A commitment letter must address: What specific resources (financial, in-kind, materials, expertise, etc.) the partner will contribute to the project. The commitment of the partner beyond the life of the grant. Specifically how all partners, including community based organizations, address issues of equity. Appendix E – Budget Worksheet Project Name: _______________________________________________________________ Fiscal Agent: ________________________________________________________________ Object Instruction Regular 1XXX NOT related to Staff Instructional Staff Develop 2240 (Instructional Staff Total by Object Anticipated Matching Funds* 1XX Salaries 2XX Benefits 31X Instructional, Professional & Technical Services 34X Travel 390 Other general Professional & Technical Services 4XX Supplies & Materials 460 Non-Consumable Items 470 Computer Software 480 Computer Hardware 550 Capital Outlay (Depreciable Technology)
C. Partnerships (continued) How are partnerships integral to the overall design of your project? Most business, industry, and labor partners are associated with high wage and high demand occupations locally, regionally, or statewide. The proposal clearly includes partnerships with individuals and/or organizations that have demonstrated commitment to providing knowledge and expertise related to recruitment and participation by historically underserved students including students non-traditional by gender. Partners have been directly and continuously involved in the development of the project as collaborators. The continued involvement of the partners during implementation is clearly developed and integral to the success of the project. Partners show active engagement through expertise, financial, in-kind, or material support. Some business, industry, and partners are associated with high wage and high demand occupations locally, regionally, or statewide. The proposal clearly includes partnerships with individuals and/or organizations that have knowledge and expertise related to recruitment and participation by historically underserved students including students non-traditional by gender. Partners have been involved in the development of the project as collaborators. Partners will likely continue involvement through implementation. Partner engagement mainly involves feedback about grant activities. Few business, industry, and labor partners are associated with high wage and high demand occupations locally, regionally, or statewide. Partnerships with individuals and/or organizations that provide knowledge and expertise related to recruitment and participation by historically underserved students are not explicitly described. Partners indicate support for the grant but have had very little impact on development of the project. Partners will have little impact on implementation of the project. Partner engagement is unclear. D. Project Outcomes Project outcomes address all required broad areas identified Project outcomes address all required broad areas identified in the RFA and indicate a plan Project outcomes may be missing or are poorly developed.
Proposals applying only for the CTE Summer Program supplement respond to areas 2 and 4. in the RFA and indicate a plan. Project outcomes are deliberately connected to each and related to the overall plan of the project. that is consistent with those areas. Some project outcomes are connected to each other. Project outcomes are generally treated separately. E. Evaluation There is always a logical connection between the progress markers and project outcomes. The measurement methods and instruments (e.g. student surveys, state testing, Career Readiness Certificate, or technical skill assessments) have been identified and will be used to systematically collect data that can demonstrate attainment of the outcomes. Expected results are ambitious and consistent with the outcomes and measurements. Logical connections between project outcomes and progress markers can be inferred. Some measurement methods and instruments have been identified and are tied to the outcomes. Expected results indicate growth and are consistent with the outcomes and measurements. Connections between project outcomes and progress markers are unclear. There is little indication that specific measurement methods or instruments will be used to conduct an evaluation. Expected results indicate little growth and may be inconsistent with the outcomes and measurements F. Activities and Timeline All activities are clearly connected to the vision and goals of the grant program and the outcomes listed in the proposal. Connections between activities, vision, goals, and outcomes in the grant can be inferred. The connections between the vision, goals, outcomes, and activities in the grant are missing at times.
The timeline leads to completion of the project, including reporting deadlines. The timeline demonstrates that students will be full participants in the program during the 2018-2019 school year and/or Summer 2018 in the case of the CTE Summer Program supplement. The timeline to completion of the project but may be missing some detail. The timeline demonstrates that students will benefit from the activities during the 2018-2019 school year and/or Summer 2018 in the case of the CTE Summer Program supplement. The timeline includes major project milestones but lacks many specifics. The beginning of student engagement in the project can only be inferred. G. Career and Technical Education Program of Study Design How will outcomes and activities in this support the development of a CTE Program of Study? G. Career and Technical Education Program of Study Design (continued) How will outcomes and activities in this grant support the development of a CTE Program of Study? The project creates a new program of study or enhances existing programs of study that will provide students multiple options within a career pathway to further education and careers. The instruction associated with the program of study clearly supports academic, technical, and employability skills. Alignment and articulation with postsecondary opportunities are part of the design. Postsecondary opportunities may include apprenticeships. The program of design supports the complete vision of the CTE Revitalization Grant. The project creates a new program of or enhances existing programs of study that are focused on single occupations within a career pathway to further education and careers. The instruction supports academic, technical, or employability skills, but not all, or they are not clearly described. Alignment and articulation with postsecondary opportunities can be inferred as part of the design. Postsecondary opportunities may include apprenticeships. The program of study design supports some aspects of the It is unclear how the proposal supports the development of a program of or career pathway. The instruction primarily supports technical skills. Alignment and articulation with postsecondary opportunities are not included as part of the design. The program of study design does not clearly support the
The proposal identifies specific evidence-based activities that will ensure the success and continue participation in CTE programs by historically underserved students. The proposal identifies some activities to support the success and continued participation of historically underserved students. The proposal does not identify activities related to success and continued participation of historically underserved students. J. Diploma Connections How will this project help all students meet the requirements of the Oregon Diploma? The proposal includes multiple strategies that integrate diploma requirements into CTE programs, including how the project will address critical factors such as grade on track and chronic absenteeism, and access to college credit. The proposal specifically addresses activities that are and designed to address the needs of historically underserved students. The proposal includes a limited number of strategies that integrate diploma requirements into CTE programs, including how the project will address critical factors such as ninth grade on track and chronic absenteeism, and access to college credit. The proposal specifically addresses activities designed to address the needs of historically underserved students. The proposal includes few strategies that support diploma requirements and those strategies are not integral to the CTE program. The proposal addresses the needs of historically underserved students. K. Sustainability How will this project be sustainable? The project proposes multiple strategies for sustaining the work beyond the life of the grant, including systemic changes in the relationship between CTE and an entire school program, school board, and community. Financial sustainability addresses school, district, or regional approaches that go The project proposal includes multiple strategies for sustaining the work beyond the life of the grant. The primary strategy for financial sustainability is ongoing support through additional competitive grants. The project proposal relies on a single strategy for sustaining work beyond the life of the grant. Financial sustainability is not addressed.
