Perkins V

is the reauthorization of previous Carl Perkins funding to support CTE pathways aligned with local workforce needs.

Purpose of Perkins V

• Develop challenging academic & technical skills that prepare students for employment in high skill, high wage or in demand occupations.

• Promote integration of rigorous and challenging academic & CTE instruction.

• Provide services and activities designed to develop, implement and improve CTE.

• Support partnerships between secondary and post-secondary institutions, local workforce investment boards, business & industry.

• Develop lifelong learning opportunities to keep America competitive

• Increase employment opportunities for special populations

Comprehensive Local Needs Assessment

• Springdale will conduct a data driven Comprehensive Needs Assessment in consultation with a diverse group of stakeholders.

• A four-year Local Application will be submitted for state approval that is based on findings from the Comprehensive Needs Assessment which will contain core indicator performance targets for the four-year period.

CTE Funding

• Any activity that advances the goals of the Perkins program but with stipulations:

  • • • Activities may not supplant state funding

      • Must be EDGAR (Education Dept. General Admin. Regs) complaint

      • Must be PLANNED FOR in the Local Application

Special Populations

• Out-of-workforce individuals (replaces displaced homemaker)

• Homeless individuals

• Youth who are in or have aged out of foster care

• Youth with parents on active duty in armed forces

Existing Special Populations

• Individuals with disabilities

• Individuals from economically disadvantaged families

• Individuals preparing for non-traditional fields (students enrolled in programs leading to employment in a field where 25% of the national workforce is of a single gender. Ex: women in welding; men in nursing)

• Single parents, including single pregnant women

• English language learners

Reporting Special Populations

• Financial aid for economically disadvantaged provided to the school

• Manually collected by students self reporting via a survey in fall and again in the spring

• Student management systems