1 Goal 1: Designing & Implementing Programs of Study: Goals, Objectives and Strategies Possible topics for inclusion under this goal Program of Study (POS) Design and Implementation It is recommended that each consortia have at least 1 POS in each career field. POS are encouraged to be developed in high-skill, high-wage, or high-demand occupations [State requirement; Sec 134 (b) (3) and (b)(8c)] teacher and postsecondary faculty and counselor involvement [State requirement; Sec. 134 (b) (5)] Professional development needs of teachers and faculty in POS as well as other programs [Sec. 134 (b) (4)] Addressing the needs of adult learners through adult basic education and/or noncredit training in Adult Career Pathways [State Plan; Sec. 135 (c)] Opportunities for early college credit [Sec (c) (10)] Improvement of academic and technical skills of CTE learners [Sec. 134 (b) (3) Assessment of core technical skills across high school and college that use valid (measures the content) and reliable (consistent over time and among students) assessments [Sec. 134 (b) (3 B.) and Sec. 135 (c) (19)] All Aspects of the Industry included in all POS [Sec. 134 (b) (3 C.)] Goal 1 Narrative: Through collaboration between secondary and postsecondary the NE Metro Consortium will formally implement the use of POS to provide students information and direction to make sound career and college decisions to attain their own career pathway goals. This will include the presentation of adult career pathways. Technical skills assessments will implemented in all programs with a state approved POS. Research of best practices, support for curriculum and resources, professional development, and student organization support will be used to address these goals. Continued collaboration among the member high school CTE staff, Century faculty, as well as other postsecondary institutions, will result in additional articulated course and transition opportunities for students. Strategies & Activities Outcomes Measures Projected Budget by Objective
2 1.1 Develop a Rigorous Program of Study (RPOS), and continue to refine and implement Programs of Study (POS) throughout the Consortium utilizing the 10 component criteria A plan is created for RPOS development through CTE programs, high school counselors, postsecondary faculty, Career and Technical Center programs, and the career centers in 10 member high schools A counselor workshop takes place at Century College in a collaborative secondary / postsecondary initiative and postsecondary RPOS staff meets twice. Permissive Member districts have POS s on the state website for all approved CTE program areas, and have identified a district, college and consortium reviewer A review of the state website confirms this has been accomplished in 12 member districts and Century College Curriculum review is completed for CTE programs with POS. Resources are provided A record is kept of Perkins-funded equipment and instructional resources in programs that meet POS consortium quality criteria Program approval paperwork is submitted to MDE by 12/20/13 in all member schools Faculty and program advisory boards review college POS and Model Course Sequences to identify gaps in offerings at the course and program level Model Course Sequences and college POS are published on the college website New and revised courses and programs are developed Establish core teacher/faculty/staff group as advisors to the post-secondary Perkins leadership team Meeting minutes will be available.
3 1.1.6 Review and revise Law Enforcement learning objectives that can be measured through skill attainment and have statewide applicability by using task force analysis performed in FY12. (Collaborative project with other consortiums) CTE Specialist and College Readiness Specialist coordinate a pilot mentor program in the consortium RPOS Revised learning objectives are published secondary students will be mentored by post-secondary students.
4 1.2 Continuing professional development support for CTE staff teaching in approved programs Opportunities are provided for CTE staff to participate in consortium sponsored professional development events and to attend conferences and workshops CTE staff persons from each member high school attend the State Pathways Conference CTE staff participate in national CTE conferences Permissive CTE staff participate in their state professional organization or industry based conference or consortium sponsored professional development CTE staff who advise CTE student organizations participate in their state, regional competition, or national leadership conference with students Perkins Summit for postsecondary CTE Faculty and staff focusing heavily on sharing best practices CTE programs with student organizations will enhance curriculum related to student competition A record of curriculum enhancements will be kept.
5 1.3 Technical skills assessments (TSA s) are implemented in each CTE approved program for which a state approved POS exists Program concentrators have the opportunity to take a TSA as they are reaching program completion At least one district or CTC program administers an approved TSA in each area for which one has been approved by the state CTE secondary and postsecondary programs participating in CTEDDI implementation identify program improvement FY14 summer workshop Reserve An approved TSA is administered in each college program with a stateapproved POS CTC TSA data is recorded through student s home high school Perkins data report Summer consortium CTEDDI professional development is provided Attendance recorded at MARSS/Perkins data meeting.
