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Carl D. Perkins Federal Grant

Cost Determination Checklist

Consider the following questions to determine if an activity is eligible for Perkins funding:

1.      Does the activity address a core indicator area that is deficient?

Colleges not meeting at least 90 percent of the target for a core indicator must provide an improvement plan with their annual Perkins report and allocate funding in their annual Perkins budget to address any core indicator deficiencies. Colleges may use college funding sources in lieu of Perkins funds or combine Perkins funding with other college funding to address deficiencies, so long as the combination of funds do not violate federal, state, or NCCCS funding rules.

2.      Is the activity new or does it improve or expand an existing program?

In general, the college must use federal funds to improve career and technical education programs. This means that eligible colleges must target the limited federal dollars for new or improved activities. NOTE: Colleges must use funds for program improvement and expansion, and not to maintain existing activities. Consumable supplies are not allowed.

3.      Does this activity address “Required Users” of Perkins funds (Perkins Act, Section 135)?

The college must address all required uses of funds with either Perkins or non-Perkins dollars. The college’s activities collectively must meet all the required usage categories.

a) Required Uses of Funds

i.     Strengthen the academic and career and technical skills of students participating in career and technical programs, by strengthening the academic and career and technical education components of such programs through the integration of academics with career and technical education programs though a coherent sequences of courses

ii.     Link career and technical education at the secondary postsecondary level, including focusing activities on at least three career and technical education pathways

iii.     Provide students with strong experience in and understanding of all aspects of an industry, which may include work-based learning experiences

iv.     Develop, improve, or expand the use of technology in career and technical education, which may include:

      1. training of career and technical education teachers, faculty, and administrators to use technology, which may include distance learning
      2. providing career and technical education students with the academic and career and technical skills (including the mathematics and science knowledge that provides a strong basis for such skills) that lead to entry into technology fields
      3. encouraging schools to collaborate with technology industries to offer voluntary internships and mentoring programs, including programs that improve the mathematics and science knowledge of students

v.     Provide professional development programs for secondary and postsecondary teachers, faculty, administrators, and career guidance and academic counselors who are involved in integrated career and technical education programs, including:

1. In-service and preservice training on:

      1. effective integration and use of challenging academic and career and technical education provided jointly with academic teachers to the extent practicable
      2. effective teaching skills based on research that includes promising practices
      3. effective practices to improve parental and community involvement
      4. effective use of scientifically based research and data to improve instruction

2.   Develop and implement evaluations of career and technical education programs carried out funds under this title, including an assessment of how the needs of special populations are being met

vi.     Initiate, improve, expand, and modernize quality career and technical education programs, including relevant technology

vii.     Provide services and activities that are of sufficient size, scope, and quality to be effective

viii.     Provide activities to prepare special populations, including single parent and displaced homemakers who are enrolled in career and technical education programs for high-skill, high-wage, or high-demand occupations that will lead to self-sufficiency

4.      How long has Perkins funded the activity?

Perkins funds should support an activity for no more than two years.

5.      Was the activity funded during the previous year by non-Perkins funds?

Perkins funds may not be used to continue an activity funded by any non-Perkins funds the previous year. That would be supplanting, which is expressly prohibited by law.

6.      Is the activity required by federal, state, or local law?

If so, this would be supplanting and would not be eligible for funding.

7.      Is there data to support the identified need for the proposed activity, and can the impact of Perkins funding be measured?

How Perkins funds are used must be supported by data at the program level, and the college must have the capacity to measure improvement attained as a result of the use of Perkins funds. If an activity cannot be measured, it cannot be funded with Perkins funds.