Introduction
Definitions
Special Populations
Accountability LEA Process Flow
Accountability Navigation
Accountability Submission and Approval
Form description
Error Messages
Important
Indicators
The Carl D. Perkins Vocational and Technical Education Act of 1998 requires
all recipients of federal funds to provide accountability data to the U.S.
Department of Education. The Department of Elementary and Secondary Education
(DESE) is the Missouri state agency responsible for collecting and reporting
this data. The Act requires LEA's to meet state established performance
measures and show improvement in their performance. Levels of performance
have been established for the four performance indicators required by the
Act. These indicators are:
Core Indicator 1 - Attainment
Core Indicator 2 - Completion
Core Indicator 3 - Placement and Retention
Core Indicator 4 - Participation In and Completion Of Nontraditional
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The following definitions apply to the Perkins III performance measures:
Career Education Participant: A student enrolled in
at least one state approved Career Education course.
Career Education Concentrator: A Career education
participant earning two (2) or more units of occupational Career
Education credit.
Career Education Completer: A Career education
concentrator who graduates from high school or earns a G.E.D. during the
reporting year.
Reporting Year: The most recent academic year data is
available. The current reporting year for Perkins III is July 1, 2006 to June
30, 2007 for all performance indicators with the exception of placement, which
will be for July 1, 2005 to June 30, 2006.
Tech Prep: A student is engaged in the Tech Prep Education
Program is formally counted as a Tech Prep student when they initially enroll in
the Department of Elementary and Secondary Education approved Career Education course(s) portion of a program and when they make a commitment
to pursue completion of an associate or baccalaureate degree, postsecondary
certificate, or two-year plus apprenticeship program in a specific career
field. [Note: The articulation agreement must be signed by 1) the student, 2)
a representative of the LEA (secondary) providing the first two years of
training, and 3) a representative of the postsecondary institution or
apprenticeship program providing the third and fourth years of non-duplicative
training.]
Note: Data collection for Tech Prep will be collected and reported by the Tech Prep consortium fiscal agent.
Special Populations:
Individuals with Disablities: An individual with a physical or mental impairment
that substantially limits one or more of the major life activities of such
individual; a record of such an impairment; or being regarded as having such
an impairment.
Economically Disadvantaged: Families or individuals who
are determined to be low-income according to the latest available data from
the Department of Commerce. Other indicators include Temporary Assistance
to Needy Families (TANF); Food Stamps; Chapter 1, Elementary and Secondary
Education Act (ESEA); free or reduced lunch, National School Lunch Act; Pell
Grant; or Workforce Development Act (WIA) eligibility.
Displaced Homemaker: An individual who has worked primarily
without remuneration to care for a home and family and for that reason has
diminished marketable skills; or has been dependent on the income of another
family member but is no longer supported by that income, or is a parent whose
youngest dependent child will become ineligible to receive assistance under
social security; and is unemployed or underemployed and is experiencing difficulty
in obtaining or upgrading employment.
Limited English Proficiency: An individual who has limited
ability in speaking, reading, writing, or understanding the English language,
and whose native language is a language other than English; or who lives in
a family or community environment in which a language other than English is
the dominant language.
Nontraditional: enrolled and attending a Career Education
course/program that appears on the U.S. Department of Education list of Nontraditional
programs is considered nontraditional.
The list is available here.
Single Parents:
An individual who is unmarried or separated from their spouse and is pregnant or
has sole or joint custody of a minor child or children.
Students With Other Barriers: May include individuals who
under previous Career Education legislation were considered educationally disadvantaged.
Educationally disadvantaged means an individual who scores at or below the
25th percentile on a standardized achievement or aptitude test, whose secondary
grades are below 2.0 on a 4.0 scale (where the grade “A” equals 4.0), or who
fails to attain minimum academic competencies. A student may also be considered
educationally (academically) disadvantaged if they have scored the "Below Basic"
level on any section of
the Missouri Assessment Program. This definition does not include individuals
with learning disabilities.
