CTE Regional Meeting for FY 19 CTE Local Plans March 7, 2018

CTE Regional Meeting for FY 19 CTE Local Plans March 7, 2018
Jeanne-Marie S. Holly Program Manager, Career and Technology Education Systems Branch Maryland State Department of Education Hello. I am Jeanne-Marie Holly, CTE Program Manager , CTE Systems Branch at the Maryland State Department of Education. Welcome to the CTE Regional Meeting. We are glad that you have joined us today. This meeting is specifically targeted to local recipients who are new, or fairly new to the development of the CTE Local Plan for Program Improvement. We have designed today’s meeting to be interactive and encourage you to ask questions and participate in the activities.

Presentation Objectives
Present an update on the Federal Budget Provide an update on the status of Perkins reauthorization Shared other federal laws that impact Perkins Reviewed major themes of Perkins Provide organization tips for writing the Plan Describe how to use data to make decisions for activities and planned expenditures Today, we will share with you the actions that have taken place regarding reauthorization of the Perkins Act, the status of the federal budget as it relates to Perkins funds, see how Perkins fits with other federal legislation, reviewed the major themes of Perkins, provide you with information on developing and writing FY 19’s Local Plan, and provide information on the CTE Reserve Fund.

Federal Budget February 9, 2018 the President signed the two-year budget agreement that raises defense and non- defense budget caps for the next two years by nearly $300 billion. With the budget agreement, it also authorized a stopgap Continuing Resolution (CR) to keep the government funded through March 23, 2018. Remember we are talking about the Federal Fiscal Year here which runs from October 1 through September 30. The federal FY 2018 begins on October 1, 2018 and ends on September 30, This action eliminates the sequester caps as it raises the debt ceiling. Maryland’s grant award that was received in October, which was to represent the last installment of the fiscal year’s payment was reduced by $112,000. This is a result of the sequester cuts due to budget caps. It may be restored depending on what decisions are made about the budget. Until the budget spending categories are determined, the CR will keep the government running until March 23, This means that Congress has until this time to determine how much money each program or other government activity will be funded. Until the Federal Budget is finalized, and it is determined how the funds that are budgeted for the Department of Education will be allocated, Maryland will not be notified of the amount of funds it may receive and we are not able to run the formula for how much local recipients may receive.

Federal Budget FY 2018 spending decisions must by completed by the March deadline. On February 12, 2018 the Trump Administration released the FY 2019 Presidential Budget Request, providing a mixed bag of funding increases and cuts across a range of federal workforce, education, and human services programs. Congress Raises Budget Caps, Funds Government Through March 23 The last short-term funding measure, known as a continuing resolution, that Congress passed to keep the government funded at its current levels expired on February 8 at midnight. Early on February 9, Congress passed a measure that will fund the government through March 23 and also raise the current budget caps in place for Fiscal Years 2018 and 2019 by $296 billion. President Trump signed the measure on February 9. With the new caps in place, Congressional appropriators will likely turn their attention to finalizing an omnibus appropriations package for Fiscal Year 2018 before March 23.

Perkins Reauthorization
House Bill: 2353 Strengthening Career and Technical Education for the 21st Century Act Many of the concepts remain the same as current law with the exception of some definitions and reserve fund amounts It crossed over to the Senate in June but no action has taken place as of yet due to other items that had priority, such as a budget or CR Perkins reauthorization does not have a specific timeline as it is competing with other education priorities such as a renewal of the Higher Education Act Efforts to reauthorize Perkins are still unclear. In June, the House bill Strengthening Career and Technical Education for the 21st Century Act passed the House. It went to the Senate in June but no action has taken place on it yet. There is no specific timeline and it will be competing with other education priorities such as the Higher Education Act. During the President’s State of the Union address that called on Congress to “open great vocational schools” and “invest in workforce development and job training,” and repeated acknowledgement of the need for skilled workers, the President’s Legislative Outline for “Rebuilding Infrastructure in America” does not donate any funds to workforce development or CTE.

