CCPS CTE Local Plan Approval Signature Sheet...Valarie Totty CCPS - Health Science Teacher T Describe how members of the CTE advisory committee and the stakeholder participants involved

School Division: CHESTERFIELD COUNTY PUBLIC SCHOOLS Division Number: 021

PERFORMANCE ASSESSMENT for 2017-2018

(Annual Submission Required)

1S1

1S2

2S1A

2S1B

2S1C

2S1D

2S1E

3S1

4S1

5S1

5S1

6S1

6S2

The school division's local plan should reflect activities/projects that address Perkins Performance Standards

that have not improved or that do not meet the Virginia Agreed Upon Perkins Performance Levels. This

information will be used to inform appropriate technical assistance, on-site visits, and/or local Federal Program

Monitoring visits.

If a performance standard is not met, the school division must explain why and the actions taken to improve

performance on the following page. Once a school division has met the state performance standards, they

must maintain or show continuous improvement each year.

Directions: Provide the school division's actual performance levels for 2017-2018 for all completers

and special populations.

99.32%

98.07%

97.40%

Perkins Performance Standards

99.76%

99.70%

Academic Attainment -

Reading (English 11)


Mathematics (Highest Level)

93.50%

Virginia Agreed

Upon Performance

Levels for

2017 - 2018

2017 - 2018 Actual

Performance from APR

All CompletersSpecial

Populations

99.73%

99.32%

85.00%

85.00%

Technical Skills Attainment -

Student Competency Rate


Completers Participating in

Credentialing Tests

92.00%

82.00%

83.00%


Test Takers (Completers) Passing

Credentialing Tests Rate

98.79%

94.79%

100.00%

97.40%

99.88%

99.39%

99.09%

94.95%

99.58%

94.79%

75.40%

28.66%

98.48%

Program Completer Response Rate

21.95%

Secondary Placement Rate

(Transition from Secondary Education

to Postsecondary Education,

Employment or Military)

** EOC - End-of-Course

75.00%

78.00%

96.50%

93.50%

Nontraditional Career Preparation

Enrollment


Completion

75.00%

31.50%


Completers Passing Credentialing

Test Rate*


Completers who passed a credentialing

test plus Completers who earned an

Advanced Studies Diploma and did not

pass a credentialing test

Secondary School Completion

Graduation Rate

28.00%

Performance Assessment Page 1 2019-2020 Local Plan


PERFORMANCE ASSESSMENT

(Continued from previous page)

Refer to your school division's Annual Performance Report for detailed information.

Nontraditional completers also fell by 3.73%. We are identifying areas of improvement and will begin working

with the national Alliance for Partnerships in Equity, NAPE to better understand current practices and routes to

improved performance. Of additional note this is the first year of reliable data due to coding inaccuracies with a

switch in student information management two years prior. This year should be considered baseline date for

performance measure from this point forward.

6S2-Nontraditional Completion

6S1-Nontraditional Enrollment

3. How many performance standard(s)/element(s) were not met for three consecutive

years?


Non-traditional enrollment fell short by 2.19% while nontraditional completers also fell by 3.73%. We are

identifying areas of improvement and will begin working with the National Alliance for Partnerships in Equity,

(NAPE) to better understand current practices and routes to improved performance. Of additional note this is the

first year of reliable-data due to coding inaccuracies with a switch in student information management two years

prior. This year should be considered baseline date for performance measure from this point forward.

6S1-Nontraditional Enrollment

2. How many performance standard(s)/element(s) were not met for two consecutive years?


Non-traditional enrollment fell short by 2.19% while nontraditional completers also fell by 3.73%. We are

identifying areas of improvement and will begin working with the National Alliance for Partnerships in Equity,

(NAPE) to better understand current practices and routes to improved performance. Of additional note this is the

first year of reliable-data due to coding inaccuracies with a switch in student information management two years

prior. This year should be considered baseline date for performance measure from this point forward.

1

Select the performance standard(s) not met from the drop down menu below (click in box - menu will open).

Explain why each standard was not met and what action was taken in prior years to improve the performance.

2


Explain why each standard was not met and what action was taken in prior years to improve the performance.

1. How many performance standard(s)/element(s) were not met for first time? 0


Explain why each standard was not met.


http://www.doe.virginia.gov/instruction/career_technical/statistics_reports/index.shtml


2018-2019 PERFORMANCE ASSESSMENT TARGETS

1S1*

1S2*

2S1A

2S1B

2S1C

2S1D

2S1E

3S1

4S1

5S1

5S1

6S1

6S2


Completers Passing Credentialing

Test Rate

78.00%


Completers who passed a credentialing

test plus Completers who earned an

Advanced Studies Diploma and did not

pass a credentialing test

81.00%

Secondary School Completion 97.00%

Secondary Enrollment Demographics

Form (SEDF)

Final Completer Demographics Report

(CDR)

Graduation Rate


Reading (English 11)87.00%


Mathematics (Highest Level)87.00%

Perkins Core Indicator of Performance

Virginia Agreed

Upon Performance

Levels for

2018 - 2019

School divisions are required to meet or exceed the Virginia Agreed Upon Performance Levels. For your

information, the following chart provides the list of Perkins Core Indicators of Performance, the 2018-2019 state

(negotiated) agreed upon levels of performance, and the data collection sources. For more detailed information,

refer to CTE Memo No. 133-18, dated November 13, 2018.

Data Collection Source

**EOC Standard of Learning Test

Scores

**EOC Standard of Learning Test

Scores

** EOC - End-of-Course

Information Indicator -

Completers who earned an Advanced

Studies Diploma and passed a

credentialing test

Not

Applicable

* Based on Virginia’s Annual Measurable Objectives (AMO) for all students under the ESEA Act, flexibility waivers were granted by USDOE

in March 2013. Reading – Calculated based on results of the new statewide reading assessments administered for the first time during the 2012-

2013 school year. Mathematics – Calculated in fall 2012 based on results of new statewide mathematics assessments administered for the first

time during the 2011-2012 school year. In July 2014, USDOE approved the extension of Virginia’s ESEA flexibility waiver based on revised

methodology.


Completion28.10%

Final Completer Demographics

Report (CDR)

and

Career and Technical Education

Credential Collection (CTECC)


Enrollment31.75%

Secondary Placement Rate

(Transition from Secondary Education

to Postsecondary Education,

Employment or Military)


Completers Participating in

Credentialing Tests


Test Takers (Completers) Passing

Credentialing Tests Rate

85.00%


Student Competency Rate

CTE Follow-up Survey of Program

Completers

94.00%


(CDR) and End-of-Year Student Record

Collection Drop-out Report

85.00%

93.00%

75.00%CTE Follow-up Survey of Program

Completers

94.00%


(CDR)

Program Completer Response Rate



CTEMS CHECKLIST2019-2020

1.

