APPENDIX A 2007 … · Web viewEnvironmental Science. Applied Physics I & II. Anatomy and Physiology for Health Professions APPENDIX E. Secondary Local Six-Year Plan 1/31/07. Perkins

APPENDIX A

Section 118 Occupational and Employment Information

Section 118 Occupational and Employment Information

Grant Number: V346A00004 Project Title: Career Resource Network State GrantsInstitution Name: Idaho State Occupational Information Coordinating CommitteeDepartment: Idaho Career Information System (CIS)

Contact Information

Name: Christine StollJob Title: DirectorOrganization: Idaho State Occupational Information Coordinating CommitteeDepartment: Idaho Career Information System (CIS)Street Address: 650 W. State Street, Suite 301, P.O. Box 83720City: Boise ID Zip: 83720-0095Phone Number: (208) 334-3705Fax Number: (208) 334-2365E-mail: [email protected]

Allocation of Funds

Allocated percentages of time and resources to the following activities:

Activity PercentageSupport guidance and counseling 20%Make information available 30%Provide knowledge and skills 15%Tailor educational resources 25%Improve coordination 5%Encourage customer feedback 5%

Allocated percentages of time and resources to the following groups:

Group PercentageStudents 50%Parents 5%Teachers 10%Counselors 25%Administrators 5%Perkins Administrators/Planners 2%WIA Administrators/Planners 3%

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Training Delivered

Career Development Portfolios – My eCIS Folder

Description: This component allows students to save their favorites for future reference or to save educational plans, resumes, or personal comments.

Number of sessions 30

Number of participants 600

Target groups Students, teachers, counselors , administrators

Career Information Delivery Systems



Target groups Students, teachers, counselors , administrators, Perkins administrators/planners, WIA administrators/planners

Facilitating Career Development



Target groups Counselors , administrators

Publications

The following publications have been disseminated:

Career Development Portfolios*

Type Electronic

Number of Users 43,854

Target Groups Students, teachers, counselors Purposes/Activities Support to guidance and counseling. Make

information available, provide knowledge and skills, tailor educational resources and improve coordination

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National Career Development Guidelines

Type Electronic

Number of Users 43,854Target Groups Students, teachers, counselors Purposes/Activities Support to guidance and counseling. Make

information available, provide knowledge and skills, tailor educational resources and improve coordination

Career Information Delivery System

Supported number of CIDS sites at the following organizations:

Site Number

Elementary Schools 100

Middle Schools 75

High Schools 150

Community Colleges 6

4-Year Colleges/Universities 22

Other 96

Website Information - URL: www.cis.idaho.gov, www.idahocis.org

The following items are available on the website: ● Facilitating Career Development● Career Development Portfolios● Improved Career Decision Making in a Changing World● National Career Development Guidelines

Other Activities

Conference ExhibitsCareer information, Internet software, electronic portfolios, on-line curricula have been exhibited at 12 statewide conferences so far.Type ConferenceNumber of Sessions 12Number of Participants 600Target Groups Teachers, counselors , administratorsPurposes/Activities Support to guidance and counseling. Make

information available.

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http://www.idahocis.org/

http://www.cis.idaho.gov/

Career FairCIS staff participated in 3 career fairs, college fairs, and/or school student/parent events to help students and their parents learn how to access the system to explore careers, colleges and get financial aid.Activity Type Career Fair/Booth

Target Groups Students, parentsPurposes/Activities Make information available, provide knowledge

and skills, and improve coordination

Counselor Education Graduate ClassCIS staff participates in Counselor-Education pre-services programs at the University of Idaho, Boise State University, and Northwest Nazarene University. Activity Type Training/WorkshopNumber of Sessions 4Number of Participants 60Target Groups Students, teachersPurposes/Activities Support to guidance and counseling. Make

information available, provide knowledge and skills, and improve coordination, tailor educational resources.

General CIS TrainingCIS staff completed over 62 separate trainings from July 2005- June 2006. These trainings are designed to provide the users with the foundations so that they understand how to navigate the system and have an appreciation for how the information can be integrated within their programs.Activity Type Training/WorkshopTarget Groups Students, parents, teachers, counselors,

administrators, Perkins administrators/planners, WIA administrators/planners

Purposes/Activities Support to guidance and counseling. Make information available, provide knowledge and skills, and improve coordination, tailor educational resources, encourage customer feedback.

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Fall Career Development WorkshopsSeven Fall Workshops were conducted in September at the following locations: Coeur d'Alene, Lewiston, Idaho Falls, Pocatello, Twin Falls, Boise, and Nampa. CIS and The Division of Professional-Technical Education (PTE) jointly sponsored the workshops. Total attendance for the workshops was 338, compared to 261 from the previous year. Activity Type Training/WorkshopTarget Groups Teachers, counselors, administrators, career

development professionals, Perkins administrators/planners, WIA administrators/planners

Purposes/Activities Support to guidance and counseling. Make information available, provide knowledge and skills, and improve coordination, tailor educational resources, encourage customer feedback.

Narrative Questions:

Question 1: What activities did you provide to encourage improved student academic achievement at the secondary level?

Current research shows that when students engage in informed career planning activities, academic achievement increases. eCIS (career information on the Internet at www.idahocis.org) is the primary information resource used to enable those activities. It is currently being used in 225 secondary schools in Idaho representing approximately 93% of the school districts. Current state and national information about occupations including the Military, education and training programs including apprenticeship, colleges and universities, financial aid and scholarships, career pathways, job search and resume writing is being accessed through CIS by 113,980 people in Idaho. This accounts for almost 12% of the population in the state. Located within the software students and clients have access to an online portfolio that can be used to save favorites, set career goals, record education and work history, plan for classes, and participate in *assessments and *academic test prep. As of May 30, 2006 the combined total number of times eCIS has been accessed for the 332 current sites was 224,299. The total number of CIS Portfolios created for current sites was 43,854. In addition to the information, users have on-line access to scholarship, school, graduate school and occupation sorting programs. Assessments include skills, interests and work values. Students use CIS information and assessments in career centers, a variety of classes and at home with their parents to explore career opportunities, determine the education or training required for occupations of interest, and select postsecondary schools that offer degrees and certificates in those programs. Idaho’s sixteen occupational cluster information and Career Pathway files help middle and junior high school students learn about broad career fields including helpful high schools courses they can take to begin preparing for those career fields. To assist teachers on-line learning activities are provided relating to all aspects of career development. They can be sorted by subject matter, career development competency and Idaho Achievement Standards needed for graduation in Idaho. * The availability of certain assessments and academic test prep is limited to those schools or agencies that have purchased these modules in addition to the basic CIS system.

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Question 2: What activities did you provide to encourage increased levels of student transitions to postsecondary instruction?

When students make education and career plans based on realistic information, they are much more likely to continue on to postsecondary education. Through CIS on the Internet, we provided information on 503 occupational descriptions including 474 occupational videos and 240 in Spanish. Each occupation is linked to the education and training that intends to prepare people for that occupation. Each education and training program is then linked to schools in Idaho and the nation that offer degrees or certificates in those programs including apprenticeships. By exploring occupations, students can easily see how much and what kind of education is necessary to be successful representing the critical connection between education and work. CIS provides the information to students that is necessary for making informed choices and to transition from high school to postsecondary institutions, the military or the workforce. Students can begin exploring occupations by sorting on wages, educational requirements and 19 other variables. The can learn the educational requirements for any occupation of interest, see the related educational program that will prepare them and find a school that offers a degree or certificate in that program. They can sort colleges and universities on a number of variables and then see the program offerings, tuition and fees, admission requirements, and access the web site for each. In addition, students can sort and locate scholarship resources to help them pay for college. Question 3: What activities did you provide to encourage parental involvement in student career exploration, career choice, and educational preparation?

Our goal is for people in Idaho to know that eCIS (career information on the Internet) is available and accessible to parents as well as students from any location--school, home, library, internet cafés, etc. We provide bookmarks with the URL address to teachers and counselors so they can share them any time they meet with parents. Students are also encouraged to create an on-line portfolio (My CIS Folder) so they can have their own unique name and password and save items of interest including assessment results. On-line career development activities within each electronic folder are designed to be used by students with their parents. When asked, a great majority of parents expressed appreciation for the ability of being able to access information, save assessment results, and participate in career development learning activities with their children at home through eCIS. In addition to relying on teachers and counselors alone, parents are directly notified that eCIS information is available at home at every opportunity including career fairs, college fairs, school parent nights, exhibits, CIS presentations and faculty and staff training. CIS staff participated in the South West Idaho College Fair helping students sort and explore colleges and universities with their parents. Finally, the Idaho Attorney General will again send a letter to the parents of all high school juniors and seniors in Idaho encouraging them to use CIS information with their sons and daughters at home to explore career options make educational plans and find money to go to school.

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Question 4: What activities did you provide to support career guidance and academic counseling at the secondary level?

Teachers, counselors and administrators in Idaho report that CIS information, assessments and learning activities through eCIS is the primary resource used in their career guidance and academic counseling programs. New this year is the eCIS opening web page designed specifically for secondary students. We provide 101 on-line career guidance curriculum units to counselors so they can work cooperatively with participating teachers to deliver instructional units to students. Further, CIS provides academic counseling programs with information about 4,000 two- and four-year colleges and universities, the ability to sort those institutions on items of personal preference and a graduate school-sorting program. Beyond that, CIS provides the information that is necessary for career guidance and academic programs to successfully help students make career decisions, educational plans and transition into postsecondary education and work. The following information is delivered to approximately 93% of Idaho school districts: Descriptions of 2000-3000 words in length, each containing 16 separate topics of information on 503 occupations, over 700 descriptions of educational programs of 300-500 words each, links to all colleges and universities in Idaho and the nation, financial aid and scholarship information for money to attend school, Military work life and occupations, and supporting information that includes Career Clusters, Career Pathways, writing college essays, getting accepted by a college, making educational decisions, and financial aid basics. Question 5: What activities did you provide to support career guidance and academic counseling at the postsecondary level?

CIS information and assessments identified in the above Item were delivered to colleges of technology, community colleges and universities in Idaho at 26 locations. It was also used with clients at 24 Job Service Local office, 29 Vocational Rehabilitation Local officer, 8 adult correctional facilities and 28 other organizations, many of which serve postsecondary and adult populations. These groups access a front page in eCIS that is specifically designed for adults. CIS information on the Internet is used at these sites to help postsecondary students research scholarships, choose majors, and see occupations related to those majors. Like we do for secondary schools, CIS staff provides training and technical assistance to all of these sites. In addition, our seven fall career development workshops were conducted in cooperation with and on the campuses of the college or university in each region of the state. Break-out sessions specifically designed for adults and postsecondary students focused on using career information to explore and select college majors, find scholarship money help pay for school, make successful career decisions, prepare resumes, prepare for job interviews and design a plan to find work. Question 6: What activities did you provide that support Departmental Initiatives (e.g. CCTI, State Scholars)?

All CIS information development, information delivery and career development training activities support Departmental Initiatives including No Child Left Behind, the College and Careers Transitions Initiative and the State Scholars Initiative. There is widespread evidence recently documented in The Educational, Social and Economic Value of Informed and Considered Career Decisions that exposure to career information to help make good career decisions with related educational plans is linked to students taking more rigorous academic courses, getting better grades, participating more and longer in education and dropping out of school less often.

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When students and their parents access CIS information and counselors and teachers get high quality career development training, the link between postsecondary education and being successful in the labor force becomes obvious. Students become more motivated because they more clearly understand alternatives to their career future. Students, their parents, faculty and staff all need facts about education and work to make successful career decisions. People simply cannot choose what they do not know. CIS activities, with assistance from the ACRN grant, provide these facts and empirical evidence of strong link between education and work. By providing accurate information about academic and technical programs and linking those programs to related careers, CIS assists and helps to ease students' transition from secondary to postsecondary post-secondary education. CIS reinforces OVAE's mission to prepare young people for high-demand jobs in and information- and knowledge-based economy. We specifically identify high demand occupations by growth rate and numbers of annual openings, show the educational programs that prepare people for those occupations and show the schools that offer them whether it is a technical college, community college, university, apprenticeship programs or Military training.

Question 7: What actions did you take to coordinate ACRN activities with those authorized under section 15 of the Wagner-Peyser Act?

The Idaho CIS and the Department of Commerce and Labor’s Bureau of Research and Analysis have a long history of close coordination and communication. This close cooperation has been formally identified in Governor’s Executive Order No. 98-15. Under Sec. 15, (e) State Responsibilities, the Idaho Department of Commerce and Labor has been designated as the agency responsible for management and oversight of the statewide employment statistics system involving collecting and disseminating data on the Idaho labor market including employment projections and wage data. Executive Order 98-15 further establishes that the Department shall continue to rely upon the Idaho SOICC, through the Idaho CIS, as a dissemination mechanism of user-friendly occupational, educational and related career information and for training and technical assistance. Idaho Works is the Department of Commerce and Labor’s on-line system where Job Service applicants can register for work and where employers can list job openings. CIS information is used in all Career One-Stop Offices and by Job Service consultants to assist individuals in making informed career decisions, educational plans, and preparing for their search for work. In providing this information, CIS relies heavily on the valuable data on occupational employment, wages and outlook plus industry and employer data that are collected and formatted by the Idaho Department of Commerce and Labor.

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APPENDIX B

10N Application for New Programs

Idaho Professional-Technical Education10N Application for New Programs of Study

A cover sheet has been provided which must be stapled to each request proposal. One copy of each request for a new program of study is to be submitted to the State Division of Professional-Technical Education (see address shown on cover sheet). A complete application for a new program of study will include the following:

■ Cover Sheet■ Narrative for Essential Program of Study Components■ Operational Budget Sheet and Narrative■ Teacher Certification Forms■ Reference Text Listing■ Suggested Instructional Materials or Textbooks List

Do not wait until an instructor is hired to prepare the program of study or select an advisory committee. Use existing state guides to develop the course curricula and utilize the advisory committee to develop equipment lists and to provide the necessary input to curriculum and other aspects of the program of study. State Division Program/Cluster Managers are available to provide technical assistance.

Preparing the Narrative for Essential Program of Study Components:Respond to each of the items described on the Essential Program of Study Components page. State the heading and number each as they are presented on the document.

Preparing the Operational Budget and Narrative:The budget should reflect the total cost of operation for the program of study.

■ Provide a complete operational budget for the program of study based on teacher full-time equivalent (FTE).

