1

T H E P E R K I N S A C T O F

2 0 0 6

“This legislation is important for three reasons. The first reason is the added emphasis on academic achievement…The second reason this legislation is important is because it will help ensure we are preparing students for tomorrow’s workforce…The final reason that this legislation is important is because it provides a foundation for the redesign of federal education policy. We need to structure federal education policies that provide students and adult learners access to lifelong education opportunities. In this 21

st century

economy, learning never ends, and school is never out.”

Health, Education, Labor and Pensions Committee Chairman Michael Enzi (R-WY)

Congressional Record, pages S8322 & S8323 July 26, 2006

C T E A N D R E D U C I N G T H E D R O P O U T R A T E

“This legislation will help to reduce the dropout rate. If the schools across this country will work out the programs that are envisioned in this report, I think our schools will make giant strides in reducing dropouts, because it will allow students at the high school to get a vision of what can be achieved, what they can do in technical education and what they can do in employment opportunities and what a better future they can have. This should be billed as a hope bill, it is a future bill.”

Rep. Ralph Regula Congressional Record, page H5976

July 27, 2006

Umatilla-Morrow Career & Technical Education Consortium

2008-2009

Handbook ~Promoting Pathways to Student Success ~

I mp or t ance t o R ur al

A m er ic a

“In rural America, if you do not have vocational technical education you have real problems. So this has been critical. Also, we currently lack the skilled workforce in our country to maintain our economy; and a big key to this, of course, is vocational training.”

Rep. Tom Osborne (R-NE) Congressional Record, page H5977

July 27, 2006

2

Umatilla-Morrow CTE Consortium 2008-2009 Handbook

TABLE OF CONTENTS

About the Perkins Consortium……………………………………..………………………..Page 3 Overview of Perkins IV Decision-Making Structure Roles & Responsibilities Assurances…………………………………………….……………………………………………….Page 7 Certificate of Assurances Federal Assurances Fiscal Guide……………………………….…………………………………………………………..Page 12 Perkins IV Goals Perkins IV Required Uses of Funds Purchasing & Inventory Professional Development Funding Request Forms Budgets ……………………………………………………………………………………………...…Page 23 Local Budget Planning Worksheet Umatilla-Morrow CTE Consortium Allocation Table

Handbook prepared by UMESD, Approved by CTE Directors at June 11, 2008 Meeting

The UMESD, BMCC and CTE Consortium Districts are equal opportunity employers and educators

3

INTRODUCTORY NOTE TO CTE INSTRUCTORS & ADMINISTRATORS

Overview The reauthorization of the Carl D. Perkins Career & Technical Education Act of 2006 (aka Perkins IV), builds on the work accomplished under Perkins III and dovetails with the Pathways work, evolving diploma and other trends that are under way in Oregon and this region. Despite the similarities, Perkins IV does include significant change in content and focus. Generally, the new local requirements and sanctions will require each consortium member to think more strategically about the use of Perkins funds, and to focus activities on efforts that help to meet performance targets. See the following page for a summary of guiding principles in Perkins IV. Umatilla-Morrow CTE Consortium The Umatilla-Morrow CTE Consortium works together to provide support for regional schools in the implementation and improvement of quality Career & Technical programs. This voluntary Consortium of the 12 school districts in Umatilla & Morrow Counties and Blue Mountain Community College has been in place for over 30 years. Each school district Superintendent elects to maintain membership in the Consortium through its annual Consolidated Improvement Plan, which requires each district to identify how supplemental federal funds will be spent to support the attainment of the districts improvement goals. However, in order for the CTE programs to successfully meet Carl Perkins requirements and be eligible for federal funding, the support of the building administrators is critical. Purpose of the Handbook The intent of this document is to clarify the federal, state and in some cases, local requirements necessary to insure the legal expenditure of the Umatilla-Morrow CTE Consortium funds by its fiscal agent, the Umatilla-Morrow Education Service District, and all members. Please find enclosed a signature page outlining these requirements and assuring that they will be met at all consortium member sites. This form must be signed and returned before the Carl Perkins Consortium funds can be expended in your school. This document provides more detailed and specific information related to the assurances and will serve as a resource for administrators and instructors making decisions related to local programs. In addition to supporting the fiscal, quality assurance and reporting requirements of the Perkins grant, the Consortium also provides professional development opportunities for CTE teachers and their colleagues through 9-14 Pathway groups, CTE Directors meetings and other offerings designed to help consortium members meet the requirements of Perkins IV. We hope you will be able to join us for some of these opportunities in 2008-2009 and that you will call on us to help maintain and improve your quality CTE programs. Thank you very much for your continued support of quality career and technical education in Umatilla & Morrow Counties.

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

Jackie Bartron Dual Credit 541.966.3114 jackie.bartron@umesd.k12.or.us Jennifer Carnes Perkins Grant 541.966.3234 jennifer.carnes@umesd.k12.or.us Tim Sprenger Pathways 541.966.3178 tim.sprenger@umesd.k12.or.us Helene Burns Purchasing 541.966.3134 helene.burns@umesd.k12.or.us Lizette Berryessa Support 541.966.3126 lizette.berryessa@umesd.k12.or.us

4

Secondary Studies

Post-secondary Studies

WO

RK

FO

RC

EProgram

Design

Perkins IV: Promoting Pathways for Student Success

Perk ins IV Program s of Study Oc tober 2007 bm

C T E New Definition:

Organized educational activities that: 1. Offer a sequence of

courses that—

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

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

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

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

Guiding Principles

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

5

Umatilla-Morrow CTE Consortium

Decision-Making Structure (For the 12 Umatilla and Morrow Districts, BMCC, and UMESD)

Original: November 25, 2002 / Revised: May 28, 2008

1. Membership The partners in the Umatilla-Morrow CTE Consortium, hereafter called MEMBER (S), will be : Athena-Weston School District, Weston-McEwen High School Blue Mountain Community College Echo School District, Echo High School Helix School District, Griswold High School Hermiston School District, Hermiston High School, Ione School District, Ione High School Milton-Freewater School District, McLoughlin High School Morrow County School District: Heppner, Irrigon & Riverside High Schools Pendleton School District, Pendleton High School Pilot Rock School District, Pilot Rock High School Stanfield School District, Stanfield High School Umatilla School District, Umatilla High School Umatilla-Morrow ESD, Ukiah School District, Ukiah High School Membership in this Consortium is voluntary, and a Member may withdraw from the Consortium before the budget for the next year is approved by the Consortium, providing the individual Member follows all Carl Perkins guidelines to establish itself as a separate, individual, funding entity with the Oregon Department of Education, Office of Educational Innovation & Improvement.

