Writing the Carl Perkins Application

1. Writing the Carl Perkins Application The long, the short & the tall of it. March/April 2019

2. Introductions • Janet Cooper – Western District Carl Perkins Coordinator • Josh Miller – Southeast District Carl Perkins Coordinator • Debbie Hamble – Northeast District Carl Perkins Coordinator • Stephanie Hodges – Financial Analyst

3. How to Use the Technical Assistance Document The ASSISTANCE COLUMN of this document contains descriptions, definitions, clarifications and/or examples of what reviewers will be looking for when scoring your application. While it is not necessary to answer every question in the Assistance Column individually, all questions should be considered and, if applicable, answered as fully as possible to reflect the goals, strategies and desired outcomes of your school system.

4. Automatic Rejections • Failure to identify and attach all required Program(s) of Study for use in Section 5. • Failure to complete each step of the Budget Narrative, which is a detailed description of all items/activities you will expend funds on. Also see criteria 1-4 listed in Section 6 of the Worksheet. • Failure to correctly complete the Budget Worksheet (listing school/program, all planned purchases/activities and a descriptions of these items). • (Consortia Only) Distributing the exact allocation ODCTE provides back to any member district.

5. SECTION 6: BUDGET NARRATIVE

6. Instructions – Consortia Only: In the space below please add your consortium's allocating information. Distributing the exact allocation ODCTE provides back to any member school will lead to an Automatic Rejection of your application. • As a consortium fiscal agent, you are responsible for meeting the following requirement: • Perkins law states that a fiscal agent of a consortium or co-op shall not sub-grant back to the participating recipients the exact allocation amount they contributed to the group. Do not use the member’s allocation as their budgeted amount.

7. [6.1] – List your consortium’s allocating information. To ensure this requirement is met, please list each member district in your consortium and the budget the consortium will allocate to each district. When answering, please follow the reporting format below: • 1. School/institution name = $0.00 (budget allocated by consortium) • 2. School/institution name = $0.00 (budget allocated by consortium)

8. Budget Narrative - All Applicants • In the budget narrative sections [6.2] – [6.12] below, you should discuss the items/activities where you plan to expend Perkins funding. • Only answer in a section if your school/district is planning on expending funds in that area for the coming fiscal year. The area(s) you select below must match the coding used in your organizations financial software. • In FY21, all budget expenditures must be based on the findings of your Comprehensive Needs Assessment and performance indicators.

9. List ALL expenditures you plan to make using Carl Perkins funds. Provide the name of the school and the program that the purchases are being made for. (ex: Crockett – Ag – Smartboard; Lincoln – FACS – Chromebooks. Failure to complete each step of the Budget Narrative will result in an Automatic Rejection of your application. • Describe how these items/activities will be used to improve your district CTE education and how they tie to your Programs of Study.

10. Attach a Program of Study for EVERY program area (Ag, FACS, BITE, Health, Marketing, STEM, T&I) in which you are budgeting funds. • Only one Program of Study (of your choice) is required to be attached if the applicant is requesting funds for guidance and counseling only.

11. Review and follow the Carl Perkins FY19 Allowable and Non-Allowable Document and the Use of Funds Guidebook. Include the following in your narrative: • How does the expenditure increase student performance? • How does the expenditure help students gain an industry licensure, certification, or degree? • How does the expenditure lead students to post-secondary education either Technology Center or college?

12. Before purchasing an item consider the following: • Is it innovative and “above and beyond” basic expectations? • Does it improve the student or program outcome? • Is it locally sustainable after 2-3 years? • Does it help meet “coherent and rigorous content” guidelines? • Does it meet business/industry needs?

13. In the budget narrative sections [6.2] – [6.12] below, provide narrative ONLY in the sections where you plan to expend Perkins funding. This will match program codes used in budget worksheet.

14. This concludes the narrative portion of the Carl Perkins Application for funding. Before continuing, please check that all required documentation is attached. If you are ready to continue adding your organization’s proposed itemized budget, please read the information in SECTION 7 and then press the “Save and Next” button located in the bottom right corner of the screen. Ensure the proper number of Programs of Study are attached to your application (one Program of Study per program area where you are budgeting funds.) If the documents were successfully added they will be listed in the attachment section of the application.

