Perkins Reserve

The Federal Postsecondary Perkins Reserve funds are designed to enhance innovation and equity in CTE programming. States can choose to utilize these funds as a formula allocation or as a competitive grant opportunity. Specific uses are listed below. These funds are provided by the Strengthening Career and Technical Education for the 21st Century Act (Perkins V). The purpose of the Perkins grant is to develop more fully the academic knowledge and technical and employability skills of secondary and postsecondary education students who elect to enroll in CTE programs and programs of study. Grant recipients are required to adhere to the required uses of funds and place concerted focus on equity and access initiatives.

Strengthening Career and Technical Education for the 21st Century Act (Perkins V)

110 ILCS 805/2-16.02

Strengthening Career and Technical Education for the 21st Century Act (Perkins V)

Grantees must adhere to the terms of the funding which are outlined as follows: The objectives of this funding align with initiatives outlined in the Illinois State Plan for Perkins V, as well as national initiatives in CTE and are general in nature to provide for local innovation and flexibility in implementation. Each objective adheres to Sections 112 and 135 of the Strengthening Career and Technical Education for the 21st Century Act. Recipients of these funds must conduct a data analysis at your institution utilizing the Perkins Data Dashboard, Comprehensive Local Needs Assessment (CLNA), and any other relevant data sources (ex. Illinois Department of Labor Statistics, Bureau of Labor Market Statistics, etc.). This process is similar to what is required for the federal Postsecondary Perkins grant; however, for these funds, we are specifically asking you to identify underperforming student populations and connect them to priority programs of study and career pathways at your college, also determined by your data analysis. To do this, colleges must conduct activities around the following objectives: 1. Identify underperforming student populations and connect them to priority programs of study and career pathways at your college. a. What gaps or disparities did your Data Analysis identify? b. What student populations, including special populations, are underperforming at higher rates? c. Do these gaps in performance correlate with the equity gaps uncovered throughout the Comprehensive Local Needs Assessment (CLNA) process? d. What priority career(s)/sector(s) were identified in your CLNA? e. Does your college currently have a CTE program of study in this career/sector? f. Are the aforementioned groups underperforming in this sector? 2. Utilize the findings from your data analysis to promote the, development, evaluation, expansion, and implementation of the CTE curriculum in the identified priority program of study so as to address the identified equity gaps and further support students by attempting to close these gaps. Recipients of these funds can do this in several ways. o Engage in program of study development, alignment, and/or evaluation activities to ensure the inclusion of multiple entry and exit points, rigorous and integrated content, or focus on strengthening components which make up a successful program of study. o Provide expanded access to underserved student populations- as determined by your equity deep-dive- including expanded access to high-quality career preparation o Strengthen student transitions into your institution and respective program of study o Further the alignment of coursework by contextualizing and integrating academic and CTE offerings. Contextualizing academic courses provides relatable instruction to the CTE program of study. Integration can be accomplished through team-teaching models or contextualization of CTE textbooks and subsequent coursework, among other activities. o Enhance the breadth of student support services. Community colleges serve a diverse group of students with varying needs. Student support services and related projects can help assist students, particularly those with barriers to success, persist and complete their program of study. This may include appropriate supports for CTE courses that are delivered via distance education. Support initiatives and activities may include but are not limited to the following: • Supplemental instruction • High touch academic advising and career guidance • Testing and assessment preparation for CTE-related certifications and licenses • Assistance for students transitioning into employment or seeking additional education and training • Food insecurity assistance, transportation, childcare, textbook loans/lending library, appropriate technology for distance education

