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Douglas Career & Technical Education Consortium

2016-2018

Handbook

~Promoting Pathways to Student Success ~

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Contents INTRODUCTORY NOTE TO CTE INSTRUCTORS & ADMINISTRATORS ............................................................ 3

Overview ............................................................................................................................................... 3

Douglas CTE Consortium ....................................................................................................................... 3

Purpose of the Handbook ...................................................................................................................... 3

The Carl D. Perkins Career and Technical Education Act of 2006 ............................................................. 4

CTE Definition: ...................................................................................................................................... 4

Guiding Principles ................................................................................................................................. 4

Douglas CTE Consortium Decision-Making Structure ............................................................................... 5

Roles & Responsibilities ........................................................................................................................ 7

Consortium Agreement ............................................................................................................................ 9

Perkins IV Fiscal Guide ............................................................................................................................ 13

Overview ............................................................................................................................................. 13

Supplement not Supplant ................................................................................................................... 13

Determining Supplanting .................................................................................................................... 13

Perkins IV Goals ....................................................................................................................................... 15

Perkins IV Required Activities for Use of Funds .................................................................................. 16

Using Perkins Funds to Purchase Equipment ......................................................................................... 20

Purchasing Procedures ........................................................................................................................ 20

Inventory Requirements ..................................................................................................................... 20

Using Perkins IV Funds for Professional Development ........................................................................... 22

2016-2017 Local Investment Plan Template .......................................................................................... 23

Handbook prepared by Douglas ESD, Approved by CTE Consortium Members at September 28th 2016 meeting.

Moved by Ben Kercher, Second by Ron Ownings, Vote Unanimous. The Douglas and CTE Consortium Districts are equal opportunity employers and educators

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INTRODUCTORY NOTE TO CTE INSTRUCTORS &

ADMINISTRATORS Overview The reauthorization of the Carl D. Perkins Career & Technical Education Act of 2006 (aka

Perkins IV), builds on the work accomplished under Perkins III and dovetails with the

Pathways work, evolving diploma and other trends that are under way in Oregon and

this region. Despite the similarities, Perkins IV does include significant change in content

and focus. Generally, the new local requirements and sanctions will require each

consortium member to think more strategically about the use of Perkins funds, and to

focus activities on efforts that help to meet performance targets. See the following page

for a summary of guiding principles in Perkins IV.

Douglas CTE Consortium The Douglas CTE Consortium works together to provide support for regional schools in

the implementation and improvement of quality Career & Technical programs. This

voluntary Consortium of the 12 school districts in Umatilla & Morrow Counties has been

in place for many years. Each school district Superintendent elects to maintain

membership in the Consortium through its annual local investment plan, which requires

each district to identify how supplemental federal funds will be spent to support the

attainment of the districts improvement goals. However, in order for the CTE programs

to successfully meet Carl Perkins requirements and be eligible for federal funding, the

support of the building administrators is critical.

Purpose of the Handbook The intent of this document is to clarify the federal, state and in some cases, local

requirements necessary to insure the legal expenditure of the Douglas CTE Consortium

funds by its fiscal agent, the Douglas Education Service District, and all members. This

form, Consortium Agreement, will be distributed for signature each spring using an

electronic signature system. This form must be signed and returned before the Carl

Perkins Consortium funds can be expended in your school. This document provides

more detailed and specific information related to the assurances and will serve as a

resource for administrators and instructors making decisions related to local programs.

In addition to supporting the fiscal, quality assurance and reporting requirements of the

Perkins grant, the Consortium also provides professional development opportunities for

CTE teachers and their colleagues through 9-14 Pathway groups, CTE Consoritum

meetings and other offerings designed to help consortium members meet the

requirements of Perkins IV. We hope you will be able to join us for some of these

opportunities in 2016-2018 and that you will call on us to help maintain and improve

your quality CTE programs.

Thank you very much for your continued support of quality career and technical

education in Umatilla & Morrow Counties.

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Analicia Nicholson Regional Coordinator 541.957-4815

analicia.nicholson@douglasesd.k12.or.us

The Carl D. Perkins Career and Technical Education Act of 2006

Perkins IV: Promoting Pathways for Student Success

Secondary Studies

Post - secondary Studies

Program Design

Perkins IV Programs of Study October 2007 bm

Guiding Principles Strategic Investment vs. Entitlement: Since Perkins is such a limited resource, it isn’t enough to be a foundation for supporting CTE programs. It should be used as a lever, not as a base funding program. Use Perkins to invest in high-return programs. Reward innovation. CTE = Academic & Technical Content: CTE Programs of Study are responsible for teaching technical skills AND relevant, naturally-occurring academic content in context. Aligning programs to career-related high school diploma requirements is a natural fit. Articulation is an expectation, not an exception: By its very definition the Perkins IV Program of Study requires alignment of course content between a high school and college program, and it at all possible the achievement of earning dual credit. Heavy on the Professional Development: Perkins IV requires more emphasis on planned & sustained opportunities for secondary & post-secondary professional development—particularly related to instruction and staying current in all aspects of the industry. Accountability, accountability, accountability: Welcome to new performance measurements for both secondary &

post-secondary and sanctions for those local programs that don’t meet.

Additionally, all programs will be held accountable for student

achievement on technical assessments.