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

program. Voting members with a 9th

– 12th

grade enrollment of 1 to 399 students (i.e. Echo, Helix, Ione, Pilot Rock, Stanfield, Umatilla, UMESD, Ukiah, and Weston-McEwen) will appoint one person per school (administrator, teacher, or staff member) to represent and vote for them at meetings and on committees. Members with 400 to 999 students (i.e. Morrow County SD, Milton-Freewater) will each be allowed to have two representatives; Pendleton and Hermiston will be allowed to have three representatives each; and BMCC may have four representatives. Each representative has voting rights. The principal or president of each member school will identify one person to serve as the Career & Technical Education Director (see attached roles and responsibilities). Other people from Members of the Consortium are encouraged to attend the meeting and provide input when appropriate; however, when a vote is necessary, the Members will be limited to the number of votes allocated to them. Votes will be limited to those present.

b. Chairperson: Umatilla-Morrow ESD’s Regional Coordinator or his/her representative will be the ex-

officio head of the CTE Directors, will set meeting agendas, will chair all meetings, and will call special meetings when needed.

c. Change in Size: Should any school’s membership change from one category to another, the number of

voting memberships will automatically change.

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

be present.

e. Majority Vote: Decisions will be based on finding a mutually acceptable solution/group consensus

whenever possible; however, it is agreed that if an issue must be determined by a division of the house, a simple majority of the votes possible for the number of members/proxies present will be binding on all parties.

6

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

assurances which are contained in this document and/or any planned change in the rules of governance of this Consortium must be presented in writing for a first reading and discussion at a regular meeting or a special one called in compliance with the procedure outlined in this document. The Regional Coordinator will present the written copy of this plan/change to all CTE Directors and the Member superintendents/president at least two weeks before the next meeting, at which time action may be taken on the measure. A simple majority of members/proxies of the quorum will be required to pass a removal or change in governance.

g. Assurances Requirement: All decisions must be in conformance with the assurances, standards, and

or/mandated guidelines set forth by the Federal Government pertaining to Carl D. Perkins Career & Technical Education Act of 2006, No Child Left Behind of 2002, the Oregon Department of Education and/or state and federal laws.

h. Meeting Dates: Meeting dates will be prescheduled and Members will be reminded of the meeting by

e-mail at least one week prior to the date. Should an emergency situation arise, a special meeting may be called by the Regional Coordinator.

i. Renewal: This document must be reviewed and renewed by each member annually. j. New Members: New Members will be added to this Consortium only when the CTE Directors reach an

agreement to allow another school/district to become a Member.

2. Purpose of the Consortium This Consortium is formed to: a. Give an updated, legal structure to the Umatilla-Morrow CTE Consortium. b. The Umatilla-Morrow CTE Consortium applied for Carl Perkins funding under the transition for plan, “The

Carl D. Perkins Career and Technical Education Act of 2006,” and each school and BMCC agreed to release 100% of their funds to the consortium. This agreement is a conformation of the Members’ willingness to continue the Carl Perkins funding using this document/consortium as a structural, governance guideline.

c. Enable the members to more economically handle the administration of funds and yearly reports by selecting one member to be the fiscal agent for all and to ensure the budget and all monies spent by the Consortium conform to Perkins Section 135 “Allowable Fund Uses” and “State and Federal Assurances” from the Carl D. Perkins Career and Technical Education Act of 2006 Transition Plan 2008-2009.”

d. To work together to establish and approve a yearly Consortium budget using the combined funds of the Members to best meet individual Member’s needs, meet educational needs of local business and industry, and meet innovative program needs, as the Consortium members deem appropriate.

e. Determine what to do with remaining funds if any funds are not expended in a calendar year. f. Provide a forum where all Members can have access to the latest change(s) in programs, guidelines

and/or requirements from the State and Federal levels in order for the Consortium to establish and meet its required goals and objectives.

g. Provide Consortium Members an annual staffing report. h. Ensure the Region 12 (Umatilla-Morrow Counties) data is collected as a region and that schools have

some safety by using the collective data of the group versus the danger of a school being out of compliance because of one or two year’s poor performance on the performance measures evaluated by the Oregon Department of Education and, thereby, risking losing its funding.

i. Provide a forum: To establish any procedures necessary to successfully carry out the requirements of Carl Perkins and/or to

meet the needs of local Members; To work with Umatilla-Morrow ESD’s Regional Coordinator to ensure all applications from his/her region

are in compliance with the CTE Program Approval Process; and To work with the Regional Coordinator to obtain CTE certification for Member teachers.

7

Roles & Responsibilities

Administrators 1. Serve as the CTE Director or appoint somebody else in your building to perform that function. 2. Oversee the professional development of the CTE Instructors in your building and ensure that they are

meeting the requirements of the act before expending funds on the programs. 3. Work with your appointed CTE Director to approve Perkins Requests for submission to the fiscal agent. Ensure

that funds are being allocated strategically according to your local Perkins budget and within the guidelines provided in this handbook.

4. Comply with the federal, state and local assurances described in this handbook. Certificate of Assurances must be signed before 2008-2009 Perkins funds can be spent.

5. Note: Building Administrators will also receive meeting notices and are invited, but not expected to attend if they have appointed a CTE Director in their place.

CTE Directors 1. Serve as the primary point of contact for your school for the Consortium. 2. Attend CTE Director Meetings and conferences related to CTE programs. 3. Communicate information received at Consortium meetings and subcommittee meetings to administrative

and CTE staff. 4. Provide guidance to CTE teachers in your schools that will help them understand what is developing within our

region and around the state. 5. Coordinate and administer the appropriate expenditure of Carl Perkins funds and the tracking of equipment

purchased with such funds, including a. Prepare annual budget for local Perkins dollars b. Review Requests for Purchase Orders and Professional Development to insure they comply with

Perkins 135. c. Maintain Carl Perkins equipment inventory.

6. Complete and submit CTE required reports in a timely and accurate manner, including: a. Complete Annual Program Review. b. Collect and submit year-end CTE data or assist designated staff person at your school.

7. Promote CTE regional activities to students and teachers in your schools, including dual credit, professional development and student events.

8. Assist with CTE Program Approval and CTE Teacher Certification issues within your school. 9. Provide the UMESD School Improvement Services Division and Consortium subcommittees with ideas that will

improve CTE opportunities throughout the region. 10. Act on the recommendations of the CTE Consortium Budget Committee.

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

requesting purchases or professional development funding. 2. Participate in the professional development “sanctioned” in this handbook and defined in Perkins IV. 3. Work with your CTE colleagues to evolve your existing approved program into Perkins IV-defined 9th-14th

grade Programs of Study. 4. Self-evaluate your program for the purpose of continuous improvement, which you will be responsible for

completing as part of an on-going renewal cycle. Pay attention to your licensure requirements, too. 5. Ask for help! Perkins requirements can be confusing. Your CTE Director and the U-M ESD staff are here to

assist. 6. Pursue opportunities for your students that will help them achieve their next steps: Dual Credit, Student

Leadership Organizations, Career-Related Learning, and the offering of Credit For Proficiency or Applied Academics in your program’s coursework—that’s what CTE is all about.