■ Include a budget narrative that follows the state guidelines. ■ List start-up costs and one-time equipment costs as separate items.■ Attach a separate list of tools and equipment that will be purchased.■ Include a list of existing tools and equipment. Show as a part of the LEA

contribution.

Essential Program of Study Components Narrative Criteria

All new programs of study must have the following components:

●Sequence of courses organized using Career Clusters● Recommended academic courses● Alignment with Idaho Content Standards● Realistic work experience provided through laboratory and/or industry-related activities● Advisory Committee● Leadership development that is integral to the program and is generally provided

through professional- technical student organizations● Postsecondary Articulation● Certified Instructor(s)● Safety Instruction as appropriate to the program of study

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Please address the following areas:

1. Program of Study NeedDescribe community, industry, or other conditions which demonstrate that a particular program of study is needed. Include regional/local labor market data demonstrating placement for graduates in high demand, high skill or high wage occupations. If the occupation is high demand but low wage, speak to the opportunity of career ladders. List the major program goals.

2. Program of Study DescriptionDescribe the program of study, listing the sequence of courses.Describe how the sequence of courses is aligned with Career Clusters. Discuss the timeline for implementing the sequence of courses. If the program of study includes work-based learning, please describe. Include information about how the curriculum will be integrated or coordinated with academic curriculum and other professional-technical curricula in the high school.

3. Industry or Cluster Advisory CommitteeProvide a list of advisory committee members, what business/cluster they represent, and their job responsibilities. Please include minutes from the most recent advisory committee meeting. For additional information please refer to the Advisory Handbook on www.pte.idaho.gov.

4. Leadership DevelopmentDescribe the planned leadership development activities that are integral to the program. Discuss how these activities will support academic and technical knowledge and skills. Leadership development is generally provided through professional-technical student organizations.

5. Postsecondary ArticulationDescribe the outcomes of the program of study including opportunities students will have to articulate to postsecondary education or gain recognized industry certifications.

6. Teacher FTE and EnrollmentDescribe the basic program of study operation in terms of teacher FTE (see instruction sheet for calculating FTE), contact hours, daily schedule, program of study length and projected enrollment numbers.

7. FacilitiesDescribe the facilities for housing the program of study and plans for building or remodeling them. Be certain to describe the accessibility of the facilities for handicapped students.

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http://www.pte.idaho.gov/

APPENDIX C

Notification of Intent to InitiateA New and/or Expanded Technical

Program

Revised 01/01

PostsecondaryProfessional-Technical Education

Notification of Intent to InitiateA New and/or Expanded Technical Program

Institution Submitting Proposal Name of Division/Department

This is a proposal to: Start a New Program Add options to an existing program

Add Certificate to existing program or option

Add AAS Degree to existing program or option

Program Name:

Length of Program:

Associate of Applied Science Degree Certificate PS Technical Technical Advanced Technical

Options:

Length of Option:


Length of Option:


Length of Option:


________________________________________________Proposed Starting Date

_________________________________________________________________________________________________ Approved:

Dean/President DateProfessional-Technical Education

President/Vice President Date

State Administrator, Professional-Technical Education Date

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Program Description (be brief)

Succinct Statement of Need for Program or Program Modification. Include student need, demand and employment potential. (Use additional sheets if necessary)

Similar Programs: (In-state; regional)

Faculty/Staff/Space Needs/Capital Outlay: (Use additional sheets if necessary)

Estimated Fiscal Impact FY FY FYA. Source of Funds Recurring 1 Non-

Recurring 2Recurring Non-

RecurringRecurring Non-

Recurring

1. Appropriated- reallocation

2. Appropriated-new

3. Federal

4. Other funding source: _____________________

5. Totals

PLEASE NOTE: In order to speed up the approval process for adding certificates, degrees and/or options to an existing program,a copy of Form B from the Program Change Request should be included with this Notice of Intent. All proposed curriculum forthe new component(s) should be listed on that Form B.

/tt/file_convert/5f77972bf398f8629078213f/document.doc

1 Recurring funds are part of the ongoing operating budget for the program, and therefore become part of the base. Total expenditures should be shown for each of the three years. Therefore, the amounts shown in the recurring funds column for the second and third years cannot be less than the year before.

2 ? Non-recurring funds are one-time monies and do not become part of the base.

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APPENDIX D

Professional-Technical Education/Academic Courses

Professional-Technical Education/Academic Courses

The following courses have been developed by the Division of Professional-Technical Education and approved as having fulfilled the academic requirements for Economics, Health/Wellness and Science.

Economics:Agricultural Business and EconomicsEconomics & the World of FinancePersonal and Family Finance/EconomicsMarketing Economics

Health/Wellness:Orientation to Health ProfessionsFundamentals for Health ProfessionsFamily Health and Wellness

Science:BotanyEcologyZoologyFood ScienceAquaculture ScienceEquine ScienceAgricultural BiotechnologyEnvironmental ScienceApplied Physics I & IIAnatomy and Physiology for Health Professions

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APPENDIX E

Secondary Local Six-Year Plan

1/31/07

Perkins Title ISecondary

Local Six-Year Plan Carl D. Perkins Career and Technical

Education Act of 2006 (Perkins IV)

P.L. 109-270Transition Year FY2008

Idaho State Division of Professional-Technical Education650 West State Street, P.O. Box 83720

Boise, Idaho 83720-0095

SECONDARY SIGNATURE PAGE

School District/Consortium Name

Signature of Authorized District Official/Consortium Administrator Date

Contact Person for the District Title

Address:Telephone

NOTE: Consortium Signature Page is located on page 3

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CONSORTIUMSIGNATURE PAGE

Consortium Members:

School District Name Authorized Official Date










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Perkins IV Title I Local Secondary Six-Year Plan

Perkins IV requires each eligible recipient to prepare a local plan for career and technical education programs (Sec. 134; Local Plan for Career and Technical Education Programs, and Sec.135; Local Uses of Funds).

The plan covers the six-year period of FY2008- FY2013. Local six-year plans may be modified at any time during the six-year period if determined necessary at the local level. The following chart illustrates the sequence of activities for Perkins IV:

FY2008 FY2009 FY2010 FY2011 FY2012 FY2013Six-YearLocal Plan

Local Plan Modification





Negotiate Local Performance Levels for FY09

Negotiate Local Performance Levels for FY10-FY11


FY08 Annual Applications






Collect and Submit Performance Data for Last Year of Perkins III

Collect and Submit Performance Data for 3 Secondary Academic Measures

Collect and Submit FY2009 Performance Data for Perkins IV Measures




Submit Program Improvement Plan if Necessary




The format of the six-year plan has been developed to standardize and simplify these requirements. The format provides space for you to enter comments, additional categories, or narratives needed to further describe or explain your local programs. Please provide a narrative to help explain your program to plan reviewers. Additional information may be requested to clarify the plan before final approval.

Consortium six-year plans must describe how the funds will be used for activities that are mutually beneficial to all members of the consortium. Mutually beneficial is defined as: regional and local consortia will serve as structures to provide services to all participating LEAs. Projects will include shared activities that are defined as: (1) an activity that is conducted at a central location with students from all member sites participating; or (2) an activity that is delivered at all sites by a roving facilitator; or (3) a like activity that is provided at all sites under centralized supervision and coordination.

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Local Uses of Funds, Sec. 135:

Each eligible recipient that receives Perkins IV funds shall use such funds to improve professional-technical education programs.

1. Administration

Each eligible recipient receiving funds under the Perkins Act may use 5% for direct costs associated with the administration of the Perkins IV grant. Indirect costs are not allowable.

2. Required uses of local funds:

a. 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;

b. link career and technical education at the secondary level and career and technical education at the postsecondary level, including offering the

relevant elements of not less than 1 career and technical program of study;c. provide students with strong experience in and understanding of all aspects of an

industry, which may include work-based learning experiences;d. develop, improve, or expand the use of technology in career and technical

education, which may include—(1) training of career and technical education teachers, faculty, and administrators to use technology, which may include distance learning; (2) 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 (3) 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;

e. provide professional development programs to secondary and postsecondary teachers, faculty, administrators, and career guidance and academic

counselors who are involved in integrated career and technical education programs;

f. develop and implement evaluations of the career and technical education programs carried out with funds under this title, including an assessment

of how the needs of special populations are being met;g. initiate, improve, expand, and modernize quality career and technical education

programs, including relevant technology;h. provide services and activities that are of sufficient size, scope, and quality to be

effective;i. 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.

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3. Permissible use of local funds:

a. to involve parents, businesses, and labor organizations as appropriate, in the design, implementation, and evaluation of career and technical education

programs, including establishing effective programs and procedures to enable informed and effective participation in such programs;

b. to provide career guidance and academic counseling for students participating in career and technical education programs;

c. for local education and business (including small business) partnerships, including for—(1) work-related experiences for students, such as

internships, cooperative education, school-based enterprises, entrepreneurship, and job shadowing that are related to career and technical education programs; (2) adjunct faculty arrangements for qualified industry professionals; and (3) industry experience for teachers and faculty;

d. to provide programs for special populations;e. to assist career and technical student organizations;f. for mentoring and support services;g. for leasing, purchasing, upgrading or adapting equipment, including instructional

aids and publications (including support for library resources) designed to strengthen and support academic and technical skill achievement;

h. for teacher preparation programs that address the integration of academic and career and technical education and that assist individuals who are

interested in becoming career and technical education teachers and faculty, including individuals with experience in business and industry;

i. to develop and expand postsecondary program offerings at times and in formats that are accessible for students, including working students, including

through the use of distance education;j. to develop initiatives that facilitate the transition of sub-baccalaureate career and

technical education students into baccalaureate degree programs, including—(1) articulation agreements between sub-baccalaureate degree granting career and technical education postsecondary educational institutions and baccalaureate degree granting postsecondary educational institutions; (2) postsecondary dual and concurrent enrollment programs; (3) academic and financial aid counseling for sub-baccalaureate career and technical education students that informs the students of the opportunities for pursuing a baccalaureate degree and advises the students on how to meet any transfer requirements; and (4) other initiatives-- to encourage the pursuit of a baccalaureate degree; and to overcome barriers to enrollment in and completion of baccalaureate degree programs, including geographic and other barriers affecting rural students and special populations;

k. to provide activities to support entrepreneurship education and training;l. for improving or developing new career and technical education courses that

prepare individuals academically and technically for high skill, high wage, or high demand occupations and dual or concurrent enrollment opportunities;

m. to develop and support small, personalized career-themed learning communities;n. to provide support for family and consumer sciences programs;o. to provide career and technical education programs for adults and school

dropouts to complete the secondary school education, or upgrade the technical skills, of the adults and school dropouts;

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p. to provide assistance to individuals who have participated in services and activities under this Act in continuing their education or training or finding

an appropriate job, such as through referral to the system established under Sec. 121 of Public Law 105-220 (Workforce Investment Act);

q. to support training and activities (such as mentoring and outreach) in non-traditional fields;

r. to provide support for training programs in automotive technologies;s. to pool a portion of such funds with a portion of funds available to not less than 1

other eligible recipient for innovative initiatives, which may include—(1) improving preparation and professional development of career and technical education teachers, faculty, administrators, and counselors; (2) establishing, enhancing, or supporting systems for—(a) accountability data collection under this Act; or (b) reporting data under this Act; (3) implementing career and technical programs of study or (4) implementing technical assessments to support other career and technical education activities that are consistent with the purpose of this Act

t. to support other career and technical education activities that are consistent with Perkins IV.

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Programs of Study

Appropriate Courses of Professional-Technical Education Programs of Study [Sec. 134(b)(3)(A)] [Sec. 135(b)(1)(A-B)] [Sec. 135(b)(2)]

Complete the chart below for each approved professional-technical education program of study in your district. Add additional charts as needed. Use a separate page for each member of the consortium.

Approved Program Area: Agriculture and Natural Resources Health Professions Business Technology Education Individualized Occupational Training Engineering and Industrial Systems Marketing Education Family and Consumer Sciences Education Technology Education

Essential Components: Check all that apply to this program area. Sequence of Courses Certified Instructor(s) Advisory Committee Safety Instruction Leadership Development Postsecondary Articulation

Postsecondary Linkages: List all postsecondary institutions that you have current articulation agreements with for this program.



Postsecondary Linkages: List all postsecondary institutions that you have current articulation agreements with for this program.

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Postsecondary Linkages: List all postsecondary institutions that you have current articulation agreements with for this program



Postsecondary Linkages: List all postsecondary institutions that you have current articulation agreements with for this program

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Improve the Academic and Technical Skills of Students[Sec. 134(b)(3)(B)]

Describe how you will improve the academic skills of professional-technical education students by aligning professional-technical education curriculum with academic standards and/or integrating academic content into professional-technical education curriculum. Examples may include, but are not limited to:

● academic and career-technical collaborative lessons; ● competency profiles that have academic competencies listed; ● professional-technical education courses that count for academic credit.

Increase Rigorous Content [Sec. 134(b)(3)(B)(i)(ii)]

Describe how you will integrate coherent and rigorous academic and technical content into professional-technical education programs. Examples may include, but are not limited to:

● advisory committees;● rigorous sequence of courses articulated with technical colleges or leading to

industry certifications; and● course content aligned with recognized technical standards .

Initiate, Improve, Expand and Modernize Professional-Technical Education Programs, Including Relevant Technology [135(b)(7)]

Describe your efforts to initiate, improve, expand and modernize professional-technical education programs, including relevant technology.

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All Aspects of An Industry [Sec. 134(b)(3)(C)] [Sec. 135(b)(3)]

Describe how you will provide professional-technical education students with strong experience in, and understanding of, all aspects of the industry that the student is preparing to enter. Examples may include, but are not limited to:

● providing students with information about occupations within an industry including skills, aptitudes, licensing requirements, work settings, hiring practices, wages in Idaho and the nation, number of people employed in Idaho and the nation, outlook for employment, and education and training necessary for entry;

● providing school-based experience to all students including field trips and industry presentations in the classroom;

● providing students with an opportunity to participate in industry-based professional-technical student organization (PTSO) events; and

● providing students enrolled in an approved professional-technical education program work-based learning experiences such as job shadowing, mentoring, and internships.

Check all boxes that apply to each approved program. (Use a separate page for each member district of a consortium)

Approved Program Areas:(List program and check boxes that apply)

Car

eer

Info

rmat

ion

Cla

ss

Pres

enta

tion

Fiel

d Tr

ips

PTSO

Indu

stry

Ev

ent

Shad

owin

g

Men

torin

g

Inte

rnsh

ips

Oth

er*

* Describe additional industry experiences your program(s) are providing students.