6 1.4 Continue to offer opportunities for member districts and the CTC to provide programs for credit with Century and other colleges Students access courses and programs for which articulation or concurrent enrollment is available Member district and college staff participate in an annual articulation meeting offered at Century College will increase by 20% (FY13 = 50) Establish a baseline number of students who earn college credit for successful participation in articulated courses Establish a baseline number of students who enroll in concurrent enrollment at Century College Improvement of regional articulation website, Establish a baseline number of students who earn regional articulated credits Survey of involved CTE teachers regarding efficiency of website. Use of Funds: Highlight or Bold the required and permissible activities addressed above ( R for required and P for permissible). R1 Academic Integration R9 Special Populations R10 Collaboration R2 Programs of Study R3 All Aspects of an Industry R11 Articulation P7 Equipment Leasing/Purchasing/Upgrading R4 Develop/Improve/Expand the use of Technology P1 Advisory Committees P8 Teacher Preparation R5Professional Development P2 Counseling P9 Alternative Formats R6 Assessment P3 Work-Based Experiences P10 Student Transition R7 Initiate/Improve/Modernize Technology P4 Additional Special Populations P11 Entrepreneurship R8 Size/Scope/Quality P5 Student Organizations R10 C
8 Possible topics for inclusion under this goal Goal 2: Effectively Utilize Employer, Community, and Education Partnerships All Aspects of the Industry, including work-based experiences and internships [Sec. 134 (b) (3 C.)] Program advisory committees involved in identifying high-skill, high-wage, or high-demand occupations within the region [Sec.134. (b)(8 C.)] Program advisory committees that are involved in continuous program improvement and are established consortium-wide, where feasible, including movement to joint secondarypostsecondary advisory committees [Sec. 134 (b)(5)] Partnerships with other initiatives or providers that support transitions for high school and adult students. Examples: ABE, business, labor, WorkForce Centers, customized training, programming conducted under NCLB, and alternative high school programs (Area Learning Centers, alternative high schools, charter schools, etc.) [Sec. 135 (b)(5)] Collaboration that leads to improving CTE programs (e.g., WorkForce Center, non-profits, service organization, Chambers) [Sec.134. (b) (5)] Goal 2 Narrative: The consortium will continue to build on the effectiveness of the advisory committee structure guided by the state framework. Advisory committees will provide staff and students to learn All Aspects of the Industries to inform curriculum and learning strategies. The consortium will promote the development and enhancement of work-based learning programs in member schools. Collaborative efforts with workforce centers and economic development continue to be a priority for the collaborative. Strategies Outcomes Measures Projected Budget by Objective 2.1 Provide opportunities for staff and students to get into businesses Summer industry tours for educators off opportunities for staff to learn all aspects of industries by small group visits to companies tour dates, with 2 tours per day, are offered. 100 staff members participate and complete an All Aspects of the Industry analysis on each tour Fieldtrips are supported in member high schools fieldtrips per member high school are offered to enhance Programs of Study/All Aspects of Industry in CTE programs.
9 2.2 Establish advisory committees within career fields to facilitate required CTE staff-business interactions Advisory committees meetings are scheduled to assist CTE staff in complying with the advisory committee requirements for Perkins programs Agenda will include discussion of advisory committee recommendations for equipment and resources for CTE programs Minutes of advisory meetings indicate sharing of best practices and labor market information which help improve POS, TSA and dual credit options. Permissive 2.3 Assist member high schools in providing work-based learning experiences for students Work experience and/or internship programs are supported in member high schools Networks exist for work experience and the CTE program areas through the advisory meeting. They meet two times during the year Grants are awarded to CTE programs to enhance work-based experiences. Permissive 2.3. Job shadow experiences are supported in member districts job shadowing experiences are completed by students in five member schools. 2.4 Provide work-based learning experiences for college CTE students Internship opportunities, shadowing, and tours are increased Headcount will be increased Number of participating programs will be increased.
10 2.5 Collaborate with other MnSCU community and technical colleges to enable students and alumni to access employers and job opportunities. 2.6 Develop and enhance students professionalism and marketability to employers. 2.7 Identify professional development and job search readiness needs specific to programs The College participates in the MnSCU Job and Transfer Fair Employers review resumes, conduct mock interviews, and discuss professionalism at the Etiquette Event Collaboration among faculty results in offering job search readiness sessions/workshops/activities specifically to their programs Increase student and alumni participation Increase the participation headcount Increase the number of participating CTE programs Increase the presence in classroom or specified scheduled events by 10%. Use of Funds: Highlight or Bold the required and permissible activities addressed above ( R for required and P for permissible). R1 Academic Integration R9 Special Populations R2 Programs of Study R10 Collaboration P6 Mentoring/Support Services R3 All Aspects of an Industry R11 Articulation P7 Equipment Leasing/Purchasing/Upgrading R4 Develop/Improve/Expand the use of Technology P1 Advisory Committees P8 Teacher Preparation R5Professional Development P2 Counseling P9 Alternative Formats R6 Assessment P3 Work-Based Experiences P10 Student Transition R7 Initiate/Improve/Modernize Technology P4 Additional Special Populations P11 Entrepreneurship R8 Size/Scope/Quality P5 Student Organizations
11 Possible topics for inclusion under this goal Goal 3: Improve Service to Special Populations Access to and success of students in programs of study nontraditional by gender [Sec. 134 (b) (10)] Identification and adoption of strategies and outcomes to overcome barriers for special populations and increase rates of access and success in CTE programs. [Sec. 134 (b) (8 A.) and [Sec. 134 (b) (8 B.)] High-Skill, High-Wage or High-Demand occupations that lead to self-sufficiency [Sec. 134 (b) (8 C.)] Plan showing connections to local, regional and state wide initiatives that support special populations, e.g. STEM Equity Pipeline, Employment First, etc. Sec.134 (b) (3) (8A &B)] Description of how individuals in special populations will not be discriminated against based upon their status. [Sec. 134 (b) (9)] Plan showing that expectations are consistent for all learners in high school and college including members of special populations [Sec. 134 (b) (3)] Goal 3 Narrative: The consortium will continue to emphasize access to and success of students in nontraditional programs. Curriculum development and professional development will be supported to service special populations and underserved students through curriculum modifications and accommodations, direct services including individual completion of POS, and events such as Career Days, Young Women s Conference, and STEM events. Collaborative efforts to further this goal will be promoted with vocational rehabilitation, workforce centers, and other agencies focused on special populations. Special services are enhanced through Perkins resources. High school to postsecondary and postsecondary to work transitions are supported by the consortium. Strategies Outcomes Measures Projected Budget by Objective 3.1 Create career development and transition opportunities for students with special needs Transition programs are available and supported for students with special needs in all member schools Work based learning instructors are supported in enhancing their career development knowledge Establish a baseline of transition and work-experience disabled program students who develop an individual learning plan Record of curriculum enhancements is reported and shared. Permissive
