Transcript and Slide Notes For the Perkins Teleconference Presentation/ WMV
Slide 1
Intro page for Telecast
Slide 2
Welcome to the Division of Workforce Education Funding Telecast for the Carl D.
Perkins Career and Technical Education Act of 2006, better known as “Perkins IV.”
As you know, Florida’s five-year state plan was developed in consultation with leading
Career and Technical Education practitioners from all over the state.
I want to personally thank those of you who participated on state planning teams and
those of you who contributed recommendations at our statewide public hearings. Your
recommendations helped shape one of the most innovative plans in the nation, our state
plan.
Perkins IV represents a new direction for career and technical education in Florida. Major
themes in our plan include:
• Emphasis of secondary to postsecondary transition
• Increased accountablility for student performance
• Collaboration with business and industry partners
• Integration of academic and career and technical education.
During the telecast you will hear highlights from Perkins IV and the state policies that
have been incorporated into our new state plan.
Slide 3
I am excited about the release of the 2008-2009 Carl D. Perkins Career and Technical Act
of 2006 (Perkins IV) funding opportunities information.
Slide 4
Kathleen Taylor share with you Florida’s State Plan which represents a new direction for
career and technical education in Florida. She will share highlights from the Act and
state policies that have been incorporated into the State Plan.
Dr. Mark Baird will provide an overview of Florida’s secondary and postsecondary
performance measures. Perkins IV supports a state and local performance accountability
system designed to assess the effectiveness of state and local funding recipients in
achieving progress in CTE secondary and postsecondary student performance.
Florida expects combined funding of $65,622,232 for the program year 2008-2009. The
Act requires that no less than 85% be sent out to support local secondary and
postsecondary career and technical education programs. We will be sending out 88.34%
to support local programs and intend to set aside 9% of that for the reserve fund.
Kathleen Taylor will share information related to the state formula for determining the
sector split as well as the Act’s prescribed formulas for secondary and postsecondary
distribution.
Florida has consolidated Tech Prep with the basic grant so all CTE students may benefit
from a program of study with accompanying articulation. As you also heard, Florida has
crafted additional state program of study requirements in order to achieve the goal that by
2013 all CTE programs will be offered via a comprehensive program of study. The
Career Pathways Consortia will play an important role in this statewide effort which
Gayle Manley will share with you.
Just as the Florida Department of Education must submit a five year state plan to the US
Department of Education, you must submit a new five year local plan/application to
FLDOE. By now you have had some time to study the RFAs posted on the grants web
page and have realized this is not “your father’s Perkins application”. It truly reflects the
State Plan and its goal to provide quality career and technical education programs to
assist students to transition seamlessly to postsecondary education and training. Doreen
Dumond will provide an overview of the applications.
Eileen Amy will share important information on the division’s newly formed Quality
Assurance Team which will provide compliance and monitoring for our Perkins eligible
recipients.
Closing Remarks
I encourage you to send any and all inquiries to the following e-mail address
PerkinsIV2008@fldoe.org. At this time I want to thank you for your participation and
for all you do for Florida’s career and technical education students.
Slide 5
Title page for Kathleen Taylor, Senior Education Program Director
Slide 6
Thank you Gloria.
The Carl D. Perkins Career and Technical Education Act of 2006 was signed into law in
August of 2006.
Shortly thereafter the Division of Workforce Education in consultation with stakeholders
from across Florida, embarked on a year long planning process to develop Florida’s state
plan.
Perkins IV represents a new direction for career and technical education. Eighty-five
years after the passage of the first piece of federal vocational education legislation, career
and technical education has evolved from its original and sole focus on preparing
students for work immediately following high school.
Now there is an expectation of continued education beyond high school and into
postsecondary education.
For those of you who have been integrally involved with Tech Prep over the past few
years, the connectivity between the goals of Tech Prep and Perkins IV is evident.
Slide 7
Perkins IV validates this evolution from a vocational education system to a career and
technical education system, one that is no longer separate and apart from academic
education. A system that requires that college and work readiness are one and the same.
The most significant change in the Act is that the definition of vocational and technical
education has been replaced with the term, “career and technical education.” The
original clause in Perkins III restricting preparation for careers to those not requiring a
baccalaureate, master’s or doctoral degree is eliminated. Now CTE programs can prepare
students for careers that may require a baccalaureate degree or advanced degrees like
engineering.
Slide 8
The Act puts in place an enhanced Performance Accountability System that requires
results and program improvement at all levels. While accountability was a strong
component in Perkins III, Perkins IV contains the addition of a new section on local
accountability that will require local programs to set specific performance targets on each
performance indicator and be responsible for meeting those targets. You will hear more
information on local performance accountability later in this telecast.
Several changes were also made to the specific performance indicators that states and
local programs will have to report on under Perkins IV. At the secondary level, academic
attainment will now have to be measured by the academic assessments a state has
approved under NCLB. In Florida, that is 10th grade FCAT exams in Reading and Math.
Graduation rates will also have to be reported as defined in NCLB and student
achievement on technical assessments must be aligned with industry-recognized
standards when possible.
At the postsecondary level, academic attainment is no longer reported as a separate
measure.
Student placement in high-wage, high-skill or high-demand occupations or professions
must be measured.
Academic and technical integration is another theme that has existed in prior Perkins
laws, but continues to be expanded upon. The Act puts a specific emphasis on
professional development that addresses the integration of academic and technical skills,
and that involves academic and CTE teachers working together to the greatest extent
possible.
As mentioned previously, career and technical education is preparing students to enter
postsecondary education and so the Act emphasizes close connections between secondary
and postsecondary education and requires students have programs of study available for
them.
The Act continues to emphasize the role of business and industry in career and technical
education.
Slide 9
The State Board of Education approved Florida’s Five-Year Plan on Feb. 19. and this
plan was submitted to the USDOE Office of Vocational and Adult Education on April 1.
Florida will be negotiating state performance levels between April and June of 2008 and
that information will be released separately from the RFAs. Mark Baird will be sharing
information later in this presentation related specifically to performance accountability.
Slide 10
At this time, I would like to share some of the major highlights from the state plan. If you
have had an opportunity to attend the public hearings and or review the RFA and
accompanying implementation guide, then much of this information will be familiar to
you.
Slide 11
To develop the state plan, Florida followed the “Guide for the Submission of State Plans”
released from the US Office of Vocational and Adult Education last year. This guide
provides a framework upon which states build their state plans. As required by the
“Guide”, Florida’s state plan is organized into 3 parts– Part A is the Narrative Section
which details seven key areas of planning, coordination and collaboration prior to state
plan submission, program administration, provision of services to special populations,
accountability and evaluation, tech prep programs, financial requirements and EDGAR
certifications. Part B consists of financial forms and Part C consists of the required
accountability forms also known as the FAUPL or Final Agreed Upon Performance
Levels.
Florida’s five-year state plan and accompanying appendices may be found on the
Division of Workforce Education Homepage. Simply click the Perkins IV link and you
will find the Plan as well as a number of helpful resources.