CTE Definition: Organized educational activities that: 1.Offer a sequence of courses that

provides individuals with coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in current or emerging professions;

provides technical careers in current or emerging professions, provides technical skill proficiency, an industry-recognized credential, a certificate, or an associate degree; and

may include prerequisite courses (other than a remedial course) that meet other requirements; and

2. include competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, occupation-specific skills, and knowledge of all aspects of an industry, including entrepreneurship of an individual.[Section 3(26)]

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Douglas CTE Consortium Decision-Making Structure (For the Douglas ESD Districts)

Original: May 25th, 2016 / Revised:

1. Membership The partners in the Douglas CTE Consortium, hereafter called MEMBER (S), will be : Camas Valley School District, Camas Valley High School Douglas County School District #15, Days Creek Charter School Elkton School District, Elkton High School Glandale School District, Glendale High School

Glide School District, Glide High School,

North Douglas School District, North Douglas High School Oakland School District, Oakland High School

Riddle School District: Heppner, Riddle High Schools South Umpqua School District, South Umpqua High School Sutherlin School District, Sutherlin High School Winston-Dillard School District, Douglas High School

Yoncalla School District, Yoncalla High School Douglas ESD,

Membership in this Consortium is voluntary, and a Member may withdraw from the

Consortium before the budget for the next year is approved by the Consortium, providing

the individual Member follows all Carl Perkins guidelines to establish itself as a separate,

individual, funding entity with the Oregon Department of Education, Office of Educational

Innovation & Improvement.

a. Voting Membership: Member schools are allowed to vote when they have an

approved CTE program. Voting members with a 9th – 12th grade enrollment of 1 to 500

students will appoint one person per school (administrator, teacher, or staff member) to

represent and vote for them at meetings and on committees. Each representative has

voting rights. The principal of each member school will identify one person to serve as

the Career & Technical Education Leader (see attached roles and responsibilities).

Other people from Members of the Consortium are encouraged to attend the meeting

and provide input when appropriate; however, when a vote is necessary, the Members

will be limited to the number of votes allocated to them. Votes will be limited to those

present.

b. Chairperson: Douglas ESD’s Regional Coordinator or his/her representative will be

the exofficio head of the CTE Leaders, will set meeting agendas, will chair all meetings,

and will call special meetings when needed.

c. Change in Size: Should any school’s membership change from one category to

another, the number of voting memberships will automatically change.

d. Quorum: In order to have a quorum necessary to make decisions, at least 50% of the

Consortium must be present.

e. Majority Vote: Decisions will be based on finding a mutually acceptable

solution/group consensus whenever possible; however, it is agreed that if an issue must

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be determined by a division of the house, a simple majority of the votes possible for the

number of members/proxies present will be binding on all parties.

f. Removal/Changes in Governance: Any planned removal of a Member for failure

to follow the assurances which are contained in this document and/or any planned

change in the rules of governance of this Consortium must be presented in writing for a

first reading and discussion at a regular meeting or a special one called in compliance

with the procedure outlined in this document. The Regional Coordinator will present

the written copy of this plan/change to all CTE Leaders and the Member

superintendents/president at least two weeks before the next meeting, at which time

action may be taken on the measure. A simple majority of members/proxies of the

quorum will be required to pass a removal or change in governance. g. Assurances Requirement: All decisions must be in conformance with the

assurances, standards, and or/mandated guidelines set forth by the Federal Government

pertaining to Carl D. Perkins Career & Technical Education Act of 2006, No Child Left

Behind of 2002, the Oregon Department of Education and/or state and federal laws. h. Meeting Dates: Meeting dates will be prescheduled. Should an emergency situation

arise, a special meeting may be called by the Regional Coordinator. i. Renewal: This document must be reviewed and renewed by each member annually. j. New Members: New Members will be added to this Consortium only when the CTE

Leaders reach an agreement to allow another school/district to become a Member.

2. Purpose of the Consortium This Consortium is formed to: a. Give an updated, legal structure to the Douglas CTE Consortium.

b. The Douglas CTE Consortium applied for Carl Perkins funding under the transition for

plan, “The Carl D. Perkins Career and Technical Education Act of 2006,” and each school

agreed to release 100% of their funds to the consortium. This agreement is a

conformation of the Members’ willingness to continue the Carl Perkins funding using

this document/consortium as a structural, governance guideline. c. Enable the members to more economically handle the administration of funds and

yearly reports by selecting one member to be the fiscal agent for all and to ensure the

budget and all monies spent by the Consortium conform to Perkins Section 135

“Allowable Fund Uses” and “State and Federal Assurances” from the Carl D. Perkins

Career and Technical Education Act of 2006 Transition Plan 2008-2009.” d. To work together to establish and approve a yearly Consortium budget using the

combined funds of the Members to best meet individual Member’s needs, meet

educational needs of local business and industry, and meet innovative program needs,

as the Consortium members deem appropriate.

e. Determine what to do with remaining funds if any funds are not expended in a calendar

year. f. Provide a forum where all Members can have access to the latest change(s) in programs,

guidelines and/or requirements from the State and Federal levels in order for the

Consortium to establish and meet its required goals and objectives. g. Provide Consortium Members an annual staffing report.

h. Ensure the Region 6 (Douglas County) data is collected as a region and that schools have

some safety by using the collective data of the group versus the danger of a school being

out of compliance because of one or two year’s poor performance on the performance

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measures evaluated by the Oregon Department of Education and, thereby, risking losing

its funding.

i. Provide a forum:

To establish any procedures necessary to successfully carry out the requirements of Carl

Perkins and/or to meet the needs of local Members;

To work with Douglas ESD’s Regional Coordinator to ensure all applications from his/her

region are in compliance with the CTE Program Approval Process; and

To work with the Regional Coordinator to obtain CTE certification for Member teachers.

Roles & Responsibilities

Administrators 1. Serve as the CTE Director or appoint somebody else in your building to perform that

function.

2. Oversee the professional development of the CTE Instructors in your building and ensure

that they are meeting the requirements of the act before expending funds on the programs. 3. Work with your appointed CTE Leader to approve Perkins Requests for submission to the

fiscal agent. Ensure that funds are being allocated strategically according to your local

Perkins budget and within the guidelines provided in this handbook. 4. Comply with the federal, state and local assurances described in this handbook. Certificate

of Assurances must be signed before 2008-2009 Perkins funds can be spent.

