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Office of Curriculum and Instructional Support

Carl D. Perkins Vocational and Technical Education Act Basic Grant
Secondary and Adult Career-Technical Education Programs at Secondary Agencies
2006-2007

Request for Non-Competitive Proposals

Program Description
Eligible Agencies
Mandated/Allowable Activities/Expenditures
Administrative Cost Policy
Planning
Other Obligations/Responsibilities
CTEPP Extension Letter Guidelines
Application Packaging and Procedures
Agency Awards
Application Forms (in Word)

PROGRAM DESCRIPTION

The Carl D. Perkins Vocational and Technical Education Act of 1998 (Perkins) provides basic grants to improve the quality of career and technical education (CTE). Legislatively prescribed formulas related to population characteristics are used to allocate funds.  Funds received by a recipient must be used to improve CTE programs.

Secondary CTE Programs

Applications for these funds must describe how grant monies provide support to the secondary agency’s efforts to develop a coordinated continuum of preparation for work and college, and to foster better transitions for students between school and work, and between school and postsecondary education. 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 (see Planning, pp 9-12). Emphasis should be placed on efforts that implement the Learning Standards for Career Development and Career Studies. 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 gainful employment, career advancement and success in postsecondary programs.

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 employment preparation. The program descriptions submitted as part of the local application should depict how funds will be used to support this effort 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 Education for Gainful Employment (EDGE) and 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/lwia.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 both core services (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 Perkins grantees’ CTE program. 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 (see Administrative Cost Policy, p 9). 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 (see Mandated/ Allowable Activities/ Expenditures).

• Supplanting: The Perkins prohibition against supplanting applies to the WIA (see Other Obligations/ Responsibilities, Supplemental Efforts).

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 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. SED determines size and scope by examining enrollments and program offerings. Quality is determined through the application review process.

At the secondary level the size and scope reviews yield four categories of agencies. These are:

Category A: Both the minimum funding level is reached and the size and scope concerns are met.
Category B: The minimum funding level is not reached while the size and scope concerns are met.
Category C: The minimum funding level is reached, but the size and scope concerns are not met.
Category D: Neither the minimum funding level nor the size and scope concerns are met.

Agencies in Category A may apply directly for funding. These agencies act as their own fiscal agents and are responsible for all local planning, program evaluation, advisory council and fiscal duties of their grant.

No agencies in the other categories may apply directly. Agencies in Categories B, C or D can receive funding only as part of a local consortium. Such a consortium must contain at least one Category A or one Category B agency. Groups of agencies that wish to form a local consortium must identify a lead agency. This lead agency will act as the fiscal agent for the local consortium and be responsible for the local service area planning, program evaluations, local council and fiscal duties of the entire consortium. Each agency’s status is displayed in Agency Awards.           

MANDATED/ALLOWABLE ACTIVITIES/EXPENDITURES

Activities:

Perkins lists both mandated and allowable activities to be carried out by recipients using Perkins funds. In all, there are eight mandated activities and numerous allowable activities. Guidance provided by the U.S. Department of Education (USDE) indicates that each local recipient is not responsible for expending Perkins funds on all eight mandated activities. However, the SED is responsible for insuring that Perkins funds statewide have been expended to carry out each of the eight mandated activities. In addition, recipients of Perkins funds must primarily use those funds to carry out any or all of the eight 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 eight mandated activities listed below. This means that no more than 40 percent can be used for one or more of the 14 allowable activities listed below. NOTE: All recipients of Perkins funds must address mandated activity five, dealing with assessment. 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) (see Planning).

• The Large 5 city districts and any recipient with a secondary grant of $200,000 or more must expend Perkins funds to carry out both mandated activity five and mandated activity eight. A separate major effort description must be provided for activities related to mandated activity five and a separate major effort description must also be provided for activities related to mandated activity eight.

  • Suggested activities for mandated activity five: Perkins includes the need to track several aspects of the performance of students participating in CTE programs (see Planning), and to track participation of nontraditional populations in CTE programs. Funds may be used to determine how academic performance, 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.

  • Suggested activities for mandated activity eight: Engage in staff development, curriculum development or other instructional activities that cause the CTE program to be integrated into or expand an existing Tech Prep program. Develop articulation agreements with postsecondary programs and support these agreements by having joint staff development activities with secondary and postsecondary faculty. Track the success of secondary program completers in postsecondary programs, and bring secondary and postsecondary faculties together to address performance problems.

