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2007-08 CARL D. PERKINS CAREER AND TECHNICAL EDUCATION IMPROVEMENT ACT OF 2006 BASIC GRANT

Secondary and Adult
Career-Technical Education Programs at
Secondary Agencies

Request for Non-Competitive Proposals

Due: Postmarked by June 15, 2007

Application Form (In Word)

FS-10 (In Word)

PROGRAM DESCRIPTION

The Carl D. Perkins Career and Technical Education Improvement Act of 2006 (Perkins) provides basic grants to improve the quality of career and technical education (CTE). Prescribed formulas related to population characteristics are used to allocate funds. Funds received by a recipient must be used to improve CTE programs. Perkins envisions that all students will achieve challenging academic and technical standards and be prepared for high skill, high wage, high demand occupations in current or emerging occupations. Perkins provides an increased focus on the academic achievement of CTE students, strengthens the connections between business, industry and secondary/postsecondary education, and strives to train students to meet the actual needs of their communities to better compete in a global economy.

Secondary CTE Programs

Applications for Perkins funds must describe how grant monies will provide support to:

• Promote the development of programs, activities, and services that integrate rigorous and challenging academic and career and technical instruction, and that link secondary education and postsecondary education for participating career and technical education students; and

• Develop challenging academic and technical standards and to assist students in meeting such standards, including preparation for high skill, high wage, high demand occupations in current or emerging occupations.
   

Descriptions of how the use of these funds will help the applicant’s CTE program to attain the standards represented by the performance indicators found in Perkins should be included. Emphasis should be placed on efforts that implement the Learning Standards for Career Development and Occupational Studies (CDOS). These standards enable students to relate personal skills, aptitudes and abilities to future career decisions; demonstrate how academic knowledge and skills are applied in the workplace and other settings; demonstrate mastery of the foundation skills and competencies essential for success in the workplace; and for students that have chosen a career major, acquire the career-specific technical knowledge/skills necessary to progress toward success in postsecondary programs, gainful employment, and career advancement.

Agencies are strongly encouraged to plan these efforts jointly with their Local Workforce Investment Board (LWIB) and Youth Council with emphasis on linking Perkins services with Workforce Investment Act (WIA) funds allocated to the LWIB.


Adult CTE Programs

The special emphasis of Perkins adult programs is preparation for employment in high skill, high wage, high demand occupations in current or emerging professions. Funding may be used to provide assistance to adult students who are changing careers or updating skills. The program descriptions submitted as part of the local application should depict how funds will be used to support these efforts and show how services are coordinated with their LWIBs to avoid duplication and to expand the range and accessibility of services.

A description of how the local agency will provide a program that integrates academic education and CTE through a coherent sequence of courses should be included. The State Education Department (SED) encourages articulation of adult programs with related secondary and/or postsecondary curricula.

Other adult programs, such as basic skills, bilingual or English Language Learners (ELL) programs, life management and the General Educational Development (GED) program can be funded only if they are offered through curricula integrated with CTE programs. Local job developers and placement coordinators working for other clients and supported by other funding sources, including WIA, should be identified and, if possible, used to provide the same services for Perkins clients.

Each recipient of Perkins adult formula funds is a mandatory One-Stop partner under the WIA and must fulfill the responsibilities set out in Title I of the WIA. Those responsibilities include:
 

• Representation on the LWIB: As mandatory One-Stop partners, recipients of these funds are entitled to membership on the LWIB. However, to keep LWIB membership manageable, recipients of these funds may have selected a representative to serve on behalf of all such recipients in the Local Workforce Investment Area (LWIA). Each LWIB has designated at least one Perkins adult formula fund recipient to serve on the Board, representing the interests of all Perkins recipients. A list of LWIBs, including the LWIB contact person and the designated Perkins member(s) can be found at the following web site: http://www.workforcenewyork.org/localboards.htm. Perkins recipients who are not members of a LWIB may wish to collaborate with the designated Perkins Board member to determine resources that each Perkins recipient can provide in support of the One-Stop delivery system. These resources are the basis for core services and administrative support that will be negotiated in the Memorandum of Understanding (MOU);

• Entering into an MOU with the LWIB relating to the operation of the One-Stop system: This MOU is to include a description of services, how the cost of the identified services and administrative costs of the system are to be funded, and methods of referral. This MOU must indicate how both core services costs and administrative costs of the local One-Stop delivery system will be supported. This MOU must describe specific use of Perkins adult formula funds for the local One-Stop delivery system, and

• Making available applicable core services through the One-Stop system, either in lieu of or in addition to making these services available at the program site: Core services that are applicable to Perkins adult formula fund recipients’ programs must be accessible through the local One-Stop delivery system. The purpose of this requirement is to ensure that core services are provided by One-Stop partners in a coordinated, non-duplicative manner. Perkins adult formula fund recipients are not required to provide any new or additional services that they would not have otherwise offered using Perkins funds. Core services are defined as:

  • the provision of information concerning the performance and cost of CTE programs;

  • the initial assessment of skill levels, aptitudes, abilities and supportive service needs of individuals prior to their entry into a CTE program; and

  • the provision of information to individuals prior to their enrollment in a CTE program relating to the availability of supportive services, including child care and transportation, and referral to such services.
     

