1 Carl Perkins Recipient On site Monitoring Preparation Documentation FY16 Fiscal Year
2 Review Area Strategies for Improvement: Academic Achievement Recipient encourages high expectations and strong academic course enrollment recommendations Identifies specific improvement strategies for literacy and mathematic skills District enrollment data Assessment data Learning labs/academic Centers Remediation data Work Keys Individual Career Plans Utilizes additional student data beyond EOI exams to benchmark, and monitor CTE student academic achievement.
3 Review Area Strategies for Improvement: Technical Skill Attainment Recipient utilizes advisory committees, regional business/industry councils, and postsecondary partners to evaluate the development, and implementation of CTE course curricula to increase student technical skill. Advisory Committee member lists Meeting Agendas, notes Teacher lesson plans, curriculum maps Student assessment data from technical skill assessments Award of licensure, certification, or degree Aligns curricula with national and state industry standards Encourages CTE students to take and successfully complete technical skill assessments.
4 Review Area Strategies for Improvement: Professional Development Utilizes professional development to demonstrate and practices effective teaching strategies. Researches promising instructional practices Works to improve parent and community involvement Staff development plans/professional Development Goals CTE specific professional development activities Proof of CTE and Academic instructors participating in professional development together Academic and CTE instructors participate in professional development activities together. Recipient provides training for instructors on more effective use of technology Mentorship/Internships experiences are offered to instructors that are current and relevant to CTE education.
5 Review Area Strategies for Improvement: All Aspects of the Industry Recipient implements recommendations from local program advisory committee, regional industry councils, and postsecondary partners to ensure relevant learning experiences. Student work simulations, capstone or senior projects, job shadowing, internships and mentoring relationships with individuals from industry should be available for students to utilize to expand their knowledge of all aspects of industry. Advisory committee meeting agenda or notes showing discussion of All Aspects of the industry. Job shadowing and mentoring programs Activities discussing industry planning, management, finances, technical and production skills, underlying principles of technology, labor and community issues, health and safety issues, and environmental issues
6 Review Area - Strategies for Improvement: Evaluation & Continuous Improvement Eligible recipient should monitor and evaluate the success of student placement in employment, advanced training, military, or postsecondary education. Senior Placement data Open houses, parent teacher conferences School staff, students and parents have direct knowledge of Perkins requirements Monitor student progress for those enrolled in programs that are nontraditional for their gender Recipient should recruit, retain, and monitor the progress of underrepresented populations in CTE programs Involve parents, students, academic & CTE educators, counselors, business and industry representatives, labor organizations, representatives of special populations, and postsecondary partners in the development, implementation, and evaluation of CTE programs.\ Ensure effective communication of Perkins legislative requirements to all applicable individuals.
7 Review Area Strategies for Improvement: Special Populations Recipient has established a process to review CTE programs and identify barriers that result in lowering rates of access for special populations. Process should include steps to correct any barriers discovered. Recipient shows progress in improving the transition process of special populations, including underrepresented populations, to postsecondary education and employment. Enrollment data Guidance Strategies to increase special population enrollment in CTE courses CTE Instructor attendance at IEP meetings Required Basic Skills inventory needed for students with disabilities to succeed in CTE course work Recipient has effectively prepared members of special populations, including single parents and displaced homemakers, for high-skill, high-wage, or high-demand occupations that will lead to selfsufficiency.