15. SECTION 7: BUDGET WORKSHEET

16. Failure to correctly complete the Budget Worksheet will result in an Automatic Rejection of your application. • If ready to continue on to adding your organization's proposed itemized budget, press the "Save & Next" button located in the bottom right hand corner of the screen. • Ensure that your budget is for the total amount of your allocation or total funds for the consortium.

17. Budget Worksheet • In the Budget Line Description column, provide the name of the school, program and a brief description of the equipment/supplies being requested for approval. • Capitol Hill - Ag – Plasma Cutter • Wellborn – FACS – Bernia Sewing Machine • BITE – Smartboard • Everyitem listed in your Budget Worksheet must be described in your Budget Narrative.

18. Budget Worksheet • Do not list member schools and their allocations. • Do not list general categories such as “technology” or “supplies.” • Include costs such as shipping & handling, palletizing and set-up charges, if applicable, on the same line as the item being purchased.

19. Budget Worksheet • Items that require their own separate budget lines include: • Salary and benefits • Travel and Registration • Expenditures for Instructional Staff vs Non-Instructional Staff • List, by name, EVERY Professional Development activity &/or stipend being funded.

20. Budget Worksheet Continued • Keep item descriptions short and to-the-point. Try not to use more than 2 lines. • Do not use OCAS Codes in place of the Budget Line Description. • You will add the OCAS Codes during the Agreement phase of the grant approval process.

21. Budget Adjustments • Plan ahead. Once your initial budget has been approved, any budget adjustments are solely at the discretion of the Carl Perkins Staff. • Acceptable reasons for budget adjustments include changing funding amounts because expenditures came in over/under the budgeted costs or the need to purchase a supplemental item to make the original purchase operational. • Unacceptable reasons for budget adjustments include replacing originally approved items with new/different items or decreasing number of items originally approved in order to “free up” funds for other purchases.

23. FYI’s • To prevent invoice rejections, all object codes in CTIMS should be rounded up to the nearest hundred level. Schools can “code to the bold” in their financial software (detail expenditure reports). • All comprehensive school consortium lead agents (project 423) must establish and use a Fund 12 for the receipt and dispersal of grant funds. The use of Fund 11 accounts will be cause for invoice rejection. (Does not apply to Technology Centers).

24. FYI’s • If you are the consortium lead agent, you must use the object code 591 in your budget to identify all funds you pay out to a partner school. Example:Pearland is the consortium fiscal agent and they pay their partner school, Manvel, $2,500.00 for laptops that school purchased. The budget line item would appear as: Manvel – BITE – (14) Laptop Computers 1000-591-332

25. FYI’s • When using the 2570 function codes, especially 2573 (In-service Training for Non-Instructional Staff), specify in the line description if this is for Administrativeor Non-Administrative use. It will only be Administrative if the training pertains to the operation or implementation of the Carl Perkins grant. • EX: (Principal attending TCTW Conference) Non-Admin: TCTW Registration 2573-800-333 • EX: (Counselor attending Writing the Carl Perkins Grant Application Workshop) Admin: Carl Perkins Workshop 2573-800-333

26. Use of Funds • The Use of Funds Guidebook provides the allowable categories where Carl Perkins funds may be expended and the associated program code numbers. Use this document to assist you as you develop your budget and identify allowable expenses. • The Guidebook should be used in conjunction with the Carl Perkins Allowable and Non-Allowable Expenditures document: https://www.okcareertech.org/about/state-agency/divisions/federal-legislation-assistance/carl-perkins/resources/documents/Carl%20Perkins%20Allowable_Non-Allowable%20List.pdf • Administrative costs must be less than, or equal to, five percent of the total amount of Perkins funds expended in a given fiscal year.

27. All Carl Perkins expenditures should meet these criteria: • Be reasonable, necessary and allocable • Conform to federal law and grant terms • Be consistent with state statutes and state/local policies • Be in accordance with Generally Accepted Accounting Principles • Cannot be included as a match for another federal award • All expenditures must be adequately documented

28. (330) Academic Integration Definition: Provide instruction that strengthens the academic and CTE skills of CTE students through a coherent sequence of integrated courses in a Program of Study to ensure learning in the core academic, and career and technical, subjects. May Include: • Integrating academic skills into career and technical education programs and programs of study to support— (A) CTE participants at the secondary school level in meeting the challenging State academic standards adopted under section 1111(b)(1) of the Elementary and Secondary Education Act of 1965 by the State in which the eligible recipient is located; and (B) CTE participants at the postsecondary level in achieving academic skills.

