Office of Learning
Oregon Department of Education
Carl D. Perkins
Career & Technical Education Act of 2006
2014-2015 Update to the Perkins IV Local 5-Year Plan
Local Improvement Plan
Basic Annual Application
And
Annual Report
It is the policy of the State Board of Education and a priority of the Oregon Department of Education that there will be no discrimination or harassment
on the grounds of race, color, religion, sex, sexual orientation, national origin, age or disability in any educational programs, activities or employment.
Persons having questions about equal opportunity and nondiscrimination should contact the Deputy Superintendent of Public Instruction with the
Oregon Department of Education, 255 Capitol Street NE, Salem, Oregon 97310; Phone: 503-947-5740; or Fax: 503-378-4772.
The CTE brand logo, brand-positioning, theme, and brand extensions are the property of NASDCTEc
This document includes the following sections:
 Introduction
o Submission Instructions
 Cover Page
 Local or Consortium Basic Grant Plan and Annual Report
o Program Design Performance
 Overview to the Local Plan Update
 Summary Report of 2014-2015 CTE Strategies and Accomplishments
 1. Standards and Content (SC)
 2. Alignment and Articulation (AA)
 3. Accountability and Evaluation (AE)
 Perkins Performance Measures
 4. Student Support Services (SS) (for designated CTE Programs of Study)
 5. Professional Development (PD)
o Local Improvement Planning Process
o Consortium Regional Investment Planning
 2014-2015 Perkins IV Basic Grant Budget Spending Report
 2014-2015 Perkins IV Basic Grant Equipment & Non-Consumable Supply Inventory
Introduction
This Introduction is a general overview of the 2014-2015 Update to the Perkins IV Local 5-Year Plan, Local Improvement Plan, Basic Annual
Application and Annual Report. For the purposes of this document, the 2014-2015 Update to the Perkins IV Local 5-Year Plan, Local Improvement
Plan, Basic Annual Application and Annual Report will be referred to by the short title of the Local Plan Update. For complete instructions on filling
out this document, see the Guide to the 2014-2015 Perkins IV Basic Grant Application and Annual Report, available on the Oregon Department of
Education (ODE) website at http://www.ode.state.or.us/search/page/?id=1625. For the purposes of this document, the Guide to the 2014-2015
Perkins IV Basic Grant Application and Annual Report will be referred to by the short title of the Guide.
The focus of the Local Plan Update is on activities related to local secondary and postsecondary component designs for CTE Program of Study
(POS) implementation. A minimum of 10% of the funds are required to be designated to professional development. (Reminder: This is 10% of the
grant amount, but funding may be leveraged from other sources).
Each year of the Perkins IV authorization a detailed local plan updating the initial 5-year plan and previous updates has been submitted. The intent
has been to reflect a single, 5-year plan that is updated annually, not a collection of five 1-year plans. Local Plan Updates will continue to update
the 5-year plan annually, until the reauthorization of the Carl D. Perkins Act.
The Annual Report has been integrated into the Local Plan Update. The report sections may be completed throughout the program year as
activities are completed. The Annual Report is due Monday, November 16, 2015.
2014-2015 Update to the Perkins IV Local 5-Year Plan, Local Improvement Plan, Basic Annual Application, and Basic Annual Report
Oregon Department of Education | Oregon Department of Community Colleges and Workforce Development | February 2014
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Program Design Performance: The Overview to the Local Plan Update is an opportunity to provide readers with the background and context to
better understand the status of your plan. Each Core Element must address at least one Indicator through at least one Planned Activity; welldesigned SMART Goals will help you evaluate how successful your planning strategies were. (For more information about SMART Goals refer to
the Guide.) If you are repeating an activity, please explain why you are repeating it. Include a discussion of the clearly measurable effectiveness
that influenced your decision to repeat it, as well as an explanation of any enhancements to the activity. Planned Activities are required for Perkins
Performance Measures that do not meet the 90% threshold rule. It is highly recommended that a detailed activity be included for any Perkins
Performance Measure that has not been met by a comfortable margin.
Local Improvement Planning Process: This section will inform readers of the planning process used to create the plan and who was involved.
Please note that Trend Data Worksheets are required for any Perkins Performance Measure that did not meet the 90% threshold.
Consortium Regional Investment Planning (Required for Consortium Basic Grant Plans ONLY): The Consortium Member Roster provides a
quick look at who is involved in consortium planning and their role. When submitting the application, please attach a signed copy of the complete
consortium operational agreement and copies of job descriptions of staff funded by the consortium (for more information refer to the Guide).
Annual Report: The Annual Report is integrated into the Local Plan Update. A section labeled “Summary Report” is provided for the Overview to
the Local Plan Update; sections labeled “Report” are provided for each Smart Goal, Indicator, Performance Measure, and Planned Activity; the
2014-2015 Perkins IV Basic Grant Budget Spending Report and the 2014-2015 Perkins IV Basic Grant Equipment & Non-Consumable Supply
Inventory are at the end of the document. These sections may be completed throughout the program year as activities are completed. The Annual
Report is due Monday, November 16, 2015.