competitive beyond continued competitive grant resources. The proposal specifically addresses use of state and federal funds (High School Success, Secondary Career Pathways, Perkins, etc.) to sustain the program. An explicit plan for sustaining partnerships includes an ongoing communication with new and existing partners. Use of non-competitive state and federal funds (High School Success, Secondary Career Pathways, Perkins, etc.) to sustain the program can be inferred. Sustaining partnerships can be inferred from the proposal, but the activities are not explicit. Use of non-competitive funds to sustain the program is not addressed. Partnerships may not continue beyond the life of the grant. L. Communication How will you communicate about the career pathway addressed in this project? The activities described in the proposal describe specific evidence-based methods that will be used to communicate the value of a career pathway to students, their parents, and the community. Strategies for communication in the proposal are directed to the needs of historically underserved students. Students, parents, and community have a voice in the development and implementation of the grant. The activities described in the proposal describe general methods that will be used to communicate the value of a career pathway to students and their parents. Strategies for communication in the proposal consider the needs of historically underserved students. Students, parents, and community have a voice in the implementation of the grant. The activities described in the proposal may help to communicate the value of a career pathway to students. Strategies for communication in the proposal do not address the needs of historically underserved students. Students, parents, and community do not have a voice in the grant.
Sections High Scoring Response Middle Scoring Response Low Scoring Response Optional Bonus Narrative A. Career and Technical Student Organizations How will this project strengthen connections to CTSOs? The proposal clearly describes how specific Career and Technical Student Organizations will enhance the CTE program design by helping students develop strong technical, academic, and leadership skills. The proposal clearly states how specific Career and Technical Student Organizations will be included in the CTE program. The proposal generally acknowledges the importance of Career and Technical Student Organizations. B. Middle School Component How will this project expand CTE access to middle school students? The middle school component describes how significant age appropriate and engaging CTE instruction will be provided while explicitly informing students about high school and postsecondary opportunities. The middle school component describes how significant age appropriate and engaging CTE instruction will be provided. The middle school component is limited. C. Focus on Regional, Statewide, or System Changes How will this project affect a larger audience beyond a single school district? The overall focus of the project is to develop programs, strategies, or approaches to CTE that will be implemented by multiple schools, districts, or ESDs. The project describes programs, strategies, or approaches to CTE that may be implemented by multiple schools, districts, or ESDs. The project describes programs, strategies, or approaches that pose significant challenges for implementation by multiple schools, districts, or ESDs. The following section of the Scoring will be used only to score proposals requesting a CTE Summer Program supplement. Sections High Scoring Response Middle Scoring Response Low Scoring Response
B. Summer Program Outline Programs have strong alignment to available high school CTE Programs of Study that can lead to high wage and high demand occupations. Examples of activities are clearly aligned to the career focus and are of sufficient duration and content to motivate students to prepare for careers addressed. The proposal provides clear evidence that the opportunities go beyond what is currently offered in local middle schools. Many suggested activities intentionally link students to post-secondary education and careers. Alignment to high school CTE Programs of study that can lead to high wage and high demand occupations can be inferred. Examples of activities are aligned to the career focus and contain sufficient duration and content that may motivate students to prepare for careers addressed. The proposal infers that the opportunities go beyond what is currently offered in middle schools. Some suggested activities intentionally link students to post-secondary education and careers. Unclear alignment to high school CTE Programs of Study that can lead to high wage and high demand occupations. Examples of activities are aligned to the career focus but may not be of sufficient duration and content to motivate students to prepare for the careers addressed. The proposal describes opportunities that appear to be equivalent to what is already offered in local middle schools. Activities linking students to post-secondary education and careers are not described or can only be inferred.