8

Umatilla-Morrow Career & Technical Education Consortium

Certificate of Assurances 2008-2009

This assurance must be submitted before local consortium allotments are expended. By my signature, I am assuring that in my building: 1. Funds will be expended for 9-14 Programs of Study which meet Foundation Criteria: Aligned to careers,

Equitable access, Aligned to CTE standards, Continuous Improvement, and Appropriately CTE-licensed instructors.

2. Expenditures in my building will comply with the federal Perkins Section 135 and other state and local guidelines, including the purchasing & inventory procedures outlined in the Fiscal Guide of this handbook;

3. All of the reporting and data collections required by the Oregon Department of Education will be furnished by established deadlines, including the Annual Program Review in the Fall and program data collection in the Spring. Every effort will be made to identify and re-test CTE Jr. & Sr. Concentrators who have not yet met their OAKS Reading, Writing and/or Math tests in order to meet Perkins Performance Measurements.

4. State & Federal Assurances will be followed; and 5. The local budget will reflect the following priorities set forth by the U-M Carl Perkins Consortium and required

by the Carl D. Perkins Career & Technical Education Act of 2006 and Oregon State Plan :

a. To improve and/or supplement “approved” 9-14 Programs of Study b. To invest 10% of our building Perkins allocation in professional development; and c. To demonstrate strategic investment by utilizing funds for programs whose teachers are actively

working to improve their Programs of Study by: attending appropriate professional development, providing opportunities for student leadership, providing secondary and post-secondary content (articulation of credits if possible), and working towards a standards-based program of integrated academic & technical skill content culminating in a technical skills assessment.

______________________________________________________________________________ Name of Member School\College\ESD

Signature of Administrator in Charge of CTE Date Please review the attached “CTE Director Roles & Responsibilities” and “Consortium Decision-Making Structure” and choose one option below:

I will be the CTE Director for my high school and attend the Consortium Meetings.

OR

The person listed below will be the CTE Director and report back to me:

CTE Director Name ______________________________________________ Phone #___________________________Email__________________________

Please sign and return to Jennifer Carnes at the Umatilla-Morrow ESD Contact at 541.966.3234 or jennifer.carnes@umesd.k12.or.us

Thank you for your continued participation in the Umatilla-Morrow Carl Perkins Consortium The UMESD, BMCC and CTE Consortium Districts are equal opportunity employers and educators

9

Carl D. Perkins Career & Technical Education Act of 2006 4/12/2007

GENERAL ASSURANCES Programs, services, and activities included under this application shall be operated in accordance with the Carl D. Perkins Career & Technical Education Improvement Act of 2006 and the provisions of the Oregon State Transition Plan for 2007-2008.

THE APPLICANT CERTIFIES COMPLIANCE WITH: Title VI and VII of the Civil Rights Act of 1964; Title IX of the Education Amendments of 1972; Section 503 and 504 of the Rehabilitation Act of 1973; Executive Order 11246 prohibiting employment discrimination based on race, color, sex, religion, and national origin; The Age Discrimination Act of 1975 and the Age Discrimination in Employment Act of 1967; The Equal Pay Act of 1963; The Americans with Disabilities Act of 1990; ORS 326.051 and ORS 659.105, education standards and all rules issued by the State Board of Education pursuant to

these laws; and, All health and safety laws and regulations issued by the U.S. Department of Education pursuant to their laws, when

classroom facilities will be used by students and/or faculty.

THE APPLICANT AGREES AND ASSURES THAT: 1. The applicant will comply with the requirements of the Act and the provisions of the State Plan, including the provision of a financial audit of funds received under the Act which may be included as part of an audit of other Federal or State programs. [§122(c)(11)] 2. Federal funds made available under this Act for career and technical education shall supplement, and shall not supplant non-Federal funds expended to carry out vocational and technical education activities and tech-prep activities. [§311(a)] 3. The applicant will report data relating to students participating in career and technical education in order to adequately measure the progress of the students in meeting State adjusted levels of performance established under section 113, including special populations and will ensure that the data are complete, accurate and reliable. [§122(c)(13); §134(b)(2)] 4. The applicant will report to the State annually on student achievement of the core indicators of performance: a. Student attainment of challenging academic content standards b. Student attainment of career and technical skill proficiencies; c. Student attainment of a secondary school diploma, General Education Development (GED) credential, or proficiency credential, certificate,or degree in conjunction with a secondary school diploma; d. Student graduation rates (as described in section 1111(b)(2)(C)(vi) of the Elementary and Secondary Education Act of 1965); e. Placement in, retention in, and completion of, postsecondary education or advanced training, placement in military service, or placement or retention in employment; f. Student participation in and completion of career and technical education programs that lead to nontraditional fields. [§113(b)(2)(A)(i-vi); §122(c)(13)] 5. None of the funds expended under this Act will be used to acquire equipment (including computer software), in any instance in which such acquisition results in a direct financial benefit to any organization representing the interests of the purchasing entity, the employees of the purchasing entity or any affiliate of such an organization. [§122(c)(12)] 6. The applicant will provide a career and technical education program that: a. Meet State and local adjusted levels of performance established under section 113; [§134(b)(2)] b. Offer the appropriate courses of not less than 1 of the career and technical programs of study described in section 122(c)(1)(A); [§134(b)(3)(A)] c. 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 education programs; [§134(b)(3)(B)] d. Provide students with strong experience in, and understanding of, all aspects of an industry; [§134(b)(3)(C)] e. Ensure that students who participate in such career and technical education program are taught to the same coherent and rigorous content aligned with challenging academic standards as are taught to all other students; [§134(b)(3)(D)] and f. Encourage career and technical education 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); [§134(b)(3)(E)]