The eight mandated activities under Perkins are:

1. strengthen the academic and vocational and technical skills of students participating in CTE programs by strengthening the academic and vocational and technical 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 and CTE subjects;

2. provide students with strong experience in and understanding of all aspects of an industry;

3. develop, improve or expand the use of technology in CTE, which may include:

   • training of CTE personnel to use state-of-the-art technology, which may include distance learning;

   • providing CTE students with the academic and vocational and technical skills that lead to entry into the high technology and telecommunications field; or

   • encouraging schools to work with high technology industries to offer voluntary internships and mentoring programs;

4. provide professional development programs to teachers, counselors and administrators, including:

   • in-service and pre-service training in state-of-the-art CTE programs and techniques, in effective teaching skills based on research, and in effective practices to improve parental and community involvement;

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

   • internship programs that provide business experience to teachers; and

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

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

6. initiate, improve, expand and modernize quality CTE programs;

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

8. link secondary CTE and postsecondary vocational and technical education, including implementing Tech Prep programs.

The allowable activities are:

• involving parents, businesses and labor organizations as appropriate, in the design, implementation and evaluation of CTE programs authorized under this title, including establishing effective programs and procedures to enable informed and effective participation in such programs;

• providing career guidance and academic counseling for students participating in CTE programs;

• providing work-related experience, such as internships, cooperative education, school-based enterprises, entrepreneurship and job shadowing that are related to CTE programs;

• providing programs for special populations enrolled in CTE;

• providing local education and business partnerships that support work-based activities;

• assisting CTE student organizations;

• mentoring and mentoring-related support services;

• leasing, purchasing, upgrading or adapting equipment, including instructional aids;

• supporting teacher preparation programs that assist individuals who are interested in becoming CTE instructors, including individuals with experience in business and industry;

• improving or developing new CTE courses;

• providing support for family and consumer sciences programs;

• providing CTE programs for adults and school dropouts to complete their secondary school education;

• providing assistance to students who have participated in services and activities under this title in finding an appropriate job and continuing their education; and

• supporting nontraditional training and employment activities.

Allowable Programs and Services:

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

• accommodation and support services for CTE students with disabilities;

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

• 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;

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

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

• emphasis on those curricula preparing students for high-skill, high-wage occupations;

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

• institutional collaboration with organized labor and business and industrial organizations;

• 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;

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

• opportunities for participation in Tech-Prep consortia;

• training in nontraditional, high-wage, high-skill occupations for single parents, displaced homemakers, and others;

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

• 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 contributes 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:

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

• computer software;

• 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.

• instructional supplies and materials;

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

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

• testing materials;

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

• a maximum of five percent of the funds for administrative costs (see Administrative Cost Policy).

Examples of Non-Allowable Expenditures

Expenditures that are not allowable include but are not limited to the list below:

• acquisition of equipment for administrative or personal use;

• 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;

• food services/ refreshments/ banquets/ meals;

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

• payment for memberships in professional organizations;

• prevocational educational activities;

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

• subscriptions to journals or magazines;

• travel outside the United States;

• 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

• 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 use 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 eligible agency’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 MOU. (see Program Description/ Adult CTE Programs).

ADMINISTRATIVE COST POLICY

In accordance with Section 135(d) of Perkins, 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.

PLANNING

All applicants are required to extend their CTEPP.

Perkins calls for a major planning effort at both the local and state levels. The SED wrote a State Plan for the 2000-01 through 2003-04 academic years. That State Plan has been extended through the 2006-07 academic year. Local applicants, acting alone or as the lead agency for a consortium, wrote a local plan known as the Career Technical Education Program Plan (CTEPP). All applicants must extend their CTEPP to cover the 2006-07 year. These CTEPP extensions are to address the following issues:

• How your agency is coordinating its implementation of Perkins with its efforts to implement No Child Left Behind,

• Any new strategies or activities your agency is undertaking and willing to continue to undertake over the 2006-07 year, to ensure that students who participate in CTE are taught to the same challenging academic proficiencies as are taught to all students,

• Any new strategies or activities your agency is undertaking and willing to continue to undertake over the 2006-07 year, to assist individuals who are members of special populations to meet State academic standards,

• Any new strategies or activities your agency is undertaking over the 2006-07 year to link secondary and postsecondary education and to prepare CTE students for postsecondary education, and

• How the programs supported with Perkins funds prepare CTE students for opportunities in postsecondary education or entry into high skill, high wage jobs in current and emerging occupations.

All applicants will be required to submit, with the Application Package (see Application Packaging and Procedures), a CTEPP Extension Letter that requests the extension of their CTEPP. This letter will attest that the five points above are being addressed. CTEPP Extension Letter Guidelines are attached. All applicants are required to submit a Performance Improvement Plan chart.