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Coherent and Rigorous Content Aligned with Academic Standards[Sec. 134(b)(3)(D)]

Describe how you will ensure that students who participate in professional-technical education programs are taught to the same coherent and rigorous content aligned with challenging academic standards as are taught to all other students. Examples may include, but are not limited to:

● standards curriculum alignment materials;● collaboration with academic teachers; or● use of state approved industry curriculum which leads to certification.

Encourage Professional-Technical Education Students to Enroll in Rigorous andChallenging Core Academic Courses [Sec. 134(b)(3)(E)]

Describe how you will encourage secondary professional-technical education students to enroll in rigorous and challenging courses in core academic subjects. Examples may include, but are not limited to:

● student learning plans; ● programs of study; ● career guidance; and● peer mentoring.

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Professional Development [135(b)(5)]

Under Perkins IV, professional development must be high quality, sustained, intensive, focused on instruction, and increase the academic knowledge and understanding of industry standards, as appropriate for professional-technical education teachers. Perkins funds can no longer be used to fund one-day or short-term workshops or conferences that are not part of a high quality, sustained and intensive professional development program.

Professional development activities should: (a) promote the integration of coherent and rigorous academic content with professional-technical education curricula; (b) increase the percentage of teachers that meet teacher certification or licensing requirements; (c) encourage applied learning that contributes to the academic and professional-technical education knowledge of the student; (d) provide the knowledge and skills necessary to work with and improve instruction for special populations; and assist in accessing and using data.

Comprehensive Professional Development [Sec. 134(b)(4)]

Describe how you will provide comprehensive professional development for professional-technical education, academic, guidance and administrative personnel that promotes the integration of coherent and rigorous content aligned with academic standards and relevant professional-technical education.

Recruitment and Retention of Professional-Technical Education Teachers[Sec. 134(b)(12)(A)]

1. Describe your efforts to improve the recruitment and retention of professional-technical education teachers, faculty, and career and academic counselors.

2. Describe your efforts to improve the recruitment and retention of professional-technical education teachers from groups that are underrepresented in the teaching profession.

Transition to Teaching From Business and Industry [Sec. 134(b)(12)(B)]

Describe your efforts to improve the transition to teaching from business and industry.

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Continuous Stakeholder Participation [Sec. 134(b)(5)]

Parents, students, academic and professional-technical education teachers, faculty, administrators, career guidance and academic counselors, representatives of business (including small business) and industry, labor organizations, representatives of special populations, and other interested individuals should be involved in the development, implementation, and evaluation of professional-technical education programs. Examples may include, but are not limited to:

● representatives of nontraditional occupations;● Chamber=s of Commerce and Cooperative Extension Service; or ● other local agencies.

Check all boxes that apply to each stakeholder group.

Group Development Implementation EvaluationNo

Involvement

Parents

Students

Academic Teachers

PTE Teachers

Faculty

Administrators

Counselors

Business and Industry

Labor Organizations

Representatives of Special Populations

Other Interested Individuals

*

* List any additional groups that may have been involved in the program of study.

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Continuous Stakeholder Participation Continued

Describe how these groups are kept effectively informed about, and assisted in understanding, the requirements of Perkins IV and programs of study.

Local Evaluation [Sec. 134(b)(7)] [Sec. 135(b)(6)]

Local evaluations must be based on the state performance measures. State performance measures form the basis of the local evaluation and are applicable to the entire professional-technical education program.

Describe the process that will be used to evaluate and continuously improve the performance of the eligible recipient, including an assessment of how the needs of special populations are being met.

Local Levels of Performance [Sec. 134(b)(2)]

Describe how professional-technical education activities will be carried out with respect to meeting State and local adjusted levels of performance in accordance with Section 113 of Perkins IV. The secondary core indicators of performance are:

Measure 1S1 Academic Attainment – Reading/Language ArtsMeasure 1S2 Academic Attainment – MathematicsMeasure 2S1 Technical Skill AttainmentMeasure 3S1 Secondary School CompletionMeasure 4S1 Student Graduation RatesMeasure 5S1 Secondary PlacementMeasure 6S1 Nontraditional Participation Measure 6S2 Nontraditional Completion

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Overcome Barriers and Special Populations [Sec. 134(b)(8)(A-C)]

Special populations are defined as:

● Individuals from economically disadvantaged families, including foster children● Individuals preparing for non-traditional fields● Single parents, including single pregnant women● Displaced homemakers● Individuals with limited English proficiency

1. Describe how you will identify and adopt strategies to overcome barriers that prevent special populations from entering and succeeding in professional-technical education programs. Strategies may include, but are not limited to:

● providing support groups to encourage students;● providing ESL classes for limited English proficiency;● promoting career exploration and planning prior to enrollment in

professional-technical education programs; and● providing classes to facilitate employment in high-skill, high-wage or

high-demand occupations.

2. Describe how you will provide programs that are designed to enable special population students to meet local adjusted levels of performance.

3. Describe how you will provide activities to prepare special populations, including single parents and displaced homemakers, for high-skill, high-wage, or high-demand occupations that will lead to self-sufficiency.

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Nondiscrimination [Sec. 134(b)(9)]

Describe how you will ensure that members of special populations are not discriminated against based on their status as members of special populations.

Nontraditional Fields [Sec. 134(b)(10)] [135(b)(9)]

Describe how you will promote preparation for non-traditional fields. Nontraditional fields are defined as occupations or fields of work, including careers in computer science, technology, and other emerging high skill occupations, for which individuals from one gender comprise less than 25 percent of the individuals employed in each such occupation or field of work. Strategies may include, but are not limited to:

● providing information to students about nontraditional fields that include descriptions, aptitudes, work settings, hiring practices, wages, employment outlook, and preparation;

● providing students with work related experiences in nontraditional fields (i.e., internships, job shadowing, school-based enterprises)

● providing students with nontraditional opportunities through professional-technical student organizations;

● teaching curricula with gender neutral applications; and● providing information about educational programs of study and training that

prepare students for employment in nontraditional high-skill, high-wage, high-demand fields, including description, program admissions, typical course work, and the schools in Idaho offering degrees or certificates.

Career Guidance and Academic Counseling [Sec. 134(b)(11)]

Describe how career guidance and academic counseling will be provided for professional-technical education students that include linkages to future education and training opportunities. Strategies may include, but are not limited to:

● providing information to students about occupational fields that include descriptions, aptitudes, work settings, hiring practices, wages, employment outlook, and preparation; and

● providing information about educational programs of study and training that prepare students for employment in high-skill, high-wage, high-demand fields, including description, program admissions, typical course work, and the schools in Idaho offering degrees or certificates.

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DEFINITIONS

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Perkins IV Definitions

Academic Skills Reinforcement means activities designed to enable professional-technical education students to meet the local adjusted levels of performance for Reading/Language Arts and Mathematics by using the contextual environment provided by professional-technical education programs.

Administration means activities necessary for the proper and efficient performance of the recipient’s duties under the Act, including supervision of such activities. The term does not include curriculum development activities, personnel development or research activities.

All Aspects of an Industry means strong experience in, and comprehensive understanding of, the industry that the individual is preparing to enter, including information as described in §118.

Articulation Agreement means a written commitment –

(A) that is agreed upon at the State level or approved annually by the lead administrators of

(i) a secondary institution and a postsecondary educational institution; or(ii) a sub-baccalaureate degree granting postsecondary institution and a

baccalaureate degree granting postsecondary educational institution; and

(B) to a program that is –

(i) designed to provide students with a non-duplicative sequence of progressive achievement leading to technical skill proficiency, a credential, a certificate, or a degree; and

(ii) linked through credit transfer agreements between the 2 institutions described in clause (i) or (ii) of subparagraph (A) (as the case may be)

Career and Technical Education means organized educational activities that –

(A) offer a sequence of courses that –

(i) 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 emerging professions;

(ii) provides technical skill proficiency, an industry recognized credential, a certificate, or an associate degree; and

(iii) may include prerequisite courses (other than a remedial course) that meet the requirements of this subparagraph; and

(B) 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, and occupation-specific skills, and knowledge of all aspects of an industry, including entrepreneurship, of an individual.

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Career Guidance and Academic Counseling –

(1) provides access for students (and parents, as appropriate) to information regarding career awareness and planning with respect to an individuals occupational and academic future; and

(2) provides information with respect to career options, financial aid, and postsecondary options, including baccalaureate degree programs

Displaced Homemaker as an individual who –

(A)(i) has worked primarily without remuneration to care for a home and family, and for that reason has diminished marketable skills;

(ii) has been dependent of the income of another family member but is no longer supported

by that income; or

(iii) is a parent whose youngest depended child will become ineligible to receive assistance under part A of title IV of the Social Security Act (42 U.S.C. 601 et seq.) not later than 2 years after the date on which the parent applies for assistance under such title; and

(B) is unemployed or underemployed and is experiencing difficulty in obtaining or upgrading employment

The definition of displaced homemaker in Idaho Code is broader than the one above. Although the state can be more stringent than the law, it cannot be less stringent. Therefore, the definition of displaced homemaker in Perkins IV applies to federal funds.

Special Populations are:

(A) Individuals with disabilities

(B) Individuals from economically disadvantaged families, including foster children

(C) Individuals preparing for non-traditional fields

(D) Single parents, including single pregnant women

(E) Displaced homemakers

(F) Individuals with limited English proficiency

The law deleted “individuals with other barriers to educational achievement” from the definition of special populations.

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ASSURANCES

21

CERTIFICATIONS REGARDING LOBBYING; DEBARMENT, SUSPENSION AND OTHER RESPONSIBILITY MATTERS; AND DRUG-FREE WORKPLACE REQUIREMENTS

Applicants should refer to the regulations cited below to determine the certification to which they are required to attest. Applicants should also review the instructions for certification included in the regulations before completing this form. Signature of this form provides for compliance with certification requirements under 34 CFR Part 82, "New Restrictions on Lobbying," and 34 CFR Part 85, "Government-wide Debarment and Suspension (Nonprocurement) and Government-wide Requirements for Drug-Free Workplace (Grants)." The certifications shall be treated as a material representation of fact upon which reliance will be placed when the Department of Education determines to award the covered transaction, grant, or cooperative agreement.

1. LOBBYING

As required by Section 1352, Title 31 of the U.S. Code, and implemented at 34 CFR Part 82, for persons entering into a grant or cooperative agreement over $100,000, as defined at 34 CFR Part 82, Sections 82.105 and 82.110, the applicant certifies that:

(a) No Federal appropriated funds have been paid or will be paid, by or on behalf of the undersigned, to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with the making of any Federal grant, the entering into of any cooperative agreement, and the extension, continuation, renewal, amendment, or modification of any Federal grant or cooperative agreement;

(b) If any funds other than Federal appropriated funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with this Federal grant or cooperative agreement, the undersigned shall complete and submit Standard Form - LLL, "Disclosure Form to Report Lobbying," in accordance with its instructions;

(c) The undersigned shall require that the language of this certification be included in the award documents for all subawards at all tiers (including subgrants, contracts under grants and cooperative agreements, and subcontracts) and that all subrecipients shall certify and disclose accordingly.

violation of Federal or State antitrust statutes or commission of embezzlement, theft, forgery, bribery, falsification or destruction of records, making false statements, or receiving stolen property;

(c) Are not presently indicted for or otherwise criminally or civilly charged by a governmental entity (Federal, State, or local) with commission of any of the offenses enumerated in paragraph (2)(b) of this certification; and

(d) Have not within a three-year period preceding this application had one or more public transaction (Federal, State, or local) terminated for cause or default; and

B. Where the applicant is unable to certify to any of the statements in this certification, he or she shall attach an explanation to this application.

3. DRUG-FREE WORKPLACE (GRANTEES OTHER THAN INDIVIDUALS)

As required by the Drug-Free Workplace Act of 1988, and implemented at 34 CFR Part 85, Subpart F, for grantees, as defined at 34 CFR Part 85, Sections 85.605 and 85.610 -

A. The applicant certifies that it will or will continue to provide a drug-free workplace by:

(a) Publishing a statement notifying employees that the unlawful manufacture, distribution, dispensing, possession, or use of a controlled substance is prohibited in the grantee's workplace and specifying the actions that will be taken against employees for violation of such prohibition; (b) Establishing an on-going drug-free awareness program to inform employees about:(1) The dangers of drug abuse in the workplace;(2) The grantee's policy of maintaining a drug-free workplace;(3) Any available drug counseling, rehabilitation, and employee assistance programs; and(4) The penalties that may be imposed upon employees for drug abuse violations occurring in the workplace;

(c) Making it a requirement that each employee to (2) Notify the employer in writing of his or her conviction for a violation of a criminal drug statute occurring in the workplace no later than five calendar days after such conviction; Employers of convicted employees must provide notice, including position title, to: Director, Grants Policy and Oversight Staff, U.S. Department of Education, 400 Maryland Avenue,(e) Notifying the agency, in writing, within 10 calendar days after receiving notice under subparagraph (d)(2) from an employee or otherwise receiving actual notice of such S.W. (Room 3652, GSA Regional Office Building No. 3), Washington, DC 20202-4248. Notice shall include the identification number(s) of each affected grant;

2. DEBARMENT, SUSPENSION, AND OTHER RESPONSIBILITY MATTERS

As required by Executive Order 12549, Debarment and Suspension, and implemented at 34 CFR Part 85, for prospective participants in primary covered transactions, as defined at 34 CFR Part 85, Sections 85.105 and 85.110 –

A. The applicant certifies that it and its principals:

(a) Are not presently debarred, suspended, proposed for debarment, declared ineligible, or voluntarily excluded from covered transactions by any Federal department or agency; (b) Have not within a three-year period preceding this application been convicted of or had a civil judgment rendered against them for commission of fraud or a criminal offense in connection with obtaining, attempting to obtain, or performing a public (Federal, State, or local) transaction or contract under a public transaction;

22

(f) Taking one of the following actions, within 30 calendar days of receiving notice under subparagraph (d)(2), with respect to any employee who is so convicted:

(1) Taking appropriate personnel action against such an employee, up to and including termination, consistent with the requirements of the Rehabilitation Act of 1973, as amended; or (2) Requiring such employee to participate satisfactorily in a drug abuse assistance or rehabilitation program approved for such purposes by a Federal, State, or local health, law enforcement, or other appropriate agency;

(g) Making a good faith effort to continue to maintain a drug-free workplace through implementation of paragraphs (a), (b), (c), (d), (e), and (f).