Statement of Assurances: All eligible recipient fiscal agents must submit a Perkins Statement of Assurances signed by the eligible recipient’s
highest level administrator. The Statement of Assurances submitted during the CIP Budget Narrative process will also apply to the Local Plan
Update and Annual Report. Statement of Assurances can be found here: http://www.ode.state.or.us/teachlearn/pte/perkins-annual-assurance-5-2113-rev.doc.
Special Notes
Purchasing equipment is not an activity, but may support an activity. Please limit the Local Plan Update to activities; list all planned equipment
purchases in the Budget Narrative and Spending Workbook. Any budget changes of 10% or more must be approved in advance by ODE staff.
Since the Local Plan Update is intended to be a planning document for all activities that will address CTE priorities, activities that will not use
Perkins funding may be included. Any changes to the Local Plan Update must be approved in advance by ODE staff. (For more information,
contact Donna Brant, 503-947-5622, donna.brant@state.or.us)
FAILURE TO RECEIVE ADVANCE APPROVAL FOR CHANGES MAY RESULT IN LOSS OF FUNDS
Publication Information
The Oregon Department of Education (ODE) may publish your Local Plan Update, in complete or in part, on ODE’s Web site or through other
means available to us. We look forward to reviewing your local plan and initiatives to implement the Act in the coming years. ODE CTE Program
Staff are available to answer questions that arise as you update and revise your plan.
2014-2015 Update to the Perkins IV Local 5-Year Plan, Local Improvement Plan, Basic Annual Application, and Basic Annual Report
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Back to Introduction
SUBMISSION INSTRUCTIONS
Completed Local Plan Updates shall be submitted no later than close of business (5:00 pm PST) on Monday, June 30, 2014. The Local Plan
Update, including cover page, is to be submitted electronically as an attachment to an e‐mail. Hard copy original of cover page and signed
assurance should be mailed to the submission address below.
Electronic Submission Address:
Hard Copy Submission Address:
Perkins.Submit@state.or.us
Barbara O’Neill
Office of Learning
Instruction, Standards, Assessment & Accountability Unit
Oregon Department of Education
255 Capitol Street NE
Salem, OR 97310-0203
503-947-5787
Questions?
Local Plan Update:
Michael Fridley , Education Specialist
michael.fridley@state.or.us
503-947-5660
Budget Narrative & Spending Workbook:
Reynold Gardner, Education Specialist
reynold.gardner@state.or.us
503-947-5615
State CTE Staff List
2014-2015 Update to the Perkins IV Local 5-Year Plan, Local Improvement Plan, Basic Annual Application, and Basic Annual Report
Oregon Department of Education | Oregon Department of Community Colleges and Workforce Development | February 2014
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Cover Page
Carl D. Perkins Career and Technical Education Act of 2006
2014-2015 Update to Perkins IV Local 5-Year Plan,
Local Improvement Plan, Basic Annual Application, and Basic Annual Report
Back to Introduction
Agency Name, Address and Authorizing Signature of Eligible Recipient:
PACTEC, Portland Community College
Eligible Recipient Agency Name
P.O. Box 19000
Mailing Address, City & ZIP
Portland, OR 97280
Authorizing Signature (Chief Administrator)
June, 27, 2014
Date
Fiscal Agent
Person at, or representing, the eligible agency responsible for answering questions about this plan:
AUTHORIZED REPRESENTATIVE
Name:
Position:
Telephone:
Email:
FISCAL AGENT
Kendra Cawley
Dean of Academic Affairs
971-722-4481
kcawley@pcc.edu
Name:
Position:
Telephone:
Email:
Jim Langstraat
Associate VP of Finance
971-722-2913
Jim.langstraat@pcc.edu
Type of 2014-2015 Perkins IV Local Plan Update/Application:
Direct Secondary School District Basic Plan
Consortium Basic Plan
Direct Community College Basic Plan
Complete the following:
 Local Plan Update
 Budget Narrative & Spending Workbook
(Submitted Online)
Complete the following:
 Local Plan Update
 Budget Narrative & Spending Workbook
(Submitted Online)
 Consortium Operations Agreement Job
Description(s) for consortium funded staff
Complete the following:
 Local Plan Update
 Budget Narrative & Spending Workbook
(Submitted Online)
2014-2015 Update to the Perkins IV Local 5-Year Plan, Local Improvement Plan, Basic Annual Application, and Basic Annual Report
Oregon Department of Education | Oregon Department of Community Colleges and Workforce Development | February 2014
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Local or Consortium Basic Grant Plan and Annual Report
Back to Introduction
PROGRAM DESIGN PERFORMANCE
(For guidance in completing this section refer to the Guide.)
Overview to the Local Plan Update
Identify major opportunities and challenges that are addressed in this plan
Opportunities that will be leveraged/connections that will be made/collaborations that will be pursued:
PACTEC has dynamic programs experiencing a great deal of success in their work. We will continue to support teachers in their efforts to continue
and improve their work and to keep their programs up-to-date, and with strong industry connections.
 We have some very strong regional advisory committees that work in conjunction with the community college’s advisory committee. The
strongest would be our Machine Manufacturing and Early Childhood Education programs. We look toward making similar connections in
other CTE subject areas.
 We have interest in developing some new programs of study and have submitted paperwork for some of those this year.
 Additionally, PCC will now be articulating Math 95. Students who take and complete that course will graduate from high school having
completed the math required for nearly all CTE Associates degrees at PCC.