10

PROGRAM ASSURANCES TITLE I PART C—Local Provisions 1. Federal funds received under Title I, Part C of Public Law 109-270 are used to improve career and technical education programs. 2. Funds are used according to the requirements identified in Title I, Part C, Section 135; Local Uses of Funds. 3. Eligible recipients shall not receive an allocation under Section 131 (a) unless the amount allocated is greater than $15,000.00. Those whose allocation is not greater than $15,000.00 may apply for a waiver or form a consortium. [Section 131(c)(1)] 4. Comprehensive professional development (including initial teacher preparation) for career and technical, academic, guidance, and administrative personnel will be provided that promotes the integration of coherent and rigorous content aligned with challenging academic standards and relevant career and technical education (including curriculum development). [Section 134(b)(4)] 5. Eligible recipients shall involve parents, students, teachers, representatives of business and industry, labor organizations, representatives of special populations, and other interested individuals in the development, implementation, and evaluation of career and technical education programs assisted under Title I. Eligible recipients shall maintain documentation on how such individuals and entities are effectively informed about, and assisted in understanding the requirements of Title I. [Section 134(b)(5)] 6. Eligible recipients will provide a career and technical education program that is of such size, scope, and quality to bring about improvement in the quality of career and technical education programs. [Section 134(b)(6)] 7. The local school district will implement a process to evaluate and continuously improve its performance. [Section 134(b)(7)] 8. Eligible recipient (A) will review career and technical education programs, and identify and adopt strategies to overcome barriers that result in lowering rates of access to or lowering success in programs, for special populations, (B) will provide programs that are designed to enable the special populations to meet the State adjusted levels of performance, and (C) provide activities to prepare special populations, including single parents and displaced homemakers, for high skill, high wage, or high demand occupations that will lead to self-sufficiency. [Section 134(b)(8)] 9. Individuals who are members of the special populations will not be discriminated against on the basis of their status as members of the special populations. [Section 134(b)(9)] 10. Funds will be used to promote preparation for nontraditional fields. [Section 134(b)(10)] 11. The local school district shall not bar students attending private, religious, or home schools from participation in programs or services under this Act. [Section 313] 12. No funds made available under the Carl D. Perkins Career and Technical Education Act of 2006 shall be used: a. to require any secondary school student to choose or pursue a special career path or major, and b. to mandate that any individual participate in a career and technical education program, including a career and technical education program that requires the attainment of a federally funded skill level, standards, or certificate of mastery. (Section 314) 13. No funds received under Carl D. Perkins Career and Technical Education Act of 2006 may be used to provide career and technical programs to students prior to the seventh grade, except that equipment and facilities purchased may be used by such students. [Section 315] 14. Eligible recipients will adhere to federal law prohibiting discrimination on the basis of race, color, sex, national origin, age, or disability in the provision of Federal programs or services. [Section 316]

CERTIFICATIONS REGARDING LOBBYING; DEBARMENT,SUSPENSION AND OTHER RESPONSIBILITY MATTERS; AND DRUG-FREE WORKPLACE REQUIREMENTS Applicants should refer to the regulations cited below to determine the certification to which they are required to attest. Applicants should also review the instructions for certification included in the regulations before completing this form. Signature of this form provides for compliance with certification requirements under 34 CFR Part 82, “New Restrictions on Lobbying,” and 34 CFR Part 85, “Government-wide Debarment and Suspension (Nonprocurement) and Government-wide Requirements for Drug-Free Workplace (Grants).” The certifications shall be treated as a material representation of fact upon which reliance will be placed when the Department of Education determines to award the covered transaction, grant, or cooperating agreement. 1. LOBBYING As required by Section 1352, Title 31 of the U.S. Code, and implemented at 34 CFR Part 82, for persons entering into a grant or cooperative agreement over $100,000, as defined at 34 CFR Part 82, Sections 82.105 and 82.110, the applicant certifies that: A. No Federal appropriated funds have been paid or will be paid, by or on behalf of the undersigned, to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with the making of any Federal grant, the entering into of any

11

cooperative agreement, and the extension, continuation, renewal, amendment, or modification of any Federal grant or cooperative agreement; B. If any funds other than Federal appropriated funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with this Federal grant or cooperative agreement, the undersigned shall complete and submit Standard Form - LLL, “Disclosure Form to Report Lobbying,” in accordance with its instructions; C. The undersigned shall require that the language of this certification be included in the award documents for all sub awards at all tiers (including sub grants, contracts under grants and cooperative agreements, and subcontracts) and that all sub recipients shall certify and disclose accordingly. 2. DEBARMENT, SUSPENSION, AND OTHER RESPONSIBILITY MATTERS As required by Executive Order 12549, Debarment and Suspension, and implemented at 34 CFR Part 85, for prospective participants in primary covered transactions, as defined at 34 CFR Part 85, Sections 85.105 and 85.110. A. The applicant certifies that it and its principals: (a) Are not presently debarred, suspended, proposed for debarment, declared ineligible, or voluntarily excluded from covered transactions by any Federal department or agency. (b) Have not within a three-year period preceding this application been convicted of or had a civil judgment rendered against them for commission of fraud or a criminal offense in connection with obtaining, attempting to obtain, or performing a public (Federal, State, or local) transaction or contract under a public transaction; violation of Federal or State antitrust statutes or commission of embezzlement, theft, forgery, bribery, falsification or destruction of records, making false statements, or receiving stolen property; (c) Are not presently indicted for or otherwise criminally or civilly charged by a governmental entity (Federal, State, or local) with commission of any of the offenses enumerated in paragraph (1)(b) of this certification; and (d) Have not within a three-year period preceding this application had one or more public transactions (Federal, State, or local) terminated for cause or default; and (e) B. Where the applicant is unable to certify to any of the statements in this certification, he or she shall attach an explanation to this application. 3. DRUG-FREE WORKPLACE (GRANTEES OTHER THAN INDIVIDUALS) As required by the Drug-Free Workplace Act of 1988, and implemented at 34 CFR Part 85, Subpart F, for grantees, as defined at 34 CFR Part 85, Sections 85.605 and 85.610. A. The applicant certifies that it will or will continue to provide a drug-free workplace by: (a) Publishing a statement notifying employees that the unlawful manufacture, distribution, dispensing, possession, or use of a controlled substance is prohibited in the grantee’s workplace and specifying the actions that will be taken against employees for violation of such prohibition; (b) Establishing an on-going drug-free awareness program to inform employees about -

(1) The dangers of drug abuse in the workplace; (2) The grantee’s policy of maintaining a drug-free workplace; (3) Any available drug counseling, rehabilitation, and employee assistance programs; and (4) The penalties that may be imposed upon employees for drug abuse violations occurring in the workplace.

(c) Making it a requirement that each employee to be engaged in the performance of the grant be given a copy of the statement required by paragraph (a); (d) Notifying the employee in the statement required by paragraph (a) that, as a condition of employment under the grant, the employee will -

(1) Abide by the terms of the statement; and (2) Notify the employer in writing of his or her conviction for a violation of a criminal drug statute occurring in the workplace no later than five calendar days after such conviction;

(e) Notifying the agency, in writing, within 10 calendar days after receiving notice under subparagraph (d)(2) from an employee or otherwise receiving actual notice of such conviction. Employers of convicted employees must provide notice, including position title, to: Director, Grants and Contracts Service, U.S. Department of Education, 400 Maryland Avenue, S.W. (Room 3124, GSA Regional Office Building No.3), Washington, DC 20202-4571. Notice shall include the identification number(s) of each affected grant; (f) Taking one of the following actions, within 30 calendar days of receiving notice under subparagraph (d)(2), with respect to any employee who is so convicted -(1) Taking appropriate personnel action against such an employee, up to and including termination, consistent with the requirements of the Rehabilitation Act of 1973, as amended; or (2) Requiring such employee to participate satisfactorily in a drug abuse assistance or rehabilitation program approved for such purposes by a Federal, State, or local health, law enforcement, or other appropriate agency; (g) Making a good faith effort to continue to maintain a drug-free workplace through implementation of paragraphs (a), (b), (c), (d), (e), and (f).

