**CONSOLIDATED ANNUAL PERFORMANCE, ACCOUNTABILITY, AND FINANCIAL STATUS
REPORT**

##### FOR THE

##### STATE BASIC GRANT AND TECH-PREP GRANT PROGRAMS

**Under the**

**CARL D. PERKINS VOCATIONAL**

**AND**

**TECHNICAL EDUCATION ACT OF 1998**

**2001-2002, 2002-2003 and 2003-2004**

U.S. Department of Education

Office of Vocational and Adult Education

Carl D. Perkins Vocational and Technical Education Act 1998, Public Law
105-332

Basic Grant to States, CFDA 084.048A and Tech-Prep Education CFDA
084.243A

OMB NO: [1830-0503]{.underline}

#### EXPIRES: [12/31/2004]{.underline} 

According to the Paperwork Reduction Act of 1995, no persons are
required to respond to a collection of information unless it displays a
valid OMB control number. The valid OMB control number for this
information collection is [1830-0503]{.underline}. The time required to
complete this information collection is estimated to average 130.25
hours per response, including the time to review instructions, search
existing data resources, gather and maintain the data needed, and
complete and review the information collection. If you have any comments
concerning the accuracy of the time estimate(s) or suggestions for
improving this form, please write to: U. S. Department of Education,
Washington, DC 20202-4651. If you have comments or concerns regarding
the status of your individual submission of this form, write directly
to: Division of Vocational Technical Education, U.S. Department of
Education, 400 Maryland Avenue, SW, MES Room 4317, Washington, DC 20202.

**Table Of Contents**

**Page**

-   Background of the Report 3

-   General Instructions 4

-   Definitions 5

-   Section A: Instructions for The Cover Sheet 8

-   Section B: Instructions for Narrative Report 10

-   Section C: Instructions for Financial Status Report 13

-   Section D: Instructions for Basic Grant and Tech Prep

Student Enrollment Report 19

-   Section E: Instructions for Accountability Report 21

**Background of the Report**

This document contains the U.S. Department of Education's Consolidated
Annual Performance, Accountability, and Financial Status Reporting
instructions for the State grant and Tech- Prep grant programs
authorized by the Carl D. Perkins Vocational and Technical Education Act
of 1998, 20 U.S.C. §§ 2301 et seq. as amended by P.L. 105-332 (Perkins
III). Prepared in consultation with State officials, it includes all
program reporting as well as Annual Performance Reporting requirements,
for program years 2001-2002 through 2003-2004, addressing the progress
States are making in implementing the State plans.

Under Perkins III, the U. S. Department of Education distributes
approximately \$1 billion to States and, through them, to local
educational agencies (LEAs) and other subgrantees for purposes of
improving the vocational educational achievement of the nation's
students. In implementing these programs, Perkins III emphasizes the
importance of accountability for performance and fiscal management in
contributing to States and school districts\' achieving their education
goals for all vocational students.

This is the second generation of a consolidated annual reporting system.
This single reporting instrument incorporates (1) the accountability
reporting requirements under Section 113 of Perkins III, and (2) the
reporting requirements under the Education Department General
Administrative Regulations (34 CFR Part 80.40 (Annual Performance
Report) and 80.41 (Financial Status Report)).

The reporting instrument:

1.  Promotes coordinated data collection by including, in a single
    instrument, all of the annual information that the Department needs
    for this program; and

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1.  Reduces burden on eligible agencies by consolidating formerly
    separate reporting instruments into a single document; streamlining
    reporting requests for more efficient program administration; and
    eliminating duplication and unnecessary requests for information.

It is expected that reporting will continue to change as the Department
and the States develop their capacities to elicit and use accurate and
reliable information for purposes of monitoring, reporting, and
improving vocational programs and services.

The Department will continue collaborating with eligible agencies on
ways to improve a consolidated reporting instrument that would be used
for reporting on activities conducted in the future.

In addition, the Department has contracted for the continued development
and improvement of a web-based reporting system. The Department is
committed to working with the contractor and eligible agencies so that
all States that choose to do so can submit their reports via the web or
via Excel forms that can be submitted to the Department through the web.

**General Instructions**

The Consolidated Annual Report should be submitted electronically, along
with a cover sheet signed with an electronic PIN. The instructions for
the web-based and Excel forms, as well as the CAR instrument itself can
be found at: www.PerkinsCAR.com.