Slide 12
As required by the law, the state plan was developed in consultation with practitioners in
the state who served on planning committees for CTE programs, grants, accountability
and data and Tech Prep.
In November 2007, the Division of Workforce Education conducted public hearings in
Broward Co., Tampa, Orlando, Tallahassee and Jacksonville. Many recommendations
made at the public hearings were adopted and incorporated into the state plan. For a
summary of public hearing responses and recommendations please see Appendix A.2 of
Florida’s State Plan located on the Division of Workforce Education Home Page.
Slide 13
One of the major state plan highlights of the plan has to do with Tech Prep Programs.
But first a little background on Tech Prep:
Since Perkins II, Tech Prep has provided the link between secondary and postsecondary
career and technical education programs. The actual definition of the phrase articulation
agreement was contained within Title II Tech Prep Education Act and Tech Prep students
were required to be enrolled in a program of study that offered seamless transition from
secondary to postsecondary education.
Slide 14
Perkins IV continues to maintain a separate Tech Prep delivery system but some
significant changes have occurred between Perkins III and IV. One of the historic shifts
in the new Act is that secondary and postsecondary eligible recipients must offer
programs of study for all interested CTE students. Once available to a small subset of
students (Tech Prep students), now all CTE students can benefit from voluntary
participation in a program of study.
In addition, the description of CTE programs of study (also known as career pathways) is
very close to the description of what a Tech Prep program is meant to be. The new
definition of an articulation agreement is contained in section 3 of the Act and
incorporates the critical elements of a Tech Prep program. Perkins IV gives states the
option to consolidate Tech Prep funds with the basic state grant.
Florida’s State Plan describes Florida’s decision to consolidate Tech Prep funds
beginning July 1, 2008.
Perkins IV represents the very best of Tech Prep and through the success of Tech Prep
in Florida, all CTE students will have the opportunity to participate in a program of study
and transition seamlessly to postsecondary education, which is a major theme in the Act.
Slide 15
As detailed in the state plan, over the course of the five years of Perkins, Local
Educational Agencies will be expected to convert their stand alone CTE programs to
programs of study incorporating the elements in the Act.
See the bulleted items on slide 15 - 17.
Slide 16
This slide is discussed in conjunction with the previous slide.
Slide 17
This slide is discussed in conjunction with the previous slide.
Slide 18
If you have already read this year’s RFA and accompanying Implementation Guide, you
are well aware that Florida has put in place additional state requirements regarding the
implementation of programs of study. Along with those requirements, flexibility has
been built in for meeting those requirements and eligible recipients have the option of
either:
Joining a career pathways consortia and committing a minimum of 1.5% of their basic
state grant for the consortium to carry out the Program of Study requirements on behalf
on the individual LEA
OR
Not joining a career pathways consortia and expending a minimum 3% of the basic grant
funds to carry out the state program of study requirements.
Later on in this presentation, Gayle Manley will be providing information related to the
Career Pathways consortia and its requirements as detailed in the Career Pathways
Consortia application.
Slide 19
These requirements must be met by either a consortia on behalf of its members or by the
individual LEA should it choose not to join a career pathways consortia.
As you can see, a phase in approach has been implemented over the course of the 5 years
of Perkins.
During 2008-2009, LEAs or consortia will be required to convert a certain percentage of
existing local programs of study to Florida’s State Program of Study Template. In
addition, LEAs or consortia will be required to convert a certain percentage of stand-
alone CTE programs (CTE programs not currently offered in a local program of study) to
Programs of Study using the state template.
During the remaining program years of Perkins, LEAs or consortia will be required to
continue converting local Program of Study (POS) to the state template as well as convert
stand-alone CTE programs to POS using the state template. In addition, LEAs or
consortia will work with division staff to develop statewide secondary to postsecondary
articulation agreements for specific programs of study.
Slide 20
The concept of size, scope and quality has been around since Perkins III. In the law,
local eligible recipients must provide assurances that their programs are of such size,
scope and quality to bring about improvement in the quality of CTE.
USDOE has never defined this phrase nor provided guidelines, so therefore states have
broad discretion in customizing this concept.
The Division of Workforce Education has now developed new state programmatic
requirements for size, scope, and quality which must be met by secondary and
postsecondary eligible recipients. Both the secondary Perkins RFA and postsecondary
Perkins RFA requires eligible recipients to provide information to demonstrate that CTE
programs being offered by eligible recipients meet the new state requirements for size,
scope and quality and therefore are eligible for Perkins funds.
Slide 21
Florida requires that secondary eligible recipients provide a certain number of career and
technical education programs depending on the size of the school district.
In addition, the required minimum number of programs offered must also meet the
programmatic requirements under “scope” and “quality.” It is important to note that
secondary eligible recipients would still be permitted to support CTE programs with
Perkins funds over and above the minimum number of programs required that may or
may not meet this size, scope, criteria detailed in the next few slides.
In order to be eligible for funding, recipients must provide a certain number of CTE
programs depending on the size of the district.
** Please refer to the chart in the implementation guide which categorizes the 67 districts
into small, medium and large for eligible recipients. Districts with 3% or more of total
state CTE “job preparatory” enrollment are considered “large” and would be required to
offer 5 programs. Districts with 1% - 2.99% of the total state CTE “job preparatory”
enrollment are considered “medium” and must offer a minimum 3 CTE programs and
districts with less than 1% of the total state CTE “job preparatory” enrollment are
considered “small” and must offer no less than 1 CTE program.
Slide 22
The next requirement for size requires eligible recipients to provide an opportunity for
students to become CTE concentrators.
Secondary students enrolled in CTE programs who achieve “concentrator” status (3
credits or more) will be included in the secondary performance population for secondary
core indicators of performance that require concentrator vs. participant. Dr. Mark Baird
will be providing additional information on performance accountability definitions and
measures later in this telecast.
Slide 23
These required minimum number of CTE programs must provide acceleration
mechanisms for students and must be aligned with business and industry.
Slide 24
These required minimum number of programs must provide opportunities for students to
earn industry certification and or licensure in regulated programs and must be classified
as High Skill, High Wage or High Demand.
Slide 25
These required minimum number of programs must ensure integration of academic and
technical education
Again, I want to reiterate that secondary eligible recipients would still be permitted to
support CTE programs with Perkins funds over and above the minimum number of
programs required that may or may not meet the size, scope, criteria just detailed.
Slide 26
Perkins IV presented states with historic changes in how states are to deliver career and
technical education. It became apparent that Florida’s CTE frameworks, which provides a
foundation for curriculum, needed to undergo extensive review and revisions if
necessary, in particular the middle school frameworks when appropriate.
It was determined that some frameworks needed to be revised to stay current with trends
and future practice. Furthermore it was determined that certain courses would need to be
revised to provide foundational information within a specific cluster at the middle school
level leading to specific skill development within a specific program of study in a specific
pathway in high school.
That said, Perkins IV funds will not be permitted to support certain 7th and 8th grade
courses and 9-12 courses. State funds are permitted to support any course in the course
code directory. The Implementation Guide contains the list of the courses ineligible for
Perkins support.