12 3.2 Provide opportunities for students to explore and prepare for non-traditional careers Career specialists coordinate non-traditional career activities/resources funded by the consortium A record of activities and resources will be kept A Young Women s Conference and a Young Men s Conference, focused on non-traditional careers, ar available to member school students A total of 40 high school students participate in the conferences Increase non-traditional career options at the Young Women s Conference. There is increased diversity among the participants Increase participation in Young Men s Conference by 10%. 3.3 Collaborate with noneducation agencies (Workforce Centers and STEM Equity Pipeline), in providing programs and services for special populations Work Skills Days, a collaborative effort between Workforce Center s, CTIC s and the respective schools are very effective Work Skills Days take place and serve 300 students. 10 member high schools participate. 3.4 Develop, improve and expand academic and technical support through the use of technology for special populations Students with disabilities are surveyed to determine what assistive technology they are currently using, either on campus or on their own, how often they use it, where they access it, and what they would like to see available for their use Results are compiled and analyzed with the resulting data used to augment support. 3.5 Technical Assistance is received from MDE and system office for non-traditional data improvement Improvement plan implemented across consortium S1 consortium data improves by 5% S2 consortium data improves by 5%
13 3.6 Expand the Tutors Linked to Classes (TLC) to Career Technical Education programs Gateway courses for CTC programs that prevent CTC students from progressing in their program are identified Withdrawal rates in identified Gateway courses is decreased Grades of C and above is increased in identified Gateway courses Student retention is increased. Use of Funds: Highlight or Bold the required and permissible activities addressed above ( R for required and P for permissible). R1 Academic Integration R9 Special Populations R2 Programs of Study R10 Collaboration P6 Mentoring/Support Services R3 All Aspects of an Industry R11 Articulation P7 Equipment Leasing/Purchasing/Upgrading R4 Develop/Improve/Expand the use of Technology P1 Advisory Committees P8 Teacher Preparation R5Professional Development P2 Counseling P9 Alternative Formats R6 Assessment P3 Work-Based Experiences P10 Student Transition R7 Initiate/Improve/Modernize Technology P4 Additional Special Populations P11 Entrepreneurship R8 Size/Scope/Quality P5 Student Organizations
14 Goal 4: Provide a Continuum of Service Provision for Enabling Student Transitions Possible topics for inclusion under this goal Flexibility in scheduling and formats that provide access for students [Sec. 135 (c) Implementation of CSP relative to (a) programs of study; (b) early college credit (9)] opportunities [Sec. 135 (c) (10)] Student services that enhance student transition [State Plan] Transition of adult learners into the workforce [Sec. 135 (c) (9)] Improvement of enrollment, retention and completion for military veterans, Continuum of Service Provisions/Brokering with other consortia [State Plan] underemployed, and unemployed adults [Sec. 135 (c) (9)] Goal 4 Narrative: The consortium provides leadership to the integration of academics into career and technical education, both at the secondary and postsecondary. High schools have an obligation to the consortium to assure that every student has a career plan and has received grade appropriate career exploration opportunities. Collaborative relationships among the members are encouraged to expand, strengthen, and document a continuum of services that will promote smooth student transitions. College readiness continues to be a focus of the programming activities which will encourage and develop district programs and promote partnerships between districts. Strategies Outcomes Measures Projected Budget by Objective
15 4.1 Assist member district CTE, CTC, and Century program staff in the identification and integration of academic curriculum into career and technical education courses Math interventions continue in CTC programs with a math Accuplacer requirement % of CTC math intervention students pass math grad test Pre- to post-assessments in CTC interventions improve by 10% (overall average). Reserve Member district CTE programs incorporate math into their curriculum member districts are providing math through academics in CTE programs. (100% increase from FY13) S2 consortium data improves by 5% member districts have met with math coach The math coach works with postsecondary staff to identify math skills taught through CTE programs The math coach presents techniques and effective strategies at multiple events Math skills are formally identified for 3 postsecondary programs Review of Literacy and Science standards in CTE programs CTE programs will align academic standards with curriculum.
16 4.2 Provide opportunities for students explore careers Career centers are supported by Perkins funds Career plans developed in member high schools use POS as a reference Member district career specialists meet 3 times per year for networking and planning A sample of a student career plan is provided to the consortium by each district. Permissive Student transitions from high school to postsecondary are enhanced by activities and resources. (i.e. Technical Program Preview Night) A curriculum exists for use by member schools in implementing career planning based upon MCIS, GPS, and Naviance, where available % of member district high school students have accessed MCIS information Per monitoring visit recommendations, member district program/course guides will better reflect student opportunities at CTC Increase enrollment by each district in CTC programs (baseline FY13 fall enrollment) A successful Career Day is planned and implemented by the consortium member high schools bring 500 students to Career Day.
17 4.3 Provide support services to CTC students The College and Career Readiness series is presented to all CTC participants CTC students participate in the College and Career Readiness series Accuplacer tests are administered to CTC participants CTC students complete the Accuplacer, and at least 50% meet the cut scores for their respective programs Gather information on CTC students enrolling at Century College Establish baseline number of free applications 4.5 Assist CTE students, including special populations and adult learners, in their transition from the classroom to careers Direct services are provided to students in the areas of resume and cover letter development, job search resources, and interviewing skills Establish baseline number of enrolled CTC students Increase the number of students served by 10% over the baseline Work Keys is piloted in OFFT and resulting data is presented at Perkins Summit as a Best Practice One additional CTE program will implement the Work Keys model.
