Adult Perkins

Adult CTE programs use Perkins funds to prepare students for employment in high-skill, high-wage, high-demand occupations. The Perkins legislation requires adult programs to coordinate services with their Local Workforce Investment Boards (LWIB) to avoid duplication and to expand the range and accessibility of services (e.g., sharing of job development services).

Formula-derived agency allocations must amount to at least $50,000 to qualify for adult Perkins funds. This makes complete and accurate data reporting essential. Use the CTEDS enrollment forms to submit enrollment counts.

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Perkins Performance Indicator Targets

New York State Determined Performance Levels - Postsecondary

Indicators	Baseline Level	FY 2021	FY 2022	FY 2023	FY 2024	FY 2025
1P1: Post-Program Placement	49.25%	49.25%	49.50%	49.75%	50.00%	37.00%
2P1: Earned Recognized Postsecondary Credential	20.25%	20.25%	20.50%	20.75%	21.00%	51.00%
3P1: Non-Traditional Program Concentration	16.25%	16.25%	16.50%	16.75%	17.00%	27.5%

**Updated 11/28/23 to include State Determined Performance Levels for PY 2024-25**

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CLNA Workbook

The Strengthening Career and Technical Education for the 21^st Century Act (Perkins V) requires eligible applicants to complete a Comprehensive Local Needs Assessment (CLNA) at least once every two years. The needs assessment should include reviews of at least five elements: 1. student performance on the performance indicators, including the performance of special populations and subgroups; 2. whether programs are of sufficient size, scope, and quality to meet the needs of all students served by the eligible recipient and are meeting labor market needs; 3. progress toward the implementation of CTE programs and programs of study; 4. how the eligible recipient will improve recruitment, retention, and training of CTE professionals, including underrepresented groups; and 5. progress toward implementation of equal access to high-quality CTE courses and programs of study, for all students. 

• Adult CTE providers who met the eligibility requirements for Perkins in 2024-25 may continue to be eligible for the 2025-26 program year, but this will not be determined until the formula for statewide enrollments for postsecondary applicants is run.
• Applicants who generated more than the required $50,000 allocation for the 2024-25 application, and whose enrollments of economically disadvantaged students remain at similar levels have a greater chance of being eligible for the 2025-26 program year. 
• Applicants who generated an allocation near the $50,000 may not be eligible and may wait until more information is available about the allocations from the Office of Postsecondary Access, Support, and Success, who oversees the formula for Perkins programs run for adult (post-high school) students. Questions about the allocations can be directed to them at:

Office of Postsecondary Access, Support, and Success
Perkins V
89 Washington Avenue, Room EBA 971
Albany, NY 12234
518-474-3719
PSPerkins@nysed.gov

Once an Adult CLNA is completed, email an electronic copy of the Adult CLNA Workbook (in Excel format) to the Office of CTE.

• Adult CLNA Workbook

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Application

• 2025-26 Adult Perkins Application
• 2025-26 Perkins Allocations for Adult Programs Delivered in Secondary Agencies 

Eastern Suffolk BOCES	BOCES	$189,697
Erie 1 BOCES	BOCES	$229,263
Erie 2 - Chautauqua BOCES	BOCES	$56,576
Madison Oneida BOCES	BOCES	$92,445
Onondaga-Cortland-Madison BOCES	BOCES	$116,850
Western Suffolk BOCES	BOCES	$115,371
SUBTOTAL		$800,202
Buffalo City School District	CSD	$244,054
New York City Board of Education	CSD	$931,844
Yonkers City School District	CSD	$252,189
SUBTOTAL		$1,428,087

 

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Enrollment

• CTEDS 1A Form

SED continues to use a paper copy of the CTEDS 1A with an original signature for adult students in secondary agencies. The State Education Department uses this data to determine which adult programs are eligible for Perkins funds. The data is due at the end of each program year.

All agencies are to report on adult students who were enrolled in CTE programs during each program year (July 1, to June 30).

Page 1 of the CTEDS-1A form contains a certification statement. In signing this statement, the Chief School Officer (CSO) confirms the accuracy of the counts reported on CTEDS-1A. Valid enrollment counts are needed to ensure the appropriate use of funds and to compile valid reports of students served. The CSO should review the counts recorded on CTEDS-1A and, if necessary, initiate appropriate data-verification procedures to validate this data  After the accuracy of the data has been confirmed, the CSO should sign the certification statement and forward the completed CTEDS-1A to:

For further information about submitting the CTEDS-1A contact:

Perkins CTEA

Office of Postsecondary Access, Support and Success 
New York State Education Department
Room EBA 971
Albany, NY 12234
(518) 474-3719
E-mail: kiap@nysed.gov or perkins@nysed.gov

Contact for enrollment data questions for adult programs in secondary agencies: Roger.McMillan@nysed.gov

Contact for programmatic questions about adult programs in secondary agencies: Deborah.Reiter@nysed.gov

The completed CTEDS-1A should be submitted no later than: August 1 each year.  