Slide 27
The guiding questions detailed in this slide were used during curriculum framework
review.
Slide 28
Again, you may reference Part B of the Implementation Guide for additional information.
Slide 29
Postsecondary eligible recipients must provide an opportunity for students to become
CTE concentrators.
Postsecondary students enrolled in AS, AAS, ATD, PSAV, or CC programs who achieve
“concentrator” status (or the 1/3 program framework threshold) will be included in the
postsecondary performance cohort for each of the postsecondary core indicators of
performance.
Slide 30
Postsecondary CTE programs must meet the needs of local business and industry.
Slide 31
Postsecondary program offerings must provide opportunities for students to earn industry
recognized credentials and programs offerings must be classified as High Skill or High
Wage or High Demand.
Slide 32
Integration of academic and technical education must be part of postsecondary program
offerings.
Slide 33
What is the criteria?
LEAS must accept state performance targets or negotiate with the state for different
levels of performance. The actual negotiation process is outlined in section four of the
plan and will be detailed in the local applications.
State and locals must meet 90% of an agreed upon performance target. Failure to meet
90% of the target for 3 years will result in the development of improvement plan.
Negotiations may take place in spring 2008 but since the first year is baseline data, it will
be tough to enter into negotiations until we have some actual data available in the late fall
of 2008. So a more realistic timeframe for negotiations will be spring 2009.
Slide 34
Baseline data does not present a sound basis upon which to base local performance
negotiations. Therefore, Florida determined it would accrue one year of actual data
before entering into local negotiations. Therefore locals will be required to meet or
exceed state targets in 08-09.
Slide 35
Title page for Dr. Mark Baird, Director of Research and Best Practices
Slide 36
There are 20 accountability measures built into the Perkins IV state plan: eight
secondary-level measures, six clock-hour program measures, and six credit-hour
program measures. Data for the measures are extracted from existing state information
systems comprised of data submitted by all 67 districts and 28 community colleges. To
define the population of career and technical education students, two categories were
created: participants and concentrators.
At the secondary level, a participant is a student who has earned at least one credit in a
secondary CTE program, including allowable dual enrollment substitutions. Secondary
participants are used in only one measure: 6S1, non-traditional enrollments.
Secondary concentrators are students who have earned three or more credits in a single
CTE program or two credits in any approved two-credit program. Currently
environmental science is the only two-credit program. Secondary concentrators are used
in all measures but 6S1.
Slide 37
Because of Florida’s unique dual post-secondary delivery system, there are distinct
definitions and measures for college credit and clock-hour programs, and each categorize
participants and concentrators differently.
College credit participants, who are found only in community colleges, are students who
have earned one or more credits in an AS, AAS, college credit certificate, or advanced
technology diploma program. Participants are used only in measure 5P1, non-traditional
participation.
Concentrators are community college students enrolled in an AS, AAS, college credit
certificate, or advanced technology diploma program who have completed at least one-
third of the required number of credits listed for the program in the curriculum
frameworks. Concentrators are used in all credit hour measures but 5P1.
Slide 38
Clock hour participants and concentrators are found in both community colleges and
districts. Participants are students who are enrolled in a career certificate or advanced
technology diploma program and have earned at least one credit. Concentrators are
students enrolled in a career certificate or advanced technology diploma program who
have accumulated at least one-third of the clock hours listed for the program in the
curriculum frameworks.
For community college students, total clock-hours earned toward award are found in the
community college student database. For district career certificate or advanced
technology diploma students in the 2008-09 reporting year, total clock hours will be
calculated based on the hours associated with earned occupational completion points.
Hours earned before the first or after the last reported occupational completion point may
be submitted by districts as a supplemental file. For 2009-10 and subsequent years,
districts will sum hours associated with new course codes to calculate cumulative
program hours.
Slide 39
1S1 and 1S2, academic attainment, is the percentage of secondary concentrators who left
secondary education who made adequate yearly progress (based on if the student scored a
three or better on the 10th grade reading and math FCAT respectively). These measures
are designed to determine if CTE students are exiting secondary education with
proficiency in reading and math and are aligned with the reporting requirements of the
Elementary and Secondary Education Act, also known as the No Child Left Behind Act.
2S1, technical skill attainment, is designed to measure the extent to which CTE students
are leaving secondary education with validated technical skills. The denominator
consists of senior concentrators who left secondary education in the reporting year. The
numerator consists of students in the denominator who have earned either an
occupational completion point or a valid industry certification applicable to their program
of concentration. The use of occupational completion points as a validation of technical
skill attainment will be gradually phased out as the state moves toward third-party
assessments, particularly industry certifications, as more valid and reliable measures of
skill attainment.
Slide 40
3S1, secondary school completion, is the rate at which high school senior concentrators
who left secondary education in the reporting year earned a standard high school diploma
or GED.
4S1, student graduation rates, is the percentage of CTE concentrators included in the
state’s calculation of the No Child Left Behind graduation rate who obtained a standard
high school diploma or GED. The No Child Left Behind graduation rate tracks a cohort
for four years beginning with 9th grade and accounts for incoming and outgoing transfers
during that period. The number of students in the cohort who received standard diplomas
or GEDs constitutes the numerator for the percentage calculation.
5S1, secondary placement, takes as its denominator CTE concentrators from the prior
year who completed secondary school. This should equal the 3S1 numerator from the
prior year. Of these students, the numerator consists of those who, in the reporting year,
were placed in postsecondary education, any employment or military service.
Placements are identified by matching student records with the Florida Education and
Training Placement Information Program or FETPIP.
6S1, non-traditional participation, measures the participation rate of students of an
underrepresented gender in programs that are traditionally underrepresented by one
gender or the other. For example, females are traditionally underrepresented in welding
programs, and males are underrepresented in early childhood education programs.
Gender underrepresentation among programs is determined by historical enrollment
patterns. 6S2, non-traditional completion, is the rate at which senior CTE
concentrators of an underrepresented gender obtained a standard diploma or GED.
Slide 41
Postsecondary indicators are divided into two categories: P-measures for community
college credit-hour programs and A-measures for clock-hour programs, which are
offered at both community colleges and districts.
1P1, technical skill attainment, is the percentage of CTE credit hour concentrators who
either earned at least 75% of required program hours with a GPA of 2.5 or higher or
earned a certified credential through a third-party assessment. The clock-hour version of
this measure, 1A1, is the percentage of CTE clock-hour concentrators who either
achieved at least one OCP in a career certificate or advanced technology diploma
program or earned a certified credential through a third party assessment. The use of
occupational completion points, credit accumulation, and GPA as a validation of
technical skill attainment will be gradually phased out as the state moves toward third-
party assessments, particularly industry certifications, as more valid and reliable
measures of skill attainment.
2P1 and 2A1, completion, are the percentage of CTE concentrators who left
postsecondary education during the reporting year that completed their degree or
certificate program during the reporting year.