**Reporting Requirements:**

The report is due December 31 of each year. Department of Education
regulations require that annual performance and financial status reports
be submitted by the 90^th^ day following the grant year (34 CFR
§80.40(b)(1), §80.41(b)(4)). If needed, the Regional Accountability
Specialist may grant an extension to States for the financial status
reports only. Extensions will not be granted for the accountability data
or the narrative.

The following pages summarize in detail the reporting requirements. In
responding, eligible agencies must furnish information that reflects
data for the current reporting program year.

Report submission will have one interim FSR for Perkins III for the
current reporting program year and one final FSR for the previously
reported program year.

**[Definitions]{.underline}**

**[State Performance Measures]{.underline}**: Section 113, (b)(1)

**[Indicators of Performance]{.underline}**: Section 113, (b)(2)(A)

**[Additional Indicators of Performance]{.underline}**: Section 113,
(b)(2)(B)

**[Levels of Performance]{.underline}**: Section 113, (b)(3)

**[State Adjusted Levels of Performance for Core Indicators of
Performance]{.underline}**: Section 113, (b)(3)(A)

**RACE and ETHNICITY**: The following categories and definitions are
based on the "The Standards for the Classification of Federal Data on
Race and Ethnicity (Statistical Policy Directive No. 15)" that was
issued by the Office of Management and Budget (OMB) in 1977.

**AMERICAN INDIAN or ALASKAN NATIVE**: A person having origins in any of
the original peoples of North America, and who maintains cultural
identification through tribal affiliation or community recognition.

**ASIAN or PACIFIC ISLANDER**: A person having origins in any of the
original peoples of the Far East, Southeast Asia, the Indian
subcontinent, or the Pacific Islands. This includes people from China,
Japan, Korea, the Philippine Islands, American Samoa,

India, and Vietnam.

**BLACK, NON-HISPANIC**: A person having origins in any of the black
racial groups of Africa (except those of Hispanic origin).

**HISPANIC**: A person of Mexican, Puerto Rican, Cuban, Central or South
American or other Spanish culture or origin, regardless of race.

**WHITE, NON-HISPANIC**: A person having origins in any of the original
peoples of Europe, North Africa, or the Middle East (except those of
Hispanic origin).

**[Displaced homemaker]{.underline}**: The term "displaced homemaker"
means an individual who --

> (A)(i) has worked primarily without remuneration to care for a home
> and family and for that reason has diminished marketable skills;
>
> \(ii\) has been dependent on the income of another family member but
> is no longer supported by that income; or
>
> \(iii\) is a parent whose youngest dependent child will become
> ineligible to receive assistance under part A of title IV of the
> Social Security Act (42 U.S.C. 601 et seq.) not later than 2 years
> after the date on which the parent applies for assistance under this
> title; and
>
> \(B\) is unemployed or underemployed and is experiencing difficulty in
> obtaining or upgrading employment. \[sec. 3(7)\]

**[Economically disadvantaged]{.underline}:** The term \"economically
disadvantaged\" means individuals from economically disadvantaged
families, including foster children. \[sec. (3)(23)\].

**[Individual with limited English proficiency]{.underline}:** The term
\"individual with limited English proficiency\" means a secondary school
student, an adult, or an out-of-school youth, who has limited ability in
speaking, reading, writing, or understanding the English language,
and---

> \(A\) whose native language is a language other than English; or
>
> \(B\) who lives in a family or community environment in which a
> language other than English is the dominant language. \[sec. 3(13)\]

**[Individual with a disability]{.underline}:** The term \"individual
with a disability\" means an individual with any disability (as defined
in section 3 of the Americans with Disabilities Act of 1990 (42 U.S.C.
12102) \[sec. 3(14)\] and IDEA "97")) \[sec 300.7\]

**[Individuals with other barriers to educational
achievement]{.underline}:** The term \"individuals with other barriers
to educational achievement\" is defined by each State as part of your
Perkins III State plan. Include those categories or groups of students
identified in your State plan as \"individuals with other barriers to
educational achievement.\" \[sec. 3(23)\]

**[Non-traditional training and employment]{.underline}:** The term
\"nontraditional training and employment\" means occupations or fields
of work, including careers in computer science, technology, and other
emerging high skill occupations, for which individuals from one gender
comprise less than 25 percent of the individuals employed in each such
occupation or field of work. \[sec. 3(17)\]. Because our nation's labor
force is increasingly mobile and the labor market internationally
competitive, the Department encourages States to use national employment
statistics to identify non-traditional occupations. However, States may
use State data on employment to identify nontraditional occupations if
it improves targeting of educational improvement activities for
nontraditional employment and service to students enrolled in those
programs. You may get additional information on employment statistics
and non-traditional occupations from the Americas Career Resource
Network (ACRN) in each state or your state WIA agency Employment
Training Administration (ESA), and the Bureau of Labor Statistics of the
U.S. Department of Labor (BLS). \[OVAE Program Memorandum #2003\]