Each recipient of Perkins adult formula funds must use a portion of those funds to support their local One-Stop system. Options for describing how this support is funded within the Perkins application include:
 

• Developing a separate Major Effort to describe the use of Perkins funds for each core service (i.e., intake, assessment and supportive services) and for administrative costs; or
• reflecting the use of Perkins funds for both core services and administrative costs in multiple Major Efforts.  Items entered in multiple Major Efforts must be clearly labeled as related to support of the One-Stop delivery system. 
   

Each recipient of Perkins adult formula funds is to negotiate their decision-making regarding the contribution of Perkins funds to the support of the One-Stop delivery system with the LWIB as part of the MOU. Factors that must be taken into account during negotiations include:
 

• Proportionality: The contribution must be proportionate to the use of the One-Stop delivery system by individuals attributable to the partner’s program who seek assistance at the center. The method of attributing individuals to the Perkins program is negotiated as part of the MOU. Other related considerations, such as how the system is used by attributable individuals, including the level of intensity of services that are provided to them, might also be considered in applying this principle of proportionality.

• Limitations on administrative costs under Perkins: Contributions to the administrative costs of the One-Stop delivery system, such as the rental of space occupied by an employee performing administrative functions, are considered to be administrative costs under Perkins. All Perkins funds used to support One-Stop delivery system administrative costs are considered part of the administrative cap under Perkins and therefore can only come from those funds allowed for the administration of the Perkins grant. Recipients of Perkins adult formula funds should keep in mind that they have administrative responsibilities, including the implementation of performance accountability systems necessary to fulfill the Perkins accountability requirements. Agencies should retain sufficient funds to enable them to fulfill these responsibilities.

• Allowable costs: Recipients of Perkins adult formula funds may only contribute towards costs that are allowable under Perkins.

• Supplanting: The Perkins prohibition against supplanting applies to the WIA.
   

Recipients of Perkins adult formula funds and the LWIB may determine the amount and manner of the contribution within these parameters.

Each recipient of Perkins adult formula funds must submit a copy of the MOU they negotiated with their LWIB as part of their Perkins funding application.


ELIGIBLE AGENCIES

Only local school districts and Boards of Cooperative Educational Services (BOCES) may be eligible. To be eligible, such agencies must develop and submit a Career and Technical Education Program Plan (CTEPP), have a CTE program that is of sufficient size, scope and quality to be successful, and must have generated an allocation under the Perkins mandated secondary formula of at least $15,000 and/or under the adult formula of at least $50,000. (See Agency Awards, pp. 21-37)

Perkins secondary funds are distributed by a statutory formula that is based upon the number of individuals ages five to seventeen in a school district with heavy weighting to those individuals who are below the poverty line (source is 2004 Census data). However, in order to access these funds the following criteria must be met:

(1) Submission and approval of a CTEPP. Commissioner’s Regulations and federal and State legislation require local education agencies to participate in a planning process for CTE. This planning process covers all CTE programs and services for both youth and adults, not only those activities supported with federal Perkins funds. This planning process will result in a CTEPP that serves as the main policy instrument for CTE throughout the local service area. The State Education Department (SED) has written a State Transition Plan for the 2007-2008 academic year, and will develop a five year plan for the 2008-09 through 2012-13 academic years. A local plan shall cover the same period of time as the period of time applicable to the State plan.

(2) The allocation must be above $15,000. Schools with an allocation of less than $15,000, or other agencies not wishing to access their funds directly, may participate in a consortium application by assigning their funds to the consortium. A consortium application may come from any group of schools, but they must aggregate an allocation not less than $15,000 and meet the size, scope and quality requirements below. One grantee must be named as the lead agent for the consortium and be responsible for the local service area planning, program evaluations, local advisory council and fiscal duties of the entire consortium. Those schools with an allocation above $15,000 may apply for these funds if they have a CTE program that is of sufficient size, scope and quality.

(3) Have a CTE program that is of sufficient size, scope and quality (SSQ) to be successful. The SED determines size and scope by examining enrollments and program offerings through data provided via the Career and Technical Education Data System (CTEDS) and Basic Education Data System (BEDS). Quality is determined through the application review process.

Size and scope for 2007-2008 Perkins grants is demonstrated when the local agency offers programs in at least three of the sixteen career clusters and meets one of the following:
 

• Has special populations that represent at least 63.22% of the reported CTE students at the agency, or,

• Has special populations that represent at least 44.17% of the reported CTE students at the agency AND has a total secondary CTE enrollment that is at least 23.70% of the overall student 9-12 population.
  
