**U. S. Department of Education**

**Office of Vocational and Adult Education**

> **\* \* \* \* \* \* \* \* \* \* \***

**The Carl D. Perkins**

**Career and Technical Education Act of 2006**

**STATE PLAN COVER PAGE**

**State Name: [North Dakota ]{.underline}**

**Eligible Agency Submitting Plan on Behalf of State:**

> [Department of Career and Technical Education]{.underline}

**Person at, or representing, the eligible agency responsible for
answering questions on this plan:**

> Signature:
>
> Name: [Wayne Kutzer]{.underline}

Position: [State Director and Executive Officer]{.underline}

Telephone: [(701) 328-2259]{.underline}

Email: [wkutzer@nd.gov]{.underline}

**Type of State Plan Submission (check *one*):**

> \_\_\_ 6-Year Full Plan -- FY 2007 -- FY 2013
>
> [X]{.underline} 1-Year Transition Plan -- FY 2007-2008

**Special Features of State Plan Submission (check all that apply):**

\_\_\_ Unified - Secondary and Postsecondary

\_\_\_ Unified - Postsecondary Only

> [X]{.underline} Title I only (*All Title II funds have been
> consolidated under Title I*)
>
> \_\_\_ Title I and Title II

**NORTH DAKOTA STATE BOARD**

**FOR**

**CAREER AND TECHNICAL EDUCATION**

Mr. Darrel Remington, Chairperson Mott

Mr. Jeffery Lind, Vice Chairperson Rugby

Ms. Maren Daley, Member Bismarck

Mr. Brian Duchscherer, Member Carrington

Mr. Eddie Dunn, Member Bismarck

Mr. Robert Geske, Member .Enderlin

Ms. Susan Stibbe, Member. Hunter

Ms. Rita Wilhelmi, Member Stanley

Dr. Wayne Sanstead, Member Bismarck

+-----------------------------------------------------------------------+
| "*It is the policy of the North Dakota State Board for Career and     |
| Technical Education not to discriminate in its educational programs,  |
| activities, or employment policies as required by Final Regulation    |
| implementing Title IX of the 1972 Education Amendments, Title VI of   |
| the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act   |
| of 1973.*                                                             |
|                                                                       |
| *The Board policy does not advocate, permit, nor practice             |
| discrimination on the basis of sex, race, color, national origin,     |
| religion, age, or disability as required by various state and federal |
| laws. Equal education opportunity is a priority of the North Dakota   |
| State Board for Career and Technical Education."*                     |
+-----------------------------------------------------------------------+

**Table of Contents**

[II. PROGRAM ADMINISTRATION 1](#__RefHeading___Toc161102951)

[III. PROVISION OF SERVICES FOR SPECIAL POPULATIONS
32](#iii.-provision-of-services-for-special-populations)

[IV. ACCOUNTABILITY AND EVALUATION
35](#iv.-accountability-and-evaluation)

[VI. FINANCIAL REQUIREMENTS 54](#__RefHeading___Toc161102954)

[VII. EDGAR CERTIFICATIONS AND OTHER ASSURANCES
63](#vii.-edgar-certifications-and-other-assurances)

# II. PROGRAM ADMINISTRATION

**A. Statutory Requirements**

1.  The State Board for Career and Technical Education submits to the
    Secretary a Transition Plan for a one-year period, FY 2007-2008.
    \[Sec. 122(a)(1)\]

2.  The State Board will address the following activities to assist in
    meeting or exceeding the state adjusted levels of performance.

> The State Board will assist Local Education Agencies to ensure access
> to a full range of career and technical education programs for all
> students. Activities will be developed and/or conducted in support of
> achievement of each of the core indicators of performance by each of
> the LEAs. The core indicators are as follows:

-   attainment of challenging academic, career and technical standards,

-   attainment of a secondary diploma or equivalency, skill certificate,
    or postsecondary degree or credential,

-   placement in further education or training, employment, or military
    service,

-   completion of programs for nontraditional training and employment.

-   Quality career and technical education programs are provided for
    students at the secondary, postsecondary and adult level. These
    programs are in Agriculture, Business and Office Technology, Career
    Development (Guidance), Educational Equity, Family and Consumer
    Sciences, Information Technology, Marketing Education, Curriculum
    and Personnel Development, Special Needs, Technology Education, and
    Trade, Technical and Health Education.

-   Data Collection -- the redesign of the data collection system will
    assure that valid and reliable data are collected. The data will be
    used to assist in meeting the adjusted levels of performance.

-   Evaluation Instrument -- the self-study and evaluation process are
    reviewed and revised annually to assure that the evaluation system
    accurately reflects the quality of the career and technical
    education programs.

-   Local Education Plan -- the redesign of the Local Education Plan
    will focus on the desired outcomes.

-   Consortium Approval Process --the consortium approval process will
    focus on all members of the consortium meeting the state adjusted
    levels of performance.

-   Technical Assistance -- the State Board will review the technical
    assistance process to ensure that these services are of the highest
    quality.

> \(a\) The State Board for Career and Technical Education will develop
> programs of study, that may be adopted by local educational agencies
> and postsecondary institutions to be offered as an option to students
> (and their parents as appropriate) when planning for and completing
> future coursework, for career and technical content areas that---

i.  Incorporate secondary education and postsecondary education
    elements; using the Career Clusters model to develop these programs
    of study.

> Career Clusters Prepare All Students for College and Careers

-   To prepare today\'s students for tomorrow, schools are working to
    help students achieve in challenging subjects. One key approach to
    this goal is to provide students with relevant contexts for
    learning. Career clusters link what students learn in school with
    the knowledge and skills they need for success in college and
    careers. Career clusters help students identify pathways from
    secondary schools to postsecondary credentials, certificates,
    diplomas, or degrees, as well as to the workplace. Career pathways
    help students identify the connection between rigorous courses and
    their future goals.

ii. These programs of study will include coherent and rigorous content,
    aligned with challenging academic standards, and relevant career and
    technical content in a coordinated, non-duplicative progression of
    courses that align secondary education with postsecondary education
    to adequately prepare students to succeed in postsecondary
    education:

-   In addition to the Career Clusters, model programs of study will be
    based on industry standards and each program will be based on
    curriculum standards that address academic and technical achievement
    in a coordinated and non-duplicative manner.

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-   Why Standards Exist\
    The North Dakota Department for Career and Technical Education is
    committed to developing standards to ensure each program area offers
    courses that allow students to acquire essential knowledge and
    skills.

-   What Standards Are\
    Standards identify what students are expected to know and be able to
    do\--the content they are expected to acquire, the skills they are
    expected to attain, and the intellectual qualities and habits of
    mind they are expected to develop. With the standards in place,
    schools can create, implement, and strengthen a Career and Technical
    Education (CTE) curriculum to prepare students for entry into
    industry sectors and for postsecondary education.

-   How Standards Are Created\
    The standards process begins with a review of national and industry
    standards. The state CTE program area supervisor(s), secondary
    teachers, counselors, postsecondary teachers, business and industry
    representatives, and the Research & Curriculum Administrator for
    CTE, work together to write the standards. The standards are written
    to ensure that when the students complete their courses they have
    the knowledge and skills needed in business and industry.

-   How State Academic Standards Are Integrated\
    The final step of the standards writing process involves
    \"crosswalking\" the standards with academic areas such as
    English/Language Arts, Mathematics, Science, Social Studies, and
    Library/Technology Literacy. Crosswalks provide CTE teachers the
    resources necessary to integrate related state academic standards
    into the CTE curriculum. The most current drafts of the state
    academic documents, produced by the North Dakota Department of
    Public Instruction, are used in the cross walking process. These
    state standards are available at:
    <http://www.dpi.state.nd.us/standard/content.shtm>.

iii. Programs of study will include the opportunity for secondary
     education students to participate in dual or concurrent enrollment
     programs or other ways to acquire postsecondary education credits;

> The dual credit program signed into law by the 1997 North Dakota
> Legislature allows high school juniors and seniors who want to earn
> college courses to benefit from this program.
>
> Students have always been able to take college courses for credit - as
> additions to their high school workload. With the dual credit plan,
> the college class is a replacement rather than an addition. Students
> take just one class - the college class - and get both high school and
> college credit for it.
>
> The agencies involved in this unique cooperative relationship: the
> [N.D. Department of Career and Technical
> Education](http://www.state.nd.us/vte), [N.D. Department of Public
> Instruction](http://www.dpi.state.nd.us/), N.D. University System.
>
> iv\. Programs of study will lead to an industry-recognized credential
> or certificate at the postsecondary level, or an associate or
> baccalaureate degree;
>
> The agency will use the Career Clusters model previously described.
> The plans of study are designed to be academically rigorous while
> incorporating the necessary technical proficiencies. The curriculum is
> based on industry standards through the curriculum development and
> standards processes. Certification is accomplished through CompTIA,
> Cisco, ASE, NCCER, CNA, among others. Some certifications can be
> accomplished without postsecondary education while others require
> additional levels of education, but each of the pathways is designed
> to lead to all levels of education.
>
> \(b\) The State Board, in consultation with eligible recipients, will
> develop and implement the career and technical programs of study
> described in (a) above;
>
> Model programs of study will be proposed by program supervisors.
> Programs of study will use Career Clusters, Pathways, and Plans of
> Study. Statewide meetings involving select secondary and postsecondary
> instructors will be used to obtain input and modifications to the
> programs of study. The resulting plans will be presented to teachers
> at statewide forums before final approval is given by the State Board.

c.  The State Board will support eligible recipients in developing and
    implementing articulation agreements between secondary education and
    postsecondary education institutions;

> The goal for articulation agreements is that they be statewide
> agreements. Program supervisors will provide technical assistance with
> the potential for grant monies to local eligible recipients. The North
> Dakota University System has in existence an office of articulation
> that will be used to help coordinate these agreements at the
> postsecondary level.

d.  Information about career and technical programs of study offered by
    eligible recipients at the secondary level will be made available
    through several means;

> Provide a coordinated occupational and career information delivery
> system in North Dakota including:

-   Career planning;

-   Career development program implementation;

-   Training and education program planning.

> The Career Development program supervisor, local career development
> counselors, and the North Dakota Career Resource Network (NDCRN) are
> partners in this activity.

-   Support career guidance and academic counseling programs designed to
    promote improved career and education decision making by individuals
    (especially in areas of career information, delivery, and use).

-   Make available to students, parents, teachers, administrators, and
    counselors.

-   Equip teachers, administrators, and counselors with the knowledge
    and skills needed to assist students and parents with career
    exploration, educational opportunities, and education financing.

-   Assist appropriate State entities in tailoring career-related
    educational resources and training to their specific needs.

-   Improve coordination and communication among administrators and
    planners of programs authorized by this Act.

-   Provide ongoing means for customers, such as students and parents,
    to provide comments and feedback on products and services and to
    update resources, as appropriate, to meet customer requirements.

-   Provide information on related occupational opportunities; and

-   Stay current with the needs, expectations, and methods of business
    and all aspects of an industry.

> The State will use a variety of tools to accomplish these career
> planning and preparation goals including, but not limited to:

-   Career Outlook is an annual career tabloid newspaper providing
    information on career planning, information on occupations,
    education and training sites in North Dakota, and a cross-reference
    of occupations to relevant high school classes.

-   Guidance Central consists of three components:

    -   Choices Planner - An advanced online career information delivery
        system that helps students build powerful plans as they compare,
        connect and choose from a vast network of work and education
        options. Valid and reliable assessments are used in this
        program, to help the user relate their interests, aptitudes and
        work values to occupations, plus inputting personal preferences
        into their career search.

    -   Choices Explorer - An engaging online education and career
        exploration system that provides extensive libraries of
        education, career and recreation articles in an interactive
        magazine-style format. Hundreds of classroom activities can be
        found through this program.

    -   TestGEAR -- An online tool that gives students the practice they
        need to reach their full potential on the college entrance exam
        ACT. This online learning system adapts to each student's needs
        by targeting their weaknesses and helping them to build
        necessary skills.

> All public and private high schools will have Guidance Central and all
> public and private middle schools/junior highs will have Choices
> Explorer. Workshops are being conducted to assist local communities to
> utilize these tools effectively.
>
> \(e\) The secondary and postsecondary career and technical education
> programs to be carried out, including programs that will be carried
> out by the State Board, to develop, improve, and expand access to
> appropriate technology in career and technical education programs;
>
> Four endeavors to develop, improve, and expand access to technology
> and technology based CTE courses are:

-   Area Career and Technical Centers. There are currently five area
    career and technology centers in the state. During the 2007-2009
    biennium we will pilot two new centers in the underserved parts of
    the state to bring the number of area centers to seven. Innovative
    methods of delivery will be incorporated into these new centers
    expanding the outreach and enabling more programs to be delivered
    through a variety of distance learning options and alternative
    scheduling, to more remote areas.

-   Cooperative Arrangements. Agreements between schools to share CTE
    courses through distance delivery will be a focus of new funding.
    This will expand the number and quality of occupational CTE programs
    available to students who currently have limited access.

-   Emerging Technology. This program focuses on technology-based
    equipment that is rotated among schools, giving students hands on
    experiences with equipment that a single district would not be able
    to afford. There are currently 79 schools sharing such equipment in
    six consortiums. The goal for the 2007-09 biennium is to increase
    the number of consortiums to eight and participating schools to 100.

-   Professional Competency Continuum (PCC). This tool provides
    educators with a framework for identifying competencies they need
    for success in the technology-supported classroom, and a measurement
    (or continuum) of progress towards those competencies. It is a
    self-assessment tool for educators and school administrators to
    gauge their own strengths and weaknesses in using educational
    technology in teaching and learning. The PCC is available to all
    schools and educators to be used on an annual basis as part of their
    professional development and to address the "technology literacy"
    and "technology integration" requirements.

> Other activities and programs to support technology literacy within
> CTE programs include:

-   Customized technology-training opportunities to meet the expressed
    needs of interested institutions.

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-   Offer technology-related workshops for university credit.

-   Deliver specialized training on an as needed or required basis.

-   Industry certification programs that will promote the mission of the
    State Board for Career and Technical Education. Partnerships with
    Cisco Systems, Inc., Oracle, ESRI (GIS), Caterpillar, John Deere,
    Bobcat, NATEF, and ATEF, among others, have been formed to offer an
    end goal of industry certification.

> An ongoing evaluation process exists to determine improvements that
> could be made using technology. The process includes state and local
> level activities.
>
> The State Board will continue to play an active role in the
> development and promotion of the State Education Technology Plan
> through membership in the Education Technology Council. The plan makes
> recommendations for action at the state and local levels. The State
> Education Technology Plan addresses this objective by focusing on four
> critical success factors:

-   Access to Technology

-   Administrative Services

-   Professional Development

-   Curriculum Integration

> Educational and technology service providers in North Dakota work
> collaboratively to share resources and offer opportunities. Some of
> the collaborative services currently being offered include:
>
> • Cisco Networking Academies: a program designed to deliver a four
> semester networking curriculum to high school and college students.
> Upon completion of the courses students will be prepared to take an
> industry standard test to become a Cisco Certified Networking
> Associate.

-   Statewide Conferences: conferences offer educators best practice
    examples with regard to teaching using the latest in technology.
    Some of the conferences are (1) Teaching and Technology Conference
    (TNT); (2) Career and Technical Professional Development
    Conference; (3) and the North Dakota Education Association
    Instructional Conference.