12

Perkins IV Fiscal Guide Overview The reauthorization of the Carl D. Perkins Career & Technical Act of 2006 (aka Perkins IV) updates and strengthens the accountability for the expenditure of these federal funds. This guide represents how members of the Umatilla-Morrow CTE Consortium will be accountable for these federal funds, administered through the Oregon State Plan. First, all funds must be expended strategically in pursuit of one or more of the following Five Oregon Perkins Goals: Standards & Content, Alignment & Articulation, Accountability & Evaluation, Professional Development, and Student Support Services, which are defined in the following pages. Secondly, Perkins IV details the Required Activities for Use of Funds (see section following goals) which describes how the fund must be used to support 9-14 Programs of Study. Perkins expenditures at the secondary level generally fall into two categories: Equipment or Professional Development. Information follows on how to submit Requests for spending in those two areas. BMCC uses a parallel internal process that also accounts for expenses unique to the community college environment.

Supplement not Supplant

Federal grant funds must supplement and not supplant state or local funds. Federal funds may not result in a decrease in state or local funding that would have been available to conduct the activity had federal funds not been received. In other words, federal funds may not free up state or local dollars for other purposes, but should create or augment programs to an extent not possible without federal dollars. You must be able to demonstrate that federal funds are added to the amount of state and local funds that would, in the absence of federal funds, be made available for uses specified in your plan. For example, if Perkins funds were used to provide a vocational education service the college is required to provide under state or local law, supplanting would occur. In this circumstance, all federal funds used to carry out that service could be questioned by auditors. As a rule, Perkins funds should not be used for general responsibilities.

Determining Supplanting The critical question in determining whether there has been a supplanting violation is whether federal funds were used instead of funds from non-federal sources. It will have to be shown that the federally funded activity would not have been funded by state or non-federal sources. When auditors review compliance with non-supplant rules, they often use the following test: What would the recipient have done in the absence of federal funds? If the project would have been carried out anyway with non-federal funds, there will be the presumption of supplanting. During the audit appeal process evidence would be required to disprove that presumption. On the other hand, if the auditor were to find evidence that in the absence of those federal funds, the specific activity or program would not have been carried out; there would be no presumption of supplanting.

13

Perkins IV Goals 1. Standards & Content Standards and content are core elements for Perkins-eligible programs of study and include: Relevant, rigorous standards-based content aligned with challenging academic standards; Shared secondary and postsecondary technical content which incorporates the knowledge and skills identified

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

Systemic approach to CTE using industry-based academic and technical knowledge and skills where student performance is demonstrated through valid and reliable assessments aligned to industry standards; and

Assure secondary and postsecondary students are prepared for high demand and high wage careers and occupations that are responsive to regional, state or global employment trends.

2. Alignment & Articulation Alignment and articulation are core elements for Perkins-eligible programs of study and include: An expectation that the elements defined in the Perkins Act will ensure a greater depth and breadth of

student learning through the alignment and integration of challenging academic and technical standards in curriculum, instruction and assessment. [Sec. 122(c)(1) & Sec. 134(b)(3)]

A unified, cohesive sequence of content among secondary and postsecondary partners; a nonduplicative sequence of courses or learning experiences; students receive credit for prior learning whenever possible.

Alignment of content between secondary and postsecondary education may include course articulation or other ways to acquire postsecondary education credits (e.g. Oregon’s credit for proficiency, dual credit).

Articulation agreements are developed, implemented and supported at the institutional level to ensure long-term sustainability and cross-sector cooperation.

3. Accountability & Evaluation Accountability and Evaluation are core elements for Perkins-eligible programs of study and require: Each eligible recipient’s CTE student and program performance be measured against the set of Perkins-

required performance measures. [Perkins Section 113 (2)(A-B)]. ODE collect data and report performance for the measures listed Page 11. Perkins performance data will be

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

4. Professional Development Professional development intent and design must [Sec. 122(c)(2) & Sec. 135(b)(4)]: promote the integration of coherent and challenging academic content and industry-based technical

standards, including opportunities for the appropriate academic and CTE instructors to jointly develop and implement classroom-based curriculum and instructional strategies;

be high quality, sustained, intensive, and focused on instruction, and increase the academic knowledge and understanding of industry standards;

encourage applied learning that contributes to the academic and CTE knowledge of the student; provide the knowledge and skills needed to work with and improve instruction for special populations; assist in accessing and utilizing CTE accountability data, student achievement data, and data from

assessments.

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

them in progressing through a CTE program of study in a non-duplicative manner (e.g. Pathway Templates, Education Plan and Profile, appropriate accommodations, ELL services).

14

Perkins IV Required Activities for Use of Funds 2007-2013

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

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

use such funds to improve career and technical education programs.

‘‘(b) REQUIREMENTS FOR USES OF FUNDS.—Funds made available to eligible recipients

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

‘‘(1) strengthen the academic and career and technical skills of students participating in career and technical education programs, by strengthening the academic and career and technical education components of such programs through the integration of academics with career and technical education programs through a coherent sequence of courses, such as career and technical programs of study described in section 122(c)(1)(A), to ensure learning in—

‘‘(A) the core academic subjects (as defined in section 9101 of the Elementary and Secondary Education Act of 1965); and ‘‘(B) career and technical education subjects;

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

courses. (Industryendorsed= e.g. advisory committee endorsement, adoption of career cluster program of study plan.)

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

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

recipient shall—

In the first year of failing to meet one of the performance measures, implement an improvement plan to

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

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

improvement plan and the Oregon Department of Education will direct activities and local Perkins funding until the performance deficiency is corrected.

‘‘(2) link career and technical education at the secondary level and career and technical education at the postsecondary level, including by offering the relevant elements of not less than 1 career and technical program of study described in section 122(c)(1)(A); Clarification: Each Oregon high school and community college with approved CTE programs shall implement and

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

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

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

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

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

15

‘‘(3) provide students with strong experience in and understanding of all aspects of an industry, which may include work based learning experiences; Clarification: Approved CTE programs shall provide the student with instruction beyond occupationally-specific

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

satisfying the diploma requirement of career-related learning experiences.

‘‘(4) develop, improve, or expand the use of technology in career and technical education, which may include— ‘‘(A) training of career and technical education teachers, faculty, and administrators to use technology, which may include distance learning; ‘‘(B) providing career and technical education students with the academic and career and technical skills (including the mathematics and science knowledge that provides a strong basis for such skills) that lead to entry into the technology fields; or

‘‘(C) encouraging schools to collaborate with technology industries to offer voluntary internships and mentoring programs, including programs that improve the mathematics and science knowledge of students; Clarification: Program instructional practice shall, to the extent practicable, use and model program-related

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

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

student academic, with specific attention to mathematics and science, and technical skill attainment.