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Choose Post-Secondary or Secondary or Tech-Prep from Application Menu
Choose desired cycle from the Accountability section of the Cycle Select Page
Choose Perkins III Accountability section from menu
Enter Data and District Information
Submit report once all data errors have been resolved
Notification of submission
Accountability Navigation
Each subindicator is located on a separate worksheet. To move from one worksheet to another, click on the dropdown at the top right corner of the page. Select the subindicator you wish to work on. Cycle Select, Approval/Submission and District Information are all accessed using this dropdown.
To reach the Budget Cycles for your district, you must return to the Cycle Select Page using the dropdown.
To reach the accountability report for a Tech Prep Grant, you must return to the Application Menu.
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To submit your data, select "Approval" from the dropdown at the top right corner of the page. This should be the last page you access. You cannot submit if you have not filled out all of the forms, including the District Information Form.
The first time each year you go to the Approval, you see an Assurance Page. This assurance certifies you agree to abide by the rules and regulations of the Perkins III Grant. Read and click Institution Agrees.
Once you agree, or on any subsequent amendments, you will come to the submit page.
Do not submit unless all information as been entered. Once you click on the submit button, you will not be able to make changes in the data.
When you push the submit button, a series of cross page data quality edits will be run. If these checks find errors in your data, the data will not be submitted to DESE.
-- A list of errors will appear on the submission page.
-- You will then need to correct those errors and attempt to submit again.
If no errors are found, DESE will be notified and the status of your cycle will change. DESE will look over the data and ultimately approve or disapprove.
If approved, the district will receive an e-mail with that information.
If not approved, the district will receive an e-mail with that information. If data is not approved, you must correct and resubmit the data. Payments for a district will be held until all data for that district is collected.
Each form to be completed is very similar in appearance and layout. For example, all the headings along the left-hand side are exactly the same for each worksheet. For each subindicator you are required to disaggregate the data by gender (male or female), race/ethnicity (American Indian or Alaska Native, Asian, Black or African American, Hispanic or Latino, Native Hawaiian or Other Pacific Islander, White, or Unknown/Other), special populations (economically disadvantaged, limited English proficiency, disabled, single parents, displaced homemaker, nontraditional, students with other barriers), and Tech Prep.
Lines 1, 4 and 12 are self calculating fields. The total gender (Line 1) MUST equal the total race/ethnicity (Line 4). Students may be included in multiple special population categories. Therefore, the total special populations (Line 12) might not be equal to Lines 1 and 4.
For Perkins accountability performance is measured in terms of a denominator and a numerator. Column A on each reporting form is the denominator. Column B is the numerator. The LEA’s Level of Performance (bottom left) is the percent derived from dividing Column B by Column A. This percent is compared to the State-Adjusted Level of Performance (bottom middle) which is the level the U.S. Department of Education has determined the state must meet. A variance in the level of performance by the LEA and the state-adjusted level (LEA - State Target) is shown at the bottom right. A positive variance between the LEA’s performance level and the state-adjusted performance level indicates the LEA has met or exceeded the standard. A negative variance between the LEAs performance level and the state-adjusted level indicates the LEA has not met the standard. These values are updated when you hit the save button.
Warnings and Errors:
Warnings: This means check your data. It may be correct, but it differs from the norm. Warnings occur only at the submission stage. You may still submit the data.
Errors: This means your reported data is incorrect. It must be corrected before submission. Error messages include the relevant pages or highlight the relevant field in yellow. Error messages can occur within worksheets or at the submission stage.
The following errors are checked by the computer:
Numerator Greater than Denominator. -- All students reported in the Numerator should be part of the Denominator for that row.
Total Race does not equal Total Gender. --All students should be reported as only one race and one sex.
Number Entered Greater than Total in Column. -- All students reported in any field should be part of the Total Students for that column. The computer won't accept more students in a Special Population than are reported for that column.
Total Special Populations is greater than Total Gender [WARNING ONLY] -- The Total Special Population might be greater than the Total Students. Students in multiple special populations are reported in all categories. This is an informational warning.
Total Special Populations is greater than Four Times the Total Gender [ERROR] -- The Total Special Population might be greater than the Total Students. It shouldn't be greater than four times the total. If you believe this is actually the case, please contact DESE immediately.
Between worksheets.
When you attempt to submit, the worksheets will be compared against each other. NOTE: The Number of Completers on 2S1 (numerator) and 2S2 (denominator) is the same data. There is no error for this as changing the data on one form will change the data on the other.