**[Single parents]{.underline}:** The term \"single parents\" includes
single pregnant women. \[sec. (3)(23)\]

### [Threshold Level of Vocational Education]{.underline}: A threshold level of vocational education is defined "a sequence of courses that provides individuals with the academic and technical knowledge and skills the individuals used to prepare for further education and for careers (other than careers requiring a baccalaureate, masters, or doctoral degree) in current or emerging employment sectors." \[sec. 3 (39)\]

### [Vocational Participant]{.underline}: Student who enrolled in at least one vocational-technical education course.

### [Vocational Concentrator]{.underline}: Student who enrolled in a threshold level of vocational education.

### 

### [Vocational Completer]{.underline}: Student who attained the academic and technical knowledge/skills/proficiencies within a program/sequence of courses or instructional units that provides an individual with the academic and technical knowledge/skills/proficiencies to prepare the individual for employment and/or further/advanced education. 

**SECTION A**

### INSTRUCTIONS FOR COMPLETING

### THE COVER SHEET 

**FOR THE CONSOLIDATED ANNUAL PERFORMANCE, ACCOUNTABILITY, AND FINANCIAL
STATUS REPORT**

**[Instructions for completing the Cover sheet:]{.underline}**

**[Block]{.underline} [Instructions]{.underline}**

1.  Enter the grant recipient organization's name and address.

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1.  Enter PR/Award numbers as indicated in Block 5 of the Grant Award
    Notifications for the Basic Grant to States and Tech-Prep.

2.  For optional use by those agencies needing cross-reference
    identification.

3.  Specify the program year covered in the report, e.g. July1, 2001
    through June 30, 2002.

4.  Include any remarks that are necessary to explain any specifics in
    the report. Attach additional information if needed.

5.  Enter name of authorized certifying official, date of submission and
    telephone. The Executive Officer, or designee, of the Grant
    recipient as appropriate, must certify the report. Entry of an
    electronic Personal Identification Number upon electronic submission
    will be considered as official certification of the report.

**SECTION B**

**INSTRUCTIONS FOR COMPLETING**

**THE NARRATIVE REPORT**

FOR THE CONSOLIDATED ANNUAL PERFORMANCE, ACCOUNTABILITY, AND FINANCIAL
STATUS REPORT

**[Instructions for Completing the Narrative:]{.underline}**

Section 114(a)(1) of Perkins III requires the Secretary to "collect
performance information about, and report on, the condition of
vocational and technical education and on the effectiveness of State and
local programs, services, and activities carried out under" Perkins III.
Eligible agencies are required by section 114(b)(2) to "cooperate with
the Secretary in implementing the information systems developed pursuant
to" Perkins III.

This report, not to exceed 20 pages, describes the implementation and
success of the States' improvement strategies and the estimated impact
of those improvement strategies on the core indicators. The document
contains a description of the progress States have made in achieving the
goals and objectives outlined in their State Plans and represents the
States' analysis of established performance levels and any subsequent
changes or modifications States might need to make to their State Plans.
The annual program and accountability sections of this report must
contain narrative text and include other pertinent information and data
that describe the condition and effectiveness of vocational and
technical education activities assisted by the Act during the
twelve-month program year as defined by the State reporting period for
the following:

**[Executive Summary]{.underline}**

> A brief one or two sentence description of each of the following
> sections including the responses to the accountability questions
> listed on the accountability data collection forms.
>
> **[Narrative]{.underline}**

I.  Program Administration \[Section 122 (c)\]

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a.  Report on State Administration (roles/responsibility summary)

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a.  Report on State Leadership \[Section 124\]

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1.  Required Activities

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1.  Permissive Activities

2.  Core Indicator Related Activity

> Activity
>
> Outcome
>
> Budget (or reference section C: "Instructions for Completing Financial
> Status Report")

b.  Implications for next fiscal year/State Plan

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II. Program Performance

Performance Accountability - Core Indicators \[Section 113\]

Special Populations \[Section 122(c) (7), (8), (13), (17), (18)\]

Tech Prep \[Sections 204(c) and 205\]