5. Note: Building Administrators will also receive meeting notices and are invited, but not

expected to attend if they have appointed a CTE Leader in their place. 6. Assist with CTE Program Approval and CTE Teacher Certification issues within your school.

CTE Leaders 1. Serve as the primary point of contact for your school for the Consortium.

2. Attend CTE Consortium Meetings and conferences related to CTE programs.

3. Communicate information received at Consortium meetings and subcommittee meetings to

administrative and CTE staff.

4. Provide guidance to CTE teachers in your schools that will help them understand what is

developing within our region and around the state.

5. Promote CTE regional activities to students and teachers in your schools, including dual

credit, professional development and student events.

CTE Instructors 1. Familiarize yourself with this handbook and the changes in Perkins IV. Follow the Fiscal

Guide when requesting purchases or professional development funding. 2. Participate in the professional development “sanctioned” in this handbook and defined in

Perkins IV. 3. Coordinate and administer the appropriate expenditure of Carl Perkins funds and the

tracking of equipment purchased with such funds, including

i Prepare annual budget for local Perkins dollars ii Maintain Carl Perkins equipment inventory.

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4. Work with your CTE colleagues to evolve your existing approved program into Perkins IV-

defined 9th-14th grade Programs of Study.

5. Self-evaluate your program for the purpose of continuous improvement, which you will be

responsible for completing as part of an on-going renewal cycle. Pay attention to your

licensure requirements, too.

6. Ask for help! Perkins requirements can be confusing. 7. Complete and submit CTE required reports in a timely and accurate manner.

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Consortium Agreement Project: Carl Perkins Grant

Dates: July 1, 2016-June 30, 2017

Funding Source: Carl Perkins Grant

Consortium Manager: Analicia Nicholson Phone: 541-957-4815

The primary use of Perkins funds received by the eligible recipient is to improve or expand career education and improve student academic and technical performance. Perkins IV cannot be used to maintain career education programs.

PARTIES TO AGREEMENT

The parties to this Consortium Agreement (“Agreement”) are Douglas ESD and the members of the

Douglas ESD Career and Technical Education (“CTE”) Consortium (“Douglas ESD CTEC”), hereafter known

as Members, listed in Attachment A.

PURPOSE OF AGREEMENT

The purpose of this agreement is to formalize and clarify the roles, responsibilities, and services

provided by Douglas ESD through the Douglas ESD CTEC, and by Members, with regards to funding from

the Carl D. Perkins Career & Technical Education Act of 2006, hereafter known as Perkins, the

requirements of which are incorporated herein by reference.

TERM AND TERMINATION, WITHDRAWAL, AMENDMENTS

This Agreement shall be effective for the period commencing upon the date of last signature by all

parties for the period July 1, 2015, through June 30, 2016. Amendments to this agreement shall be made

in writing. Members desiring to withdraw from the consortium must notify the Oregon Department of

Education (“ODE”) and Douglas ESD CTEC by February 1st of each year, prior to the annual allocation to

the consortium.

SPECIFIC PERFORMANCE REQUIREMENTS

Member shall provide information to Secondary CTE instructors on the CTE Instructor Appraisal Process

and provide the Douglas ESD Regional Coordinator the necessary information to facilitate Secondary CTE

Instructor Appraisal Committees. Member shall provide a written request for purchases to be approved

by the Douglas ESD CTE Regional Coordinator prior to purchase or date events. Member shall provide to

the Douglas ESD CTE Regional Coordinator an inventory list of Perkins-funded equipment or non-

consumable supplies (unit cost of $200 or more).

Douglas ESD shall provide a Regional CTE Coordinator who shall review Secondary CTE Programs using

the ODE Quality Assurance Process for Program of Student; provide Regional CTE Coordinator services

to facilitate Secondary CTE Instructor Appraisal Committee meetings using Oregon Department of

Education and TSPC procedures; and identify and provide appropriate services under the Perkins Grant.

Douglas ESD shall complete and submit CTE required reports in an accurate and timely manner; and act

on the recommendations of the Douglas ESD CTE Consortium Committee. Douglas ESD shall implement

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CTE regionally in consultation with the administration of local school districts, ESDs, and communicate

colleges and in collaboration with ODE.

FISCAL AGENT RESPONSIBILITIES/ADMINISTRATIVE COSTS

Douglas ESD serves as the fiscal agent for Douglas ESD CTEC, and is responsible for all Douglas ESD CTEC

expenditures and associated records. Perkins funds flow from the state to Douglas ESD, which then

distributes them as equipment, supplies, professional development services, or other approved

expenditures to Members, based on the budget plan approved annually by the Douglas ESD Consortium

Committee. Douglas ESD shall pay all CTE program obligations in a timely manner pursuant to Perkins

guidelines.

FEDERAL ASSURANCES

Assurances form a binding agreement between the eligible recipient fiscal agent, ODE, and the U.S.

Department of Education that assures all legal requirements are met in accordance with state and

federal laws, regulations, and rules. These assurances apply to program activities and expenditures of

funds. Compliance to general and specific program assurances is the legal responsibility of the eligible

recipient under the authorization of the local board of education. As a Member receiving Perkins

funding through the Douglas ESD CTEC, signature of this Agreement certifies the following: The Member

understands and shall comply with the provisions, regulations, and rules of the Carl D. Perkins Career

and Technical Education Act of 2006. The Member understands and shall comply with the Program

Assurances Title 1 Part C – Local Provisions. The Member understands and shall comply with

Certifications Regarding Lobbying: Debarment, Suspension, and other Responsibility Matters; and Drug-

Free Workplace Requirements. The Member shall use federal funds to supplement the eligible

recipient’s CTE Programs of Study and shall not use federal funds to supplant existing funds or reduce

general or other funds.