Yes

Activities, deliverables, and reporting requirements are detailed in the entity’s specific grant plan. All activities should explicitly follow the six Required Uses of Funds, as well as all integrated permissible uses of funds. They are listed in their entirety below. Strengthening Career and Technical Education for the 21st Century Act (Perkins V), Section 135(c) 1. Provide career exploration and career development activities through an organized, systematic framework designed to aid students, including in the middle grades, before enrolling and while participating in a career and technical education program, in making informed plans and decisions about future education and career opportunities and programs of study, which may include [the following]: (A) introductory courses or activities focused on career exploration and career awareness, including non-traditional fields; (B) readily available career and labor market information, including information on— (i) occupational supply and demand; (ii) educational requirements; (iii) other information on careers aligned to State, local, or Tribal (as applicable) economic priorities; and (iv) employment sectors; (C) programs and activities related to the development of student graduation and career plans; (D) career guidance and academic counselors that provide information on postsecondary education and career options; (E) any other activity that advances knowledge of career opportunities and assists students in making informed decisions about future education and employment goals, including non-traditional fields; or (F) providing students with strong experience in, and comprehensive understanding of, all aspects of an industry. 2. Provide professional development for teachers, faculty, school leaders, administrators, specialized instructional support personnel, career guidance and academic counselors, or paraprofessionals, which may include [the following]: (A) professional development on supporting individualized academic and career and technical education instructional approaches, including the integration of academic and career and technical education standards and curricula; (B) professional development on ensuring labor market information is used to inform the programs, guidance, and advisement offered to students, including information provided under section 15(e)(2)(C) of the Wagner-Peyser Act (29 U.S.C. 49l–2(e)(2)(C)); (C) providing teachers, faculty, school leaders, administrators, specialized instructional support personnel, career guidance and academic counselors, or paraprofessionals, as appropriate, with opportunities to advance knowledge, skills, and understanding of all aspects of an industry, including the latest workplace equipment, technologies, standards, and credentials; (D) supporting school leaders and administrators in managing career and technical education programs in the schools, institutions, or local educational agencies of such school leaders or administrators; (E) supporting the implementation of strategies to improve student achievement and close gaps in student participation and performance in career and technical education programs; (F) providing teachers, faculty, specialized instructional support personnel, career guidance and academic counselors, principals, school leaders, or paraprofessionals, as appropriate, with opportunities to advance knowledge, skills, and understanding in pedagogical practices, including, to the extent the eligible recipient determines that such evidence is reasonably available, evidence-based pedagogical practices; (G) training teachers, faculty, school leaders, administrators, specialized instructional support personnel, career guidance and academic counselors, or paraprofessionals, as appropriate, to provide appropriate accommodations for individuals with disabilities, and students with disabilities who are provided accommodations under the Rehabilitation Act of 1973 (29 U.S.C. 701 et seq.) or the Individuals with Disabilities Education Act; (H) training teachers, faculty, specialized instructional support personnel, career guidance and academic counselors, and paraprofessionals in frameworks to effectively teach students, including a particular focus on students with disabilities and English learners, which may include universal design for learning, multi-tier systems of supports, and positive behavioral interventions and support; or (I) training for the effective use of community spaces that provide access to tools, technology, and knowledge for learners and entrepreneurs, such as makerspaces or libraries. 3. Provide within career and technical education the skills necessary to pursue careers in high-skill, high-wage, or in-demand industry sectors or occupations. 4. Support integration of academic skills into career and technical education programs and programs of study to support [the following]: (A) CTE participants at the secondary school level in meeting the challenging State academic standards adopted under section 1111(b)(1) of the Elementary and Secondary Education Act of 1965 by the State in which the eligible recipient is located; and (B) CTE participants at the postsecondary level in achieving academic skills. 5. Plan and carry out elements that support the implementation of career and technical education programs and programs of study and that result in increasing student achievement of the local levels of performance established under section 113, which may include [the following]: (A) a curriculum aligned with the requirements for a program of study; (B) sustainable relationships among education, business and industry, and other community stakeholders, including industry or sector partnerships in the local area, where applicable, that are designed to facilitate the process of continuously updating and aligning programs of study with skills that are in demand in the State, regional, or local economy, and in collaboration with business outreach staff in one-stop centers, as defined in section 3 of the Workforce Innovation and Opportunity Act (29 U.S.C. 3102), and other appropriate organizations, including community-based and youth-serving organizations; (C) where appropriate, expanding opportunities for CTE concentrators to participate in accelerated learning programs (as described in section 4104(b)(3)(A)(i)(IV) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7114(b)(3)(A)(i)(IV)), including dual or concurrent enrollment programs, early college high schools, and the development or implementation of articulation agreements as part of a career and technical education program of study; (D) appropriate equipment, technology, and instructional materials (including support for library resources) aligned with business and industry needs, including machinery, testing equipment, tools, implements, hardware and software, and other new and emerging instructional materials; (E) a continuum of work-based learning opportunities, including simulated work environments; (F) industry-recognized certification examinations or other assessments leading toward a recognized postsecondary credential; (G) efforts to recruit and retain career and technical education program teachers, faculty, school leaders, administrators, specialized instructional support personnel, career guidance and academic counselors, and paraprofessionals; (H) where applicable, coordination with other education and workforce development programs and initiatives, including career pathways and sector partnerships developed under the Workforce Innovation and Opportunity Act (29 U.S.C. 3101 et seq.) and other Federal laws and initiatives that provide students with transition-related services, including the Individuals with Disabilities Education Act; (I) expanding opportunities for students to participate in distance career and technical education and blended learning programs; (J) expanding opportunities for students to participate in competency-based education programs; (K) improving career guidance and academic counseling programs that assist students in making informed academic and career and technical education decisions, including academic and financial aid counseling; (L) supporting the integration of employability skills into career and technical education programs and programs of study, including through family and consumer science programs; (M) supporting programs and activities that increase access, student engagement, and success in science, technology, engineering, and mathematics fields (including computer science and architecture) for students who are members of groups underrepresented in such subject fields; (N) providing career and technical education, in a school or other educational setting, for adults or out-of-school youth to complete secondary school education or upgrade technical skills; (O) supporting career and technical student organizations, including student preparation for and participation in technical skills competitions aligned with career and technical education program standards and curricula; (P) making all forms of instructional content widely available, which may include use of open educational resources; (Q) supporting the integration of arts and design skills, when appropriate, into career and technical education programs and programs of study; (R) partnering with a qualified intermediary to improve training, the development of public-private partnerships, systems development, capacity-building, and scalability of the delivery of high-quality career and technical education; (S) support to reduce or eliminate out-of-pocket expenses for special populations participating in career and technical education, including those participating in dual or concurrent enrollment programs or early college high school programs, and supporting the costs associated with fees, transportation, child care, or mobility challenges for those special populations; or (T) other activities to improve career and technical education programs. 6. Develop and implement evaluations of the activities carried out with funds under this part, including evaluations necessary to complete the comprehensive needs assessment required under section 134(c) and the local report required under section 113(b)(4)(B).

