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Local Perkins Plan for Program Improvement – Instructions for Postsecondary Recipients
Perkins IV
Transition Year
FY08
Local Plan For
Improvement
Postsecondary
Instructions
Application
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Local Perkins Plan for Program Improvement – Instructions for Postsecondary Recipients
Table of Contents
Postsecondary
Title Page
Instructions I-3 through 9
Local Application LA-1 through 27
(Budget follows) C-1-25
Evaluation Instrument E-1 through 8
Submission Requirements S-1 through 4
Amendment Process A-1 through 5
Grant Change Request Form C-1-25-B
Budget Amendment
Reporting Requirements
Interim Report C-1-25-C
Final Report C-1-125-D
Annual Financial Report, part 1 & 2
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Local Perkins Plan for Program Improvement – Instructions for Postsecondary Recipients
Career and Technical Education
The term “Career and Technical Education” means organized educational activities that—
A. Offer a sequence of courses that
i. Provides individuals with coherent and rigorous content aligned with
challenging academic standards and relevant technical knowledge and skills
needed to prepare for further education and careers in current or emerging
professions;
ii. Provides technical skill proficiency, an industry-recognized credential, a
certificate, or an associate degree; and
iii. May include prerequisite courses (other than a remedial course) that meet the
requirements of this subparagraph; and
B. Include competency-based applied learning that contributes to the academic
knowledge, higher-order reasoning and problem-solving skills, work attitudes, general
employability skills, technical skills, and occupational-specific skills, and knowledge of
all aspects of an industry, including entrepreneurship, of an individual.
In Maryland, all high school CTE programs are designed to meet the standards of a Tech Prep
program unless there is no related program to articulate to at the postsecondary level.
OVERVIEW OF PROGRAM IMPROVEMENT PLANNING
The Perkins Act of 2006 contains a number of major themes that need to be kept in mind as the local
plan is developed. These include:
Emphasis on the improvement of student performance using Perkins funds for the development,
implementation and improvement of programs and services, not for maintaining current
programs and services.
Promoting the development of services and activities that integrate rigorous and challenging
academic, career and technical instruction; and that link secondary and postsecondary.
Preparing CTE students for high skill, high wage, or high demand occupations in current and
emerging professions.
Programs and supports to enable special populations to meet or exceed State adjusted levels of
performance and be prepared for further learning and high skill, high wage or high demand
occupations.
Focus on activities that are sustainable and integrated throughout a student’s educational experience; i.e.
career development, academic and technical education, and seamless transition between education levels.
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Local Perkins Plan for Program Improvement – Instructions for Postsecondary Recipients
INSTRUCTIONS
Postsecondary Recipients
Perkins IV Transition Year FY08 Local Plan Application for Program
Improvement
1. Assurances Page
The Community College President or Head of Grantee Agency must sign the Assurances Page.
2. Local Perkins Plan Certificate of Compliance
The Community College President or Head of Grantee Agency must sign the Certificate of
Compliance. Endorsing this Certificate of Compliance satisfies Required Plan Elements 1, 5, 6
and 8 of the Perkins Act of 2006. The remaining Required Plan Elements will be satisfied by
completing various portions of the Local Perkins Plan for Program Improvement. For a full
explanation of the Required Plan Elements, see page 8-9.
3. Certificate of Participation
The Perkins Act of 2006 requires participation of key stakeholders including parents, students,
teachers, representatives of business and industry, labor organizations, representatives of special
populations, and other interested individuals. Completing the Certificate of Participation satisfies
Required Plan Element 5. For a full explanation of the Required Plan Elements, see page 8-9.
In the spaces provided, describe how key stakeholders were involved this past year in each
phase of program improvement. Attach additional sheets if necessary. Include a list of the
participants for these processes and their affiliations.
4. Vision, Mission, Accountability, and Priorities Statements
In the spaces provided, describe the vision, mission, accountability and priorities for Career and
Technology Education programs within your college, and how they will assist in achieving the
performance levels within the Core Indicators of Performance.
5. Secondary to Postsecondary Transition
In the spaces provided describe student preparation for educational transition, (includes
secondary to postsecondary to baccalaureate) options to earn credit, program articulations and
career development available for students to support placement after graduation.
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Local Perkins Plan for Program Improvement – Instructions for Postsecondary Recipients
6. Core Indicator of Performance Worksheets
Materials Needed to Complete this Form:
Local Perkins Accountability Report (LPAR), based on local data submission, provided by
MSDE.