 Nearly all of our programs have articulations with PCC. We added Multimedia to our list of articulations this year and had productive work
sessions between the college and high school faculty of this subject area. The worked together to identify courses that are a logical part of
the program at the college and give students a strong foundation in the subject. This collaborative model helped all involved to feel
confident about the partnership being developed and the quality of work that was being done. The only other program not currently
articulated with PCC is our Culinary/Hospitality program. Since MHCC is discontinuing their culinary program we will be looking elsewhere
for alignment and articulation. One of our teachers is attending professional development at both of the potential colleges that offer the
program so that our culinary teachers can make that decision when they return to school next fall.
Challenges that will be addressed:
The fact that the regional coordinator for PACTEC is new to the position, accompanied with new people in the Hillsboro and Forest Grove School
Districts is a challenge. Navigating some of the technological issues that have arisen this year will hopefully be easier. A mentorship model for
regional coordinators would be a good idea! The change in staff in the PACTEC program was a challenge as well. We hope that we have found
stability for next year. Our Non-trad coordinator will transition next year to providing career pathways services to more than just non-trad students.
Next year we have several new teachers replacing those who have retired. Many of them are currently hired, however several are still undecided
for next year. Providing support and opportunities for networking and professional development will be addressed.
Briefly describe the work of your school, district, or consortium in developing, implementing, and maintaining CTE Programs of Study
PACTEC has been working with districts to increase or strengthen their CTE programs this year. Three schools received CTE Revitalization grants
and we have supported them in this process and continue to support their efforts at implementation. The regional coordinator visited all of the
programs this year, talked with teachers and students and checked in with the administration to build solid connections. Participating in the regional
Manufacturing Advisory Board helps to create support for area manufacturing programs. Industry members have been extremely helpful in guiding
2014-2015 Update to the Perkins IV Local 5-Year Plan, Local Improvement Plan, Basic Annual Application, and Basic Annual Report
Oregon Department of Education | Oregon Department of Community Colleges and Workforce Development | February 2014
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programs to align with current trends in industry. We plan a CTE/Dual Credit Symposium in August to kick-off the year. The power of seeing the
vast number of participants together is much stronger than smaller meetings. Administrators and counselors are also invited to attend and this
helps to start the process of reframing the importance of CTE in schools.
2014-2015 Update to the Perkins IV Local 5-Year Plan, Local Improvement Plan, Basic Annual Application, and Basic Annual Report
Oregon Department of Education | Oregon Department of Community Colleges and Workforce Development | February 2014
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Summary Report of 2014-2015 CTE Strategies and Accomplishments – DUE MONDAY, NOVEMBER 16, 2015
Back to Introduction
(For guidance in completing this section refer to the Guide.)
Exemplary activity/highlight of the year:
Opportunities leveraged/connections made/collaborations that were useful:
Major challenges, both met and unmet:
OTHER SUPPORTED ACTIVITIES
Number
Joint high school and community college advisory committees established during the 2014-2015 program year. [HB 2912]
Indicate any of these activities that you have supported during the 2014-2015 program year by marking “X” in the Supported column.
Activity
Supported
Efforts to improve the recruitment and retention of CTE teachers, faculty, administrators, and counselors, including individuals in
groups underrepresented in the teaching profession. [Section 134(b)(12)]
Efforts to improve the transition to teaching from business and industry. [Section 134(b)(12)(B)]
Efforts to develop, improve, or expand the use of technology in CTE. [Section 135(b)(4)]
Efforts to initiate, improve, expand, and modernize quality CTE programs (including relevant technology). [Section 135(b)(7)]
2014-2015 Update to the Perkins IV Local 5-Year Plan, Local Improvement Plan, Basic Annual Application, and Basic Annual Report
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1. Standards and Content
Back to Introduction
(For guidance in completing this section refer to the Guide.)
Indicators for quality local plans and local use of Perkins funds. Choose at least one that you will address through the activities below.
Indicator
SC1
SC2
SC3
SC4
SC5
CTE Programs of Study align with Oregon Skill Sets or other industry-based standards.
Coherent and rigorous content aligned with challenging academic standards is integrated with relevant CTE
programs.
CTE students are taught to the same coherent and rigorous content aligned with challenging academic standards as
are taught to all students.
CTE students are provided with the academic and career and technical skills (including the mathematics and
science knowledge that provides a strong basis for such skills) that lead to entry into the technology fields.
CTE Programs of Study use relevant technology that directly supports increasing student academic knowledge and
technical skill attainment.
Source
Goal 1a
Sections 34(b)(3)(B),
135(b)(1)
Section 134(b)(3)(D)
Section 135(b)(4)(B)
Goal 1b
Discuss your status on the Indicator(s) you have chosen as your focus. Include the reasons you chose each Indicator.
SC5 - CTE Programs of Study use relevant technology that directly supports increasing student academic
knowledge and technical skill attainment.
Programs of study in PACTEC’s region currently strive to implement and utilize relevant technology to teach
students using industry standards. All CTE teachers meet with their Regional Advisory Committees to maintain
Current Status of Indicator
links with their industry partners to assure that items that they plan on including in their programs meet industry
standards.