8 Review Area Strategies for Improvement: Guidance and Counseling Recipient has a robust guidance and counseling program; the program should focus on individual planning and advisement, responsive services and system support. Guidance information should be shared with instructional staff in both the secondary and postsecondary environments. Recipient s guidance program should assist CTE students with the creation of their individual career plan, and have methods in place for the regular review and update of the students plan. Recipient s guidance program should involve the student, parent, counselor and instructors in disseminating course information and recommended course sequences for both academic and technical courses. Individual Career plans present for each student Ok career guide reports Updated individual career plans Newsletter or regular correspondence with parents Social, academic, and career development components are provided to each student Meet and Communicate regularly with community and educational partners Mentorship programs Utilize CAC student services model rubric Utilize CAC Tech Center Student Services/Guidance Self-Study for continuous Improvement The program should identify assessments and provide interpretation and other resources that help the student develop their individual career plan. Theses assessments could include Explore, PLAN, ACT, COMPASS, and other postsecondary placement inventories. Resources could include Teachers As Advisors, advisory committees, adult mentors, career planning sessions, and career development classes. Recipient should show effort in strengthening transitions between middle school, high school, technology center, and collegiate institutions. Parental involvement should be evident. Recipient should be providing students with guided career exploration and planning experiences. Labor market and career information from various sources covering a wide variety of educational, career and employment options should be available for student use.
9 Review Area Strategies for Improvement: Instructor Recruitment & Retention Recipient has established strategies for recruitment of CTE instructors, faculty, and guidance/academic counselors. These strategies could include online job listings, college recruitment, career fairs, and media services/publications. Program to retain experienced instructors Retention plan present and active Recruit process Recipient should have established programs to retain staff, such as teacher induction programs, mentoring programs and other professional development activities.
10 Review Area: Program of Study Description of Criteria Each Eligible recipient should have in place at least one Program of Study, that meets the criteria established within the Carl Perkins Act of POS Quality Indicators: (i) incorporates secondary education and postsecondary education elements (ii) includes coherent and rigorous content aligned with challenging academic standards and relevant career and technology content in a coordinated, nonduplicative progression of courses that align secondary education with postsecondary education to adequately prepare students to succeed in postsecondary education (iii) may include the opportunity for secondary education students to participate in dual or concurrent enrollment programs or other ways to acquire postsecondary education credits (iv) leads to an industry recognized credential or certificate at the postsecondary level or to an associate or bachelor s degree (v) Must be developed and approved in a partnership between a secondary institution and postsecondary institution (vi) Must include and individual career plan which outlines a sequence of both secondary and postsecondary academic and Career and Technical (CTE) courses that leads a student to postsecondary instruction at a technology center or postsecondary institution with associate of applied science degree programs : Individual Career Plan showing student path to Certification, licensure, or degree. Should be non-duplicative sequence of courses that leads to a postsecondary level certification, licensure or degree. Documentation showing Programs of Study developed in partnership with secondary/postsecondary partner. Program of Study committee with mixture of members from staff of both secondary and postsecondary partners Required Document: POS Development with secondary/postsecondary partner documentation Student Individual Career Plan
11 Review Area: Accountability Description of Criteria Review of local adjusted performance levels accountability measurements, and how the recipient utilizes the data to evaluate programs, and implement needed change Recipient Quality Indicators Secondary: 1S1 Academic Attainment in Reading/Language Arts 1S2 Academic Attainment in Mathematics 2S1 Technical Skill Attainment : Using Perkins data to target areas of needed improvement with funding. Using data to drive curriculum/instruction decisions 3S1 School Completion 4S1 Student Graduation 5S1 Placement 6S1 Nontraditional Participation 6S2 Nontraditional Completion Technology Center Adult: 1A1 Technical Skill Attainment 2A1 Credential, Certificate, or Degree 3A1 Student Retention or Transfer 4A1 Student Placement 5A1 Nontraditional Participation 5A2 Nontraditional Completion Postsecondary: 1P1 Technical Skill Attainment 2P1 Credential, Certificate, or Degree 3P1 Student Retention or Transfer 4P1 Student Placement 5P1 -- Nontraditional Participation 5P2 Nontraditional Completion