  Source: CTEDS and BEDS data from the 2005-2006 school year.
   

Size and scope for the 2007-08 school year have been determined for each agency based upon reported 2005-2006 school year data regarding an agency’s CTE program at that time, (see Agency Awards, pp. 21-37). An agency has met size and scope if a “Yes” appears in the Met Size and Scope column. A “No” entry indicates that size and scope were not met. If an agency has not met size and scope but wishes to apply for funds, a detailed explanation must be provided to describe how funds will be directed to implement strategies during the 2007-2008 school year to enable its CTE program to meet the size and scope criteria.

(4) Offer at least one program of study or submit an application showing that a program of study will be created by June 30, 2008 and implemented at the start of the 2008-09 school year. An additional two, for a total of three, programs of study must be created by June 30, 2009, with three programs of study implemented at the start of the 2009-10 school year.

(5) Indicate in the application that the recipient will work to implement career clusters/career pathways initiatives. Technical assistance will be available on a regional basis from a contractor to be determined by a competitive application process.

(6) Have allocated local resources to supplement the Perkins funds in such a way as to result in high-level academic and technical skills; and

(7) Must use the Perkins performance indicators and state-negotiated performance standards to evaluate the agency’s CTE programs and show continuous improvement in subsequent funding years.


REQUIRED/ PERMISSIVE USE OF FUNDS

Each eligible recipient that receives Perkins funds shall use such funds to improve career and technical education programs.

Activities:

Perkins lists both mandated and permissive uses of funds to be carried out by recipients of Perkins funds. In all, there are nine mandated uses of funds and numerous allowable activities. Guidance provided by the U.S. Department of Education (ED) indicates that each local recipient is not responsible for expending Perkins funds on all nine mandated activities. However, the SED is responsible for ensuring that Perkins funds have been expended statewide to carry out each of the nine mandated activities. Recipients of Perkins funds must primarily use those funds to carry out any or all of the nine mandated activities. As the agency responsible for both administering Perkins funds and implementing the Regents standards, the SED will employ the following rules:

• At least 60 percent of Perkins funds received must be expended to carry out one or more of the nine mandated uses of funds listed below. This means that no more than 40 percent can be used for one or more of the permissive uses of funds listed below.

• NOTE: All recipients of Perkins funds must address mandated activity six. This can be done with Perkins or other funds (i.e., State or local) but must be fully detailed in the local agency’s Career and Technical Education Program Plan (CTEPP).

  • Suggested activities for mandated activity six: Perkins includes the need to be accountable for several aspects of the performance of students participating in CTE programs including the disaggregation of data regarding the performance of special populations in CTE programs. Funds may be used to determine how academic performance, technical skill attainment, program completion, graduation and follow-up information will be gathered and aggregated for reporting purposes. Perkins funds may be used to set up data systems including the purchase or development of software that make it possible to identify the performance of CTE students.
     

Required Uses of Funds: Funds made available to eligible recipients shall be used to support career and technical education programs that:
 

1. strengthen the academic and career and technical skills of students participating in CTE programs by strengthening the academic and career and technical education components of such programs through the integration of academics with CTE programs through a coherent sequence of courses to ensure learning in the core academic subjects and career and technical education subjects;

2. link career and technical education at the secondary level and career and technical education at the postsecondary level, including by offering the relevant elements of not less than one career and technical program of study;

3. provide students with strong experience in and understanding of all aspects of an industry, which may include work-based learning experiences;

4. develop, improve or expand the use of technology in career and technical education, which may include:
    

• training of career and technical education teachers, faculty, and administrators to use technology, which may include distance learning;

• providing career and technical education students with the academic and career and technical skills, including the mathematics and science knowledge that provides a strong basis for such skills, that lead to entry into the technology fields; or

• encouraging schools to collaborate with technology industries to offer voluntary internships and mentoring programs, including programs that improve the mathematics and science knowledge of students;
   

5. provide professional development programs to teachers, faculty, administrators and career guidance and academic counselors who are involved in integrated career and technical education programs, including:
    

• in-service and pre-service training on:

  • effective integration and use of challenging academic and career and technical education provided jointly with academic teachers to the extent practicable;

  • effective teaching skills based on research that includes promising practices;

  • effective practices to improve parental and community involvement; and

  • effective use of scientifically-based research and data to improve instruction;
     

• support of education programs for teachers of career and technical education in public schools and other public school personnel who are involved in the direct delivery of educational services to career and technical education students, to ensure that such teachers and personnel stay current with all aspects of an industry;

• internship programs that provide relevant business experience; and

• programs designed to train teachers specifically in the effective use and application of technology to improve instruction;
   

6. develop and implement evaluations of the career and technical education programs carried out with funds under this title, including an assessment of how the needs of special populations are being met;

7. initiate, improve, expand, and modernize quality career and technical education programs, including relevant technology;

8. provide services and activities that are of sufficient size, scope, and quality to be effective; and

9. provide activities to prepare special populations, including single parents and displaced homemakers who are enrolled in career and technical education programs, for high skill, high wage, high demand occupations that will lead to self-sufficiency.
   