3P1 and 3A1, retention and transfer, measure the rate at which CTE concentrators from
the previous year, who did not complete their programs, remained enrolled in
postsecondary education in the reporting year. Students are counted in the numerator of
this measure if they remain enrolled in their original institution or if they transfer to any
2- or 4-year postsecondary institution.
Slide 42
4P1 and 4A1, student placement, measure the rate at which CTE concentrators who
completed their certificate or degree program in the previous year were placed in
postsecondary education, employment, or military service in the second quarter after
leaving postsecondary education. Placements are identified by matching student records
with FETPIP.
5P1 and 5A1, non-traditional participation, are the participation rate of CTE
concentrators of an underrepresented gender in programs that are traditionally
underrepresented by one gender or the other.
5P2 and 5A2 are the rate at which CTE concentrators of an underrepresented gender
completed their degree or certificate programs. Gender underrepresentation among
programs is determined by historical enrollment patterns.
Slide 43
The state has negotiated performance targets for three secondary accountability measures,
all based on current federal reporting requirements under the No Child Left Behind Act.
The 2008-09 targets for 1S1, 1S2, and 4S1 are 51%, 56%, and 71% respectively. Two
years of historical data were used in negotiations with the federal government.
Negotiations on performance targets for all remaining secondary and postsecondary
indicators will begin in March 2008.
Slide 44
Title Page for Kathleen Taylor, Senior Education Program Director
Slide 45
One of the other policy recommendations that has been incorporated into the plan has to
do with how Florida determines the split of funds between the Secondary sector and
Postsecondary sectors. States have discretion in making this determination as the law
does not legislate how this should be done.
Beginning July 1, 2008, Florida will allocate basic grant funds to career and technical
education programs based on the relative need in each sector: district secondary
programs, district postsecondary certificate programs, and community college certificate
and degree programs.
A three-year average FTE was calculated for the above categories. Annual sector
allocations may change based on changes in reported FTE. The average of 2004-2005,
2005-2006, and 2006-2007 was used to distribute basic grant funds for 2008-2009. This
is a significant change from Perkins III, which locked in the percentage allocation to
secondary (53%) and postsecondary (47%) sectors for all the program years of Perkins
III. The new funding distribution model in Perkins IV provides equity and awards funds
annually based on relative need and CTE activity in each sector. It is important to note
that adjustments may be made to this calculation based on the formula developed for
distribution of any reserve funds. Additional information regarding the overall sector
funding distribution model may be found in the 2008-2013 Perkins IV State Plan,
Appendix J.4 located on the Division of Workforce Education home page.
Slide 46
This chart can be found in appendix G.1 of the state plan and it delineates the percentage
allocation per sector for the 2008-2009 program year.
Slide 47
Here is an example of the formula used to make the calculations for each sector.
Slide 48
This chart was also discussed in conjunction with the previous slide.
Slide 49
While Perkins did not mandate the sector split of the allotment it does mandate how the
funds are distributed to secondary and postsecondary eligible recipients. These funds
must be distributed according to the formulas in sections 131 and 132
On the secondary side, the Act permits states to submit waivers for a more equitable
distribution. However, as detailed in the State Plan, Florida will distribute funds to
secondary eligible recipients according to prescribed formula based on population counts
in Section 131.
For 2008-2008, Florida used Census 2005 data from the U.S. Census Small Area Income
and Poverty Estimates (SAIPE) to estimate the number of children in poverty and total
number of children ages 5 through 17, in each school district. Appendix G.2 of the state
plan details each secondary agency’s calculation and may be found on the Perkins IV
homepage.
Slide 50
On the postsecondary side funds are distributed based on each eligible agency’s
proportion of students enrolled in career and technical education who are economically
disadvantaged.
The prescribed formula in section 132 requires the allocation be based on the number of
individuals receiving federal Pell Grants and numbers of recipients of assistance from the
Bureau of Indian Affairs. The act permits states to submit a waiver that shows that the
prescribed formula does not send funds to institutions that have high numbers of
economically disadvantaged students.
As detailed in the state plan, The Division of Workforce Education will submit a
proposed alternative allocation formula for distribution of postsecondary career and
technical education programs to the Secretary of the U.S. Department of Education.
The alternative elements listed in this slide were determined to be the most valid and
reliable elements available for identification of institutions with the highest numbers of
economically disadvantaged students by the waiver guidelines of section 132 (B)
*In future program years, the Division of Workforce Education intends to add “recipients
of the Florida Student Assistance Grant” and “recipients of Florida Financial Aid Fees”
as additional elements to the proposed alternative postsecondary formula. These
elements are not being utilized in 2008-2009 as recipient data will not be available.
This concludes the major highlights in Florida’s Perkins IV State Plan. Thank you.
Slide 51
This slide is discussed in conjunction with the previous slide.
Slide 52
Title page for Gayle Manley, Senior Education Program Director
Slide 53
The information that is listed on this page is summarized in conjunction with the
following page.
Slide 54
One of the historic shifts in Perkins IV is that eligible recipients must offer programs of
study for interested Career and Technical Education (CTE) students. Now all CTE
students can benefit from voluntary enrollment in a program of study.
By consolidating the two separate delivery systems, the core elements of Tech Prep will
be infused into the statewide CTE system.
A consortium structure involving secondary and postsecondary partners as well as local
workforce boards and apprenticeship programs, when appropriate, are the mechanism to
facilitate seamless student transition from secondary programs to postsecondary
programs and into the workplace.
Slide 55
Section 122 of The Act describes the four core elements that comprise a program of
study.
1. Incorporates secondary education and postsecondary education elements.
2. Includes 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.
3. May include the opportunity for secondary education students to participate in
dual or concurrent enrollment programs or other ways to acquire postsecondary
education credits.
4. Leads to an industry-recognized credential or certificate at the postsecondary
level, or an associate or baccalaureate degree.
Slide 56
Florida has developed additional requirements that must be met for a local program of
study.
1. A written articulation agreement must be in place for each Program of Study that
validates the career pathway.
2. The agreement must be signed and approved by the agency head of each
participating LEA.
3. The Program of Study will include the locally endorsed sequence of core
academic and CTE courses.
4. Career pathways must lead to a postsecondary credential. This may include a
certificate, diploma, associate or baccalaureate degree.
5. Each Program of Study is expected to be guided by the workforce and economic
needs of business, industry, the community and employment opportunities for
students.
Slide 57
The Application Narrative section has 8 sections that need responses.
In section Number 1, you will provide information on your new consortium. You will
designate who the chairperson is and list each partner and the amount each partner is
contributing to the consortium.
We will use the information that you provide in Section 2 to determine how many local
programs of study will be converted to the state template during this program year. This
negotiation will occur between FLDOE and the consortium chairperson.
In section 3, we have provided a chart that will assist you as you identify existing CTE
programs to convert to the state template.
Slide 58
4A. You will provide the Operation Plan for the Consortium. You may use consortium
funds to employ the chairperson or other personnel to assist with the development and
implementation of the Programs of Study.
4B. In this section, you will describe the roles and responsibilities of the fiscal agent,
including the process for distribution of funds among partners and how the fiscal agent
will monitor and evaluate components.
