Carl Perkins Equity and Special Populations

Background/History of CPA Requirements for Equity

Beginning in FY '92, school districts were required to complete a district-wide Equity Plan in order to receive Carl Perkins (CPA) funding.  The primary focus of these plans was gender equity, largely because CPA II included a setaside for sex equity that was used to assist districts in developing and implementing the Equity Plan.  Districts developed and updated these plans for a five-year period so that the life of the current Equity Plan varies from those in effect for 1995-2000 to those submitted for 1999-2004.

CPA III Requirements for Equity and Special Populations

CPA III requires school districts to address equity and services to special populations in the 2001-2002 CPA Application.  It does not require a district to submit an Equity Plan to the state.  Neither does CPA III include a sex equity setaside to address sex bias and sex role stereotyping in vocational and technical education. 

The emphasis in CPA III is on access to and success in vocational education programs on the part of all special populations.  CPA III defines special populations as "individuals with disabilities, economically disadvantaged individuals, individuals preparing for nontraditional training and employment, single parents (including teen parents and pregnant teens), and individuals with other barriers to educational achievement."  Wisconsin has added "racial/ethnic minorities" (students of color) to this list.  In addition, the Secretary of the Department of Education recently expanded this definition to include academically disadvantaged students.  Note that "special needs students" (e.g., students with disabilities) is only one of a number of student groups under this new definition of special populations.

Specifically, districts are required, in their local plan application, to describe:

a. how nondiscrimination policies and procedures are currently implemented, who is responsible, and how often these are evaluated; 

b. specific strategies to reduce barriers and improve access to vocational education programs by special populations; 

c. services provided to ensure successful completion of vocational education programs on the part of special populations; 

d. marketing, assessment and intervention strategies that are being used to achieve higher nontraditional enrollment and retention rates; and 

e. how funds will be used to promote preparation for nontraditional training and employment. 

In addition, CPA III accountability provisions require the development and implementation of state adjusted levels of performance based on core indicators.  One of the required core indicators addresses "student participation in and completion of vocational and technical education programs that lead to nontraditional training and employment."

While a "stand alone" gender equity plan is no longer required under CPA III, districts are strongly encouraged to engage in comprehensive planning for equity and diversity, taking into account equity related requirements of all federal sources of funding, as well as 118.13 of Wisconsin state Statutes and PI 9 Wisconsin Administrative Code.  Relevant sections of this comprehensive plan can then be imported into the equity/special populations requirements of various federal plans, including CPA III to support LEAs as they create opportunities for special populations and infuse equity in their programs and services, the Department of Public Instruction, UW-Stout, and educators around the state are collaborating on a four-year, $240,000 project entitled the Tackle Box Project.  While the project focuses on young women in technology education, the project serves a bigger purpose in that it is a model for LEAs to meet the needs of special populations. 

The Tackle Box Project is producing a web-based set of resources for administrators, educators, School-to-Work Coordinators, counselors, business and industry, community members and organizations, parents, and students.  The resources address specific considerations (curriculum and instruction, messages from parents, messages from society, messages from counselors, classroom climate, role models/mentors, etc.); for each consideration, the Tackle Box will include a discussion, additional research and materials, strategies for change, and resources (websites, curriculum guides, etc.).  The Tackle Box Project also provides training to administrators, educators, counselors, parents, and communities. 

For more information on special populations considerations, the Tackle Box Project, or other equity concerns, please refer to the Equity Mission Team's home page at http:/dpi.wi.gov/dlsea/equity/programs.html, then select Gender Equity or any other program of interest.  Contact: Courtney Reed Jenkins, Gender Equity Consultant; Equity Mission Team; 608-267-2443; courtney.jenkins@dpi.wi.gov.

District Self-Evaluation-Spring 2001
118.13 of Wisconsin State Statutes and PI 9 Wisconsin Administrative Code require school districts to submit a self-evaluation every five years.  The self evaluation is extensive, covering questions related to school board policies and administrative procedures, enrollment trends, curriculum and instruction, counseling, pupil assessment and testing, disciplinary actions, school athletics and extracurricular activities, scholarships, etc.  In addition, school districts are required to provide an opportunity for participation in the evaluation by pupils, teachers, administrators, parents and residents of the school district.

It is anticipated that the report will be due in spring, 2001, in advance of the IASA consolidated plan revisions.  Department staff is working on coordinating the timing of these two submissions so that school districts may use the self-evaluation report in preparing their revised IASA plan.  This is the initial step of an effort to move toward a comprehensive equity planning and reporting system, which may eventually include components required under the Carl Perkins Act and other programs.

In the meantime, a detailed guide for completing this self evaluation will be distributed in spring, 2000.  Technical assistance workshops will be held either in the spring or fall of 2000. Districts that support their equity teams' efforts to implement a comprehensive equity plan will be in an excellent position to complete the self-evaluation. In turn, the results of the self-evaluation will help guide future strategies for addressing equity in federal programs, such as CPA III.  See the Department's Equity Mission Team's website for more information. http://dpi.wi.gov/dlsea/equity/whatsnew.html

Support for Equity Utilizing Carl Perkins III Funds
Funding priorities are:

1. One FTE-DPI

2. State-level projects:

a. Wisconsin's Tackle Box Project: Preparing Female High School Students for Technological Careers

b. Other state-level projects to assist school districts meet State Adjusted Levels Of Performance based on core indicators.

 

For questions about this information, contact Barbara A. Bitters (608) 266-9609

Last updated on 2/25/2008 1:28:39 PM