Note: Individual agency performance levels 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, from the map select a county; select a school district; select the District Comprehensive Information Report, then 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 level, not the State average. For the Big 5 Cities and BOCES go to www.emsc.nysed.gov/workforce/perkins3/perkins2006/home.html and click on the appropriate item under Report Card Related Perkins Data 2003-04. The required performance levels for the 2003-04 program year are:
 

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

However, a fully completed PIP chart must be submitted if either;

• any of the six performance goals (see below) were not achieved.  If, under those June 2004 outcomes your agency did not meet any one of the six performance goals (see below) 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 goals, or

• any changes have occurred in partnering with the LWIB.  All recipients of Perkins adult formula funds are mandatory One-Stop partners.  The required MOUs should be made part of the CTEPP (see Program Description/Adult CTE Programs).  Any such changes must be fully detailed and the new MOU must be included. 

 New applicants are required to write a CTEPP.

Applicants new to the process (i.e., agencies applying for the first time) must write a full CTEPP for the 2006-07 year.  The nine components of a new CTEPP can be found in the CTEPP Guidelines available from SED.  In addition to these nine components the five points above must also be addressed.  

The Performance Goals for 2006-07

The State of New York has negotiated new performance goals with the United States Department of Education prior to the start of the 2006-07 year.  These percentages are listed below.

Recipients of Perkins funds must use the state-developed Performance Indicators to evaluate their CTE programs.  New York State's assessment system under Perkins is based on the following Performance Indicators (goals are for 2006-07):

Performance Indicator 1:

Student attainment of challenging state-established academic and vocational/technical, skill proficiencies:

Academic Skills Attainment: At least 82.01% of all secondary completers of CTE programs will pass all applicable Regents examinations (or pass the Regents Competency Tests if called for by a student’s Individual Education Plan or if offered by the secondary agency instead of the Regents exams).

Vocational/Technical Skills Attainment: At least 83.47% of all secondary level completers of CTE programs will demonstrate attainment of technical skills by achieving a course grade average of 75 percent for all of the courses in the CTE sequence.

Performance Indicator 2:

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 completers of CTE programs will attain a high school diploma in the year in which they are designated as program completers.

Performance Indicator 3:

Placement in postsecondary education or advanced training, military service or employment.

Placement: At least 95.00% of secondary CTE program completers will be placed in postsecondary education or advanced training, employment or the military.

Performance Indicator 4:

Student participation in and completion of 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.

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

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.

School-to-Work

No funds under Perkins will be transferred and utilized to fund a School-to-Work grant.

CTEPP EXTENSION LETTER GUIDELINES

Career Technical Education Program Plan Extension Letter Guidelines - Secondary Agencies

Each applicant must submit a Career Technical Education Program Plan (CTEPP) Extension Letter as part of the application package. This CTEPP Extension Letter is a request to extend the current CTEPP through the 2006-07 academic year. Each CTEPP Extension Letter must:

• Be on the agency's letterhead;

• Be signed by the Chief School Officer;

• Request an extension of the CTEPP through the 2006-07 year; and

• Attest that the five points discussed in Planning have been addressed in the agency's extended CTEPP.

The five points are:

1. How your agency is coordinating its implementation of Perkins with its efforts to implement No Child Left Behind;

2. Any new strategies or activities the agency is undertaking and willing to continue to undertake over the 2006-07 year to ensure that students who participate in CTE are taught the same challenging academic proficiencies as are taught to all students;

3. Any new strategies or activities the agency is undertaking and willing to continue to undertake over the 2006-07 year to assist individuals who are members of special populations to meet State academic standards;

4. Any new strategies or activities the agency is undertaking over the 2006-2007 year to link secondary and postsecondary education and to prepare CTE students for postsecondary education; and

5. How the programs supported with Perkins funds prepare CTE students for opportunities in postsecondary education or entry into high-skill, high-wage jobs in current and emerging occupations.

APPLICATION PACKAGING AND PROCEDURES

School districts with a Comprehensive District Education Plan (CDEP) that included CTE will still be required to submit Perkins Basic Grant funding applications under this request for applications. CDEPs with CTE may act as the Perkins CTEPP if all nine Perkins planning requirements detailed in the CTEPP guidelines are met. However, all Perkins funding requests made under this request for proposals must include the forms indicated below.

Agencies seeking more than one allocation (i.e., secondary and adult) must package each such 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 for all applicants are:

• CTEPP Extension Letter

• Grant Information Form  -  Part A

• Grant Information Form  -  Part B

• Budget Form (FS-10)

• Statement of Assurances

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

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

• Statement of Recommendations

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

• MOU with LWIB for applicants with an Adult Formula allocation

• 2006-07 Amendment of or a New CTEPP- if needed

• Performance Improvement Plan (PIP) chart

• Review Sheet for Perkins

Please mail the application package, postmarked by June 16, 2006, to:

NEW YORK STATE EDUCATION DEPARTMENT
OFFICE OF CURRICULUM AND INSTRUCTIONAL SUPPORT
CAREER AND TECHNICAL EDUCATION TEAM
89 WASHINGTON AVENUE, ROOM 315EB
ALBANY, NEW YORK 12234

AGENCY AWARDS