Fiscal Requirements \[Sections 122(c)(10) and (11); and 122(c) (4) (A)
and (B)\]

a.  State Performance Summary

> Describe the state's performance results compared to negotiated
> performance levels and comparable performance results including
> special populations and Tech Prep. Describe reasons for not meeting
> levels for each core subindicator. Also, describe major challenges or
> reasons for special populations not reaching performance levels of
> vocational concentrators for all applicable core subindicators. If you
> failed to meet the agreed-upon performance levels for the preceding
> year provide a copy of the State improvement plan. \[Sec 123\]

a.  Definition of Vocational Concentrator and Tech Prep Students

> Provide brief definitions of "vocational concentrator" and "Tech Prep
> student." Indicate whether these definitions have changed from the
> previous program year.

b.  Measurement Approaches and Data Quality Improvement

> Indicate the measurement approach(es) and numerator/denominator
> definitions used for each of the subindicators. Indicate your State's
> assessment of the quality of the data using the indicated approaches
> and list and describe the state activities to improve data quality.
>
> Briefly describe these state efforts to improve data quality,
> especially for subindicators with low quality ratings.

c.  Effectiveness of Improvement Strategies in Previous Program Year

> Summarize the planned improvement strategies for each subindicator.
> This summary should address the State's policies and procedures that
> are proposed to close the achievement gap for its vocational students,
> decrease bureaucracy and increase flexibility for local programs,
> increase options for parents and students and focus federal funding in
> those vocational programs, services and activities that are proven to
> increase student achievement.
>
> Provide a brief narrative for these strategies. The narrative should
> address the following major questions as they relate to the approved
> state plan activities.

-   What activities were completed?

-   To what extent did the planned expenditures impact and support these
    activities?

-   What results were achieved from these activities for all students or
    targeted populations?

-   What were the impacts (or are the expected impacts) on the core
    subindicator for all students or targeted populations?

-   What are the implications for planning or revising improvement
    strategies for next program year?

d.  Improvement Strategies for Next Program Year

> Provide a brief narrative for each subindicator on the proposed
> improvement strategies for the next program year. The narrative should
> be based on the State Performance Summary (II a) and the Effectiveness
> of Improvement Strategies (II d) in the previous program years

**SECTION C**

**INSTRUCTIONS FOR COMPLETING**

**THE FINANCIAL STATUS REPORT**

**FOR THE CONSOLIDATED ANNUAL PERFORMANCE, ACCOUNTABILITY, AND FINANCIAL
STATUS REPORT**

**[Instructions for completing the Financial Status
Report:]{.underline}**

-   There are forms for an Interim and Final report. The Basic Grant and
    the Tech-Prep Grant from the same fiscal year are reported on the
    same form.

    -   The report is final when there are no additional outlays or
        obligations against the grant award and all existing obligations
        have been liquidated. FSRs that are not final are considered
        interim reports. Fill out the Interim report if all existing
        obligations have not been liquidated, and a Final report if
        there are no unliquidated obligations.

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-   Identify the accounting basis used by the Grantee.

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-   Enter Federal Funding Period based on information obtained in Block
    6 of the Grant Award Notification.

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-   If this is an interim report, specify the Federal Funding Period as
    requested in the block. If this is a final report, specify the 27
    months (Federal Funding Period plus 12 months of Carryover) during
    which obligations can be made from funds under this award; i.e. July
    1, 2000 through September 30, 2002. This block refers to the period
    of obligations only. DO NOT include periods where liquidations or
    other adjustments were made. Compliance determinations will be made
    on final reports.

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-   Enter the Period Covered by this Report in the appropriate box.

-   Enter the Grant Award Number in the appropriate box.

-   Complete the table using the instructions and data descriptions
    located on page fifteen of this manual.

-   At the bottom of the form, include any remarks that are necessary to
    explain any specifics in the report. In completing the data
    collection forms, if a cell is determined by the state to be
    inapplicable, N/P can be recorded. An explanation of the
    determination must be included in the appropriate narrative section
    of the report. It is suggested a reference to the narrative be
    included with the data collection instrument.

Financial data recorded on each line item of the form is to be
reflective of the time period as specified at the top of this page.

**[Column]{.underline} [Instructions]{.underline}**

A On an interim FSR, this column must be zero (0). On the final FSR,
list here what was reported in column D (net outlays this report period)
on the interim FSR.

B Enter the total amount of outlays, both federal and non-federal. An
outlay is recorded when cash has been paid for an existing obligation.

C Enter the program income credits earned from activities funded by this
award.

D Enter the result of Column B minus Column C.