Federal Laws Affecting Perkins
Every Student Succeeds Act (ESSA) – reauthorized the 50-year old Elementary and Secondary Education Act of 1965 (ESEA), the nation’s longstanding commitment to equal opportunity for all students Workforce Innovation and Opportunities Act (WIOA) with postsecondary Perkins as a required partner ESSA, passed in December 2015, is the old ESEA and NCLB. The Trump Administration introduced a resolution to revoke Obama-era regulations for accountability and teacher preparation under ESSA. The current regulations under ESSA are temporarily frozen and the resolution would require approval from both the House and the Senate before going into effect. Postsecondary Perkins is a required partner in WIOA which was passed in 2014 and is enacted from 2015 to 2020.

ESSA Addresses the transition to Annual Measurable Objectives (AMOs) which many states use to set performance levels for the Perkins core indicators of academic attainment in reading/language arts (1S1) and mathematics (1S2). Alignment of CTE Courses with CTE Programs of Study - School Courses for the Exchange of Data (SCED)

College and Career Readiness and College Completion Act of 2013
Set the state goal that at least 55% of Maryland’s Adults age 25 to 64 will hold at least an Associate’s degree by 2025 Requires that high school students be college and career ready ESSA, passed in December 2015, is the old ESEA and NCLB. The Trump Administration introduced a resolution to revoke Obama-era regulations for accountability and teacher preparation under ESSA. The current regulations under ESSA are temporarily frozen and the resolution would require approval from both the House and the Senate before going into effect. Postsecondary Perkins is a required partner in WIOA which was passed in 2014 and is enacted from 2015 to 2020.

More Jobs for Marylanders Act of 2017
Requires the State Board of Education, in consultation with the Department of Labor, Licensing and Regulation and the Governor’s Workforce Development Board, to establish for each year for 2018 through 2024, statewide goals that reach 45% by January 1, 2015, for the percentages of high school students, who prior to graduation: Complete a CTE program of study; Earn an industry-recognized credential; or Complete a registered youth or other apprenticeship This is new to be addressed in the FY 19 Plan

Themes Throughout Perkins IV
Leading CTE into the 21st Century through: Global competition Program improvement Integration of rigorous academic and technical content in CTE programs Academic and technical preparation, no longer “job” preparation

Emphasis on preparation for postsecondary education, including baccalaureate programs, and employment Transition from high school to community college to baccalaureate degree program

Program Improvement Rigorous Academics Technical Skill Proficiencies Business and Industry Involvement Ongoing professional development Increased accountability with rewards and sanctions

Perkins Funds Perkins is about upgrades and continuous improvement (not consumables) Reduced funds or flat funding requires data to determine return on investment for activities Supplement not supplant – especially in these economic times Remember that Perkins is all about upgrades and continuous improvement. Consumables are not upgrades - they are maintenance. With reduced funding, or flat funding, it is even more important to utilize data to determine the return on investment for planned activities, especially if they have been done year after year. An example that comes to mind is field trips to college campuses. Often times these are one shot activities with no follow-up afterwards. While the experience may be valuable for the student, without any follow up or reinforcement of the experience, it becomes a one shot deal and not sustainable. Another example is professional development. A one day meeting, with no follow-up or required implementation of the knowledge gained is not sustained professional development. During these tough economic times, auditors look for supplanting. This is especially where data should be utilized to support tough decisions.

Suggest the status quo and not improvement
Avoid Audit Triggers Words such as: Maintain Continue Expose Suggest the status quo and not improvement Auditors look for words that trigger audit exceptions such as: maintain, continue and expose. If one is maintaining a program where is the upgrade? If one is continuing a program this implies that nothing is changing? Expose does not assist students with anything. There should be a direct correlation. For example is one is exposed to too much sun without sunscreen the direct correlation is sunburn. If one is exposed to extreme cold the direct correlation is frostbite. If one has exposed too much of themselves, the direct correlation is that they are arrested. If students are exposed to state-of-the-art equipment or exposed to college campuses or exposed to the workplace what is really happening? Put the word in that is what will happen with all this exposure.