No Students Reported -- One of the forms has no data in it.
Insufficient MAP test scores reported. [ERROR] -- You should have MAP scores for almost all of your concentrators. This error occurs if you attempt to report less than 75% the number of MAP scores as Skill Assessments.
More Concentrators Eligible to Complete than Concentrators. -- You reported more Concentrators Eligible to Complete are on 2S1 than Concentrators on 1S1 or 1S2. You should report the MAP scores for these Concentrators.
No Nontraditional Participation Reported -- You reported Nontraditional Completion but not Participation.
More Nontraditional Completers than Participants Reported [WARNING] -- All Nontraditional Participants should be counted not just Concentrators. You report more Completers than Participants in at least one category. i.e. The Numerator of 4S2 is greater than that of 4S1.
Some errors block saving of the data. If there is a box with errors at the top
of the form, the data was not saved. You must
correct all errors before it can save the data. Errors are highlighted in
yellow. Mismatched totals will highlight the total rows.
To verify that data was saved correctly. Leave the Web Application and return.
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Core Indicator 1 - Attainment
Subindicator 1S1 measures the percent of secondary concentrators who score at high achievement levels on the Missouri Assessment Program (MAP) test in the subject areas of Mathematics and Communication Arts. Effective April 2007, the categories of achievement levels were changed, so attention must be given to each student’s test dates in order to correctly calculate this percentage. To be included in the numerator for each subject area:
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Advanced |
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Proficient |
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Basic |
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Below Basic |
Top 3 of 5 levels (prior to April 2007)
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Advanced |
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Proficient |
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Nearing Proficient |
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Progressing |
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Step 1 |
The Local Education Agency’s (LEA) level of
performance for Sub-Indicator 1S1 is calculated by adding the denominator
columns together (Number taking the Math test [A-1] plus Number taking
the Communication Arts test [A-2]), then dividing that sum by 2 to get a
denominator average. Then, the numerator columns are added together (Number
scoring in the top levels of Math test [B-1] plus Number scoring in the
top levels of the Communication Arts test [B-2]), then dividing that sum by
2 to get a numerator average. Finally, the numerator average is divided by the
denominator average to calculate the LEA’s level of performance.
To submit scores for the 1S1 (Academic Attainment) portion of the Accountability
Report, each LEA must have both test scores by at least 75% of all its
concentrators.
Subindicator 1S2 measures the percent of secondary concentrators who master
at least 80% of the identified essential skills for all DESE approved occupational
Career education courses/programs offered by the LEA. Students completing
more than one course or program during the reporting year must be counted
in each course or program. If a student completes two Career Education programs
and masters 80% or more of the identified essential skills in each then the
student should be counted twice.
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Subindicator 2S1 measures the percent of secondary concentrators who exit secondary education and earn a high school diploma or G.E.D. during the reporting year. (Your most recent graduates.) This subindicator focuses on how many students, who concentrate in Career education, actually complete secondary education by graduating or earning a G.E.D. Make sure that before you include a student in this count they not only meet the definition of a concentrator but that they also are eligible to graduate during the reporting year. For example, if a Junior has earned 2 units of credit in Career Education they are considered a Career Education concentrator. However, a Junior is not eligible to graduate from high school during the reporting year. Therefore, the student should not be counted for this measure.
NOTE: The Number of Completers on 2S1 (numerator) and 2S2 (denominator) is the same data. Changing the data on one form will change the data on the other.
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Subindicator 2S2 measures the percent of secondary Career Education completers who receive a national, state, or local credential. The credential must be earned during the reporting year. The credential should be directly associated with the students' Career education course or program. A credential includes, but is not limited to, licensure, certification or other credential documenting proficiency. Examples include: receiving a portfolio; MOUS, A+ computer, or Novel computer certification; or Certified Nurses Aid licensure.
NOTE: The Number of Completers on 2S1 (numerator) and 2S2 (denominator) is the same data. Changing the data on one form will change the data on the other.
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Subindicator 3S1 measures the percent of secondary Career Education completers who were placed in employment, military, or continuing education. This subindicator includes both related and nonrelated placement categories. Use the 2006 graduates in which placement data has already been reported to DESE and include only those that have earned at least 2 units of credit in a DESE approved occupational Career Education course/program. Your Perkins completers should be subgroup of your total Career Education completers reported in your 2007 follow-up.