4C. A Memorandum of Understanding (MOU) will need to be submitted from each
partner. That MOU will describe how partner funds will collectively meet consortium
objectives and how the partners will release their individual funds to the fiscal agent.
Slide 59
Information provided in sections 5, 6, 7, and 8 are common requirements included in
each Perkins application.
Slide 60
Florida has allocated over two million dollars from our reserve fund to support the Career
Pathways Consortia effort. Eligible applicants for these funds are consortia that are
comprised of, at a minimum, one secondary LEA and one postsecondary LEA. There
might be multiple districts or multiple community colleges and district technical centers
that comprise the new Career Pathways Consortia. You will be listing the partners in the
application, and applications are due on May 30th.
We look forward to receiving your applications and we will review how consortia will
implement Programs of Study and Career Pathways to assist students as they transition
through the educational systems.
Slide 61
Title page for Doreen DuMond, Program Manager
Slide 62
• There are nine funding categories. You will go to the Workforce Education
Funding Opportunities website and download the appropriate application for your
agency’s grant type.
• Your response to the application will serve as your agency’s required 5-year plan;
the state will not have the latitude to excuse any eligible recipient from this
requirement.
• We will begin this presentation will a focus on the Perkins Secondary and
Postsecondary applications.
• We will also address the guidelines and requirements for all the other funding
categories.
Slide 63
In order to complete the application, you must have read these essential resources:
The Official Guide to the Carl D. Perkins Career and Technical Education Act of 2006
published by the Association for Career and Technical Education.
The State Plan emphasizes the new directions for career and technical education and
major themes in the Act.
The provisions that eligible recipients must adhere to are clearly outlined in Florida’s
outstanding Implementation Guide
The State Plan, Implementation Guide and all of the 2008-2009 applications can be found
on the Workforce Education Funding Opportunities website.
Slide 64
Both Florida’s state plan and five year plans by local eligible recipients are required
under the law. Due to the 5-year plan requiring a comprehensive internal review, it is
recommended that all grants be submitted by the due date so that funds can be made
available by July 1.
However, for the Department of Juvenile Justice applications, because it is a competitive
process, the applications must be date stamped in the Office of Grants Management by
May 30, 2008.
Slide 65
When you read the Act, please pay careful attention to the definitions in section three.
You must be aware that funds made available under this Act shall supplement and not
supplant, non-federal funds.
There must be documentation of the maintenance of effort which must be kept at the
local level and must be auditable.
Eligible recipients shall not use more than five percent of the funds for administrative
costs. Please remember that positions such as project coordinator, accountant, clerical
staff, or other positions not directly serving students are considered administrative and
that indirect costs are considered administrative costs.
All Perkins requirements are clearly detailed the applications and Business Rules.
All allocation formulas can be found in the State Plan.
Slide 66
Part A of the Narrative is your opportunity to briefly describe how these funds will be
used to support the nine required career and technical education activities.
In the application, a chart for entering your responses, is provided for your use. As you
enter the description of how the career and technical education programs will be carried
out, the chart will expand to ensure that you have adequate space to address each item.
It is very important that expenditures on the DOE 101 Budget Narrative Form correlate
with your responses to the Project Design Narrative.
Slide 67
After the “Required Uses of Funds” are described, Perkins IV funds may be used for 20
permissible activities which are detailed in Part B. You must provide the number (and
letter if applicable) of the permissive use of funds, a short title, and a brief description of
the activities that will be carried out.
You will find an in-depth description of the nine required and the 20 Permissive uses of
funds in the Attachments section.
Here again, please note the importance correlating the expenditures that you will list on
the DOE 101 Budget Narrative Form with your responses to the required and permissible
uses of funds.
Slide 68
Eligible recipients must briefly describe how the career and technical education activities
will be carried out with respect to meeting state and local adjusted levels of performance.
These local adjusted levels of performance are contingent upon the availability of the
data which will become available at a later date.
At this time, performance targets for Florida are pending approval from the U.S. Office
of Vocational and Adult Education. All eligible recipients will receive, under separate
cover, not included in the RFA, individualized Perkins IV performance core indicator
data for their agency with improvement targets identified.
You must provide the contact information for the person who will be authorized to
negotiate local adjusted performance levels with FLDOE. For information on the
performance indicators, please refer to Florida’s definitions of “participants” and
“concentrators” in the Perkins IV Implementation Guide.
Slide 69
Eligible recipients must briefly describe how they will offer the appropriate courses of
not less than one CTE program of study described in Section 122 of the Act.
For this requirement, there are two options; you must choose either Option #1 or Option
#2 from the chart provided.
Slide 70
Option #1 requires that the eligible recipient join a Career Pathway Consortium and
allocate a 1.5% minimum of the basic grant funds to support consortium activities.
The consortium will carry out the Program of Study requirements identified in the
Perkins IV Implementation Guide. Under this option, eligible recipients must provide the
following information:
basic grant amount allocated to support Career Pathway Consortium,
percentage of support,
the name of the consortium,
list consortium members, and the
consortium contact person, including email address and telephone number.
All of this information is provided in the Secondary and Postsecondary applications.
Slide 71
Under Option #2, the eligible recipient will elect not to join a Career Pathway
Consortium and will allocate a minimum of 3% of the basic grant funds to individually
carry out the Program of Study requirements identified in the Perkins IV Implementation
Guide.
Under this option, there are two requirements:
1. the eligible recipient must first convert a negotiated percentage of existing local level
programs of study to the state template as detailed in the Perkins IV Implementation
Guide. Please use the state template located at the Workforce Education website.
Eligible recipients must attach a list of all programs of study.
2. The next requirement under Option #2 is that eligible recipients convert a negotiated
percentage of local CTE programs offered into a Program of Study using the state
template. In addition, those choosing Option #2 must also respond to four additional
questions and complete a chart indicating existing career and technical programs that the
eligible recipient has prioritized for conversion to the Program of Study State Required
Template. The FLDOE shall use the required supplemental responses to determine the
negotiated percentage.
Slide 72
Also in Section 3, please provide a brief description of how the program will address:
• Strengthening the relationship between core academic and career and
technical education programs;
• Students’ experience in - and understanding of - business and industry;
• How career and technical education programs will teach the same coherent
and rigorous content as other areas; and
• How career and technical students at the secondary level will be
encouraged to enroll in challenging academic subjects
Slide 73
eligible recipients who chose to address Permissive items 4 – 18 will briefly address
items such as:
(4)How comprehensive professional development will be carried out?
(5)How you are getting your stakeholders involved?
(6)How your agency will provide Assurances of size, scope and quality.
(7) How will you use data to continuously evaluate and improve program performance?
(10) How will students, including special populations, be prepared for non-traditional
occupations?
(13) You will need to describe Partnerships with local charter schools that offer career
and technical education programs.
(14) If yours is a consortium project, what process will be used to ensure that funds
utilized for programs are mutually beneficial for all consortium members?
(15) You must provide a list of names and addresses of the sites where programs,
services, and activities will be offered; and list the Classification of Instructional
Programs number and title of the programs under which these activities or services will
be provided.