29. (330) Academic Integration • Support for programs and activities that increase access, student engagement, and success in science, technology, engineering, and mathematics fields (including computer science and architecture) for students who are members of groups underrepresented in such subject fields.

30. (331) Work-Based Learning**New Program Name** Definition: The term ‘work-based learning’ means sustained interactions with industry or community professionals in real workplace settings, to the extent practicable, or simulated environments at an educational institution that foster in-depth, first-hand engagement with the tasks required of a given career field, that are aligned to curriculum and instruction. May Include: • Provides students with strong experience in, and comprehensive understanding of, all aspects of industry. All aspects of the industry include: • Occupations and careers that comprise an industry, from basic to advanced.

31. (331) Work-Based Learning • Principles of technology, labor and community issues, health and safety and environmental issues related to the industry. • Demonstrate knowledge of the planning, management, finances, technical and production skills for the industry related to the program. • Emphasis on developing problem‐solving skills and includes applied academics in the context of the student’s career pathway selection.

32. (331) Work-Based Learning • “All Aspects of the Industry” may include planning, finance, regulations, health & safety, teamwork, communication skills, etc. Examples: • Bringing in guest speakers • Taking industry tours • Teaching students how to keep financial logs of personal project costs • Job-shadowing • Mentoring relationships with individuals from the industry • Work simulations, capstone or senior projects • Internships

33. (331) Work-Based Learning • Includes industry-recognized certification exams or other assessments leading toward a recognized postsecondary credential. • Supports the integration of employability skills into career and technical education programs and programs of study, including through family and consumer science programs. • Coordinates work-based learning opportunities through the state's labor market and labor exchange systems. • Works toward increasing the number of youth and adults participating successfully in public and private work-based learning opportunities.

34. (331) Work-Based Learning • Set standards for equality and fair access to quality work-based learning experiences for all Oklahomans, including, but not limited to, women, out-of-school youth, adults, African Americans, Hispanics, Native Americans, veterans, individuals with disabilities and other target populations identified in the federal Workforce Innovation and Opportunity Act. • Convenes industry partners to develop industry-specific standards for internships in order to aid employers with the creation of rigorous internship programs.

35. (331) Work-Based Learning • Promotes quality work-based learning experiences which are developmentally appropriate, including an orientation for all parties, identify learning objectives for the term of the experience, explore multiple aspects of an industry, develop workplace skills and competencies, assess performance, provide opportunities for work-based reflection, link appropriate next steps and see that all aspects are documented and reported and comply with state and federal labor laws.

36. (332) Use of Technology Definition: Develop, improve, or expand the use of technology in career and technical education; deliver instruction that demonstrates the use of occupation-specific technology in career and technical education by providing CTE students with the academic and career and technical skills (including the math and science knowledge that provides a strong basis for such skills) that lead to entry into technology fields. May Include: • Appropriate equipment, technology, and instructional materials (including support for library resources) aligned with business and industry needs, including machinery, testing equipment, tools, implements, hardware and software, and other new and emerging instructional materials. • Expanding opportunities for students to participate in distance career and technical education and blended-learning programs.

37. (333) Professional Development Definition: The term ‘professional development’ means activities that— • (A) Are an integral part of eligible agency, eligible recipient, institution, or school strategies for providing educators (including teachers, principals, other school leaders, administrators, specialized instructional support personnel, career guidance and academic counselors, and paraprofessionals) with the knowledge and skills necessary to enable students to succeed in career and technical education, to meet challenging State academic standards under section 1111(b)(1) of the Elementary and Secondary Education Act, or to achieve academic skills at the postsecondary levels; AND

38. (333) Professional Development • (B) Are sustained (not stand-alone, 1-day, or short-term workshops), intensive, collaborative, job-embedded, data-driven, and classroom-focused, to the extent practicable evidence-based, and MAY include activities that— • (i) improve and increase educators knowledge of the academic and technical subjects, their understanding of how students learn, and their ability to analyze student work and achievement from multiple sources, including how to adjust instructional strategies, assessments, and materials based on such analysis; • (ii) are an integral part of eligible recipients’ improvement plans;

39. (333) Professional Development • (iii) allow personalized plans for each educator to address the educator’s specific needs identified in observation or other feedback; • (iv) support the recruitment, hiring, and training of effective educators, including educators who became certified through State and local alternative routes to certification; • (v) advance educator understanding of effective instructional strategies that are evidence-based; and strategies for improving student academic and technical achievement or substantially increasing the knowledge and teaching skills of educators;