18 4.6 Assist adult learners in their college transition of combining family, work and college leading to a CTE career. 4.7 Provide transition support for adult students in programs at the Work Force Centers and East Metro ABE & ESl Community School A safe and welcoming transition space for adult learners is provided in the East Academic Support Center Career goal attainment workshops are presented to evening CTE students A comprehensive list of both oncampus and off-campus resources is complied An adult CTE student focus group is conducted to identify barriers and challenges to adult learners Bridge the gap for adult students to transition into CTE programs at Century College. Presentations increases understanding of awards options available in each program of study Present GPS workshops in the students current academic center Connect students to resources for incumbent or layed off workers to successfully enter career pathways through credit for prior learning The East Academic Support Center tutors and other resources are available to adult learners two afternoons/evenings per week One evening workshop is presented in the first two months of each semester The list of reources is made available to all CTE students, both electronically and digitally Results of the focus group is compiled and analyzed to assess needs Baseline numbers are established One workshop per month is presented Baseline numbers are established.
19 4.8 Enable seamless, nonthreatening transition from Accuplacer testing to registration planning and creating their educational plan Provide immediate post- Accuplacer advising to CTE students Baseline number of students will be established. Use of Funds: Highlight or Bold the required and permissible activities addressed above ( R for required and P for permissible). R1 Academic Integration R2 Programs of Study R10 Collaboration P6 Mentoring/Support Services R3 All Aspects of an Industry R11 Articulation P7 Equipment Leasing/Purchasing/Upgrading R4 Develop/Improve/Expand the use of Technology P1 Advisory Committees P8 Teacher Preparation R5Professional Development P2 Counseling P9 Alternative Formats R6 Assessment P3 Work-Based Experiences P10 Student Transition R7 Initiate/Improve/Modernize Technology P4 Additional Special Populations P11 Entrepreneurship R8 Size/Scope/Quality P5 Student Organizations R9 Sp
20 Possible topics for inclusion under this goal Self-assessment of consortium systems and operations, including fiscal and administration [Sec 135 (c) (20) Shared responsibility among all partners for collaboration and accountability for success [State Plan] Collaborative initiatives between the consortium and stakeholders [Sec. 134 (b) (5)] Goal 5: Sustain the Consortium of and Postsecondary Institutions Use of data for evaluation of student success and continuous program improvement [Sec. 134 (b) (2 & 7) and Sec.135 (c) (19)] Collaborative budget development [State Plan] Promotion of consortium CTE vision [State Plan] Goal 5 Narrative: Utilize the organizational structure of the consortium to continue to enhance programs and services for CTE students in all member districts. The current practice of having K-12 and college students co-located facilities will be further used to great success in bringing consortium members together administration, faculty, and students. Each year greater collaboration of planning and delivery of CTE programs takes place by secondary and postsecondary consortium leadership. Strategies Outcomes Measures Projected Budget by Objective 5.1 Coordinate communications and Perkins implementation within the 16 secondary member districts Maintain the secondary communications network within the consortium A website of consortium activities and resources will be created and maintained for access by member districts % district Perkins representatives attend 4 quarterly consortium meetings Coordinate the RFP process for distributing Perkins resources within the consortium Consortium leadership staff participate in professional development such as Perkins state meetings, workshops and conferences Grant reports are completed for all resources being distributed Financial records are available for all completed local grant awards The consortium is represented at all state meetings Attendance at state or national workshops and conferences relevant to Perkins administration.
21 5.2 Continue to develop a communication plan for faculty, staff, parents and students. 5.3 Maintain Northeast Metro Perkins Leadership Team secondary and postsecondary collaborative activities D2L site to facilitate CTE faculty virtual discussions and sharing of Best practices will be enhanced The efolio site will be enhanced Brief annual report is published Collaboration, communication planning and growth on required activities is enhanced Usage of the D2L site will be tracked Usage of the efolio site will be tracked The report is disseminated at the Perkins Summit Agenda and minutes are available Strength finder workshop is provided to all team members. Use of Funds: Highlight or Bold the required and permissible activities addressed above ( R for required and P for permissible). R1 Academic Integration R9 Special Populations R2 Programs of Study R10 Collaboration P6 Mentoring/Support Services R3 All Aspects of an Industry R11 Articulation P7 Equipment Leasing/Purchasing/Upgrading R4 Develop/Improve/Expand the use of Technology P1 Advisory Committees P8 Teacher Preparation R5Professional Development P2 Counseling P9 Alternative Formats R6 Assessment P3 Work-Based Experiences P10 Student Transition R7 Initiate/Improve/Modernize Technology P4 Additional Special Populations P11 Entrepreneurship R8 Size/Scope/Quality P5 Student Organizations
22 Budget Instructions To complete the required application budgets, please submit the Excel budget summaries for postsecondary, secondary and the consortium budget narrative. These forms are available at in the Forms section (http://www.cte.mnscu.edu/forms/index.html). The file name is FY13 Budget Summaries. applications must also complete the MDE budget summary available in the same section of the website.
23 SUMMARY FOR PERKINS-FUNDED POSITIONS Complete the space below as it pertains to individuals whose salaries are being paid in part or wholly by federal Perkins dollars. If no dollars are used for salaries, just indicate on the line below and submit with your local application. No Perkins dollars are being used for funding positions. The following are Perkins-funded positions and require Personnel Activity Report(s) to be completed: Name Position File Folder # (secondary) Amount [Duplicate as needed] STATE-APPROVED PROGRAMS OF STUDY AND SELECTED TECHNICAL SKILL ASSESSMENTS SECONDARY AND POSTSECONDARY By FY12, all consortia were to have at least seven (7) state-approved programs of study and, where applicable *, were to identify and implement an appropriate state-approved technical skill assessment in the associated pathway at the secondary and postsecondary levels. Please identify at least seven (7) programs of study you wish to have the state consider for accountability purposes, the technical skill assessment chosen at both secondary and post-secondary for the program of study, the school or college where the assessment is given and the course in which the assessment is given. *Refer to MDE/MnSCU Position on Technical Skill Assessment Implementation 11/9/11 for further information. Found at State-approved Program of Study [Duplicate as needed] In which CTE Program? At which High School? College? Which State-approved Technical Skill Assessment is administered? In which course (use course code) or at what time in the program? Programs of Study Status Report Please attach a current status report of the approved (or in progress) programs of study from the MNPOS web site.