Program Quality Index (PQI) 2006
Disaggregated data by Race, gender and special populations
Bench Marking data including state performance and “Best in Class”
Information collected by the college office of accountability
Key stakeholder input on strategies to improve local performance
Maryland Career Clusters: Restructuring Learning for Student Achievement in a
Technologically Advanced, Global Society
Maryland Career Cluster Frameworks: CTE Pathway Program Implementation (CTE Pathway
programs list)
Steps:
a. Using the Local Perkins Accountability Report (LPAR), supply the local level of performance
for each Core Indicator of Performance in the boxes provided. As of this date, the USDOE has
not provided MSDE with Maryland’s state improvement benchmark. For the FY08 Transition
year plan, please review the LPAR data for your college.
b. Compare the local level of performance to the State established benchmarks for improvement
using the LPAR, PQI, disaggregated data, and other locally available data.
c. Examine performance in specific programs, clusters, and subpopulations. As part of your
analysis describe local performance, including progress toward meeting goals, and
identify where gaps exist. As part of your gap analysis identify clusters, programs and
subpopulations, i.e. special populations, that have lowest relative performance to
target improvement initiatives.
d. Using stakeholder input and your data resources, develop broad strategic objectives to
improve local performance in areas where the State established benchmarks are not being
met, or in other areas where you have determined that program improvement is warranted.
Strategic Objectives will be supported by improvement activities.
e. Develop improvement activities with measurable outcomes for each strategic objective.
These activities can be funded through Title I, Title II, local funds or any other source. Note
that only MSDE/DCTAL approved sites and programs that appear on List “A” are eligible for
the use of Perkins funds.
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Local Perkins Plan for Program Improvement – Instructions for Postsecondary Recipients
6. Strategy Worksheets
a. A Strategy Worksheet should be completed for each strategic objective. List the
strategic objective at the top of the worksheet. Remember: the strategic
objectives are the broad statements that describe what you want to achieve (your
goals) in terms of student achievement, program improvement and future growth.
Example: Establish process for collecting data on industry recognized certificates and
credentials and update selected programs to match certification requirements.
b. Site(s) & CIP(s) – List the site and CIP numbers of all programs that will be involved in the
specific improvement activity. Do not use “all sites, all CIPs” to describe a system level
expenditure. Exceptions to this rule are staff development, blended instruction and support
services. Note that only MSDE/DCTAL approved sites and programs that appear on List “A”
are eligible for the use of Perkins funds. Exception: limited amount of Title II funds used for
program development.
c. Improvement Activity – Describe each action to be taken to address the strategic objective. It should
be clear what each activity is, and how it is provided. Example: Work with department chairs and PACs for
occupational degree and certificate areas to examine current industry certifications. Identify new certification
areas and update or replace current certifications to more marketable certifications.
d. Desired Output - Provide a brief description of what will happen as a result of the improvement activity.
Describe in terms of skills that students will master, or other achievements that will impact student
performance. Example: Potomac College’s industry certifications will increase and students will graduate or
transfer from CTE programs with the most competitive industry certifications
e. Outcome Measurement - Describe how the success of the improvement activity will be
measured. Use measures such as end of course assessments, or increased number of
students attaining certification and/or licensure. Your outcome measurements may relate
directly to the core indicators of performance, such as an increase in the percent of
students receiving a technical GPA of 2.0 or higher, increased completion rates, increased
placement rates, etc. Be certain that the outcome and measurement relate back to the
purpose of your activity. Example: Student attainment of an industry-recognized credential, certificate,
or a degree will increase by __%.
f. Amount Budgeted - If the planned improvement involves the use of Perkins funds, enter the
amount of Title I or Title II budgeted for this improvement. If the improvement will be carried
out with funds from other sources, indicate the funding source as appropriate, e.g. Local
Funds, Bridge to Excellence. Please note: Expenditures for Articulation/Tech Prep salaries
are limited to the most recent expenditure, not to exceed $40,000. This salary may be
supported between the secondary and postsecondary partners. For new program
development up to $5,000 per year of Title II (Tech Prep) funds may be used.
g. Required Plan Element - Using the legend at the bottom of the strategies worksheet, reference
the Required Plan Element(s) addressed by the improvement activity. Note that an
improvement activity may address more than one Required Plan Element – list all elements
that apply.
The above process will be repeated for each of the five Core Indicators of Performance.
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Local Perkins Plan for Program Improvement – Instructions for Postsecondary Recipients
7. Summary of Required Plan Elements
This form contains detailed instructions at the top. It should be noted however, that:
Each Required Plan Element must be covered within the Local Perkins Plan. If descriptions of
local efforts for any element are not provided, a Required Plan Elements Narrative Form must
be completed.
An element may be addressed through a description of activities which will not be funded with
Perkins dollars. This may be done either on the Strategies Worksheets or the Required Plan
Elements Narrative Form.
