The New York State Education Department (NYSED) has provided the following guidelines for The Strengthening Career and Technical Education for the 21st Century Act (Perkins V) 2019-2020 transition year grant application. The state’s 49-page guidelines to this 4-page document, focusing on the most pertinent aspects. Please use this information, in conjunction with the internal pre-SED proposal tips that were emailed to you last week and the template sent earlier, to revise your proposal request. The college will have an opportunity to submit no more than five (5) major efforts as part of the grant application, all focusing on the three (3) NEW Core Indicators of Performance. The strongest, clearest proposals will be converted into new major efforts.
- Major Efforts must work toward improving program quality and student performance.
- Major Efforts must increase access and opportunities for Special Populations.
- Each Major Effort must be comprehensive and cohesive. All activities in a given Major Effort must work together toward the same clear and specific stated goals.
- Major Effort activities may supplement but shall not supplant responsibilities that should fall to the institution and/or other sources of funding.
- Major Effort activities shall not duplicate services provided by the institution or other funding sources.
- Major Efforts shall not consist of unassociated activities/expenditures or add-ons.
- Major Efforts must be measurable in quantifiable terms.
- All Major Effort activities and expenditures must end by June 30, 2020.
- All activities and expenditures must be complete and evaluated within the Grant Year. They must therefore conclude in sufficient time for evaluative measures to occur and to be documented.
Definitions as per Perkins V Guidelines:
CTE Concentrator — The term “CTE concentrator” means at the postsecondary level, a student enrolled in an eligible recipient (BMCC) who has—
- earned at least 12 credits within a career and technical education program or program of study; or
- completed such a program if the program encompasses fewer than 12 credits or the equivalent in total.
CTE Participant — The term “CTE participant” means an individual who completes not less than one course in a career and technical education program or program of study of an eligible recipient, as determined by HEGIS codes.
Core Indicators of Performance
For the 2020 Transition Year, all Major Efforts and their activities and expenditures must focus on improving program quality and establishing strong performance in the new Core Indicators.
Perkins V defines the three (3) NEW Core Indicators of Performance as:
Postsecondary Retention and Placement (1P1)
The percentage of CTE concentrators who, during the second quarter after program completion, remain enrolled in postsecondary education, are in advanced training, military service, or a service program that receives assistance under title I of the National and Community Service Act of 1990 (42 U.S.C. 12511 et seq.), are volunteers as described in section 5(a) of the Peace Corps Act (22 U.S.C. 2504(a)), or are placed or retained in employment.
Earned Recognized Postsecondary Credential (2P1)*
The percentage of CTE concentrators who receive a recognized postsecondary credential during participation in or within 1 year of program completion.**
*A recognized postsecondary credential is defined in the Workforce Innovation and Opportunities Act (WIOA) as “A credential consisting of an industry-recognized certificate or certification, a certificate of completion of an apprenticeship, a license recognized by the State or Federal Government, or an associate or baccalaureate degree.”
**Note: A student gets counted under this indicator whether the student obtains the credential during participation or within 1 year of completion, meaning that the student would be counted if the student obtains the credential in the 1 year following that student’s completion of the program.
Non-traditional Program Enrollment (3P1)
The percentage of CTE concentrators in career and technical education programs and programs of study that lead to non-traditional fields. Nontraditional students and nontraditional fields are defined on the following page.
Full Participation — involves providing the supplementary and other services to special populations (see below) that enable them to succeed in the career and technical education program. The needs of all nine special population groups, if matriculated in a career and technical education program, must be addressed in any activity that is funded. NYSED expects that institutions will give priority to those programs with the highest percentages of individuals who are members of special populations.
Non-Traditional Students — persons who elect to enter a career or technical education program which prepares them for entry into a career for which individuals from one gender comprise less than 25% of the individuals employed in such occupation or field of work.
Non-Traditional Fields — The term “non-traditional fields” means occupations or fields of work, such as careers in computer science, technology, and other current and emerging high skill occupations, for which individuals from one gender comprise less than 25 percent of the individuals employed in each such occupation or field of work.
Objective — a statement of a specific end that will support one or more program goals. It is:
- stated in quantifiable terms;
- specifies a date or time period for its achievement; and
- indicates the resources needed to achieve it in that time period.
Special Populations — The term “special populations” means (students pursuing a CTE program of study or program) who are —
- individuals with disabilities;
- individuals from economically disadvantaged families, including low-income youth and adults;
- individuals preparing for non-traditional fields;
- single parents, including single pregnant women;
- out-of-workforce individuals;
- English learners;
- homeless individuals described in section 725 of the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11434a);
- youth who are in, or have aged out of, the foster care system; and
- youth with a parent who—
(i) is a member of the armed forces (as such term is defined in section 101(a)(4) of title 10, United States Code); and
(ii) is on active duty (as such term is defined in section 101(d)(1) of such title. (Sec. 3 (48)).
All services assisting students with disabilities who are in a CTE program or program of study must be planned in consultation with the Director of the Office of Accessibility, Marcos Gonzalez firstname.lastname@example.org or x8182.
Non-duplication of Services
Perkins Grant recipients shall not use Perkins funds to duplicate activities and expenditures funded by other sources. NYSED reserves the right to reduce or refuse funding for any specific activity it deems duplicative.
Keep in mind the following:
- Remedial courses are not permissible; gift cards are not permissible.
- Surveys measuring student or faculty satisfaction cannot be used for evaluation.
- The timeline must show significant activities on a month-by-month basis.
- The number of students in a CTE program or program of study to be served must be clearly stated.
- Special Populations have changed and are now (9). Priority will be given to proposals that serve special populations (see definitions on prior page).
- Within the body of the proposal, indicate which Core Indicator of Performance (1P1), (2P1), and/or (3P1) is being addressed.
- Mention workforce industries/representatives with which your department will collaborate and how; Perkins V requires increased collaboration with external workforce representatives.
- Departments that are funded will be required to have the chair, faculty member, major effort director or a designated representative serve on the Perkins Advisory Board which meets 2-3 times per academic year.
Materials developed in whole or in part with the support of Perkins funds must highlight in a prominent place this statement: “Support for the development/production of this material was provided by a grant under the Strengthening Career and Technical Education for the 21st Century Act administered by the New York State Education Department.”
Publicity releases and program announcements should make a similar statement. All materials produced must include BMCC’s non-discrimination notice which prohibits discrimination on the basis of “race, color, creed, national origin, ethnicity, ancestry, religion, age, sex, sexual orientation, gender, gender identity, marital status, partnership status, disability, genetic information, alienage, citizenship, military or veteran status, pregnancy, status as a victim of domestic violence/stalking/sex offenses, unemployment status, caregiver or familial status, prior record of arrest or conviction, or any other legally prohibited basis in accordance with federal, state and city laws.”
Should you have any questions, please do not hesitate to contact Antonette McKain at email@example.com or x8325.