24 PERKINS WRITTEN IMPROVEMENT PLAN SECONDARY and POSTSECONDARY REPORTS OR IMPROVEMENT PLANS ARE DUE WITH YOUR LOCAL APPLICATION - MAY 2012 Your consortium may have received notification of the need to complete an improvement plan (or plans) if your consortium did not meet its negotiated level of performance on one or more federal indicators. In that notification it stated that you would be required to either prepare a Report describing the indicator(s) where the consortium performance was below the target and asks you to identify general strategies that will be used to improve performance or a Written Improvement Plan that requires more detailed actions used to improve performance. Review the notification letter that you were sent and, within this local application, complete an improvement report or plan, as instructed, using the following template. Please provide adequate detail of the specific strategies or activities planned and thoughtfully describe how your disaggregate data informed your plans. A. Report (R): If a consortium scored between 90 and 99% of their negotiated target for any indicator, please prepare a report describing general strategies the consortium will implement to improve performance. If more than one indicator requires an improvement report, respond to each indicator separately on a new page (duplicating the template as needed). B. Written Improvement Plan: If the consortium scored below the 90% level of their negotiated target for any indicator, a written improvement plan is required. The plan asks for detailed plans of activities, resources, people responsible and timeline for implementation. If more than one indicator requires a plan, respond to each indicator separately in a separate page (duplicating the template as needed).
25 Perkins IV Local Improvement Report A. Complete for REPORT & PLAN Consortium Name: [Duplicate as needed for additional indicators] Indicator Not Met: Negotiated Performance: Actual Performance: General strategies planned to improve performance: Comments or context for actual performance (optional): B. Complete for IMPROVEMENT PLAN ONLY Sub-populations or groups where gap exists (could be by demographic characteristic, school, program, other) Action steps to improve the performance Identify the strategies/activities that will be taken to achieve the specified goal and improve the quality of CTE programs and core indicator performance Perkins IV Local Improvement Plan Describe any contextual factors that might contribute to this gap. Resources Needed Timeline Describe stakeholders involved, process and sources of data used to determine strategies/action steps listed above: Person(s) Responsible Identify the person(s) who will oversee implementation of strategies and who determines or communicates significant dates or achievement points throughout the year How will progress be documented? Identify how the strategies or activities will be evaluated to measure progress. These measures should be observable or quantifiable.
26 STATEMENT OF ASSURANCES & CERTIFICATIONS 1. The eligible sub-recipient shall make this application and Personnel Activity Reports (PAR) available for review and comment by all appropriate parties as outlined in the Carl D. Perkins Career and Technical Education Act of None of the funds expended under this Act shall be used to purchase equipment (including computer software) in any instance in which such acquisition results in a direct financial benefit to any organization representing the interests of the purchasing entity or its employees or any affiliate of such an organization. 3. Funds made available under this Act cannot be used: (1) to require any secondary school student to choose or pursue a specific career path or major; or (2) to mandate that any individual participate in a career and technical education program, including a career and technical education program that requires the attainment of a federally funded skill level, standard, or certificate of mastery. 4. Federal career and technical education funds shall be used to supplement state and local funds for career and technical education, and in no case to supplant (replace) such state or local funds. 5. The eligible sub-recipient shall comply with all requirements imposed by the grantor agency concerning special legal requirements, program requirements, and other administrative requirements including the completion of Personnel Activity Reports. 6. The eligible sub-recipient shall comply with all regulations, policies, guidelines, and requirements included in the Education Division General Administrative Regulations (EDGAR) as they relate to the application, acceptance and use of federal funds for this project. 7. The eligible sub-recipient shall comply with the Vocational Education Guidelines for eliminating discrimination and denial of services on the basis of race, color, national origin, sex and handicap (45 CFR, Part 80) issued by the Bureau of Occupational and Adult Education, Department of Education and the Office of Civil Rights, March 21, The eligible sub-recipient shall comply with requirements of the provisions of the Uniform Relocation Assistance and Real Property Acquisitions Act of 1970 (P.L ) which provides for fair and equitable treatment of persons displaced as a result of federal land federally assisted programs. 9. The eligible sub-recipient shall comply with the minimum wage and maximum hour provisions of the Federal Fair Labor Standards Act, as they apply to hospital and educational institution employees of state and local governments. 10. The eligible sub-recipient shall establish safeguards to prohibit employees from using their positions for a purpose that is, or gives the appearance of being, motivated by a desire for private gain for themselves or others, particularly those with whom they have family, business, or other ties. 11. The eligible sub-recipient shall give the grantor agency or the Comptroller General through any responsible 26
