135 of the Carl D Perkins Section 135 of the Carl D Perkins ActAct

2.2. Provide students with strong experience in and Provide students with strong experience in and understanding of all aspects of an industry;understanding of all aspects of an industry;

3.3. Develop, improve, or expand the use of technology in Develop, improve, or expand the use of technology in vocational and technical education, which may include – vocational and technical education, which may include –

a.a. Training of vocational and technical education personnel Training of vocational and technical education personnel to use state of-the-art technology, which may include to use state of-the-art technology, which may include distance learning;distance learning;

b.b. Providing vocational and technical education students Providing vocational and technical education students with the academic, and vocational and technical, skills with the academic, and vocational and technical, skills that lead to entry into the high technology and that lead to entry into the high technology and telecommunications field; or telecommunications field; or

c.c. Encouraging schools to work with high technology Encouraging schools to work with high technology industries to offer voluntary internships and mentoring industries to offer voluntary internships and mentoring programs;programs;

Section 135 of the Carl D Perkins Section 135 of the Carl D Perkins ActAct

4.4. Provide professional development Provide professional development programs to teachers, counselors, programs to teachers, counselors, and administrators, including – and administrators, including –

a.a. (a) In-service and pre-service (a) In-service and pre-service training in state of-the-art training in state of-the-art vocational and technical education vocational and technical education programs and techniques, in programs and techniques, in effective teaching skills based on effective teaching skills based on research, and in effective practices research, and in effective practices to improve parental and community to improve parental and community involvement;involvement;

b.b. Support of education programs for Support of education programs for teachers of vocational and technical teachers of vocational and technical education in public schools and other education in public schools and other school personnel who are involved in the school personnel who are involved in the direct delivery of educational services to direct delivery of educational services to vocational and technical education vocational and technical education students, to ensure that such teachers students, to ensure that such teachers and personnel stay current with all and personnel stay current with all aspects of an industry;aspects of an industry;

c.c. Internship programs that provide business Internship programs that provide business experience to teachers; andexperience to teachers; and

d.d. Programs designed to train teachers Programs designed to train teachers specifically in the use and application of specifically in the use and application of technology;technology;

Section 135 of the Carl D Perkins Section 135 of the Carl D Perkins ActAct

Section 135 of the Carl D Perkins Section 135 of the Carl D Perkins ActAct

5.5. Develop and implement evaluations Develop and implement evaluations of the vocational and technical of the vocational and technical education programs carried out with education programs carried out with funds under this title, including an funds under this title, including an assessment of how the needs of assessment of how the needs of special populations are being met;special populations are being met;

6.6. Initiate, improve, expand, and Initiate, improve, expand, and modernize quality vocational and modernize quality vocational and technical education programs;technical education programs;

Section 135 of the Carl Section 135 of the Carl DD Perkins Perkins ActAct

7.7. Provide services and activities that Provide services and activities that are of sufficient size, scope, and are of sufficient size, scope, and quality to be effective; andquality to be effective; and

8.8. Link secondary vocational and Link secondary vocational and technical education and technical education and postsecondary vocational and postsecondary vocational and technical education, including technical education, including implementing tech-prep programs.implementing tech-prep programs.

Carl D. Perkins Monitoring Four Step Process

1. Self-Assessment

2. Desk Audit

3. Telephone Audit

4. On-Site Review

The Monitoring The Monitoring ProcessProcessSelf Assessment

Desk Audit

OFI or Questions?

Phone Audit

Site Visit

College Selected

NO

YES

NO

Monitoring Summary

Report

NO

YES

Corrective Action

Needed?

EndYES

NO

Submit Corrective Action Plan

OBR Tracking Logs and Follow-up

Received on Time?

YES

Self-Assessment1.1. The College self-assessment is the first The College self-assessment is the first

step of the monitoring process. step of the monitoring process.

2.2. Local leadership teams should identify, Local leadership teams should identify, review and organize all available review and organize all available documentation addressing essential documentation addressing essential evidence. A list of examples of essential evidence. A list of examples of essential evidence is included for your reference. evidence is included for your reference.

3.3. If essential evidence supports a If essential evidence supports a satisfactory rating, mark the appropriate satisfactory rating, mark the appropriate box and list the evidence available in the box and list the evidence available in the space provided. This must be completed space provided. This must be completed for each topic. (Example: courses of for each topic. (Example: courses of study).study).

4.4. If there is not substantive evidence to If there is not substantive evidence to support a satisfactory rating, it must be support a satisfactory rating, it must be indicated in the appropriate box in the O indicated in the appropriate box in the O column. This represents an opportunity column. This represents an opportunity for improvement.for improvement.

5.5. To prepare for a possible on-site review, To prepare for a possible on-site review, the team should organize a file of the team should organize a file of available evidence. available evidence.

6.6. The completed self-assessment document The completed self-assessment document must be signed by the College Contact must be signed by the College Contact and received in the Ohio Board of Regents and received in the Ohio Board of Regents Office by the designated deadline. (Faxed Office by the designated deadline. (Faxed copies are unacceptable.)copies are unacceptable.)