(18) For automotive service technology programs, you will be required to provide
documentation of industry certification or evidence that the certification is in process.
There are a few other Narrative Requirements for all applications that will be outlined
toward the end of the presentation.
Slide 74
Title page for Doreen DuMond, Program Manager
Slide 75
With regard to Career Pathways Consortia Guidelines, each consortium partner must
provide a Memorandum of Understanding that specifies:
How the partner’s funds will support the activities of the consortium,
The procedure for the release of the partner’s funds to the fiscal agent, and
Each consortium member must provide a separate DOE 101, Budget Narrative Form.
Slide 76
The fiscal agent will designate a chairperson who may or may not be employed by the
fiscal agent.
The application must include the roles and responsibilities of the fiscal agent, chairperson
and partners of the consortium,
The process for the distribution of funds among the partners of the consortium, and
A description of the implementation, monitoring and evaluation components of the
Career Pathways Consortium
Slide 77
Eligible recipients are required to convert a negotiated percentage of existing local level
Programs of Study to the state template which is located at the Workforce Education
Funding Opportunities website.
(a) The Articulation agreement information for each Program of Study that is
established and validated is defined in Section 3, subsection 4 of the Act.
(b) All articulation agreements must be signed and approved by the agency head of
each participating secondary and postsecondary eligible recipient.
(c) A Program of Study must include a locally endorsed sequence of core academic
and career and technical courses from Grade 9 through the postsecondary
component of the Program of Study.
(d) A post secondary credential may include a certificate, diploma, associate or
baccalaureate degree, industry certification or licensure.
(e) Each Program of Study is expected to be guided by the workforce and economic
development needs of business and industry, the community and employment
opportunities for students.
Slide 78
Eligible recipients must also convert a negotiated percent of
“stand alone” local CTE Programs offered by consortium partners.
You will note that the detailed requirements are the same as those for Requirement #1.
The requirements for the conversion are clearly outlined in the Perkins IV
Implementation Guide and the state template is located at the Workforce Education
Funding Opportunities website
Slide 79
In the instructions for completing Career Pathways Consortia Narrative, you will see the
following:
For innovative initiatives, eligible recipients may pool a portion of funds with a portion
of funds available to not less than 1 other eligible recipient. Members who elect to
participate in a Consortium must each contribute a 1.5% minimum of their Title 1 Basic
Grant funds to support the consortium activities and carry out the Program of Study
Requirements.
You must also provide the Name of the Consortium, Consortium Chairperson and contact
information.
For the negotiated percentage of Programs of Study, we will need to know:
how many programs have already been developed?
of those, how many have used the state template?
how many have not been converted to the state template?
and how many do you propose for conversion?
Slide 80
You will need to identify the existing CTE programs prioritized for conversion, using the
chart in the application which will include if the program is identified as High Skill, High
Wage or High Demand and if the program is part of a local articulation agreement.
Slide 81
With regard to the Operation Plan, you will see 2 sections:
Roles and responsibilities of the fiscal agent, chairperson and consortium partners,
Process for the distribution of funds among the partners of the consortium,
A description of the implementation, monitoring and evaluation components of the
Career Pathways Consortium, and
Each member must provide a MOU that specifies how the partner’s funds will support
consortium activities and procedures for the release of funds.
Slide 82
Consortium activities may include:
Curriculum development and alignment,
Consortium meetings with secondary, postsecondary and community partners,
Information sessions for students, parents, counselors, teachers, faculty and community
groups,
Career development activities, tools, resources, strategies and materials, and
Data collection and analysis to focus on program assessment and improvement, student
performance outcomes, teaching and learning, and seamless transitioning from secondary
to postsecondary environments.
Slide 83
Florida elected to allocate a portion of reserve funds to aid programs in rural and sparsely
populated areas. Rural areas are defined by the state and documented by the Rural
Economic Development Initiative, known as REDI. REDI counties are updated
periodically, and maybe be viewed at the website provided.
Rural and Sparsely Populated Career and Technical Education Programs are funded only
in conjunction with eligible recipients of Secondary or Postsecondary projects. As such,
a 5-year plan requirement would have been a duplication of effort for a Rural and
Sparsely Populated program; therefore, the requirement was waived. These projects must,
however, adhere to the requirements of Secondary and Postsecondary Programs.
Rural counties are funded according to the relative share of the Florida Labor Force
population as measured by Florida’s Labor Market Statistics’ Local Area Unemployment
Statistics Report; these data represent the number of potential working age population in
the county.
No rural and sparsely populated county will receive less than $25,000. The remainder of
the funds are distributed proportionally.
Slide 84
• Start with a careful review of the application. Eligible recipients must focus on
high skill, high wage and/or high demand occupations and must address at least 2
of the 4 priority areas:
• (1) Distance Learning, (2) Information Technology, (3) Priorities of the Regional
Workforce Board, and (4) Student and/or Instructor Industry Certification
Slide 85
Eligible recipients will also need to describe how the prioritized areas checked in the
previous section will focus on: objectives, services, activities and name the source for
determining High-Wage, High Skill and or High Demand Occupations. The statewide or
regional Targeted Occupations List must be used to indentify these careers.
Slide 86
• Determining whether the school district, community college or both will apply for
the allocation is a local decision.
• Letters of Agreement between the school district and community college
servicing that district (with original signatures by the agencies heads) must be
included in the application package.
• There are 3 Letter(s) of Agreement Options:
• A school district may apply for the total county allocation,
• A community college may apply for the total county allocation;
community colleges may apply for funds from any county that is included
in its’ service area, or
• School districts and the community college may wish to split the funds. In
this instance, separate applications on separate forms must be submitted.
Slide 87
As with basic Perkins Grants, the funding purpose of the University Developmental
Research Schools is to develop more fully the academic and career and technical skills of
secondary education students who elect to enroll in career and technical education
programs.
Slide 88
University Developmental Research Schools must write a 5-year plan. For this
requirement, the application narrative will follow the same basic Perkins format with
regard to:
Required and Permissive uses of funds,
Providing the information of the person authorized to negotiate your agency’s Local
Adjusted Performance Levels with the DOE,
Using the state template found in the Perkins IV Implementation Guide for converting a
negotiated percentage of existing local level Programs of Study to the state template and
a percentage of local CTE programs offered into a Program of Study using the state
template,
Stakeholder Involvement,
Size, Scope and Quality,
For Consortium Projects, describing the process used by the consortium to ensure that
funds are utilized for the purposes and programs that are mutually beneficial,
Providing a list of the names and addresses of the site or sites where programs, services,
and activities will be offered, and
Providing a list of the Classification of Instructional Programs numbers and titles of the
programs under which these activities or services will be provided.
Your agency will be held to the secondary local performance indicators.
Slide 89
The funding purpose for the Florida School for the Deaf and Blind is the same as that for
the basic Perkins grants with the target population of Secondary Career and Technical
students enrolled at the Florida School for the Deaf and Blind.