Indicator
Perkins IV Basic Grant Plan for Indicator
18 PACTEC area CTE Programs will integrate new technology based on industry partner recommendations in
SMART Goal for Indicator order to adequately teach industry standards and prepare students for related careers as demonstrated through
increased Technical Skills Attainment Performance from 78.2% to 83% by June, 2015.
Evidence That Will Show Increase Technical Skills Attainment Performance from 78.2% to 83%
Achievement of Goal
Report on SMART Goal and Status of Indicator – Due Monday, November 16, 2015
Planned Activity #1
CTE teachers will meet with industry partners at least once, by advisory committee areas, to establish a plan for
Description of Planned Activity to
implementing new technology in the classroom. In addition the plan will determine future needs for professional
Achieve SMART Goal
development, and identify additional technology needs.
Evidence That Will Show
 “Using New Technology Plan” is drafted and implemented.
2014-2015 Update to the Perkins IV Local 5-Year Plan, Local Improvement Plan, Basic Annual Application, and Basic Annual Report
Oregon Department of Education | Oregon Department of Community Colleges and Workforce Development | February 2014
Page 5
Success of Activity


Increase Technical Skills Attainment Performance from 78.2% to 83%.
The “Using New Technology Plan” includes:
i) how to implement technology,
ii) determine future needs for professional development, and
iii) identify additional technology needs.
Briefly describe how you will ensure maintenance or continuous improvement on the Indicators on which you have chosen to focus.
Indicator
SC5- CTE Programs of Study use
relevant technology that directly
supports increasing student
academic knowledge and
technical skill attainment.
Plan for Maintenance or Continuous Improvement in 2015-2016
PACTEC instructors consistently evaluate the content of their programs based on input from the advisory
committee, participation in professional development events, and sharing between teachers. The result is
continuous improvement that requires ongoing funding to maintain alignment with industry standards. Each
year we provide teachers with an opportunity to access funding to purchase equipment, curriculum
development and other needs to improve Programs of Study and maintain alignment with industry needs.
2014-2015 Update to the Perkins IV Local 5-Year Plan, Local Improvement Plan, Basic Annual Application, and Basic Annual Report
Oregon Department of Education | Oregon Department of Community Colleges and Workforce Development | February 2014
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Back to Introduction
2. Alignment and Articulation
(For guidance in completing this section refer to the Guide.)
Indicators for quality local plans and local use of Perkins funds. Choose at least one that you will address through the activities below.
Indicator
Source
AA1
CTE is linked at the secondary and postsecondary levels.
Section 135(b)(2)
AA2
CTE Programs of Study operate with signed alignment agreements.
Goal 2a
AA3
CTE Programs of Study operate with signed articulation agreements.
CTE Programs of Study lead to an industry-recognized, postsecondary certificate or degree in a high wage, high
demand occupation based on regional or state labor market information.
Goal 2b
AA4
Goal 2c
Discuss your status on the Indicator(s) you have chosen as your focus. Include the reasons you chose each Indicator.
Indicator
AA2 CTE Programs of Study operate with signed alignment agreements.
CTE Programs in the PACTEC region are aligned with post secondary programs at cooperating colleges. 70%
of PACTEC CTE programs of study have dual credit status. Tigard Automotive, and St. Helens and Tualatin
Current Status of Indicator
Hospitality and Tourism will need to establish new articulations due to changes in staffing or college offerings.
St. Helens Office Systems and Scappoose Manufacturing are also poised to begin developing articulations.
Perkins IV Basic Grant Plan for Indicator
CTE classes in Automotive, Office Systems, Manufacturing, and Culinary will be approved for dual credit status
SMART Goal for Indicator at PCC or a cooperating college by the end of the 2014-15 school year to help prepare students for a smooth
transition to post secondary education as measured by signed articulation agreements.
 Completion of articulation agreements for those subject areas
Evidence That Will Show
 Syllabi for course articulation available to students
Achievement of Goal
 Credits will be awarded to students completing CTE coursework eligible for dual credit
Description of Planned Activity to
Achieve SMART Goal
Evidence That Will Show
Success of Activity
Planned Activity #1
The PCC dual credit manager and PCC Dual Credit Coordinator will meet with the high school CTE
departments that are not currently articulated to develop a strategic plan to work toward approval.
 The strategic plan will be developed
 A timeline for submitting materials will be drafted and shared with participants
Planned Activity #2
Description of Planned Activity to PACTEC will host a meeting for teachers, and fund their attendance to said meeting, to help them get the
Achieve SMART Goal documentation in order to prepare them for approval to offer dual credit for their classes. The strategic plan and
2014-2015 Update to the Perkins IV Local 5-Year Plan, Local Improvement Plan, Basic Annual Application, and Basic Annual Report
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Page 7
timeline for approval will be shared. Those agreements will then be submitted for approval.
Evidence That Will Show
Success of Activity



Teachers will commit to completing and submitting the required materials for articulation
Additional articulation agreements in place.
Students will be eligible to earn college credit for their articulated courses.
Briefly describe how you will ensure maintenance or continuous improvement on the Indicators on which you have chosen to focus.
Indicator
Plan for Maintenance or Continuous Improvement in 2015-2016
AA2 CTE Programs of Study
operate with signed alignment
agreements.