E Enter the result of Column A plus Column D.

F Enter the total amount of non-federal vocational-technical education
outlays.

G Enter the result of Column E minus Column F.

H Enter the amount of all unliquidated obligations as of the end of the
reporting period. On a final report, this column must equal zero.

I Enter the result of Column G plus Column H.

J On Line 1, enter the amount of funds (if any) that the grantee
budgeted in its State Plan for secondary eligible recipients for the
purpose of the Reserve, as described in Section 112(c).

> On Line 2, enter the amount of funds (if any) that the grantee
> budgeted in its State Plan for postsecondary eligible recipients for
> the purpose of the Reserve, as described in Section 112(c).
>
> On Line 3, enter the sum of Lines 1 and 2.
>
> For Line 4, enter the remaining amount of funds budgeted for secondary
> eligible recipients from its set-aside as described in Section
> 112(a)(1).
>
> For Line 5, enter the remaining amount of funds budgeted for
> postsecondary eligible recipients from its set-aside as described in
> Section 112(a)(1).
>
> On Line 6, enter the sum of Lines 4 and 5.
>
> On Line 7, enter the sum of Lines 3, and 6.
>
> For Line 8, enter the amount the grantee budgeted in its State Plan
> for State Leadership program activities for non-traditional training
> and employment, as described in Section 112(a)(2)(B).
>
> For Line 9, enter the amount (if any) the grantee budgeted in its
> State Plan for State Leadership program activities for state
> institutions, as described in Section 112(a)(2)(A).
>
> For Line 10, enter the remaining amount of funds the grantee budgeted
> in its State Plan for State Leadership activities as described Section
> 112(a)(2).
>
> For Line 11, enter the remaining amount of funds budgeted in its State
> Plan for State Leadership activities, as described in Section
> 112(a)(2).
>
> For Line 12, enter the total amount the grantee budgeted in its State
> Plan for State Administration activities, as described in Section
> 112(a)(3).
>
> For Line 13, enter the amount the grantee budgeted in its State Plan
> for the total Basic Grant, authorized on the Basic Grant to States
> award as indicated in Block 7 of Grant Award Notification
> (EDGAPS-001).
>
> For Line 14, enter the amount the grantee budgeted in its State Plan
> for State Administration activities, described in Section 3(1), for
> administering the programs described in Title II, Tech-Prep Education.
>
> For Line 15, enter the amount the grantee budgeted in its State Plan
> for Local Consortia, described in Title II, Tech-Prep Education.
>
> On Line 16, enter the sum of Lines 14 and 15.

K Enter the result of Column J minus Column I.

**[Line]{.underline} [Instructions]{.underline}**

1.  Enter outlays, program income credits, or unliquidated obligations,
    as appropriate, that were incurred by Secondary Eligible Recipients
    for the purposes of the Reserve as described in Section 112(c).

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1.  Enter outlays, program income credits, or unliquidated obligations,
    as appropriate, that were incurred by Postsecondary Eligible
    Recipients for the purposes of the Reserve as described in Section
    112(c).

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3.  Enter the sum of Lines 1 and 2. For compliance purposes on the final
    report, the amount in cell I3 must not exceed 10% of the amount in
    Cell I7.

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3.  Enter outlays, program income credits, or unliquidated obligations,
    as appropriate, that were incurred by Secondary Eligible Recipients
    for all other local activities not reported above, from funds made
    available under Section 112(a)(1).

4.  Enter outlays, program income credits, or unliquidated obligations,
    as appropriate, that were incurred by Postsecondary Eligible
    Recipients for all other local activities not reported above, from
    funds made available under Section 112(a)(1).

5.  Enter the sum of Lines 4 and 5.

6.  Enter the sum of Lines 3, and 6. For compliance purposes on the
    final report, the amount in cell I7 should not be less than 85% of
    cell I13, unless I13 equals less than \$5,000,000. If I13 is less
    than \$5,000,000, see the State Plan budget for minimum value.

7.  Enter outlays, program income credits, or unliquidated obligations,
    as appropriate, that were incurred by the Eligible Agency from
    activities described in Section 124(b)(5) from funds set-aside in
    Section 112(a)(2)(B). NOTE: For compliance purposes the amount in
    cell I8 should not be less than \$60,000 and not greater than
    \$150,000.

9 Enter outlays, program income credits, or unliquidated obligations, as
appropriate, that were incurred by the Eligible Agency from activities
described in Section 124 (b) (7) from funds set-aside in Section
112(a)(2)(A). For compliance purposes on the final report, the amount in
cell I9 should not be greater than 1% of Cell I13.