    

Permissive Uses of Funds: Funds may be used:

1. to involve parents, businesses and labor organizations as appropriate, in the design, implementation and evaluation of career and technical education programs authorized under this title, including establishing effective programs and procedures to enable informed and effective participation in such programs;

2. to provide career guidance and academic counseling for students participating in CTE programs that:
    

• improves graduation rates and provides information on postsecondary and career options, including baccalaureate degree programs, for secondary students, which activities may include the use of graduation and career plans, and

• provides assistance for postsecondary students, including adult students who are changing careers or updating skills;
   

3. for local education and business (including small business) partnerships, including for:
    

• work-related experiences for students, such as internships, cooperative education, school-based enterprises, entrepreneurship, and job shadowing that are related to career and technical education programs;

• adjunct faculty arrangements for qualified industry professionals; and

• industry experience for teachers and faculty;
   

4. to provide programs for special populations;

5. to assisting career and technical education student organizations;

6. for mentoring and support services;

7. for leasing, purchasing, upgrading or adapting equipment, including instructional aids and publications (including support for library resources) designed to strengthen and support academic and technical skill achievement;

8. for teacher preparation programs that address the integration of academic and career and technical education and that assist individuals who are interested in becoming career and technical education teachers and faculty, including individuals with experience in business and industry;

9. to develop and expand postsecondary program offerings at times and in formats that are accessible for students, including working students, including through the use of distance education;

10. to develop initiatives that facilitate the transition of sub-baccalaureate career and technical education students into baccalaureate degree programs, including:
     

• articulation agreements between sub-baccalaureate degree granting career and technical education postsecondary educational institutions and baccalaureate degree granting postsecondary educational institutions;

• postsecondary dual- and concurrent-enrollment programs;

• academic and financial aid counseling for sub-baccalaureate career and technical education students that informs the students of the opportunities for pursuing a baccalaureate degree and advises the students on how to meet any transfer requirements; and
   

11. other initiatives:
     

• to encourage the pursuit of a baccalaureate degree; and

• to overcome barriers to enrollment in and completion of baccalaureate degree programs, including geographic and other barriers affecting rural students and special populations;
   

12. to provide activities to support entrepreneurship education and training;

13. or improving or developing new career and technical education courses, including the development of new proposed career and technical programs of study for consideration by the eligible agency and courses that prepare individuals academically and technically for high skill, high wage, high demand occupations and dual or concurrent enrollment opportunities by which career and technical education students at the secondary level could obtain postsecondary credit to count towards an associate or baccalaureate degree;

14. to develop and support small, personalized career-themed learning communities;

15. to provide support for family and consumer sciences programs;

16. to provide career and technical education programs for adults and school dropouts to complete the secondary school education, or upgrade the technical skills, of the adults and/or school dropouts;

17. to provide assistance to individuals who have participated in services and activities under Perkins in continuing their education or training or finding an appropriate job;

18. to support training and activities, such as mentoring and outreach, in non-traditional fields;

19. to provide support for training programs in automotive technologies;

20. to pool a portion of recipient funds with a portion of funds available to not less than one other eligible recipient for innovative initiatives, which may include:
     

• improving the initial preparation and professional development of career and technical education teachers, faculty, administrators, and counselors;

• establishing, enhancing or supporting systems for:

  • accountability data collection under Perkins, or

  • reporting data under Perkins;

  • implementing career and technical programs of study;

  • implementing technical assessments, and

  • to support other career and technical education activities that are consistent with the purpose of Perkins.
     

Allowable Programs and Services:

1. access to computer labs where students can practice the skills necessary for employment;

2. accommodation and support services for CTE students with disabilities;

3. assessment, advisement, guidance, job development, and placement services for members of special populations;

4. contextualized learning, supplemental instruction, and collaborative learning and study groups to augment classroom instruction and increase the probability of continued success for at-risk students;

5. counseling and intervention strategies and support services to provide greater assistance to economically disadvantaged students;

6. educational resource centers for the remediation and development of the basic skills needed for success, when incorporated into a student’s CTE program;

7. emphasis on those curricula preparing students for high skill, high wage, high demand occupations in current or emerging professions;

8. expanded cooperative education programs, internships, and other work-experience arrangements;

9. institutional collaboration with organized labor and business and industrial organizations;

10. instruction in English for speakers of other languages and bilingual instruction for limited-English-proficient youth and adults when incorporated into a student’s CTE program;

11. intensified curriculum and staff development activities to upgrade CTE programs and enhance instructional techniques in such programs;

12. training in nontraditional, high wage, high skill, high demand occupations for single parents, displaced homemakers, and others;

13. training programs integrating career and technical and academic instruction for unemployed and underemployed adults; and

14. up-to-date equipment to support high-tech programs in such areas as computer graphics, allied health, computer information systems, engineering technologies, telecommunications, and word processing and office skills.
     