As teachers retire or change course alignment, the articulation process needs to be revisited. We have a
coordinator now that focuses on CTE and will be able to do more outreach to provide support to teachers. This
will be an important part of our continued improvement. We will continue to build industry partnerships, provide
ongoing professional development to provide the skills necessary so that teachers are prepared to teach with
the appropriate level of rigor for an articulated course.
2014-2015 Update to the Perkins IV Local 5-Year Plan, Local Improvement Plan, Basic Annual Application, and Basic Annual Report
Oregon Department of Education | Oregon Department of Community Colleges and Workforce Development | February 2014
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Back to Introduction
3. Accountability and Evaluation
(For guidance in completing this section refer to the Guide.)
Indicators for quality local plans and local use of Perkins funds. Choose at least one that you will address through the activities below.
Indicator
AE1
AE2
AE3
AE4
AE5
Source
Evaluations of the CTE programs carried out with funds under Perkins IV are developed and implemented, including
an assessment of how the needs of special populations are being met.
Stakeholders are involved in the development, implementation, and evaluation of CTE programs.
Section 135(b)(6)
Stakeholders are informed about, and assisted in understanding, the Perkins law and CTE Programs of Study.
CTE concentrators who complete the secondary or postsecondary component of their Program of Study demonstrate
performance on valid and reliable technical skill assessments that align to industry-based standards.
Secondary CTE concentrators who complete the secondary component of their Program of Study do not require
remediation at postsecondary entry.
Section 134(b)(5)
Section 134(b)(5)
Goal 3a
Goal 3b
Discuss your status on the Indicator(s) you have chosen as your focus. Include the reasons you chose each Indicator.
AE4 CTE concentrators who complete the secondary or postsecondary component of their Program of Study
Indicator
demonstrate performance on valid and reliable technical skill assessments that align to industry-based
standards.
Currently all CTE programs in Region 2A have an ODE approved TSA or use an approved third party test such
as NOCTI. Some schools are small and do not have completers every year. The assessments require ongoing
Current Status of Indicator
maintenance to remain current with industry standards and to evaluate the results of the assessments and
make adjustments to program content based on the results.
Perkins IV Basic Grant Plan for Indicator
PACTEC CTE students will demonstrate acquisition of technical skill content on a valid and reliable assessment
SMART Goal for Indicator as evidenced by meeting the Performance Target for 2S1 measure by increasing from 78.2% to 82% during the
2014-15 school year.
Evidence That Will Show Performance on 2S1 performance measures upon completion of the TSA’s will increase by 3.8%.
Achievement of Goal
Description of Planned Activity to
Achieve SMART Goal
Evidence That Will Show
Success of Activity
Planned Activity #1
Review data with consortium members and direct resources or develop strategies to enhance areas identified
as needing improvement.
Analysis and discussion conducted by teachers and advisory groups of the TSAs will be used to determine the
effectiveness of the current tools. Modifications, if needed, will be made.
Report on Planned Activity – Due Monday, November 16, 2015
2014-2015 Update to the Perkins IV Local 5-Year Plan, Local Improvement Plan, Basic Annual Application, and Basic Annual Report
Oregon Department of Education | Oregon Department of Community Colleges and Workforce Development | February 2014
Page 9
Description of Planned Activity to
Achieve SMART Goal
Evidence That Will Show
Success of Activity
Planned Activity #2
CTE programs will evaluate the current TSAs being utilized in their POSs update, revise or adopt new testing
tools. Better alignment with industry standards will help teachers focus their teaching on relevant information
and skills.
 TSA’s will be closely aligned with industry standards
 Improved performance by students on 2S1 as reported by the state.
Report on Planned Activity – Due Monday, November 16, 2015
Briefly describe how you will ensure maintenance or continuous improvement on the Indicators on which you have chosen to focus.
Indicator
AE4 CTE concentrators who
complete the secondary or
postsecondary component of
their Program of Study
demonstrate performance on
valid and reliable technical skill
assessments that align to
industry-based standards.
Plan for Maintenance or Continuous Improvement in 2015-2016
As industry standards change, so should the tests that measure proficiency of those skills. Ongoing work with
our regional advisory committees, college faculty, and high school teachers will improve the assessment
process for students.
2014-2015 Update to the Perkins IV Local 5-Year Plan, Local Improvement Plan, Basic Annual Application, and Basic Annual Report
Oregon Department of Education | Oregon Department of Community Colleges and Workforce Development | February 2014
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Perkins Performance Measures
Back to Introduction
(For guidance in completing this section refer to the Guide.)
Indicator
AE6 CTE Programs of Study meet state-approved levels of performance on Perkins IV core indicators of performance.
Source
Goal 3c
Include at least one Planned Activity for each Performance Measure that did not meet the 90% threshold.
Performance Measure 6S1 Secondary Non-Traditional Participation
Region 2A – 32.1% Target – 37.5% Statewide – 39.9%
Current Performance
Banks SD 13
Gaston SD 511J
Scappoose SD 1J
Sherwood SD 88J
St Helens SD 502
Tigard-Tualatin SD
23J
Vernonia SD 47J
29.41%
14.29%
16.67%
22.06%
28.45%
38.77%
40.00%
Perkins IV Basic Grant Plan for Performance Measure
SMART Goal for Performance Non-Trad student participation will increase from 32.1% to 37.5% during the 2014-15 School year.
