Program Memorandum - OVAE/DVTE FY 2000-4
|Date:||December 30, 1999|
|To:||State Directors of Vocational-Technical Education
State Directors of Community, Technical and Junior Colleges
State Tech-Prep Coordinators
|From:||Patricia W. McNeil|
|Subject:||Transmittal of State Plan Guide|
This memorandum transmits the State plan guide for the Carl D. Perkins Vocational and Technical Education Act of 1998 (Perkins III).
The framework for developing your State plans is the new vision of vocational and technical education for the 21st century and the legislative intent of Perkins III. The Act envisions that students will achieve challenging academic and vocational standards, be prepared for postsecondary education and further learning, and attain the skills needed to pursue high-skill, high-wage careers, not just entry-level jobs. The new law also redefines the relationship between the Federal government and the States, giving States greater flexibility in the use and administration of program funds in return for enhanced accountability for performance.
Signed into law October 31, 1998, Perkins III represents over four years of work on the part of Congress and the Department of Education, in cooperation with other Federal agencies and the States and local agencies affected by its policies, to modernize the Federal approach to supporting vocational education. Departures from the past approach include:Increased State Flexibility
The Act eliminates a number of prescriptive administrative requirements and restrictions as well as set-asides for specific activities. States now plan for basic grants, tech-prep, and State leadership activities, developing their own, State-specific strategies to determine how to best address the needs of specific populations or provide specialized services.Accountability
Perkins III builds on the 1990 Amendments performance measurement system to create a new performance accountability system. Each State must identify specific measures and targeted levels of performance to track its achievements in four specific outcome areas. The State may choose to add indicators to the four core indicators required by the Act. The State plan must include the State's proposed indicators and levels of performance.. The Act requires the Department to work with each State to reach agreement on the State's levels of performance. States that exceed agreed upon performance levels for Perkins III, the Adult Education and Family Literacy Act, and Title I of WIA are eligible for incentive grants. Prior to the third program year, the Department and each State will reach agreement on the levels of performance for the remaining years covered by the plan. Each year, the State will report to us on the levels of performance achieved on the core indicators, on additional indicators the State is tracking, and the levels of performance for special populations.
We recognize the difficulties inherent in launching this system: new data collections, new information management systems, and new methods to establish targeted performance levels for student outcomes that, as a system, vocational education has never been required to track. We expect the process of developing the national performance accountability system to be a "continuous improvement" process, and look forward to working with you to refine the process, in order to make this system a useful tool for the States, the Department, and Congress. The Department will continue to provide additional guidance on these issues over time.Program Quality and Improvement
Perkins III requires that Federal funds be invested in high-quality programs. The Act continues to emphasize reforms begun in the 1990 Act, such as integration of academic and vocational education, educating students in all aspects of an industry, and linking secondary and postsecondary education. The Act increases the emphasis of the Federal vocational education program on the integration of high-level academics and ensuring that students in vocational education are taught to the same challenging academic standards as other students. Other strategies emphasized by the Act include ensuring that students also achieve challenging vocational, and technical skill standards, improving and expanding the use of technology, involving parents and employers, and providing quality professional development. Finally, both the basic grant and tech-prep focus on ensuring that students are well-prepared for further education, including four-year postsecondary institutions and beyond when appropriate, as well as being prepared for careers, not just entry-level jobs.
Providing quality education for members of special populations continues to be a purpose of the Act. The method for achieving this goal has changed, giving States flexibility for designing services and strategies for ensuring that these students achieve high standards, but requiring States to track the progress of members of these groups in meeting the State performance levels. In the State plan, you will describe your State's strategies for providing access and services to students that will ensure their success in the areas of knowledge and skill attainment, employment, and further education. Similarly, your State plan will describe your plans for services to individuals in correctional institutions and for preparing individuals for nontraditional employment and training.
The tech-prep program has moved from a planning and demonstration program to an on-going effort, with the emphasis on program expansion and improvement. States are urged to continue to submit their Tech-Prep application with their State plans. Guidance on the Tech-Prep application is included in this package.Planning and Linkages
The Act contains significant requirements for the involvement of a variety of stakeholders in planning for the basic grant program and tech-prep and for identifying the State's indicators of performance.
One of the primary goals in streamlining the Perkins Act is to make it easier for States to provide vocational education services as part of coordinated systems in the State for school-to-work transition, for secondary education reform and improvement, and postsecondary workforce preparation, consistent with each State's goals and strategies for these systems. The Act promotes broad consultation in planning processes, and invites States to submit plans for Perkins III -- particularly postsecondary vocational education -- as part of unified plans under the Workforce Investment Act of 1998 (WIA). States are required to describe coordination and collaboration with other programs, including those authorized under WIA, and should give particular attention to describing the role of postsecondary vocational education in the one-stop career center delivery system established by WIA. The Improving America's Schools Act (IASA) allows States to apply for federal program funds, including Perkins III funds, through a single, simplified consolidated plan. We encourage States to use the new flexibility to create quality education opportunities in partnership with other State education and workforce development programs.
State plans are due no later than April 1, 2000. Each State must have a State plan for vocational and technical education. It may be a four-year unified plan under WIA or a four-year State vocational and technical education plan. For States with consolidated plans under the Improving America's Schools Act, another option is to apply for Perkins III funds through that consolidated plan.
You may revise your State plan annually, if necessary. Every State is required by the Act to review its State plan following the 2000-2001 program year, and make necessary revisions for the final three years of the Act. This requirement corresponds to the Act's provisions allowing States to adjust their performance levels following program year 2000-2001, the second year governed by the new law.
Carl D. Perkins Vocational and Technical Education Act State Plan Guide
Assurances - Non-Construction Programs
Certifications Regarding Lobbying; Debarment, Suspension and Other Responsibility Matters