Local Agreed Upon Performance Levels (LAUPL)
LAUPL targets are due April 30, 2018 Can be changed for valid reasons with supporting evidence/data LAUPL targets are due April 30, 2015 For each LAUPL in which the 90% threshold has not been met, an Improvement Plan will need to be written. Improvement Plans should be uploaded to the Local Plan

Local Improvement Plans for not meeting 90% of a LAUPL
Improvement Plans due with the Local Plan – upload the document – state where the improvements can be found in the Local Plan Required for each Core Indicator that was not met by at least 90% LAUPL targets are due April 30, 2018 For each LAUPL in which the 90% threshold has not been met, an Improvement Plan will need to be written. Improvement Plans should be uploaded to the Local Plan

A Few Reminders NO EXCEPTIONS
The funding of Perkins Plans are through a formula, and not competition; however, approval is required before a grant award can be issued. Spending authority is effective the first day of the month that all required items are received in DCCR in approvable form. NO EXCEPTIONS If all items are in approvable form by July 31st then spending authority becomes effective July 1st. If all items are in approvable form by August 31st then spending authority becomes effective August 1st. If purchases are made for CTE when there was no spending authority, these expenditures would need to be covered by another funding source which means the following year, Perkins funds could not be used either as it would be supplanting.

A Few (More) Reminders One does not have spending authority until the Perkins Plan is approved or a letter of intent has been issued with spending dates in it. Some activities may be a good idea but not Perkins eligible. If incorporating new or innovative ideas, check with your CTE Regional Coordinator prior to including it in the Local Plan.

A Few Budget Reminders Manage the budget and process amendments as needed. Spending differently than the approved budget, unless it falls under the 15% or $1,000 rule, is an audit exception. The last day for budget amendments to be submitted is 45 days prior to the end of the grant or May 15th. Spending authority ends June 30th – stated in Perkins law Final financial report due September 30th which includes the Maintenance of Effort

FY19 Web-Based Plan Changes
Forms Word docs have been replaced with Word forms – can only type in specific fields Local Perspective Character limits – cannot save if any section exceeds the character limit College Programs Search by CIP – your program titles may not be a match

Web-Based Plan Changes 2
Worksheets Directions The Worksheets Directions quick link on the left will actually bring up directions, albeit abbreviated Download History Download histories show the last five years Grant Information Survey This document now asks for information about your Data Officer

CTE Data Cycle CTE Programs Enrollment End of Year Status
Update List A September 30, 2017 (Ongoing for PSE) Enrollment Files April 30, 2018 (PSE Enrollment & Outcome File Aug 15th) Outcome Files September 30, 2018 PSE 2018 Fall Enrollment File (Retention) Oct 31 CTE Programs (CIP & course codes) Enrollment (with Concentrators*) End of Year Status (WTC and TSA) Along with LEA, School and Students information

DATA Overview The primary purposes for data collections:
Federal Reporting Maryland State Reporting Continuous program improvement

Federal Reporting Perkins IV Secondary Performance Indicators
1S1: Academic Attainment: Reading/Lang Arts 1S2: Academic Attainment: Math 2S1: Technical Skill Attainment (TSA) 3S1: Secondary School Completion 4S1: Student Graduation Rate 5S1: Secondary Placement 6S1: Non-Traditional Participation/Enrollment 6S2: Non-Traditional Completion

Federal Reporting Perkins IV Postsecondary Perf. Indicators
1P1: Technical Skill Attainment (TSA)* 2P1: Credential, Certificate, or Diploma* (includes TSA) 3P1: Student Retention or Transfer* 4P1: Student Placement* 5P1: Non-Traditional Participation/Enrollment 5P2: Non-Traditional Completion* *Based on CTE concentrators in List A programs

MD State Data

CTE and ESSA Reporting MSDE is charged with defining what coursework fulfills the accountability requirements for well-rounded curriculum. Guiding principles in revising/updating CTE content Equitable Accountable Auditable Secondary data meeting to discuss this further, March 14, 2018 The term educational equity connotes the requirement that all students receive an education that allows them to achieve at a standard level or attain standard educational outcomes (Brighouse & Swift, 2008).