Measure
Evidence That Will Show Data reported during spring reporting from the 90% reports from ODE will provide evidence.
Achievement of Goal
Planned Activity #1
Description of Planned Activity to
Achieve SMART Goal
Evidence That Will Show
Success of Activity




PACTEC will host professional development for CTE teachers and counselors to develop strategies to
increase non-trad participation in CTE classes.
Each POS will develop one goal to address non-trad participation during the year.
Pre and Post surveys related to non trad participation completed by participants will help to identify the
change in understanding related to supporting non-trad students
The development of a relevant goal to increase non-trad participation
Planned Activity #2
Description of Planned Activity to PACTEC will sponsor non-trad visits to PCC and/or non-trad community events. Counselors and CTE teachers
2014-2015 Update to the Perkins IV Local 5-Year Plan, Local Improvement Plan, Basic Annual Application, and Basic Annual Report
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Achieve SMART Goal from the targeted high schools will be encouraged to attend as well.
Evidence That Will Show
Success of Activity


Participation by students at the events.
Increased participation in CTE courses
Briefly describe how you will ensure maintenance or continuous improvement on each Performance Measure addressed above.
Performance Measure
6S1 Secondary Non-Traditional
Participation
Plan for Maintenance or Continuous Improvement in 2015-2016
We have a well-developed model and staffing to make this successful. By enlisting the counselors to
participate in this program we hope we’ll have lasting effect to increase participation.
2014-2015 Update to the Perkins IV Local 5-Year Plan, Local Improvement Plan, Basic Annual Application, and Basic Annual Report
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4. Student Support Services (for designated CTE Programs of Study)
Back to Introduction
(For guidance in completing this section refer to the Guide.)
Indicators for quality local plans and local use of Perkins funds. Choose at least one that you will address through the activities below.
Indicator
SS1
SS2
SS3
SS4
CTE programs are reviewed and strategies are identified and adopted to overcome barriers that result in lowering
rates of access to, or lowering success in, the programs for special populations.
CTE Programs of Study provide each student with appropriate accommodations and barrier-free access to CTE
learning environments for high wage, high demand careers that lead to self-sufficiency.
Individuals who are members of special populations are not discriminated against on the basis of their status as
members of the special populations.
Special populations, including single parents and displaced homemakers, are prepared for high skill, high wage, or
high demand occupations that will lead to self-sufficiency.
SS5
Programs are designed to enable the special populations to meet the local adjusted levels of performance.
SS6
CTE Programs of Study provide students with access to educational opportunities for careers that are nontraditional
for a student’s gender.
Preparation for non-traditional fields is promoted.
SS7
SS8
Source
Section
134(b)(8)(A)
Goal 4b
Section 134(b)(9)
Sections
134(b)(8)(C),
135(b)(9)
Section
134(b)(8)(B)
Goal 4a
Section 134(b)(10)
SS9
Career guidance and academic counseling are provided to CTE students, including linkages to future education and
training opportunities.
Secondary CTE students are encouraged to enroll in rigorous and challenging courses in core academic subjects.
SS10
CTE Programs of Study provide students with relevant career-related learning experiences.
Section
134(b)(3)(E)
Goal 4a
SS11
CTE Programs of Study provide postsecondary students with cooperative work experience.
Goal 4a
SS12
Section
135(b)(4)(C)
SS13
The use of technology in CTE – which may include 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 – is being developed, improved, or expanded.
Students are provided with strong experience in, and understanding of, all aspects of an industry.
SS14
CTE Programs of Study provide secondary students with student leadership opportunities.
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Section 134(b)(11)
Sections
134(b)(3)(C),
135(b)(3)
Goal 4a
Page 13
Discuss your status on the Indicator(s) you have chosen as your focus. Include the reasons you chose each Indicator.
Indicator
SS14 CTE Programs of Study provide secondary students with student leadership opportunities.
Several programs participate in student leadership organizations. However, there is room for increase and to
Current Status of Indicator share the accomplishments of students in those organizations. Collecting accurate information about the
organizations currently in existence is an important first step.
Perkins IV Basic Grant Plan for Indicator
Participation of students in CTE student leadership organizations will increase by 10% during the 2014-15
SMART Goal for Indicator
school year.
 An increase in the number of teachers identified as advisors.
Evidence That Will Show
 Increase in participation by students in student leadership organizations
Achievement of Goal
Planned Activity #1
Professional development opportunities directly related to establishing a CTSO and how to increase student
Description of Planned Activity to
involvement in CTSO’s will be presented at least once during the school year. CTSO state representatives,
Achieve SMART Goal
other CTSO sponsoring advisors will share their experiences and tips for using CTSOs to strengthen programs.
 CTE teachers will develop a strategic plan to begin a student leadership organization in their POS.
Evidence That Will Show
 A timeline and “Steps to Success” in establishing a CTSO will be developed by region POS for this year.
Success of Activity
Description of Planned Activity to
Achieve SMART Goal
Evidence That Will Show
Success of Activity
Planned Activity #2
Student accomplishments related to CTSO’s will be shared during the annual awards ceremony to highlight the
achievements of students during the 2014-15 school year.