> \(f\) The criteria that the State Board will use to approve eligible
> recipients for funds under the Act, including criteria to assess the
> extent to which the local plan will---
>
> Criteria to approve eligible recipient;
>
> Each eligible recipient is assigned a program consultant. These
> consultants will assist, provide technical assistance, review and
> approve local applications and process reimbursement claims from the
> assigned eligible recipient. Local applications are approved on the
> following criteria.
>
> SECONDARY PROGRAM APPROVAL POLICY

## Requirements for an approvable instructional program

-   Credits - A minimum of 2 credits per year must be taught

    -   Trade & Industry programs must offer a minimum of 3 sequential
        credits

    -   Distance learning exception -- a receiving school may receive
        reimbursement for a course as long as it originates from an
        approved program. Also distance courses MAY be counted as part
        of the 2 credit sequence for program approval purposes.

-   Class Size (9-12 enrollment)

    -   Minimum of 7 students in each course for schools with more than
        100 students

    -   Minimum average of 7 students per course for schools with 50-100
        students

    -   No minimum for schools with fewer than 50 students

-   CTE certified teacher

    -   Refer to teacher certification requirements for specific service
        area (www.nd.gov/cte/teacher-certs)

-   Curriculum

    -   Must be based on state, national, or industry standards for each
        program area

-   Facilities and equipment

    -   Adequate as determined by program standards

    -   Barrier-free facility

-   Advisory Committee

    -   Each program must have an active advisory committee but the
        committee may be combined to serve multiple CTE programs -- with
        a minimum of three representatives from each CTE program --
        unless program standards require a separate committee to serve a
        specific program.

    -   Committees must meet, at a minimum, two times a year.

## Requirements for an approvable career development program 

-   CTE credentialed counselor (see requirements for Career Development
    at www.nd.gov/cte/teacher-certs)

-   Program of Work that incorporates ND Career Development Standards
    (curriculum framework, at www.nd.gov/cte/secondary/career-dev)

-   Adequate facilities and equipment as determined by program standards

-   Advisory Committee (see above)

-   Career Development Programs are in grades 7-12 and may be funded
    with state or federal funds.

## Timeline for new/expanded program applications

-   April - Applications due for the following year by submitting forms:

> (forms are located at www.nd.gov/cte/forms)

-   SFN 15274 -- Funding Application Cover Sheet

-   SFN 15275 - Funding Application Budget

-   SFN 15256 -- Program Advisory Committee

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-   May/June - Applications reviewed by State Board for CTE

    -   Schools/institutions are notified of funding status approval or
        disapproval by the CTE fiscal office

    -   Newly funded programs will receive an annual plan budget

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-   September/October - Revised annual plan budgets due in CTE office,
    if funds permit, new program funding requests may also be considered
    at this time.

-   April - Reimbursement claim forms are sent to schools but
    reimbursement may be requested anytime an expenditure has been made

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-   June - Submission of reimbursement claim deadline

-   Exception to new program application process -- Based on agency
    approval, an LEA may move funding from one program area to another
    as long as the new program meets all criteria and it is funded at
    the same reimbursement rate.
    (<http://www.nd.gov/cte/forms/docs/statereimbpolicy.pdf>)

> Supporting policy guidelines:
>
> Programs may be approved but not funded due to availability of funds.
> Due to limited availability, state funding is limited to approved
> costs in programs for grades 9 -- 12, except in the case of a Career
> Development program that includes grades 7 -- 12. It is the policy of
> the State Board not to fund new programs at the expense of existing
> programs.
>
> If a deficiency occurs after a program has been approved, there is a
> one year grace period to allow a school or institution to correct the
> deficiency.
>
> Technology Education does not fund any salaries except when two
> Technology Education programs share an instructor. Technology
> Education equipment may be funded with state or federal funds in
> grades 7-12.
>
> POSTSECONDARY PROGRAM APPROVAL POLICY

## Requirements for an approvable instructional program

-   Program Scope

    -   A program constitutes a sequential list of courses that leads to
        a certificate, diploma, or an associate degree.

-   Program Size

    -   Federal or state funds cannot be used in programs that have less
        than ten (10) students by the third year of operation.

-   CTE credentialed teacher

    -   Refer to teacher credential requirements for specific service
        area (www.nd.gov/cte/teacher-certs)

-   Curriculum

    -   Must be based on state, national, or industry standards for each
        program area

-   Facilities and equipment

    -   Adequate as determined by program standards

    -   Barrier-free facility

-   Advisory Committee

    -   Each program must have an active advisory committee but the
        committee may be combined to serve multiple CTE programs -- with
        a minimum of three representatives from each CTE program --
        unless program standards require a separate committee to serve a
        specific program.

    -   Committees must meet, at a minimum, two times a year.

> Supporting policy guidelines:
>
> If a deficiency occurs after a program has been approved, there is a
> one year grace period to allow a school or institution to correct the
> deficiency.
>
> i\. The State Board will promote continuous improvement in academic
> achievement;
>
> In addition to receiving approval based on the above guidelines,
> continuous improvement in academic achievement is measured on our
> Local Consolidated Annual Performance (LCAP) data reporting system.
> This combined with data available through the Department of Public
> Instruction allows for measuring of continuous academic improvement.
> Decisions are made at the state and local level based on this data in
> order to achieve the academic achievement levels mandated by Annual
> Yearly Progress (AYP) and Perkins.
>
> ii\. The State Board will promote continuous improvement of technical
> skill attainment;
>
> Continuous technical skill attainment is measured through the LCAP
> system and these measurements are available to the locals through
> web-based reporting. Data driven decisions are made to improve
> performance. Additionally, technical assistance is provided from the
> state to improve technical proficiency. Where available, technical
> skills assessments are used to verify competence.
>
> iii\. The State Board will identify and address current or emerging
> occupational opportunities;
>
> Analysis of Bureau of Labor Statistics, regional data labor market
> information, and recommendations of local advisory committees are used
> to identify current or emerging occupational opportunities. In
> addition, the Governor and the North Dakota Department of Commerce
> have identified five targeted industry clusters that promote economic
> development. Job Service employment data is a primary source of data
> to identify the current or emerging occupational opportunities.
>
> \(g\) Programs at the secondary level will prepare career and
> technical education students, including special populations, to
> graduate from secondary school with a diploma;
>
> Integration of academic standards and career and technical standards
> into the curriculum to reinforce academic achievement. Providing
> classrooms and labs that contain current high technology equipment,
> provide adequate space, and promote safety thus providing an excellent
> learning environment.
>
> Career and technical support services for special populations include:

-   direct support services, such as tutoring, interpreting, job
    placement, and work-study for economically disadvantaged.

-   assessment/planning activities, including student identification,
    career counseling, and development of individualized career
    education plans

-   resource activities to aid personnel

> \(h\) Programs will prepare career and technical education students,
> including special populations, academically and technically for
> opportunities in postsecondary education or entry into high-skill,
> high-wage, or high-demand occupations in current or emerging
> occupations, and how participating students will be made aware of such
> opportunities;
>
> Each program area is required to have an active advisory committee
> that must meet at least twice per year. These advisory committees
> reflect local business and industry demand conditions in the program
> area. Trends and anticipated needs are identified and discussed
> reflecting the anticipated skills and knowledge that will be required
> for employment and economic development.
>
> The State Board staff conducts on-going assessments of labor market
> needs and opportunities. Labor market information (LMI) is obtained
> from Job Service North Dakota and from data put together by the North
> Dakota Career Resource Network. The staff works with secondary and
> postsecondary institutions in implementing programs that lead to
> high-skill, high-wage, or high-demand occupations for students.

-   Continuous assessment is made of labor market needs and
    opportunities and then these needs are transmitted to postsecondary
    institutions to provide those programs.

-   All curricula in career and technical education programs are
    continuously upgraded and revised to provide skills that lead to
    high-skill, high-wage, or high-demand occupations.

-   Academics are infused into all secondary career and technical
    education programs to better prepare the individuals with the skills
    to succeed in postsecondary programs and be able to compete for the
    high-wage, high-skill, or high-demand occupations.

-   The career development counseling programs in North Dakota utilize
    the Guidance Central system to provide guidance to students on
    necessary skills and classes to pursue their career choices at the
    postsecondary level and in current and emerging occupations.

-   Improved Career Decision Making (ICDM) Workshops: Each year, a
    minimum of two ICDM workshops are provided. These workshops train
    participants in the use of and how to access current labor market
    information. Participants are trained in LMI concepts and how to
    access this information from a local, state, and national
    perspective. ICDM is a joint agency training program provided by
    North Dakota Career Resource Network (NDCRN) through the State Board
    for Career and Technical Education (SBCTE), and Job Service North
    Dakota.

-   The automotive, electronics, welding and construction programs are
    designed to allow students who complete the programs to obtain a
    national industry standards certificate. This certificate
    demonstrates that the student has mastered skills in that program
    area and assists them in gaining entry into further education and
    high-skill, high-wage, or high-demand occupations.

> \(i\) Funds will be used to improve or develop new career and
> technical education courses---
>
> Through the local plan application included in section B. Other
> Department Requirements, each eligible recipient that receives funds
> under this part shall use such funds to improve career and technical
> education programs. Funds made available to eligible recipients under
> this part shall be used to support career and technical education
> programs.
>
> The application lists the Perkins nine required uses of funds that
> must be addressed and the twenty permissible uses of funds for which
> allocations to an eligible recipient may be used to improve or develop
> new career and technical education courses.
>
> i\. At the secondary level that are aligned with rigorous and
> challenging academic content standards and student academic
> achievement standards adopted by the State under section 1111(b)(1) of
> the Elementary and Secondary Education Act of 1965, as amended;
>
> Standards are being developed and adopted for all CTE program areas.
> The standards writing process involves \"crosswalking\" the standards
> with academic areas such as English/Language Arts, Mathematics,
> Science, Social Studies, and Library/Technology Literacy. Crosswalks
> provide CTE teachers the resources necessary to integrate related
> state academic standards into CTE curriculum. The most current state
> academic documents, produced by the North Dakota Department of Public
> Instruction, are used in the crosswalking process. These state
> standards are available at:
> <http://www.dpi.state.nd.us/standard/content.shtm>.
>
> To assure technical competence, funding for purchase or sharing of
> equipment is provided.
>
> ii\. At the postsecondary level that are relevant and challenging; and
>
> The standards that have been written, or are being written for program
> areas, extend to the postsecondary level. The standards process at the
> postsecondary level begins with review of and adoption of national
> industry based standards. These industry based standards are
> incorporated into the writing of the state standards upon which plans
> of study are based. This translates to curriculum that is relevant and
> challenging to meet the needs of industry.
>
> Technical assistance is provided from the state to help implement the
> standards and curriculum. To receive approval and funding, programs
> must meet the standards set forth in the Program Approval process
> outlined above.
>
> iii\. That lead to employment in high-skill, high-wage, or high-demand
> occupations;
>
> Through rigorous, relevant, and challenging curriculum based upon
> academic and industry standards that provide pathways to many levels
> of education, students and graduates will be prepared intellectually
> and technically to perform the jobs that require these abilities to
> afford the student employment in high-skill, high-wage, or high-demand
> occupations. Especially, those that can be identified as such through
> analysis of Bureau of Labor Statistics, regional data labor market
> information, and recommendations of local advisory committees.
>
> \(j\) The State Board will facilitate and coordinate communications on
> best practices among successful recipients of tech prep program grants
> under Title II and other eligible recipients to improve program
> quality and student achievement;
>
> The State Board has elected to consolidate Title II Tech Prep funds
> into Title I the Basic State Grant.
>
> \(k\) The State Board will use funds effectively to link academic and
> career and technical education at the secondary level and at the
> postsecondary level in a manner that increases student academic and
> career and technical achievement;
>
> The State Board will assist in the implementation of programs of
> study, execution of articulation agreements, and industry based
> curriculum as described earlier in this section. Each local recipient
> must have a program of study to receive federal funds. By using funds
> in this manner, links will be strengthened between academic and career
> and technical education at the secondary level and at the
> postsecondary level in a manner that increases student academic and
> career and technical achievement.
>
> \(l\) The State Board will report on the integration of coherent and
> rigorous content aligned with challenging academic standards in career
> and technical education programs in order to adequately evaluate the
> extent of such integration.
>
> \[Sec. 122(c)(1)(A)-(L)\]
>
> The State Board will report for purposes of evaluation using the
> Consolidated Annual Report (CAR) incorporating the core measurements
> described in the Accountability and Evaluation section of this
> document.

8\. The State Board provides technical assistance to eligible recipients
in the following manner. \[Sec. 122(c)(15)\]

> 1\. The State Board employs program supervisors that are qualified in
> their area of assignment. The staff provides the following:
>
> • New teacher visitations for assistance.
>
> • On-site technical assistance to each program twice in a five-year
> period. Reports are completed on each visit.
>
> • Yearly review of the Calendar of Units/Instructional Plan for each
> class offered.
>
> • Conduct on-site evaluations.
>
> • Assist in the development and/or procurement of suitable curriculum
> material.

• Provide direction and guidance to student organizations.

> • Assist in the development, improvement and implementation of
> programs as requested.
>
> • Provide immediate assistance when requested by an eligible
> recipient.

• Complete all reimbursement procedures for the program.

> 2\. Each eligible recipient of federal dollars is assigned a program
> consultant. The consultants will:
>
> • Annually review and approve the local application, budget request
> and determine if the recipient is meeting the intent of the law.

1.  Administrator will be informed of deficiencies in writing and a
    timeframe given to correct the situation.

2.  If not in compliance or the deficiencies are not corrected, funding
    will be withheld until corrections are made.

> • The program consultant will conduct on-site visit with the eligible
> recipients once every two years and complete a written report.
>
> • On-site visits will be made immediately upon request by the eligible
> recipient.
>
> • Programmatic questions will be sent to the appropriate program
> supervisor who will contact and/or visit the eligible recipient and
> provide the necessary assistance.
>
> • The program consultant will annually review and approve all
> reimbursement claims.

#### Other Department Requirements

A.  The local applications or plans for secondary and postsecondary
    eligible recipients, which will meet the requirements in section
    134(b) of the Act follows;

B.  The State's governance structure for career and technical education
    is described by the organizational chart on page 31. There are 48
    secondary and nine postsecondary eligible recipients. (Charts in
    Part VII, pgs. 58-60).

