Arkansas Department of Higher Education

Local Transition Plan
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Local Transition Plan Instructions - PDF

College Name:
1. Describe the Local Recipient
Institution/Consortium Name
President/Chancellor Name
Email of Fiscal Agent Institution
Chief Financial Officer Name
Email of Fiscal Agent Institution
Perkins Coordinator Name
Perkins Coordinator Email
Phone of Fiscal Agent Institution

2. Describe the Consortium
Consortium Membership Title I Section 132 requires that local allocations be based upon the number of Federal Pell Grant recipients and recipients of assistance from the Bureau of Indian Affairs who are enrolled in CTE programs. In order to receive funding, a local recipient must receive no less than $50,000 or join a consortium with individual allocations exceeding $50,000.
Institution Name:
President/Chancellor Name:
President/Chancellor Email:
Chief Financial Officer Name:
Chief Financial Officer Email:
Perkins Coordinator Name:
Perkins Coordinator Email:
Perkins Coordinator Phone:

3. Describe the process used to develop the local transition plan.
Identify members of the team that contributed to development of the plan. The team should include representation from all institutional departments that affect student performance including academics, support services, financial aid. The team should also include representation from departments responsible for collection and reporting of data required by Perkins.


4. Describe how career and technical education programs will be carried out using activities designated as required and permissive use of funds.
An entry is required for each of the required use of funds. Entries for permissive use of funds is required only if Perkins funds will be used in these areas. The local transition plan must describe how the recipient will address the required uses of funds whether by use of Perkins funds or non-Perkins funds. The institution must use Perkins funds to address these areas or indicate how other institutional funds will be used to do so. The recipient must address all required uses of funds before using funds for activities designated as a permissive use of funds. (See Appendix A for list of required and permissive uses.)

Required Use of Funds
Integration of academics with CTE programs

Linkages between secondary and postsecondary programs

Experience and understanding of all aspects of an industry including work-based learning experiences

Use of technology

Professional development

Evaluation of CTE programs

Initiate, improve, expand and modernize CTE programs

Services of sufficient size, scope and quality

Preparation of special populations for employment in high skill, high wage, high demand occupations


Permissive Use of Funds
Stakeholder involvement

Career guidance and counseling

Business and education partnerships

Programs for special populations

CTE student organizations

Mentoring and support services

Equipment and instructional materials

Teacher preparation

Developing and expanding postsecondary program offerings

Transition into baccalaureate degree programs, including articulation, dual and concurrent enrollment

Entrepreneurship

New CTE courses

Learning communities

Family and consumer science programs

Job placement services

Support for nontraditional students

Pooling of funds with other recipients for innovative programs

Other CTE programs


5. Describe how CTE activities will be carried out in order to meet state and local levels of performance. (See Appendix B for description of accountability measures.)
a) 1P1-Technical Skill Attainment b) 2P1-Credential Attainment c) 3P1-Student Retention and Transfer d) 4P1-Student Placement e) 5P1-Nontraditional Participation f) 5P2-Nontraditional Credential Attainment
6. Describe how the institution will offer the appropriate courses of not less than one of the CTE programs of study. Identify and describe any existing secondary to postsecondary linkages and how Perkins funds will be used to improve or expand such programs.
For the purposes of Perkins funding, a program of study must include both secondary and postsecondary elements that are coordinated, non-duplicative and aligned. Institutions are also encouraged extend the program of study to include baccalaureate or above level elements.


7. Describe how the academic and technical skills of students participating in CTE programs will be improved and how CTE students will be taught to the same standards as are all other students.
The description must demonstrate how academic and technical coursework will be integrated; how CTE coursework content will be coherent and rigorous and aligned with challenging academic standards and relevant technical education programs to ensure learning in both core academic coursework and technical coursework.


8. Describe how activities will provide students with strong experience in and an understanding of all aspects of an industry.
Describe any opportunities for work-based learning experiences, mentoring or internships for both faculty and students.


9. Describe how comprehensive professional development for CTE, academic, guidance and administrative personnel will be provided.
Professional development funded by Perkins should be high quality, sustained, intensive and focused on improving the quality of instruction. It may include initial faculty preparation and activities that support faculty recruitment from industry. It should promote the integration of coherent and rigorous content aligned with challenging academic standards and relevant CTE (including curriculum development); increase instructor understanding of industry standards; encourage applied learning, provide knowledge and skills needed to work with and improve instruction for special populations, or increase the use of data to analyze achievement gaps.


10. Describe how a wide variety of stakeholders are involved in the development, implementation and evaluation of CTE programs, and how such individuals and entities are informed about, and assisted in understanding the requirements of Perkins, including CTE programs of study.
Stakeholders include parents, students, academic and CTE faculty, administrators, counselors and advisors, business and industry including small business, labor, and special populations.


11. Provide assurances that the recipient will provide CTE programs that are of such size, scope and quality as to bring about improvement in the quality of CTE programs.


12. Describe the process that will be used to evaluate and continuously improve performance of CTE programs.


13. Describe how the institution will address the needs of special populations enrolled in CTE programs.
Special populations include individuals with disabilities, individuals from economically disadvantaged families (including foster children), individuals preparing for nontraditional fields, single parents (including single pregnant women), displaced homemakers, and individuals with limited English proficiency. The description must identify how the recipient will:
a) Review CTE programs, identify and adopt strategies to overcome barriers that result in lower access or success for special populations. b) Provide programs that enable special populations to meet local performance levels. c) Provide activities to prepare special populations, including single parents and displaced homemakers, for high-skill or high-wage, or high-demand occupations that will lead to self-sufficiency. (See Appendix C for targeted pathways.) d) Ensure that individuals who are members of special populations will not be discriminated against on the basis of their status as members of special populations.
14. Describe how funds will be used to promote preparation for nontraditional fields. (See Appendix D for nontraditional fields.)


15. Describe how career guidance and academic counseling will be provided to CTE students, including linkages to baccalaureate and above education or other training opportunities.


16. Describe efforts to improve the recruitment and retention of CTE teachers, faculty, and guidance and academic counselors, including under-represented groups, and the transition to teaching from business and industry.


17. Describe how funds will be distributed among consortium members, if appropriate.
In order for a consortium to receive assistance, the consortium shall operate joint programs that provide services to all postsecondary institutions participating in the consortium and are of sufficient size, scope, and quality as to be effective. Funds allocated to a consortium shall be used only for purposes and programs that are mutually beneficial to all members of the consortium. Such funds may not be reallocated to individual members of the consortium for programs benefiting only one member of the consortium. Once funds are allocated to a consortium, the funds are to be used for the consortium as a whole and are not to be distributed to individual members based upon Pell count. While the state will continue to provide individual performance results for each consortium member, the consortium will negotiate performance measures as a single entity and will be held accountable for results collectively rather than individually.


18. Describe how the local recipient will report data that is complete, accurate, and reliable.
See Appendix B for Perkins definitions and measurement methods. The local recipient must demonstrate how data collected with be complete, valid, and reliable and consistent from year to year. Particular attention should be given to the identification of members of special populations so that analyses of performance can be made for Perkins performance improvements and so that data can be disaggregated by special population categories.


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