Lansing Community College seeks to apply Carl D. Perkins V funds to improve student performance in Career and Technical Education providing a well-educated and skilled workforce for our region. Funding will support student support systems, equipment, and resources for curriculum improvement. To this end, the College will work to achieve an efficient and purposeful process to meet performance compliance requirements. Participating divisions, programs, and individuals will work collaboratively and responsively to support the College in this vital and essential improvement effort.
Who is eligible to apply for Perkins Funding?
LCC academic programs designated by the State of Michigan as State-approved Occupational Programs are eligible to apply for Perkins funding for instructional equipment and projects, as well as professional development and training. Perkins funding is also used to support special population students enrolled in occupational programs through tuition grants, and other support services.
How do I know if my program is a State-approved Occupational Program?
You can confirm your program is a State-approved Occupational Program and eligible to receive Perkins V funding by contacting your Perkins Steering Committee Representative, Penny Tucker, or Tricia McKay.
What can Perkins funding be used for?
The purpose of Perkins V funding is to develop, coordinate, implement, and improve Career and Technical Education in Occupational Programs. Funding requests should meet the needs identified in LCC’s Comprehensive Local Needs Assessment, assist with improving and strengthening the Core Performance Indicators, and be used when other funding sources are not available.
Perkins funding may be used for:
- Academic Integration
- Career Guidance, Counseling, and Placement
- Economic Development and Customized Training
- Instruction, Career and Tech Education, Special Populations
- Instructional equipment
- Instructional Supervision and Support, Special Populations
- Professional Development
- Program Planning and Development
- Pupil Support Services, Special Populations (eligible for all occupational programs, not just state-approved occupational programs.)
- Secondary Linkages – Tech Prep
- Worksite Instruction
For additional information, view the Michigan’s Department of Education, 2022-2023 Perkins V Use of Funds Guide. (Cited from the State of Michigan, Department of Education, Perkins V website)
What should my program consider before applying for Perkins funding?
Before applying for Perkins V funding, programs should consider the following questions:
- Does the activity address a core performance indicator that is deficient?
- Is the activity new or does it improve or expand an existing program?
- Does this activity support the development of a new or existing program of study/pathway?
- Are there data to support the identified need for the proposed activity, and can the impact of Perkins V funding be measured?
- Does this activity address “Required Uses” of Perkins V funds (Perkins Act, Section 135)?
- How long has Perkins V funded the activity?
- Was the activity funded during the previous year by non-Perkins funds?
- Is the activity required by federal, state, or local law?
Who do I contact if I have questions about Perkins V?
If you have questions about Perkins V, the application process, or completing reports, review the Perkins V Grant Guidebook, or contact Tricia McKay or Penny Tucker. You can also contact your Division Perkins Steering Committee representative, Associate Dean/Program Director, and Dean. They are willing and able to assist you with questions, needs, and concerns.
If you're a part-time or full-time student enrolled in an occupational program, the Perkins V Grant can help you heighten your career knowledge in your chosen field and gain the academic, vocational, and personal skills you need to perform well on the job. These free, individually tailored supportive services include:
- Comprehensive personal career guidance and counseling, including vocational assessments and job search assistance
- Career exploration and planning workshops
- Internship opportunities
- Child Care Assistance Attendance costs (tuition and fees) Transportation costs, costs of uniforms or other supplies, as well as other approved items that will limit the barrier to attendance
- Services for students with disabilities, such as but is not limited to: testing and other accommodations, technical support, in-class assistance, and other services that would be an appropriate accommodation as needed by the individual student
- Academic and occupational tutoring services that are specifically designed for Perkins students and include the use of interactive computer software and technical equipment
- ESL (English as a Second Language) advising tailored to Perkins program participants
- Additional instruction outside of class for students pursuing health-related careers
- Support services for economically disadvantaged, displaced homemakers and single parents, limited English speaking, non-traditional and educationally disadvantaged students
Occupational Programs at LCC
All programs listed below are occupational, which means students enrolled may be eligible for support services. Those listed below in bold represents it is a state-approved (S) occupational program to which additional funding is available.