Allowable expenditures:

The general guide is that the expenditure must contribute to student achievement in CTE programs. Major Effort descriptions must delineate how the activities and expenditures will improve CTE student achievement. Allowable expenditures include the following:
 

1. child care transportation and tuition subsidies for children of students matriculated in CTE programs;

2. computer software;

3. equipment (including computers) acquisition, installation, repair, and maintenance: Equipment items (Code 20 on the Budget Form, FS-10) are those items with a unit value of $5,000 or more and having a useful life of more than one year. By State Education policy, equipment expenditures are limited to no more than 25% of the total budget.

4. instructional supplies and materials;

5. supplemental staff, including instructors, technicians, aides, tutors, signers, note takers, and interpreters for special population students;

6. other supplemental services to improve access to CTE programs and services, including curriculum modification, equipment modification, classroom modification, and instructional aids and devices;

7. testing materials;

8. travel in the United States that is specifically related to the project’s major efforts; and

9. a maximum of five percent of the funds for administrative costs.
    

Examples of Non-Allowable Expenditures:

Expenditures that are not allowable include but are not limited to:

1. acquisition of equipment for administrative or personal use;

2. acquisition of furniture (e.g., bookcases, chairs, desks, file cabinets, tables) unless it is an integral part of an equipment workstation or to provide reasonable accommodations to CTE students with disabilities;

3. food services/ refreshments/ banquets/ meals;

4. remodeling not directly connected to accessibility to CTE instruction or services or to the use of project-purchased equipment;

5. payment for memberships in professional organizations;

6. prevocational educational activities;

7. purchase of promotional favors, such as bumper stickers, pencils, pens, or T-shirts;

8. subscriptions to journals or magazines;

9. travel outside the United States;

10. travel costs and expenses to attend student leadership conferences or meetings to conduct vocational student organization (VSO) national and State association business and/or competitions; and

11. expenditures for students not enrolled in CTE programs, including career exploration.
     

SINI/SURR

All individual (i.e., not consortium) eligible agencies with Schools In Need of Improvement (SINI) or Schools Under Registration Review (SURR) are required to expend at least 15 percent of their secondary allocation for the provision of activities which address the needs of CTE students in those schools. This requirement is to increase the share of the recipient’s Perkins allocation that is used in SINI/SURR buildings. A separate major effort describing the use of these funds in the SINI/SURR buildings must be provided.

One-Stop Center

Each recipient of Perkins adult formula funds must submit one copy of the negotiated, current MOU.

ADMINISTRATIVE COST POLICY

Each eligible agency or institution receiving funds shall use no more than 5 percent of such funds for administrative costs. Administrative costs are subject to the following definitions and restrictions:
 

• Indirect cost is considered part of administrative cost and is included in the five-percent maximum. Agencies having an approved indirect cost rate greater than five percent are limited to five percent for this program including any direct charges that are determined to be administrative costs.

• All staff positions and activities not directly related to a specific major effort will be considered as administrative costs.

• Cash contributions to the One-Stop system to support the operations or administration of the One-Stop system are considered part of administrative cost and are included in the five-percent maximum.

• Certain direct costs, including staff salaries and activities related to the successful operation of a project, are not considered as administrative costs. For example, the cost of modifying curricula to serve students in a particular project is not considered an administrative cost.
   

LOCAL PLAN

Local Plan Required: The SED has written a State Transition Plan for the 2007-2008 academic year and will develop a five-year plan for the 2008-09 through 2012-13 academic years. A local plan shall cover the same period of time as the period of time applicable to the State plan. Any eligible recipient desiring Perkins financial assistance must submit a local transition plan (Career & Technical Education Program Plan [CTEPP]) to the SED for the 2007-2008 academic year and it must accompany the application for Perkins’ funds. CTEPP Guidelines can be found at: www.emsc.nysed.gov/cte/perkins4 . Submittal of the CTEPP and application for funds must be accompanied by a letter of transmittal from the Chief School Officer on agency letterhead.