Other;

(Renewal) Application, budget, etc.

Institutions of Higher Education

Formula Grants

Education

Budget, Application

After the state receives the total allocation from the Illinois State Board of Education, the Illinois Community College Board (ICCB) utilized a formula based on CTE Pell count to divide and disseminate funds among the eligible community colleges. Colleges were notified via email about the release of allocations. Funds are provided on a reimbursement basis. In order to receive funding, Illinois community colleges must submit an application to the ICCB for approval. Upon submission, ICCB staff reviews all grant plans and grantees are notified if their plan has been approved as is, or requires revisions. This process typically lasts until mid-July, whereby the grantees receive their Notice of State Award. Grant Agreements are then disseminated to the grantees.

Application and all Materials will be reviewed by ICCB.

Renewal Year

Electronic Transfer

Deadlines will be stipulated in the NOFO, if applicable, and the grant agreements for applicants that receive an award.

As applicable

Appeals Pursuant to IL Admin Code

Yes

No match or MOE is required.

Grantees must adhere to the six Required Uses of Funds as outlined above. No Match requirement. Indirect cost rate is restricted at 5% of the grantee’s total allocation.

Quarterly reporting is required. A final expenditure report must be submitted to the ICCB by August 30.

JCAR Title 44 Illinois Administrative Code 7000.90

All budgets, applications, grant agreements, reports, etc., will be held through the period.

TBD

FY23: $0

FY23 Range: $0 FY23 Average: $0

Adhere to the goals of the program

https://www2.ed.gov/about/offices/list/ovae/pi/cte/vso.html

N/A

401 East Capitol Ave, Springfield, IL 62701

https://www.iccb.org/cte/

https://www2.ed.gov/about/offices/list/ovae/pi/cte/index.html

FY22 CTE-518-22R Carl Sandburg College