Overview

This enrollment report (CTEDS-1A) should show all adult CTE enrollments without regard to program length. Programs exist that meet the definition of a CTE program (see below) yet are less than 100 hours in length. Do not include introductory or avocational programs.   

The information recorded on CTEDS-1A must be based on an actual count of individual students. Estimates are not acceptable. The count may be derived from computer records, paper files or other sources of individual student data.

Use the definitions of terms provided in these instructions.

Each adult CTE student is to be counted only once. CTEDS-1A counts are to be an unduplicated count of students served. Students enrolled in more than one program are to be counted only once. Report the enrollment of such students under the program that is most consistent with the student's primary occupational objective.

Mail a copy and retain a copy of the completed CTEDS-1A .

Definitions

Adult Career Technical Education Student: An individual who is not enrolled or required to be enrolled in secondary school (i.e., not a secondary student) and is enrolled in a CTE program (including registered apprenticeship programs.)

Career Technical Education: Organized educational activities that—

• offer a sequence of courses that
• provides individuals with coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and for careers in current or emerging employment professions;
• provides technical skill proficiency, an industry-recognized credential, a certificate, or an associate degree; and
• may include prerequisite courses (other than a remedial course) that meet the requirements of this paragraph.   
• include competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills, and all aspects of an industry, including entrepreneurship, of an individual.

Economically Disadvantaged: Individuals from economically disadvantaged families, including foster children. SED interprets this as an individual who participated in any of the following economic assistance programs: Pell Grant; Tuition Assistance Program; Aid for Part-time Study; Educational Opportunity Program; Higher Education Opportunity Program; Search for Education, Elevation and Knowledge; College Discovery; Women, Infants and Children; Supplemental Security Insurance; Workforce Investment Act, Temporary Assistance for Needy Families; Bureau of Indian Affairs; other public assistance programs serving economically disadvantaged (e.g. Supplemental Nutrition Assistance Program; Home Energy Assistance Payments; Supplemental Security Income; Trade Readjustment Act; and Refugee and Immigration Affairs Assistance); complete income eligibility criteria for New York State Opportunity programs is found on the New York State Opportunity programs webpage. 

Disability: An individual who has a physical or mental impairment that substantially limits one or more major life activity, a person who has a history or record of such an impairment, or a person who is perceived by others as having such an impairment.

Instructions for Completing Form CTEDS-1A

STEP 1:  Identify the students to be counted

All adult CTE program students, with the following exceptions, enrolled during the July 1 through June 30 reporting period each year are to be included.

Examples of students to exclude from CTEDS-1A

• Students that were not enrolled in a prescribed program of CTE courses.
• Students that were enrolled only in courses that were not part of a CTE program.
• Students that were enrolled in introductory or avocational courses/programs.

STEP 2:  Eliminate duplication

CTEDS-1A is used to report an unduplicated count of program enrollees. Each enrollee should be counted only once.

Example: Karl was enrolled in his school's Architectural Drafting program as well as the Carpentry program. Karl's enrollment status is reported for one of the two programs, not both. The program selected should be the one most consistent with his primary occupational objective.

STEP 3:  Complete and Return CTEDS-1A

Page 1 of the CTEDS-1A form must be completed and signed. On Page 2 of the CTEDS-1A form list all your CTE programs with adult enrollment during the July 1 through June 30 period. Use the program codes found in the Classification of Instructional Programs CIPs. Use your own program names. For each program show the number of males, the number of females, the total enrollment, the number of the total students that meet the definition of economically disadvantaged (see above) and the number of the total students who are disabled. 

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Placement

• Adult Placement Workbook (formerly CTEDS-2A)

Placement outcome reporting continues to be through a separate form, an Excel workbook (i.e., the Adult Placement Workbook) which contains certification, summary, and placement forms (to collect data previously collected on the CTEDS-2A). This workbook collects the placement performance indicator data required by the federal Carl D. Perkins Career and Technical Education Improvement Act of 2006. This data is disaggregated by gender and by selected population characteristics for each individual CTE program. See the updated instructions and form for more details. Workbooks are due each March 31 of the program year.

The Adult Placement Workbook, is used to report program outcomes on adult students who completed, left, or are continuing in a career and technical education program.