10. Enter the outlays, program income credits, or unliquidated
    obligations, as appropriate, that were incurred by the Eligible
    Agency from activities described in Section 124 from funds set-aside
    in Section 112(a)(2).

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10. Enter the sum of Lines 8, 9 and 10. For compliance purposes on the
    final report, the amount in cell I11 should not be greater than 10%
    of Cell I13.

11. Enter all outlays, program income credits, or unliquidated
    obligations, as appropriate, that were incurred by the Eligible
    Agency from activities described in Section 121 from funds set-aside
    in Section 112(a)(3).

> For compliance purposes on the final report, the amount in cell I12
> should not be greater than 5% of I13**,** unless cell I13 equals less
> than \$5,000,000. In that case, the approved State Plan budget amount
> is the maximum value allowed.

12. Enter the sum of Lines 7, 11 and 12. For compliance purposes on the
    final report, the amount in cell J13 must equal amount of Basic
    Grant to States award as indicated in Block 7 of Grant Award
    Notification (EDGAPS-001). Cell I13 must not exceed value of Cell
    J13.

13. Enter all outlays, program income credits, or unliquidated
    obligations, as appropriate, that were incurred by the Eligible
    Agency to administer, as described in Section 3(1), the programs
    described in Title II.

14. Enter all outlays, program income credits, or unliquidated
    obligations, as appropriate, that were incurred by the consortia for
    activities described in Title II.

15. Enter the sum of Lines 14 and 15. For compliance purposes on the
    final report, the amount in cell I16 must equal the amount of the
    Tech-Prep Education award as indicated in Block 7 of Grant Award
    Notification (EDGAPS-001). Cell I16 must not exceed value of Cell
    J16.

### SECTION D

**INSTRUCTIONS FOR COMPLETING**

**THE BASIC GRANT AND TECH PREP STUDENT ENROLLMENT**

**FOR THE CONSOLIDATED ANNUAL PERFORMANCE, ACCOUNTABILITY, AND FINANCIAL
STATUS**

**REPORT**

**[Instructions For Completing The Basic Grant And Tech Prep
Student]{.underline} [Enrollment Reports]{.underline}:**

In completing the Student Enrollment data collection forms for the Basic
Grant and the Tech Prep Grant, Racial/Ethnic and Special Population
categories are required data breakouts. Separate forms are provided for
Secondary, Postsecondary, and Adult levels (the Adult level is relevant
only to those states offering these programs).

[]{.mark}

-   Row 2 entitled "Unduplicated Total" contains the male, female and
    gender unknown\* unduplicated enrollment count of participants as
    defined by the state.

-   Rows 3-8 and rows 10-16 are population data breakout cells and may
    be a duplicate count of students that can be reported in each
    Racial/Ethnic and Special Populations categories for which they meet
    the definitions. This includes "American Indian or Alaska Native;
    Asian or Pacific Islander; Black, non-Hispanic; Hispanic; White,
    non-Hispanic; Unknown/Other; and Total Race/Ethnicity as well as
    Individuals with Disabilities, Economically Disadvantaged,
    Nontraditional Enrollees, Single Parents, Displaced Homemakers,
    Other Education Barriers and Limited English Proficient categories.

-   In completing the data collection forms in an Excel or Web-based
    data collection format each data entry cell must contain either a
    digit or "N/P"\*\*. The computer will automatically calculate all
    shaded data cells. A zero (*0)* in the cell means that the state is
    reporting that there are no students in that category.

**\*** In reporting Gender Unknown, if you have 10 students -- 5 known
males and 3 known females\--2 students would be reported in the gender
unknown category, if you could not identify the gender. If you have 5
males and 5 females, you would report zero (0) in the gender unknown
category.

\*\* Not Provided\-- An *N/P* in a cell can mean the following for a
state: 1) that the state has attempted to collect data from the locals
or institutions, and such data was not provided *(N/P)* by or could not
be obtained by the local education agencies or institutions; 2) the
state refuses to provide the data; 3) the data is not available for
reporting. It is the states' responsibility to attempt to get the
information. An *N/P* reported will be counted, aggregated, as a zero.
If an N/P is reported, provide and explanation of why the data is not
reported.