Contents: Each local plan must contain the following:
 

1. describe how the CTE programs will be carried out using Perkins funds;

2. describe how the CTE activities will be carried out with respect to meeting State and local adjusted levels of performance;

3. describe how the eligible recipient will:

• offer the appropriate courses of at least one career and technical education program of study;

• improve the academic and technical skills of students participating in CTE programs by strengthening the academic and CTE components of such programs through the integration of coherent and rigorous content aligned with challenging academic standards and relevant CTE programs to ensure learning in:

  • the core academic subjects;

  • career and technical education subjects;
     

• provide students with strong experience in, and an understanding of, all aspects of an industry;
  d. ensure that students who participate in CTE programs are taught to the same coherent and rigorous content aligned with challenging academic standards as are taught to all other students, and

• encourage CTE students at the secondary level to enroll in rigorous and challenging courses in core academic subjects;
   

4. describe how comprehensive professional development (including initial teacher preparation) for career and technical education, academic, guidance, and administrative personnel will be provided that promotes the integration of coherent and rigorous content aligned with challenging academic standards and relevant career and technical education (including curriculum development);

5. describe how parents, students, academic and CTE teachers, faculty, administrators, career guidance and academic counselors, representatives of tech prep consortia (if applicable), representatives of business (including small business) and industry, labor organizations, representatives of special populations, and other interested individuals are involved in the development, implementation, and evaluation of CTE programs assisted under Perkins, and how such individuals and entities are effectively informed about, and assisted in understanding, the requirements of Perkins, including CTE programs of study;

6. provide assurances that the eligible recipient will provide a CTE program that is of such size, scope and quality to bring about improvement in the quality of CTE programs;

7. describe the process that will be used to evaluate and continuously improve the performance of the eligible recipient;

8. describe how the eligible recipient will:

• review CTE programs, identify and adopt strategies to overcome barriers that result in lowering rates of access to or lowering success in the programs for special populations;

• provide programs that are designed to enable the special populations to meet the local adjusted levels of performance; and

• provide activities to prepare special populations, including single parents and displaced homemakers, for high skill, high wage, high demand occupations that will lead to self-sufficiency;
   

9. describe how individuals who are members of special populations will not be discriminated against on the basis of their status as members of the special populations;

10. describe how funds will be used to promote preparation for non-traditional fields;

11. describe how career guidance and academic counseling will be provided to CTE students, including linkages to future education and training opportunities; and

12. describe efforts to improve:
     

• the recruitment and retention of CTE teachers, faculty, and career guidance and academic counselors, including individuals in groups underrepresented in the teaching professions; and

• the transition to teaching from business and industry.
   

Program of Study: A recipient of Perkins funds must offer at least one program of study or submit an application showing that a program of study will be created by June 30, 2008 and implemented at the start of the 2008-09 school year. An additional two, for a total of three, programs of study must be created by June 30, 2009, with three programs of study implemented at the start of the 2009-10 school year.

A program of study includes the following elements:
 

1. incorporates secondary education and postsecondary education elements by including coherent and rigorous content aligned with challenging academic standards and relevant career and technical content in a coordinated, non-duplicative progression of courses that align secondary education with postsecondary education to adequately prepare students to succeed in postsecondary education and/or employment in high skill, high wage, high demand jobs in current or emerging occupations;

2. a technical assessment based upon recognized industry and national standards;

3. an articulation agreement that provides the opportunity for secondary education students to participate in dual or concurrent enrollment programs or other ways to acquire postsecondary education credits; and

4. may lead to an industry-recognized credential or certificate or an associate or baccalaureate degree.
    

CTE programs approved through the Board of Regents Policy on Career and Technical Education (February 2001) Program Approval Process meet program of study requirements. For information on the Board of Regents Policy, see http://www.emsc.nysed.gov/cte/ctepolicy/. Programs of study may be developed through the use of materials from the Career Clusters/Career Pathways Initiative. A career pathway should be consistent with:
 

• secondary CTE programs approved through the Program Approval Process;

• a program/pathway developed by a local Tech Prep Consortium; and

• careers that are emerging or projected to grow in the recipient’s labor market area.
   

Submittal of the CTE Program Plan (CTEPP) and the application package for Perkins’ funds must be accompanied by a letter of transmittal from the Chief School Officer on agency letterhead.

Local Performance and Accountability: Local accountability is based on each recipient reporting valid, reliable and accurate data on student performance and outcomes for each of the Perkins performance indicators.

Recipients of Perkins funds must use each of the Perkins performance indicators and standards to evaluate their career and technical education programs. Local recipient performance data is submitted to the SED for analysis, and is then returned to the local recipient to evaluate its CTE programs. If any of the performance results fall below State standards, the recipient must submit a Program Improvement Plan (PIP) with its application for funds. The Plan, developed by the local recipient, must detail the program improvement strategies to be implemented to ensure further progress towards reaching the performance standards.

Local performance standards for each of the performance indicators have been, and will continue to be, identical to those negotiated by the SED with the United States Department of Education.

Under Perkins, local recipients with consistent low performance on one or more indicators, and with a minimum of three years of CTEDS data reported to the SED, may request negotiation of local performance standards for any of the specific indicator(s) for which performance has not been met. A three-year trend analysis of past performance will be used to establish a baseline of performance for negotiation. Reasonable, appropriate and mutually agreed-upon standard(s) of performance will be reached and reflected in the PIP that will be submitted. Through the corrective actions described, it is expected that the State performance standard(s) will be reached by the local recipient within three years.