Slide 90
A 5-year must be written and the narrative will follow the same format as previously
addressed:
Everything from the Required and Permissive uses of funds, and providing the
information for a person authorized to negotiate your agency’s Local Adjusted
Performance Levels, through
Providing a list of the Classification of Instructional Programs numbers and titles of the
programs under which these activities or services must be provided.
Here again, your agency will be held to the secondary local performance indicators.
Slide 91
The State Leadership Application for State Correctional Institutions and Institutions that
Serve Individuals with Disabilities also follows the same format as basic Perkins grant
applications.
This grant will serve incarcerated and institutionalized Career and Technical Education
students.
Slide 92
Here again the application narrative requirements follow the same basic Perkins format
with regard to:
Required and Permissive uses of funds,
Contact information for the person who will negotiate your agency’s Local Adjusted
Performance Levels with the DOE,
Using the state template,
Stakeholder Involvement, and other requirements.
Slide 93
Only the local school districts will apply for the funds and are responsible for serving
students.
The funding purpose for the Secondary Career and Technical Programs for Department
of Juvenile Justice students, in addition to developing more fully the academic, career,
and technical skills of secondary students has the added focus in implementing new, or
improving existing, non-traditional career and technical education programs leading to
industry certification.
This application does not have a requirement for negotiating local adjusted performance
levels because the school district is responsible for all secondary performance indicators.
This will be a Competitive process and all the requirements are clearly detailed in the
application. As a competitive process, the May 30 date must be adhered to and NO
applications will be considered after that date.
Slide 94
There are seven requirements of the narrative that will be scored; all are completely
detailed in the application.
The standard scoring criteria are based on a 100 point scale, with a minimum score of 70
points is required for an application to be considered eligible for funding.
Slide 95
The Project Abstract or Summary will briefly describe the general purpose, specific
goals, program design and significance.
The Project Need will describe supporting data as evidence for the program including the
magnitude or severity of the problem, that the need for services is apparent, that the
project focuses services on the target population including those with the greatest needs.
Your agency will need to explain any gaps or weaknesses in service and use supportive
data to justify the need for the proposed services and activities.
The project Design and Implementation will describe measurable objectives, activities,
and timelines specific to the integration of academic, career and technical instruction, and
the links from secondary to postsecondary education.
The Evaluation section will describe the instruments and methods to be used for
evaluating the proposed project.
Your proposal must address one or more of the State Board of Education Strategic
Imperatives.
The Dissemination Plan will describe the methods used to disseminate and share
information about the proposed project.
As with all applications, proposed costs in the narrative must be correlated with the
budget narrative.
Slide 96
Here are the other required forms that were referred to earlier. They can be found in the
Attachments section:
The Service Delivery Form shows the information that is tracked by the program
manager. This form is for your information; there is nothing for you to fill out or change.
Simply include it in the application package.
The Required and Permissive uses of funds that have been discussed are detailed here.
The Regional Workforce Board Coordination Assurance Form (if applicable) verifies
that the eligible recipient has provided the local Workforce Board with a copy of the
application. Local Workforce Boards may submit comments regarding the application to
the Division of Workforce Education’s Office of Grants Administration.
There is a Size, Scope and Quality Programmatic Requirements Chart and an
example in the attachments. We will need to know:
How programs provide opportunities for CTE Concentrators and how programs align
with business and/or industry,
What are the opportunities for students to earn an industry certification and/or licensure?
What opportunities shall be provided for students who participate in programs that lead to
high skill, high wage and high demand occupations? And
How will your agency ensure that academics are an integral component of all programs?
We have discussed the local adjusted levels of performance and you will see the
Florida’s Perkins IV Performance Measures chart.
Slide 97
The Allocation Charts list each eligible recipient’s individual allocation as well as the
overall total.
The DOE 100A, Project Application Form must have an original signature.
The DOE 101 Budget Narrative Form must provide a detailed description of the items
and services
For every line item provide these descriptors: who, what, for whom, where,
quantity, when, performance measure and number identifying Required or
Permissive use of funds.
You can use as many Budget Narrative Forms as necessary to list your items; if there is
more than one page, please put the total award amount on the last page and double check
to ensure that it is the same amount as on the 100A.
The new Equipment Form is found in the Attachments,
and the Application Review Criteria and Checklist. On the checklist, please read the
instructions at the top of the page; you will be required to number the pages of your
application and submit the documents in the order indicated.
Slide 98
• The DOE Form 100A represents a formal agreement between the local agency
head or his or her designee to adhere or comply to the general, administrative,
programmatic and fiscal assurance of the application.
• Please be sure to download and complete the correct RFA for your type of
program.
• The 100A provided with the application should display the correct TAPS number-
this is a Grants Management Tracking Number.
In the event that the Agency Head is not available to sign the DOE 100A, your agency
will need to submit a letter, on official letterhead stationary, designating an alternate
individual who is authorized to sign the form.
Slide 99
The DOE 101 will reflect all the proposed costs for your program. Carefully read the
instructions on page 2.
• Enter the name of the eligible recipient.
• School Districts must enter both function and object codes.
• Colleges enter only the object codes.
• All line items should provide account titles.
• Not more than 5% may be used for Administrative Costs which includes Indirect
Costs.
Slide 100
Here are some examples of budget items. Under Salaries and Other personal services
remember to include the projected number of FTEs.
Personal Services include compensation paid to persons on temporary appointment. This
includes substitute teachers who are not under written contract. In this instance, be sure
to describe the service to be provided, show the number of hours that will be worked, and
state the hourly rate.
Administrative cost includes indirect cost which will be at the negotiated rate.
Here again, for every line item, please include a justification that is reasonable and
clearly explained.
Slide 101
• We would like to emphasize the new budget supplemental form this year called
the “Detailed Projected and Purchased Equipment Form.” This new form is
intended to assist eligible recipients with not only projecting equipment
purchases, but also with the internal controls needed to manage and locate
property that is acquired with Federal Funds.
• This slide shows the items on the top of the form indicating the items
PROJECTED to be purchased.
Slide 102
• This slide shows the items on the second half of the form where you will list the
items ACTUALLY purchased.
• Please read the detailed instructions on page 2.
• This form, complete with actual equipment purchases, will be submitted with
your FA399.
Slide 103
Here are Narrative requirements that are common to all Perkins applications.
• How the proposed project will incorporate reading initiatives and one or more of
the Florida State Board of Education strategic imperatives.
• The disseminating and marketing plan will need to show how your agency will
share information on the services you provide with the target population for your
grant.
• The General Education Provisions Act – which we refer to as GEPA - is a law
that requires applicants to describe how they will ensure equitable access to and
participation in federally funded programs for students, teachers and other
program beneficiaries with special needs.
• In accordance with federal law, the eligible recipients must provide a detailed
plan of action for providing consultation for equitable services to private school
children and teachers within the local education agency’s service area.
• Websites for the Strategic Imperatives, GEPA, and Equitable Services for Private
School Participation are listed in the application.
Slide 104
We strongly recommend that when you access the template at the website, you save the
blank template to your computer or a disk before entering your responses. Please keep
your responses brief, clear and please use a 12 point font.