Technology-based equipment, software and instructional material purchases shall be limited to approved CTE programs of study that lead to high skill, high wage or high demand occupations in current or emerging careers.

Costs for distance education shall be limited to program or connectivity costs; not student-related enrollment costs or fees.

‘‘(5) provide professional development programs that are consistent with section 122 to secondary and postsecondary teachers, faculty, administrators, and career guidance and academic counselors who are involved in integrated career and technical education programs, including— ‘‘(A) in-service and preservice training on—

‘‘(i) effective integration and use of challenging academic and career and technical education provided jointly with academic teachers to the extent practicable; ‘‘(ii) effective teaching skills based on research that includes promising practices; ‘‘(iii) effective practices to improve parental and community involvement; and ‘‘(iv) effective use of scientifically based research and data to improve instruction;

‘‘(B) support of education programs for teachers of career and technical education in public schools and other public school personnel who are involved in the direct delivery of educational services to career and technical education students, to ensure that such teachers and personnel stay current with all aspects of an industry; ‘‘(C) internship programs that provide relevant business experience; and ‘‘(D) programs designed to train teachers specifically in the effective use and application of technology to improve instruction; Clarification:

Each teacher in an approved CTE program (defined as holding an active TSPC, 024 CTE endorsement), shall have a professional development plan that is consistent with the policies of the eligible recipient and meets the criteria of (5) above.

Professional development activities shall be consistent with the definition of professional development as described in the Perkins Act (sustained, intensive, over time).

Professional development activities shall explicitly contribute to the improvement of instructional practices that lead to improved academic and technical skill attainment of CTE students.

CTE professional organization conference and student leadership conference attendance may meet the required professional development activity criteria as long as the conference attendance is an integral and relevant part of a teacher’s professional development plan.

16

‘‘(6) develop and implement evaluations of the career and technical education programs carried out with funds under this title; Clarification: The secondary CTE program renewal process can be used as a tool for CTE program evaluation.

Secondary CTE program evaluations shall be part of the ODE Continuous Improvement Process (CIP).

Postsecondary CTE program evaluations shall be part of the college’s internal evaluation and accreditation processes.

‘‘(7) initiate, improve, expand, and modernize quality career and technical education programs, including relevant technology; Clarification:

Relevant technology, equipment and related instructional material and supply purchases are eligible expenditures as long as there is a direct and explicit connection between the purchase of such items and increasing student academic knowledge and technical skill attainment in the CTE

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

improvement.

‘‘(8) provide services and activities that are of sufficient size, scope, and quality to be effective; and Clarification: CTE programs that are designated as approved meet the criteria of “sufficient size, scope, and

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

‘‘(9) provide activities to prepare special populations, including single parents and displaced homemakers who are enrolled in career and technical education programs, for high skill, high wage, or high demand occupations that will lead to self-sufficiency. Clarification: Analyze disaggregated CTE student performance to identify and design activities that support

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

with the

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

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

Special population student support for individuals already enrolled in a CTE program as described above is a required activity for the use of Perkins funding.

Funds to Consortium Funds allocated to a consortium formed to meet Perkins requirements shall be used only for the purposes and programs that are mutually beneficial to all members of the consortium and can be used only for programs authorized. Such funds may not be reallocated to individual members of the consortium for purposes or programs benefitting only one member of the consortium. [PL 109-270, Sec. 131 (f)(2)]

Administrative Costs Each eligible recipient receiving funds shall not use more than 5 percent of the funds for administrative costs.

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

technical instruction and are not eligible for Perkins support: Lodging, food, conveying or furnishing transportation to conventions or other gatherings of CTSO students; Purchase of supplies, jackets and other effects for students’ personal ownership or use; Cost of non-instructional activities such as athletic, social or recreational events; Printing and disseminating of non-instructional materials; Purchase of awards for recognition of students, advisors or other individuals; or Payment of membership dues.

17

Using Perkins Funds to Purchase Equipment Equipment, which is necessary to accomplish stated plans and is not available in the community college, may be purchased. Equipment purchases must be necessary for effective instruction in the program area. The Questions and Goals, and Strategies sections of the application must show how the equipment will be integrated into the curriculum. Equipment purchased, in whole or in part, with Perkins funds must not result in any direct financial benefit to any purchasing entity or to its employees. Federal regulations define equipment as $5,000.00 or more. (State of Oregon Requirement: A specific, detailed, line-item request for equipment more than $4,999 must be in the annual budget approved by the Oregon Department of Education as a line item equipment purchase prior to the year in which the purchase will be made.) Equipment that is considered a permanent part of the instructional facility such as air conditioners, smoke or exhaust removal systems and other similar fixtures is not eligible. Equipment purchased under this grant must be used for Perkins Act activities. However, when not being used to carry out the provisions of the Act, the equipment may be used for other instructional purposes if:

The acquisition of the equipment was reasonable and necessary for the purpose of conducting a properly designed project or activity under this title; and

It is used after regular school hours or on weekends.

Purchasing Procedures 1. Please refer to the 2008-2009 Allocation of Funds Chart (attached) to determine your entitlement. 2. Using your 2008-2009 U-M Fiscal Guidelines and local Perkins Budget Plan, insure that the purchase

you would like to make is an allowable expense and meets the goals of your school. When in doubt ask your CTE Director for assistance. ** New: The Umatilla-Morrow CTE Budget Subcommittee, in order to comply more closely with Perkins IV, will require beginning in the 2008-2009 school year a “Justification Memo” be included with purchase order request before purchases of single pieces of equipment over $500 can be completed. See Appendix for template.

3. Select the vendor and complete the request. Remember to include shipping costs and copies of any internet or catalog research you conducted for your purchase. If this is a computer hardware purchase, please enlist the help of your local IT staff.

4. The appropriate principal/superintendent or community college administrator must approve and sign your request.

5. Send the complete, legible request to Helene Audet-Burns at the Umatilla-Morrow ESD. Your order will be placed by the UMESD* once the purchase has been approved by the Regional Coordinator.

6. Reimbursement requests will be considered if a) they are sent in within 30 days of a purchase, and b) include all of the relevant paperwork (i.e. original credit card receipt, itemized receipt, copy of packing slip, etc.).

7. The last date for completed purchase order requests to be submitted to the ESD is April 1 in order to allow for shipping, notification of receipt, payment, and final reporting by ESD.

Note: Helene Audet-Burns will be working with purchasing agents in Intermountain Technology and Intermountain Cooperative Purchasing to process your requests. Computer hardware purchases will be reviewed for networking compatibility and equipment purchases will be reviewed to insure state bid requirements and competitive pricing. In all cases, quality products from reputable vendors providing appropriate warranty and return policies will be pursued. Helene will log and track all PO Requests as well as handle other PO Requests (travel, conference requests, and special cases etc.). As always, the more information you can provide about what you would like to purchase and why, the better we can all serve you.

