“Gathering And Utilizing Perkins Data For Program Improvement
Perkins Data II:
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Transcript of Perkins Data II:
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PERKINS DATA II: Using Perkins Data for CTE Program Improvement
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Consolidated Annual Report http://www.isbe.net/career/html/perkins.htm
Blueprint for Perkinshttp://www2.ed.gov/about/offices/list/ovae/index.html
Two links
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Introductions
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Name College Position
Perkins Duties What do you hope
to take home today?
Introductory information
Perkins Duties and more
Where do you stand with Perkins?
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The what and the why
Perkins Core Indicator Basics
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Greater awareness of strengths and challenges of each program
More immediate feedback Higher expectations for
student completion Can strengthen argument for
continued funding: higher achievement of Core Indicators shows that Perkins $$$$ are working
Benefits of Program Improvement with Core
Indicator Focus
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Basic Perkins Core Indicator Information All data reported in Perkins Data
Online System and Consolidated Annual Report comes from the colleges through the A-1 Report.
Certain information is drawn from the A-1 Report and matched (i.e. employment records, military records, etc.).
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Each Core Indicator has a target performance goal for each year (agreed-upon level).
Each college and the State achieve an annual actual level of performance.
The actual level for each college and for the State are available on the Perkins Online Data System.
Core Indicator Achievement
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Basic Perkins Core Indicator Information
Agreed Upon Performance Levels FY11
1P1 Technical Skill Attainment 70.26% (Actual 78.75%) FY12 73.01 2P1 Credential Attainment 52.97%
(Actual 62.34%) FY12 58.51% 3P1 Fall-to-Fall Retention/Transfer
37.10% (Actual 46.81%) FY12 48.00%
Consolidated Annual Perkins Report, 2011 and ICCB Research and Policy Studies
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Basic Perkins Core Indicator Information
Agreed Upon Performance Levels FY11
4P1 Student Placement 67.00 % (2010) (Actual 65.81%) FY12 67.20%
5P1 Non-traditional Participation 20.64% (Actual 19.29%) FY12 19.67%
5P2 Non-traditional Completion 15.06% (15.47%) FY12 14.83%
Consolidated Annual Perkins Report, 2011 and ICCB Research and Policy Studies
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Basic Perkins Core Indicator Information
Agreed Upon Performance Levels FY2012
1P1 Technical Skill Attainment 73.01% 2P1 Credential Attainment 58.51% 3P1 Fall-to-Fall Student Retention or
Transfer 48.00% 4P1 Student Placement 67.20% 5P1 Non-traditional Participation 19.67% 5P2 Non-traditional Completion 14.83%
ICCB Research and Policy Studies
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Basic Perkins Core Indicator Information
Agreed Upon Performance Levels FY2013
1P1 Technical Skill Attainment 74.00% 2P1 Credential Attainment 58.60% 3P1 Fall-to-Fall Student Retention or
Transfer 48.10% 4P1 Student Placement 67.25 % 5P1 Non-traditional Participation 19.70% 5P2 Non-traditional Completion 14.85%
ICCB Research and Policy Studies
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1P1 Technical Skill Attainment 47/48
2P1 Certificate Completion47/48
3P1 Student Retention38/48
2011 Consolidated Annual Report
How many IL CC’s met 90% of 2011 goals?
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4P1 Student Placement 35/48
5P1 Nontraditional Participation 23/48
5P2 Nontraditional Completion25/48
2011 Consolidated Annual Report
How many IL CC’s met 90% of 2011 goals?
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Perkins Core Indicator Achievement Process
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6 Core Indicators 1P1 Technical Skill
Attainment 2P1 Credential
Attainment 3P1 Fall-to-Fall Student
Retention or Transfer 4P1 Student Placement 5P1 Non-traditional
Participation 5P2 Non-traditional
Completion
CTE Student enrollment toPerkins Core Indicator Measurement?
How do we get from….
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Somewhere in the middle, a miracle-or a disaster-occurs.
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Earns 12 academic or CTE credits
within credential-bearing program area sequence.