DRUG-FREE WORKPLACE (GRANTEES WHO ARE INDIVIDUALS)

As required by the Drug-Free Workplace Act of 1988, and implemented at 34 CFR Part 85, Subpart F, for grantees, as defined at 34 CFR Part 85, Sections 85.605 and 85.610-

A. As a condition of the grant, I certify that I will not engage in the unlawful manufacture, distribution, dispensing, possession, or use of a controlled substance in conducting any activity with the grant; and

B. If convicted of a criminal drug offense resulting from a violation occurring during the conduct of any grant activity, I will report the conviction, in writing, within 10 calendar days of the conviction, to: Director, Grants Policy and Oversight Staff, Department of Education, 400 Maryland Avenue, S.W. (Room 3652, GSA Regional Office Building No. 3), Washington, DC 20202-4248. Notice shall include the identification number(s) of each affected grant.

Place of Performance (Street address, city, county, state, zip code)

Check [ ] if there are workplaces on file that are not identified here.

As the duly authorized representative of the applicant, I hereby certify that the applicant will comply with the above certifications.

NAME OF APPLICANT PR/AWARD NUMBER ANR/OR PROJECT NAME

PRINTED NAME AND TITLE OF AUTHORIZED REPRESENTATIVE

SIGNATURE DATE

ED 80-0013 12/98

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OMB Approval No. 0348-0040

ASSURANCES-NON-CONSTRUCTION PROGRAMS

NOTE: Certain of these assurances may not be applicable to your project or program. If you have questions, please contact the awarding agency. Further, certain Federal awarding agencies may require applicants to certify to additional assurances. If such is the case, you will be notified.

As the duly authorized representative of the applicant, I certify that the applicant:

1.

2.

3.

4.

5.

6.

Has the legal authority to apply for Federal assistance and the institutional, managerial and financial capability (including funds sufficient to pay the non-Federal share of project cost) to ensure proper planning, management and completion of the project described in this application.

Will give the awarding agency, the Comptroller General of the United States and, if appropriate, the State, through any authorized representative, access to and the right to examine all records, books, papers, or documents related to the award; and will establish a proper accounting system in accordance with generally accepted accounting standards or agency directives.

Will establish safeguards to prohibit employees from using their positions for a purpose that constitutes or presents the appearance of personal or organizational conflict of interest, or personal gain.

Will initiate and complete the work within the applicable time frame after receipt of approval of the awarding agency.

Will comply with the Intergovernmental Personnel Act of 1970 (42 U.S.C. §§4728-4763) relating to prescribed standards for merit systems for programs funded under one of the 19 statutes or regulations specified in Appendix A of OPM’s Standards for a Merit System of Personnel Administration (5 C.F.R.900, Subpart F).

Will comply with all Federal statutes relating to nondiscrimination. These include, but are not limited to: (a) Title VI of the Civil Rights Act of 1964 (P.L. 88-352) which prohibits discrimination on the basis of race, color or national origin; (b) Title IX of the Education Amendments of 1972, as amended (20 U.S.C. §§1681, 1683, and 1685-1686), which prohibits discrimination on the basis of sex; (c) Section 504 of the Rehabilitation Act of 1973 as amended (29 U.S.C. §794), which prohibits discrimination on the basis of handicaps;

7.

8.

(d) the Age Discrimination Act of 1975, as amended (41 U.S.C. §§6101-6107), which prohibits discrimination on the basis of age; (e) the Drug Abuse Office and Treatment Act of 1972 (P.L. 92-255), as amended, related to nondiscrimination on the basis of drug abuse; (f) the Comprehensive Alcohol Abuse and Alcoholism Prevention, Treatment and Rehabilitation Act of 1970 (P.L. 91-616), as amended, relating to nondiscrimination on the basis of alcohol abuse or alcoholism; (g) §§523-527 of the Public Health Service Act of 1912 (42 U.S.C. . §§290 dd-3 and 290 ee 3), as amended, relating to confidentiality of alcohol and drug abuse patient records; (h) Title VIII of the Civil Rights Act of 1968 (42 U.S.C. §§3601 et seq.), as amended, relating to nondiscrimination in the sale, rental or financial of housing; (i) any other nondiscrimination provisions in the specific statute(s) under which application for Federal assistance is being made; and, (j) the requirements of any other nondiscrimination statue(s) which may apply to the application.

Will comply, or has already complied, with the requirements of Titles II and III of the Uniform Relocation Assistance and Real Property Acquisition Policies Act of 1970 (P.L. 91-646) which provide for fair and equitable treatment of persons displaced or whose property is acquired as a result of Federal or federally-assisted programs.These requirements apply to all interests in real property acquired for project purposes regardless of Federal participation in purchases.

Will comply, as applicable, with provisions of the Hatch Act (5 U.S.C. §§1501-1508 and 7324-7328) which limit the political activities of employees whose principal employment activities are funded in whole or in part with Federal funds.

Standard Form 424B (Rev. 7-97)Previous Edition Usable Authorized for Local Reproduction Prescribed by OMB Circular A-102

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9.

10.

11.

Will comply, as applicable, with the provisions of the Davis-Bacon Act (40 U.S.C. §§276a to 276a-7), the Copeland Act (40 U.S.C. §276c and 18 U.S.C. §874), and the Contract Work Hours and Safety Standards Act (40 U.S.C. §§327333), regarding labor standards for federally-assisted construction subagreements.

Will comply, if applicable, with flood insurance purchase requirements of Section 102(a) of the Flood Disaster Protection Act of 1973 (P.L. 93-234) which requires recipients in a special flood hazard area to participate in the program and to purchase flood insurance if the total cost of insurable construction and acquisition is $10,000 or more.

Will comply with environmental standards which may be prescribed pursuant to the following: (a) institution of environmental quality control measures under the National Environmental Policy Act of 1969 (P.L. 91-190) and Executive Order (EO) 11514; (b) notification of violating facilities pursuant to EO 11738; (c) protection of wetlands pursuant to EO 11990; (d) evaluation of flood hazards in floodplains in accordance with EO 11988; (e) assurance of project consistency with the approved State management program developed under the Coastal Zone Management Act of 1972 (16 U.S.C. §§1451 et seq.); (f) conformity of Federal actions to State (Clean Air) Implementation Plans under Section 176(c) of the Clean Air Act of 1955, as amended (42 U.S.C. §§7401 et seq.); (g) protection of underground sources of drinking water under the Safe Drinking Water Act of 1974, as amended (P.L. 93-523); and, (h) protection of endangered species under the Endangered Species Act of 1973, as amended (P.L. 93-205).

12.

13.

14.

15.

16.

17.

18.

Will comply with the Wild and Scenic Rivers Act of 1968 (16 U.S.C. §§1271 et seq.) related to protecting components or potential components of the national wild and scenic rivers system.

Will assist the awarding agency in assuring compliance with Section 106 of the National Historic Preservation Act of 1966, as amended (16 U.S.C. §470), EO 11593 (identification and protection of historic properties), and the Archaeological and Historic Preservation Act of 1974 (16 U.S.C. §§469a-1 et seq.).

Will comply with P.L. 93-348 regarding the protection of human subjects involved in research, development, and related activities supported by this award of assistance.

Will comply with the Laboratory Animal Welfare Act of 1966 (P.L. 89-544, as amended, 7 U.S.C. §§2131 et seq.) pertaining to the care, handling, and treatment of warm blooded animals held for research, teaching, or other activities supported by this award of assistance.

Will comply with the Lead-Based Paint Poisoning Prevention Act (42 U.S.C. §§4801 et seq.) which prohibits the use of lead-based paint in construction or rehabilitation of residence structures.

Will cause to be performed the required financial and compliance audits in accordance with the Single Audit Act Amendments of 1996 and OMB Circular No. A-133, "Audits of States, Local Governments, and Non-Profit Organizations."

Will comply with all applicable requirements of all other Federal laws, executive orders, regulations, and policies governing this program.

SIGNATURE OF AUTHORIZAED CERTIFYING OFFICIAL TITLE

APPLICANT ORGANIZATION DATE SUBMITTED

Standard Form 424B (Rev. 7-97) Back

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Additional Assurances:

1. No funds received under the Perkins IV Act may be used to provide professional-technical education programs to students prior to the seventh grade.

2. No funds made available under the Perkins IV Act will be used to mandate that any individual participate in a professional-technical education program, including a

professional-technical education program that requires the attainment of a federally funded skill level, standard, or certificate of mastery.

3. Inservice and preservice professional development programs for career and technical education teachers, administrators, and other personnel funded with Perkins IV funds will be made available, to the extent practicable, upon written request, to nonprofit private schools operating professional-technical education programs located in the geographical area served by the school district/institution.

4. Eligible recipients will consult, upon written request, in a timely and meaningful manner, with representatives of nonprofit private schools in the geographical area served by the eligible recipient regarding participation in professional-technical education programs and activities receiving Perkins IV funds of secondary students attending nonprofit private schools.

5. No Perkins IV funds shall be used for the purpose of directly providing incentives or inducements to an employer to relocate a business enterprise from one State to another State if such relocation will result in a reduction in the number of jobs available in the State where the business enterprise is located before such incentives or inducements are offered.

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APPENDIX F

Postsecondary Local Six-Year Plan

1/31/07

Perkins Title IPostsecondary

Local Six-Year Plan Carl D. Perkins Career and Technical

Education Act of 2006 (Perkins IV)

P.L. 109-270Transition Year FY2008

Idaho State Division of Professional-Technical Education650 West State Street, P.O. Box 83720


POSTSECONDARY SIGNATURE PAGE

Institution Name

Signature of Authorized Official Date

Contact Person for the Institution Title

Address:Telephone

2

Perkins IV Title I Local Postsecondary Six-Year Plan

Perkins IV requires each eligible recipient to prepare a local plan for career and technical education programs (Sec. 134; Local Plan for Career and Technical Education Programs, and Sec.135; Local Uses of Funds).

The plan covers the six-year period of FY2008- FY2013. Local six-year plans may be modified at any time during the six-year period if determined necessary at the local level. The following chart illustrates the sequence of activities for Perkins IV:
























The format of the six-year plan has been developed to standardize and simplify these requirements. The format provides space for you to enter comments, additional categories, or narratives needed to further describe or explain your local programs. Please provide a narrative to help explain your program to plan reviewers at the Division of Professional-Technical Education. Additional information may be requested to clarify the plan before final approval.

3

Local Uses of Funds, Sec. 135:

Each eligible recipient that receives Perkins IV funds shall use such funds to improve professional-technical education programs.

1. Administration

Each eligible recipient receiving funds under the Perkins Act may use 5% for direct costs associated with the administration of the Perkins IV grant. Indirect costs are not allowable.

2. Required uses of local funds:

a. 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;

b. link career and technical education at the secondary level and career and technical education at the postsecondary level, including offering the

relevant elements of not less than 1 career and technical program of study;c. provide students with strong experience in and understanding of all aspects of an

industry, which may include work-based learning experiences;d. develop, improve, or expand the use of technology in career and technical

education, which may include—(1) training of career and technical education teachers, faculty, and administrators to use technology, which may include distance learning; (2) 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 (3) 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;

e. provide professional development programs to secondary and postsecondary teachers, faculty, administrators, and career guidance and academic

counselors who are involved in integrated career and technical education programs;

f. develop and implement evaluations of the career and technical education programs carried out with funds under this title, including an assessment

of how the needs of special populations are being met;g. initiate, improve, expand, and modernize quality career and technical education

programs, including relevant technology;h. provide services and activities that are of sufficient size, scope, and quality to be

effective;i. 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.

4

3. Permissible use of local funds:

a. to involve parents, businesses, and labor organizations as appropriate, in the design, implementation, and evaluation of career and technical education

programs, including establishing effective programs and procedures to enable informed and effective participation in such programs;

b. to provide career guidance and academic counseling for students participating in career and technical education programs;

c. for local education and business (including small business) partnerships, including for—(1) work-related experiences for students, such as

internships, cooperative education, school-based enterprises, entrepreneurship, and job shadowing that are related to career and technical education programs; (2) adjunct faculty arrangements for qualified industry professionals; and (3) industry experience for teachers and faculty;

d. to provide programs for special populations;e. to assist career and technical student organizations;f. for mentoring and support services;g. for leasing, purchasing, upgrading or adapting equipment, including instructional

aids and publications (including support for library resources) designed to strengthen and support academic and technical skill achievement;

h. for teacher preparation programs that address the integration of academic and career and technical education and that assist individuals who are

interested in becoming career and technical education teachers and faculty, including individuals with experience in business and industry;

i. to develop and expand postsecondary program offerings at times and in formats that are accessible for students, including working students, including

through the use of distance education;j. to develop initiatives that facilitate the transition of sub-baccalaureate career and

technical education students into baccalaureate degree programs, including—(1) articulation agreements between sub-baccalaureate degree granting career and technical education postsecondary educational institutions and baccalaureate degree granting postsecondary educational institutions; (2) postsecondary dual and concurrent enrollment programs; (3) academic and financial aid counseling for sub-baccalaureate career and technical education students that informs the students of the opportunities for pursuing a baccalaureate degree and advises the students on how to meet any transfer requirements; and (4) other initiatives-- to encourage the pursuit of a baccalaureate degree; and to overcome barriers to enrollment in and completion of baccalaureate degree programs, including geographic and other barriers affecting rural students and special populations;

k. to provide activities to support entrepreneurship education and training;l. for improving or developing new career and technical education courses that

prepare individuals academically and technically for high skill, high wage, or high demand occupations and dual or concurrent enrollment opportunities;

m. to develop and support small, personalized career-themed learning communities;n. to provide support for family and consumer sciences programs;o. to provide career and technical education programs for adults and school

dropouts to complete the secondary school education, or upgrade the technical skills, of the adults and school dropouts;

5

p. to provide assistance to individuals who have participated in services and activities under this Act in continuing their education or training or finding

an appropriate job, such as through referral to the system established under Sec. 121 of Public Law 105-220 (Workforce Investment Act);

q. to support training and activities (such as mentoring and outreach) in non-traditional fields;

r. to provide support for training programs in automotive technologies;s. to pool a portion of such funds with a portion of funds available to not less than 1

other eligible recipient for innovative initiatives, which may include—(1) improving preparation and professional development of career and technical education teachers, faculty, administrators, and counselors; (2) establishing, enhancing, or supporting systems for—(a) accountability data collection under this Act; or (b) reporting data under this Act; (3) implementing career and technical programs of study or (4) implementing technical assessments to support other career and technical education activities that are consistent with the purpose of this Act

t. to support other career and technical education activities that are consistent with Perkins IV.