Student recognition and sharing of accomplishments with students, teachers and family members will celebrate
achievements.
Briefly describe how you will ensure maintenance or continuous improvement on the Indicators on which you have chosen to focus.
Indicator
Plan for Maintenance or Continuous Improvement in 2015-2016
SS14 CTE Programs of Study
provide secondary students
with student leadership
opportunities.
Ongoing support and encouragement in participation of students in CTSO’s will need to be fostered. Professional
Development, opportunities for funding through grants or school support is important.
2014-2015 Update to the Perkins IV Local 5-Year Plan, Local Improvement Plan, Basic Annual Application, and Basic Annual Report
Oregon Department of Education | Oregon Department of Community Colleges and Workforce Development | February 2014
Page 14
2014-2015 Update to the Perkins IV Local 5-Year Plan, Local Improvement Plan, Basic Annual Application, and Basic Annual Report
Oregon Department of Education | Oregon Department of Community Colleges and Workforce Development | February 2014
Page 15
Back to Introduction
5. Professional Development
(For guidance in completing this section refer to the Guide.)
Indicators for quality local plans and local use of Perkins funds. Choose at least one that you will address through the activities below.
Indicator
PD1
PD2
PD3
PD4
PD5
PD6
PD7
PD8
PD9
PD10
PD11
Comprehensive professional development (including initial teacher preparation) for career and technical education,
academic, guidance, and administrative personnel is provided that promotes the integration of coherent and rigorous
content aligned with challenging academic standards and relevant career and technical education (including
curriculum development).
Professional development programs that are consistent with section 122 are provided to secondary and
postsecondary teachers, faculty, administrators, and career guidance and academic counselors who are involved in
integrated career and technical education programs, including in-service and pre-service training on effective
integration and use of challenging academic and career and technical education provided jointly with academic
teachers to the extent practicable.
In-service and pre-service training is provided on effective teaching skills, based on research that includes promising
practices.
In-service and pre-service training is provided on effective practices to improve parental and community involvement.
In-service and pre-service training is provided on effective use of scientifically based research and data to improve
instruction.
Education programs are supported for teachers of CTE in public schools and other public school personnel who are
involved in the direct delivery of educational services to CTE students, to ensure that such teachers and personnel
stay current with all aspects of an industry.
Professional development programs are provided, including internship programs that provide relevant business
experience.
Programs are provided to train teachers specifically in the effective use and application of technology to improve
instruction.
The use of technology in CTE – which may include training of CTE teachers, faculty, and administrators to use
technology (which may include distance learning) – is being developed, improved, or expanded.
Secondary CTE teachers follow a formal, professional development plan focused on instruction.
Postsecondary CTE teachers participate annually in formal, program-related professional development focused on
instruction.
2014-2015 Update to the Perkins IV Local 5-Year Plan, Local Improvement Plan, Basic Annual Application, and Basic Annual Report
Oregon Department of Education | Oregon Department of Community Colleges and Workforce Development | February 2014
Source
Section 134(b)(4);
Goal 5a
Section
135(b)(5)(A)(i)
Section
135(b)(5)(A)(ii)
Section
135(b)(5)(A)(iii)
Section
135(b)(5)(A)(iv)
Section
135(b)(5)(B)
Section
135(b)(5)(C)
Section
135(b)(5)(D)
Section
135(b)(4)(A)
Goal 5b.1
Goal 5b.2
Page 16
Discuss your status on the Indicator(s) you have chosen as your focus. Include the reasons you chose each Indicator.
Indicator
PD10 Secondary CTE teachers follow a formal, professional development plan focused on instruction.
Each CTE instructor has a formal professional development plan with their building principal. Teachers
Current Status of Indicator participate in relevant CTE PD focused on instruction. All PD development plans are kept on file with PACTEC
or in their building. Opportunities for collaboration between content areas are supported by PACTEC.
Perkins IV Basic Grant Plan for Indicator
95% teachers in Region 2A will attend at least one professional development during the 2014-15 school year as
SMART Goal for Indicator
evidenced through the PD approval process or attendance records.
Evidence That Will Show Attendance at the event will measure the goal. Sharing of resources or promising practices with other members
Achievement of Goal of the region and improved classroom practice.
Description of Planned Activity to
Achieve SMART Goal
Evidence That Will Show
Success of Activity
Description of Planned Activity to
Achieve SMART Goal
Evidence That Will Show
Success of Activity
Planned Activity #1
Region 2A CTE instructors will participate in trainings offered through PACTEC, or ‘mega’ region and dual
credit meetings. These trainings will focus on the use of current technology, instruction, promising practices in
CCSS and CCTC.
 Teacher reported survey responses
 Increased number of dual credits awarded to students as a result of teacher training
 Increased use of current technology by students as a result of teacher training
Planned Activity #2
Teachers will attend conferences related to CTE or their specific industry to gain knowledge and skills to use in
their teaching.
 Teacher reported survey responses.
 Sharing the information gathered by participants with other teachers in the region.
 Increased understanding of industry requirements by students as a result of teachers attending
conferences or trainings.
Planned Activity #3
Description of Planned Activity to Teachers will work with their cohort participants to develop materials to improve instruction.