To analyze agency performance, the SED utilizes the most recent, complete data reported by school districts and BOCES through the Career and Technical Education Data System (CTEDS). School District performance for the 2007-08 Perkins grants is contained in the 2004-05 school report cards. To develop the PIP, individual agency performance results must be reviewed. School district results are available at http://www.emsc.nysed.gov/irts/reportcard/home.shtml  . To find a specific district’s performance level, select the New York State School Report Card for School Year 2004-05 option. Select a county from the map; select a school district; select the District Comprehensive Information Report and scroll to the 4th page, Form D. To determine whether or not the applicant has met the requirement, the individual agency results shown must be evaluated against the required performance standard, not the State average. Refer to: www.emsc.nysed.gov/cte/perkins4/  for the Big 5 Cities and BOCES performance results. The 2004-05 school district and BOCES performance results are based upon Perkins III performance indicators and standards.

          Perkins Core Indicator                                    2004-05 Performance Standards

1S1   Academic Attainment                                                                72.95 %

1S2   Skill Proficiency                                                                         80.00%

2S1:  Completion                                                                                 96.80%

2S2:  Diploma and Other Credential                                                   96.80%

3S1:  Placement                                                                                  93.65%

4S1   Non-Traditional Participation                                                     27.50%

4S2   Non-Traditional Completion                                                       22.50%
 

All applicants must submit a PIP chart (in application materials). If all performance standards were met or there are no changes in partnering with the LWIB (Adult Program Perkins applicants), the PIP chart can be checked off and submitted without completing the section on performance strategies or attaching a new MOU.

A fully completed PIP chart must be submitted if either:
 

• any of the performance standards were not achieved. If, under the June 2005 outcomes the applicant agency did not meet any one of the performance standards, the PIP chart is to be fully completed. It must detail the program improvement strategies to be implemented to ensure further progress towards reaching the performance standards; or

• any changes have occurred in partnering with the LWIB. All recipients of Perkins adult formula funds are mandatory One-Stop partners. The required, current MOU should be part of the CTE Program Plan (CTEPP). Any changes must be fully detailed and the new MOU must be included.
   

PERKINS IV PERFORMANCE INDICATORS/ STANDARDS for 2007-08

Perkins IV prescribes valid and reliable core indicators of performance that measure CTE student performance and outcomes. Some accountability measures have changed from those in Perkins III, and where possible, are aligned with other federal programs (i.e., as approved and defined under No Child Left Behind (NCLB)) so that similar information can be gathered and analyzed. The core indicators are listed in the chart below. Core indicators 1S1 and 1S2 measure CTE student proficiency by using the State academic assessments (Regents examinations) in Reading/Language Arts and Mathematics. Core indicator 4S1 measures the CTE students that have graduated, and are included in the State’s graduation rate. Technical skill proficiency, core indicator 2S1, is measured by student achievement on technical assessments that are aligned with business and industry-recognized standards.

Beginning in 2007-08, performance will be measured using the indicators described and listed below. The table shows Perkins IV indicators with two adjoining columns, one column for the transition year (2007-08) and one column for the remaining five-year period of Perkins IV (2008-09 through the 2012-13 school year). Performance Indicators to be measured during the 2007-2008 transition year are checked (X); those indicators that will not be measured are indicated with a NO. Indicators to be measured during the remaining five years are in the far right column.


 

The SED will negotiate performance standards with the United States Department of Education for 2007-08.

Recipients of Perkins funds must use the state-negotiated performance standards to evaluate their CTE programs. New York State’s assessment system under Perkins is based on the following performance indicators and standards for the transition year 2007-08:

Performance Indicator 1:

Student attainment of challenging State-negotiated academic, career, and technical skill proficiencies:

1S1: Academic Attainment: Reading/Language Arts: At least 83.00% of all secondary concentrators of CTE programs will pass the Regents Comprehensive Examination in English (or approved alternative).

1S2: Academic Attainment: Mathematics: At least 82.00% of all secondary concentrators of CTE programs will pass the Regents Comprehensive Examination in Mathematics (or approved alternative).

Performance Indicator 3:

3S1: Secondary School Diploma: Student attainment of a secondary school diploma or its recognized equivalent, or a proficiency credential in conjunction with a secondary school diploma.

Credentials: At least 95.00% of secondary concentrators of CTE programs will attain a high school diploma in the year in which they are designated as program completers.


3S3: Diploma and Other Credential: Student attainment of a proficiency credential, certificate, or degree, in conjunction with a secondary school diploma or its recognized equivalent.

Credentials: At least 95.00% of secondary concentrators of CTE programs will attain a high school diploma in the year in which they are designated as program completers.

Performance Indicator 4:

4S1: Student Graduation Rates: Student attainment of a secondary school diploma or its recognized equivalent, a proficiency credential in conjunction with a secondary school diploma or a postsecondary degree or credential.