7 a. Required Plan Elements Narrative
This form is only to be used for those Required Plan Elements not checked on the Summary of
Required Plan Elements.
For each Required Plan Element not checked, provide a narrative description of the local
efforts which are planned to address that area of improvement.
8. Financial Compliance Worksheet
This worksheet is intended as a check on the particular federal financial guidelines for the Perkins
Act of 2006. In particular it should be noted that:
Any recipient of Perkins Formula funds must maintain its fiscal effort from non-federal sources
on a per student or aggregate basis equal to or exceeding the fiscal effort for the previous
fiscal year for career and technology education programs. [COMAR 13A.04.02.03]
The dollar total of the strategy worksheets must equal the amount brought forward on the
Financial Compliance Worksheet.
The total of administrative costs (Indirect and Direct) taken, may not exceed 5% of the total
grant award.
Maintenance of Effort for the current fiscal year must equal the amount reported on the Final
Financial Report for Maintenance of Effort for the previous year. (Confirm this amount with
your finance officer).
9. SPECIFIC INSTRUCTIONS FOR EACH CORE INDICATOR
Reference the “User and Specifications Manual for CTE Enrollment and Outcome Systems”,
School Year 2007 – 2008. The manual includes an explanation for each of the core indicators of
performance and the list of Nontraditional CTE Programs.
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Local Perkins Plan for Program Improvement – Instructions for Postsecondary Recipients
REQUIRED PLAN ELEMENTS
Section 134(b) The Carl D. Perkins Career and Technical Education
Act of 1998 [Maryland's terminology is bracketed]
The eligible agency (State) shall determine requirements for local plans, except that each local plan
shall:
1. Describe how the career and technical education [career and technology education, CTE]
programs required under section 135 (b) will be carried out with funds received under this title.
2. Describe how the career and technical education [CTE] activities will be carried out with respect
to meeting State adjusted levels of performance established under section 113.
3. Describe how the eligible recipient, the local school system (LSS) will:
A. offer the appropriate courses of not less than 1 of the career and technical programs of study
described in section 122 (c)(1)(A);
B. improve the academic and technical skills of students participating in career and
technical education [CTE] programs by strengthening the academic, and career and technical
[career and technology], components of such programs through the integration of academics
with career and technical education [CTE] programs through a coherent sequence of courses
to ensure learning in the core academic, and career and technical education [CTE], subjects;
C. provide students with strong experience in and an understanding of all aspects of an industry;
D. ensure that students who participate in such career and technical education [CTE] programs
are taught to the same coherent and rigorous content aligned with challenging academic
standards as are taught for all other students; and
E. encourage career and technical education students at the secondary level to enroll in rigorous
and challenging courses in core academic subjects (as defined in section 9101 of the
Elementary and Secondary Education Act of 1965)
4. Describe how comprehensive professional development (including teacher initial preparation) for
career and technical education, academic, guidance, and administrative personnel will be
provided that promotes the integration of coherent and rigorous content aligned with challenging
academic standards and relevant career technical education (including curriculum development);
5. Describe how parents, students, academic and career and technical education teachers, faculty,
administrators, career guidance and academic counselors, representatives of industry, labor
organizations, representatives of special populations, and other interested individuals are involved
in the development, implementation, and evaluation of career and technical education [CTE]
programs assisted under this title, and how such individuals and entities are effectively informed
about, and assisted in understanding, the requirements of this title including career and technical
programs.
6. Provide assurances that the eligible recipient will provide a career and technical education [CTE]
program that is of such size, scope, and quality to bring about improvement in the quality of career
and technical education [CTE] programs.
7. Describe the process that will be used to independently evaluate and continuously improve the
performance of the eligible recipient.
8. Describe how the eligible recipient will:
A. review career and technical education [CTE] programs, and identify and adopt
strategies to overcome barriers that result in lowering rates of access to or lowering
success in the programs, for special populations;
B. provide programs that are designed to enable the special populations to meet the
State-adjusted levels of performance
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Local Perkins Plan for Program Improvement – Instructions for Postsecondary Recipients
C. provide activities to prepare special populations including single parents and displaced
homemakers, for high skill, high wage., or high demand occupations that will lead to self-
sufficiency;
9. Describe how individuals who are members of special populations will not be discriminated
against on the basis of their status as members of special populations.
10. Describe how funds will be used to promote preparation for non-traditional training and
employment.
11. Describe how career guidance and academic counseling will be provided to career and technical
education students, including linkages to future education and training opportunities
12. Describe efforts to improve:
A. The recruitment and retention of career and technical education teachers, faculty, and
career guidance and academic counselors, including individuals in groups
underrepresented in the teaching profession; and
B. The transition to teaching form business and industry.
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