Using Data Core principles on the use of Performance Data for Program Improvement: Aligned with Institutional Goals Appropriately Benchmarked Appropriately Segmented Widely Communicated

Measuring Program Success
Review each PQI for your program for: High and Low Performance Compare to your local performance targets Compare to State performance Surprising Data Does the data correspond to what you know about your program? Are you submitting data that is NOT reflected here? Are you NOT submitting data that should be reflected here? Pass out LPAR here and let them see how CCBC did in met all targets except completion & non-trad completion CTE Concentrator: Concentrator Definition: A postsecondary/adult student who completes at least 12 academic or CTE credits within a single program area sequence that is comprised of 12 or more academic and technical credits and terminates in the award of an industry-recognized credential, a certificate, or a degree

Measuring Program Success
Low Performing Programs Evaluate possible or known causes Determine actionable remedies that will improve performance in this PQI area Translate those actionable remedies into specific Worksheet Activities Pass out LPAR here and let them see how CCBC did in met all targets except completion & non-trad completion CTE Concentrator: Concentrator Definition: A postsecondary/adult student who completes at least 12 academic or CTE credits within a single program area sequence that is comprised of 12 or more academic and technical credits and terminates in the award of an industry-recognized credential, a certificate, or a degree

Other Actionables In addition to Low Performing Programs, listen to your PAC: Have there been changes in industry skills requirements? Are there ongoing or new industry certification requirements? Have there been changes in equipment requirements? Pass out LPAR here and let them see how CCBC did in met all targets except completion & non-trad completion CTE Concentrator: Concentrator Definition: A postsecondary/adult student who completes at least 12 academic or CTE credits within a single program area sequence that is comprised of 12 or more academic and technical credits and terminates in the award of an industry-recognized credential, a certificate, or a degree

Nine Quick Tips to Reduce Revisions on the FY19 Plan
READ Your FY18 Plan and the Feedback from FY18 (& eliminate those errors in FY19) If every Perkins writer read their LSS/college’s FY17 feedback, and was diligent about not making those mistakes for FY2018, then there would be more perfect or near perfect plans.

Worksheet (where applicable)
Nine Quick Tips 2. UPDATE Every Section and Worksheet (where applicable) It might be helpful to have someone, in addition to the writer, read the sections for this task

Expose, Maintain, Replace or Continue
Nine Quick Tips 3. DO NOT USE: Expose, Maintain, Replace or Continue DO USE: Inform, Improve, Expand, Upgrade, Update, Industry Specific & Non-consumable Yes, it may get tiring to hear this so much but these terms still appear on Plans and when they do, we send them back for editing.

Nine Quick Tips 4. ALIGN “A” Worksheets “B” Worksheets Rationales
Activities Outcomes “B” Worksheets This happens occasionally- a rationale makes a beautiful case for increasing non-traditional completion and completion in general, the activity addresses completion and non-traditional completion and the outcome statement says that Placement will increase from… to ….. Placement was never addressed in the rationale or activity! We sent it back

Nine Quick Tips 5. CREATE Outcomes that are:
Measurable (with 2017 PQI or LPAR data) Written as “from… to…” statements Linked to a Core Indicator When possible, link an outcome to a CI, not just enrollment (unless it is non-trad enrollment) . A new POS will be adopted in 2018 is acceptable. It is measurable, no need to state in a from… to… statement.

Nine Quick Tips 6. ENSURE That all Materials of Instruction (MOI) are
Non-Consumables and Document it in the Plan If we are not sure if the MOI are non-consumables, we pass it back. One of my directors uses non-consumable as an adjective for all of his MOI purchases. Document it for first reader and save yourself some future editing

Purchases in the Budget Narrative
Nine Quick Tips 7. ITEMIZE Purchases in the Budget Narrative e.g., 15 $600 each = $9,000.00 Math counts- here and when you add up all the expenses on the budget narrative for each’s total field, if it is incomplete, incorrect or confusing, we send it back.