X X

X X

X X

X X

X X

X NA

X X

X

X

CTEMS Schedules Required for School Divisions and Regional Centers (All Schedules are required.)

Schedule 1 - Stakeholder Participation/Involvement

Schedule 2 - Advisory Committee Participation/Involvement

Schedule 3 - Application for Local Career Cluster/Pathway Plans of Study

Schedule 10 - Improvement, Expansion, and Modernization

Schedule 11 - Using Data to Improve Career and Technical Education

Schedule 12 - Secondary/Postsecondary Linkages, Employment Counseling, and Placement Services

Schedule 13 - Equity Provisions of General Education Provision Act

Schedule 14 - Labor Market Needs

Schedule 16 - Career and Technical Education Financial Data

Schedule 15 - Participation in Regional Technical Education Programs

Schedule 8 - Professional Development Provided

Schedule 9 - Evaluation of Career and Technical Education Programs

Schedule 4 - Special Populations Report

Schedule 5 - Strengthen/Improve Academic and Technical Skills

Schedule 6 - Work-based Learning Opportunities

Schedule 7 - Technology in Career and Technical Education

Schedule 17 - Budget of Perkins Funds and Schedule 18 - Administration/Administrative Equipment Funds and Budget Summary Worksheet (Go to CTEMS Budget Schedules Tab 17-18)X

CTEMS Checklist Page 1 2017-2018 Local Plan


CTEMS SCHEDULE 1

Stakeholder Participation/Involvement

2019-2020 Plan

Section 134(b): The local plan shall be for the same period of time as the State Plan submitted under Section 122.

Please check the types of involvement each of the groups below have had in the development of your local plan.

Section 134(d) and Section 122(c)(1)(A): Describe how parents; students; academic and career and technical

education teachers, faculty, and administrators; career guidance and academic counselors; representatives of the

Workforce Investment Council; representatives of business (including small business) and industry; labor

organizations; representatives of special populations; representatives of agencies serving out-of-school, homeless,

and/or at-risk youth; and other interested individuals are involved in the development, implementation, and

evaluation of career and technical education programs assisted under this Act, and how such individuals and entities

are effectively informed about, and assisted in understanding the requirements of this title, including career and

technical programs of study.

supplied

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Representatives of business/industry X X



Representatives of labor organization X X

Representatives of Workforce Investment Council X X XCommunity representatives and other interested individuals X X

Representatives of special populations X X

Representatives of local community colleges X X

Teachers X

Parents X X

Students

X

XX

X

X

XXXX

Describe how the required respective groups were involved in the development,

implementation, and evaluation of your career and technical programs utilizing data from prior

year(s) and/or any local evaluations that may have been conducted during the 2018-2019 school

year.

Reviewed the local plan. Consulted with to make recommendations regarding current and new programs.

Reviewed Performance Report and aligned resources to improve programs and opportunities for non-

traditional and English Language Learner students. Provided School Board updates and presented the

local plan to the school board. Presented data on local performance and student enrollment to help identify

current needs and made recommendations. Review student follow-up data for strengths and weaknesses.

XX

Representatives of agencies serving out-of-school,

homeless, and/or at-risk youth

CTEMS Schedules Page 1 2019-2020 Local Plan


CTEMS SCHEDULE 2

Advisory Committee Participation/Involvement

2019-2020 Plan

P : Parents B&I : Business and Industry (3 minimum)

S : Students CC : Local Community College

T : Teachers SP : Special Populations

L

W

O

A

SP

Wauford Group

Kyle Grinnage Beauty Control

Jeff Siffert, ChairGeorge Fitz-Hugh, Vice-Chair

Kendra BelcherB&I

Sharon Plymire VDOT P

Makenzye Killian CTC@ Hull Culinary Arts Student S

WDirector, Chamber RVAMonica Callahan

Bryan Carr

Sam Leone

CCPS Couseling Services

Valarie Totty CCPS - Health Science Teacher T

Describe how members of the CTE advisory committee and the stakeholder participants involved in the

development of the plan are annually informed about and assist in the understanding of the Act, and list

activities planned in which the stakeholders will be involved for the 2019-2020 school year.

Members attend bi-monthly CTE Advisory Board meetings throughout the school year and receive CTE updates.

Members are invited to attend the annual Virginia ACTE Leadership seminar, PEER Counselors Institute,

Business/Industry Partnership luncheon, participate in the CTE PLC meetings, attend the RVA chamber

Ready.Set.Hire. event and other career preparation events. In addition, members are invited to attend meetings held

for school board work sessions to update the School Board on what is going on with CTE throughout the year.

GROUP ID

LETTER

NAME OF

COMPANY/BUSINESS/ORGANIZATION

The local advisory committee for CTE must be involved in the development, implementation, and evaluation of CTE programs

and local needs assessment. The advisory committee, which meets regularly, is a group of persons representing business and

industry; labor organization; Workforce Investment Council; agencies serving out-of-school, homeless, and/or at-risk youth;

special populations; local community colleges; teachers; parents; students; and other interested community leaders for the

purpose of providing recommendations, direction, and assistance to CTE. Other persons may be invited to participate at the

discretion of the eligible recipient. Ex-officio members should include the CTE administrator.

This schedule must provide a list of the names of the stakeholders indicated on Schedule 1 that contribute to the development of

the local Perkins plan.

List below only one individual from each category (with the exception of business and industry, which must list three-one for

each of three different career and technical education programs) on the local advisory committee who have been appointed to

serve in the development, implementation, and evaluation of CTE programs and local needs assessment. Additional members

may be listed on the Comments Page of this application following Schedule 18.

NAME/TITLE OR POSITION

Group ID

Letter:

B&I

: Labor Organization

: Workforce

Investment Council

: Community Representative/Other Interested

Individuals

: Out-of-School, Homeless, and/or At-Risk Youth

CCPS - Technology Education Teacher

O

T

Branch Banking and Trust Company B&I

CCPS

John Tyler Community College CCSuzan Marshall



CTEMS SCHEDULE 3

Application for Local Career Cluster/Pathway Plans of Study

2019-2020 Plan

INSTRUCTIONS/PROCEDURES

LIST ALL PREVIOUSLY APPROVED PLANS OF STUDY

Business Management & Business Information Management-Business 2007-2008 State

As of school year 2012-2103 and thereafter, all divisions shall implement at least one or more Career Pathway Plans of Study

representing at least three or more corresponding Career Clusters (Section 134(b)(2)(B). However, to ensure your division’s

previous Plans of Study (submitted over the past 10 years) are preparing students to meet local, regional, and state economic

and workforce needs, you are advised to review and revise each as necessary. Please e-mail a Microsoft Word file of your

completed 2019-2020 Plan of Study to [email protected] for separate approval.