18

Inventory Requirements

1. All Object 460 items over $50 and Object 545 purchases must be added to your Carl Perkins Inventory and marked with a U-M Carl Perkins Inventory sticker. Keep copies of packing slips and/or receipts with your inventory list. The Inventory list must include model, serial number and location in building (i.e. program use).

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

3. Once the items expire from the district Carl Perkins Inventory list, those items may be used or discarded according to local district policy and wishes. Districts are expected to offer unwanted PTE equipment to other members of the Carl Perkins Consortium.

4. If inventoried items are no longer needed in an “approved” CTE program within the district before they expire from the inventory list, those items must be offered to the consortium. If no other member district can use the item for an “approved” CTE program and the Carl Perkins budget committee approves, the item can be expired from the district Carl Perkins inventory and can be used or discarded according to local district policy and wishes.

Please use the following guidelines for keeping your inventory. Note: Only Object 460 and Object 480 items that cost $100 or more at time of purchase must be kept on inventory. Object 460 Equipment: Object 460 items are “equipment-like” non-consumables with a current value of less than $5,000.

These are items that 1) have an anticipated useful life of more than 1 year; 2) retain their original shape and appearance with use; 3) are nonexpendable: that is, if the articles are damaged or some of their parts are lost or worn out, it is usually more feasible to repair them than to replace them with an entirely new unit; or 4) they do not lose their identify through incorporation into a different or more complex unit or substance.

Object 460 Equipment—Technology (i.e. digital cameras, projectors, etc.) must be kept on your Carl Perkins Inventory for 3 years.

Object 460 Equipment—Non-Technology (i.e. drill press, commercial cookware, etc.) must be kept on your Carl Perkins Inventory for 5 years.

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

must also be marked and kept on the Carl Perkins inventory recording their model, serial number and location in the building (i.e. program use).

Object 545 Capital Outlay Must be kept on your Carl Perkins Inventory for 7 years.

Please contact Helene Audet-Burns at 541.966.3134 or helene.burns@umesd.k12.or.us with questions.

Sheriff’s Information It is recommended that you engrave “sheriff’s information” on each item of equipment that you receive. Use an “electric pencil.” Engrave your district number, the county number, and the state. Pendleton District #16R’s information would look like this: 16-31-OR

16 for the District number 30 for Umatilla County (the 30th alphabetically) OR for Oregon’s abbreviation

19

Using Perkins IV Funds for Professional Development Under the new Act, professional development must be high-quality, sustained, intensive and focused on instruction. Consistent with Title II of ESEA, this prohibits one-day or short-term workshops or conferences (unless they are part of a larger series of professional development activities). Perkins IV expects its professional development activities to be coordinated with efforts under Title II of ESEA and Title II of the Higher Ed Act. Perkins IV and the Oregon State Plan increase the emphasis on professional development by requiring all secondary CTE instructors to follow a formal, professional-development plan focused on instruction and all postsecondary CTE instructors to participate annually in formal, program-related professional development focused on instruction. All CTE instructors are expected to reinforce naturally occurring, embedded academic content within their technical instruction. Collaboration is key.

Who Can Attend: teachers, faculty, administrators, and career guidance and academic counselors who are involved in integrated CTE programs of study. Use Request for Funds form in back of this handbook. What Topics: Effective integration of academics and CTE * Effective teaching skills based on research * Effective practices to improve parental & community involvement * Effective use of scientifically-based research and data to improve instruction * All aspects of an industry * Internship programs that provide relevant business experience * Effective use and application of technology by the instructor How: All CTE instructors will be expected to participate in the professional development described above in order to spend Perkins funds on their programs. Local administrators are responsible for monitoring the professional development of their instructors to insure that it meets the requirements of the act and supplement vs. supplant. All reimbursements, however, must be approved by the fiscal agent and justification may be requested. It is recommended that secondary CTE instructors design their current Continuing Professional Development Plans to meet Perkins IV expectations. The Umatilla-Morrow CTE Consortium, in conjunction with the U-M ESD & BMCC, will continue to plan and provide regional 9-14 professional development that meets the needs of Perkins IV. Regional activities will be planned throughout the year to constitute a series of workshops and trainings based on Perkins requirements, emerging diploma & degree requirements, and other needs. These regional series of events will be supplemented by state and local initiatives that dovetail and complement the Perkins Required Uses of Funds. See below for activities that meet these requirements.

REGIONAL Pathway Groups

Industry Tours that focus on learning All

Aspects of an Industry

IMEF & CTE Cohorts

Regional CTE Series, includes workshops &

trainings specifically for counselors and

administrators and CTE Directors Meetings

U-M ESD Tech Cadre

ODE/OAESD Teaching Learning Connection

Initiative training : Making Standards Work,

Data-Driven Decision Making, Formative

Assessment & Effective Teaching Strategies

LOCAL Collaborative

work time for CTE

or CTE &

Academic

instructors

District or

College-driven

workshops &

trainings that

support Perkins IV

Local PLCs

focused on CTE

STATE & NATIONAL Program-oriented

conferences that support

Perkins IV requirements.

State or national

conferences that provide

content for academic

integration or improved

9-14 alignment.

Statewide community

college Pathways work

or national Career

Clusters work

20

Umatilla-Morrow CTE Consortium 2008-2009 PERKINS PURCHASE REQUEST

Program Title__________________________________High School ____________________________________

Endorsed CTE Teacher_________________________________________________________________________

Vendor Information (Name, Website/Address, Phone Number)_______________________________________

___________________________________________________________________________________________

OBJECT NUMBER

QUANTITY DESCRIPTION

UNIT PRICE

TOTAL COST

Required field Freight Charge

TOTAL COST

My signature means that this request meets all of the Carl Perkins Consortium fiscal guidelines & local budget plans:

_____________________________ __________ ________________________________ __________ CTE Director Date High School CTE Administrator Date

Object Numbers These items must be included on inventory if over $50. See attached guidelines. Provide a Justification Memo for any single purchase over $500. Please use the Professional Development Form for conference, substitute or travel-related expenses. 412—Consumable Supplies 460—Equipment-like, non-consumable supplies 470—Programs & Software 480—Computer Hardware 545—Capital Outlay (must be included in budget)

Send this completed request to Helene Audet-Burns, UMESD, 2001 S.W. Nye, Pendleton, OR

IMPORTANT: Check the Goal/s this purchase directly meets: See handbook for descriptions. Standards & Content Alignment & Articulation Accountability & Evaluation Professional Development Student Support Services

21

Umatilla-Morrow CTE Consortium 2008-2009 PERKINS PROFESSIONAL DEVELOPMENT REQUEST

High School: __________________________________ Program Title:__________________________________ Name of Attendee______________________________________________________________________________ Home Address________________________________________________________________________________

Fill in the applicable boxes below; ignore the rest. All receipts & relevant paperwork must be received before reimbursement can be processed. If district reimbursement, include copies of district paperwork. If individual reimbursement, include originals. Registration (Check one) Please pay & send in for me Reimburse my district Reimburse me

Date/s Name & Location of Conference (attach registration forms) Amt.