Expenses for Individuals Attending Conferences
Nine Quick Tips 8. ITEMIZE Expenses for Individuals Attending Conferences e.g., Conference attendance at ACTE in Phoenix for 2 nights for 2 instructors x $1500 ($375 registration + $760 lodging + $365 travel) = $3,000 total

Nine Quick Tips 9. COMMUNICATE With your Regional Coordinator,
especially regarding questionable and/or new activities Save time by doing this, some activities can be modified to become Perkins worthy, others will not be acceptable. Your coordinator has your best interest at heart.

Activity Worksheets

Allowable or not? Diamond School District has recently upgraded a computer lab with local funds which will be used by a List “A” CTE program. The cost of hardwiring the classroom using Perkins funds is included on their Strategy Worksheet. Rationale: Local funds provided the bulk of the upgrade to the CTE lab. Allowable: Yes or No

Allowable or not? No. The hard wiring would be considered part of a structural change. Perkins funds are non-construction funds and cannot be used in this case.

Allowable or not? A List “A” Business Management program wants to purchase upgraded computers and printers to assist students in preparing business plans. The activity is listed as: Upgrade Computers $10,000 and Upgrade Printers $8,000 Rationale: The upgraded computers and multifunction printers will be highlighted in efforts to increase non-traditional enrollment and completion. Allowable: Yes or No

Allowable or not? Yes with clarifications.
The computers and printers are industry specific equipment and an upgrade for a Business Management program. However, the large sum needs to be delineated, for example: 10 desk-top computers at $1,000 each and 4 multifunction printers at $2,000 each. The rationale does not support the activity.

Allowable or not? Tutoring services are provided to CTE students in a The BEST Community College which is an allowable expense under Perkins. The college wants to pay second year students to provide the tutoring. Rationale: Second year students will practice their knowledge through tutoring and increase their pass rate on an industry-recognized credential in the area that they are tutoring. Allowable: Yes or No

Allowable or not? No. Perkins funds may not be used to pay students.

Allowable or not? A part-time tutor salary has been included in the Perkins Plan for students in a List “A” program. The cost of the salary has been a long standing activity in the Perkins Plan for many years. No data has been provided as to the effectiveness of the tutorial services. Rationale: Support services are an allowable expense in Perkins Allowable: Yes or No

Allowable or not? No. While paying for support services, such as tutoring, is an allowable expense under Perkins, if data do not show progress such as improvement of student retention rates, increased passing of industry-recognized credentials or other measurable indicator, it would be considered maintenance.

Allowable or not? A CTE program uses latex gloves as part of the classroom instruction. The teacher thinks that the purchase of the gloves is an allowable Perkins expense as they are required for the experiments and activities that take place in the program. Rationale: Scientific standards require hands to be covered when conducting scientific experiments and conducting the experiments will increase student pass rates on the industry-recognized credential. Allowable: Yes or No

Allowable or not? No. Only first year the program was implemented would the gloves be an allowable expense because the program was new or being expanded. Each year after the initial year, the expense would be considered a consumable and maintenance because there is no upgrade to the program – just maintaining it.

Allowable or not? A classroom set of textbooks was purchased last year. Five textbooks are now missing and the teacher wants to use Perkins funds to purchase five more to bring it back to a full classroom set. Rationale: All students need their own textbook to work in groups on a project Allowable: Yes or No

Allowable or not? No. Purchasing the missing textbooks only maintains the classroom set. There is no upgrade in this activity.

Proof Your Plan Before submitting your Plan, proof-read it.
It is always beneficial to have at least one other person also proof-read it. Look for errors, inaccuracies, and inconsistencies in: Spelling, grammar, current and correct information, current and correct data, math, and inconsistencies between Plan sections.