LOCAL OR STATE

TEMPLATE (Please

indicate which is being

used.)

YEAR

SUBMITTEDPATHWAYCLUSTER

2013-2014 State

Assistance for completing Academic and Career Plans may be found on the

Effective school year 2013-2014 and beyond, beginning in middle school, all students shall have an Academic and Career Plan

that is reviewed before a student enters the ninth and eleventh grades (8VAC 20-131-140).

Academic and Career Plan webpage.

CTE Career Cluster webpage.

Marketing Marketing Management-Marketing 2010-2011 State

Information Technology Information Support and Services-Information 2014-2015 State

Science, Technology, Engineering, &

Assistance for completing the CTE Career Cluster/Pathway Plans of Study may be found on the

Education & Training Teaching/Training-Education and Training 2009-2010 State

Architecture & Construction

Manufacturing Maintenance, Installation and Repair- 2015-2016 State

Health Science Therapeutic Services-Health Science 2016-2017

Health Science Support Services-Health Science 2016-2017

Hospitality & Tourism

State

Government & Public Administration Foreign Service-Government and Public 2018-2019 State

Transportation, Distribution, & Facility and Mobile Equipment Maintenance- 2012-2013 State

2017-2018

State

Finance Accounting-Finance State

Restaurants and Food/Beverage Services- 2011-2012 State

Design/Pre-Construction-Architecture and 2008-2009 State

Engineering and Technology-Science,


http://doe.virginia.gov/instruction/graduation/academic_career_plan/index.shtml

http://doe.virginia.gov/instruction/career_technical/career_clusters/index.shtml



2019-2020 Plan

PLANS OF STUDY SUBMITTED FOR 2019-2020 LOCAL PLAN

* Required

CLUSTER for 2019-2020 Year

LOCAL OR STATE

TEMPLATE (Please

indicate which is being

used.)

PATHWAY

Manufacturing StateManufacturing Production Process Development-

Please e-mail a Microsoft Word file of your completed 2019-2020 Career Cluster/Pathway Plan of Study template to

[email protected] for separate approval.

1. Improve the academic and technical skills of students participating in CTE programs by strengthening the academic

and CTE components of such programs through the integration of coherent and rigorous content aligned with

challenging academic standards and relevant CTE programs to ensure learning in –

i. the core academic subjects (as defined in Section 9101 of the Elementary and Secondary Education

Act of 1965); and

ii. career and technical education subjects.*

2. Provide students with strong experience in, and understanding of, all aspects of an industry.*

3. Ensure that students who participate in such CTE programs are taught to the same coherent and rigorous

content aligned with challenging academic standards as are taught to all other students.*

4. Encourage CTE students at the secondary level to enroll in rigorous and challenging courses in core

academic subjects (as defined in section 9101 of the Elementary and Secondary Education Act of 1965).*

5. May include the opportunity for secondary education students to participate in dual or concurrent enrollment

programs or other ways to acquire postsecondary education credits/elements.

6. Must lead to a high school diploma and, if applicable, an industry certification/state licensure/occupational competency

skill assessment at the secondary level and to an industry-recognized credential or certificate at the

postsecondary level, or an associate or baccalaureate degree.*



CTEMS SCHEDULE 3 (Continued)


2019-2020 Plan

Section 134(b)(2)(B): Describe how the school division plans to implement the new Plan of Study to comply with

all components listed on previous page.

The Precision Machining Technology is a 2-year concurrent enrollment program between CCPS and

JTCC. This program beginning in high school prepares students with highly technical knowledge and

skills for job-ready manufacturing companies throughout the region. Students learn to master manually

and computer controlled manufacturing production equipment that make components for trains, planes,

automobiles and everything else that can be designed/specified. During the program, students earn six

high school Career and Technical Education credits, twenty-six JTCC credits, a JTCC career studies

certificate in basic machining, and up to nine additional National Institute of Metalworking Skills

professional certifications.

This model program prioritizes business and industry needs with secondary and postsecondary academic

collaboration and has created a steady stream of highly qualified graduates ready to meet manufacturing

employment demands.



CTEMS SCHEDULE 4

Special Populations Report

2019-2020 Plan

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22,398 7,596 760 5,990 137 550 9,728 1,410 0

B. Section 134(b)(5) Describe how you will annually review career and technical education programs and identify

and adopt strategies to overcome barriers that result in lowering rates of access to, and lowering success in, the

programs for special populations.

CTE Programs of Study, student performance, enrollment, and completion data will be used to help

identify barriers that have led to lower performance and access to CTE programs by these special

populations. Work with special population students, teachers, school counselors, advisory boards, and

administrators to develop strategies to deal with lowered performance and access among these special

populations.

A. Identify the number of economically disadvantaged, disabled, homeless, English learners, foster care,

students with parent(s) in active military, single-parent, nontraditional (underrepresented gender groups),

and out-of-workforce individuals, students eligible for services provided by your school division.



CTEMS SCHEDULE 4 (continued)


2019-2020 Plan

All Career and Technical Education promotional materials will be developed not to discriminate any

special population. All Career and Technical Education facilities will meet ADA standards. Career and

Technical Education promotional materials will focus on non-traditional students. Communication will

go out to our community promoting all CTE program area opportunities for all students.

D. Section 134(b)(5)(D) Describe how individuals who are members of special populations will not be

discriminated against on the basis of their status as members of the special populations.

C. Section 134(b)(5) Describe how you will annually provide programs designed to enable the special populations

to meet the state adjusted levels of performance.

Programs will be continually modified to address the needs of special populations based on data

collected from the previous year. We will meet with current teachers of special population students and

work with them to help identify barriers limiting the performance of the special populations. We will

also strive to work with other departments within CCPS that work with special population students and

learn from their experiences. With all this information, we will develop strategies to help special

population students overcome these barriers. These strategies will be shared with all CTE teachers.