  -----------------------------------------------------------------------
  **(SINGLE DISTRICT-CONSORTIUM-POSTSECONDARY)**

  -----------------------------------------------------------------------

**NORTH DAKOTA STATE BOARD**

**FOR**

**CAREER AND TECHNICAL EDUCATION**

**ONE-YEAR LOCAL TRANSITION PLAN**

**FOR**

**CAREER AND TECHNICAL EDUCATION**

***CARL D. PERKINS CAREER AND***

***TECHNICAL EDUCATION ACT OF 2006***

##### For Fiscal Year 2008

***(School Year 2007-2008)***

***Submitted by:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_***

***\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_***

***Signature of Authorized Representative Date***

**NORTH DAKOTA STATE BOARD**

**FOR**

**CAREER AND TECHNICAL EDUCATION**

Mr. Darrel Remington, Chairperson Mott

Mr. Jeffery Lind, Vice Chairperson Rugby

Ms. Maren Daley, Member Bismarck

Mr. Brian Duchscherer, Member Carrington

Mr. Eddie Dunn, Member Bismarck

Mr. Robert Geske, Member .Enderlin

Ms. Susan Stibbe, Member. Hunter

Ms. Rita Wilhelmi, Member Stanley

Dr. Wayne Sanstead, Member Bismarck

+-----------------------------------------------------------------------+
| "*It is the policy of the North Dakota State Board for Career and     |
| Technical Education not to discriminate in its educational programs,  |
| activities, or employment policies as required by Final Regulation    |
| implementing Title IX of the 1972 Education Amendments, Title VI of   |
| the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act   |
| of 1973.*                                                             |
|                                                                       |
| *The Board policy does not advocate, permit, nor practice             |
| discrimination on the basis of sex, race, color, national origin,     |
| religion, age, or disability as required by various state and federal |
| laws. Equal education opportunity is a priority of the North Dakota   |
| State Board for Career and Technical Education."*                     |
+-----------------------------------------------------------------------+

GENERAL INFORMATION

I. [Introduction]{.underline}

> "The purpose of this Act is to develop more fully the academic, career
> and technical skills of secondary education students and postsecondary
> students who elect to enroll in career and technical education
> programs, by:
>
> 1\. Building on the efforts of States and localities to develop
> challenging academic standards and technical standards and to assist
> students in meeting such standards, including preparation for
> high-skill, high-wage, or high-demand occupations in current or
> emerging professions;
>
> 2\. Promoting the development of services and activities that
> integrate rigorous and challenging academic and career and technical
> instruction, and that link secondary and postsecondary education for
> participating career and technical education students;
>
> 3\. Increasing state and local flexibility in providing services and
> activities designed to develop, implement, and improve career and
> technical education;
>
> 4\. Conducting and disseminating national research and disseminating
> information on best practices that will improve career and technical
> education programs, services, and activities;
>
> 5\. Providing technical assistance that:

-   Promotes leadership, initial preparation, and professional
    development at the state and local levels; and

-   Improves the quality of career and technical education teachers,
    faculty, administrators, and counselors.

> 6\. Supporting partnerships among secondary schools, postsecondary
> institutions, baccalaureate degree granting institutions, area career
> and technology centers, local workforce investment boards, business
> and industry, and intermediaries; and
>
> 7\. Providing individuals with opportunities throughout their
> lifetimes to develop, in conjunction with other education and training
> programs, the knowledge and skills needed to keep the United States
> competitive.
>
> \[CP 2006 -- Section 2. PURPOSE\]

II [Local Uses of Funds]{.underline}

> 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 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 through the integration of academics with career and
> technical education programs through a coherent sequence of courses,
> such as career and technical education programs of study described in
> section 122c(1)(A).
>
> 2\. Link career and technical education at the secondary level to
> career and technical education at the postsecondary level by offering
> the relevant elements of not less than one career and technical
> education program of study described in section 122c(1)(A);
>
> 3\. Provide students with strong experience in and understanding of
> all aspects of an industry, which may include work-based learning
> experiences.
>
> 4\. Develop, improve, or expand the use of technology in career and
> technical education, which may include:

-   training of career and technical education teachers, faculty, and
    administrators to use technology, including distance learning;

-   providing career and technical education students with the academic
    and career and technical skills (math and science) that lead to
    entry into the technology fields;

-   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;

> 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 with integrating career and technical education programs,
> including-

-   in-service and pre-service training on:

    a.  effective integration and use of challenging academic and career
        and technical education provided jointly with academic teachers
        to the extent practicable;

    b.  effective teaching skills based on research that includes
        promising practices;

    c.  effective practices to improve parental and community
        involvement of education;

    d.  effective use of scientifically based research and data to
        improve instruction.

-   support of education programs for teachers of career and technical
    education in public schools and other public personnel who are
    involved in the direct delivery of educational services to career
    and technical education students, to ensure that teachers and
    personnel stay current with all aspects of an industry;

-   internship programs that provide relevant business experience; and

-   programs designed to train teachers specifically in the effective
    use and application of technology to improve instruction.

> 6\. Develop and implement evaluations of the career and technical
> education programs carried out with funds under this title, including
> assessment of how the needs of special populations are being met;
>
> 7\. Initiate, improve, expand, and modernize quality career and
> technical education programs, including relevant technology;
>
> 8\. Provide services and activities of sufficient size, scope, and
> quality to be effective; and
>
> 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.

C. Permissive Uses of Funds

> Funds made available to an eligible recipient under this title may be
> used to:
>
> 1\. Involve parents, businesses and labor organizations as
> appropriate, in the design, implementation and evaluation of career
> and technical education programs authorized under this title,
> including establishing effective programs and procedures to enable
> informed and effective participation in such programs;
>
> 2\. Provide career guidance and academic counseling;
>
> 3\. Support local education and business partnerships;
>
> 4\. Provide programs for special populations;
>
> 5\. To assist career and technical student organizations;
>
> 6\. Provide mentoring and support services;
>
> 7\. Lease, purchase, and upgrade equipment or adapting equipment,
> including instructional aids and publications;
>
> 8\. Provide teacher preparation programs that address the integration
> of academic and career and technical education and that assist
> individuals who are interested in becoming career and technical
> education teachers and faculty, including individuals with experience
> in business and industry;
>
> 9\. Develop and expand postsecondary program offerings at times and in
> formats that are accessible for students, including the use of
> distance education;
>
> 10\. Develop initiatives that facilitate the transition of
> sub-baccalaureate career and technical education students into
> baccalaureate degree programs;
>
> 11\. Provide activities to support entrepreneurship education and
> training;
>
> 12\. Improve or develop new career and technical education courses;
>
> 13\. Develop and support small, personalized career-themed learning
> communities;
>
> 14\. Provide support for family and consumer sciences programs;
>
> 15\. Provide career and technical education programs for adults and
> school dropouts to complete their secondary education or upgrade their
> technical skills;
>
> 16\. Provide assistance to individuals who have participated in
> services and activities under this act in continuing their education
> or training for finding appropriate employment;
>
> 17\. Support training and activities in non-traditional fields;
>
> 18\. Provide support for training programs in automotive technologies;
>
> 19\. Pool a portion of such funds with a portion of funds available to
> not less than one other eligible recipient for innovative initiatives;
>
> 20\. Support other career and technical education activities
> consistent with purposes of this act.

####### III. [Procedure to Determine Uses of Funds within a Consortium]{.underline} 

> A. Each member of the consortium shall be represented by one
> individual.
>
> B. One member of the consortium shall be designated the fiscal agent
> for the consortium and a representative from that district, area
> career and technology center, or postsecondary institution shall be
> designated the consortium manager.
>
> C. A consortium shall hold at least two meetings annually.
>
> D. Consortium accountability data will be reviewed as part of the
> planning process. Priorities for the use of funds will focus on
> meeting the accountability measures and shall be mutually beneficial
> to all consortium members. Needs shall be supported by the intent of
> the Carl Perkins Act.
>
> E. Members shall set priorities and determine which activities will be
> approved for the year. Funds may not be reallocated (sub-granted) to
> individual members of the consortium for purposes benefiting
> individual members of the consortium.
>
> \[Section 122(c)(6)(A)(B)\]

### [GENERAL ASSURANCES]{.underline}

The
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
makes application to the

(Name of Applicant)

North Dakota State Board for Career and Technical Education for approval
of the specific career and technical education programs as shown herein
for the period beginning July 1, 2007, and ending June 30, 2013. An
annual update to this plan will be developed and submitted each year as
part of the annual plan process.

IT IS AGREED AND UNDERSTOOD THAT:

> 1\. Programs, services, and activities included under this agreement
> shall be operated in accordance with the Carl D. Perkins Career and
> Technical Education Act of 2006 and the North Dakota State Board for
> Career and Technical Education Procedural Methods for handling Carl D.
> Perkins funds.
>
> 2\. The eligible recipient will comply with the requirements of this
> Act and the provisions of the State plan, including the provision of a
> financial audit of funds received under this Act which may be included
> as part of an audit of other Federal or State programs. \[CP 2006 --
> Section 122(c)(11)\]
>
> 3\. This application has been developed in consultation with
> appropriate agencies, organizations, and individuals.
>
> 4\. The Local Advisory Committee(s) for Career and Technical Education
> has been established, consistent with state guidelines and is
> regularly used to provide program input.
>
> 5\. No funds 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. \[CP 2006 -- Section
> 122(c)(12)\].
>
> 6\. Funds received under this Act will supplement, and shall not
> supplant non-Federal funds expended for career and technical
> education.
>
> \[CP 2006-Section 311(a)\]
>
> 7\. No more than five percent of the funds received shall be used for
> administrative costs. \[CP 2006-Section 135(d)\]
>
> 8\. No funds received under this Act may be used to provide career and
> technical education programs to students prior to the seventh grade,
> except that equipment and facilities purchased with funds under this
> Act may be used for such students. \[CP 2006-Section 315\]
>
> 9\. No funds made available under this Act will be used to require any
> secondary school student to choose or pursue a specific career path or
> major. \[CP 2006-Section 314(1)\]
>
> 10\. No funds made available under this Act will be used to mandate
> that any individual in a career and technical education program be
> required to attain a federally funded skill level, standard, or
> certificate of mastery.
>
> \[CP 2006-Section 314(2)\]
>
> 11\. No funds provided under this Act shall be used for the purpose of
> directly providing incentives or inducements to an employer to
> relocate a business enterprise from one State to another State if such
> relocations will result in reduction in the number of jobs available
> in that state.
>
> \[CP 2006-Section 322\]
>
> 12\. If any funds under this Act are used for student financial aid
> for attendance costs \[CP 2006-Section 324(b)\] they shall not be
> considered as income in determining eligibility for assistance under
> other federally funded programs. \[CP 2006-Section 324(a)\]
>
> 13\. Funds under the Act may be used to pay for career and technical
> education services required in an individualized education plan
> developed pursuant to Section 614 (d) of the Individuals with
> Disabilities Education Act and services necessary under Section 504 of
> the Rehabilitation Act of 1973. \[CP 2006-Section 324(c)\]
>
> 14\. The eligible recipient 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.

## LOCAL PLAN CONTENT REQUIREMENTS

###### 

**INSTRUCTIONS:**

**Provide the information requested in items 1-11 below to document how
your district, consortium, or postsecondary institution will address the
requirements of the Carl Perkins Career and Technical Education Act of
2006. For consortiums, please note that items 6 and 8 require an
individual response from each district in the consortium.**

**Definitions, explanations, or examples for [underlined]{.underline}
words and phrases will be found in the DEFINITIONS -- EXPLANATIONS
section of this document. Item and page number are noted in
parentheses.**

1\. Describe how career and technical education activities will be
carried out to meet [state adjusted levels of performance]{.underline}.

2\. Describe how career and technical education programs will:

A.  offer the appropriate courses of not less than **one** of the career
    and technical education programs of study; \[Section 122(c)(1)(A)\]

B.  improve the academic and technical skill of students participating
    in career and technical education programs by strengthening the
    academic and career and technical components of such programs
    through the integration of coherent and rigorous content aligned
    with challenging academic standards and relevant career and
    technical education programs;

C.  provide students with strong experience in, and understanding of all
    aspects of an industry;

D.  ensure that students who participate in such career and technical
    education programs are taught to the same coherent and rigorous
    content aligned with challenging academic standards as are taught to
    all other students;

E.  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);

3\. Describe how comprehensive professional development (including
initial teacher preparation) for career and technical education,
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.

4\. Describe how parents, students, academic and career and technical
education teachers, faculty, administrators, career guidance and
academic counselors, representatives of business and industry, labor
organizations, representatives of special populations and other
interested individuals are involved in the development, implementation
and evaluation of career and technical education programs.

5\. Describe activities to assure that each career and technical
education program is of such [size, scope and quality]{.underline} to
bring about improvement in quality of career and technical education
programs.

6\. Describe processes that will be used to independently evaluate and
continuously improve performance.

7\. Describe how:

A.  career and technical education programs will be reviewed; and
    identify and adopt strategies to overcome barriers that result in
    lowering rates of access to or lowering success in the programs for
    special populations

B.  programs will be designed to enable the special populations to meet
    the local adjusted level of performance

C.  activities will be provided 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.

> [District Activity/Service Personnel Funding Source]{.underline}

8\. Describe how individuals who are members of special populations will
not be discriminated against on the basis of their status as members of
the special populations.

9\. Describe how funds will be used to promote preparation for
non-traditional fields.

[District Activity/Service Personnel Funding Source]{.underline}

10\. Describe how career guidance and academic counseling will be
provided to career and technical education students, including linkages
to future education and training opportunities.

11\. Describe:

A.  efforts to improve recruitment and retention of career and technical
    education teachers, faculty, and career guidance and academic
    counselors, including individuals in groups underrepresented in the
    teaching profession;

B.  efforts to improve the transition to teaching from business and
    industry.

######### DEFINITIONS -- EXPLANATIONS

1\. State adjusted levels of performance. Refer to the document "North
Dakota Performance Measures and Standards for Secondary and
Postsecondary Programs" that was mailed to all eligible recipients with
the local plan materials.

2\. All aspects of an industry

a.  The term "all aspects of an industry" means strong experience in,
    and comprehensive understanding of, the industry that the individual
    is preparing to enter. \[CP 2006--Section 3. Definitions\]

b.  Specific topics related to that industry include:

> planning;
>
> management;
>
> finances;
>
> technical and production skills;
>
> underlying principles of technology;
>
> labor and community issues;
>
> health and safety;
>
> environmental issues.
>
> \[Federal Register, Vol. 57, No. 158, 8/14/92\]

3\. Size -- Scope

> a\. Class size
>
> [Secondary]{.underline}
>
> Class Size (9-12 enrollment)

-   Minimum of 7 students in each course for schools with more than 100
    students

-   Minimum average of 7 students per course for schools with 50-100
    students

-   No minimum for schools with fewer than 50 students

[Postsecondary]{.underline}

> Federal or state funds cannot be used in programs that have less than
> 10 students by the third year of operation.
>
> b\. Scope of Program:
>
> [Secondary]{.underline}
>
> Credits - A minimum of 2 credits per year must be taught

-   Trade & Industry programs must offer a minimum of 3 sequential
    credits

-   Distance learning exception -- a receiving school may receive
    reimbursement for a course as long as it originates from an approved
    program. Also distance courses MAY be counted as part of the 2
    credit sequence for program approval purposes.

> [Postsecondary]{.underline}
>
> A program consists of a sequential list of courses that leads to a
> certificate, diploma, or an associate degree.

4\. Special Populations:

> a\. The term "special populations" means

-   Individuals with disabilities;

-   Individuals from economically disadvantaged families, including
    foster children;

-   Individuals preparing for non-traditional training and employment;

-   Single parents, including single pregnant women;

-   Displaced homemakers;

-   Individuals with limited English proficiency.

> \[CP 2006--Section 3. Definitions\]
>
> b\. Activities/services provided may include, but are not limited to:
>
> Individualized Career and Technical Education Plans (ICTEP's)
>
> Tutorial Services
>
> Basic Skills
>
> Guidance Activities
>
> Modifications to Curriculum, Classroom, and/or Equipment

5\. Non-traditional Fields:

a.  The term "non-traditional fields" means occupations or fields of
    work, including careers in computer science, technology, and other
    current and emerging high skill occupations, for which individuals
    from one gender comprise less than 25 percent of the individuals
    employed in each such occupation or field of work.

> \[CP 2006 -- Section 3. Definitions\]

b.  Activities/services provided may include, but are not limited to:

> Strengthening current career guidance programs to include;

-   curriculum in exploration of non-traditional occupations, beginning
    at the elementary level

-   enhancement of the Improved Career Decision Making (ICDM) program's
    non-traditional occupations curriculum to feature examples of
    successful North Dakotans in non-traditional careers

-   greater use of mentorships and role models to demonstrate the
    benefits of non-traditional careers

-   informational programs for parents providing guidance on
    non-traditional careers

> Identifying career and technical education courses that have
>
> under-representation of one gender and developing strategies
>
> to promote equitable enrollment;
>
> Identifying math and science courses in which enrollment and/or
> achievement of female and male students is inequitable and developing
> strategies for improvement;
>
> Identifying local barriers to non-traditional enrollment and
> developing strategies for reducing/removing these barriers;
>
> Promoting instructor knowledge and the use of equitable
>
> teaching practices;
>
> Developing enrollment guidance programs that focus on the benefits of
> high-skill, high-wage, or high-demand careers, and North Dakota
> projected labor force needs.

