Archived Perkins IV
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Perkins funds are available for the purpose of assisting local educational agencies and community colleges in the development of academic and technical skills of secondary and postsecondary students who elect to enroll in career and technical education programs.
Carl D. Perkins CTE Act of 2006 (Perkins IV)
Perkins IV – a PowerPoint Overview
Perkins IV Overview
Perkins IV Transition Plan
Perkins Transition Plan
Grant Contact Resources
Spring 2016 Statewide Perkins Grant Contacts Meeting
Spring 2016 Perkins Update Meeting Powerpoint
Fall 2015 Statewide Perkins Grant Contacts Meeting
Fall 2014 Statewide Perkins Grant Contacts Meeting
CTE Secondary Reporting System Process Flow
Office of Management and Budget (OMB) Circulars
Uniform Administration Requirements, Cost Principles, and Audit Requirements for Federal Awards (effective 12/26/13)
A-21 (primarily for postsecondary)
A-87 (primarily for secondary)
Student Reporting in Iowa (formerly EASIER)
Perkins Basic Grant
The Perkins Continuation Application is submitted to the Department of Education through an online grant application system, IowaGrants.gov. The application aligns with the Carl D. Perkins Technical Education Act of 2006, and is part of the state of Iowa's Perkins IV Five-Year State Plan (2009–2013), which was approved by the State Board of Education on April 3, 2008. Due to continuing resolution, this State Plan, including any annual modifications, will remain in effect until the Perkins Act is reauthorized.
Each eligible grant recipient is allotted funds based on a formula prescribed by the Act and Iowa's State Plan. A document containing the final allocations is attached to the online Perkins Continuation application.
Annually, each program will receive a summary of performance indicators from the previous fiscal year. Performance indicators reflect local program performance as compared to federally negotiated levels for student and program performance. Performance indicators should be utilized in assessing program improvement needs. Grant recipients should analyze how the grant funds can address areas in need of improvement.
Perkins-Funded Equipment Guidelines
Perkins Monitoring Guide
Perkins Secondary and Post-Secondary Monitoring
The Perkins Corrections Application is submitted to the Department of Education through an online grant application system, IowaGrants.gov.
Funds reserved for this initiative are allocated between the two sectors as described in Iowa’s Perkins IV Five Year State Plan for FY 2008–2013. Section III.A.4 states funds will be allocated based upon each eligible correctional institution’s relative portion of contact hours for students in career and technical programs. In accordance with this guidance, the capacity of each sector is based on the number of potential contact hours individuals in their respective institutions may participate in career and technical education programs and/or services.
Nontraditional Career Fields
According to the Carl D. Perkins Career and Technical Education Improvement Act of 2006, Nontraditional Occupations (NTO) is an occupation in which one gender comprises less than 25% (statewide) of the employment within that field.
The National Alliance for Partnerships in Equity (NAPE) developed crosswalks (SOC to CIP to Cluster to Pathway) that relate nontraditional occupations and career and technical educational programs. NAPE promotes programs and policies that reduce barriers commonly found in education and workforce development systems. This information can be used to identify programs that prepare students for nontraditional careers and report the numbers of students of the underrepresented gender who are participating or completing those programs. A complete list of all Career and Technical Education Classification of Instructional Programs (CIPs) crosswalked to a Career Cluster and Career Pathway is included in this crosswalk.
Each CIP is designated as nontraditional or not nontraditional and coded with an explanation. NAPE recommends that State's use this crosswalk to identify nontraditional CIP codes/programs in their state for use when collecting data for the Perkins IV nontraditional core indicators. The link below will direct you to multiple links on NAPE’s website focusing on the methodology, and process around the development (and revisions) of the crosswalks.
Data Dashboard Overview Video (Google Chrome is recommended for viewing)
In this overview, Dr. Ben Williams, Director of Special Projects for the National Alliance for Partnerships in Equity, provides a brief introduction and review of the Iowa data dashboards. The 17-minute video describes the purpose and functionality of the data dashboards and their usefulness in identifying equity gaps in the participation and completion of students in career and technical and nontraditional occupational programs.
This activity contains instructions on viewing participation and completion data in graphical and tabular form for all community colleges and secondary LEAs in Iowa. The worksheet serves as an introductory guide to navigating the dashboards in multiple views. (Any data cell with 10 or fewer students (for secondary) or 5 or fewer students (for postsecondary) are suppressed).
Performance Indicator Definitions
Perkins performance indicators 6S1 and 6S2 (Secondary Nontraditional Participation) and 5P1 and 5P2 (Postsecondary Nontraditional Participation and Completion) are defined in this document in accordance with the Perkins Act of 2006 Official Guide.