6

Programs of Study

Appropriate Courses of Professional-Technical Education Programs of Study [Sec. 134(b)(3)(A)] [Sec. 135(b)(1)(A-B)] [Sec. 135(b)(2)]

Attach a list of the approved professional-technical education programs and options for your institution. List current articulation agreements.

Postsecondary Connections/Articulation AgreementsSchool District School Site Program

7

Advanced Learning Partnerships

The role of Advanced Learning Partnerships is to promote and support linkages between secondary and postsecondary professional-technical education programs; improve academic integration; facilitate the transition to baccalaureate degree programs; and to develop local and statewide articulation agreements.

1. Describe how the Advanced Learning Partnership will promote and support linkages between secondary and postsecondary professional-technical education programs.

2. Describe how the Advanced Learning Partnership will improve academic integration at both the secondary and postsecondary levels.

3. Describe how the Advanced Learning Partnership will facilitate the transition to baccalaureate degree programs.

4. Describe how the Advanced Learning Partnership will develop local and statewide articulation agreements.

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Improve the Academic and Technical Skills of Students[Sec. 134(b)(3)(B)]

Describe how you will improve the academic skills of professional-technical education students by aligning professional-technical education curriculum with academic standards and/or integrating academic content into professional-technical education curriculum.

Increase Rigorous Content [Sec. 134(b)(3)(B)(i)(ii)]

Describe how you will integrate coherent and rigorous academic and technical content into professional-technical education programs. Examples may include, but are not limited to:

● advisory committees;● rigorous sequence of courses articulated with technical colleges or leading to

industry certifications; and● course content aligned with recognized technical standards .

Initiate, Improve, Expand and Modernize Professional-Technical Education Programs, Including Relevant Technology [135(b)(7)]

Describe your efforts to initiate, improve, expand and modernize professional-technical education programs, including relevant technology.

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All Aspects of An Industry [Sec. 134(b)(3)(C)] [Sec. 135(b)(3)]

Describe how you will provide professional-technical education students with strong experience in, and understanding of, all aspects of the industry that the student is preparing to enter. Examples may include, but are not limited to:

● providing students with information about occupations within an industry including skills, aptitudes, licensing requirements, work settings, hiring practices, wages in Idaho and the nation, number of people employed in Idaho and the nation, outlook for employment, and education and training necessary for entry;

● providing school based experience to all students including field trips and industry presentations in the classroom;

● providing students with an opportunity to participate in industry-based professional-technical student organization (PTSO) events; and

● providing students enrolled in an approved professional-technical education program work-based learning experiences such as job shadowing, mentoring, and internships.

Check all boxes that apply to each approved program.

Approved Program Areas:(List program and check boxes that apply)

Car

eer

Info

rmat

ion

Cla

ss

Pres

enta

tion

Fiel

d Tr

ips

Shad

owin

g

Men

torin

g

Inte

rnsh

ips

Oth

er*

* Describe additional industry experiences your program(s) are providing students.

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Coherent and Rigorous Content Aligned with Academic Standards[Sec. 134(b)(3)(D)]

Describe how you will ensure that students who participate in professional-technical education programs are taught to the same coherent and rigorous content aligned with challenging academic standards as are taught to all other students.

Encourage Professional-Technical Education Students to Enroll in Rigorous andChallenging Core Academic Courses [Sec. 134(b)(3)(E)]

Describe how you will encourage professional-technical education students to enroll in rigorous and challenging courses in core academic subjects.

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Professional Development [135(b)(5)]

Under Perkins IV, professional development must be high quality, sustained, intensive, focused on instruction, and increase the academic knowledge and understanding of industry standards, as appropriate of professional-technical education teachers. Perkins funds can no longer be used to fund one-day or short-term workshops or conferences that are not part of a high quality, sustained and intensive professional development program.


Comprehensive Professional Development [Sec. 134(b)(4)]

Describe how you will provide comprehensive professional development (including initial teacher preparation) for professional-technical education, academic, guidance and administrative personnel that promotes the integration of coherent and rigorous content aligned with academic standards and relevant professional-technical education.

Recruitment and Retention of Professional-Technical Education Teachers[Sec. 134(b)(12)(A)]

1. Describe your efforts to improve the recruitment and retention of professional-technical education teachers, faculty, and career and academic counselors.

2. Describe your efforts to improve the recruitment and retention of professional-technical education teachers from groups that are underrepresented in the teaching profession.

Transition to Teaching From Business and Industry [Sec. 134(b)(12)(B)]

Describe your efforts to improve the transition to teaching from business and industry.

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Continuous Stakeholder Participation [Sec. 134(b)(5)]

Parents, students, academic and professional-technical education teachers, faculty, administrators, career guidance and academic counselors, representatives of business (including small business) and industry, labor organizations, representatives of special populations, and other interested individuals should be involved in the development, implementation, and evaluation of professional-technical education programs. Examples may include, but are not limited to:

● representatives of nontraditional occupations;● Chamber=s of Commerce and Cooperative Extension Service; or ● other local agencies.

Check all boxes that apply to each stakeholder group.

Group Development Implementation EvaluationNo

Involvement

Parents

Students

Academic Teachers

PTE Teachers

Faculty

Administrators

Counselors

Business and Industry

Labor Organizations

Representatives of Special Populations

Other Interested Individuals

*

* List any additional groups that may have been involved in the program of study.

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Continuous Stakeholder Participation Continued

Describe how these groups are kept effectively informed about, and assisted in understanding, the requirements of Perkins IV and programs of study.

Local Evaluation [Sec. 134(b)(7)] [Sec. 135(b)(6)]

Local evaluations must be based on the state performance measures. State performance measures form the basis of the local evaluation and are applicable to the entire professional-technical education program.

Describe the process that will be used to evaluate and continuously improve the performance of the institution, including an assessment of how the needs of special populations are being met.

Local Levels of Performance [Sec. 134(b)(2)]

Describe how professional-technical education activities will be carried out with respect to meeting State and local adjusted levels of performance measures established under Section 113 of Perkins IV. The postsecondary core indicators of performance are:

Measure 1P1 Technical Skill AttainmentMeasure 2P1 Credential, Certificate, or DegreeMeasure 3P1 Student Retention and TransferMeasure 4P1 Student PlacementMeasure 5P1 Nontraditional Participation Measure 5P2 Nontraditional Completion

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Overcome Barriers and Special Populations [Sec. 134(b)(8)(A-C)]

Special populations are defined as:

● Individuals from economically disadvantaged families, including foster children● Individuals preparing for non-traditional fields● Single parents, including single pregnant women● Displaced homemakers● Individuals with limited English proficiency

1. Describe how you will identify and adopt strategies to overcome barriers that prevent special populations from entering and succeeding in professional-technical education programs. Strategies to eliminate barriers for special populations may include, but are not limited to:

● Providing support groups to encourage students● Providing ESL classes for limited English proficiency● Promoting career exploration and planning prior to enrollment in

professional-technical education programs● Providing classes to facilitate employment in high-skill, high-wage or

high-demand occupations

2. Describe how you will provide programs that are designed to enable special population students to meet local adjusted levels of performance.

3. Describe how you will provide activities to prepare special populations, including single parents and displaced homemakers, for high-skill, high-wage, or high-demand occupations that will lead to self-sufficiency.

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Nondiscrimination [Sec. 134(b)(9)]

Describe how you will ensure that members of special populations are not discriminated against based on their status as members of special populations.

Nontraditional Fields [Sec. 134(b)(10)] [135(b)(9)]

Describe how you will promote preparation for nontraditional fields. Nontraditional fields is defined as fields where the number of men or women employed is less than 25% of the total number employed in that field. Strategies may include, but are not limited to:

● providing information to students about nontraditional fields that include descriptions, aptitudes, work settings, hiring practices, wages, employment outlook, and preparation;

● providing students with work related experiences in nontraditional fields (i.e., internships, job shadowing, school based enterprises)

● providing students with nontraditional opportunities through professional-technical student organizations;

● teaching curricula with gender neutral applications; and● providing information about educational programs of study and training that

prepare students for employment in nontraditional high-skill, high-wage, high-demand fields, including description, program admissions, typical course work, and the schools in Idaho offering degrees or certificates.

Career Guidance and Academic Counseling [Sec. 134(b)(11)]

Describe how career guidance and academic counseling will be provided for professional-technical education students that include linkages to future education and training opportunities. Strategies may include, but are not limited to:

● providing information to students about occupational fields that include descriptions, aptitudes, work settings, hiring practices, wages, employment outlook, and preparation; and

● providing information about educational programs of study and training that prepare students for employment in high-skill, high-wage, high-demand fields, including description, program admissions, typical course work, and the schools in Idaho offering degrees or certificates.

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DEFINITIONS

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Perkins IV Definitions

Academic Skills Development/Remediation - Academic skills development is part of the coherent sequence of courses in an approved professional-technical education program if it is funded and administered by the technical college; is designed to develop strengths as well as to review previous curricular areas of students who have not been involved in postsecondary education or who have not been involved in postsecondary education for some time; improves (i.e., review) a student's skills and knowledge deemed necessary to enter a professional-technical education program in order to ensure a greater likelihood of success; and whose students are reported to the Division of Professional-Technical Education on Forms 1054S and 1054Y. Academic skills development includes the assessment of academic proficiency and developmental education.

Academic skills development does not include remedial education which is defined as a duplication of a secondary program/course and support services in basic academic skills. Remediation usually involves recent high school graduates or those students who did not complete their secondary curriculum. Further, these students have little probability of success without first developing special skills and knowledge through remedial course work.




(A) that is agreed upon at the State level or approved annually by the lead administrators of (i) a secondary institution and a postsecondary educational institution; or(ii) a sub-baccalaureate degree granting postsecondary institution and a


(B) to a program that is –(i) designed to provide students with a nonduplicative sequence of progressive

achievement leading to technical skill proficiency, a credential, a certificate, or a degree; and







18

19







(ii) has been dependent of the income of another family member but is no longer supported

by that income; or

(iii) is a parent whose youngest depended child will become ineligible to receive assistance under part A of title IV of the Social Security Act (42 U.S.C. 601 et seq.) not later than 2 years after the date on which the parent applies for assistance under such title; and











20

ASSURANCES

21



1. LOBBYING















As required by Executive Order 12549, Debarment and Suspension, and implemented at 34 CFR Part 85, for prospective participants in primary covered transactions, as defined at 34 CFR Part 85, Sections 85.105 and 85.110--



22












State Division of Professional-Technical EducationPRINTED NAME AND TITLE OF AUTHORIZED REPRESENTATIVE

Dr. Mike Rush, State AdministratorSIGNATURE DATE

April 23, 2007

ED 80-0013 12/98

23





1.

2.

3.

4.

5.

6.






Will comply with all Federal statutes relating to nondiscrimination. These include, but are not limited to: (a) Title VI of the Civil Rights Act of 1964 (P.L. 88-352) which prohibits discrimination on the basis of race, color or national origin; (b) Title IX of the Education Amendments of 1972, as amended (20 U.S.C. §§1681, 1683, and 1685-1686), which prohibits discrimination on the basis of sex; (c) Section 504 of the Rehabilitation Act of 1973 as amended (29 U.S.C. §794), which prohibits discrimination on the basis of handicaps;

7.

8.

(d) the Age Discrimination Act of 1975, as amended (41 U.S.C. §§6101-6107), which prohibits discrimination on the basis of age; (e) the Drug Abuse Office and Treatment Act of 1972 (P.L. 92-255), as amended, related to nondiscrimination on the basis of drug abuse; (f) the Comprehensive Alcohol Abuse and Alcoholism Prevention, Treatment and Rehabilitation Act of 1970 (P.L. 91-616), as amended, relating to nondiscrimination on the basis of alcohol abuse or alcoholism; (g) §§523-527 of the Public Health Service Act of 1912 (42 U.S.C. . §§290 dd-3 and 290 ee 3), as amended, relating to confidentiality of alcohol and drug abuse patient records; (h) Title VIII of the Civil Rights Act of 1968 (42 U.S.C. §§3601 et seq.), as amended, relating to nondiscrimination in the sale, rental or financial of housing; (i) any other nondiscrimination provisions in the specific statute(s) under which application for Federal assistance is being made; and, (j) the requirements of any other nondiscrimination statue(s) which may apply to the application.




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9.

10.

11.



Will comply with environmental standards which may be prescribed pursuant to the following: (a) institution of environmental quality control measures under the National Environmental Policy Act of 1969 (P.L. 91-190) and Executive Order (EO) 11514; (b) notification of violating facilities pursuant to EO 11738; (c) protection of wetlands pursuant to EO 11990; (d) evaluation of flood hazards in floodplains in accordance with EO 11988; (e) assurance of project consistency with the approved State management program developed under the Coastal Zone Management Act of 1972 (16 U.S.C. §§1451 et seq.); (f) conformity of Federal actions to State (Clean Air) Implementation Plans under Section 176(c) of the Clean Air Act of 1955, as amended (42 U.S.C. §§7401 et seq.); (g) protection of underground sources of drinking water under the Safe Drinking Water Act of 1974, as amended (P.L. 93-523); and, (h) protection of endangered species under the Endangered Species Act of 1973, as amended (P.L. 93-205).

12.

13.

14.

15.

16.

17.

18.









State Administrator

APPLICANT ORGANIZATION

State Division of Professional-Technical Education

DATE SUBMITTED

April 23, 2007


25

Additional Assurances:

1. No funds made available under the Perkins IV Act may be used to provide professional-technical education programs to students prior to the seventh grade.

2. No funds made available under the Perkins IV Act will be used to mandate that any individual participate in a professional-technical education program, including a

professional-technical education program that requires the attainment of a federally funded skill level, standard, or certificate of mastery.

3. Inservice and preservice professional development programs for career and technical education teachers, administrators, and other personnel funded with Perkins IV funds will be made available, to the extent practicable, upon written request, to nonprofit private schools operating professional-technical education programs located in the geographical area served by the school district/institution.