<table>
<colgroup>
<col style="width: 13%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 2%" />
<col style="width: 1%" />
<col style="width: 1%" />
<col style="width: 4%" />
<col style="width: 2%" />
<col style="width: 1%" />
<col style="width: 7%" />
<col style="width: 5%" />
<col style="width: 0%" />
<col style="width: 4%" />
<col style="width: 10%" />
<col style="width: 2%" />
<col style="width: 5%" />
<col style="width: 4%" />
<col style="width: 0%" />
<col style="width: 4%" />
<col style="width: 16%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="7">Governance Structure</td>
<td colspan="8"></td>
<td colspan="5"></td>
</tr>
<tr class="even">
<td colspan="7"></td>
<td colspan="8"></td>
<td colspan="5"></td>
</tr>
<tr class="odd">
<td colspan="7"></td>
<td colspan="8">GOVERNOR OF NORTH DAKOTA</td>
<td colspan="5"></td>
</tr>
<tr class="even">
<td colspan="12"></td>
<td colspan="8"></td>
</tr>
<tr class="odd">
<td colspan="6" rowspan="2">COOPERATING AGENCIES</td>
<td colspan="2"></td>
<td colspan="6" rowspan="2">STATE BOARD FOR CAREER AND TECHNICAL
EDUCATION</td>
<td colspan="6" rowspan="2"></td>
</tr>
<tr class="even">
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="12"></td>
<td colspan="8"></td>
</tr>
<tr class="even">
<td colspan="7"></td>
<td colspan="8" rowspan="2">DIRECTOR AND EXECUTIVE OFFICER FOR THE
DEPARTMENT OF CAREER AND TECHNICAL EDUCATION</td>
<td colspan="4"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="6"></td>
<td colspan="4"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="11"></td>
<td colspan="7" rowspan="2"></td>
<td rowspan="2"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="3"></td>
<td colspan="8"></td>
</tr>
<tr class="even">
<td colspan="4" rowspan="2">BUDGETING &amp; FINANCE</td>
<td colspan="3"></td>
<td colspan="8" rowspan="2">ASSISTANT DIRECTOR</td>
<td colspan="2"></td>
<td colspan="3" rowspan="2">ADMINISTRATIVE STAFF OFFICER</td>
</tr>
<tr class="odd">
<td colspan="3"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="9"></td>
<td colspan="2"></td>
<td colspan="9"></td>
</tr>
<tr class="odd">
<td colspan="11"></td>
<td colspan="9"></td>
</tr>
<tr class="even">
<td colspan="11"></td>
<td colspan="9"></td>
</tr>
<tr class="odd">
<td colspan="3"></td>
<td colspan="15"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="2" rowspan="2"><p>AGRICULTURAL</p>
<p>EDUCATION</p></td>
<td></td>
<td colspan="2"></td>
<td colspan="5" rowspan="2">EDUCATIONAL EQUITY/ PRIVATE POSTSECONDARY
INSTITUTIONS</td>
<td colspan="3" rowspan="2"></td>
<td colspan="3" rowspan="2">MARKETING EDUCATION</td>
<td colspan="2"></td>
<td></td>
<td rowspan="2">SPECIAL POPULATIONS/ OCR</td>
</tr>
<tr class="odd">
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td></td>
<td colspan="2"></td>
<td colspan="5"></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td colspan="2"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2" rowspan="2"><p>BUSINESS &amp; OFFICE</p>
<p>TECHNOLOGY</p></td>
<td></td>
<td colspan="2"></td>
<td colspan="5" rowspan="2">FAMILY AND CONSUMER SCIENCES</td>
<td colspan="3" rowspan="2"></td>
<td colspan="3" rowspan="2"><p>RESEARCH &amp;</p>
<p>CURRICULUM</p></td>
<td colspan="2"></td>
<td></td>
<td rowspan="2">TECHNOLOGY EDUCATION</td>
</tr>
<tr class="even">
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td></td>
<td colspan="2"></td>
<td colspan="5"></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td colspan="2"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2" rowspan="3"><p>CAREER</p>
<p>DEVELOPMENT</p></td>
<td></td>
<td colspan="2"></td>
<td colspan="5" rowspan="3">INFORMATION TECHNOLOGY</td>
<td colspan="3" rowspan="3"></td>
<td colspan="3" rowspan="3"><p>TRANSITION TO</p>
<p>TEACHING</p></td>
<td colspan="2" rowspan="2"></td>
<td rowspan="2"></td>
<td rowspan="3">TRADE, INDUSTRY, TECHNICAL &amp; HEALTH EDUCATION</td>
</tr>
<tr class="odd">
<td rowspan="2"></td>
<td colspan="2" rowspan="2"></td>
</tr>
<tr class="even">
<td colspan="3"></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td></td>
<td colspan="2"></td>
<td colspan="5"></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td></td>
</tr>
</tbody>
</table>

# III. PROVISION OF SERVICES FOR SPECIAL POPULATIONS

 

Introduction:

 

North Dakota Career and Technical Education (State Board) is committed
to serving special populations. Since 2002 a statewide accountability
program has tracked the progress of all secondary special population
groups; North Dakota trend data is available at the secondary level.
Efforts are ongoing to produce similar data at the postsecondary level. 
During the course of Perkins III, two state supervisors for special
population groups have participated in the state\'s accountability
efforts, and provided technical assistance to LEA\'s as they implement
strategies for the success of the state\'s special populations.  There
have also been efforts to provide a wide variety of in-service training
opportunities, ranging from educational equity to learning strategies
for local service providers. North Dakota Career and Technical Education
anticipates that these efforts will become increasingly effective given
continued quality improvement in the data collected.

  

The Perkins Act of 2006 defines special populations as:

-   Individuals with disabilities;

-   Individuals from economically disadvantaged families including
    foster children;

-   Individuals preparing for nontraditional fields;

-   Single parents, including single pregnant women;

-   Displaced homemakers; and

-   Individuals with limited English proficiency.

   

1.  The State Board's program strategies for special populations listed
    in Section 3 (29) of the Act, including a description of how
    individuals who are members of special populations will be provided
    with equal access to activities assisted under the Act are:

> The State Board assures individuals who are members of special
> populations will be provided with equal access to activities assisted
> under the Act in the following ways:

a.  The State Board's oversight of local plans includes assurances that
    the plans will be implemented in compliance with the following: the
    Individualized Education Disabilities Act, Section 504 of the
    Rehabilitation Act, the Americans with Disabilities Act, Title IX,
    the Vocational Education Program Guidelines for Eliminating
    Discrimination and Denial of Services on the Basis of Race, Color,
    National Origin, Sex and Handicap.  Supervision of the local
    programs ensures special population students will be provided the
    full range of career and technical education services, including
    exploratory and occupationally specific programs of study, career
    development services, cooperative education and apprentice programs
    and related services.

 

> The State Board assures that individuals with disabilities will
> participate in funded activities in the least restrictive environment
> in accordance with IDEA.  Individualized education programs will be
> implemented.  Individuals with disabilities without individualized
> education programs will be afforded the rights and protections
> guaranteed to students under Section 504 of the Rehabilitation Act of
> 1973 (29 U.S.C. 794), pertaining to access to CTE programs.
>
>  
>
> The State Board will review LEA disaggregated enrollment data.
> Monitoring to ensure proper publishing of nondiscrimination policies
> and grievance procedures is ongoing, with special focus on
> identification of the designated compliance coordinator and complete
> contact information.

  

> \(b\) The State Board assures that special population students will
> not be discriminated against on the basis of their status as members
> of special populations.

 

> The State Board assures that special population students enrolled in
> CTE programs shall be afforded all the rights and protections
> guaranteed under IDEA, Section 504, of the Rehabilitation Act, and the
> Americans With Disabilities Act, Title IX and Vocational Education
> Program Guidelines for Eliminating Discrimination.  
>
>   
>
> \(c\) Special population students will be provided with programs
> designed to enable the special populations to meet or exceed State
> adjusted levels of performance, and how the State Board will prepare
> special populations for further learning and for high-skill,
> high-wage, or high-demand occupations. \[Sec. 122(c)(9)(A)-(C)\]
>
>  
>
> The State Board will ensure that LEA\'s are aware that services to
> special population students are required under the Perkins Act of 2006
> rather than permissible as they were in the Carl Perkins Act of 1998.
> LEA\'s will develop local plans using accountability data as it
> pertains to special populations. LEA\'s will be able to reference a
> comprehensive set of success strategies for special populations for
> use in planning. Plans will be approved based upon contents
> demonstrating a commitment to addressing deficits in the state
> adjusted levels of performance by members of special population
> groups.
>
>  
>
> Strategies for success of special population students include, but are
> not limited to the following:

-   Flexibility in programming and services delivery.

-   Making accommodations to meet student needs.

-   Integration of programs and resources within the local education

> agency or postsecondary educational institutions to provide
> coordinated services.

-   A learning environment that acknowledges the importance of career
    and technical education for all individuals who want and can benefit
    from it, regardless of the ethnic, racial or cultural background,
    sex or disabling conditions.

-   Incorporate and develop workplace readiness and social skills.

-   Promote client self-advocacy.

-   Exposure of students to experiences that contribute to informed and
    meaningful career choices, specifically in nontraditional careers.

-   Develop basic skill programs to help students succeed in career and
    technical programs.

-   Career development activities that focus on high-skill, high wage,
    or high demand occupations.

-   On-site monitoring and evaluation will include a review of plan
    effectiveness and technical assistance to implement adjustments as
    necessary. LEA\'s will be required to update local plans every two
    years consistent with negotiated performance levels.

-   Promote the use of qualified personnel, appropriate materials,
    equipment and facilities to accommodate individual student needs.

-   Equal access to quality career and technical education programs for
    all secondary, postsecondary, and adult students, including members
    of special populations.

-   Support of local career development designed to prepare students for
    non-traditional careers.

# IV. ACCOUNTABILITY AND EVALUATION

**PART A. STATUTORY REQUIREMENTS**

1.  The State Board will use these procedures to obtain input from
    eligible recipients in establishing measurement definitions and
    approaches for the core indicators of performance for career and
    technical education students at the secondary and postsecondary
    levels, as well as for any other additional indicators of
    performance identified by the eligible agency. \[Sec.
    113(b)(1)(A)-(B), sec. 113(b)(2)(A)-(C)\]

-   The State Board determines measurement definitions and approaches
    through cooperation with the Office of Vocational and Adult
    Education and its planning processes, which have included the Data
    Quality Institutes, the Next Steps Working Groups, and NASDCTEc.
    These measurement definitions enumerated in Part C are accepted by
    the State Board to establish reliable measures across all states and
    to be consistent with the Carl Perkins Act of 2006.

-   Approaches are determined by the best methodology available for
    collecting timely, valid, and reliable data. Emphasis is placed on
    obtaining as much data as possible through electronic data records
    exchanges.

```{=html}
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```
-   The State Board receives input and advice from a Data Advisory
    Committee. The committee consists of members from state staff, local
    directors at the secondary level, and representatives at the
    postsecondary level.

```{=html}
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```
-   There will not be any additional indicators of performance
    identified by the eligible agency.

2.  The State Board will use these procedures to obtain input from
    eligible recipients in establishing a State adjusted level of
    performance for each of the core indicators of performance for
    career and technical education students at the secondary and
    postsecondary levels, as well as State levels of performance for any
    additional indicators of performance identified by the eligible
    agency.

\[Sec. 122(c)(10)(A), sec. 113(b)(3)(B)\]

-   The State Board has a web based electronic data collection system,
    Local Consolidated Accountability Performance (LCAP). LCAP contains
    all historical data on a student unit record basis using a unique
    identifier used to produce the Consolidated Annual Report (CAR). The
    historical LCAP data are used to baseline past performance using the
    new definitions described in Part C. The data is aggregated to
    determine the State baseline levels of performance. Data is also
    obtained directly from other data sources including the Department
    of Public Instruction (DPI) for secondary, and the Higher Education
    Computer Network (HECN) for postsecondary.

-   The data collected will provide schools and institutions with the
    information necessary to enhance their programs and better meet the
    needs of students. The State Board for Career and Technical
    Education will use the data and information to compare schools,
    institutions, or programs to the level of performance established.
    The focus of the standards and measures is on local program
    improvement. The main outcome is to better prepare North Dakota
    students for careers in a global economy and lifelong learning.

-   There will not be any additional indicators of performance
    identified by the eligible agency.

-   The first program year covered by the transition plan will be used
    to establish baseline data.

3.  Part C: Accountability Forms describes the valid and reliable
    measurement definitions and approaches that the State Board will use
    for each of the core indicators of performance for career and
    technical education students at the secondary and
    postsecondary/adult levels, as well as any additional indicators of
    performance identified by the eligible agency, that are valid and
    reliable.

\[Sec. 113(b)(2)(A)-(B)\]

-   See Part C for measurement definitions and approaches.

-   There will not be any additional indicators of performance
    identified by the eligible agency.

-   Data collected must meet two conditions to be considered accurate:
    they must be valid and reliable.

```{=html}
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```
-   A data collection item is valid to the degree that it actually
    measures what it claims to measure. The performance measures
    established in cooperation with OVAE and its many partners do
    measure what is to be measured.

-   A measure is reliable to the degree that its meaning is stable.
    Reliability is an assurance that the measure is consistent.
    Consistent responses suggest reliability, and consistent responses
    to different items that seek to measure the same knowledge or
    behavior provide greater confidence of reliability.

```{=html}
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```
-   The LCAP system is programmed to collect consistent, valid, and
    reliable data based on the above principles and to collect
    unduplicated data that can be disaggregated.

4.  The State Board, in the course of developing core indicators of
    performance and additional indicators of performance, will align the
    indicators, to the greatest extent possible, so that information
    substantially similar to that gathered for other State and Federal
    programs, or for any other purpose, is used to meet the Act's
    accountability requirements. \[Sec. 113(b)(2)(F)\]

-   The State of North Dakota has begun establishment of an Integrated
    Performance Information process of which Career & Technical
    Education is a significant member. This process provides a blueprint
    for simplifying measures that are used to report results across
    programs at all levels of the workforce development system -- from
    institutions, to local areas, to states, or for programs as a
    system. It responds to the longstanding challenge and frustration
    caused by multiple, inconsistent, performance measures, a
    multiplicity that impedes collaboration -- in both planning and
    service delivery -- and befuddles policy makers. It also responds to
    shortcomings in programs' management information systems that do not
    track participants over time or report performance in a consistent
    manner.

Integrated performance information is more than a shared information
system or set of consistent measures. It also requires institutions and
practices to support shared accountability results.

-   There will not be any additional indicators of performance
    identified by the eligible agency.