The Member shall provide, on request, complete and accurate data regarding CTE students and

programs as required to Douglas ESD, ODE, and the U.S. Department of Education. The Member

understands and shall comply with all applicable assurances for Federal Grant Funds. Detailed

information about these assurances can be found on the Oregon Department of Education website.

COMPLIANCE WITH LAWS

Parties certify that in performing this contract they shall comply with all applicable provisions of the

federal, state and local laws, regulations, rules, orders, codes, administrative rules, ordinances, and

Douglas ESD policies applicable to the provision of goods and/or services under this Contract, including,

without limitation, the provisions of ORS 279A, 279B, 279C; the provisions of: (i) Title VI of the Civil

Rights Act of 1964; (ii) Section V of the Rehabilitation Act of 1973; (iii) the Americans with Disabilities Act

of 1990 and the 2008 amendment to the Americans with Disabilities Act; ORS 659A.142 and ORS

659A.400 through ORS659A.409; (v) the Age Discrimination Act; ORS 659.800 et al, and all amendments

of regulations and administrative rules established pursuant to those laws; (vi) all other applicable

requirements of federal and state civil rights and rehabilitation statutes, rules, and regulations. Parties

agree not to discriminate against any client, employee, or applicant for employment or for services,

because of race, religion, color, national origin, ethnicity, sex, sexual orientation or identity, veterans

status, pregnancy or related conditions, disability, or age with regard to, but not limited to, the

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following: employment upgrading, demotion or transfer; recruitment or recruitment advertising; layoffs

or termination; rates of pay or other forms of compensation; selection for training; rendition of services.

It is further understood that any party who is in violation of this clause may be barred forthwith from

receiving awards of any purchase order, purchase agreement, contract, or similar acquisition

instrument, from Douglas ESD unless a satisfactory showing is made that discriminatory practices have

terminated and that a recurrence of such acts is unlikely.

HOLD HARMLESS AND INDEMNIFICATION

Subject to the limitations of Article XI, § 7 of the Oregon Constitution and the Oregon Tort Claims Act

(ORS 30.260 through 30.300), each party shall indemnify, within the limits of and subject to the

restrictions in the Tort Claims Act, the other against any liability for personal injury or damage to life or

property arising from its negligent activity under this Agreement provided, however, that each party

shall not be required to indemnify the other for any such liability arising out of the wrongful acts,

including but not limited to, to a person’s malfeasance in office, willful or wanton neglect of duty, or

actions outside the course and scope of his or her official duties.

INSURANCE REQUIREMENTS

The parties shall carry insurance and be independently responsible for the risk of its own liability for

claims within the scope of the Oregon Tort Claims Act (ORS 30.260 through 30.300).

ACCESS TO RECORDS

The parties, the Secretary of State's Office of the state of Oregon and their duly authorized

representatives shall have access to the books, documents, papers, and records of the parties which are

directly pertinent to this specific Agreement for the purpose of making audit, examination, excerpts and

transcripts.

MERGER CLAUSE

Parties concur and agree that this Agreement constitutes the entire Agreement between the parties.

There are no understandings, agreements, or representations, oral or written, not specified herein

regarding this Agreement. Parties, by the signatures below of their authorized representatives, hereby

agree to be bound by its terms and conditions.

ASSIGNMENT

Members shall not assign or transfer its interest in this Agreement without the express written consent

of College.

SEVERABILITY

If any portion of this Agreement is found to be void or unenforceable for any reason, such portion of this Agreement shall be considered severed from the remaining portions of this Agreement, and the remaining portions of this Agreement shall continue in full force and effect.

EXECUTED IN MULTIPLE COUNTERPARTS

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This Agreement may be executed in multiple counterparts, all of which shall be deemed originals and with the same effect as if Douglas ESD and all Members had signed the same document. All of such counterparts shall be construed together with and shall constitute one Agreement, but in making proof it shall only be necessary to produce one such counterpart. For the purposes of this Agreement, a facsimile or an email-scanned copy of a signature page shall be construed to be an original.

NOTICES/CONTACT PERSONS

Any legal (compliance) notice required to be given to Douglas ESD or Member under this Agreement

shall be sufficient if given, in writing, by first class mail or in person. Notice of operational issues may be

given via email. Notices shall be sent to the Superintendent.

THE PARTIES AGREE AND ACCEPT:

Superintendent Date

Camas Valley School District

Douglas County School District 15 (Days Creek)

Elkton School District

Glendale School District

Glide School District

North Douglas School District

Oakland School District

Riddle School District

South Umpqua School District

Sutherlin School District

Winston Dillard School District

Yoncalla School District

Douglas ESD Superintendent, Michael Lasher Date

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Perkins IV Fiscal Guide

Overview The reauthorization of the Carl D. Perkins Career & Technical Act of 2006 (aka Perkins IV) updates and

strengthens the accountability for the expenditure of these federal funds. This guide represents how

members of the Douglas CTE Consortium will be accountable for these federal funds, administered

through the Oregon State Plan. First, all funds must be expended strategically in pursuit of one or

more of the following Five Oregon Perkins Goals: Standards & Content, Alignment & Articulation,

Accountability & Evaluation, Professional Development, and Student Support Services, which are

defined in the following pages. Secondly, Perkins IV details the Required Activities for Use of Funds

(see section following goals) which describes how the fund must be used to support 9-14 Programs of

Study.

Perkins expenditures at the secondary level generally fall into two categories: Equipment or

Professional Development. Information follows on how to submit Requests for spending in those two

areas. BMCC uses a parallel internal process that also accounts for expenses unique to the community

college environment.