4. Eligible recipients will consult, upon written request, in a timely and meaningful manner, with representatives of nonprofit private schools in the geographical area served by the eligible recipient regarding participation in professional-technical education programs and activities receiving Perkins IV funds of secondary students attending nonprofit private schools.

5. No Perkins IV funds shall be used for the purpose of directly providing incentives or inducements to an employer to relocate a business enterprise from one State to another State if such relocation will result in a reduction in the number of jobs available in the State where the business enterprise is located before such incentives or inducements are offered.

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APPENDIX G

Secondary Annual Application

1/31/07Secondary Annual Application

FY08 Federal Formula Funds UnderTitle I of the Carl D. Perkins Career and Technical

Education Act of 2006 (Perkins IV)P. L. 109-270

Annual Applications must be submitted each year to apply for funds under Title I of Perkins IV. An Annual Application must be submitted for each allowable activity you plan to fund during FY2008.

Background

Perkins IV funds are intended to improve professional-technical education programs through (1) student attainment of challenging academic and technical standards; (2) integration of rigorous and challenging academic and career and technical instruction; (3) linkages between secondary and postsecondary education; and (4) providing individuals with opportunities for lifelong learning. Although rigorous and challenging academic standards are referenced throughout Perkins IV, funds may not be used for academic programs.

Historically, federal professional-technical education funds have been targeted to promote preparation in the skills that are needed by business and industry. The 2006 Amendments (Perkins IV) build on this purpose by promoting the development of challenging academic and technical standards including preparation for high skill, high wage, or high demand occupations in current or emerging occupations.

Perkins I and II included special provisions for special population students. Perkins III replaced the emphasis on special populations with increased accountability at the state and local levels. Perkins IV builds on the increased accountability under Perkins III by requiring local education agencies (LEAs) to set specific performance targets on each performance measure and be responsible for meeting those targets. Additionally, Perkins IV imposes specific sanction requirements for LEAs that do not meet their performance targets.

Accountability

The new accountability and sanction requirements will require each LEA to think more strategically about the use of Perkins IV funds and to focus activities on effort that help meet performance targets. At the secondary level, academic attainment will now have to be measured by the academic assessments a state has approved under No Child Left Behind (NCLB). Graduation rates will also have to be reported as defined in NCLB, and technical skill proficiency will include student achievement on technical assessments that are aligned with industry-recognized standards when possible.

1

Professional Development

Under Perkins IV, professional development must be high quality, sustained, intensive and focused on instruction, and increase the academic knowledge and understanding of industry standards, as appropriate of professional-technical education teachers. Perkins funds can no longer be used to fund one-day or short-term workshops or conferences that are not part of a high quality, sustained and intensive professional development program. Professional development activities should: (a) promote the integration of coherent and rigorous academic content with professional-technical education curricula; (b) increase the percentage of teachers that meet teacher certification or licensing requirements; (c) encourage applied learning that contributes to the academic and professional-technical education knowledge of the student; (d) provide the knowledge and skills necessary to work with and improve instruction for special populations; and assist in accessing and using data.

Career Guidance and Academic Counseling

Career guidance and counseling activities (including recruitment) are limited to students who are enrolled in professional-technical education programs. Programs for special populations which include preliminary intake and related services to individuals prior to enrollment in approved professional-technical education programs are an allowable activity under Perkins IV. However, these programs should result in (a) enrollment of members of special populations in professional-technical education; (b) retention of special populations students in professional-technical education programs; or (c) employment for members of special populations who graduate from professional-technical education programs.

Academic Skills Reinforcement

Academic skills reinforcement is defined as activities designed to enable professional-technical education students to meet the local adjusted levels of performance for Reading/Language Arts and Mathematics by using the contextual environment provided by professional-technical education programs.

Perkins IV funds may be used to pay for costs associated with academic reinforcement for professional-technical education students under the following conditions: (1) students are enrolled in approved professional-technical education programs and activities are provided as part of the professional-technical education curriculum; (2) activities are designed to enable the professional-technical education students to meet the local adjusted levels of performance on the Perkins IV Performance Measures for Reading/Language Arts and Mathematics; and (3) funds are used to supplement, not supplant, state and local funds.

2

Required Documents

Six-Year Plan Modification (if necessary)

Signed Secondary Signature Page

Signed Consortium Signature Page (for Consortium Applications)

Consortium Agreement Covering FY2008

Project Description for Each Project

Form CS5/10F, State Division of Professional-Technical Education Program Budget, Request for Each Project

Budget Narrative for Each Project

Completed Performance Measures

Program Improvement Plan (if required)

PERKINS IV TIMELINE

















Collect and Submit Performance Data for 3 Secondary Academic Measures









3

SECONDARYSIGNATURE PAGE

Fiscal Year 2008

School District/Institution Name

Signature of Authorized District or Institution Official Date

Contact Person for the District or Institution Title

Address:

Telephone

Completed Local Annual Applications should be addressed to:

Josie Chancey, Grants/Budget CoordinatorState Division of Professional-Technical EducationP.O. Box 83720Boise, ID 83720-0095

4

CONSORTIUMSIGNATURE PAGE – FY2008

Consortium Members:











5

1/07ANNUAL APPLICATION FORM

A separate application form must be submitted for each project. You only need to submit a Form CS5/10F, State Division of Professional-Technical Education Program Budget Request, for projects to pool funds for Advanced Learning Partnerships.

PROJECT DESCRIPTION

1. Describe the specific problem to be solved or the student needs to be met.

2. Describe the expected outcome.

3. Describe how the project will improve student and program performance.

4. Describe the project activities that will be targeted to continuously improve student and program performance. All activities must be in compliance with local use of funds. (See Attachment A, Required Uses of Funds and Attachment B, Permissible Uses of Funds)

5. Describe how members of special populations will be included in the project.

6. Describe the target population to be served by this project.

EVALUATION

Local Evaluations must be based on the state performance measures. State performance measures form the basis of the local evaluation and are applicable to the entire professional-technical education program.

Describe how the process that will be used to evaluate the project and who will conduct the evaluation.

6

Performance measures must be submitted before the Annual Application can be approved for funding.

PROGRAM IMPROVEMENT PLANS

If you are required to develop a Program Improvement Plan to address deficiencies on your performance measures, you must submit the Plan with the Annual Application. Annual Applications will not be approved until the Program Improvement Plan has been received and approved.

LOCAL SIX-YEAR PLAN MODIFICATIONS

As a result of this year=s activities, describe what modifications, if any, are necessary to the Local Six-Year Plan. If the annual application modifies your Local Six-Year Plan, please explain.

CONSORTIUM AGREEMENTS

A current Consortium Agreement covering Fiscal Year 2008 must be on file with the Division of Professional-Technical Education or submitted with the annual application.

7

BUDGET

A Form CS5/10F, State Division of Professional-Technical Education Budget Request must be completed for each project. A Budget Narrative must be completed for each project except funds to be pooled for Advanced Learning Partnerships.

Administration funds are limited to 5% of the total Perkins IV allocation. Administration funds are limited to direct costs associated with the administration of the Perkins funds. Indirect costs are not allowable. A Budget Narrative must be included for administration projects.

Equipment is defined in Section 80.3 of EDGAR as ATangible, nonexpendable personal property having a useful life of more than one year and an acquisition cost of $5,000 or more per unit.@ Software is not considered equipment. All equipment purchases must have prior approval from the State Division of Professional-Technical Education. Approval of the annual application constitutes prior approval of equipment listed in the budget narrative.

Pooled Funds – All LEAS must pool a minimum of 5% of their Perkins allocation to the local Advanced Learning Partnership. If the local Advanced Learning Partnership has mutually agreed to pool a percentage higher than 5% then the LEA must indicate the percentage on the Form CS5/10F, State Division of Professional-Technical Education Program Budget Request.

Expenditures made with federal funds must meet the following criteria:

# Federal funds must be used to supplement not supplant state and local resources.

# Costs must be necessary and reasonable for the proper and efficient administration of the program.

EXAMPLE: If a Perkins IV funded project proposed to serve 100 students it would be reasonable and necessary to purchase materials and supplies for 100 students. It would not be necessary and reasonable to purchase materials and supplies for 200 students.

# Costs must be allocable to the project.

If students other than professional-technical education students are provided services the costs must be prorated based on the number of professional-technical students and other students.

EXAMPLE: If the total cost for CIS for a school district is $2,000. The total school district headcount is 4,000 students of which 2,000 (50%) are participating in approved professional-technical education programs. 50% of the total cost for CIS could be paid with federal Perkins IV funds.

8

# Costs must not be a general expense of the recipient.

EXAMPLE: If a class or activity is required to meet the graduation requirements (state or local) then it is a general expense of the recipient and would have to be supported with non-Perkins IV funds.

# Perkins IV funds may not be used to:

● pay for substitute salaries/benefits

● pay for academic programs

● pay for individual student costs such as meals, transportation, hotel/motel, registration fees for conferences/events, etc.

● pay for instructional costs associated with students who are not enrolled in professional-technical education programs

● provide career guidance and academic counseling to students who are not enrolled in professional-technical education programs

● pay for academic remediation

9

STATE DIVISION of PROFESSIONAL-TECHNICAL EDUCATION PROGRAM BUDGET REQUEST FORM CS5/10F

1/99PROGRAM/PROJECT IDENTIFICATION

1. DISTRICT/ CONSORTIUM/ INSTITUTION

SCHOOL TECHNICAL RESPONSIBILITY

PROJECTNUMBER

2. PROGRAM ID. PROGRAM CODE

3. TITLE

4. PRINCIPAL INSTRUCTOR/ CONTACT PERSON

B. DESCRIPTION

PROF-TECH ED BUDGET REQUEST

OTHER FUNDING SOURCES

DPTE USE ONLY

APPROVAL COMMENTS

1. SALARIES & BENEFITS (Include temporary help)

TOTAL

2. TRAVEL (Include lodging, per diem, and registration)

TOTAL

3. OTHER EXPENSES (Include professional/contract services)

TOTAL

4. MATERIAL AND SUPPLIES

TOTAL

5. EQUIPMENT

TOTAL

GRAND TOTAL

NARRATIVE FOR ALL BUDGET ITEMS MUST BE PROVIDED ON THE PROGRAM BUDGET REQUEST NARRATIVE SHEET (PAGE 24)

SIGNATURES

10

PROGRAM INSTRUCTOR SCHOOL ADMINISTRATOR

11

PROGRAM BUDGET REQUEST NARRATIVE

1. SALARIES & BENEFITS(Include temporary help)

2. TRAVEL(Include lodging, per diem, and registration)

3. OTHER EXPENSES(Include professional/contract services)


5. EQUIPMENT - (List of the specific number and type of equipment to be purchased)

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ATTACHMENT ARequired Uses of Funds

■ 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;

■ 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;

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

■ 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;

■ provide professional development programs to secondary and postsecondary teachers, faculty, administrators, and career guidance and academic counselors who are involved in integrated career and technical education programs;

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

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

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

■ 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.

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ATTACHMENT BPermissive Uses of Funds

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

■ to provide career guidance and academic counseling for students participating in career and technical education programs;

■ for local education and business (including small business) partnerships, including for-- work-related experiences for students, such as internships, cooperative education, school-based enterprises, entrepreneurship, and job shadowing that are related to career and technical education programs; adjunct faculty arrangements for qualified industry professionals; and industry experience for teachers and faculty;

■ to provide programs for special populations;

■ to assist career and technical student organizations;

■ for mentoring and support services;

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

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

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

■ to develop initiatives that facilitate the transition of sub-baccalaureate career and technical education students into baccalaureate degree programs, including--articulation agreements between sub-baccalaureate degree granting career and technical education postsecondary educational institutions and baccalaureate degree granting postsecondary educational institutions; postsecondary dual and concurrent enrollment programs; academic and financial aid counseling for sub-baccalaureate career and technical education students that informs the students of the opportunities for pursuing a baccalaureate degree and advises the students on how to meet any transfer requirements; and other initiatives-- to encourage the pursuit of a baccalaureate degree; and to overcome barriers to enrollment in and completion of baccalaureate degree programs, including geographic and other barriers affecting rural students and special populations;

14

■ to provide activities to support entrepreneurship education and training; ■ for improving or developing new career and technical education courses that prepare

individuals academically and technically for high skill, high wage, or high demand occupations and dual or concurrent enrollment opportunities;

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

■ to provide support for family and consumer sciences programs; ■ to provide career and technical education programs for adults and school dropouts to

complete the secondary school education, or upgrade the technical skills, of the adults and school dropouts;

■ to provide assistance to individuals who have participated in services and activities under this Act in continuing their education or training or finding an appropriate job, such as through referral to the system established under section 121 of Public Law 105-220 (29 U.S.C. 2801 et seq.);

■ to support training and activities (such as mentoring and outreach) in non-traditional fields;

■ to provide support for training programs in automotive technologies;

■ to pool a portion of such funds with a portion of funds available to not less than 1 other eligible recipient for innovative initiatives, which may include—(a) improving preparation and professional development of career and technical education teachers, faculty, administrators, and counselors; (b) establishing, enhancing, or supporting systems for--1) accountability data collection under this Act; or 2) reporting data under this Act; (c) implementing career and technical programs of study or (d) implementing technical assessments;

■ to support other career and technical education activities that are consistent with the purpose of this Act.

15

ATTACHMENT CDefinitions

Academic Skills Reinforcement means activities designed to enable professional-technical education students to meet the local adjusted levels of performance for Reading/Language Arts and Mathematics by using the contextual environment provided by professional-technical education programs.















16






(ii) has been dependent of the income of another family member but is no longer supported by that income; or

(iii) is a parent whose youngest dependent child will become ineligible to receive assistance under part A of title IV of the Social Security Act (42 U.S.C. 601 et seq.) not later than 2 years after the date on which the parent applies for assistance under such title; and











17

APPENDIX H

Postsecondary Annual Application

Postsecondary Annual ApplicationFY08 Federal Formula Funds Under

Title I of the Carl D. Perkins Career and TechnicalAct of 2006 (Perkins IV)

P. L. 109-270

Annual Applications must be submitted each year to apply for funds under Title I of Perkins IV. An Annual Application must be submitted for each allowable activity you plan to fund during FY2008. The only form necessary for projects to pool funds for Advanced Learning Partnerships (ALP) is the Form CS5/10F, State Division of Professional-Technical Education Program Budget Request.