5.  On the forms provided in Part C, the State Board submits performance
    levels for the one-year transition plan for the indicators. \[Sec.
    113(b)(3)(A)(i)-(ii)\]

6.  The State Board has the described process for reaching agreement on
    local adjusted levels of performance if an eligible recipient does
    not accept the State adjusted levels of performance under section
    113(b)(3) of the Act and ensuring that the established performance
    levels will require the eligible recipient to continually make
    progress toward improving the performance of career and technical
    education students. \[Sec. 113(b)(4)(A)(i); sec. 122(c)(10)(B)\]

-   Using LCAP data measuring past performance, each eligible recipient
    will have an established baseline of performance modified to reflect
    any new definitions established under the measures of performance.
    This data will be made available to each eligible recipient through
    the annual planning process. It is not the intent of the State Board
    to negotiate performance levels that are substantially different
    from those developed under this methodology. In order to obtain a
    State adjusted level of performance, all local adjusted levels of
    performance must aggregate to this measure. Deviation from this
    method does not mathematically allow the State to meet performance.

-   Per the provisions of the Act, performance goals are set for each
    two-year period. Performance levels will be adjusted for each
    two-year period to reflect the goal of continually making progress
    toward improved performance of career and technical education
    students.

7.  The State Board uses the described objective criteria and methods to
    allow an eligible recipient to request revisions to its local
    adjusted levels of performance if unanticipated circumstances arise
    with respect to an eligible recipient.

\[Sec. 113(b)(4)(A)(vi)\]

-   The State Board has established a hearing process for requests due
    to unanticipated circumstances. The State Board receives the appeal,
    places it on the agenda for the next Board meeting, publicizes the
    meeting agenda, hears the appeal at the public meeting, and decides
    the outcome of the appeal by recorded vote.

8.  The State Board reports data relating to students participating in
    career and technical education programs in order to adequately
    measure the progress of the students, including special populations,
    and the State Board ensures that the data reported by local
    educational agencies and eligible institutions, and the data that is
    reported to the Secretary, are complete, accurate, and reliable.

\[Sec. 122(c)(13); sec 205\]

> • Whenever possible, data is gathered through an electronic data
> exchange with DPI or HECN.

-   All eligible recipients are required to complete electronic web
    based enrollment reports. The LCAP system will identify in an
    unduplicated count, those numbers of students to be reported in the
    CAR meeting the definitions described under Part C.

-   LCAP will identify special populations and enrollments in
    nontraditional programs served by career and technical education.

> • The enrollment information collected will be the basis for follow up
> procedures. All students identified, as completing career and
> technical education, will be followed for purposes of reporting
> placement. Postsecondary students will be tracked for retention and
> transfer.
>
> • LCAP information is received by this agency from the eligible
> recipients, appropriate agency staff personnel will review it and
> verify the information's accuracy.
>
> • Local and state administrators will certify the accuracy of all
> information by releasing the plant data to the agency.
>
> • Results of this information collection will be reported where
> appropriate as identified by the 2006 Perkins Act.

9.  The State Board plans to enter into an agreement with each
    consortium receiving a grant under Perkins IV to meet a minimum
    level of performance for each of the performance indicators
    described in section 113(b) and 203(e) of the Act.

\[Sec. 204(e)(1)\]

-   LCAP has the ability to disaggregated data to the consortium level
    and beyond to the individual plant level. Following the submission
    of the CAR on December 31 of each year, disaggregated data at the
    consortium or single district level is available through LCAP
    reports.

-   During the first quarter of the calendar year, initial performance
    levels will be provided to eligible recipients based on the
    immediate past performance levels. This will be done along with
    initial budget allocations. Each eligible recipient must use the
    performance data to determine needs for the annual plan.

-   Annual plans with any proposed changes in performance levels will be
    returned to the agency. Data will then be aggregated by the State
    and compared with the State measures of performance. New performance
    measures will be negotiated keeping in mind that the goal is to have
    continuous improvement in outcomes over the life of the Act.

10. The State Board will annually evaluate the effectiveness of career
    and technical education programs, and, to the extent practicable,
    coordinate those programs with other Federal programs to ensure
    nonduplication. \[Sec. 122(c)(8)\]

-   The State Board will conduct adequate monitoring of projects,
    services and activities conducted by eligible recipients to ensure
    that eligible recipients are meeting all requirements of the law
    including adequate goals, size, scope and quality requirements.

-   All recipients of secondary and postsecondary programs shall use
    sufficient funds to ensure that the career programs and supportive
    activities for special populations are of such size, scope, and
    quality to bring about measurable improvements in the quality of the
    career education program being offered, as evidenced through
    monitoring and evaluation.

-   On a five-year rotation, all programs are required to do a program
    self-evaluation. Of approved programs, twenty-five percent are
    selected through a ranking process to have an on-site
    evaluation/review.

    -   The on-site review consists of:

        -   Overview of Program Standards/Self Review with the
            instructor(s).

        -   Fifteen minute Exit Review with the instructor(s),
            administration, and program supervisor.

> *The review consists of:*

-   **Commendations-** Strengths of the program.

-   **Suggestions-** Opportunities that can improve the program.