CTEMS SCHEDULE 4 (continued)


2019-2020 Plan

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X X X X X X X X X

X X X X X X X X X

X X X X X X X X X

X X X X X X X X X

X X X X X X X X X

X X X X X X X X X

X X

X X X X X X X X X

X X X X X X X X X

X X X X X X X X X

X X X X X X X X X

X X X X X X X X X

X X X X X X X X X

X X X X X X X X X

X X X X X X X X X

Other:

(specify)

SERVICES PROVIDED

Supplemental basic academic instruction

Supplemental social growth activities

High-interest reading materials for struggling

readers

Instructional or teacher aides

Mentoring programs

Please indicate if non-federal funds, in whole or

in part, are used to support any of the above

services.

Field trips

Child-care

Special transportation

Special seminars for fathers, teens, etc.

Coop education

Job-coach and job-transition services

Job placement and follow-up

Work-site visitation

CT student organizations

Systematic tutoring

Career and technical assessment

Career counseling

Transportation for work experience

Student Apprenticeship

Work-study programs

E. Section 134(b)(5)(A-B) Indicate below the activities and other resources/services your school division provides to prepare

special populations, including single parents and out-of-work individuals, for high-skill, high-wage, or in-demand industry

sectors or occupations that will lead to self-sufficiency, including promoting preparation for non-traditional fields.



CTEMS SCHEDULE 5

Strengthen/Improve Academic and Technical Skills

2019-2020 Plan

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X X X X X X X X

X X X X X X X X

X X X X

X X X X X

X X X X X X X

X X X X

X X X X X X X

X X X X

i. Other

(specify)

Directions

For each of your Perkins supported programs, place an X by each activity that applies to that program and

that is intended to improve the academic and technical skills of students participating in that program. For

example, if “Using academic/career and technical team teaching” is designed to improve the academic and

technical skills of students in Agriculture, place an X in the field marked “Using academic/career and

technical team teaching” under Agriculture.

a. Integrating academics with career and technical

education programs to ensure learning in the core

academic and career and technical subjects

b. Providing a coherent sequence of courses to ensure

learning in the core academic and career and

technical subjects

c. Developing and implementing academic and career

and technical collaborative lesson plans

d. Implementing academic/career and technical team

teaching

Section 135(b) Please follow the directions below to show how you strengthen/improve the academic and technical

skills of students participating in career and technical education programs.

e. Providing dual credit options

f. Providing joint academic/career and technical

instructional assignments

g. Planning for and participating in joint

academic/career and technical field trips to

business/industry

h. Providing a senior research project with academic

and career and technical education components

ACTIVITIES DIVISION PROGRAMS




Strengthen/Improve Academic and Technical Skills

2019-2020 Plan

Section 134(b)(4) Describe how the school division will improve the academic 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 coherent and rigorous content aligned with

challenging academic standards and relevant career and technical programs to ensure learning in the subjects that

constitute a well-rounded education (as defined in Section 8101 of the Elementary and Secondary Education Act of

1965).

Provide opportunities for teachers to further develop best practices related to the skills and technical

knowledge of students. Work with industry to ensure curriculum supports the technical skills required.

Ensure academic core skills are embedded into all career and technical courses. Develop Programs of

Study that illustrate sequences of study to support post-secondary education and occupations. Teachers

use Workplace Readiness Skills lessons to reinforce academic skill development. Dual enrollment credit

opportunities between Chesterfield County Public Schools, JTCC, RCC and ECPI. Provide field trips to

enhance both academic and technical experiences. Require CTE completers to obtain industry

certification, licensure or credential. Provide enhanced WBL opportunities. Maintain relationship with

Chamber of Commerce, GAC and Chamber RVA. All CTE teachers are encouraged to attend their state

association summer conference for professional development.



CTEMS SCHEDULE 6

Work-based Learning Opportunities

2019-2020 Plan

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X X X X X X X X

X X X X X X X X

X X X X X X X X

X X X X X X X X

X X X X X X X X

Internship

Job Shadowing

Mentorship

Student Apprenticeship

c. Participation of Business/Industry Reps

Mentoring opportunities provided

Shadowing opportunities provided

Business/industry tours

Class presentations

Program Evaluation

Service Learning

Directions

For each of your Perkins supported programs, place an X in the field for every activity for school year 2019-

2010 that are intended to provide students with work-based learning opportunities.

a. CTE curriculum frameworks reviewed by

career/technical advisory committee to ensure that

the local curriculum provides students with

experience in and understanding of all aspects of an

industry

Clinical Experience

b. Work-site experiences provided

Cooperative Education

Section 134(b)(6): Please follow the directions below to show how the school division will provide students with

strong experience in, and understanding of, work-based learning opportunities.

Other

Specify:

DIVISION PROGRAMSACTIVITIES




All Aspects of Industry

2019-2020 Plan

Section 134(b)(6): Describe the work-based learning opportunities that the school division will provide to students

participating in career and technical education programs and how the school division will work with representatives

from employers to develop or expand work-based learning opportunities for career and technical education students,

as applicable.

Work with business and industry, advisory councils, and PLCs to ensure CTE courses reflect all aspects

of industry. Provide staff development opportunities for teachers to become knowledgeable on all

aspects of industry. Invite business and industry to evaluate current CTE curriculum and provide

suggestions to modify programs. Advisory councils can review and ensure that the local curriculum

provides students with experiences in all aspects of industry. Provide opportunities for WBL including

work experiences, student internships, apprenticeships, mentorships, job shadowing, cooperative

education, service learning and clinicals to be in line with exceeding the Profile of a Virginia graduate.

Encourage students to become involved in their CTSO. Require students to obtain industry certifications,

licensures, and/or credentials. Provide strong industry partnership opportunities i.e., class presentations,

industry tours, assisting with curriculum development.



CTEMS SCHEDULE 7

Technology in Career and Technical Education

2019-2020 Plan

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X X X X X X X

X X X X X X X

X X X X X X X

X X X X X X X X

X X X X X X X X

X X X X X X X X

Please follow the directions below to show how the school division will develop, improve, or expand the use of

technology in career and technical education.

Directions

For each of your Perkins supported programs, place an X in the field for any activity for school year 2019-

2020 that are intended to develop, improve, or expand the use of technology.

f. Other

(specify)

a. Train career and technical personnel to use state-

of-the-art technology, which may include

distance/virtual learning.

b. Provide students with the academic and career

and technical skills that lead to entry into high-tech

and communications fields.

c. Work with high-tech industries to offer volunteer

internship, mentoring, shadowing, and/or

cooperative education experience(s).

d. Provide technology applications in classroom

instruction (including computer applications).

e. Verify that instructional personnel demonstrate

proficiency in Virginia Technology Standards.