Supplement not Supplant Federal grant funds must supplement and not supplant state or local funds. Federal funds may not

result in a decrease in state or local funding that would have been available to conduct the activity had

federal funds not been received. In other words, federal funds may not free up state or local dollars

for other purposes, but should create or augment programs to an extent not possible without federal

dollars. You must be able to demonstrate that federal funds are added to the amount of state and

local funds that would, in the absence of federal funds, be made available for uses specified in your

plan.

For example, if Perkins funds were used to provide a vocational education service the college is

required to provide under state or local law, supplanting would occur. In this circumstance, all federal

funds used to carry out that service could be questioned by auditors. As a rule, Perkins funds should

not be used for general responsibilities.

Determining Supplanting The critical question in determining whether there has been a supplanting violation is whether federal

funds were used instead of funds from non-federal sources. It will have to be shown that the federally

funded activity would not have been funded by state or non-federal sources.

When auditors review compliance with non-supplant rules, they often use the following test: What

would the recipient have done in the absence of federal funds? If the project would have been carried

out anyway with non-federal funds, there will be the presumption of supplanting. During the audit

appeal process evidence would be required to disprove that presumption.

On the other hand, if the auditor were to find evidence that in the absence of those federal funds, the

specific activity or program would not have been carried out; there would be no presumption of

supplanting.

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Perkins IV Goals

1. Standards & Content

Standards and content are core elements for Perkins-eligible programs of study and include: Relevant, rigorous standards-based content aligned with challenging academic standards;

Shared secondary and postsecondary technical content which incorporates the knowledge and skills identified in

the Oregon Skill Sets or other industry-based standards, which are validated through national and state

employer input;

Systemic approach to CTE using industry-based academic and technical knowledge and skills where student

performance is demonstrated through valid and reliable assessments aligned to industry standards; and

Assure secondary and postsecondary students are prepared for high demand and high wage careers and

occupations that are responsive to regional, state or global employment trends.

2. Alignment & Articulation

Alignment and articulation are core elements for Perkins-eligible programs of study and include:

An expectation that the elements defined in the Perkins Act will ensure a greater depth and breadth of student

learning through the alignment and integration of challenging academic and technical standards in curriculum,

instruction and assessment. [Sec. 122(c)(1) & Sec. 134(b)(3)]

A unified, cohesive sequence of content among secondary and postsecondary partners; a nonduplicative

sequence of courses or learning experiences; students receive credit for prior learning whenever possible.

Alignment of content between secondary and postsecondary education may include course articulation or other

ways to acquire postsecondary education credits (e.g. Oregon’s credit for proficiency, dual credit). Articulation agreements are developed, implemented and supported at the institutional level to ensure

longterm sustainability and cross-sector cooperation.

3. Accountability & Evaluation

Accountability and Evaluation are core elements for Perkins-eligible programs of study and require:

Each eligible recipient’s CTE student and program performance be measured against the set of Perkinsrequired

performance measures. [Perkins Section 113 (2)(A-B)].

ODE collect data and report performance for the measures listed Page 11. Perkins performance data will be

reported using the student and measurement definitions described in Perkins IV Measurement Definitions.

4. Professional Development

Professional development intent and design must [Sec. 122(c)(2) & Sec. 135(b)(4)]:

promote the integration of coherent and challenging academic content and industry-based technical standards,

including opportunities for the appropriate academic and CTE instructors to jointly develop and implement

classroom-based curriculum and instructional strategies;

be high quality, sustained, intensive, and focused on instruction, and increase the academic knowledge and

understanding of industry standards; encourage applied learning that contributes to the academic and CTE knowledge of the student; provide the knowledge and skills needed to work with and improve instruction for special populations;

assist in accessing and utilizing CTE accountability data, student achievement data, and data from assessments.

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5. Student Support Services

Student support services are a core element for Perkins-eligible programs of study and include: All CTE students will have informational career guidance, academic advising and instructional support to assist

them in progressing through a CTE program of study in a non-duplicative manner (e.g. Pathway Templates,

Education Plan and Profile, appropriate accommodations, ELL services).

Perkins IV Required Activities for Use of Funds 2007-2013 NOTE: Eligible recipients must first satisfy the required activities for uses of Perkins funds before any expenditure of funds are permitted for permissive activities [Sec. 135(c)]. The Sec. 135(b) required activities do not need to be exclusively satisfied through the use of Perkins funds. Some required activities may be accomplished through existing, general fund supported programs and policies; some required activities may be accomplished through support from other federal, state or local funding sources; or some required activities may require the use of Perkins funds as the sole funding source.

‘‘SEC. 135(b). REQUIRED LOCAL USES OF FUNDS

‘‘(a) GENERAL AUTHORITY.—Each eligible recipient that receives funds under this part

shall use such funds to improve career and technical education programs. ‘‘(b) REQUIREMENTS FOR USES OF FUNDS.—Funds made available to eligible recipients

under this part shall be used to support career and technical education programs that—

‘‘(1) strengthen the academic and career and technical skills of students participating in career

and technical education programs, by strengthening the academic and career and technical

education components of such programs through the integration of academics with career and

technical education programs through a coherent sequence of courses, such as career and

technical programs of study described in section 122(c)(1)(A), to ensure learning in— ‘‘(A) the core academic subjects (as defined in section 9101 of the Elementary and Secondary

Education Act of 1965); and ‘‘(B) career and technical education subjects; Clarification:

CTE programs receiving Perkins funding support shall be approved CTE programs. Approved CTE programs shall reflect an industry-endorsed, coherent and focused sequence of

courses. (Industryendorsed= e.g. advisory committee endorsement, adoption of career cluster

program of study plan.) CTE subjects shall include technical knowledge and skill content from the Oregon Skill Sets. CTE subjects shall include the integration of rigorous and relevant academic content that instructs

the application of the academic content in a technical context. Should an eligible recipient fail to meet 90% of one of the Perkins performance measures, the

recipient shall— In the first year of failing to meet one of the performance measures, implement an improvement

plan to specifically address the performance deficiency; If the same performance deficiency continues for a second year, update and continue the

improvement plan and direct Perkins funds toward addressing the performance deficiency; and If the same performance deficiency continues for the third year, update and continue the

improvement plan and the Oregon Department of Education will direct activities and local Perkins

funding until the performance deficiency is corrected.