-   **Recommendations-** Requirements to fulfill the intent of the
    law/policy.

```{=html}
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```
-   On**-**line Survey -- Participants response to the overall process.

-   Within 30 days the School/Institution will receive a written report
    form the Department of Career and Technical Education.

-   If a program area(s) received "Recommendations", the
    School/Institution completes a "Plan of Action" within 90 days from
    the issuing date of written report to NDCTE.

######## NON DUPLICATION WITH OTHER EXISTING FEDERAL PROGRAMS

-   The State Board coordinates its programs to avoid to whatever extent
    is possible, any duplication with other existing federal programs.
    This is accomplished by:

> • The administrators and state supervisors of the State Board serve on
> numerous committees for other state and federal agencies and keep them
> apprised of program offerings in career education.
>
> • A list of all career and technical education programs is sent to
> various state and federal agencies in order for them to utilize the
> career and technical education delivery system for their clients and
> to avoid duplication of programs.
>
> • Other agencies utilize the secondary and postsecondary delivery
> system of career education to provide programs for their clients.
>
> • The Superintendent of Public Instruction, Chancellor of Higher
> Education, and the Executive Director of Job Service serve as voting
> members of the State Board.
>
> • Local career and technical directors work with regional Job Service
> offices to provide coordinated services for students and clients.
>
> • Cooperation with the Bureau of Apprenticeship and Training on
> programs, projects, and services available for the apprentice program.

######### Other Department Requirements

1.  The State Board, submitting a one-year transition plan, provides all
    the information requested on the forms provided in Part C to report
    accountability data annually to the Secretary under section
    113(c)(1)-(2).

## There are no identified program areas for which the State has technical skill assessments.

## 

The State Board does not currently have any students taking technical
skills assessments that are administered nor scores tracked in an
organized and required manner. Different programs areas have national
certification examinations administered locally, but not from a
statewide perspective. Therefore, NDCTE does not expect to report any
students in the State's calculation of CTE concentrators who took
assessments.

During the one-year transition period, NDCTE will evaluate availability
and validity of technical assessments through vendors and those used by
other states for purposes of implementing statewide technical skill
assessments. As more program area technical skills assessments are
implemented, the percentage of students reported will increase each
year.

**PART C: ACCOUNTABILITY FORMS**

**I. Student Definitions**

**A. Secondary Level**

  -----------------------------------------------------------------------
  **Participant** - A secondary student who has earned one (1) or more
  credits in any career and technical education (CTE) program area.

  **Concentrators**- A secondary student who has earned three (3) or more
  credits in a single CTE program area (e.g., health care or business
  services), or two (2) credits in a single CTE program area, but only in
  those program areas where 2 credit sequences at the secondary level are
  recognized by the State and/or its eligible recipients.
  -----------------------------------------------------------------------

> **B. Postsecondary/Adult Level**

  -----------------------------------------------------------------------
  **Participant:** A postsecondary/adult student who has earned one (1)
  or more credits in any CTE program area.

  **Concentrators --** A postsecondary/adult student who: (1) completes
  [at least 12]{.underline} 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; or (2) completes a short-term
  CTE program sequence of less than 12 credit units that terminates in an
  industry-recognized credential, a certificate, or a degree.
  -----------------------------------------------------------------------

FINAL AGREED UPON PERFORMANCE LEVELS FORM (FAUPL)

> A. SECONDARY LEVEL

+-----------+----------------------+--------+-------+-------+-------+
| *         | **Column**           | **Co   | **Col | **Col | **Col |
| *Column** |                      | lumn** | umn** | umn** | umn** |
|           | **2**                |        |       |       |       |
| **1**     |                      | **3**  | **4** | **5** | **6** |
+-----------+----------------------+--------+-------+-------+-------+
| **        | **Measurement**      | **M    | **    | *     | *     |
| Indicator |                      | easure | Basel | *Year | *Year |
| &         | **Definition**       | ment** | ine** | One** | Two** |
| C         |                      |        |       |       |       |
| itation** |                      | **Appr | *     | **7   | **7   |
|           |                      | oach** | *(Ind | /1/07 | /1/08 |
|           |                      |        | icate | -6/30 | -6/30 |
|           |                      |        | Ye    | /08** | /09** |
|           |                      |        | ar)** |       |       |
+-----------+----------------------+--------+-------+-------+-------+
| **1S1**   | **Numerator:**       | *      | **B:  | **L:  | **L:  |
|           | Number of [CTE       | *State | 2005  | 62.   | 62.   |
| *         | concen               | and    | -06** | 00%** | 00%** |
| *Academic | trators]{.underline} | Local  |       |       |       |
| A         | who have met the     | Ad     |       | *     | *     |
| ttainment | proficient or        | minist |       | *A:** | *A:** |
| --        | advanced level on    | rative |       |       |       |
| Reading   | the Statewide high   | Rec    |       |       |       |
| /Language | school               | ords** |       |       |       |
| Arts**    | **reading/language   |        |       |       |       |
|           | arts** assessment    |        |       |       |       |
| *         | administered by the  |        |       |       |       |
| *113(b)(2 | State under Section  |        |       |       |       |
| )(A)(i)** | 1111(b)(3) of the    |        |       |       |       |
|           | Elementary and       |        |       |       |       |
|           | Secondary Education  |        |       |       |       |
|           | Act (ESEA) as        |        |       |       |       |
|           | amended by the No    |        |       |       |       |
|           | Child Left Behind    |        |       |       |       |
|           | Act based on the     |        |       |       |       |
|           | scores that were     |        |       |       |       |
|           | included in the      |        |       |       |       |
|           | State's computation  |        |       |       |       |
|           | of adequate yearly   |        |       |       |       |
|           | progress (AYP) and   |        |       |       |       |
|           | who, in the          |        |       |       |       |
|           | reporting year, left |        |       |       |       |
|           | secondary education. |        |       |       |       |
|           |                      |        |       |       |       |
|           | **Denominator:**     |        |       |       |       |
|           | Number of [CTE       |        |       |       |       |
|           | concen               |        |       |       |       |
|           | trators]{.underline} |        |       |       |       |
|           | who took the ESEA    |        |       |       |       |
|           | assessments in       |        |       |       |       |
|           | **reading/language   |        |       |       |       |
|           | arts** whose scores  |        |       |       |       |
|           | were included in the |        |       |       |       |
|           | State's computation  |        |       |       |       |
|           | of AYP and who, in   |        |       |       |       |
|           | the reporting year,  |        |       |       |       |
|           | left secondary       |        |       |       |       |
|           | education.           |        |       |       |       |
+-----------+----------------------+--------+-------+-------+-------+

+-----------+----------------------+--------+-------+-------+-------+
| *         | **Column**           | **Co   | **Col | **Col | **Col |
| *Column** |                      | lumn** | umn** | umn** | umn** |
|           | **2**                |        |       |       |       |
| **1**     |                      | **3**  | **4** | **5** | **6** |
+-----------+----------------------+--------+-------+-------+-------+
| **        | **Measurement**      | **M    | **    | *     | *     |
| Indicator |                      | easure | Basel | *Year | *Year |
| &         | **Definition**       | ment** | ine** | One** | Two** |
| C         |                      |        |       |       |       |
| itation** |                      | **Appr | *     | **7   | **7   |
|           |                      | oach** | *(Ind | /1/07 | /1/08 |
|           |                      |        | icate | -6/30 | -6/30 |
|           |                      |        | Ye    | /08** | /09** |
|           |                      |        | ar)** |       |       |
+-----------+----------------------+--------+-------+-------+-------+
| **1S2**   | **Numerator:**       | *      | **B:  | **L:  | **L:  |
|           | Number of [CTE       | *State | 2005  | 49.   | 49.   |
| *         | concen               | and    | -06** | 00%** | 00%** |
| *Academic | trators]{.underline} | Local  |       |       |       |
| Att       | who have met the     | Ad     |       | *     | *     |
| ainment - | proficient or        | minist |       | *A:** | *A:** |
| Math      | advanced level on    | rative |       |       |       |
| ematics** | the Statewide high   | Rec    |       |       |       |
|           | school               | ords** |       |       |       |
| *         | **mathematics**      |        |       |       |       |
| *113(b)(2 | assessment           |        |       |       |       |
| )(A)(i)** | administered by the  |        |       |       |       |
|           | State under Section  |        |       |       |       |
|           | 1111(b)(3) of the    |        |       |       |       |
|           | Elementary and       |        |       |       |       |
|           | Secondary Education  |        |       |       |       |
|           | Act (ESEA) as        |        |       |       |       |
|           | amended by the No    |        |       |       |       |
|           | Child Left Behind    |        |       |       |       |
|           | Act based on the     |        |       |       |       |
|           | scores that were     |        |       |       |       |
|           | included in the      |        |       |       |       |
|           | State's computation  |        |       |       |       |
|           | of AYP and who, in   |        |       |       |       |
|           | the reporting year,  |        |       |       |       |
|           | left secondary       |        |       |       |       |
|           | education.           |        |       |       |       |
|           |                      |        |       |       |       |
|           | **Denominator:**     |        |       |       |       |
|           | Number of [CTE       |        |       |       |       |
|           | concen               |        |       |       |       |
|           | trators]{.underline} |        |       |       |       |
|           | who took the ESEA    |        |       |       |       |
|           | assessments in       |        |       |       |       |
|           | **mathematics**      |        |       |       |       |
|           | whose scores were    |        |       |       |       |
|           | included in the      |        |       |       |       |
|           | State's computation  |        |       |       |       |
|           | of AYP and who, in   |        |       |       |       |
|           | the reporting year,  |        |       |       |       |
|           | left secondary       |        |       |       |       |
|           | education.           |        |       |       |       |
+-----------+----------------------+--------+-------+-------+-------+

+------------+---------------------+--------+-------+-------+-------+
| **Column** | **Column**          | **Co   | **Col | **Col | **Col |
|            |                     | lumn** | umn** | umn** | umn** |
| **1**      | **2**               |        |       |       |       |
|            |                     | **3**  | **4** | **5** | **6** |
+------------+---------------------+--------+-------+-------+-------+
| *          | **Measurement**     | **M    | **    | *     | *     |
| *Indicator |                     | easure | Basel | *Year | *Year |
| &**        | **Definition**      | ment** | ine** | One** | Two** |
|            |                     |        |       |       |       |
| **         |                     | **Appr | *     | **7   | **7   |
| Citation** |                     | oach** | *(Ind | /1/07 | /1/08 |
|            |                     |        | icate | -6/30 | -6/30 |
|            |                     |        | Ye    | /08** | /09** |
|            |                     |        | ar)** |       |       |
+------------+---------------------+--------+-------+-------+-------+
| **2S1**    | **Numerator:**      | **Na   | *     | *     | *     |
|            | Number of [CTE      | tional | *B:** | *L:** | *L:** |
| *          | concent             | /State |       |       |       |
| *Technical | rators]{.underline} | Sta    |       | *     | *     |
| Skill      | who passed          | ndards |       | *A:** | *A:** |
| At         | technical skills    | and    |       |       |       |
| tainment** | assessments that    | Local  |       |       |       |
|            | are aligned with    | Asse   |       |       |       |
| **113(b)(2 | industry-recognized | ssment |       |       |       |
| )(A)(ii)** | standards, if       | Sys    |       |       |       |
|            | available and       | tems** |       |       |       |
|            | appropriate, during |        |       |       |       |
|            | the reporting year. |        |       |       |       |
|            |                     |        |       |       |       |
|            | **Denominator:**    |        |       |       |       |
|            | Number of [CTE      |        |       |       |       |
|            | concent             |        |       |       |       |
|            | rators]{.underline} |        |       |       |       |
|            | who took the        |        |       |       |       |
|            | assessments during  |        |       |       |       |
|            | the reporting year. |        |       |       |       |
+------------+---------------------+--------+-------+-------+-------+

+------------+---------------------+--------+-------+-------+-------+
| **Column** | **Column**          | **Co   | **Col | **Col | **Col |
|            |                     | lumn** | umn** | umn** | umn** |
| **1**      | **2**               |        |       |       |       |
|            |                     | **3**  | **4** | **5** | **6** |
+------------+---------------------+--------+-------+-------+-------+
| *          | **Measurement**     | **M    | **    | *     | *     |
| *Indicator |                     | easure | Basel | *Year | *Year |
| &**        | **Definition**      | ment** | ine** | One** | Two** |
|            |                     |        |       |       |       |
| **         |                     | **Appr | *     | **7   | **7   |
| Citation** |                     | oach** | *(Ind | /1/07 | /1/08 |
|            |                     |        | icate | -6/30 | -6/30 |
|            |                     |        | Ye    | /08** | /09** |
|            |                     |        | ar)** |       |       |
+------------+---------------------+--------+-------+-------+-------+
| **3S1**    | **Numerator:**      | *      | *     | *     | *     |
|            | Number of [CTE      | *State | *B:** | *L:** | *L:** |
| *          | concent             | and    |       |       |       |
| *Secondary | rators]{.underline} | Local  |       | *     | *     |
| School**   | who earned a        | Ad     |       | *A:** | *A:** |
|            | regular secondary   | minist |       |       |       |
| **Co       | school diploma,     | rative |       |       |       |
| mpletion** | earned a General    | Rec    |       |       |       |
|            | Education           | ords** |       |       |       |
| **113(b)   | Development (GED)   |        |       |       |       |
| (2)(A)(iii | credential as a     |        |       |       |       |
| )(I-III)** | State-recognized    |        |       |       |       |
|            | equivalent to a     |        |       |       |       |
|            | regular high school |        |       |       |       |
|            | diploma (if offered |        |       |       |       |
|            | by the State) or    |        |       |       |       |
|            | other               |        |       |       |       |
|            | State-recognized    |        |       |       |       |
|            | equivalent          |        |       |       |       |
|            | (including          |        |       |       |       |
|            | recognized          |        |       |       |       |
|            | alternative         |        |       |       |       |
|            | standards for       |        |       |       |       |
|            | individuals with    |        |       |       |       |
|            | disabilities), or   |        |       |       |       |
|            | earned a            |        |       |       |       |
|            | proficiency         |        |       |       |       |
|            | credential,         |        |       |       |       |
|            | certificate, or     |        |       |       |       |
|            | degree, in          |        |       |       |       |
|            | conjunction with a  |        |       |       |       |
|            | secondary school    |        |       |       |       |
|            | diploma ( if        |        |       |       |       |
|            | offered by the      |        |       |       |       |
|            | State) during the   |        |       |       |       |
|            | reporting year.     |        |       |       |       |
|            |                     |        |       |       |       |
|            | **Denominator:**    |        |       |       |       |
|            | Number of [CTE      |        |       |       |       |
|            | concent             |        |       |       |       |
|            | rators]{.underline} |        |       |       |       |
|            | who left secondary  |        |       |       |       |
|            | education during    |        |       |       |       |
|            | the reporting year. |        |       |       |       |
+------------+---------------------+--------+-------+-------+-------+

+------------+---------------------+--------+-------+-------+-------+
| *          | **Measurement**     | **M    | **    | *     | *     |
| *Indicator |                     | easure | Basel | *Year | *Year |
| &**        | **Definition**      | ment** | ine** | One** | Two** |
|            |                     |        |       |       |       |
| **         |                     | **Appr | *     | **7   | **7   |
| Citation** |                     | oach** | *(Ind | /1/07 | /1/08 |
|            |                     |        | icate | -6/30 | -6/30 |
|            |                     |        | Ye    | /08** | /09** |
|            |                     |        | ar)** |       |       |
+------------+---------------------+--------+-------+-------+-------+
| **Column** | **Column**          | **Co   | **Col | **Col | **Col |
|            |                     | lumn** | umn** | umn** | umn** |
| **1**      | **2**               |        |       |       |       |
|            |                     | **3**  | **4** | **5** | **6** |
+------------+---------------------+--------+-------+-------+-------+
| **4S1**    | **Numerator:**      | *      | **B:  | **L:  | **L:  |
|            | Number of [CTE      | *State | 2005  | 82.   | 82.   |
| **Student  | concent             | and    | -06** | 37%** | 37%** |
| Graduation | rators]{.underline} | Local  |       |       |       |
| Rates**    | who, in the         | Ad     |       | *     | *     |
|            | reporting year,     | minist |       | *A:** | *A:** |
| **113(b)(2 | were included as    | rative |       |       |       |
| )(A)(iv)** | graduated in the    | Rec    |       |       |       |
|            | State's computation | ords** |       |       |       |
|            | of its graduation   |        |       |       |       |
|            | rate as described   |        |       |       |       |
|            | in Section          |        |       |       |       |
|            | 1111(b)(2)(C)(vi)   |        |       |       |       |
|            | of the ESEA.        |        |       |       |       |
|            |                     |        |       |       |       |
|            | **Denominator:**    |        |       |       |       |
|            | Number of [CTE      |        |       |       |       |
|            | concent             |        |       |       |       |
|            | rators]{.underline} |        |       |       |       |
|            | who, in the         |        |       |       |       |
|            | reporting year,     |        |       |       |       |
|            | were included in    |        |       |       |       |
|            | the State's         |        |       |       |       |
|            | computation of its  |        |       |       |       |
|            | graduation rate as  |        |       |       |       |
|            | defined in the      |        |       |       |       |
|            | State's             |        |       |       |       |
|            | Consolidated        |        |       |       |       |
|            | Accountability Plan |        |       |       |       |
|            | pursuant to Section |        |       |       |       |
|            | 1111(b)(2)(C)(vi)   |        |       |       |       |
|            | of the ESEA.        |        |       |       |       |
+------------+---------------------+--------+-------+-------+-------+

+------------+---------------------+--------+-------+-------+-------+
| *          | **Measurement**     | **M    | **    | *     | *     |
| *Indicator |                     | easure | Basel | *Year | *Year |
| &**        | **Definition**      | ment** | ine** | One** | Two** |
|            |                     |        |       |       |       |
| **         |                     | **Appr | *     | **7   | **7   |
| Citation** |                     | oach** | *(Ind | /1/07 | /1/08 |
|            |                     |        | icate | -6/30 | -6/30 |
|            |                     |        | Ye    | /08** | /09** |
|            |                     |        | ar)** |       |       |
+------------+---------------------+--------+-------+-------+-------+
| **Column** | **Column**          | **Co   | **Col | **Col | **Col |
|            |                     | lumn** | umn** | umn** | umn** |
| **1**      | **2**               |        |       |       |       |
|            |                     | **3**  | **4** | **5** | **6** |
+------------+---------------------+--------+-------+-------+-------+
| **5S1**    | **Numerator:**      | **Ad   | *     | *     | *     |