**SECTION E**

**INSTRUCTIONS FOR COMPLETING**

**THE ACCOUNTABILITY REPORT**

**FOR THE CONSOLIDATED ANNUAL PERFORMANCE, ACCOUNTABILITY, AND FINANCIAL
STATUS**

**REPORT**

**[Instructions for Completing the Accountability Forms:]{.underline}**

+----------+-----------------------------------------------------------+
| # Column | # Data Entry Instructions for all Core Indicator Forms    |
+----------+-----------------------------------------------------------+
| C;       | Enter the total number of vocational program students     |
|          | meeting the state-negotiated numerator definition for     |
| Lines 2  | reporting for each population (gender, race/ethnicity,    |
| through  | special population and tech prep) identified in column B. |
| 18       |                                                           |
+----------+-----------------------------------------------------------+
| D;       | Enter the total number of students meeting the            |
|          | state-negotiated denominator definition for each          |
| Lines 2  | population (secondary, gender, ethnicity, special         |
| through  | population and tech prep) identified in column B.         |
| 18       |                                                           |
+----------+-----------------------------------------------------------+
| E        | The state-negotiated adjusted performance level           |
|          | percentage is pre-populated in the "Grand Total" rows for |
|          | this program year as agreed to with OVAE. You do not      |
|          | enter data into this column.                              |
+----------+-----------------------------------------------------------+
| F        | The computer program calculates the total percent that    |
|          | identifies the actual levels of performance for this      |
|          | program year. You do not enter data in this column.       |
+----------+-----------------------------------------------------------+
| G        | An "E" will be placed in the column if the actual Level   |
|          | of Performance has exceeded the adjusted Level of         |
|          | Performance. An "M" will be placed in the column if the   |
|          | level is met. A "D" will be placed in the column if the   |
|          | level is not met. You do not enter data into this column. |
+----------+-----------------------------------------------------------+

**[Tips on filling out the Data Collection forms:]{.underline}**

In completing the Accountability Data Collection forms in an Excel or
web-based data collection format each cell must have a digit or N/P and:

-   Column C "Numerator" is the number of students that are determined
    to have achieved the established outcome.

-   Column D "Denominator" is the number of students that were eligible
    to achieve the establish outcome.

-   Column G "Actual vs. Adjusted level of Performance" is automatically
    calculated and identified with an E-Exceed, M-Met and D-Didn't Meet.

-   The Racial/Ethnic, Special Population and Tech Prep categories are
    required data breakouts and can be duplicate counts. Race/Ethnicity
    includes "American Indian or Alaska Native; Asian or Pacific
    Islander; Black, non-Hispanic; Hispanic; White, non-Hispanic; and
    Unknown/Other. Special Populations include Individuals with
    Disabilities; Economically Disadvantaged; Nontraditional Enrollees;
    Single Parents; Displaced Homemakers;, Other Educational Barriers;
    and Limited English Proficient categories. Student outcomes
    (results) for each Core Indicator should be reported under each
    Special Population and Race/Ethnicity of which they are a member.
    For example, if a student is disabled and economically
    disadvantaged, they would be reported twice---once under disabled
    and again under economically disadvantaged.

-   Core Indicator #3 Placement and Retention -- Total Placement data
    are unduplicated. However, the Core Indicator #3 Placement and
    Retention, sub-indicators Education/Training, and
    Employment/Military data may be duplicated, if a student is placed
    in education and becomes employed, for example.

-   States reporting Military data should use the Employment form for
    reporting. States should combine these data.

-   Report secondary data on the forms marked "Secondary" and collegiate
    data AA degree granting institution in the section entitled
    "Postsecondary".

-   Report Adult evening school data or tech center data on the forms
    marked "Adult". This applies to only those States with these
    programs.

-   For those States reporting additional measures, an optional form is
    provided. States should identify the measure(s) in the heading (such
    as Cost, Drop-outs, other academic areas e.g. English, Math and
    Science) and complete the form in the same manner as for the
    required Indicators of Performance. States may duplicate this form.

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-   The shaded Male, Female and Gender Unknown "Grand Total" rows will
    be automatically calculated by the computer. The computer calculates
    the shaded "Total" Secondary and Postsecondary Male, Female and
    Gender Unknown rows.

For additional guidance the Division of Vocational Technical Education
has prepared in consultation with the States a [CORE INDICATOR
FRAMEWORK]{.underline} that may be found on the Internet at:
<http://www.edcountability.net/core_indicators_p/core_indicators_pub.cfm>

States must report data for all negotiated indicators. These may include
all or some of the following:

# Core Indicator 1: 

# 

# Attainment Of Academic Skills, Secondary (1S1)

# All students who reach a state-defined threshold level of vocational education will master academic knowledge and skills that meet challenging state academic standards.

