� Perkins V Core Indicators & Comprehensive Local Needs Assessment � �Bay Region Colleges ��Presented By: ��Jean Claude Mbomeda
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January 30, 2026
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The Purpose of Comprehensive Local Needs Assessments (CLNA)
The CLNA aims to facilitate a data-informed, continuous improvement process for community colleges to assess the extent to which their CTE programs and programs of study are aligned with local Communities, Regional and State needs.
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District Eligibility in receiving Perkins Funds
Comprehensive Local Needs Assessment(CLNA)
1- To be eligible to receive financial assistance under Perkins V, an eligible recipient shall: Conduct a comprehensive local needs assessment related to career and technical education. District must address the 6 components in the need assessment
2- Not less than once every 2 years, update such comprehensive local needs assessment.
Perkins IC Application in NOVA System
Local Application Requirements .
1- Applicants must address the 8 elements in the application, as found in Section 134 (b) of the Perkins V Act:
2- A description of the results of the comprehensive local needs assessment conducted under subsection(c).
CLNA Required Consultations
What must be addressed?
Student Performance
Programs Alignment with Labor Market needs
Programs Size, Scope and Quality
Progress Toward Implementing CTE Programs of Study
Recruitment, Retention and Training of Faculty and Staff
Progress Toward Improving Access and Equity
The SIX Components of the CLNA
Student Performance
Programs Alignment with Labor Market needs
Programs Size, Scope and Quality
Progress Toward Implementing CTE Programs of Study
Recruitment, Retention and Training of Faculty and Staff
Progress Toward Improving Access and Equity
Connection between Core Indicators
& CLNA Elements
Under Perkins V, recipients are required to report annually on the core indicators of performance. States are also required to report disaggregated data on the performance of students by gender, race/ethnicity, special population categories, and career clusters.
1P1: Postsecondary Placement
2P1: Earned Recognized Postsecondary Credentials
3P1: Non-Traditional Program Concentration
Core Indicators of Performance-Perkins V
1P1:The percentage of CTE concentrators who, during the second quarter after program completion, remain enrolled in postsecondary education, are in advanced training, military service, or a service program that receives assistance under title I of the National and Community Service Act of 1990 (42 U.S.C. 12511 et seq.), are volunteers as described in section 5(a) of the Peace Corps Act (22 U.S.C. 2504(a)), or are placed or retained in employment
2P1: The percentage of CTE concentrators who receive a recognized postsecondary credential during participation in or within 1 year of program completion.*
3P1: The percentage of CTE concentrators in career and technical education programs and programs of study that lead to non-traditional fields.*
1. Student Performance of Level (Metrics)
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1P1: Postsecondary Placement
-Transfer - Employment –military service-remain enrolled –advanced training
2P1: Recognized Credentials
Degree - Certificate - Industry Credentials - License
3P1: Non-traditional Program Concentration
Ex: Welding - Nursing- Architecture
Data sources: Perkins V website , MIS, Local MIS
Definition | Definition | Definition |
The percentage of CTE concentrators who, during the second quarter after program completion, remain enrolled in postsecondary education, are in advanced training, military service, or a service program that receives assistance under title I of the National and Community Service Act of 1990 (42 U.S.C. 12511 et seq.), are volunteers as described in section 5(a) of the Peace Corps Act (22 U.S.C. 2504(a)), or are placed or retained in employment | The percentage of CTE concentrators who receive a recognized postsecondary credential during participation in or within 1 year of program completion | The percentage of CTE concentrators in career and technical education programs and programs of study that lead to non-traditional fields |
1. Student Performance of Level (Metrics)
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Data sources: Perkins V website , MIS, Local MIS
2-3. Programs of Study /Size, Scope, and Quality
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1. SIZE
Examine the number of programs and courses offered, as well as the number of students served by CTE programs in relation to the total student population that could be served.
2. SCOPE
Examine policies for, participation in and outcomes of credit transfer agreements and dual/concurrent enrollment programs
3. Quality
Consider if work-based learning, advanced academic courses, dual credit, CTSO opportunities are across all programs of study, or only in some.
Data sources: Local MIS- State Data –District /College enrollment data and WBL reports
4. Program Alignment with Labor Market
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1. Identifier current and planned Programs of study
2. Evaluate Labor Market Demand
3. Collaborate and confirm with Business and Industry Stakeholders
4. Decide on Programs of study to offer
Data sources:
Relationship Between CLNA Local Application
Needs Assessment
Local Application
The summation of findings from the Comprehensive Local Needs Assessment process are to inform community colleges’ development of their Perkins V local application for funding.
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Demonstration / Case Study
of using Core indicators for CLNA
Enrollment Data Definitions
CTE Participant :
An individual who completes not less than one course in a CTE program or program of study of an eligible recipient Section 3(13) of Perkins V
CTE Concentrator
At the postsecondary level, a student enrolled in an eligible recipient who- (i) earned at least 12 credits within a CTE program or program of study; or (ii) Completed such program if the program encompasses fewer than 12 credits or the equivalent in total Section 3(12) of Perkins V.
Core Indicators of Performance-Perkins V
Section 113(b)(2)(B)(i-iii) of Perkins V
Improvement Plan
Section 123 (a) (1)
If a district fails to meet at least 90 percent of the State determined level of performance for any of the core indicators of performance described in 113(b)(2) for all CTE concentrators, the eligible agency shall develop and implement a program improvement plan (that includes the performance disparities or gaps identified under section 113(b)(3)(C)(ii)(II), and actions that will be taken to address such gaps)….during the first program year succeeding the program year for which the eligible agency failed to so meet the State determined levels of performance for any of the core indicators of performance.
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District Core Indicators of Performance
Section 113(b)(2)(B)(i-iii) of Perkins V
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District performance Trend by Core Indicator of Performance
https://datamart.cccco.edu/Perkins/Core_Indicator_Reports/Core_PerformanceTrendReport_College.aspx
GOAL ACHIEVED: STUDENTS SERVED!