Implementation of new Learning

Management System to include

curriculum resources.





Technology in Career and Technical Education

2019-2020 Plan

Describe how the school division will develop, improve, or expand the use of technology in career and technical

education.

Solicit recommendations from business and industry on needs to update CTE course content, equipment,

and teacher technical skills for use in preparing students with skills needed for business and industry

jobs. In response to those recommendations: Provide staff development opportunities that will strengthen

technical knowledge of all teachers. Continually research emerging technologies that may affect best

practices in business and industry. Purchase necessary equipment, computer hardware and software to

stay current with business and industry. Ensure that computer applications for use by CTE students are

accessible to them via Chromebooks. Require individual teacher professional development goals that

require technology integration into student instruction and learning activities.



CTEMS SCHEDULE 8

Professional Development

2019-2020 Plan

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X X X X X X X X

X X X X X X X X

X X X X X X X X

X X X X X X X X

X X X X X X X X

X X X X X X X X

X X X X X X X X

X X X X X X X X

X X X X X X X X

X X

X X

(7)Opportunities for National Board Certification to

provide teachers access to Virginia incentives

b. Programs for teachers and other school personnel to

ensure they remain current with all aspects of an industry

c. Regional, state, and college teacher placement job fairs

d. Virginia Teachers for Tomorrow training program.

e. Business/industry internship programs for teachers

(2)Integration of coherent and rigorous content aligned

with challenging academic standards and relevant career

and technical education programs to ensure learning in

the core academic subjects as defined in section 9101 of

the ESEA of 1965; and career and technical education

subjects.

(3)Appropriate postsecondary courses and/or workshops

for teachers with provisional licenses and/or career

switchers

(4)State-of-the-art career/technical programs and

techniques

(5)Effective teaching skills based on research

(6)Effective practices to improve parental and community

involvement

a. In-service and pre-service professional development:

(1)Training for guidance on (a) career clusters, career

pathways, and career assessment; and (b) implementation

of Plans of Study.

Directions

For each of your Perkins supported programs, place an X in the field for any activity for school year 2019-2020 that are

intended to provide professional development to teachers, career/school counselors, and administrators associated with

any CTE program.

f. Other (specify)

DIVISION PROGRAMS

Section 134(c)(2)(D) Please follow the directions below to show how the school division will improve recruitment, retention,

and training of career and technical education teachers, faculty, specialized instructional support personnel, paraprofessionals,

and career guidance and academic counselors, including individuals in groups underrepresented in such professions.

ACTIVITIES





2019-2020 Plan

Professional Development: CCPS will provide funding for local (CCPS developed), state

(supported/directed VDOE programmatic summer conferences), and national conferences (ACTE

Vision, Advance CTE, etc.), required outsource trainings (PLTW, ASE-NATEF, HVAC Excellence,

etc.), specialized training in support of special population (NAPE, SREB, etc.). Implementing a

professional learning community (PLC) across all CTE programs to ensure the collaboration on ideas,

best practices, and program recruitment and retention to drive program success.

Recruitment/Retention: Implemented Virginia Teachers-for-Tomorrow with a focus on hard to staff

programs. Continue to identify critical needs and provide central office support to all above mentioned.

Targeted coaching, mentoring, and PLC collaboration time will also support retention efforts for CTE

teacher’s divisionwide.

Section 134(c)(2)(D) Describe how the school division will improve recruitment, retention, and training of career

and technical education teachers, faculty, specialized instructional support personnel, paraprofessionals, and career

guidance and academic counselors, including individuals in groups underrepresented in such professions.





2019-2020 Plan

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1 7 10 8 10 12 15

4 4 3

4 30 10 19 10 14 15

19 5

Note: All professional development provided must

meet requirements as identified in Perkins V.

Indicate the number of teachers/ administrators

participating within the fields for each

program area(s).

a. State conferences, institutes, or workshops

(including virtual training programs)

b. National conferences, institutes, or workshops

c. Local conferences, institutes, or workshops

d. Internship in industry

e. Other

(specify)

Section 134(b)(8) Describe how the school division will coordinate with the state agency and institutions of

higher education to support the recruitment, preparation, retention, and training, including professional

development, of teachers, faculty, administrators, and specialized instructional support personnel and

paraprofessionals who meet applicable State certification and licensure requirements (including requirements

met through alternative routes to certification), including individuals from groups underrepresented in the

teaching profession.

Coordination Efforts: Continued promotion of the John Tyler Community College Teacher

Apprenticeship Program (send students and hire completers). Provide funding for professional

development opportunity visits to colleges/universities- local. Provide funding for local/national

conferences that are supported/directed by the VDOE. Collaborate with colleges and universities to

develop a pipeline of qualified candidates for hard to find positions.

Directions

For each of your Perkins supported programs, indicate the number of teachers who will participate in the

professional development activities.




CTEMS SCHEDULE 9

Evaluation of Career and Technical Education Programs

2019-2020 Plan

Section 134(c)(2)(A): Describe how the school division will use the state system of Performance

Standards and Measures to develop, evaluate, and continuously improve the performance of the career

and technical education programs carried out with funds under this Act, including an assessment of how

the needs of special populations are being met.

Analyze provided data to identify curriculum areas and sub groups with low performance based on local

performance report. The National Alliance for Partnerships in Equity will be utilized to target specific

strategies aligned to areas of focus to enhance student learning and achievement. Work with departments

that commonly work in these identified areas to help develop new techniques that will help address these

weaknesses. Provide staff development opportunities for staff working in these identified areas. Share

data with the advisory committee, school administrators, and teachers. Identify teachers

strengths/weaknesses. Develop plans for program improvement. Establish checkpoints, reevaluate and

make adjustments. Conduct an annual survey of CTE completers to determine how Chesterfield

graduates are transitioning to work, post-secondary education or the military.



CTEMS SCHEDULE 10

Improvement, Expansion, and Modernization

2019-2020 Plan

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X X X X X X X X

X X X X X X X X

X X X X X X X

X X X X X X X

X X X X X X X

X X X X X X X

X X X X X X X

X X X X X X

X X X X X X X X

X X X X X X X

X X X X X X X

X X X X X X X

h. Expand career and technical program offerings to

provide greater student choice.

i. Incorporate technology applications in the

classroom/laboratory.

j. Certify teachers in industry or professional/trade

association.

k. Incorporate industry or professional/trade

association certification standards.

l. Provide training in high tech or

telecommunications occupations.

f. Conduct community surveys (may include surveys

of groups such as your local boards and community

groups).

g. Initiate new program(s) or courses based on labor

market needs.

a. Revise/update curriculum.

b. Revise/update instructional materials.

c. Obtain input from business/industry/ community

representatives to improve/modernize program.

d. Modernize program offerings in occupational

area.

e. Conduct labor market analysis related to area.

m. Other

(specify)

Section 135(b)(5)(D): Please follow the directions below to show how the school division will initiate, improve,

expand, and modernize quality career and technical education programs.