|            | Number of [CTE      | minist | *B:** | *L:** | *L:** |
| **S        | concent             | rative |       |       |       |
| econdary** | rators]{.underline} | R      |       | *     | *     |
|            | who left secondary  | ecords |       | *A:** | *A:** |
| **P        | education and were  | Exch   |       |       |       |
| lacement** | placed in           | anges/ |       |       |       |
|            | postsecondary       | Ma     |       |       |       |
| **113(b)(  | education or        | tching |       |       |       |
| 2)(A)(v)** | advanced training,  | Ad     |       |       |       |
|            | in the military     | minist |       |       |       |
|            | service, or         | rative |       |       |       |
|            | employment in the   | Rec    |       |       |       |
|            | second quarter      | ords** |       |       |       |
|            | following the       |        |       |       |       |
|            | program year in     |        |       |       |       |
|            | which they left     |        |       |       |       |
|            | secondary education |        |       |       |       |
|            | (i.e., unduplicated |        |       |       |       |
|            | placement status    |        |       |       |       |
|            | for CTE             |        |       |       |       |
|            | concentrators who   |        |       |       |       |
|            | graduated by June   |        |       |       |       |
|            | 30, 2007 would be   |        |       |       |       |
|            | assessed between    |        |       |       |       |
|            | October 1, 2007 and |        |       |       |       |
|            | December 31, 2007). |        |       |       |       |
|            |                     |        |       |       |       |
|            | **Denominator:**    |        |       |       |       |
|            | Number of [CTE      |        |       |       |       |
|            | concent             |        |       |       |       |
|            | rators]{.underline} |        |       |       |       |
|            | who left secondary  |        |       |       |       |
|            | education during    |        |       |       |       |
|            | the reporting year. |        |       |       |       |
+------------+---------------------+--------+-------+-------+-------+

+------------+---------------------+--------+-------+-------+-------+
| *          | **Measurement**     | **M    | **    | *     | *     |
| *Indicator |                     | easure | Basel | *Year | *Year |
| &**        | **Definition**      | ment** | ine** | One** | Two** |
|            |                     |        |       |       |       |
| **         |                     | **Appr | *     | **7   | **7   |
| Citation** |                     | oach** | *(Ind | /1/07 | /1/08 |
|            |                     |        | icate | -6/30 | -6/30 |
|            |                     |        | Ye    | /08** | /09** |
|            |                     |        | ar)** |       |       |
+------------+---------------------+--------+-------+-------+-------+
| **Column** | **Column**          | **Co   | **Col | **Col | **Col |
|            |                     | lumn** | umn** | umn** | umn** |
| **1**      | **2**               |        |       |       |       |
|            |                     | **3**  | **4** | **5** | **6** |
+------------+---------------------+--------+-------+-------+-------+
| **6S1**    | **Numerator:**      | *      | *     | *     | *     |
|            | Number of [CTE      | *State | *B:** | *L:** | *L:** |
| **Non-tra  | partic              | and    |       |       |       |
| ditional** | ipants]{.underline} | Local  |       | *     | *     |
|            | from                | Ad     |       | *A:** | *A:** |
| **Parti    | underrepresented    | minist |       |       |       |
| cipation** | gender groups who   | rative |       |       |       |
|            | participated in a   | Rec    |       |       |       |
| **113(b)(2 | program that leads  | ords** |       |       |       |
| )(A)(vi)** | to employment in    |        |       |       |       |
|            | nontraditional      |        |       |       |       |
|            | fields during the   |        |       |       |       |
|            | reporting year.     |        |       |       |       |
|            |                     |        |       |       |       |
|            | **Denominator:**    |        |       |       |       |
|            | Number of [CTE      |        |       |       |       |
|            | partic              |        |       |       |       |
|            | ipants]{.underline} |        |       |       |       |
|            | who participated in |        |       |       |       |
|            | a program that      |        |       |       |       |
|            | leads to employment |        |       |       |       |
|            | in nontraditional   |        |       |       |       |
|            | fields during the   |        |       |       |       |
|            | reporting year.     |        |       |       |       |
+------------+---------------------+--------+-------+-------+-------+
| **6S2**    | **Numerator:**      | *      | *     | *     | *     |
|            | Number of [CTE      | *State | *B:** | *L:** | *L:** |
| **Non-tra  | concent             | and    |       |       |       |
| ditional** | rators]{.underline} | Local  |       | *     | *     |
|            | from                | Ad     |       | *A:** | *A:** |
| **Co       | underrepresented    | minist |       |       |       |
| mpletion** | gender groups who   | rative |       |       |       |
|            | completed a program | Rec    |       |       |       |
| **113(b)(2 | that leads to       | ords** |       |       |       |
| )(A)(vi)** | employment in       |        |       |       |       |
|            | nontraditional      |        |       |       |       |
|            | fields during the   |        |       |       |       |
|            | reporting year.     |        |       |       |       |
|            |                     |        |       |       |       |
|            | **Denominator:**    |        |       |       |       |
|            | Number of [CTE      |        |       |       |       |
|            | concent             |        |       |       |       |
|            | rators]{.underline} |        |       |       |       |
|            | who completed a     |        |       |       |       |
|            | program that leads  |        |       |       |       |
|            | to employment in    |        |       |       |       |
|            | nontraditional      |        |       |       |       |
|            | fields during the   |        |       |       |       |
|            | reporting year.     |        |       |       |       |
+------------+---------------------+--------+-------+-------+-------+

II. FINAL AGREED UPON PERFORMANCE LEVELS FORM (FAUPL)

> B. POSTSECONDARY/ADULT LEVEL

+------------+---------------------+--------+-------+-------+-------+
| **Column** | **Column**          | **Co   | **Col | **Col | **Col |
|            |                     | lumn** | umn** | umn** | umn** |
| **1**      | **2**               |        |       |       |       |
|            |                     | **3**  | **4** | **5** | **6** |
+------------+---------------------+--------+-------+-------+-------+
| *          | **Measurement**     | **M    | **    | *     | *     |
| *Indicator |                     | easure | Basel | *Year | *Year |
| &**        | **Definition**      | ment** | ine** | One** | Two** |
|            |                     |        |       |       |       |
| **         |                     | **Appr | *     | **7   | **7   |
| Citation** |                     | oach** | *(Ind | /1/07 | /1/08 |
|            |                     |        | icate | -6/30 | -6/30 |
|            |                     |        | Ye    | /08** | /09** |
|            |                     |        | ar)** |       |       |
+------------+---------------------+--------+-------+-------+-------+
| **1P1**    | **Numerator:**      | **Na   | *     | *     | *     |
|            | Number of [CTE      | tional | *B:** | *L:** | *L:** |
| *          | concent             | /State |       |       |       |
| *Technical | rators]{.underline} | Ac     |       | *     | *     |
| Skill      | who passed          | ademic |       | *A:** | *A:** |
| At         | technical skill     | Asse   |       |       |       |
| tainment** | assessments that    | ssment |       |       |       |
|            | are aligned with    | Sy     |       |       |       |
| **113(b)(  | industry-recognized | stem** |       |       |       |
| 2)(B)(i)** | standards, if       |        |       |       |       |
|            | available and       |        |       |       |       |
|            | appropriate, during |        |       |       |       |
|            | the reporting year. |        |       |       |       |
|            |                     |        |       |       |       |
|            | **Denominator:**    |        |       |       |       |
|            | Number of [CTE      |        |       |       |       |
|            | concent             |        |       |       |       |
|            | rators]{.underline} |        |       |       |       |
|            | who took technical  |        |       |       |       |
|            | skill assessments   |        |       |       |       |
|            | during the          |        |       |       |       |
|            | reporting year.     |        |       |       |       |
+------------+---------------------+--------+-------+-------+-------+
| **2P1**    | **Numerator:**      | *      | *     | *     | *     |
|            | Number of [CTE      | *State | *B:** | *L:** | *L:** |
| **C        | concent             | and    |       |       |       |
| redential, | rators]{.underline} | Local  |       | *     | *     |
| Ce         | who received an     | Ad     |       | *A:** | *A:** |
| rtificate, | industry-recognized | minist |       |       |       |
| or         | credential, a       | rative |       |       |       |
| Degree**   | certificate, or a   | Rec    |       |       |       |
|            | degree during the   | ords** |       |       |       |
| **113(b)(2 | reporting year.     |        |       |       |       |
| )(B)(ii)** |                     |        |       |       |       |
|            | **Denominator:**    |        |       |       |       |
|            | Number of [CTE      |        |       |       |       |
|            | concent             |        |       |       |       |
|            | rators]{.underline} |        |       |       |       |
|            | who left            |        |       |       |       |
|            | postsecondary       |        |       |       |       |
|            | education during    |        |       |       |       |
|            | the reporting year. |        |       |       |       |
+------------+---------------------+--------+-------+-------+-------+

+------------+---------------------+--------+-------+-------+-------+
| **Column** | **Column**          | **Co   | **Col | **Col | **Col |
|            |                     | lumn** | umn** | umn** | umn** |
| **1**      | **2**               |        |       |       |       |
|            |                     | **3**  | **4** | **5** | **6** |
+------------+---------------------+--------+-------+-------+-------+
| *          | **Measurement**     | **M    | **    | *     | *     |
| *Indicator |                     | easure | Basel | *Year | *Year |
| &**        | **Definition**      | ment** | ine** | One** | Two** |
|            |                     |        |       |       |       |
| **         |                     | **Appr | *     | **7   | **7   |
| Citation** |                     | oach** | *(Ind | /1/07 | /1/08 |
|            |                     |        | icate | -6/30 | -6/30 |
|            |                     |        | Ye    | /08** | /09** |
|            |                     |        | ar)** |       |       |
+------------+---------------------+--------+-------+-------+-------+
| **3P1**    | **Numerator:**      | **Ad   | *     | *     | *     |
|            | Number of [CTE      | minist | *B:** | *L:** | *L:** |
| **Student  | concent             | rative |       |       |       |
| Retention  | rators]{.underline} | R      |       | *     | *     |
| or         | who remained        | ecords |       | *A:** | *A:** |
| Transfer** | enrolled in their   | Exch   |       |       |       |
|            | original            | anges/ |       |       |       |
| *          | postsecondary       | Ma     |       |       |       |
| *113(b)(2) | institution or      | tching |       |       |       |
| (B)(iii)** | transferred to      | Ad     |       |       |       |
|            | another 2- or       | minist |       |       |       |
|            | 4-year              | rative |       |       |       |
|            | postsecondary       | Rec    |       |       |       |
|            | institution during  | ords** |       |       |       |
|            | the reporting year  |        |       |       |       |
|            | and who were        |        |       |       |       |
|            | enrolled in         |        |       |       |       |
|            | postsecondary       |        |       |       |       |
|            | education in the    |        |       |       |       |
|            | fall of the         |        |       |       |       |
|            | previous reporting  |        |       |       |       |
|            | year.               |        |       |       |       |
|            |                     |        |       |       |       |
|            | **Denominator:**    |        |       |       |       |
|            | Number of [CTE      |        |       |       |       |
|            | concent             |        |       |       |       |
|            | rators]{.underline} |        |       |       |       |
|            | who were enrolled   |        |       |       |       |
|            | in postsecondary    |        |       |       |       |
|            | education in the    |        |       |       |       |
|            | fall of the         |        |       |       |       |
|            | previous reporting  |        |       |       |       |
|            | year and who did    |        |       |       |       |
|            | not earn an         |        |       |       |       |
|            | industry-recognized |        |       |       |       |
|            | credential, a       |        |       |       |       |
|            | certificate, or a   |        |       |       |       |
|            | degree in the       |        |       |       |       |
|            | previous reporting  |        |       |       |       |
|            | year.               |        |       |       |       |
+------------+---------------------+--------+-------+-------+-------+

+------------+---------------------+--------+-------+-------+-------+
| **Column** | **Column**          | **Co   | **Col | **Col | **Col |
|            |                     | lumn** | umn** | umn** | umn** |
| **1**      | **2**               |        |       |       |       |
|            |                     | **3**  | **4** | **5** | **6** |
+------------+---------------------+--------+-------+-------+-------+
| *          | **Measurement**     | **M    | **    | *     | *     |
| *Indicator |                     | easure | Basel | *Year | *Year |
| &**        | **Definition**      | ment** | ine** | One** | Two** |
|            |                     |        |       |       |       |
| **         |                     | **Appr | *     | **7   | **7   |
| Citation** |                     | oach** | *(Ind | /1/07 | /1/08 |
|            |                     |        | icate | -6/30 | -6/30 |
|            |                     |        | Ye    | /08** | /09** |
|            |                     |        | ar)** |       |       |
+------------+---------------------+--------+-------+-------+-------+
| **4P1**    | **Numerator:**      | **Ad   | *     | *     | *     |
|            | Number of [CTE      | minist | *B:** | *L:** | *L:** |
| **Student  | concent             | rative |       |       |       |
| P          | rators]{.underline} | R      |       | *     | *     |
| lacement** | who were placed or  | ecords |       | *A:** | *A:** |
|            | retained in         | Exch   |       |       |       |
| **113(b)(2 | employment, or      | anges/ |       |       |       |
| )(B)(iv)** | placed in military  | Ma     |       |       |       |
|            | service or          | tching |       |       |       |
|            | apprenticeship      | Ad     |       |       |       |
|            | programs in the     | minist |       |       |       |
|            | 2^nd^ quarter       | rative |       |       |       |
|            | following the       | Rec    |       |       |       |
|            | program year in     | ords** |       |       |       |
|            | which they left     |        |       |       |       |
|            | postsecondary       |        |       |       |       |
|            | education (i.e.,    |        |       |       |       |
|            | unduplicated        |        |       |       |       |
|            | placement status    |        |       |       |       |
|            | for CTE             |        |       |       |       |
|            | concentrators who   |        |       |       |       |
|            | graduated by June   |        |       |       |       |
|            | 30, 2007 would be   |        |       |       |       |
|            | assessed between    |        |       |       |       |
|            | October 1, 2007 and |        |       |       |       |
|            | December 31, 2007). |        |       |       |       |
|            |                     |        |       |       |       |
|            | **Denominator:**    |        |       |       |       |
|            | Number of [CTE      |        |       |       |       |
|            | concent             |        |       |       |       |
|            | rators]{.underline} |        |       |       |       |
|            | who left            |        |       |       |       |
|            | postsecondary       |        |       |       |       |
|            | education during    |        |       |       |       |
|            | the reporting year. |        |       |       |       |
+------------+---------------------+--------+-------+-------+-------+

+------------+---------------------+--------+-------+-------+-------+
| **Column** | **Column**          | **Co   | **Col | **Col | **Col |
|            |                     | lumn** | umn** | umn** | umn** |
| **1**      | **2**               |        |       |       |       |
|            |                     | **3**  | **4** | **5** | **6** |
+------------+---------------------+--------+-------+-------+-------+
| *          | **Measurement**     | **M    | **    | *     | *     |
| *Indicator |                     | easure | Basel | *Year | *Year |
| &**        | **Definition**      | ment** | ine** | One** | Two** |
|            |                     |        |       |       |       |
| **         |                     | **Appr | *     | **7   | **7   |
| Citation** |                     | oach** | *(Ind | /1/07 | /1/08 |
|            |                     |        | icate | -6/30 | -6/30 |
|            |                     |        | Ye    | /08** | /09** |
|            |                     |        | ar)** |       |       |
+------------+---------------------+--------+-------+-------+-------+
| **5P1**    | **Numerator:**      | *      | *     | *     | *     |
|            | Number of [CTE      | *State | *B:** | *L:** | *L:** |
| **Non-tra  | partic              | and    |       |       |       |
| ditional** | ipants]{.underline} | Local  |       | *     | *     |
|            | from                | Ad     |       | *A:** | *A:** |
| **Parti    | underrepresented    | minist |       |       |       |
| cipation** | gender groups who   | rative |       |       |       |
|            | participated in a   | Rec    |       |       |       |
| **113(b)(  | program that leads  | ords** |       |       |       |
| 2)(B)(v)** | to employment in    |        |       |       |       |
|            | nontraditional      |        |       |       |       |
|            | fields during the   |        |       |       |       |
|            | reporting year.     |        |       |       |       |
|            |                     |        |       |       |       |
|            | **Denominator:**    |        |       |       |       |
|            | Number of [CTE      |        |       |       |       |
|            | partic              |        |       |       |       |
|            | ipants]{.underline} |        |       |       |       |
|            | who participated in |        |       |       |       |
|            | a program that      |        |       |       |       |
|            | leads to employment |        |       |       |       |
|            | in nontraditional   |        |       |       |       |
|            | fields during the   |        |       |       |       |
|            | reporting year.     |        |       |       |       |
+------------+---------------------+--------+-------+-------+-------+
| **5P2**    | **Numerator:**      | *      | *     | *     | *     |
|            | Number of [CTE      | *State | *B:** | *L:** | *L:** |
| **Non-tra  | concent             | and    |       |       |       |
| ditional** | rators]{.underline} | Local  |       | *     | *     |
|            | from                | Ad     |       | *A:** | *A:** |
| **Co       | underrepresented    | minist |       |       |       |
| mpletion** | gender groups who   | rative |       |       |       |
|            | completed a program | Rec    |       |       |       |
| **113(b)(  | that leads to       | ords** |       |       |       |
| 2)(B)(v)** | employment in       |        |       |       |       |
|            | nontraditional      |        |       |       |       |
|            | fields during the   |        |       |       |       |
|            | reporting year.     |        |       |       |       |
|            |                     |        |       |       |       |
|            | **Denominator**:    |        |       |       |       |
|            | Number of [CTE      |        |       |       |       |
|            | concent             |        |       |       |       |
|            | rators]{.underline} |        |       |       |       |
|            | who completed a     |        |       |       |       |
|            | program that leads  |        |       |       |       |
|            | to employment in    |        |       |       |       |
|            | nontraditional      |        |       |       |       |
|            | fields during the   |        |       |       |       |
|            | reporting year.     |        |       |       |       |
+------------+---------------------+--------+-------+-------+-------+

# VI. FINANCIAL REQUIREMENTS

A. Statutory Requirements

1\. The State Board for Career and Technical Education from its
allotment for the basic programs authorized by Section 111 of the Act
including funds authorized under Section 202(a) Consolidation of Funds
under Title II of the Act shall reserve the following: \[Section
122(c)(6)(A); Sec. 202(c)\]

> The budget figures for the transition year are on the PERKINS IV
> BUDGET TABLE -- PROGRAM YEAR 1 on page 56 of this section.
>
> The State Board will distribute funding to secondary and postsecondary
> recipients in a manner that was determined initially by public input
> as a point of interest at public hearings. Considerable testimony was
> received and taken into consideration by the State Board for Career