‘‘(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 1 career and technical program of study described in section 122(c)(1)(A); Clarification:

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Each Oregon high school and community college with approved CTE programs shall implement and

offer one CTE program of study by September 2008. Aligned or articulated secondary-postsecondary CTE programs shall operate under the authority of

an institutional articulation agreement. Approved CTE programs shall explicitly identify (1) how the secondary CTE program aligns or

articulates to a postsecondary CTE program in the same program of study in a nonduplicative way;

and (2) what opportunities are provided a student to earn and transcript dual or concurrent credit.

‘‘(3) provide students with strong experience in and understanding of all aspects of an industry,

which may include work based learning experiences; Clarification: Approved CTE programs shall provide the student with instruction beyond occupationally-specific

skill attainment to include how a specific career fits into the larger system of an industry. Approved CTE programs with a work-based learning component should contribute to a student

satisfying the diploma requirement of career-related learning experiences.

‘‘(4) develop, improve, or expand the use of technology in career and technical education, which may

include— ‘‘(A) training of career and technical education teachers, faculty, and administrators to

use technology, which may include distance learning; ‘‘(B) 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 ‘‘(C) 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; Clarification: Program instructional practice shall, to the extent practicable, use and model program-related

technology for the application of skills appropriate to the CTE program of study (e.g. instruction of

skills practical to the level of skill attainment that is possible for the local CTE program). Technology-based equipment, software and instructional material shall explicitly contribute to

student academic, with specific attention to mathematics and science, and technical skill attainment. Technology-based equipment, software and instructional material purchases shall be limited to

approved CTE programs of study that lead to high skill, high wage or high demand occupations in

current or emerging careers. Costs for distance education shall be limited to program or connectivity costs; not student-related

enrollment costs or fees.

‘‘(5) provide professional development programs that are consistent with section 122 to

secondary and postsecondary teachers, faculty, administrators, and career guidance and

academic counselors who are involved in integrated career and technical education programs,

including— ‘‘(A) in-service and preservice training on— ‘‘(i) effective integration and use of challenging academic and career and technical education

provided jointly with academic teachers to the extent practicable; ‘‘(ii) effective teaching skills based on research that includes promising practices;

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‘‘(iii) effective practices to improve parental and community involvement; and ‘‘(iv) effective use of scientifically based research and data to improve instruction; ‘‘(B) 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; ‘‘(C) internship programs that provide relevant business experience; and ‘‘(D) programs designed to train teachers specifically in the effective use and application of

technology to improve instruction; Clarification: Each teacher in an approved CTE program (defined as holding an active TSPC, 024 CTE

endorsement), shall have a professional development plan that is consistent with the policies of the

eligible recipient and meets the criteria of (5) above. Professional development activities shall be consistent with the definition of professional

development as described in the Perkins Act (sustained, intensive, over time). Professional development activities shall explicitly contribute to the improvement of instructional

practices that lead to improved academic and technical skill attainment of CTE students. CTE professional organization conference and student leadership conference attendance may meet

the required professional development activity criteria as long as the conference attendance is an

integral and relevant part of a teacher’s professional development plan.

‘‘(6) develop and implement evaluations of the career and technical education programs carried

out with funds under this title; Clarification:

The secondary CTE program renewal process can be used as a tool for CTE program evaluation.

Secondary CTE program evaluations shall be part of the ODE Continuous Improvement

Process (CIP). Postsecondary CTE program evaluations shall be part of the college’s internal evaluation and

accreditation processes.

‘‘(7) initiate, improve, expand, and modernize quality career and technical education programs,

including relevant technology; Clarification: Relevant technology, equipment and related instructional material and supply purchases are eligible

expenditures as long as there is a direct and explicit connection between the purchase of such items

and increasing student academic knowledge and technical skill attainment in the CTE program of

study. Use secondary CTE program renewal process to identify areas for CTE program of study

improvement.

‘‘(8) provide services and activities that are of sufficient size, scope, and quality to be

effective; and Clarification:

CTE programs that are designated as approved meet the criteria of “sufficient size, scope, and

quality to be effective” by having completed the secondary or postsecondary quality assurance

process.

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‘‘(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, or high demand occupations that will lead to self-sufficiency. Clarification:

Analyze disaggregated CTE student performance to identify and design activities that support special

populations in meeting Perkins performance measures. Review special population student pre-requisite—not remedial—requirements that equip students

with the readiness skills to be successful in a CTE program of study. Remedial or developmental education activities are not eligible activities for the use of Perkins

funds. Funding support of re-requisite courses for entry into a CTE program of study may be an

eligible activity. Special population student support for individuals already enrolled in a CTE program as described

above is a required activity for the use of Perkins funding.

Funds to Consortium Funds allocated to a consortium formed to meet Perkins requirements shall be used only for the purposes and programs that are mutually beneficial to all members of the consortium and can be used only for programs

authorized. Such funds may not be reallocated to individual members of the consortium for purposes or

programs benefitting only one member of the consortium. [PL 109-270, Sec. 131 (f)(2)]

Career and Technical Student Organizations Funds may be used for the development and acquisition of instructional materials, supplies, and equipment needed to support a student organization as an integral part of career and technical education instruction. Qualified career and technical educators must supervise the instruction that relates to the student organization. The following do not represent an integral part of the career and technical instruction and are not eligible for Perkins support:

Lodging, food, conveying or furnishing transportation to conventions or other gatherings of CTSO students; Purchase of supplies, jackets and other effects for students’ personal ownership or use; Cost of non-instructional activities such as athletic, social or recreational events; Printing and disseminating of non-instructional materials; Purchase of awards for recognition of students, advisors or other individuals; or Payment of membership dues.