27 authority access and the right to examine all records, books, papers, or documents related to the awarding of these funds. 12. The consortium district and college administration assure that programs of study have been designed according to the process and document requirements and will serve all populations of learners. I/we hereby certify that the information provided in this local application is true and correct to the best of my/our knowledge, information, and belief, and that the required assurances are given. All approved programs, services, and activities shall be conducted in accordance with state and federal laws, rules and regulations; and in accordance with the Minnesota Department of Education and the Minnesota State Colleges and Universities polices and program standards. ALL STATEMENT OF ASSURANCES AND CERTIFICATIONS MUST BE SIGNED: Consortium Name College President Name-Print Postsecondary Signature - College President Date College President College President Phone Number: District Name Print District Number/Type Superintendent Name-Print Signature - School Superintendent Date Superintendent Superintendent Phone Number: [Duplicate as needed] 27
BP 6178(a) Instruction CAREER TECHNICAL EDUCATION The Governing Board desires to provide a comprehensive technical education (CTE) program in the secondary grades which integrates core academic instruction
Perkins Grant Overview Introduction: The Carl D. Perkins Career and Technical Education grant is grant funding that is awarded from the US Government to the states and then allocated to various schools
RENEWING CAREER AND TECHNICAL EDUCATION IN COLORADO A summary of the Colorado State Plan for Implementation of the Carl D. Perkins Career and Technical Education Act of 2006 Prepared by the Colorado Community
Building Pathways to Postsecondary 2.0 Summits 2014-2015 Paula Palmer, JoAnn Simser, and Pakou Yang Minnesota Department of Education Minnesota State Colleges and Universities Leading for educational excellence
Carl Perkins Recipient On site Monitoring Preparation Documentation FY16 Fiscal Year Review Area Strategies for Improvement: Academic Achievement Recipient encourages high expectations and strong academic
TENNESSEE SCHOOL SYSTEM: OBION COUNTY SYSTEM NUMBER: 660 THE CARL D. PERKINS CAREER AND TECHNICAL EDUCATION ACT OF 2006 Year Two Action Plan Funding Period: July 1, 2009-June 30, 2010 Submitted By: Career
Exploring Expectations of Programs of Study Whitney Hagy and Mackenzie Montgomery Illinois Community College Board CTE Forum for Excellence September 23, 2014 Welcome The State of Illinois is dedicated
Virginia Administrative Code: 8VAC20-120 CHAPTER 120 REGULATIONS GOVERNING CAREER AND TECHNICAL EDUCATION Part I General Provisions 8VAC20-120-10. Authority to promulgate; requirements for compliance with
TOP CODE(s) [2, 4 or 6 digit] Program Title Section 135(b) Requirements Check the corresponding Section II Part A form for the Met/Unmet Requirements for Use of Funds. Note: Each TOP Code identified for
(Revised 11/29/2012) Date(s) of Visit Reviewers Signatures: College Name County Chief School Administrator Project Director & Staff Postsecondary Allocations Postsecondary Federal: State: Date of Substantial
American Association of Community Colleges Association of Community College Trustees AACC and ACCT Policy Recommendations for Reauthorization of the Carl D. Perkins Career and Technical Education Act The
Public Policy Update Career and Technical Education: Perkins Act Reauthorization Career and Technical Education (CTE), most often referred to as vocational education, is authorized under The Perkins Act
1 1. Recipient Organization Organization Name: Minnesota State Colleges and Universities City: St. Paul Address 1: Wells Fargo Place Address 2: 30 7th Street East, Suite 350 State: MN ZipCode: 55101-7804
TITLE 6 CHAPTER 33 PART 2 PRIMARY AND SECONDARY EDUCATION EDUCATIONAL STANDARDS - VOCATIONAL EDUCATION ESTABLISHMENT OF ACADEMIC AND TECHNICAL STANDARDS 22.214.171.124 ISSUING AGENCY: Public Education Department
Carl D. Perkins Career and Technical Education Act of 2006 PERKINS IV PROGRAM GUIDELINES 2014-2015 TABLE OF CONTENTS OVERVIEW Purpose...p. 4 Goals. p. 4 Accountability....p. 4 Administrative Costs.. p.
DECEMBER 2015 Pathways System Framework Design Specifications and Asset Inventory FOR PATHWAY SYSTEM PARTNERSHIPS Every Indiana business will find the educated and skilled workforce necessary to compete
Reference Document #1: 2015-2016 Perkins Application Program Improvement Required and Permissive Uses of Funds SEC. 135. LOCAL USES OF FUNDS. ``(a) General Authority.--Each eligible recipient that receives
2016-17 CTE Incentive Grant - SMUHSD Approved Application Overview SMUHSD has been allocated $1,133,057.00 from the California Department of Education to support and develop highly qualified career technical
Student Equity Plan 2014-2017 November 6, 2014 2 EXECUTIVE SUMMARY (SDCE) provides adult education for the San Diego Community College District. SDCE is the largest, separately accredited continuing education
WEB DESIGN AND CURRICULUM FRAMEWORK This document was prepared by: Office of Career, Technical, and Adult Education Nevada Department of Education 755 N. Roop Street, Suite 201 Carson City, NV 89701 The
A Survey of Needs and Services for Postsecondary Nontraditional Students Part III: A Survey of School Departments As an initiative for the Perkins Career and Technical Education Grant, this survey is designed