Credentials: At least 95.00% of secondary concentrators of CTE programs will attain a high school diploma in the year in which they are designated as program completers.

Performance Indicator 6:

6S1: Nontraditional Participation: Student participation in CTE programs that lead to non-traditional training and employment.

Non-traditional Participation: At least 28.09% of participants in selected programs, as identified by SED, will be members of the non-traditional gender for the selected program.

6S2: Non-traditional Completion: At least 20.74% of all concentrators of selected programs, as identified by SED, will be members of the non-traditional gender for the selected program.

Accountability and Consequences

If a recipient does not meet at least 90 percent of any one of the performance standards, the recipient must submit a Performance Improvement Plan to address deficiencies in performance. If the recipient does not make improvement in meeting 90% of the performance standards for which it was deficient for three consecutive years, the SED may impose financial sanctions.


Accountability and Consequences

If a recipient does not meet at least 90 percent of any one of the performance standards, the recipient must submit a Performance Improvement Plan to address deficiencies in performance. If the recipient does not make improvement in meeting 90% of the performance standards for which it was deficient for three consecutive years, the SED may impose financial sanctions.

OTHER OBLIGATIONS/ RESPONSIBILITIES

Federal Civil Rights Compliance

Agencies accepting Perkins funds agree to comply with the following federal civil rights authorities: (1) Title VI of the Civil Rights Act of 1964; (2) Title IX of the Education Amendments of 1972; (3) Section 504 of the Rehabilitation Act of 1973; (4) the Age Discrimination Act of 1975; and (5) the U.S. Office for Civil Rights’ “Guidelines for Eliminating Discrimination and Denial of Services in Vocational Education on the Basis of Race, Color, National Origin, Sex and Handicap.”

In addition, each recipient agrees to the following conditions:
 

• The recipient will, upon request, provide the SED with access to its records and other sources of information that may be required to conduct Office for Civil Rights desk audits and on-site reviews to determine whether violations of the civil rights authorities have occurred; and

• If the SED issues a final letter of findings indicating the recipient has failed to comply with the civil rights authorities, the recipient, within 90 days of receiving the letter, will submit to the SED an approvable compliance plan describing the steps it will take to overcome the violation and the effects of the violation. The compliance plan will describe in detail: (1) the steps the recipient will take to remedy the violation; (2) the proposed timetable for remediation of the violation, and (3) the personnel responsible for implementing the compliance plan.
   

If a recipient of Perkins funds is determined to be in noncompliance with any of the federal civil rights statutes and is unwilling to furnish an approvable compliance plan to correct the situation, the matter will be referred to the Office for Civil Rights of the U.S. Department of Education. Should that occur, the SED might be required to withhold all federal funding from the agency in noncompliance.

Supplemental Efforts

Perkins funds are meant to supplement CTE funds provided by State and local agencies. Perkins funding of programs and activities currently supported with State and local funds would constitute supplanting and cannot be approved.

Program Improvement

Perkins funds must be used for program improvement. This refers to engaging in activities that improve the program from where it is at present. This typically means that the same activity cannot be funded for more than three years.

Seventh Grade

No funds received under Perkins may be used to provide CTE programs to students prior to the seventh grade, except that equipment and facilities purchased with funds under Perkins may be used for such students.

APPLICATION PACKAGING AND PROCEDURES

Agencies seeking more than one allocation (i.e., secondary and adult) must package each application separately. Each application must be complete with the sections placed in the sequence listed below.

Each application package must include one original set of required materials labeled "ORIGINAL" in large red letters in the upper right hand corner and containing the original signature in blue ink of the Chief School Officer/Chief Executive Officer (CSO/CEO), plus two copies of the complete set.

The required forms are to be completed as per each form’s instructions. The required forms are:
 

1. Career and Technical Education Program Plan

2. Transmittal letter on agency letterhead signed by Chief School Officer

3. Grant Information Form - Part A

4. Grant Information Form(s)98 - Part B

5. Budget Form (FS-10)

6. Statement of Assurances

7. Consortium Participation and Fund Use Agreement Form - if applying as a consortium

8. Summary of Consortium Participation and Fund Use Agreement Form - if applying as a consortium

9. Statement of Recommendations

10. Statement of Size and Scope Assurance, if applicable

11. Certification Regarding Lobbying; Debarment, Suspension and Other Responsibility Matters; and Drug-Free Workplace Requirements

12. MOU with LWIB for applicants with an Adult Formula allocation

13. Performance Improvement Plan (PIP) chart

14. Review Sheet for Perkins
     

Please mail the application package, postmarked on or before June 15, 2007 to:

NEW YORK STATE EDUCATION DEPARTMENT

GRANTS MANAGEMENT PROCESSING UNIT

89 WASHINGTON AVENUE, ROOM 674EBA

ALBANY, NEW YORK 12234