# 

# Attainment Of Academic Skills, Postsecondary (1P1)

# All students who reach a state-defined threshold level of vocational education to complete a postsecondary program will master the knowledge and skills that meet program-defined academic standards.

# Attainment Of Vocational Skills, Secondary (1S2)

All students who reach a state-defined threshold level of vocational
education will master the knowledge and skills that meet
state-established, industry-validated career and technical skill
standards.

# Attainment Of Vocational Skills, Postsecondary (1P2)

All students who reach a state-defined threshold level of vocational
education to complete a postsecondary program will attain the knowledge
and skills that meet program-defined, and industry-validated career and
technical skill standards.

**Core Indicator 2**:

**[Completion of Diploma/Credential, Secondary (2S1)]{.underline}**

All students who reach a state-defined threshold level of vocational
education will attain a secondary school diploma or its recognized state
equivalent.

# Completion of Diploma/Credential, Postsecondary (2P1)

All students who reach a state-defined threshold level of vocational
education to receive postsecondary degrees, certificates, or credentials
will receive these postsecondary credentials.

# Credential Attainment, Completion of Diploma/Credential, Secondary (2S2)

All students who reach a state-defined level of vocational education
will attain *a proficiency credential in conjunction with a secondary
school diploma* or its state-recognized equivalent.

**Core Indicator 3**:

# Placement and Retention, Total Placement , Secondary (3S1)

All students who reach a state-defined threshold level of vocational
education during their secondary education and who transition to
postsecondary education or advanced training, and/or employment.

# Placement and Retention, Sub-indicator Placement: Education/Advanced Training, Secondary

All students who reach a state-defined threshold level of vocational
education during their secondary education and who transition to
postsecondary education or advanced training. This sub-indicator data
may be a duplicate count and is not a negotiated performance.

# Placement and Retention, Sub-indicator Placement: Employment, Secondary

All students who reach a state-defined threshold level of vocational
education during their secondary education and who transition to
employment including military service. This sub-indicator data may be a
duplicate count and is not a negotiated performance level.

# Placement and Retention, Total Placement, Postsecondary (3P1)

All students who reach a state-defined threshold level of vocational
education to complete a postsecondary program will successfully
transition to further postsecondary education or advanced training,
and/or employment.

# Placement and Retention, Sub-indicator Placement: Education/Advanced Training, Postsecondary

All students who reach a state-defined threshold level of vocational
education and who transition to postsecondary education or advanced
training. This sub-indicator data may be a duplicate count and is not a
negotiated performance level.

# 

# 

# Placement and Retention, Sub-indicator Placement: Employment, Postsecondary

# All students who reach a state-defined threshold level of vocational education to complete a postsecondary program will successfully transition to employment including military service. This sub-indicator data may be a duplicate count and is not a negotiated performance level.

# Placement and Retention, Retention, Postsecondary (3P2)

All students who reach a state-defined threshold level of vocational
education who leave secondary schooling and who are placed in further
postsecondary education or advanced training, employment including
military service will be retained in these activities.

**Core Indicator 4**:

# Participation in Nontraditional Programs, Secondary (4S1)

# All secondary vocational education programs preparing students for further training and employment in careers or occupations with significant underrepresentation of males or females will increase participation of underrepresented males or females.

# 

# Participation in Postsecondary Nontraditional Programs, Postsecondary (4P1) 

# All postsecondary vocational education programs preparing students for further training and employment in careers or occupations with significant underrepresentation of males or females will increase participation of underrepresented males or females.

# Completion of Nontraditional Programs, Secondary (4S2)

# All secondary vocational education programs preparing students for further training and employment in careers or occupations with significant underrepresentation of males or females will increase program completion of underrepresented males or females.

# 

# Completion of Nontraditional Programs, Postsecondary (4P2)

# All postsecondary vocational education programs preparing students for further training and employment in careers or occupations with significant underrepresentation of males or females will increase program completion for underrepresented males or females. 

**Note:** Nontraditional programs are those programs that address
occupation or occupational areas in which underrepresented gender groups
represent less than 25 percent of employment.

**Optional indicators:**

# Adult, Non College

# An individual who is not currently enrolled in an AA degree granting institution, such as tech centers, evening classes and a single course or program.

# Additional Measure, Secondary/Postsecondary

# Any measure that goes beyond the Perkins III required and state identified indicators. Such as Cost, Drop-outs, other academic areas e.g. English, Math and Science. These are state chosen data