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Using Perkins Funds to Purchase Equipment Equipment, which is necessary to accomplish stated plans and is not available in the community

college, may be purchased. Equipment purchases must be necessary for effective instruction in the

program area. The Questions and Goals, and Strategies sections of the application must show how

the equipment will be integrated into the curriculum. Equipment purchased, in whole or in part, with

Perkins funds must not result in any direct financial benefit to any purchasing entity or to its

employees.

Federal regulations define equipment as $5,000.00 or more. (State of Oregon Requirement: A

specific, detailed, line-item request for equipment more than $4,999 must be in the annual budget

approved by the Oregon Department of Education as a line item equipment purchase prior to the

year in which the purchase will be made.) Equipment that is considered a permanent part of the

instructional facility such as air conditioners, smoke or exhaust removal systems and other similar

fixtures is not eligible.

Equipment purchased under this grant must be used for Perkins Act activities. However, when not

being used to carry out the provisions of the Act, the equipment may be used for other instructional

purposes if:

The acquisition of the equipment was reasonable and necessary for the purpose of conducting a

properly designed project or activity under this title; and

It is used after regular school hours or on weekends.

Purchasing Procedures 1. Using your local investment plan, insure that the purchase you would like to make is an allowable

expense and meets the goals of your school. When in doubt ask your regional coordinator for assistance.

2. Select the vendor and complete the request. Remember to include shipping costs and copies of any

internet or catalog research you conducted for your purchase. If this is a computer hardware

purchase, please enlist the help of your local IT staff.

3. Follow purchasing processes of your home district.

4. Reimbursement requests will be considered if a) request is made on district letterhead invoice.

b) include all of the relevant paperwork (i.e. original credit card receipt, itemized receipt, copy of

packing slip, etc.).

Inventory Requirements 1. All items over $200 and Object 545 purchases must be added to your Carl Perkins Inventory and

marked with a Douglas Carl Perkins Inventory sticker. Keep copies of packing slips and/or receipts

with your inventory list. The Inventory list must include model, serial number and location in building

(i.e. program use).

2. Districts are responsible for the maintenance and liability of all items listed on their Carl Perkins

inventory.

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3. Once the items expire from the district Carl Perkins Inventory list, those items may be used or

discarded according to local district policy and wishes. Districts are expected to offer unwanted PTE equipment to other members of the Carl Perkins Consortium.

4. If inventoried items are no longer needed in an “approved” CTE program within the district before

they expire from the inventory list, those items must be offered to the consortium. If no other

member district can use the item for an “approved” CTE program and the Carl Perkins budget

committee approves, the item can be expired from the district Carl Perkins inventory and can be used

or discarded according to local district policy and wishes.

Please use the following guidelines for keeping your inventory.

Object 460 Equipment:

Object 460 items are “equipment-like” non-consumables with a current value of less than $5,000.

These are items that 1) have an anticipated useful life of more than 1 year; 2) retain their original

shape and appearance with use; 3) are nonexpendable: that is, if the articles are damaged or some of

their parts are lost or worn out, it is usually more feasible to repair them than to replace them with an

entirely new unit; or 4) they do not lose their identify through incorporation into a different or more

complex unit or substance.

Object 460 Equipment—Technology (i.e. digital cameras, projectors, etc.) must be kept on your Carl

Perkins Inventory for 3 years.

Object 460 Equipment—Non-Technology (i.e. drill press, commercial cookware, etc.) must be kept on

your Carl Perkins Inventory for 5 years.

Object 480 Computer Hardware

Must be kept on your Carl Perkins Inventory for 3 years. Object 480 Computer Hardware purchases

must also be marked and kept on the Carl Perkins inventory recording their model, serial number and

location in the building (i.e. program use).

Object 545 Capital Outlay

Must be kept on your Carl Perkins Inventory for 7 years.

.

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Using Perkins IV Funds for Professional Development Under the new Act, professional development must be high-quality, sustained, intensive and focused

on instruction. Consistent with Title II of ESEA, this prohibits one-day or short-term workshops or

conferences (unless they are part of a larger series of professional development activities). Perkins IV

expects its professional development activities to be coordinated with efforts under Title II of ESEA

and Title II of the Higher Ed Act.

Perkins IV and the Oregon State Plan increase the emphasis on professional development by requiring

all secondary CTE instructors to follow a formal, professional-development plan focused on instruction

and all postsecondary CTE instructors to participate annually in formal, program-related professional

development focused on instruction. All CTE instructors are expected to reinforce naturally occurring,

embedded academic content within their technical instruction. Collaboration is key.

Who Can Attend: teachers, faculty, administrators, and career guidance and academic counselors

who are involved in integrated CTE programs of study. Use local investment guide.

What Topics: Effective integration of academics and CTE * Effective teaching skills based on research

* Effective practices to improve parental & community involvement * Effective use of scientifically-

based research and data to improve instruction * All aspects of an industry * Internship programs that

provide relevant business experience * Effective use and application of technology by the instructor

How: All CTE instructors will be expected to participate in the professional development described

above in order to spend Perkins funds on their programs. Local administrators are responsible for

monitoring the professional development of their instructors to insure that it meets the requirements

of the act and supplement vs. supplant. All reimbursements, however, must be approved by the fiscal

agent and justification may be requested. It is recommended that secondary CTE instructors design

their current Continuing Professional Development Plans to meet Perkins IV expectations. The CTE

Consortium will continue to plan and provide regional 9-14 professional development that meets the

needs of Perkins IV. Regional activities will be planned throughout the year to constitute a series of

workshops and trainings based on Perkins.