Common Reasons for Re-Writes
Directions were not followed Not all of the elements of a question were addressed Information was not updated from previous year(s) Terms “Expose, Maintain, Replace, Continue, or Aware” were used

Outcome is not measureable Costs are insufficiently itemized Incorrect math in Budget Narrative Worksheet sections not aligned Consumables included in the budget Failure to communicate with your Regional Coordinator as to whether planned activities are allowable

Un-allowable expenses included in the budget. Some examples: Promotional materials Furniture not industry-specific to CTE programs Replacement copies of textbooks Meals during field trips and meetings Travel outside of the US Expenditures for students not enrolled in CTE POS

Submitting Your Plan Upload documents
Notify Jeanne-Marie Holly and your Regional Coordinator that the FY2019 plan is ready for review There is no automatic notification that a plan has been submitted

Signature Pages - Reminder
Within “Signature Pages” there are five documents with four places the Superintendent/President must sign and date in blue ink. Once signed and dated, scan all 5 pages of the document in color and upload the PDF back to the web-based plan.

FY 2019 CTE Reserve Fund Grants
Nina Roa Lead Specialist, CTE Instructional Branch Division of Career and College Readiness Maryland State Department of Education Phone:

FY 2019 CTE Reserve Fund Grants
Release Date Monday, January 16, 2018 Via MSDE Blackboard site Due Date Friday, March 23, 2018 Via Docushare All applications and signatures must be in by COB Friday, March 23, 2018 All appendices are available for download thru the MSDE Blackboard Due date is firm. Extensions will not be given to an individual school system

Eligibility: FY 2019 CTE Reserve Fund Grants
FY 2019 Funding Streams: Perkins Reserve Funds ~ $630,000 Perkins Funds Eligibility: Located in a rural area; High percentages of career and technology education completers; or High numbers of career and technology education students The $630,000 is an estimate and could go up based on amounts of returned FY 2018 funds. Eligible systems and colleges are listed in Appendix D. All school systems and colleges are eligible for FY 2019.

Priority Areas: FY 2019 CTE Reserve Fund Grants
Priority 1: CTE Programs of Study at the secondary level: Academy of Health Professions, Homeland Security and Emergency Preparedness, Database Academy – ORACLE, Networking Academy – CISCO, PLTW Computer Science (new and enhancement sites) Priority 2: CTE Programs of Study at the Community College Level Priority 3: Preparing high school and college students for further education and careers Priority 4: Providing comprehensive, on-going professional development for CTE instructors, faculty, administrators, and counselors

Priority 1: FY 2019 CTE Reserve Fund Grants Secondary CTE Programs of Study
Academy of Health Professions Support implementation of AHP core and specialty courses $5,000 maximum request (including all indirect/admin costs) List of allowable MOI for core and specialty courses in Appendix I Homeland Security and Emergency Preparedness Support for new and existing sites $8,000 maximum request (including all indirect/admin costs) Sample budget on page 12 of RFP

Database Academy – ORACLE Support for new and existing sites $7,500 (including all indirect/admin costs) Networking Academy – CISCO

Project Lead The Way Computer Science Support for new and enhancement sites (separate applications) $30,000 in year 1, $45,000 over 2 years (including all indirect/admin costs) See allotted amount for schools that are eligible for PLTW Computer Science enhancement grants Use the PLTW Investment Tool to develop budget

Important to Note for all Priority 1 Grants: Professional development (PD) must be included in the application Do not submit separate PD grant All budgets include indirect and/or administrative costs Use the rubric as a guide in the development of the grant applications Note limits on stipends, mileage and per diem rates No funds for substitute teachers No funds to support consultants for this priority Consultants for the programs in Priority 1 are the MSDE CTE Cluster Teams…..

Priority 2: FY 2019 CTE Reserve Fund Grants CTE at the Community Colleges
To develop, improve and/or expand a CTE Program of Study If requesting funds to continue an activity previously funded with federal funds, then include data on how the activity has been successful Up to $20,000 (including all indirect/admin costs) One year of funding Articulate to a secondary CTE program All budgets include administrative costs Use the rubric as a guide in the development of the grant applications Note limits on stipends, mileage and per diem rates

Priority 3: FY 2019 CTE Reserve Fund Grants Preparing High School and Community College Students for Further Education and Careers Up to $8,000/application (including all indirect/admin costs) One year of funding Funds may be used to support: Establishment/Expansion of Technical Assessment Centers - Funds to support training of the assessment coordinator, cost of licensing and lab fees - 50% match for technology expenditures Career guidance and academic counseling services to CTE students (both secondary and postsecondary) that improve graduation rates, completion rates and provide information on further education and career options