Directions

For each of your Perkins supported programs, place an X in the field for any activity you will use to initiate,

improve, expand, or modernize that particular program.





Improvement, Expansion, and Modernization

2019-2020 Plan

Section 135(b)(5)(D): Describe how the school division will initiate, improve, expand, and

modernize quality career and technical education programs.

Create opportunities for collaboration between teachers and their counterparts throughout the region.

Continually research business and industry practices to identify emerging trends to enhance current CTE

curriculum. Conduct research on emerging technologies that may impact all industry. Using this

information, update current and develop new programs that will expand and modernize CTE programs in

Chesterfield County Public Schools. Align all changes to meet job demand in our local community,

regionally and nationally. Continue to develop and promote Career Pathways to all students. Revise and

update curriculum for essential competencies in all areas. Revise and update instructional materials

annually to mimic industry expectations. Expand credentialing opportunities to align with industry

demands. Continue to expand and modernize all CTE programs to include latest technology. Focus

program offerings in center of excellence models to increase collaboration and engagement.



CTEMS SCHEDULE 11

Using Data to Improve Career and Technical Education

2019-2020 Plan

Section 134(c)(2)(A): Describe the process the school division will use to evaluate and continuously

improve performance, by using the data provided for your school division on the State System of

Performance Standards and Measures, of career and technical education programs within the school

division.

Analyze data to identify low performing programs, competencies and sub groups. Develop

techniques that will address weaknesses and provide targeted staff development and program

enhancement. Share data with the advisory committee, school administrators, and teachers.

Identify teachers’ strengths/weaknesses. Develop plans for program improvement driven by PLC

members. Progress monitor and make adjustments as necessary. Conduct an annual survey of

CTE completer graduates. Provide staff development on the essential competencies. Review

student competency records to ensure that teachers are covering the essential competencies.

Discuss best practices with teachers to increase student success. Share successful lesson plans

that incorporate the essential competencies at PLC meetings and staff development. Encourage

CTE teachers to be involved in IEP process to ensure accommodations are provided for special

population students to be successful.



CTEMS SCHEDULE 12

Secondary/Postsecondary Linkages, Employment Counseling, and Placement Services

2019-2020 Plan

x

x

x

Career assessment programs (please indicate programs that you are using).

Or Other:

Middle and high school counselors assist students with the use of Virginia Education Wizard

to determine career areas of interest. The information is incorporated into Academic and

Career Plans.

Career fairs, placement services, and job seeking skills.

Section 135(b)(1)(E): Describe activities that advance knowledge of career opportunities and

assist students in making informed decisions about future education and employment goals,

including nontraditional fields.

Students have access to job placement information through their school's counseling department. Students

exiting co-op programs receive direct assistance from individual specialty area teachers along with students in

paid apprenticeship programs. Jobs are posted in the Career Centers. Placement/Interview days are held for

specific programs at the Chesterfield Career and Technical Center. All students have access to Virginia VIEW

and Wizard. Workplace readiness skills are integrated in all CTE courses, targeting strategies related to job-

seeking skills. Students use JTCC's Career Coach to track and maintain employment and training outlooks for

selected career pathways.

All schools have a counseling coordinator and counseling staff that provide career path information to

students. Counselors meet individually with students to development their academic and career plans. All

students are required to attend career information sessions provided by their school's counseling department.

Students in grades 6-12 utilize Wizard system during middle and high school. A regional career exploration

event offers all 8th grade students the opportunity to engage in hands-on experiences to explore all Career

Clusters. Students complete the career investigations course and tie in with their academic and career plan

which is then annually reviewed by students and with school counselors.

Career and academic counseling/coaching.

Section 135(b)(1)(D): Describe how career guidance and academic counseling provide

information on postsecondary education and career options.

Section 135(b)(1)(A-F) Describe how career guidance and academic counseling will be provided to

career and technical education students, including linkages to future education and training opportunities.

Place an X in the field for each option you have implemented to facilitate a linkage between, and

transition from, secondary to postsecondary programs.

Virginia Education Wizard




Secondary/Postsecondary Linkages, Employment Counseling, and Placement Services

2019-2020 Plan

X

Describe:

Other (specify)

Describe:

Section 134(b)(7): Postsecondary Credit Options, such as dual or concurrent enrollment

programs or early college high school. (Specify courses/programs.)

Agriculture - 2

Business & Information Technology - 3

Family and Consumer Sciences - 0

Health and Medical Sciences - 2

Marketing Education - 0

Technology and Engineering Education - 4

Trade and Industrial Education - 15

High Schools that Work and/or Making Middle Grades Work (Describe HSTW programs

that will be implemented.)



CTEMS SCHEDULE 13

Equity Provisions of General Education Provision Act

2019-2020 Plan

Section 134(b)(5)(C-D) Develop a brief plan stating steps that will be taken to ensure equal access to,

and equal participation in the project or activity to be conducted with such assistance by addressing the

special needs of students, teachers, and other program beneficiaries in order to overcome barriers to

equal participation, including barriers based on race, sex, color, national origin, religion, sexual

orientation, gender identity, age, political affiliation, or against otherwise qualified persons with

disabilities. The policy specifically prohibits discrimination against veterans.

All programs are designed and promoted for successful participation by all students regardless of

race color, national origin, religion, sexual orientation, gender identity, age, political affiliation,

or disability. All promotional materials and advertising is non-discriminatory in nature. The

Chesterfield Technical Center employs an individualized recruitment platform that can be

modified to meet the needs of any student. This platform also includes a strand developed to

address the unique needs of English language learners and their families. All CTE programs have

a rich history of working with student support departments such as SPED, ESOL, and Adaptive

Technologies to meet the needs of all students. High School counselors furnish information on

available employment opportunities and postsecondary education.



CTEMS SCHEDULE 14

Labor Market Needs

2019-2020 Plan

Section 134(e)(2)(C-D): Describe how labor market needs are reviewed and addressed to ensure

programs and courses offered meet local, regional, and state economic and workforce needs.