OR
Completes short-term sequence of less than 12 credits.
Foundation of 1P1-4P1, 5P2: Student is a concentrator if he/she
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Enroll in a qualifying CIP AND
Declare (intent and objective) program of study AND
Earn 12 credits within the credential-bearing sequence or short-term sequence.
Before a student can count for 1p-4pCore Indicators, he/she must
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1P1
Technical Skill Attainment
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Complete a degree or certificate OR
Stay enrolled in the college OR
Transfer within 4 years of enrollment.
To count in the numerator of 1P1, a student must also
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2P1
Credential, Certificate, or Diploma Completers
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Receive an industry-recognized credential, certificate, or degree.
To count in the numerator of 2P1, Credential, Certificate or Diploma Completers, a student must also
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3P1
Fall-to-Fall Student Retention or Transfer
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Remain enrolled in original college OR
Transfer to another college in the reporting year OR
Have been enrolled in postsecondary education in the Fall of the previous reporting year .
To count in the numerator of 3P1, Fall-to-Fall Student Retention or Transfer, a student must also
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4P1
Student Placement
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Complete a program AND
Be working 6 months after completing the program OR
Serve in the military 6 months after completing the program.
To count in the numerator of 4P1, Student Placement a student must also:
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If Ellen had been encouraged to take HORT 1201, Introduction to Horticulture, in the first year she would have completed an Occupational Certificate in the first year.
What difference would that have made in Perkins Core Indicators?
Maximizing completion and retention for current students
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Student does NOT have to be a concentrator.
Nontraditional Core Indicators: 5P1 & 5P2
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Be a male who enrolls in a CIP that is on the nontraditional for males list, OR
Be a female who enrolls in a CIPthat is on the nontraditional for females list.
To count in the numerator of 5P1, Nontraditional Participation, a student must
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Be a male who completes a program that has a CIP that is on the nontraditional for males list, OR
Be a female who completes a program that has a CIP that is on the nontraditional for females list.
To count in the numerator of 5P2, Nontraditional Completion, a student must
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National Listhttp://www.edcountability.net/Docs/crosswalks/NontradformalesandfemalesfromBLS2006Final.xls
Nontraditional List
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Perkins Online Data System 5P1 Nontraditional Participation >
Nontraditional Gender Enrollment 5P2 Nontraditional Completion>
Nontraditional Gender Completions
Nontraditional List
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Making efforts count:
Maximizing Perkins Core Indicator Achievement
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Activity Who counts and what counts about them?
Discuss whether or not the sample students (handout) would count as in the numerator for each Core Indicator.
What changes could be made to maximize either college achievement of Core Indicators and/or student success?
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Create a sample student from your institution and work together to tell whether or not he/she counts
Student profile should include: Courses, program, date of program
completion, work history, transfer Determine whether or not this student
would count in each of the core indicators.
Activity
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For Program Improvement
Core Indicator Data Analysis
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Using Data at the Local Level: Pathways to Results
Engagement and
Commitment
Outcomes and Equity Assessment
Process Assessment
Process Improvemen
t
Review and Reflection
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PTR teams use student level data to examine outcomes and identify gaps in results between racial, ethnic, low-income, gender, and other groups and special populations
Using these data, teams identify areas where outcomes are especially successful and areas where short- and long-term improvements are needed
Phase 2: Outcomes & Equity Assessment
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Sample PTR Data Template
Race and Ethnicity
Total
Black or African American
American Indian or
Alaska Native Asian Hispanic White
Native Hawaiian or Other Pacific Islander
Two or More Races
Not Reported
Total number of students who completed a certificate, degree, or credential in the fiscal year (Numerator)
117 8 4 10 11 69 3 5 7
Total number of students in the Program of Study in the fiscal year (Denominator) 240 24 7 14 30 133 7 12 13
Percent of students counting towards Perkins 2P1 Measure 49% 33% 57% 71% 37% 52% 43% 42% 54%
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THANK YOU
This presentation is part of the Regional Network
series and will be available online at
www.ilprogramsofstudy.org