40. (333) Professional Development • (vi) are developed with extensive participation of educators, parents, students, and representatives of Indian Tribes (as applicable), of schools and institutions served under this Act; • (vii) are designed to give educators of students who are English learners in career and technical education programs or programs of study the knowledge and skills to provide instruction and appropriate language and academic support services to those students, including the appropriate use of curricula and assessments;

41. (333) Professional Development • (viii) as a whole, are regularly evaluated for their impact on increased educator effectiveness and improved student academic and technical achievement, with the findings of the evaluation used to improve the quality of professional development; • (ix) are designed to give educators of individuals with disabilities in career and technical education programs or programs of study the knowledge and skills to provide instruction and academic support services to those individuals, including positive behavioral interventions and supports, multi-tier system of supports, and use of accommodations;

42. (333) Professional Development • (x) include instruction in the use of data and assessments to inform and instruct classroom practice; • (xi) include instruction in ways that educators may work more effectively with parents and families; • (xii) provide follow-up training to educators who have participated in activities described in this paragraph that are designed to ensure that the knowledge and skills learned by the educators are implemented in the classroom;

43. (333) Professional Development • (xiii) promote the integration of academic knowledge and skills and relevant technical knowledge and skills, including programming jointly delivered to academic and career and technical education teachers; or • (xiv) increase the ability of educators providing career and technical education instruction to stay current with industry standards.

44. (333) Professional Development May Include: Provide professional development for teachers, faculty, school leaders, administrators, specialized instructional support personnel, career guidance and academic counselors, or paraprofessionals which MAY include: • Professional development on supporting individualized academic and career and technical education instructional approaches, including the integration of academic and career and technical education standards and curricula. • Professional development on ensuring labor market information is used to inform the programs, guidance, and advisement offered to students, including information provided under section 15(e)(2)(C) of the Wagner-Peyser Act (29 U.S.C. 491–2(e)(2)(C)).

45. (333) Professional Development • Providing teachers, faculty, school leaders, administrators, specialized instructional support personnel, career guidance and academic counselors, or paraprofessionals, as appropriate, with opportunities to advance knowledge, skills, and understanding of all aspects of an industry, including the latest workplace equipment, technologies, standards, and credentials. • Supporting school leaders and administrators in managing career and technical education programs in the schools, institutions, or local educational agencies of such school leaders or administrators.

46. (333) Professional Development • Supporting the implementation of strategies to improve student achievement and close gaps in student participation and performance in career and technical education programs. • Providing teachers, faculty, specialized instructional support personnel, career guidance and academic counselors, principals, school leaders, or paraprofessionals, as appropriate with opportunities to advance knowledge, skills, and understanding in pedagogical practices, including, to the extent the eligible recipient determines that such evidence is reasonably available, evidence-based pedagogical practices.

47. (333) Professional Development • Training teachers, faculty, school leaders, administrators, specialized instructional support personnel, career guidance and academic counselors, or paraprofessionals, as appropriate, to provide appropriate accommodations for individuals with disabilities, and students with disabilities who are provided accommodations under the Rehabilitation Act of 1973 (29 U.S.C. 701 et seq.) or the Individuals with Disabilities Education Act. • Training teachers, faculty, specialized instructional support personnel (including career guidance and academic counselors), and paraprofessionals in frameworks to effectively teach students, including a particular focus on students with disabilities and English learners, which may include universal design for learning, multi-tier systems of supports and positive behavioral interventions and support.

48. (333) Professional Development • Training for the effective use of community spaces that provide access to tools, technology, and knowledge for learners and entrepreneurs, such as makerspaces or libraries.

49. (333) Professional Development These “Allowable” and “Non-Allowable” examples do not pertain to Supplemental Grants. • ALLOWABLE: • Registration • Airfare and ground transportation • Mileage • Speaker fees • NON-ALLOWABLE: • Food, lodging, per diem • Professional organization dues or membership fees • Supervising students at local, state &/or national events

50. (334) Guidance and Counseling Definition: The term “career guidance and academic counseling” means guidance and counseling that— • (A) provides access for students (and, as appropriate, parents and out-of-school youth) to information regarding career awareness exploration opportunities and planning with respect to an individual’s occupational and academic future;