A working partnership with the Chesterfield Workforce Development Office, Chesterfield

Chamber, and Chamber RVA which have led to meetings to discuss not only workforce data

trends but to hear from many of the small businesses what their needs are. Each committee helps

to provide insight to the unique workforce needs of our community and throughout the

Commonwealth. Follow local business for news for trends, salaries and successful companies.

Talk to employers. Partner with employers for teacher externships and work-based learning

activities.



CTEMS SCHEDULE 15

2019-2020 Plan


CTEMS SCHEDULE 15 - A

TO BE COMPLETED BY CTE REGIONAL TECHNICAL CENTERS ONLY

2019-2020 Plan

Complete Columns A and B

for Calculation

COLUMN A:

Total CTE Students in

Division (Unduplicated

Count, Grades 7-12) +

Students Attending

Regional Technical Center

COLUMN B:

Number of CTE

Students Participating

In Regional Technical

Center (Unduplicated

Count, Grades 7-12, if

applicable)

COLUMN C:

Percent of CTE

Students Attending

Regional Technical

Center (Column

B/Column A)

COLUMN D:

Amount of Perkins Funds Sent

to Regional Technical Center

(Based on percent in Column

C)

TOTAL $0.00

Participation in Regional Technical Education Centers

(Only to be completed by school divisions participating in regional career and technical education centers that serve

multiple divisions.)

NOTE: Each school division that participates in a CTE Regional Technical Center must notify the center

administrator of the amount of Perkins funding identified in Column D that will be allocated to the center.

List each school division that participates in the regional center including the Perkins funding allocated to the center.

(The "Amount" column must only contain numeric entries.)

CTE Regional Technical Center Funding

School Division Amount



CTEMS SCHEDULE 16

Career and Technical Education Financial Data

2019-2020 Plan

$80,140.00 $219,967.00

EXTENDED CONTRACTS, ADULT SUPPLEMENTS

Funding Categories State Local

2. Assistant Principal (includes Special Career and Technical Centers)

1. Career and Technical Center Administrator/Principal

(includes Special Career and Technical Centers)

$68,316.00 $187,513.00

ADMINISTRATION

Funding Categories

LOCAL FUNDS ONLY

Funding Categories

7. Operational Costs (other than Categorical): Teachers’ Salaries

Less Extended Contract Costs

$51,335.00

9. Other Instructionally Related Costs $4,099,818.00

10. Equipment $19,969.00

$90,251.00 $485,695.00

6. Adult Occupation Teachers (Part-time) $22,777.00 $122,454.00

3. Extended Contract Costs $31,612.00 $86,767.00

4. Adult Occupation Supplements

State Local

State Local

$6,344,078.00

8. Instructional Supplies/Materials

5. Adult Occupation Teachers (Full-time)



CTEMS SCHEDULES 17 & 18 DO NOT USE - GO TO BUDGET TABBudget of Perkins Funds

2019-2020 Plan



CTEMS SCHEDULE 17 (Continued on next page)

Budget of Perkins Funds

2019-2020 Plan

See

Appendix_

B

See

Appendix_

C

Fed, State,

or LocalAmount

A.) 1 (A-F)

B.) 2 (A-I)

C.) 3

D.) 4 (A or B)

5 (A-T)

6

A.) 1 (A-F)

B.) 2 (A-I)

C.) 3

D.) 4 (A or B)

5 (A-T)

6

A.) 1 (A-F)

B.) 2 (A-I)

C.) 3

D.) 4 (A or B)

5 (A-T)

6

A.) 1 (A-F)

B.) 2 (A-I)

C.) 3

D.) 4 (A or B)

5 (A-T)

6

5000 Local 71,675.00

3

Local Use

of Funds

Options

R2C

8

Budgeted Funds and

Source of Funds

4

Local Use

of Funds

Selection

5

Career and

Technical

Program

Area(s)

Funded

5000 Fed 140,000.00

6

Narrative Description

Local 12,500.00

B

All Provide career exploration program to

accompany the career investigation course

and support students' academic and career

plan development and yearly revisiting

through 12th grade.

E.)

R1A

3000 Fed

1

Career and

Technical

Activities Funded

Provide funds for staff development,

workshops and conference travel for all CTE

areas to improve and update teacher's

knowledge related to Career Pathways,

Career Clusters, and technology.

E.)

AllRequired Use:

Professional

Development

B

2

Aligned

Comprehensive

Local Needs

Assessment

7

Object

Code

Required Use:

Regional Program

Participation (only

divisions

submitting

Schedule 15)

E.)

B

All Provide transportation students desiring to

attend Opportunities Day at CTC and Mission

Tomorrow. Arrange for speakers who

represent non-traditional gender and special

population employment when recruiting

students. Develop publications that depict

and promote non-traditional gender

enrollment. Support special populations

programs by purchasing

equipment/resources on the state list.

Required Use:

Activities for

Special

Populations

(to include

nontraditional)

E.)

R1E

3000 Fed 14,008.64

5000 Fed 9,000.00

3000

30,000.00

CBEMS Budget (Schedules 17 18) 1 2019-2020 Local Plan




2019-2020 Plan

See

Appendix_

B

See

Appendix_

C

Fed, State,

or LocalAmount

A.) 1 (A-F)

B.) 2 (A-I)

C.) 3

D.) 4 (A or B)

5 (A-T)

6

A.) 1 (A-F)

B.) 2 (A-I)

C.) 3

D.) 4 (A or B)

5 (A-T)

6

A.) 1 (A-F)

B.) 2 (A-I)

C.) 3

D.) 4 (A or B)

5 (A-T)

6

A.) 1 (A-F)

B.) 2 (A-I)

C.) 3

D.) 4 (A or B)

5 (A-T)

6

P5B

R3

R4A

Fed 10,000.00

3000 Fed 30,000.00

A

All Provide learning support tools for English

Language Learners to support academic

success and support student completion of

CTE programs of study.

E.)

3000 Local 94,000.00

5000 Fed 15,000.00

B

All Provide funds to allow students to take

industry certification/licensure exams

approved by the state.

E.)

3000 State 70,248.98

D

All Develop relationships with institutions of

higher education to develop a pipeline of hard

to find teachers (Tech Ed, MHS, T&I).

Recruitment and retention activities to

position CCPS as a school division focused

on high quality faculty and staff.

E.)

R2C

5000 Fed 10,000.00

3000 Fed 10,000.00

5000

B

Technolog

y

Education

Provide professional development training for

PLTW course expansion at the HS level and

support MS teacher replacement training.

E.)