A considerable amount of time and energy has been devoted to the development of this
year’s RFAs and RFP and we ask that you follow the format as it has been presented.
There are many individuals at the DOE who review the applications and our ability to do
the necessary review in a consistent manner will ensure that your agency’s application
can be moved forward with a recommendation for approval as soon as possible.
Slide 105
Here are the primary source documents the FLDOE uses as regulatory guides for
administering projects. Local grant administrators are strongly encouraged to access and
become familiar with these resources.
Slide 106
• To stay abreast of the latest funding opportunities within the Division of
Workforce Education, we encourage you to frequently visit our website. Various
updates including Roll Forward information are posted at this location.
• The Paperless communication registration is an excellent source of FLDOE
information. Upon registration you may be assured to receive all of the latest
departmental updates.
• We often get questions regarding where to find a particular form such as Project
Amendment Form 150 or Budget Amendment Form 151. Here is the web link to
the Project Application and Amendment Procedures for Federal and State
Programs, also known as the Green Book - the source for all of the required
forms.
Slide 107
This map provides you with all of the Division of Workforce Education Office of Grants
Administration Staff. You now have the name, telephone number and email address for
the program manager who serves your specific region.
Slide 108
Title page for Eileen Amy, Director of Compliance
Slide 109
The development, design and implementation of a strong risk-based Quality Assurance
System is a priority for the Division of Workforce Education.
Our commitment is to ensure that
1. Services are being provided according to the terms of the grant.
2. The accountability of funds is transparent throughout the life of the grant.
Slide 110
The Role of Quality Assurance is to
I. Assure financial accountability –
Are funds being spent as planned and approved in the grant?
Are funds being spent according to guidelines in the law and OMB Circulars?
Are funds being spent to provide the agreed-upon services for the appropriate students
II. Program Quality
As we consider applications for grants and contracts, we consider the intent of the grantee
to provide excellent program quality.
The ability to demonstrate strong performance on the indicators; the ability to put into
place systems and processes that support quality will be given full attention as we review
programs
III. Regulatory compliance
The law is the law. We are committed to ensuring that the implementation of grants are
in compliance with the applicable federal laws and regulations, state statutes and rules,
and the Office of Management and Budget (OMB) Circulars. Compliance monitoring is
a key component of the Quality Assurance System.
Slide 111
As required by law, the Division of Workforce Education is responsible to ensure that
providers are accountable for the funds received.
It is the intent of the Quality Assurance System and staff that we work collaboratively
with providers to ensure the identification and correction of any non-compliance issues;
work with the provider and program staff to ensure that performance indicators are being
met at the level established by the program.
Through the identification of specific areas requiring attention, targeted technical
assistance may be provided by the grantee, staff of the Department or other appropriate
parties.
If either non-compliance or under-performance is identified, the expectation is that
providers will engage in continuous improvement strategies to reach the desired level of
performance.
As a result of this way of work, positive systemic change can occur.
Slide 112
The Division of Workforce Education is committed to the inclusion of stakeholders in the
development and implementation of the Quality Assurance System. Over time the
system will be strengthened as feedback is solicited and the implementation activities
take place.
Stakeholders include various participants such as representatives of school districts,
colleges and universities, community colleges, community/faith-based organizations,
students and families, and Workforce Education staff. Using the expertise of all of these
parties, the Quality Assurance System will be integrated statewide.
An Advisory Committee will be convened to be representative of the stakeholders. This
committee will:
• assist in review of data and trends
• contribute to the enhancement and revision of the system
• identify systemic issues requiring technical assistance.
Focus Groups composed of various stakeholders may be convened to address single topic
issues
Slide 113
The use of data is essential to the implementation of the Quality Assurance System.
In order to complete the Risk Assessment process, the Bureau reviews three sets of data:
1. the Level of Performance on the key performance indicators
2. Operational risk factors which may include such factors as: follow power point
a. Total amount of agency funding from grants
b. Number of grants awarded to the agency
c. Number of years of experience
d. Amount of unexpended funds
e. Previous audit or monitoring findings
f. Key organizational changes
g. Etc.
3. Critical factors are identified through discussions with Division staff and grant
materials records. Such factors may include staff turnover, timeliness of reporting
and responses to inquiries; history of amendments; observations, etc.
Each area has certain criteria which has a specific value and is prioritized and weighted
to determine the level of risk for agencies.
Slide 114
Monitoring strategies are those activities that may be used to monitor agencies.
Monitoring strategies may take place on-site or off-site at any time during the year.
Once a Risk Assessment is completed, agencies are assessed on level of performance,
operational risk factors, and other critical factors. This process results in ratings which
are tiered. Certain monitoring strategies may fall into specific tiers.
Monitoring strategies include such activities as phone calls and videoconferencing,
records review (desk top reviews), system improvement plans, self-assessments, or on-
site visits, etc.. The strategies to be used for each provider are dependent upon the level
of risk assigned as a result of the Risk Assessment.
On-site visits focus on those agencies with a higher level of risk.
One or more monitoring strategies may be used.
Slide 115
Upon completion of the Risk Assessment process, the results may indicate the need for
an on-site monitoring visit.
Notice will be given to the Agency Head. The activities of the monitoring visit may
include:
1. Entrance conference with agency representatives
2. Interviews with administrative and finance staff, instructors, students and families
3. Observations of classes and events
4. Records review, both programmatic and fiscal
5. Surveys may be conducted, if appropriate
6. An exit conference will be held to identify any issues or concerns
Slide 116
Self Assessment
A self assessment tool is being developed to correspond to the regulatory requirements.
Agencies may be required to complete the full instrument on a routine basis as
determined by the Division; or complete the total or partial tool as directed and
depending on the level of risk assigned to the agency.
Self assessment enables the agency to identify and correct or improve areas essential to
the compliance and quality of its services.
Correspondence and Reporting
Guidelines for correspondence and reporting will be provided to the agencies.
Communication and timely responses between the Division and the agency are
significant elements in this process.
Slide 117
Resolution Activities
As monitoring activities progress, agencies may be required to develop and implement a
System Improvement Plan to address performance indicators.
Corrective Action Plans are developed and implemented to address areas of non-
compliance.
Such plans require the identification of strategies that will be used to improve the areas of
concern.
Evidence of change is identified and dates of completion will be required.
It is the responsibility of the Division to track the resolution activities to ensure timely
responses and the eventual closure of the agencies’ monitoring activity.
Enforcement activities will be identified and administered when appropriate.
It is important to review and evaluate the Division’s systems in addition to the monitoring
processes put in place. Continuous improvement of procedures and processes is relevant
and important to all participants.
Slide 118
The design, development, implementation, revision and evaluation of a Quality
Assurance System will benefit providers and all of our stakeholders.
We encourage your participation in this process.
Feedback and questions may be address to Eileen Amy, Director of Compliance
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I encourage you to send your inquiries and your recommendations to the following email
address perkins2008@fldoe.org. Again, let me thank you for your participation in the
Perkins IV State Plan and Thank You again for all you do for Florida’s career and
technical education students.