> and Technical Education. Criteria used included: (1) the percentage of
> total program costs at the secondary and postsecondary levels, and (2)
> a comparison of program enrollments. The State Board for Career and
> Technical Education unanimously voted in favor of the split. For the
> transition period, in lieu of being able to hold public hearings or to
> obtain public input, the following split of funds will be utilized:
>
> Secondary 65% Postsecondary 35%

2\. The specific dollar allocation made available by NDCTE using the
above described procedure, provides a specific allocation to local
education agencies, area career and technical education schools, and
educational service agencies of \$2,500,091. The recipient is informed
of the allocation through the annual budgeting process.

####### 3. The specific dollar allocation made available by NDCTE using the above described procedure, provides a specific allocation to postsecondary institutions of \$1,346,203.

####### 4. NDCTE allocates funds among any consortia to be formed by secondary schools through consolidation of the individual LEA funds determined in the allocation process. Funds will be allocated among the members of the consortia using the following procedure:

####### [Procedure to Determine Uses of Funds within a Consortium]{.underline} 

> A. Each member of the consortium shall be represented by one
> individual.
>
> B. One member of the consortium shall be designated the fiscal agent
> for the consortium and a representative from that district, area
> career and technology center, or postsecondary institution shall be
> designated the consortium manager.
>
> C. A consortium shall hold at least two meetings annually.
>
> D. Consortium accountability data will be reviewed as part of the
> planning process. Priorities for the use of funds will focus on
> meeting the accountability measures and shall be mutually beneficial
> to all consortium members. Needs shall be supported by the intent of
> the Carl Perkins Act.
>
> E. Members shall set priorities and determine which activities will be
> approved for the year. Funds may not be reallocated (sub-granted) to
> individual members of the consortium for purposes benefiting
> individual members of the consortium.
>
> \[Section 122(c)(6)(A)(B)\]

####### 5. NDCTE allocates funds among any consortia to be formed by postsecondary institutions through consolidation of the postsecondary institution funds determined in the allocation process. Funds will be allocated among the members of the consortia using procedure described in number 4 above.

> 6\. To reflect any changes made in school district boundaries,
> including educational agencies without geographical boundaries,
> adjustments to consortiums allocations will be made based on student
> enrollment moving from one school district to another.
>
> At the secondary level, with the exception to the waiver,
> schools/consortia must meet the \$15,000 minimum allocation to be
> eligible for a grant.
>
> \[Section 131(c)(1)\]
>
> The State Board may waive the \$15,000 for secondary LEA's if:
>
> A. The LEA is located in a rural, sparsely populated area; or
>
> The LEA is a public charter school operating secondary school career
> and technical education programs; and
>
> B. The LEA demonstrates that the local educational agency is unable to
> enter into a consortium for purposes of providing activities under
> this part.
>
> \[Section 131 (c)(2)\]

7\. No Alternative allocation formula will be proposed.

B.  **Other Department Requirements**

1\.

**PERKINS IV BUDGET TABLE -- PROGRAM YEAR 1**

(For Federal Funds to Become Available Beginning on July 1, 2007)

I. TITLE I: CAREER AND TECHNICAL EDUCATION ASSISTANCE TO STATES

A\) Total Title I Allocation to the State \$4,214,921

B\) Amount of Title II Tech Prep Funds to be consolidated

with Title I Funds \$ 336,516

C\) Total Amount of Combined Title I and Title II Funds to

be distributed under section 112 (Line A + Line B) \$4,551,437

D\) Local formula Distribution \$3,846,294

1\. Reserve (not more than 10% of Line D) \$ 384,629

a\. Secondary Programs (\_\_% of line D) \$

b\. Postsecondary Programs (\_\_% of line D) \$

2\. Available for formula allocations (Line D minus D.1) \$3,461,665

a\. Secondary Programs (65% of Line D.2) \$2,250,082

b\. Postsecondary Programs (35% of Line D.2) \$1,211,583

E\) Leadership (not more than 10%) (Line C X 10%) \$ 455,143

1\. Non-traditional Training and Employment (\$60,000)

2\. Corrections or Institutions (\$42,149)

F\) State Administration (minimum funded state) \$ 250,000

G\) State Match (non federal)\* \$1,190,000

\*The eligible agency must provide non-federal funds for administration
of its Title I grant in an amount of not less than the amount it
provided in the preceding year.

2\.

**Eligible Recipient List**

**Secondary FY 2007**

+-----------------------+-------------------------------+--------------+
| **L.E.A. Fiscal       | **Single                      | **           |
| Agent**               | District/Consortium**         | Allocation** |
+-----------------------+-------------------------------+--------------+
| ## Beach\*            | ## Single District            | ## 8,585     |
+-----------------------+-------------------------------+--------------+
| ## Belcourt           | ## Single District            | ## 69,516    |
+-----------------------+-------------------------------+--------------+
| ## Bismarck           | ## Single District            | ## 192,750   |
+-----------------------+-------------------------------+--------------+
| ## Bottineau          | ## Peace Garden Consortium    | ## 18,913    |
+-----------------------+-------------------------------+--------------+
| ## Carrington         | ## Dakota Central Consortium  | ## 20,425    |
+-----------------------+-------------------------------+--------------+
| ## Devils Lake        | ##                            | ## 75,153    |
|                       |  Lake Area Voc Ctr Consortium |              |
+-----------------------+-------------------------------+--------------+
| ## Devils Lake        | ## Lake Area Coop Consortium  | ## 53,460    |
+-----------------------+-------------------------------+--------------+
| ## Dickinson          | ## Single District            | ## 62,404    |
+-----------------------+-------------------------------+--------------+
| ## Drake              | ## Central Dakota Consortium  | ## 26,558    |
+-----------------------+-------------------------------+--------------+
| ## Dunseith           | ## Single District            | ## 34,981    |
+-----------------------+-------------------------------+--------------+
| ## Fargo              | ## Single District            | ## 229,550   |
+-----------------------+-------------------------------+--------------+
| ## Fort Totten        | ## Single District            | ## 35,183    |
+-----------------------+-------------------------------+--------------+
| ## Elgin              | ## Highway 21 Consortium      | ## 15,396    |
+-----------------------+-------------------------------+--------------+
| ## Fort Yates         | ## Fort Yates Consortium      | ## 27,282    |
+-----------------------+-------------------------------+--------------+
| ## Garrison           | ## Missouri Hills Consortium  | ## 24,573    |
+-----------------------+-------------------------------+--------------+
| ## Glen Ullin         | ## Glen Ullin Consortium      | ## 23,759    |
+-----------------------+-------------------------------+--------------+
| ## Grafton            | ## North Valley Consortium    | ## 75,576    |
+-----------------------+-------------------------------+--------------+
| ## Grand Forks        | ## Grand Forks Consortium     | ## 204,458   |
+-----------------------+-------------------------------+--------------+
| ## Harvey             | ## Harvey Consortium          | ## 15,419    |
+-----------------------+-------------------------------+--------------+
| ## Hazen              | ## Oliver-Mercer Consortium   | ## 28,829    |
+-----------------------+-------------------------------+--------------+
| ## Hettinger          | ## Southwest Consortium       | ## 17,876    |
+-----------------------+-------------------------------+--------------+
| ## Hillsboro          | ## H                          | ## 27,201    |
|                       | eart of the Valley Consortium |              |
+-----------------------+-------------------------------+--------------+
| ## Hunter             | ## Rural Cass Consortium      | ## 31,512    |
+-----------------------+-------------------------------+--------------+
| ## Jamestown          | ## James Valley Consortium    | ## 56,236    |
+-----------------------+-------------------------------+--------------+
| ## Kenmare            | ## Upper Souris Consortium    | ## 22,452    |
+-----------------------+-------------------------------+--------------+

+-----------------------+-------------------------------+--------------+
| ## Killdeer           | ## Killdeer Consortium        | ## 23,777    |
+-----------------------+-------------------------------+--------------+
| ## Linton             | ## Linton Consortium          | ## 25,563    |
+-----------------------+-------------------------------+--------------+
| ## Mandan             | ## Single District            | ## 72,142    |
+-----------------------+-------------------------------+--------------+
| ## Marmot             | ## Single District            | ## 19,672    |
+-----------------------+-------------------------------+--------------+
| ## Minot              | ## Single District            | ## 170,929   |
+-----------------------+-------------------------------+--------------+
| ## Mohall             | ## Mohall-United Consortium   | ## 17,025    |
+-----------------------+-------------------------------+--------------+
| ## New England\*      | ## New England Consortium     | ## 3,449     |
+-----------------------+-------------------------------+--------------+
| ## New Town           | ## Fort Berthold Consortium   | ## 28,042    |
+-----------------------+-------------------------------+--------------+
| ## Selfridge\*        | ## Single District            | ## 4,383     |
+-----------------------+-------------------------------+--------------+
| ## Solen              | ## Single District            | ## 18,374    |
+-----------------------+-------------------------------+--------------+
| ## St. Johns          | ## East Rolette Consortium    | ## 36,279    |
+-----------------------+-------------------------------+--------------+
| ## Steele\*           | ## Kidder County Consortium   | ## 10,542    |
+-----------------------+-------------------------------+--------------+
| ## Tioga              | ## Norwest Consortium         | ## 34,931    |
+-----------------------+-------------------------------+--------------+
| ## Turtle Lake        | ## Missouri Valley Consortium | ## 21,094    |
+-----------------------+-------------------------------+--------------+
| ## Valley City        | ##                            | ## 56,401    |
|                       | Valley City Center Consortium |              |
+-----------------------+-------------------------------+--------------+
| ## Velva              | ## North Central Consortium   | ## 23,303    |
+-----------------------+-------------------------------+--------------+
| ## Wahpeton           | ## Rich                       | ## 81,875    |
|                       | land County Center Consortium |              |
+-----------------------+-------------------------------+--------------+
| ## Wahpeton           | ## L.E.E.D. Consortium        | ## 21,976    |
+-----------------------+-------------------------------+--------------+
| ## Wahpeton           | ## South Central Consortium   | ## 15,605    |
+-----------------------+-------------------------------+--------------+
| ## Wahpeton           | ## Southeast Consortium       | ## 36,634    |
+-----------------------+-------------------------------+--------------+
| ## Watford City\*     | ## Single District            | ## 12,765    |
+-----------------------+-------------------------------+--------------+
| ## West Fargo         | ## Single District            | ## 83,077    |
+-----------------------+-------------------------------+--------------+
| ## Williston          | ##                            | ## 67,951    |
|                       |  Williston/Trenton Consortium |              |
+-----------------------+-------------------------------+--------------+

## 

## \*Waiver granted by State Board for Career and Technical Education for LEA's under \$15,000. 

**Eligible Recipient List**

**Postsecondary FY 2007**

+----------------------+-------------------------------+--------------+
| **L.E.A. Fiscal      | **State Institution/Indian    | **           |
| Agent**              | Postsecondary Institution**   | Allocation** |
+----------------------+-------------------------------+--------------+
| ## Belcourt -- TMCC  | ## Tri                        | ## 78,164    |
|                      | bal Postsecondary Institution |              |
+----------------------+-------------------------------+--------------+
| ## Bismarck -- BSC   | ## State Institution          | ## 166,661   |
+----------------------+-------------------------------+--------------+
| ## Bismarck -- UTTC  | ## Tri                        | ## 187,774   |
|                      | bal Postsecondary Institution |              |
+----------------------+-------------------------------+--------------+
| ## Bottineau -- MSU  | ## State Institution          | ## 73,672    |
+----------------------+-------------------------------+--------------+
| ##                   | ## State Institution          | ## 91,641    |
|  Devils Lake -- LRSC |                               |              |
+----------------------+-------------------------------+--------------+
| ## Ft. Yates -- SBC  | ## Tri                        | ## 112,305   |
|                      | bal Postsecondary Institution |              |
+----------------------+-------------------------------+--------------+
| ## New Town -- FBCC  | ## Tri                        | ## 85,352    |
|                      | bal Postsecondary Institution |              |
+----------------------+-------------------------------+--------------+
| ## Wahpeton -- NDSCS | ## State Institution          | ## 304,572   |
+----------------------+-------------------------------+--------------+
| ## Williston -- WSC  | ## State Institution          | ## 123,985   |
+----------------------+-------------------------------+--------------+

##  

3\. The secondary and postsecondary formulas used to allocate funds
available under section 112(a) of the Act, as required by sections
131(a) and 132(a) of the Act follow:

The State Board will distribute funds to programs based on the formula
allocation in the Act. A waiver of the formula will not be requested at
the secondary and the postsecondary level. Eighty-five percent of the
funds will be allocated to eligible recipients. \[Section 131\]

> [SECONDARY]{.underline}

##  

> 30% will be allocated in proportion to the number of individuals aged
> 5-17, inclusive, who reside in the school district as determined on
> the basis of the most recent data used under section 1124 (c)(1)(A) of
> the Elementary and Secondary Education Act of 1965, compared to the
> total number of such individuals who reside in school districts
> statewide.
>
> Secondary X .30 X [\# of individuals age 5-17
> (inclusive)(LEA)]{.underline} = CTE
>
> Allocation \# of individuals age 5-17 (inclusive)(statewide)
> Enrollment
>
> Allocation
>
> 70% will be allocated in proportion to the number of individuals aged
> 5-17, inclusive, who reside in the school district and are from
> families below the poverty level for the preceding fiscal year as
> determined on the basis of the most recent satisfactory data used
> under section 1124(c)(1)(A) of the Elementary and Secondary Education
> Act of 1965, compared to the total number of such individuals who
> reside in the school district.
>
> Secondary X .70 X [\# of individuals (below poverty
> line)(LEA)]{.underline} = CTE
>
> Allocation \# of individuals (below poverty line (statewide) Poverty
>
> Allocation
>
> \[Section 131(b)(1)(2)\]
>
> [POSTSECONDARY]{.underline}
>
> The following factors are used in determining the formula for
> postsecondary institutions with students enrolled in career and
> technical education programs. Each eligible institution shall be
> allocated an amount that has the same relationship to the portion of
> funds made available as the sum of the [number of
> individuals]{.underline} who are Federal Pell Grant recipients and
> recipients of assistance from the BIA enrolled in programs offered in
> the preceding fiscal year bears to [the sum of the total]{.underline}
> [number]{.underline} of such recipients enrolled.
>
> \[Section 132 (a)(2)\]
>
> [Postsecondary Allocation]{.underline} = The number of Pell Grant
> recipients in an approved CTE program at an institution divided by the
> total number of Pell Grant recipients statewide in approved programs.
>
> \[Section 132(a)(2)\]
>
> No postsecondary institution or consortium shall receive an allocation
> if the amount is less than \$50,000
>
> \[Section 132(c)(1)\]

4\. Of the minimum 85% of funds that must flow to the local level, the
State Board may set aside up to 10% for reserve funds, to be distributed
to local eligible recipients for uses described in Section 135. The
funds will be made available to career and technical education programs
in;

> 1\) Rural Areas, or
>
> 2\) Areas with high percentages of CTE students, or
>
> 3\) Areas with high numbers of CTE students

The State Board will award reserve funds by providing grants to eligible
recipients for special activities identified by the State Board or to be
determined through a Request for Proposal submitted by the eligible LEA.

C.  The procedures used to rank and determine eligible recipients
    seeking funding under section 112(c) of the Act are:

> Applications submitted under the Requests for Proposal process will be
> reviewed by selected staff members of NDCTE. The priorities as set by
> the State Board will be used to evaluate the applications. Proposals
> most closely meeting the goals outlined by the State Board will
> receive the highest priority.

6\. A rural, sparsely populated area is one that is geographically
isolated that has limited access to any comprehensive career and
technical education offerings within 50 miles, AND,

> An area that is likewise sparsely populated and does not have the
> ability to provide adequate resources (tax base) for comprehensive
> career and education programs, OR
>
> An institution that serves 100% special population students who are
> incarcerated. Students are confined to the institution; therefore,
> they can not access programs or services in a consortium. In addition,
> student services and programs are unique, OR
>
> The LEA is a public charter school that operates a secondary career
> and technical education program and demonstrates it is unable to enter
> into a consortium for purposes of providing activities under this
> part.
>
> \[Section 131(c)(2)\]

# VII. EDGAR CERTIFICATIONS AND OTHER ASSURANCES

**A. Edgar Certifications**

> 1\. I hereby certify:

a)  That the State Board for Career and Technical Education in this
    State is eligible to submit the State Plan for Career and Technical
    Education as authorized in the Carl D. Perkins Career and Technical
    Education Act of 2006 (105-220);\[34 CFR 76.104(a)(1)\]

b)  That the State Board for Career and Technical Education has
    authority under state law to perform the function of the state under
    the program; \[34 CFR 76.104(a)(2)\]

c)  That the state can legally carry out each provision of the foregoing
    plan; \[34 CFR 76.104(a)(3)\]

d)  That all provisions of the foregoing plan are consistent with state
    law; (34 CFR 76.104(a)(4)\]

e)  That the State Director and Executive Officer has authority under
    state law, to receive, hold, and disburse federal funds made
    available under the foregoing plan. \[34 CRF 76.104(a)(5)\]

f)  That the State Director and Executive Officer has authority to
    submit the foregoing plan; \[34 CFR 76.104(a)(6)\]

g)  That the State Board for Career and Technical Education has adopted
    and formally approved the foregoing plan; \[34 CFR 76.104(a)(7)\]

h)  That the foregoing plan is the basis for state operation and
    administration of the plan; \[34 CFR 76.104(a)(8)\]

###### North Dakota State Board for Career and Technical Education

Signature
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Wayne Kutzer

State Director and Executive Officer

**B. Other Assurances**

1.  The State Board assures that it will submit a copy of the State Plan
    to the State Intergovernmental Review Process. \[Executive Order
    12372; 34CFR 79\]

2.  The State Board will provide a complete and signed ED Form 80-0013
    for certifications regarding lobbying; debarment and suspension, and
    other matters; and drug free workplace requirements.

3.  A complete and signed Assurance for Non-Construction Programs Form
    is attached to this document.

4.  The State Board assures that it will comply with the requirements in
    Title I and will comply with the provisions of the State Plan. The
    State will make provisions for fiscal control, fund accounting
    procedures, and financial audit of funds as may be necessary to
    secure proper disbursement of, and accounting for, federal funds
    paid to the state, including the provision of a financial audit of
    such funds received under this act which may be included as part of
    another Federal Audit. \[Section 122(c)(11)\]

5.  The State Board assures that no funds will be used to acquire
    equipment/software when acquisition results in direct financial
    benefit to any organization representing the interests of the
    purchasing entity or its employees or its affiliate. \[Section
    122(c)(12)\]

6.  The State Board assures that it will waive the minimum allocation as
    required in section 131(c)(1) in any case in which the LEA is
    located in a rural, sparsely populated area or is a public charter
    school operating secondary school career and technical education
    programs and demonstrates that it is unable to enter into a
    consortium.

7.  The State Board assures that it will provide, from non-federal
    sources for the costs the eligible agency incurs for the
    administration of programs under this Act, an amount that is not
    less than the amount provided by the eligible agency from
    non-federal sources for such costs for the preceding fiscal year.
    \[Sec. 323 (a)\]

8.  The State Board assures that the state and eligible recipients that
    receive funds for in-service and pre-service career and technical
    education professional development programs for CTE teachers,
    administrators, and other personnel shall, upon written request
    permit the participation of CTE teachers, administrators, and
    personnel of nonprofit private schools offering CTE secondary
    programs located in and area served by the eligible agency. \[Sec.
    317(a)\]

9.  Except as prohibited by law an eligible recipient may, upon written
    request, use funds under this act to provide for participation in
    CTE programs and activities for secondary students attending
    nonprofit private schools who reside in the area served by the
    eligible recipient.

10. Eligible recipients that receive an allotment under this act will
    consult, upon written request, with representatives of nonprofit
    private schools in the geographical area served by the eligible
    recipient regarding the participation in CTE programs and activities
    receiving funding under this Act. \[Sec. 317(b)(2)\]

North Dakota State Board for Career and Technical Education

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Signature

Wayne Kutzer

State Director and Executive Officer