Background

Perkins IV funds are intended to improve professional-technical education programs through (1) student attainment of challenging academic and technical standards; (2) integration of rigorous and challenging academic and career and technical instruction; (3) linkages between secondary and postsecondary education; and (4) providing individuals with opportunities for lifelong learning. Although rigorous and challenging academic standards are referenced throughout Perkins IV, funds may not be used for academic programs.

Historically, federal professional-technical education funds have been targeted to promote preparation in the skills that are needed by business and industry. The 2006 Amendments (Perkins IV) build on this purpose by promoting the development of challenging academic and technical standards including preparation for high skill, high wage, or high demand occupations in current or emerging occupations.

Perkins I and II included special provisions for special population students. Perkins III replaced the emphasis on special populations with increased accountability at the state and local levels. Perkins IV builds on the increased accountability under Perkins III by requiring local education agencies (LEAs to set specific performance targets on each performance measure and be responsible for meeting those targets. Additionally, Perkins IV imposes specific sanction requirements for LEAs that do not meet their performance targets.

Accountability

The new accountability and sanction requirements will require each institution to think more strategically about the use of Perkins IV funds and to focus activities on efforts that help meet performance targets. At the postsecondary level, academic attainment will no longer be reported as a separate measure, but technical skill proficiency will include student attainment on technical assessments that are aligned with industry-recognized standards when possible. Additionally, student placement in high-wage, high-skill or high-demand occupations or professions must be measured at the postsecondary level.

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Professional Development

Under Perkins IV, professional development must be high quality, sustained, intensive, focused on instruction, and increase the academic knowledge and understanding of industry standards, as appropriate for professional-technical education teachers, faculty, administrators, and career guidance and academic counselors who are involved in integrated career and technical education programs. Perkins funds can no longer be used to fund one-day or short-term workshops or conferences that are not part of a high quality, sustained and intensive professional development program.


Academic Skills Development/Remediation

Perkins IV changed the federal definition of career and technical education sequence of courses to: “may include prerequisite courses (other than a remedial course) that meet the requirements of this section.” Therefore, effective July 1, 2007 academic skills remediation is defined as:

Academic skills development is part of the coherent sequence of courses in an approved professional-technical education program if it is funded and administered by the technical college; is designed to develop strengths as well as to review previous curricular areas of students who have not been involved in postsecondary education or who have not been involved in postsecondary education for some time; improves (i.e., review) a student's skills and knowledge deemed necessary to enter a professional-technical education program in order to ensure a greater likelihood of success; and whose students are reported to the Division of Professional-Technical Education on Forms 1054S and 1054Y. Academic skills development includes the assessment of academic proficiency and developmental education.


Career Guidance and Academic Counseling

Career guidance and counseling activities (including recruitment) are limited to students who are enrolled in professional-technical education programs. Programs for special populations which include preliminary intake and related services to individuals prior to enrollment in approved professional-technical education programs are an allowable activity under Perkins IV. However, these programs should result in (a) enrollment of members of special populations in professional-technical education; (b) retention of special populations students in professional-technical education programs; or (c) employment for members of special populations who graduate from professional-technical education programs. Perkins IV eliminated “Other barriers to educational achievement” from the definition of special populations.

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Required Documents

Six-Year Plan Modification (if necessary)

Signed Postsecondary Signature Page

Project Description for Each Project (including evaluation)

Form CS5/10F, State Division of Professional-Technical Education Program Budget, Request for Each Project

Budget Narrative for Each Project

Program Improvement Plan (if required)

PERKINS IV TIMELINE

















PostsecondaryPerformance Measures Are Not Required This Year









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POSTSECONDARYSIGNATURE PAGE

Fiscal Year 2008

Institution Name

Signature of Authorized Institution Official Date


Address:

Telephone

Completed Local Annual Applications should be addressed to:

Josie Chancey, Grants/Budget CoordinatorState Division of Professional-Technical EducationP.O. Box 83720Boise, ID 83720-0095

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A separate application form must be submitted for each project. You only need to submit a Form CS5/10F, State Division of Professional-Technical Education Program Budget Request, for projects to pool funds for Advanced Learning Partnerships.

PROJECT DESCRIPTION




4. Describe the project activities that will be targeted to continuously improve student and program performance. All activities must be in compliance with local use of funds. (See Attachment A, Required Uses of Funds and Attachment B, Permissible Uses of Funds)



EVALUATION



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PROGRAM IMPROVEMENT PLANS

If you are required to develop a Program Improvement Plan to address deficiencies on your performance measures, you must submit the Plan with the Annual Application. Annual Applications will not be approved until the Program Improvement Plan has been received and approved.

LOCAL SIX-YEAR PLAN MODIFICATIONS

As a result of this year=s activities, describe what modifications, if any, are necessary to the Local Six-Year Plan. If the annual application modifies your Local Six-Year Plan, please explain.

BUDGET

A Form CS5/10F, State Division of Professional-Technical Education Budget Request must be completed for each project. A Budget Narrative must be completed for each project except funds to be pooled for Advanced Learning Partnerships.



Pooled Funds – All institutions and school districts must pool a minimum of 5% of their Perkins allocation to the local Advanced Learning Partnership. If the local Advanced Learning Partnership has mutually agreed to pool a percentage higher than 5% then the LEA must indicate the percentage on the Form CS5/10F, State Division of Professional-Technical Education Program Budget Request.





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If students other than professional-technical education students are provided services, the costs must be prorated based on the number of professional-technical students and other students.





pay for substitute salaries/benefits

pay for academic programs

pay for individual student costs such as meals, transportation, hotel/motel, registration fees for conferences/events, etc.

pay for instructional costs associated with students who are not enrolled in professional-technical education programs

provide career guidance and academic counseling to students who are not enrolled in professional-technical education programs

● provide academic remediation

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PROJECTNUMBER

2. PROGRAM ID. PROGRAM

3. TITLE


B. DESCRIPTION



DPTE USE ONLY

APPROVAL COMMENTS


TOTAL


TOTAL


TOTAL


TOTAL

5. EQUIPMENT

TOTAL

GRAND TOTAL


SIGNATURES

8


9







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ATTACHMENT ARequired Uses of Funds

■ 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;

■ 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;

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

■ 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;

■ provide professional development programs to secondary and postsecondary teachers, faculty, administrators, and career guidance and academic counselors who are involved in integrated career and technical education programs;

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

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

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

■ 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.

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ATTACHMENT BPermissive Uses of Funds

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

■ to provide career guidance and academic counseling for students participating in career and technical education programs;

■ for local education and business (including small business) partnerships, including for-- work-related experiences for students, such as internships, cooperative education, school-based enterprises, entrepreneurship, and job shadowing that are related to career and technical education programs; adjunct faculty arrangements for qualified industry professionals; and industry experience for teachers and faculty;

■ to provide programs for special populations;

■ to assist career and technical student organizations;

■ for mentoring and support services;

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

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

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

■ to develop initiatives that facilitate the transition of sub-baccalaureate career and technical education students into baccalaureate degree programs, including--articulation agreements between sub-baccalaureate degree granting career and technical education postsecondary educational institutions and baccalaureate degree granting postsecondary educational institutions; postsecondary dual and concurrent enrollment programs; academic and financial aid counseling for sub-baccalaureate career and technical education students that informs the students of the opportunities for pursuing a baccalaureate degree and advises the students on how to meet any transfer requirements; and other initiatives-- to encourage the pursuit of a baccalaureate degree; and to overcome barriers to enrollment in and completion of baccalaureate degree programs, including geographic and other barriers affecting rural students and special populations;

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■ to provide activities to support entrepreneurship education and training; ■ for improving or developing new career and technical education courses that prepare

individuals academically and technically for high skill, high wage, or high demand occupations and dual or concurrent enrollment opportunities;

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

■ to provide support for family and consumer sciences programs; ■ to provide career and technical education programs for adults and school dropouts to

complete the secondary school education, or upgrade the technical skills, of the adults and school dropouts;

■ to provide assistance to individuals who have participated in services and activities under this Act in continuing their education or training or finding an appropriate job, such as through referral to the system established under section 121 of Public Law 105-220 (29 U.S.C. 2801 et seq.);

■ to support training and activities (such as mentoring and outreach) in non-traditional fields;

■ to provide support for training programs in automotive technologies;

■ to pool a portion of such funds with a portion of funds available to not less than 1 other eligible recipient for innovative initiatives, which may include—(a) improving preparation and professional development of career and technical education teachers, faculty, administrators, and counselors; (b) establishing, enhancing, or supporting systems for--1) accountability data collection under this Act; or 2) reporting data under this Act; (c) implementing career and technical programs of study or (d) implementing technical assessments;

■ to support other career and technical education activities that are consistent with the purpose of this Act.

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ATTACHMENT CDefinitions

Academic skills development is part of the coherent sequence of courses in an approved professional-technical education program if it is funded and administered by the technical college; is designed to develop strengths as well as to review previous curricular areas of students who have not been involved in postsecondary education; improves (i.e., review) a student's skills and knowledge deemed necessary to enter a professional-technical education program in order to ensure a greater likelihood of success; and whose students are reported to the Division of Professional-Technical Education on Forms 1054S and 1054Y. Academic skills development includes the assessment of academic proficiency and developmental education.















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(ii) has been dependent of the income of another family member but is no longer supported by that income; or

(iii) is a parent whose youngest dependent child will become ineligible to receive assistance under part A of title IV of the Social Security Act (42 U.S.C. 601 et seq.) not later than 2 years after the date on which the parent applies for assistance under such title; and











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APPENDIX I

Projects That Preparefor Nontraditional Fields

Annual Application

Annual Application for Federal Funds underThe Carl D. Perkins Career and Technical

Education Act of 2006

INSTRUCTIONS & FORMSANNUAL APPLICATION for FEDERAL FUNDS

PROJECTS THAT PREPARE for NONTRADITIONAL FIELDS

FUNDING PERIOD - JULY 1, 2007 THROUGH JUNE 30, 2008

APPLICATION DUE DATE – June 22, 2007

IDAHO STATE DIVISION OF PROFESSIONAL-TECHNICAL EDUCATION650 West State Street, P. O. Box 83720


The State of Idaho, an equal opportunity employer, does not discriminate or deny services on the basis of race, color, national origin, sex, and/or disability.

-

GENERAL INFORMATION

Federal funds for implementing Projects that Prepare for Nontraditional Fields established under the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV) will be allocated and distributed to the technical colleges. These funds will be used to provide leadership and services that assist students in participating in and completing professional-technical education programs that prepare for nontraditional fields.

Purpose: To provide services that assist students in participating in and completing professional-technical education programs that prepare for employment in nontraditional* fields.

Funds Available (ESTIMATED): $60,000 ($10,000 per Institution)

Allowable Activities:

Activities that create nontraditional awareness networks among secondary and postsecondary faculty, counselors, parents and students, and industry partners;

Activities that create nontraditional network partnerships with Chambers of Commerce, Workforce Development Councils, and other business support providers;

Activities that establish an inventory, coupled with measures of success, of best practices in Idaho with regard to strategies to prepare individuals for employment in nontraditional fields; and

Working with high-tech industries to offer voluntary internships and mentoring programs to nontraditional students.

*Nontraditional fields are defined as occupations or fields of work, including careers in computer science, technology, and other emerging high skill occupations, for which individuals from one gender comprise less than 25 percent of the individuals employed in each such occupation or field of work.

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APPLICATION PROCEDURES

Institutions wishing to receive these funds must submit an application which includes: (1) Signature Sheet; (2) Information Sheet; (3) Application Narrative (3-5 pages); and (4) Budget Sheet (Form CS5/10F).(5) Budget Narrative

Instructions and forms are included in this packet. Please be sure that forms are signed in the appropriate places. Send one copy to:

Kristi Enger, Guidance/Special Projects CoordinatorDivision of Professional-Technical Education

650 West State Street, P. O. Box 83720Boise, Idaho 83720-0095.

APPLICATION DEADLINE: June 22, 2007

FINAL REPORT

A Final Report will be due July 31, 2008. It will include:

(1) specific strategies implemented to create nontraditional field awareness networks among postsecondary faculty, counselors, parents and students, and

industry partners; (2) specific strategies implemented to create nontraditional field awareness

partnerships with Chambers of Commerce, Workforce Development Councils, and other business support providers;

(3) an inventory, coupled with measures of success, of best practices in Idaho with regard to strategies employed to prepare individuals for employment in nontraditional

fields; (4) specific accounts where the Institution worked with high-tech industries to offer

voluntary internships and mentoring programs to students in nontraditional fields; and

(5) several success stories about individuals who participated in this project (no longer than one-half page each)

TECHNICAL ASSISTANCE

For additional information please contact: Kristi Enger, Guidance/Special Projects Coordinator 650 West State Street P. O. Box 83720Boise, Idaho 83720-0095 Tel: (208) 334-3216Email: [email protected]

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mailto:[email protected]

Local Application for Federal Funds underThe Carl D. Perkins Career and Technical

Education Improvement Act of 2006

PROJECTS THAT PREPARE for NONTRADITIONAL FIELDS

Signature Page

Institution/Agency _______

Authorized Representative _____________________________

Date

Project Coordinator _____________________________

Date

For State Division of Professional-Technical Education Use Only:

Approved Disapproved Approved as Amended

Special Projects Coordinator Date

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PROJECTS THAT PREPARE for NONTRADITIONAL FIELDSInformation Sheet

1. PROJECT TITLE:

2. AMOUNT OF FUNDING REQUESTED:

3. INSTITUTION NAME:______________________________________________________

ADDRESS:

4. PROJECT COORDINATOR

NAME:

TITLE:

TELEPHONE:

5. FISCAL OFFICER (Person who should receive copies of funding letters.)

NAME:

TITLE:

For State Division of Professional-Technical Education Use Only:

Project Number Assigned:

Amount of Funding Approved:

Authorized Use of Funds:

Special Projects Coordinator: _________________________________ _____________ Date

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APPLICATION NARRATIVE FORPROJECTS THAT PREPARE for NONTRADITIONAL FIELDS

Project Design

1. Describe the services that will be provided to help create nontraditional field awareness networks among stakeholders to prepare individuals for high-skill, high-wage, and high-demand nontraditional fields.

2. Describe how nontraditional field awareness partnerships among secondary and postsecondary faculty, counselors, students, parents, and industry partners will be fostered through the Institution to strengthen the network.

3. Describe the steps that will be taken to create nontraditional field partnerships with Chambers of Commerce, Workforce Development Councils, and other business support providers.