Self-Assessment

7.7. Self-assessments received after the Self-assessments received after the deadline will be scheduled for an on-deadline will be scheduled for an on-site visit.site visit.

8.8. No documentation is to be included No documentation is to be included with the submission of the self-with the submission of the self-assessment.assessment.

9.9. Questions should be directed to the Questions should be directed to the Ohio Board of Regents Carl D. Ohio Board of Regents Carl D. Perkins Representative. Perkins Representative.

Self-Assessment

DESK AUDITDESK AUDIT

Each of the Perkins recipients who has completed a Self-Assessment will have a desk audit performed by the OBR representative.

This involves reviewing (1) all essential evidence listed on the Self-Assessment, (2) previous site visit reports, (3) performance measures, (4) the budget and budget narrative, (5) the four year performance plan and (6) any other relevant information.

TELEPHONE AUDITTELEPHONE AUDIT

The OBR representative will conduct a telephone audit if additional evidence or clarification is needed.

This may require that the College provide additional supporting documentation.

ON-SITE REVIEWON-SITE REVIEW

On-Site Review selection criteria:

Colleges that did not meet the Self-Assessment deadline.

Colleges with compliance issues may be selected.

Random selection.

Colleges may request an On-Site Review

CORRECTIVE ACTION PLANCORRECTIVE ACTION PLAN

Completed by the CollegeCompleted by the CollegeReview the Monitoring Summary Report with Review the Monitoring Summary Report with your staffyour staffExamine the Opportunities For Improvement Examine the Opportunities For Improvement (OFI)(OFI)Determine root cause of the conditionDetermine root cause of the conditionBe Be clearclear and and conciseconciseBe Be reasonablereasonable and and realisticrealisticSet target dates for completion Set target dates for completion Implement the Action PlanImplement the Action Plan

Opportunities for Improvement Recommendations/ Follow-up/TimelineOpportunities for Improvement Recommendations/ Follow-up/Timeline::

Plan for Corrective Action to comply with the requirements of Carl D. PerkinsPlan for Corrective Action to comply with the requirements of Carl D. Perkins

CTPD Name ____________________CTPD Name ____________________ CTPD Number ________________CTPD Number ________________

Opportunities For Improvement

As identified in the Self-Evaluation, Audits,

and/or the On-Site Review

Corrective Action PlanEstablished by the CTPD

after reviewing the Monitoring Summary Report

with appropriate staff

Documentation TimelineSet specific target dates

as to when the Corrective Action plan is to be

implemented

1. Revise courses of study with implementation dates with five years or more

1.A. Review current ITAC, OCTCA, or TCPC1.B. Provide release time

for academic and career tech and academic staff to

revise and align curriculum

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

Corrective Action Plan

____________________________________________________________ ______________________________________________________ __________________________

Superintendent’s Name Superintendent’s Signature Date

OBR Follow-Up of the College Corrective Action

PlanThe OBR representative will:

Track and follow-up on the corrective actions plans.

Identify prominent compliance issues that may require technical assistance and training.

Appeal ProcessAppeal Process

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

CARL D. PERKINSCARL D. PERKINSMONITORING GUIDEMONITORING GUIDEOffice of Career-Technical and Adult EducationOffice of Career-Technical and Adult Education

Carl D. Perkins PostsecondaryCarl D. Perkins PostsecondaryMonitoring Guide for Colleges (CTPDs)Monitoring Guide for Colleges (CTPDs)

Self-AssessmentSelf-Assessment

CTPD Name:___________________________________________CTPD #___________

Self-Assessment conducted by: ______________________________________________

Other CTPD participants: ___________________________________________________________________________________________________________________________________________________________________________________________________

CTPD Contact Signature_______________________________ Date: ________________

Superintendent Signature: ______________________________ Date: ________________

REQUIREMENT 1REQUIREMENT 1

1. The Colleges’ Four-Year Performance Plan has been reviewed by stakeholders to address workforce development performance measures, and budget expenditures.

Alignment of the (1) four year Alignment of the (1) four year performance plan, (2) activities performance plan, (2) activities supporting supporting section 135 of Carl D. Perkins, section 135 of Carl D. Perkins, (3) budget (3) budget expenditures, and (4) expenditures, and (4) performance performance measures results have been measures results have been verified.verified.

REQUIREMENT 1REQUIREMENT 1Essential evidence:Essential evidence:

Four-Year Performance Plan stakeholder Four-Year Performance Plan stakeholder meeting with agenda and minutes including meeting with agenda and minutes including review of:review of: Annual budget and narrative Annual budget and narrative Performance measures data and planned Performance measures data and planned

strategies for increasing resultsstrategies for increasing results Section 135 required uses of Perkins fundsSection 135 required uses of Perkins funds Alignment of the performance measures, the Alignment of the performance measures, the

budget and the 4-year plan (include any budget and the 4-year plan (include any addendum and/or revision to the 4-year plan not addendum and/or revision to the 4-year plan not previously approved)previously approved)