Priority 3: FY 2019 CTE Reserve Fund Grants Preparing High School and Community College Students for Further Education and Careers Provide appropriate academic interventions to CTE students who take the PSAT, Accuplacer assessments - Pre and post test interventions Support 3rd party accreditation or certification (re-acred. and re-cert) for specific CTE programs - ACF, NATEF, NCCER, NIMS, Print Ed Develop and implement a CTE marketing campaign Budgets includes all indirect/administrative costs Use the rubric as a guide in the development of the grant applications Note limits on stipends, mileage and per diem rates If you are asking for funds to continue, improve upon or expand a previously funded activity, please provide evidence of past success. This is in question A2 on page 28 in Priority 3 of the FY 2019 CTE Reserve Fund RFP. Ex include numbers of students served, increase in scores

Priority 4: FY 2019 CTE Reserve Fund Grants Professional Development
Must support a specific CTE program of study at either the secondary or postsecondary level Up to $10,000/application and may include multiple PD opportunities (including all indirect/admin costs) One year of funding Use the rubric as a guide in the development of the grant applications Budgets includes all indirect/administrative costs Note limits on stipends, mileage and per diem rates Cannot write a PD grant for AHP, HSEP, ORACLE, CISCO or PLTW CS if you are also writing a Priority 1 grant for those programs (at the same school)

FY 2019 CTE Reserve Fund Grants Grant Application Submission and Review Process
All applications and signature forms must be received by COB on Friday, March 23, 2018. Via Docushare Signatures in BLUE ink (Assurances) Jeanne-Marie Holly, your CTE Coordinator and me when grant applications have been uploaded to DocuShare All applications undergo a technical review to check for required forms and signatures Applications not meeting the technical review will not be considered for funding Technical review means: in by the deadline with all required signatures in BLUE INK – basically the Assurances page is the only items that must be signed upon the initial submission. me when you upload to DocuShare. I do not troll DocuShare on a daily basis looking for new items.

FY 2019 CTE Reserve Fund Grants Grant Application Submission and Review Process
Do not submit more than 6 grant applications Prioritize the 6 grant applications (use appendix E) MSDE staff, including cluster team members along with external partners, will review and score grant applications Unofficial s will be sent ASAP (late April) indicating funding levels for each grant request to assist with Perkins planning purposes Letters will be sent to the application coordinator indicating funding level and may request revised information and a wrap-around budget

FY 2019 CTE Reserve Fund Grants Required Submissions
Signature Forms include: Proposal Cover Pages One for each grant request Make sure dollar amount is listed on the cover page and matches the budget form associated with the grant request Initial Submission Does Not Have to be Signed Assurances Page One Assurance Page for all grant submissions Make sure it is signed by the Superintendent/College President in BLUE ink Budget Forms Submit a budget form for each grant request No need to submit a wrap-around budget on initial submission

FY 2019 CTE Reserve Fund Grants Spending Authority
FY 2019 funds will not be released to Local School Systems (LSS) or Community Colleges (CC) until: The LSS or CC has an approved FY 2019 local plan; and All outstanding FY 2018 documents have been submitted to MSDE Mid-year reports from the previous fiscal year Final program reports prior to the previous fiscal year LAUPL Attestation forms Spending authority is effective on the first day of the month that all required elements are received in approvable form, but not before July 1, 2018

FY 2019 CTE Reserve Fund Grants Spending Authority
Reminder for FY 2019 (this was new in FY 2018 CTE Reserve Fund Grants): 30% of FY 2019 CTE Reserve Funds will be awarded on July 1, 2018 (or when all required elements have been received in approvable form) the remaining 70% will be awarded on October 1, 2018

Questions? Contact Information Nina Roa

Contact Information Jeanne-Marie Holly, Mary O’Connor, Nancy Hauswald, Dean Kendall, Traci Verzi,

Regional Meeting Finale
Wrap-Up

CTE Regional Meeting for FY 19 CTE Local Plans March 7, 2018

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