AB104 Adult Education Block Grant - Three-Year Consortia Plan Update from AB86 Final Plan Section 1: Consortium Information 1.1 Consortium Planning Grant Number: 15-328-063 1.2 Consortium Name: Southwestern
TABLE OF CONTENTS PART A: STATE PLAN NARRATIVE...1 I. Planning, Coordination, and Collaboration Prior to Plan Submission...2 II. Program Administration...5 III. Provision of Services for Special Populations...41
Texas CTE Overview Academic and CTE Integration Texas has implemented two sets of standards for CTE: the Texas Essential Knowledge and Skills for Career and Technical Education and Texas Essential Knowledge
OREGON STATE PLAN FOR CAREER AND TECHNICAL EDUCATION 2008-2013 In fulfillment of the requirements for the THE CARL D. PERKINS CAREER AND TECHNICAL EDUCATION IMPROVEMENT ACT OF 2006 PUBLIC LAW 109-270 FEBRUARY
BUREAU OF CAREER AND TECHNICAL EDUCATION Approved Program Evaluation 2014-2015 School Name: Program CIP Number/Title: PDE Team Leader: Reviewer s Name: Date: Reviewer s Email: Phone Number: Directions:
Minnesota FastTRAC Adult Career Pathway INTEGRATED BASIC EDUCATION AND SKILLS TRAINING INDUSTRY- RECOGNIZED CREDENTIAL READINESS CAREER AWARENESS OCCUPATIONAL PREP INTEGRATED SUPPORT: RESOURCES THAT MAKE
Campbell Union High School District May 15, 2015 TO: FROM: SUBJECT: FOR: Board of Trustees Patrick K. Gaffney, Superintendent Approve New Certificated Management Position: Principal on Special Assignment
COMMONWEALTH OF VIRGINIA VIRGINIA COMMUNITY COLLEGE SYSTEM WORKFORCE INVESTMENT ACT VIRGINIA WORKFORCE LETTER (VWL) #12-03 TO: FROM: SUBJECT: LOCAL WORKFORCE INVESTMENT BOARDS OFFICE OF WORKFORCE DEVELOPMENT
PATHWAYS FOR ACADEMIC CAREER AND EMPLOYMENT (PACE) PROGRAM FISCAL YEAR 2015 REPORT Community Colleges Prosperity Through Education www.educateiowa.gov Helping Communities Meet the Learning Needs of All
Strategy 1 Make transitions planned and accountable for both successful student progress and systemic cooperation. 1.1 Ensure every student has an individual learning and career plan. a) Use plain language
The Kentucky Core Academic Standards for Postsecondary Education website is designed to provide educators and administrators with access to information and resources regarding the impact of Senate Bill
Measuring the Performance of North Carolina s Workforce Development System January 2015 Introduction Session Law 2012-131 required the N.C. Commission on Workforce Development (recently renamed NCWorks
Educate. Advocate. Lead. 2015 16 ISSUES AND SOLUTIONS for Career and Technical Education in Virginia Educators and business representatives from across Virginia, along with 10 organizations representing
Texas State Plan for Career and Technical Education 2008-2013 In fulfillment of the requirements for the Carl D. Perkins Career and Technical Education Improvement Act of 2006 INTRODUCTION A Shared Vision
PROGRAM YEAR 2009-2010 PERFORMANCE REPORT ON CAREER AND TECHNICAL EDUCATION IN NEW HAMPSHIRE New Hampshire Department of Education 2009-10 Perkins Performance Report I. Implementation of State Leadership
TENNESSEE STATE BOARD OF EDUCATION HIGH SCHOOL POLICY 2.103 ELEMENTS OF SCHOOL-WIDE REFORM The following policy will be effective beginning with the ninth grade class entering high school during the 2009-2010
Table of Contents Title 28 EDUCATION Part CLXIII. Bulletin 138 Jump Start Program Chapter 1. General Provisions... 1 101. Overview... 1 Chapter 2. Jump Start Regional Teams and Program Authorization...
Career Technical Education (CTE) Certification of the CTE Online Allocation Agreement District: SOUTH ORANGE COUNTY CCD Amount Encumbered: Amount Encumbered: $344,826 COLLEGE/DISTRICT CERTIFICATION The
S. 250 One Hundred Ninth Congress of the United States of America AT THE SECOND SESSION Begun and held at the City of Washington on Tuesday, the third day of January, two thousand and six An Act To amend
ADULT EDUCATION BACKGROUND PAPERS HELPING ADULT LEARNERS MAKE THE TRANSITION TO POSTSECONDARY EDUCATION by Judy Alamprese, Abt Associates, Inc. WWW.C-PAL.NET This background paper is part of a series funded
PHOTOGRAPHY CURRICULUM FRAMEWORK This document was prepared by: Office of Career, Technical, and Adult Education Nevada Department of Education 755 N. Roop Street, Suite 201 Carson City, NV 89701 The State
CAREER AND TECHNICAL EDUCATION A Guide for Administering Career and Technical Education in the Public Schools of North Carolina Fiscal and Policy Guide C A R E E R A N D T E C H N I C A L E D U C A T I
Overview of the Massachusetts (MA) Adult Basic Education (ABE) System Luanne Teller Lteller@worlded.org World Education, Inc. 44 Farnsworth Street Boston, Massachusetts 02210 1211 617.482.9485 Massachusetts
NAEYC SUMMARY OF EARLY CHILDHOOD EDUCATOR/PROGRAM PROVISIONS IN THE HIGHER EDUCATION OPPORTUNITY ACT OF 2008 PUBLIC LAW 110-315 The Higher Education Act of 1965 (HEA) had not been reauthorized for many
Lakeland Community College Campus Plan Narrative Overview Lakeland Community College opened its doors in 1967 as the first college in Ohio established by a vote of local citizens committed to providing
ISSUES AND SOLUTIONS for Career and Technical Education in Virginia 2015 Educators and business representatives from across Virginia, along with 10 organizations representing Career and Technical Education
The mission of the Greenbush-Middle River School is to provide a quality education which will prepare all students to meet success by developing self-directed thinkers and communicators who are responsible,
STRENGTHENING CTE PROGRAMS OF STUDY: A CONTINUUM APPROACH This presentation incorporates self-assessments developed by MPR Associates under a contract from the US Dept. of Education s Office of Vocational
MASTER OF EDUCATION IN INSTRUCTIONAL TECHNOLOGY Student Handbook Overview The Graduate School Department of Education Online Student Handbook is intended to serve as a general guide for current and prospective