If your program would like to become a state-approved (S) occupational program, please contact the Perkins Coordinator.
|Accounting CPA Exam Preparation||AB||0255||S|
|Airframe Maintenance Technology||AAS||0757||S|
|Airframe Maintenance Technology||CA||1036||S|
|Automotive Technology: Advanced Electric Drive/Alternative Fuels||CA||1792||O|
|Automotive Technology: Brakes and Suspension Systems Specialist||CC||1793||S|
|Automotive Technology: Electrical and HVAC Diagnostic Specialist||CC||1794||S|
|Automotive Technology: Engine and Transmission Overhaul Specialist||CC||1795||S|
|Automotive Technology: Engine Performance and Drivability Specialist||CC||1796||S|
|Basic Aviation Technology||CC||1037||O|
|Basic Emergency Medical Technician||CC||1817||O|
|Business Transfer Studies||AA||1622||O|
|Child Development and Early Education||CA||0133||S|
|Child Development and Early Education||AAA||1637||S|
|Child Development and Early Education||CC||1815||O|
|Cisco Certified Network Associate Certification Preparation (CCNA)||CC||1469||O|
|CNC Machine Technology||CC||1797||O|
|CNC Machine Technology||CA||1798||O|
|Computer Automated Design||CC||1799||O|
|Computer Automated Design||CA||1800||O|
|Computer Automated Design||AAS||1801||O|
|Computer Graphics Animation||AAA||0284||S|
|Computer Graphics Multimedia||CA||0857||S|
|Computer Graphics, Multimedia||AAA||0194||S|
|Computer Networking Technology||AB||1453||O|
|Computer Security and Controls||CC||1818||O|
|Computer Software Tester||CA||1633||O|
|Computer Support Specialist||AB||0713||O|
|Computer Support Technician||AAS||0743||S|
|Computer Technology Basics||CC||0844||S|
|Control Panel Wiring||CC||1471||S|
|Criminal Justice - Corrections||AAS||1209||S|
|Criminal Justice - Digital Evidence Specialist||CC||1802||O|
|Criminal Justice - Digital Evidence Specialist||AAS||1803||O|
|Criminal Justice - Juvenile Specialization||AAS||1475||S|
|Criminal Justice - Law Enforcement||AAS||1210||S|
|Customer Energy Specialist||CA||0893||O|
|Customer Energy Specialist||AAS||1022||O|
|Digital Media Specialist||AAS||1458||S|
|Digital Media: Audio||CC||1457||S|
|Digital Media: Audio Recording/Production||CA||1448||S|
|Digital Media: Cinematography||CC||1450||S|
|Digital Media: Transfer||AAS||1452||S|
|Digital Media: Video/Cinema||CA||1454||S|
|Electrical Machine Controls||CC||0966||S|
|Electrical Technology - Construction||CA||0759||S|
|Electrical Technology - Control Maintenance||CA||0760||S|
|Emergency Medical Services||AAS||0276||S|
|Energy Industry Fundamentals||CC||1777||S|
|Energy Management Specialist||AAS||1606||O|
|Field Sales and Marketing||AB||0190||O|
|Fire Science Academy||CC||0709||S|
|Fire Science Technology||AAS||0123||S|
|Fire Science/Basic EMT||AAS||1057||S|
|Geospatial Science Technician||AAS||0224||S|
|Group Fitness Instructor||CC||1704||O|
|Heating and Air Conditioning||CA||0832||S|
|Heating and Air Conditioning||AAS||0836||S|
|Heavy Equipment Repair Technician||CA||1041||S|
|Heavy Equipment Repair Technician||AAS||1055||S|
|Human Resource Management||AB||0712||O|
|Human Services - Aging Studies||CC||1806||O|
|HVAC/R-Energy Management Engineering Technology||AAS||1257||S|
|Industrial Maintenance Technician||CA||1484||S|
|Industrial Manufacturing Engineering Technology||AAS||0110||S|
|Information Technology Foundations||CC||0766||O|
|Inside Wireman Apprenticeship||AAS||1445||S|
|Insurance and Risk Management||AB||1804||O|
|Legal Studies Post-Bachelor||CA||0744||S|
|Local Corrections Officer||CC||1810||O|
|Long-Term Care Nurse Aide||CC||1025||S|
|Machine Tool Technology||CA||1470||S|
|Magnetic Resonance Imaging Technology||CA||1602||O|
|Magnetic Resonance Imaging Technology||AAS||1632||O|
|Management and Leadership||AB||0245||S|
|Manufacturing Engineering Technology||AAS||1359||S|
|Mechatronics - Multi-Skilled Maintenance Technology||AAS||1780||O|
|Medical Insurance Billing and Coding||CC||1488||S|
|Microsoft Office Specialist||CC||0841||S|
|Mid-Michigan Police Academy||CC||1707||S|
|Mobile Application Developer||CA||1712||O|
|Nursing - PN Option||CA||0235||S|
|Nursing - RN Option||AAS||0222||S|
|Patient Care Technician||CC||1784||O|
|Powerplant Maintenance Technology||AAS||0745||S|
|Powerplant Maintenance Technology||CA||1035||S|
|Pre-Professional Health Studies||AS||0754||O|