Each agency may develop its own survey procedures for obtaining post-program data on program completers, leavers, and continuing students. All completers, leavers, and continuing students must be accounted for whether or not a response to a survey is obtained. All agencies are to report on students who completed or left their CTE program during each grant year (that runs from July 1 through June 30) as well as those students who continued their CTE program.  

The completed Adult Placement Workbook should be submitted no later than March 31 each year. Submit your report in paper form mailed to the address below

New York State Education Department
89 Washington Ave.
Career and Technical Education Office Rm. 315EB
Albany, NY 12234

attn.: Michelle Muscedere

email: Michelle.Muscedere@nysed.gov

General Requirements and Information

• The information recorded on the Adult Placement Workbook must be based on an actual count of individual students.  The count may be derived from computer records, paper files or other sources of individual student data.
• Each adult CTE completer, leaver, or continuing student is to be counted only once in the columns containing data by gender. This means the “totals” column (column D)   should reflect an unduplicated count of adult CTE students. A duplicated count is possible when reporting the special populations “economically disadvantaged” and "disabled." To report completers, leavers, or continuing students of multiple programs, include them in the program where most time was spent. In the event that equal time was spent in two programs include the student in the program that was most consistent with his or her primary occupational objective.
• Retain a copy of the completed Adult Placement Workbook and signed certification page.

Definitions

Adult Career Technical Education Program Completer: A student who fulfilled all the requirements of an adult CTE program and in doing so has attained academic skills, technical skills and an industry or local credential.

Adult Career Technical Education Program Leaver: A student who has left an adult CTE program without fulfilling all the programs requirements. 

Adult Career Technical Education Program Continuing Student: A student who remains in an adult CTE program and has not yet fulfilled all the programs requirements. 

Economically Disadvantaged: Individuals from economically disadvantaged families. SED interprets this as an individual who participated in any of the following economic assistance programs: Pell Grant; Tuition Assistance Program; Aid for Part-time Study; Educational Opportunity Program; Higher Education Opportunity Program; Search for Education, Elevation and Knowledge; College Discovery; Women, Infants and Children; Supplemental Security Insurance; Workforce Investment Act, Temporary Assistance for Needy Families; Bureau of Indian Affairs; other public assistance programs serving economically disadvantaged (e.g. Supplemental Nutrition Assistance Program; Home Energy Assistance Payments; Supplemental Security Income; Trade Readjustment Act; and Refugee and Immigration Affairs Assistance); complete income eligibility criteria for New York State Opportunity programs is found on the New York State Opportunity programs webpage. 

Disability: An individual who has a physical or mental impairment that substantially limits one or more major life activity, a person who has a history or record of such impairment, or a person who is perceived by others as having such impairment.

Steps to complete adult placement form

Step 1: Identify the completers, leavers, and continuing students to be counted according to the definitions above. The adult placement form is to include data for students who were enrolled in the most recent program year at the agency preparing the form. 

Step 2: Eliminate duplication in students reported in Column D. The adult placement form is used to report an unduplicated count of program completers, leavers and continuing students by gender. If a student completed two programs, report him or her in the program where most time was spent.

Step 3: Obtain and organize performance information on completers and leavers. To obtain performance information agencies should review their own databases and conduct a survey following the program's completion. This survey should take place no sooner than 3 months after program completion and no later than 6 months. This database review and survey process should identify the status of all completers, leavers and continuing students. 

Step 4: Complete a separate worksheet for each program delivered. The summary sheet for an agency’s overall adult CTE effort will be filled in automatically from the results of the Adult Program worksheets. Report the results of individual programs by Classification of Instructional Programs (CIP) code. So, if an agency offers two adult dental assisting programs—the results for these two will be reported on one worksheet.

The placement outcomes (listed below) are mutually exclusive subsets of the totals. If a student is working in related employment while attending further education, record that student where most time is spent. In the event that equal time is spent in employment and education, record that student in employment. Also note that the sum of completers, leavers and continuing students must equal the previously reported enrollment totals for each CTE program. The placement outcome categories are:

• Number placed in related employment: this is the number that were placed in employment related to the CTE program the student completed.
• Number placed in unrelated employment: this is the number that were placed in employment unrelated to the CTE program the student completed.
• "Number placed in the military" 
• Number placed in additional education
• Number who are unemployed:  this is the number that were actively seeking employment but were unsuccessful in obtaining employment. 
• Number who are not in the labor force: this is the number that had withdrawn from the labor market, i.e., no longer actively seeking employment.
• Number whose status is unknown

It should be possible to determine the number of completers, leavers and continuing students using existing student data. The placement outcome categories (A through G) for completers and for leavers will require a survey. Note that the sum of the completers, leavers and continuing students from a given program must equal the prior reported enrollment for that program.