Atlanta College and Career Academy Frequently Asked Questions DRAFT 1. General Questions 1.1. What is a College and Career Academy? Modern approach to technical and vocational education as well as a national
Wallingford Public Schools Strategic Planning Chart School Name: CURRICULUM & INSTRUCTION Guiding Belief: The WPS Learning Community will provide the personal and academic challenges and learning necessary
INDIANA STANDARDS FOR CAREER AND TECHNICAL PROGRAMS 1 Table of Contents Introduction...1 Accountability System...3 Preface...4 Standards for All Career and Technical Program Areas**...5 Student Safety...6
Carl Perkins Program Self-Evaluation for FY 2013 Kansas Board of Regents - Career and Technical Education Institution: Neosho County Community College Perkins Program: Nursing Lead Instructor(s): Pam Covault
CONTENTS CARTERET COMMUNITY COLLEGE 2015-16 General Catalog (Effective 8/2015) Chapter 7: Corporate and Community Education Division 2 7.1. General Information 2 7.1.1. Admissions 2 7.1.2. Dual Enrollment
ADULT EDUCATION Program Policies November 15, 2008 Arkansas Department of Workforce Education Table of Contents Effective and Efficient Evaluation Calculations... 3 Service Delivery Area... 4 Distribution
Introduction Policymakers and educators around the nation are wrestling with an important challenge how to raise expectations for high school achievement, while increasing relevance and engagement in learning
Objective #5: Plans for consortium members and partners to accelerate a student s progress toward his or her academic or career goals. Accelerated Student Progress Priorities Adult students face enormous
LAW ENFORCEMENT CURRICULUM FRAMEWORK This document was prepared by: Office of Career, Technical, and Adult Education Nevada Department of Education 755 N. Roop Street, Suite 201 Carson City, NV 89701 The
STRATEGIES FOR INCREASING NONTRADITIONAL ENROLLMENT Recruitment Strategies Issue a personal invitation to a girl to attend a nontraditional class or activity in the class. Let her know you think she has
TITLE 135 JOINT LEGISLATIVE RULE WEST VIRGINIA COUNCIL FOR COMMUNITY AND TECHNICAL COLLEGE EDUCATION AND BOARD OF EDUCATION SERIES 28 STANDARDS FOR THE ADMINISTRATION OF THE WEST VIRGINIA EARN A DEGREE,
Kentucky Council on Postsecondary Education and Kentucky Department of Education Dual Credit Policy for Kentucky Public and Participating Postsecondary Institutions and Secondary Schools I. Introduction
On-the-Job Training (OJT) Federal Regulation Requirements under Workforce Investment Act (WIA) This document is a tool for WIA OJT administrators and monitoring staff to use as guidance when implementing
Office of Adult Education 1800 Century Place, N.E., Suite 300 Atlanta, Georgia 30345-4304 Beverly E. Smith, M. Ed. Assistant Commissioner RFA APPLICATION Federal and State Funding FISCAL YEAR 2013 (July
GENERAL ASSEMBLY OF NORTH CAROLINA SESSION H HOUSE BILL * Committee Substitute Favorable // Short Title: Nursing Shortage Alleviation Act. Sponsors: Referred to: (Public) February, A BILL TO BE ENTITLED
CSCU Becoming a World-Class System of Higher Education CSCU The Connecticut State College & University System For over 160 years, Connecticut s state colleges & universities have played a critical role
Business Experiential Learning Commission (The BEL Commisson) Work-Based Learning Best Practices from the Swiss Apprenticeship System Business Experiential Learning Commission aka The BEL Commission Created
DIVISION OF FINANCE 52 Chambers Street, New York, NY, 10007 SCHOOL ALLOCATION MEMORANDUM NO. 62, FY 2016 DATE: September 15, 2015 TO: FROM: Community Superintendents High School Superintendents Children
Grant Details 00708 FY15 Perkins IV Application 01025 FY15 Pine to Prairie Consortium Perkins Application Perkins IV Consortium Grant Title: FY15 Pine to Prairie Consortium Perkins Application Grant Number:
Pennsylvania s Statewide System of School Support The Pennsylvania Department of Education s (PDE) mission is to lead and serve the educational community to enable each individual to grow into an inspired,
WVABE Instructor Handbook WVAdultEd Instructor Handbook 2015-16 Section 7 Setting Goals to Align with Career Pathways Adult Basic Education (ABE) Program Office of Adult Education and Workforce Development
New Hampshire Rigorous Programs of Study Guidebook Based on the Development of the NH Accounting and Health Science Technologies Rigorous Plans of Study Logos Courtesy of States Career Clusters Initiative,
Creating a culture of experiential learning Intent Funded by HEB and housed at the San Antonio Chamber of Commerce; the intent of SA Works is to grow and enhance the existing career and technology programs
MDR s Guide to Federally Funded Education Programs Major federal programs in the Education Budget for Fiscal Year 2011 are listed below. Twenty-three programs were eliminated from the FY2011 budget, including
Response to the Department of Education Request for Information: Promising and Practical Strategies to Increase Postsecondary Success Abstract The Shirley Ware Education Center (SWEC) and the SEIU UHW-West
BROOKLAND PUBLIC SCHOOL GIFTED AND TALENTED EDUCATION HANDBOOK PROGRAM OVERVIEW Philosophy: The Brookland School District believes that within its boundaries are students for whom the regular classroom
CPE College Readiness Initiatives Unified Strategy: Increase accelerated learning opportunities for all Kentucky students. INTRODUCTION 1 P age 1. Objectives and Activities Bluegrass Community and Technical
Improving Career & Technical Education Through Statewide Use of Technical Skill Assessments Presenters: Ginny Karbowski, Director, Career Pathways Minnesota State Colleges and Universities email@example.com