LOCAL Collaborative

work time for CTE

or CTE & Academic instructors

District or College-driven workshops & trainings that support Perkins IV

Local PLCs focused on CTE

REGIONAL

Pathway Groups Industry Tours Regional CTE Series, includes

workshops & trainings

specifically for counselors and

administrators and CTE Leaders

Meetings

STATE & NATIONAL

Program-oriented conferences that

support Perkins IV requirements.

State or national conferences that

provide content for academic

integration or improved 9-14

alignment.

Statewide community college

Pathways work or national Career

Clusters work

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2016-2017 Local Investment Plan Template District: Contact:

Please answer each of the questions below: Add and delete rows as needed.

1. Describe your local planning process, including who was involved.

I

2. Improving Local Performance:

Indicator Area to Improve: Strategy Budget (Object Code & $ Amt.)

3. State & National Conference attendance. List the conference, teacher attending, and

budget (include registration, mileage, per diem, and sub reimbursement).

Indicator Conference & Location if known

Attendee Budget (Object Code & $ Amt.)

4. Equipment & Technology. List each item, the Program of Study & Instructor requesting it, a

short explanation for how it will improve academic or technical achievement, and a budget

(include shipping). Include object codes 430 through 540. – list attached

Indicator Equipment &/or Technology Explanation Budget (Object Code & $ Amt.)

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Indicators

Standards & Content

SC1 – CTE Programs of Study align with Oregon Skill Sets or other industry-based

standards.

SC2 – Coherent and rigorous content aligned with challenging academic standards is

integrated with relevant CTE programs.

SC3 – CTE students are taught to the same coherent and rigorous content aligned with

challenging academic standards as are taught to all students.

SC4 – CTE students are provided 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.

SC5 – CTE Programs of Study use relevant technology that directly supports

increasing student academic knowledge and technical skill attainment.

Alignment & Articulation

AA1 – CTE is linked at the secondary and postsecondary levels.

AA2 – CTE Programs of Study operate with signed alignment agreements.

AA3 – CTE Programs of Study operate with signed articulation agreements.

AA4 – CTE Programs of Study lead to an industry-recognized, postsecondary certificate or

degree in a high wage, high demand occupation based on regional or state labor

market information.

Assessment & Evaluation

Indicator

AE1 – Evaluations of the CTE programs carried out with funds under Perkins IV are

developed and implemented, including an assessment of how the needs of special

populations are being met.

AE2 – Stakeholders are involved in the development, implementation, and evaluation of CTE

programs.

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AE3 – Stakeholders are informed about, and assisted in understanding, the Perkins law and

CTE Programs of Study.

AE4 – CTE concentrators who complete the secondary or postsecondary component

of their Program of Study demonstrate performance on valid and reliable

technical skill assessments that align to industry-based standards.

AE5 – Secondary CTE concentrators who complete the secondary component of their

Program of Study do not require remediation at postsecondary entry.

Student Support Services

SS1 – CTE programs are reviewed, and strategies are identified and adopted to overcome

barriers that result in lowering rates of access to or lowering success in the programs

for special populations.

SS2 – CTE Programs of Study provide each student with appropriate accommodations and

barrier-free access to CTE learning environments for high wage, high demand careers

that lead to self-sufficiency.

SS3 – Individuals who are members of special populations are not discriminated against on

the basis of their status as members of the special populations.

SS4 – Special populations, including single parents and displaced homemakers, are

prepared for high skill, high wage, or high demand occupations that will lead to self-

sufficiency.

SS5 – Programs are designed to enable the special populations to meet the local adjusted

levels of performance.

SS6 – CTE Programs of Study provide students with access to educational opportunities for

careers that are nontraditional for a student’s gender.

SS7 – Preparation for non-traditional fields is promoted.

SS8 – Career guidance and academic counseling are provided to CTE students, including

linkages to future education and training opportunities.

SS9 – Secondary CTE students are encouraged to enroll in rigorous and challenging

courses in core academic subjects.

SS10 – CTE Programs of Study provide students with relevant career-related learning

experiences.

SS11 – CTE Programs of Study provide postsecondary students with cooperative work

experience.

SS12 – The use of technology in CTE – which may include encouraging schools to

collaborate with technology industries to offer voluntary internships and mentoring

26

programs, including programs that improve the mathematics and science knowledge

of students – is being developed, improved, or expanded.

SS13 – Students are provided with strong experience in, and understanding of, all aspects of

an industry.

SS14 – CTE Programs of Study provide secondary students with student leadership

opportunities.

Professional Development

PD1 – Comprehensive professional development (including initial teacher preparation)

for career and technical education, academic, guidance, and administrative

personnel is provided that promotes the integration of coherent and rigorous

content aligned with challenging academic standards and relevant career and

technical education (including curriculum development).

PD2 – Professional development programs that are consistent with section 122 are provided

to secondary and postsecondary 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.

PD3 – In-service and pre-service training is provided on effective teaching skills, based on

research that includes promising practices.

PD4 – In-service and pre-service training is provided on effective practices to improve

parental and community involvement.

PD5 – In-service and pre-service training is provided on effective use of scientifically based

research and data to improve instruction.

PD6 – Education programs are supported 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.

PD7 – Professional development programs are provided, including internship programs that

provide relevant business experience.

PD8 – Programs are provided to train teachers specifically in the effective use and

application of technology to improve instruction.

PD9 – The use of technology in CTE – which may include training of CTE teachers, faculty,

and administrators to use technology (which may include distance learning) – is being

developed, improved, or expanded.

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PD10 – Secondary CTE teachers follow a formal, professional development plan focused on

instruction.

PD11 – Postsecondary CTE teachers participate annually in formal, program-related

professional development focused on instruction.

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