4. Describe the attention that will be given to developing an inventory of the processes and strategies currently in place to encourage nontraditional enrollment and program completion. Indicate how this inventory will be coupled with data that give rise to the level of success being experienced.

5. Describe how the Institution will work with high-tech industries to offer voluntary internships and mentoring programs to students in nontraditional fields.

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BUDGET

A Form CS5/10F, State Division of Professional-Technical Education Budget Request, and a budget narrative must be completed and submitted to the Division of Professional-Technical Education. The Project Design must substantiate the allocation of resources in the budget and budget narrative.

Administration costs are not allowable with these funds. Administration is defined as “activities necessary for the proper and efficient performance of the recipient’s duties under the Act, including supervision of such activities. The term does not include curriculum development activities, personnel development or research activities.”

Salaries & Benefits - the budget narrative must include the title and percentage of the full-time positions (FTP) to be funded with Perkins IV funds. (You are cautioned to recognize that this is a soft funding source that may not be available in future years.)

Travel - travel costs relating to outreach services and other allowable project activities are reimbursable. A detailed explanation of these expenses should be included in the budget narrative.

Other Expenses - all expenses not included in the other categories should be listed here.

Materials and Supplies - materials and supplies must be directly related to the project being funded and described in the budget narrative.

Equipment - instructional equipment is NOT an allowable expenditure under this project.





# Costs must be allocable to the project. If students other than professional-technical education students are provided services the costs must be prorated based on the number of professional-technical students and other students.




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STATE DIVISION of PROFESSIONAL-TECHNICAL EDUCATIONPROGRAM BUDGET REQUEST FORM CS5/10F

(STATE FUNDED PROGRAMS ONLY) 6/02

A. PROGRAM IDENTIFICATION

1. DISTRICT SCHOOL TECHNICAL RESPONSIBILITY

2. PROGRAM ID. PROGRAM CODE

3. TITLE FISCAL YEAR 2006


PROJECTED FUNDING ALLOCATION

B. DESCRIPTIONPROFESSIONAL-

TECHNICAL BUDGET REQUEST


S D P T E USE ONLYAPPROVAL COMMENTS

1. SALARIES & BENEFITS (Also include temporary help)

TOTAL2. TRAVEL

(Include lodging, per diem, and registration)

TOTAL3. OTHER EXPENSES

(Include professional/contract services)

TOTAL4. MATERIAL AND SUPPLIES

TOTAL5. EQUIPMENT

TOTAL

GRAND TOTAL

C. SIGNATURES


NARRATIVE FOR ALL BUDGET ITEMS MUST BE PROVIDED ON THE BACK OF THIS FORM OR ON AN ATTACHED SHEET

8


1. SALARIES & BENEFITS(Also include temporary help)




5. EQUIPMENT

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APPENDIX J

State Institution Annual Application

-

STATE INSTITUTION ANNUAL APPLICATION

General Information

Federal professional-technical education funds for serving students at state institutions, established under the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV) will be allocated to the Idaho Department of Correction.

Purpose: For serving individuals in state institutions

Funds Available: $74,792.00

Uses of Funds:

1. Conducting an assessment of the professional-technical education programs carried out with funds under this title that includes an assessment of how the needs of special populations are being met and how such programs are designed to enable members of special populations to meet the performance measures and prepare for further learning or for high skill, high wage careers;

2. Developing, improving, or expanding the use of technology in professional-technical education;

3. Supporting professional-technical education programs that improve the academic, and professional-technical, skills of students participating in professional-technical education programs by strengthening the academic, and technical skills of students participating in professional-technical education programs; and

5. Providing preparation for nontraditional fields.

(Please note: Perkins IV Leadership Funds may NOT be used for administrative costs)

APPLICATION DEADLINE: June 6, 2007

Completed applications should be mailed to Josie Chancey, State Division of Professional-Technical Education, 650 West State Street, P. O. Box 83720, Boise, Idaho 83720-0095.

1

STATE INSTITUTIONSSIGNATURE PAGE

Fiscal Year 2008

Idaho Department of CorrectionState Institution

Signature of Authorized Official Date

Contact Person Title

Address:

Telephone

2

ANNUAL APPLICATION FORM

A separate application form must be submitted for each project.

PROJECT DESCRIPTION




4. Describe the project activities that will be targeted to continuously improve student and program performance. All activities must be in compliance with use of funds.



EVALUATION



3

BUDGET

A Form CS5/10F, State Division of Professional-Technical Education Budget Request must be completed for each project.









4




● pay for substitute salaries/benefits

● pay for academic programs

● pay for individual student costs such as meals, transportation, hotel/motel, registration fees for conferences/events, etc.

● pay for instructional costs associated with students who are not enrolled in professional-technical education programs

● provide career guidance and academic counseling to students who are not enrolled in professional-technical education programs

● pay for academic remediation

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1/99

PROGRAM/PROJECT IDENTIFICATION

1.DISTRICT/ CONSORTIUM/ INSTITUTION

SCHOOLTECHNICAL

RESPONSIBILITY

PROJECTNUMBER


3. TITLE


B. DESCRIPTION



DPTE USE ONLY

APPROVAL COMMENTS


TOTAL


TOTAL


TOTAL


TOTAL

5. EQUIPMENT

TOTAL

GRAND TOTAL

NARRATIVE FOR ALL BUDGET ITEMS MUST BE PROVIDED ON THE PROGRAM BUDGET REQUEST NARRATIVE SHEET (PAGE 24)SIGNATURES:


6







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APPENDIX K

Advanced Learning Partnership Annual Application

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Advanced Learning Partnerships Annual ApplicationTitle I of the Carl D. Perkins Career and Technical

Education Act of 2006P. L. 109-270

Overview

Idaho has elected to merge Title I and Title II of the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV) to more fully integrate tech prep into professional-technical education programs. Six regional Advanced Learning Partnerships will be formed to further efforts of the six Tech Prep consortia funded under Title II of the previous Perkins legislation. The Division of Professional-Technical Education has reserved funds in accordance with Section 112(a)(1) of Perkins IV to support the Advanced Learning Partnerships.

Purpose

The role of the Advanced Learning Partnerships is to promote and support linkages between secondary and postsecondary professional-technical education programs; improve academic integration; facilitate the transition to baccalaureate degree programs; and to develop local and statewide articulation agreements.

Membership

The Advanced Learning Partnerships will be comprised of representatives from the Technical College, school districts and business and industry in each region.

Governance Structure

The Technical College will serve as the Regional Director for the partnership and is responsible for the day-to-day administration and management of the Perkins funds, including hiring such staff as necessary to carry out the activities of the Partnership. The Advanced Learning Partnership will appoint an advisory committee comprised of representatives from school districts and business and industry in each region. The advisory committee will be responsible for the planning and evaluation of the Advanced Learning Partnership activities.

Funding Structure

The Technical College has been designated as the eligible recipient to submit Annual Applications for Perkins IV reserve funds. Advanced Learning Partnership Members will be required to submit Annual Applications to the Division of Professional-Technical Education to pool a minimum of 5% of their Perkins IV Title I funds. Advanced Learning Partnerships may establish a higher percentage for pooled funds. Advanced Learning Partnerships must submit an annual application for reserve funds under Title I, Perkins IV, Section 112 (c) and Section 135.

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SIGNATURE PAGEFiscal Year 2008

Institution Name

Signature of Authorized Institution Official Date


Address:

Telephone

Completed Advanced Learning Partnership Annual Applications should be addressed to:

Mike Falconer, Tech Prep CoordinatorState Division of Professional-Technical EducationP.O. Box 83720Boise, ID 83720-0095

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Use this annual application for Advanced Learning Partnerships reserve funds.

PROJECT DESCRIPTION

1. Describe how the Advanced Learning Partnership will promote and support linkages between secondary and postsecondary professional-technical education programs.

2. Describe how the Advanced Learning Partnership will improve academic integration at both the secondary and postsecondary levels.

3. Describe how the Advanced Learning Partnership will facilitate the transition to baccalaureate degree programs.

4. Describe how the Advanced Learning Partnership will develop local and statewide articulation agreements.

5. List the Advanced Learning Partnership members of the advisory committee. A copy of the advisory committee by-laws must be submitted with the Annual Application. A copy of updated by-laws will be forwarded upon approval.

6. Describe the process used by the Advanced Learning Partnership to track enrollment of Tech Prep students.

7. Describe the process used by the Advanced Learning Partnership to annually review articulation agreements.

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BUDGET

A Form CS5/10F, State Division of Professional-Technical Education Budget Request and Budget Narrative must be completed for reserve funds. The reserve funds are intended to be used to support Regional Tech Prep Coordinators and associated expenses. The following information is provided for reference only.

The Form CS5/10F must include pooled funds received from the Advanced Learning Partnership members. List the pooled funds in the “Other Funding Sources” column. Expenditures made with pooled funds must be in compliance with the following allowable uses of funds:

■ strengthen the academic and professional-technical skills of students participating in professional-technical education programs , by strengthening the academic and professional-technical education components of such programs through the integration of academics with professional-technical education programs through a coherent sequence of courses, such as programs of study defined in section 122(c)(1)(A) of Perkins IV;

■ link professional-technical education at the secondary and postsecondary level, including by offering the relevant elements of not less than one professional-technical education program of study described in section 122(c)(1)(A) of Perkins IV;

■ develop and implement evaluations of professional-technical education programs carried out with Perkins IV funds, including an assessment of how the needs of special populations are being met;

■ initiate, improve, expand and modernize quality professional-technical education programs, including relevant technology;

■ develop, initiatives that facilitate the transition of subbaccalaureate professional-technical education students into baccalaureate degree programs, including –

● articulation agreements between subbaccalaureate degree granting professional-technical education institutions and baccalaureate degree granting postsecondary educational institutions;

● postsecondary dual and concurrent enrollment programs;● academic and financial aid counseling for subbaccalaureate

professional-technical education students that inform the students of the opportunities for pursuing a baccalaureate degree and advises the students on how to meet any transfer requirements; and

● other initiates - - -▪ to encourage the pursuit of a baccalaureate degree;

and▪ to overcome barriers to enrollment in and completion

of baccalaureate degree programs; including geographic and other barriers affecting

rural students and special populations.

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Equipment is defined in Section 80.3 of EDGAR as a tangible, nonexpendable personal property having a useful life of more than one year and an acquisition cost of $5,000 or more per unit. Software is not considered equipment. All equipment purchases must have prior approval from the State Division of Professional-Technical Education. Approval of the annual application constitutes prior approval of equipment listed in the budget narrative.











$ pay for substitute salaries/benefits● pay for academic programs$ pay for individual student costs such as meals, transportation, hotel/motel,

registration fees for conferences/events, etc.$ pay for costs associated with students who are not enrolled in professional-

technical education programs$ provide career guidance and academic counseling to students who are not

enrolled in professional-technical education programs

5





PROJECTNUMBER


3. TITLE


B. DESCRIPTION



DPTE USE ONLY

APPROVAL COMMENTS


TOTAL


TOTAL


TOTAL


TOTAL

5. EQUIPMENT

TOTAL

GRAND TOTAL


SIGNATURES

6


7

ADVANCED LEARNING PARTNERHIPPROGRAM BUDGET REQUEST

NARRATIVE

Reserve Funds Pooled Funds Total

1. SALARIES & BENEFITS – (Include temporary help)

Must include the position title and percentage of full-time position (FTP) to be funded with Perkins IV





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APPENDIX LCertifications and Assurances

-



1. LOBBYING















As required by Executive Order 12549, Debarment and Suspension, and implemented at 34 CFR Part 85, for prospective participants in primary covered transactions, as defined at 34 CFR Part 85, Sections 85.105 and 85.110 –



1












PRINTED NAME AND TITLE OF AUTHORIZED REPRESENTATIVE

SIGNATURE DATE

ED 80-0013 12/98

2





1.

2.

3.

4.

5.

6.






Will comply with all Federal statutes relating to nondiscrimination. These include, but are not limited to: (a) Title VI of the Civil Rights Act of 1964 (P.L. 88-352) which prohibits discrimination on the basis of race, color or national origin; (b) Title IX of the Education Amendments of 1972, as amended (20 U.S.C. §§1681, 1683, and 1685-1686), which prohibits discrimination on the basis of sex; (c) Section 504 of the Rehabilitation Act of 1973 as amended (29 U.S.C. §794), which prohibits discrimination on the basis of

7.

8.

handicaps; (d) the Age Discrimination Act of 1975, as amended (41 U.S.C. §§6101-6107), which prohibits discrimination on the basis of age; (e) the Drug Abuse Office and Treatment Act of 1972 (P.L. 92-255), as amended, related to nondiscrimination on the basis of drug abuse; (f) the Comprehensive Alcohol Abuse and Alcoholism Prevention, Treatment and Rehabilitation Act of 1970 (P.L. 91-616), as amended, relating to nondiscrimination on the basis of alcohol abuse or alcoholism; (g) §§523-527 of the Public Health Service Act of 1912 (42 U.S.C. . §§290 dd-3 and 290 ee 3), as amended, relating to confidentiality of alcohol and drug abuse patient records; (h) Title VIII of the Civil Rights Act of 1968 (42 U.S.C. §§3601 et seq.), as amended, relating to nondiscrimination in the sale, rental or financial of housing; (i) any other nondiscrimination provisions in the specific statute(s) under which application for Federal assistance is being made; and, (j) the requirements of any other nondiscrimination statue(s) which may apply to the application.




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9.

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Will comply with environmental standards which may be prescribed pursuant to the following: (a) institution of environmental quality control measures under the National Environmental Policy Act of 1969 (P.L. 91-190) and Executive Order (EO) 11514; (b) notification of violating facilities pursuant to EO 11738; (c) protection of wetlands pursuant to EO 11990; (d) evaluation of flood hazards in floodplains in accordance with EO 11988; (e) assurance of project consistency with the approved State management program developed under the Coastal Zone Management Act of 1972 (16 U.S.C. §§1451 et seq.); (f) conformity of Federal actions to State (Clean Air) Implementation Plans under Section 176(c) of the Clean Air Act of 1955, as amended (42 U.S.C. §§7401 et seq.); (g) protection of underground sources of drinking water under the Safe Drinking Water Act of 1974, as amended (P.L. 93-523); and, (h) protection of endangered species under the Endangered Species Act of 1973, as amended (P.L. 93205).

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APPLICANT ORGANIZATION DATE SUBMITTED


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