Lodging Reimburse my district Reimburse me

Date/s Description (Ex. Salem Red Lion for 2 nights @ $72 + tax)

When making reservations, remember to ask for the government rate

Total Amt.

Substitute Reimburse my district—invoice included or will follow in mail

Date/s Description if not related to a conference described above No. of days (.5 and up) X district rate. Will pay up to max. of $185

Total Amt.

Mileage Reimburse my district Reimburse me at ESD Rate of .505 per mile

Date/s

Description of travel (Ex. to March PTE Directors mtg. in Pendleton and back to Hermiston)

Total Miles

Total $ Amt.

Meals Reimbursed at per diem rate. Check boxes for meals not covered by conference registration fee

Date Breakfast--$6 Lunch--$9 Dinner--$20 Total $ for Day ________________________________________ ________________________________________________ CTE Director CTE Administrator My signature means that this request meets all of the Carl Perkins Consortium fiscal guidelines & local budget plan

Send this completed request to Helene Audet-Burns, UMESD, 2001 S.W. Nye, Pendleton, OR

22

Umatilla-Morrow CTE Consortium

Justification Memo For Equipment Purchases of $500 and Over

Please attach this form to your Perkins Purchase Request Perkins IV represents a philosophical shift in the history of the Carl Perkins Act away from providing “entitlement-like” base program funding and towards supporting strategic investment in innovative, high-return (as measured by the performance measurements) programs of study.

Describe this purchase and how it will meet this condition:

Required Use of Funds (Section 135)— Please see pgs.14-16 of the handbook for more detailed clarification

Check which of the following characterizes the use of this purchase: Strengthen the academic and career and technical skills of students participating in CTE programs; Link CTE at the secondary level and CTE at the postsecondary level; Provide students with strong experience in and understanding of all aspects of an industry; Develop, improve, or expand the use of technology in CTE; Provide professional development programs to secondary and postsecondary teachers, faculty,

administrators, and career guidance and academic counselors who are involved in integrated CTE programs;

Develop and implement evaluations of the CTE programs; Initiate, improve, expand, and modernize quality CTE programs, including relevant technology; Provide services and activities that are of sufficient size, scope, and quality to be effective; and Provide activities to prepare special populations, including single parents and displaced homemakers

who are enrolled in CTE programs, for high skill, high wage, or high demand occupations that will lead to self-sufficiency.

23

2008-2009 Umatilla-Morrow CTE Local Budget Planning Worksheet School Name:___________________________________________ Completed By:_________________________________ Must be returned before funds can be expended. The local budget will reflect the following priorities set forth by the U-M Carl Perkins Consortium and required by the Carl D. Perkins Career & Technical Education Act of 2006 and Oregon State Plan :

To improve and/or supplement “approved” 9-14 Programs of Study To invest 10% of our building Perkins allocation in professional development*; and To demonstrate strategic investment by utilizing funds for programs whose teachers are actively working to improve their Programs of Study by: attending

appropriate professional development, providing opportunities for student leadership, providing secondary and post-secondary content (articulation of credits if possible), and working towards a standards-based program of integrated academic & technical skill content culminating in a technical skills assessment.

Describe major goals or needs of your CTE programs represented in your budget below.

Directions: Divide your allocation by object number and goals. See page 24 of the handbook for your allocation and page 13 for a description of the goals.

Perkins Goals Standards & Content

Alignment & Articulation

Accountability & Evaluation

*Professional Development

Student Support Services

Total

Example: 500 600 $1100

3XX: Instructional, Professional & Technical Services Includes substitute costs, consultants, etc.

340: Travel-Related Expenses Includes conference registration, mileage, hotel, per diem

4XX: Instructional Supplies & Materials Not consumable supplies

470: Computer Software

480: Computer Hardware

5XX: Capital Outlay (Equipment & technology items over $5,000)

24

2008-2009 Umatilla-Morrow CTE Consortium Allocation Chart

Perkins III Transition Year Perkins IV District 05-06 Allotment 06-07 Allotment 07-08 Allotment District 08-09 Allotment

Athena-Weston $5,694 $6,552 $6,378 Athena-Weston $5,572 Echo $2,832 $2,576 $2,302 Echo* $0 Helix $2,345 $2,057 $2,000 Helix $2,000 Hermiston $48,921 $38, 528 $38,877 Hermiston $40,348 Ione N/A $2,057 (ESD) $2000 (ESD) Ione* $0 Milton-Freewater $22,410 $16,772 $17,553 Milton-Freewater $17,836 Morrow County $20,616 $19,796 $18,745 Morrow County $18,676 Pendleton $40,916 $33,264 $30,365 Pendleton $30,940 Pilot Rock $5,360 $4,004 $3,938 Pilot Rock $4,032 Stanfield $6,027 $3,976 $4,409 Stanfield $5,096 Ukiah $2,345 $2,057 $2,000 Ukiah $2,000 Umatilla $11,649 $10,920 $9,872 Umatilla $10,500 BMCC $115,149 $93,349 $90,960 BMCC $91,126 UMESD: Basic Grant $89,371 $93, 462 $80,269 UMESD: Basic Grant $130, 410 UMESD: TechPrep $40,477 $36,058 $49,731 UMESD: Reserve Fund $46,410

UMESD: One-time Perkins Special Reserve Grant Awarded in Dec 07

+ $500 amendment in June 08 for VTECs Training $17,989

River Bend* $4,813

TOTAL $414,112 $363, 371 $375,388 TOTAL $363,039

25

C o nnect io n

B et we e n

A c ade mic s and

C ar e ers

“In today’s world, career and technical education is an important component of most any student’s education as it helps prepare high school students for either a transition to the workforce or a postsecondary degree. The programs help students begin thinking about different careers of interest, provide opportunities for exploring those career options, and start students down a path toward accomplishing their career goals. Moreover, the program helps students see a connection between the academic subjects in the classroom and the application of that knowledge in the working world. For many students, this connection is critical to their decision to stay in high school and graduate with a diploma.”

Rep. Mark Souder (R-IN) Congressional Record, pgs.H5976 & H5977

July 27, 2006

Pr of ess io nal D e ve lo pm e nt

“We made important strides in the area of professional development. This conference agreement strengthens the instructional connection between academic and career technical programs. We heard from numerous teachers that successful career tech programs allow academic and vocational teachers to develop curriculums together to teach together so that students can apply the academic content to the real world context.”

Rep. George Miller (D-CA) Congressional Record, page H5975

July 27, 2006

CTE 2007-2013

26