1

Career and

Technical

Activities Funded

2

Aligned

Comprehensive

Local Needs

Assessment

4

Local Use

of Funds

Selection

5

Career and

Technical

Program

Area(s)

Funded

6


3

Local Use

of Funds

Options

7

Object

Code

8

Budgeted Funds and

Source of Funds





2019-2020 Plan

See

Appendix_

B

See

Appendix_

C

Fed, State,

or LocalAmount

A.) 1 (A-F)

B.) 2 (A-I)

C.) 3

D.) 4 (A or B)

5 (A-T)

6

A.) 1 (A-F)

B.) 2 (A-I)

C.) 3

D.) 4 (A or B)

5 (A-T)

6

A.) 1 (A-F)

B.) 2 (A-I)

C.) 3

D.) 4 (A or B)

5 (A-T)

6

A.) 1 (A-F)

B.) 2 (A-I)

C.) 3

D.) 4 (A or B)

5 (A-T)

6

3000 Fed 10,000.00

5000 Local 2,800.00

8

Budgeted Funds and

Source of Funds

1

Career and

Technical

Activities Funded

2

Aligned

Comprehensive

Local Needs

Assessment

4

Local Use

of Funds

Selection

5

Career and

Technical

Program

Area(s)

Funded

6


A

All Partner with NAPE to support survey of

findings pertaining to nontraditional student

acces and completion in support of improving

6S1 and 6S2.

E.)

R6

3

Local Use

of Funds

Options

E.)

A

Trade and

Industrial

Education

Partner with NATEF and HVAC Excellence to

perform program evaluations in preparation

for program certification in support of program

certification requirement by GA and VDOE.

R6

3000 Fed 20,000.00

B

All Provide structures of support that ensure all

CTE students participate in a continuum of

WBL activities. WBL continuum of activities

range from guest speakers, field trips,

informational interviews, job shadows,

internships <25hrs and >25 hrs,

apprenticeships, and cooperative educational

placements. This work will coordinate 2

technical centers, 11 HS and 11 MS

experiences for all CTE participants and

concentrators.E.)

1000 Fed 98,203.44

2000 Fed 31,964.00

4000 Local 5,860.00

R5E

B

All Purchase new and updated equipment, tools,

appliances, instructional resources to

modernize, expand, and improve CTE high

school and middle schools programs

according to the state approved equipment

list.

E.)

8000 Fed 240,861.00

8000 State 73,559.57

P5D

7

Object

Code





2019-2020 Plan

See

Appendix_

B

See

Appendix_

C

Fed, State,

or LocalAmount

A.) 1 (A-F)

B.) 2 (A-I)

C.) 3

D.) 4 (A or B)

5 (A-T)

6

A.) 1 (A-F)

B.) 2 (A-I)

C.) 3

D.) 4 (A or B)

5 (A-T)

6

A.) 1 (A-F)

B.) 2 (A-I)

C.) 3

D.) 4 (A or B)

5 (A-T)

6

A.) 1 (A-F)

B.) 2 (A-I)

C.) 3

D.) 4 (A or B)

5 (A-T)

6

1

Career and

Technical

Activities Funded

2

Aligned

Comprehensive

Local Needs

Assessment

4

Local Use

of Funds

Selection

5

Career and

Technical

Program

Area(s)

Funded

6


8

Budgeted Funds and

Source of Funds

3

Local Use

of Funds

Options

7

Object

Code

E.)

E.)

E.)

E.)





2019-2020 Plan

See

Appendix_

B

See

Appendix_

C

Fed, State,

or LocalAmount

A.) 1 (A-F)

B.) 2 (A-I)

C.) 3

D.) 4 (A or B)

5 (A-T)

6

A.) 1 (A-F)

B.) 2 (A-I)

C.) 3

D.) 4 (A or B)

5 (A-T)

6

A.) 1 (A-F)

B.) 2 (A-I)

C.) 3

D.) 4 (A or B)

5 (A-T)

6

8

Budgeted Funds and

Source of Funds

1

Career and

Technical

Activities Funded

2

Aligned

Comprehensive

Local Needs

Assessment

4

Local Use

of Funds

Selection

5

Career and

Technical

Program

Area(s)

Funded

6


E.)

E.)

E.)

669,037.08

143,808.55

186,835.00

Federal

State

Local

Career and Technical Education Programs or Activities Funded

Grand Total Career and Technical Education Federal Budget 669,037.08

Administration/Administrative Equipment Total from CTEMS Schedule 18 (Line 3) 0.00

3

Local Use

of Funds

7

Object

Code



CTEMS SCHEDULE 18

Administration/Administrative Equipment Funds and Budget Summary Worksheet

2019-2020 Plan

(Administration/Administrative Equipment not to exceed five percent of the total federal grant)

1000 -

Personal Services

2000 -

Employee

Benefits

Amount

Line 2 Administrative Equipment SUBTOTAL 0.00

Administration/Administrative Equipment Amount

Line 3 Administration/Administrative Equipment TOTAL

(transfers to Schedule 17) 0.00

8000 -

Capital

Outlay/Equip.

3000 - Purchased

Services

8000 -

Capital

Outlay/Equip.

4000 -

Internal Services

5000 -

Indirect Cost

8000 -

Capital

Outlay/Equip.

Administration - Description

5000 -

Other Charges

Line 1 Administration SUBTOTAL 0.00

Administrative Equipment - Description - (All Object Code 8000) Amount



CTEMS SCHEDULE 18 (Continued from previous page)

Administration/Administrative Equipment Funds and Budget Summary Worksheet

2017-2018 Plan

SUMMARY BUDGET WORKSHEET

(A summary of the budget worksheets relevant to plan objectives

that includes line items under the broad expenditures.)

Expenditure Categories AmountSee Appendix C for Object Code Definitions

6000 – Materials and Supplies (THIS IS NOT ALLOWED for Perkins funds.) NOT ALLOWED

8000 – Capital Outlay/Equipment 240,861.00

TOTALExpenditure Category Budget is calculated from the CTEMS Schedule 17 Budget and CTEMS Schedule

18 Administration/Administrative Equipment Funds and Budget Summary Worksheet (Federal)

669,037.08

1000 - Personal Services 98,203.44

2000 - Employee Benefits 31,964.00

3000 - Purchased Services 114,008.64

4000 - Internal Services 0.00

5000 - Indirect Costs and Other Charges 184,000.00


COMMENTS

2019-2020 Plan

Please use this page for any additional comments you may have on any of the previous schedules. Please

identify the schedule number with the comments.


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