2011, (CTE) $1.8 2012-2013 43 2013 CTE 2013, (SB) 498 $7.5 (ODE) CTE $8.8 A (ODE), (BOLI) CTE. CTE (RFP) (CTE) CTE CTE CTE CTE CTE BOTH A A A A A A OR A A
Only complete applications meeting the specifications listed below will be scored. Each of these sections are described more fully in the following pages. Please submit the application documentation in the order listed: Cover Page - Identify each school that will participate in the grant activities. The role of each school must be clearly identified in the grant narrative. Required Project Overview – This section may not exceed 5 pages. Required Grant Narrative – This section may not exceed 20 pages. Budget - This section should include a narrative and budget worksheet. This section may not exceed 4 pages. Bonus Narrative – – Each response to the optional bonus section questions may not exceed one page. Previous Recipient Eligibility Response - This section should be completed by previous recipients in order to be eligible for consideration in this grant cycle. Required Documentation Statement of Assurances for Each Participating School List of Partners Partner Commitment Letters Appendix – Any supporting charts, graphs, tables and other materials may be placed in an Appendix and referenced in the Grant or Bonus Narrative. The project overview, required narrative and bonus narrative sections must be typed, and use a font type no smaller than Arial 12 point. Charts, graphs and tables may be single-spaced. There must be one inch side, top, and bottom margins. All sections of the application excluding commitment letters, statements of assurances and appendices must be submitted in either Rich-Text (RTF) or Word format. All other sections may be submitted in other commonly readable formats such as PDF. Applications must be sent electronically through Secure File Transfer and by mail. Please see below for specific submission requirements. An electronic version of the completed application in the required format must be received by 5:00 pm on October 24, 2013. All materials must be submitted electronically using the Secure File
The integration of the separate required elements of the proposal, including the integration of core academic content and community resources, creates a coherent project. A common program, theme, or practice is developed and supported throughout the proposal. Outcomes and activities are interrelated. The project connects CTE with broader school and community diploma requirements, academic achievement, college and career readiness, school improvement, and employability) and these connections can be clearly understood by students and parents. A common program, theme, or practice can be inferred from the proposal. Outcomes are linked to activities that may be interrelated. The project connects CTE with broader school and community needs(e.g. diploma requirements, academic achievement, college and career readiness, school improvement, and employability) A common program, theme, or practice is difficult to identify. Outcomes and activities appear to be treated separately. Connections between CTE and other aspects of education are limited. The project supports the expansion and growth of CTE in the district, region, or state. The proposal provides clear targets for program expansion and growth in terms of students, staff, and partners. Provides specific plans for continued expansion and growth beyond the life of the grant including replication in other schools and districts. The proposal addresses expansion and growth without clear targets. Suggests ways to continue expansion and growth within the whole school and within the period of the grant. Expansion and growth appears relatively or can’t be determined from the proposal. Suggests ways to continue expansion and growth within a specific CTE program and within the period of the grant.
Students are provided with experiential learning opportunities. Hands-on learning activities in the classroom strongly support authentic problem-based or project-based education where students have high levels of autonomy. Students are provided with opportunities to experience multiple aspects of a career through classroom simulations of the workplace and/or direct connections to industry through internships or job shadows. Students are provided with activities in the classroom that are primarily directed by the teacher and incorporate some level of problem-based or education. Limited opportunities are provided for students to experience multiple aspects of a career. Students may have hands-on experiences, but these are often teacher directed and focused on separate skills rather than problem-based or project-based learning. are no opportunities for students to experience multiple aspects of a career. Sections High Scoring Response Middle Scoring Response Low Scoring Response Required Elements
Project Outcomes and Progress Markers (Project Description Section A) Project outcomes and progress markers address all five broad areas identified in the RFP and are clearly articulated. Short term progress markers are measureable, manageable, and meaningful. is always a logical connection between the progress markers and project outcomes. Project outcomes are deliberately connected to each other and related to the overall plan of the project. Project outcomes and progress markers address all five broad areas identified in the RFP. Short term progress markers are measureable. Logical connections between project outcomes and progress markers can be inferred. Some project outcomes are connected to each other. Project outcomes and progress markers may be missing or are poorly developed. Short term progress markers may be difficult to measure. Connections between project outcomes and progress markers are unclear. Project outcomes are generally treated separately.
Career and Technical Education Program of Study Design (Project Description Section B) 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 Data supports that programs of are clearly linked to high wage and high demand careers that can be identified locally, regionally, or statewide. The project creates a new program of study 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. Programs of study are based on careers that are not clearly documented with supporting data as high wage and high demand. 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. Programs of are not based on high wage or high demand careers.
Underserved Students (Project Description Section C) The proposal clearly describes the underserved student populations served within the scope of the project. The proposal identifies specific evidence-based activities that will increase the enrollment of underserved students in the CTE program. The proposal identifies specific evidence-based activities that will ensure the success and continue participation in CTE programs by underserved students. The proposal acknowledges the underserved student populations within the scope of the project. The proposal identifies activities to recruit underserved students into the CTE program. The proposal identified some activities to support the success and continued participation of underserved students. The proposal generally acknowledges the problem of underserved students. The proposal does not identify activities related to recruitment of underserved students. The proposal does not identify activities related to success and continued participation of underserved students. Diploma Connections (Project Description Section D) The proposal includes multiple strategies that integrate diploma requirements into CTE programs. Connections support multiple areas such as: credit requirements, Essential Skills, and personalized learning. The proposal includes a limited number of strategies that integrate diploma requirements into CTE programs. Connections support a single area of the diploma requirements. The proposal includes few strategies that support diploma requirements and strategies are not integral to the CTE program. Connections support a single area of the diploma requirements.
Budget (Budget Sections A and B) The budget and budget narrative completely aligns with the design, activities and outcomes in the proposal. When applicable, the sustainability of personnel is addressed within the budget narrative or other sections of the proposal. The narrative has sufficient detail to show that expenses are reasonable. The budget and budget narrative substantially but not completely aligns with the project design, activities, and outcomes in the proposal. When applicable, the sustainability of personnel costs can be inferred but may not be explicitly addressed. The narrative has enough information to infer that the expenses are reasonable. The alignment between budget, budget narrative, project design, activities, and outcomes is unclear. When applicable, sustainability of personnel costs have not been addressed. There is insufficient detail in the narrative to demonstrate that the expenses are reasonable. Sections High Scoring Response Middle Scoring Response Low Scoring Response Bonus Elements Career and Technical Student Organizations 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.
Middle School Component 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. Out of School Time Programming Activities associated with out of school time draw on community resources to provide authentic CTE instruction beyond the normal school day. Out of school time activities are clearly linked to existing in school programs through common content and outcomes. Activities associated with out of school time provide authentic problem-based CTE instruction beyond the normal school day. Out of school time activities appear to be linked to existing in school programs. Activities associated with out of school time focus on skill development. Out of school time activities are not linked to existing school programs. Focus on Regional, Statewide, or System Changes 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.