|Professional Fitness Leader||AAS||1703||O|
|Sign Language Interpreter||CA||0187||S|
|Sign Language Interpreter||AAA||0282||S|
|Sterile Processing Technician||CC||1017||O|
|Surveying and Materials Technology||CC||1011||S|
|UAS Remote Pilot and Maintenance||CC||1825||O|
|Ultrasound: Diagnostic Medical Sonography||AAS||0790||S|
|Web Site Developer||CC||0843||O|
Core Performance Indicators (CPI)
The Carl D. Perkins Career and Technical Education Act of 2006 focuses on the academic achievement of career and technical education students, strengthening the connections between secondary and postsecondary education and improving state and local accountability.
Each state is responsible for developing an accountability system that assesses its effectiveness in achieving statewide progress in career technical education. State and local performance is measured by three core indicators for postsecondary education.
State performance targets for each indicator in postsecondary education are established by the U.S. Department of Education's Office of Vocational and Adult Education. Local targets are then negotiated with the state based on the state-level targets. The Carl D. Perkins Act requires that recipients meet at least 90% of the local performance target for each indicator.
Retrieved from Ohio Higher Ed, Department of Higher Education
1P1: Postsecondary Retention and Placement (Perkins IV 3P1 & 4P1)
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, are volunteers as described in section 5(a) of the Peace Corps Act, or are placed or retained in employment.
Numerator: Number of CTE concentrators who, during the second quarter after program exit 1) remain enrolled in postsecondary education, or 2) are in advanced training, or 3) are in military service, or 4) are in a service program that receives assistance under title I of the National and Community Service Act of 1990, or 5) are volunteers as described in section 5(a) of the Peace Corps Act, or 6) are placed or retained in employment.
Denominator: Number of CTE concentrators who exited a program in the reporting year.
2P1: Earned Recognized Postsecondary Credential (Perkins IV 1P1 & 2P1)
The percentage of CTE concentrators who receive a recognized postsecondary credential during participation in or within one year of program completion.
Numerator: Number of CTE concentrators who received a recognized postsecondary credential 1) during participation in, or 2) within one year of program exit.
Denominator: Number of CTE concentrators who: 1) are enrolled in a CTE program of study, or 2) exited a program of study in the reporting year.
3P1: Non-traditional Program Enrollment (Perkins IV 5P1 & 5P2)
The percentage of CTE concentrators in career and technical education programs and programs of study that lead to non-traditional fields.
Numerator: Number of CTE concentrators enrolled in programs leading to a non-traditional field for their gender.
Denominator: All CTE concentrators of any gender enrolled in a CTE program leading to a non-traditional field.
CTE = Career and Technical Education
A postsecondary student who:
- Earned at least 12 credits within a career and technical education program or program of study; or
- Completed such a program if the program encompasses fewer than 12 credits or the equivalent in total.
A CTE concentrator who is no longer enrolled in a CTE program of study.
Occupations or fields of work, such as careers in computer science, technology, and other current and emerging high skill occupations, for which individuals from one gender comprises less than 25 percent of the individuals employed in each such occupation or field of work.
Special Populations - the term “special populations” means -
- individuals with disabilities;
- individuals from economically disadvantaged families, including low-income youth and adults;
- individuals preparing for non-traditional fields;
- single parents, including single pregnant women;
- out-of-workforce individuals;
- English learners;
- homeless individuals described in section 725 of the McKinney-Vento Homeless Assistance Act;
- youth who are in, or have aged out of, the foster care system; and
- youth with a parent who -
- is a member of the armed forces; and
- is on active duty.
Resources and History