Managing Perkins Funds | Origin: LC160
Do you think it is important for educators to understand the management standards covered in this module? How, if at all, do you think the need to follow these federal requirements affect what goes on inside classrooms?
I think educators need to understand the parts of these standards that actually touch them, but anymore than that will only lead to being overwhelmed. A welding teacher doesn't benefit from having knowledge on Cash Management Improvement Act. They absolutely need to understand the procurement thresholds, the obligation timeline, and the difference between a supply vs. a piece of equipment, given that those three things determine what they can get and when.
The problem isn't teacher understanding, it is a lack of translation of these policies and operations. A teacher that asks for a CNC machine in May is baffled when that can't happen - they don't know that the obligation deadline has already passed. They feel the effect ("I can't go without the equipment") without ever seeing the cause. That information gap is most of the friction I deal with.
How I see the standards shape what happens in the classrooms:
- The procurement thresholds set the rhythm of what is possible. Micro-purchases (>15K) move faster, no competitive quotes needed. Anything above that needs quotes or formal bids -- which takes months. That is why teachers get consumables easier and capital equipment procurement becomes painful. The threshold is the line between "next week" and "next fiscal year."
- The obligation timeline creates the spring scramble. Funds have to be obligated by the end of the academic year or they go back to the state. Spending gets compressed into a window that rarely lines up with when a teachers realize they need something. Good planning means knowing the deadline a season ahead. Most teachers don't, because no one tells or told them.
- The sole-source rules constrain vendor choice in a way teachers feel directly. Above the micro-purchase threshold, you can't keep buying from the vendor you like -- competition is required unless you can document a genuine sole-source justification. This is the rule that should break up the kit-vendor monopolies, if anyone would actually enforce it on the front end.
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The substantially approvable gate determines whether happens. If the local application isn't approved in time, funds aren't available, and summer programming dies before it starts. Teachers experienced that as "we didn't do summer this year" without knowing it was an approval, timing problem.
Yes, it is important. But the application isn't "train every teacher to be a procurement expert" it is someone having it is having someone in the middle who understands the standards deeply enough to translate them. That's the role I've been building and the person who reads the 20,000 page procurement guidance so teachers don't have to and handsome a one page version of what they actually need to do. The standards stay in visible to the classroom. Someone just has to make sure the invisible thing isn't quietly killing good programs.
Yes, it is crucial for educators to understand management standards of Perkins funds, as these standards directly influence classroom practices and ensure a safe, productive learning environment for all students; following federal requirements can impact everything from classroom structure and discipline strategies to the way teachers assess student progress, ultimately aiming to provide equitable education for all in a timely manner. (Perkins V) span secondary and postsecondary education and strive to reflect state, regional, and local labor markets. CTE programs help to underpin America’s workforce and seek to
engage young people and adult learners at an economy of scale needed to address employer needs. The education industry is at a critical point, struggling to find its future workforce. It is important that CTE be part of a comprehensive strategy at the state and local levels to address this challenge. Management of the Perkins Funds is crucial to ensure that students are provided state of the art and relevant tools and resources to further CTE.
I think it's very important to understand the management rules are to ensure products and services are being procured according to regulations in a timely manner and monitored and disposed of properly.
Yes, it is important for the CFO, the site administrators and the CTE instructors to have a clear understanding of the management of Perkins funds. It is especially important, I think, for the CTE instructors to make time to create a plan that allows them to make the purchases in a timely manner.
Yes, it is important to understand the rules that accompany the funding.
Yes, I think it is important for educators to understand the management standards covered in this module because this can help them lesson plan and make sure they have all the class materials they need in time. Plus, this will help them understand the grant timelines and why certain orders need to be mad at certain times of the year.
The individual(s) responsible for the oversight and management of the Perkins funds should have an in-depth knowledge of the management standards outlined. It is their responsibility to ensure that those who receive specific funding for an approved activity or authorized procurement understand the specific standard applicable to that award.
It is critically important for anyone, whether it be an administrator or faculty/instructors/staff, to be aware of all the regulations set forth by Perkins. We are all held accountable for the money provided to us and need to properly use the funds as allowed. This is a good way to have checks and balances within the school.
Yes ~ it is very important to understand where money comes and how it can be used
If money is not used correctly, then states or districts can put themselves in danger.
It is important to understand where money comes from and how it can be used.
It is critical that educators understand some of the basic principles of managing Perkins. The first one that comes to mind is the procurement and purchasing process. Many instructors are key decision-makers in choosing supplies and equipment, especially in CTE where they are usually the industry expert. These educators need the basic financial practices of their school and/or district outlined specifically so they understand the rules, paperwork, and time it takes to receive the desired supplies and equipment for their classrooms and labs.
It is not only important for the educators to understand, but also for those who administer the grant dollars locally to understand the rules and procedures so that the maximum benefits can be gotten from the funding. When I was at the state level, I often had to explain over and over to local administrators that some PD opportunities that happen in the summer ARE eligible and can be obligated for their grant. Some LEAs would only allow PD during the school year and often, those PD opportunities were not as specific to the CTE area that the eduators needed to enhance the quality of their teaching and the quality of their courses.
Yes, it is important to understand the rules and procedures that go along with the available funding.
YES! Federal and state governing practices and laws.
It is important for educators understand the management standards of Perkins. Following the standards in the classroom does affect classroom instruction.
Within my college, I see a strong need to share the governing rules and expecatations of spending. With a greater understanding, additional uses may be identified while eliminating requests for items/positions that do not qualify.
I think it is important that both the CTE Administrators and CTE teachers who are receving the supplies and equipment understand the governing rules and expectations of managing those purchases.
I think the guidelines are vitally important to ensure that funds are spent in the manner that best supports CTE programming for students.