12 Review Area: Fiscal Responsibility Description of Criteria Review of local recipient s policy and procedures concerning fiscal responsibility and proper use of Carl Perkins allocated funding. Recipient Quality Indicators Perkins funds are used to supplement, not supplant, programs/activities. Support from any other funding must not duplicate funding received from the Perkins Act Expenditures correspond to the approved uses specified in the approved application. Records which document the compliance with program requirements, relate to fiscal control, and/or the accounting of project funds, including those required under the record retention provisions of the General Education Provisions Act, will be maintained for three years after the submission of all required reports. Salaries supported by Perkins grant funds during the current grant year must have time and activity reports signed and dated by the employee and his/her supervisor. Documentation must be available on a semiannual basis for salaries for those individuals whose salaries are 100% supported, and on a monthly basis for those individuals whose salaries are not 100% supported. (split funded positions) The school district or college should encumber or obligate funding prior to the release of the purchase order. No purchase order should pre-date the invoice. : Procurement requisitions, contracts, purchase orders, expenditures (i.e., cancelled checks), program budget and expenditure report for the year requested. Approved budget, Procurement requisitions and purchase orders. Time and activity sheets; Accounting records Record retention policy of the school district. Time and activity reports with the funding source and the account number (i.e, function and object code number) Printout certifications and time sheet reports that identify individuals receiving salaries. The printout must report salaries on a semiannual basis for salaries for those individuals whose salaries are 100% grant supported and on a monthly basis for those individuals whose salaries are not supported 100%. Purchase orders and encumbrances or requisitions; or a printout from the accounting system that lists the dates and procurement requisitions and purchase order dates for funded expenditures.
13 School districts and colleges must provide documentation for all expenditures approved in the application for grant funds expended for the current grant year. Verify that a property/equipment record for each item is maintained and that each record includes the description serial number, source and acquisition cost and date of acquisition. Random selections should be made for eyes on equipment checks. An inventory, up-dated within the last year, exists of equipment purchased with grant funds that includes the property record, its location, condition and if it was disposed of, the sale price or its fair market value. Control systems are in place to prevent loss, damage or theft of instructional equipment purchases with state or federal funds. Adequate maintenance procedures keep the property in good condition. Contracts, procurement requisitions, bids, price quotes, contracts, purchase orders, invoices, time and activity reports for salaries. Documentation should be organized by function and object code number and CIP code. Equipment Inventory Records; Permanently attached numbered inventory tags located on equipment purchased with grant funds during the current grant year. Procurement requisitions, purchase orders and copies of cancelled checks relating to the expenditures approved in Perkins application for the current grant year. Inventory records Purchase orders Receipts Policies and procedures addressing the procurement, recording, custody, and use and disposition of Perkins equipment Policies and procedures addressing the procurement, recording, custody, and use and disposition of Perkins equipment
14 Review Area: Recipient s Strength, Weaknesses, Opportunities, and Threat Analysis List your school s components that fulfill the qualities below: Strengths: Weaknesses: Opportunities: Threats:
15 Review Area: State Assistance Description What assistance do you need from ODCTE and the Educational Partnerships and Customized Training - Federal Legislation Team
16 Review Area: Overview of Carl Perkins Description of Criteria To develop more fully the academic and career and technical skills of secondary education students and postsecondary education students who elect to enroll in career and technical education programs Recipient has developed challenging academic and technical standards to assist students in meeting such standards. Recipient has promoted the development of services and activities that integrate rigorous and challenging academic and career and technical instruction, that links secondary education and postsecondary education. Recipient has increased local flexibility in providing services and activities designed to develop, implement, and improve career and technical education. Successful completion of student program of study. Meeting accountability measurements State Public School Report Card Successful completion of Technology Center Accreditation Meeting the review standards of onsite monitoring visit. Recipient has supported the development of partnerships among secondary schools, postsecondary institutions, baccalaureate degree granting institutions, area career and technical education schools, local workforce investment boards, and business and industry.
(Revised 11/29/2012) Date(s) of Visit Reviewers Signatures: College Name County Chief School Administrator Project Director & Staff Postsecondary Allocations Postsecondary Federal: State: Date of Substantial
TOP CODE(s) [2, 4 or 6 digit] Program Title Section 135(b) Requirements Check the corresponding Section II Part A form for the Met/Unmet Requirements for Use of Funds. Note: Each TOP Code identified for
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