Subindicator 4S1 measures the participation (enrollment) of underrepresented genders in secondary nontraditional programs as identified by the U.S. Department of Education. This subindicator looks at all secondary students who were enrolled in nontraditional programs during the most recently completed school year. It does not require students to meet the concentrator definition in order to be counted. Nontraditional programs are identified as female nontraditional and male nontraditional. For example, Welding appears on the list as a female nontraditional program. Therefore, all students enrolled in Welding are considered nontraditional and the female students are the underrepresented gender.
The denominator includes students of both genders. The numerator is only the underrepresented gender.
Note:
The list of programs that are identified by the U.S. Department of Education
as nontraditional are available here. Only programs that appear on this list
should be considered nontraditional.
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index.
Subindicator 4S2 measures the completion of underrepresented genders in secondary nontraditional programs as identified by the U.S. Department of Education. This subindicator looks at all secondary students who completed their nontraditional program during the most recently completed school year. It does not require students to meet the concentrator definition in order to be counted. Nontraditional programs are identified as female nontraditional and male nontraditional. For example, Practical Nursing appears on the list as a male nontraditional program. Therefore, all students enrolled in Practical Nursing are considered nontraditional and the male students would be considered the underrepresented gender.
The denominator includes students of both genders. The numerator is only the underrepresented gender.
Note:
The list of programs that are identified by the U.S. Department of Education
as nontraditional are available here. Only programs that appear on this list
should be considered nontraditional.
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Enrollment - Participation in Career Education Programs
Report unduplicated enrollment of all students taking at least one approved Career Education course during the reporting year. Disaggregate the students by Career Cluster (see below). If a student is enrolled in courses within more than one cluster, report them only in their primary field of study.
A crosswalk of CoreData Courses to Career Clusters is available here.
1 - Agriculture & Natural Resources
Planning, managing, and performing agricultural production and horticulture and landscaping services and related professional and technical services, mining and extraction operations, and managing and conserving natural resources and related environmental services
2 - Construction
Designing, planning, managing, building, and maintaining physical structures and the larger built environment including roadways and bridges and industrial, commercial and residential facilities and buildings
3 - Manufacturing
Planning, managing, and performing the processing of materials into intermediate or final products and related professional and technical support activities such as production planning and control, maintenance and manufacturing/process engineering
4 - Logistics, Transportation, & Distributing Services
Planning, management, and movement of people, materials, and goods by road, pipeline, air, rail and water and related professional and technical support services such as transportation infrastructure planning and management, logistics services, mobile equipment and facility maintenance
5 - Information Technology Services
Designing, developing, managing, and operating communication and information technology systems, networks, and related hardware and software for telecommunications and computing services
6 - Wholesale/Retail Sales & Services
Planning, managing, and performing wholesaling and retailing services and related marketing and distribution support services including merchandise/product management and promotion
7 - Financial Services
Planning, managing, and providing banking, investment, financial planning, and insurance services
8 - Hospitality & Tourism
Planning, managing, and providing lodging, food, recreation, convention and tourism, and related planning and support services such as travel-related services
9 - Business & Administrative Services
Planning, managing, and providing administrative support, information processing, accounting, and human resource management
10 - Health Services
Planning, managing, and providing diagnostic, therapeutic, and information and environmental services in health care
11 - Human Services
Planning, managing, and providing human services including social and related community services
12 - Arts & Communications Services
Designing, producing, exhibiting, performing, writing, and publishing multimedia content including visual and performing arts and design, journalism, and entertainment services
13 - Legal and Protective Services
Planning, managing, and providing judicial, legal, and protective services including professional and technical support services in the fire protection and criminal justice system
14 - Scientific Research & Technical Services
Planning, managing, and providing scientific research and professional and technical services (physical/engineering and social) including laboratory and testing services, and research and development services
15 - Education & Training Services
Planning, managing, and providing education and training services, and related learning support services including assessment and library and information services
16 - Public Administration/Government Services
Planning, managing, and providing government legislative and administrative and regulatory services and related general purpose government services at the federal, state, and local levels