Achieve SMART Goal
Evidence That Will Show The teaching materials created from this activity will be shared with other teachers in Region 2A and in other
Success of Activity regions around the state.
Briefly describe how you will ensure maintenance or continuous improvement on the Indicators on which you have chosen to focus.
Indicator
Plan for Maintenance or Continuous Improvement in 2015-2016
PD10 Secondary CTE
teachers follow a formal,
PACTEC will use feedback from teachers as well as guidance of teacher leaders to help improve the opportunities
for creating quality professional development. Currently the desire to increase the enrollment of students in CTE
2014-2015 Update to the Perkins IV Local 5-Year Plan, Local Improvement Plan, Basic Annual Application, and Basic Annual Report
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Page 17
professional development plan
focused on instruction.
programs is of concern among teachers. There has been a great deal of work done lately related to CCSS so we
will take time this year to work on increasing enrollment and technology trainings.
2014-2015 Update to the Perkins IV Local 5-Year Plan, Local Improvement Plan, Basic Annual Application, and Basic Annual Report
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Page 18
LOCAL IMPROVEMENT PLANNING PROCESS
Back to Introduction
(For guidance in completing this section refer to the Guide.)
List the Improvement Planning Team members and their roles and responsibilities in the planning process.
Team Member
Beth Molenkamp, Regional Coordinator
Role and Responsibility
Facilitator, mediator, negotiator, organizer of meetings
Jon Warren, Industry Partner
Kendra Cawley, PCC Dean
Industry connection to keep our plan real and help move us along with what industry needs. Has worked
closely with us in relation to manufacturing and school planning.
Industry connection to keep our plan real and help move us along with what industry needs. Has worked
closely with us in relation to manufacturing and school planning.
ECE – Provides groundtruthing on what barriers and challenges instructors have in daily school building.
Provides leadership within CTE teacher group. Teacher leader in trainings.
AG- Provides groundtruthing on what barriers and challenges instructors have in daily school building.
Provides leadership within CTE teacher group. Teacher leader in trainings.
BCT - Provides groundtruthing on what barriers and challenges instructors have in daily school building.
Provides leadership within CTE teacher group. Teacher leader in trainings.
BCT - Provides groundtruthing on what barriers and challenges instructors have in daily school building.
Provides leadership within CTE teacher group. Teacher leader in trainings.
District-wide perspective and mentor to Regional Coordinator
Kirk Garrison, PCC Instructor
BCT – represents CTE and Dual Credit in BCT, helped develop statewide POS for BCT
Jan Wetzel- Volinski, PCC Staff
Liaison to PCC Perkins Advisors
Dan Findley, PCC Dean
Provided holistic view of regional programs and PCC’s role
John Niebergall, CTE Instructor
Engineering - Provides groundtruthing on what barriers and challenges instructors have in daily school
building. Provides leadership within CTE teacher group. Teacher leader in trainings.
Charlie Hopewell, Industry Partner
Robyn Grabhorn, CTE Instructor Scappoose
Tim Eggleston, CTE Instructor, Banks
Wade Sims, CTE Instructor, Gaston
Joe Mauck, CTE Instructor, St Helens
Describe the different people/groups that you consulted for this Local Plan Update beyond Improvement Planning Team members, and how you worked with them.
Name of Person or Group
Megan Helzerman
Contribution(s)
Clackamas Regional Coordinator gave additional support during my first Basic Grant
Lynn Wilson-Dean
Provided history related to PACTEC grants and goals
Robin Foleen
Provided technical assistance related to information and what is needed for grant submission
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Page 19
Stephanie Hinkle
Developed plans for PD opportunities planned for next year and related them to region goals
Niki Taylo, CTE instructor, Sunset
Served on leadership team to guide planning
Rebecca Hufford, CTE instructor,
Glencoe
Sandie Grinnell, CTE TOSA, Hillsboro
Served on leadership team to guide planning
Supported each other in this first year in current positions
Briefly describe the processes used for the following:
(If there was one process, describe it in the first cell; address all items.)
Evaluating Indicator status
Identifying priority Indicators
Developing SMART Goals
Identifying strategies and activities
Developing Planned Activities
Developing monitoring and evaluation plans
Utilized reported data and related it to the work being done in the region and the needs still remaining.
Used responses from team members and contributors.
Shared information from other regions to help develop relevant goals.
Worked with teams and incorporated successful strategies to build on those successes.
Worked with leadership team that includes
Leadership team helped form plans
Data Analysis and Planning
Each grantee is responsible for generating their own data and reports concerning the goals used to manage the grant, determine student
achievement, and evaluate improvement, including data for the Perkins Performance Measures. Trend Data Worksheets are required for any
Performance Measure that did not meet the 90% threshold, and must be submitted with the Improvement Plan. Trend Data Worksheets are
available on the ODE website (http://www.ode.state.or.us/search/page/?id=1625), but recipients may use other tools.
Describe the data tools and processes used for analysis.
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CONSORTIUM REGIONAL INVESTMENT PLANNING (Required for Consortium Basic Grant Plans ONLY)
Back to Introduction
(For guidance in completing this section refer to the Guide.)
Reminder: When submitting the application, please attach a signed copy of the complete consortium operational agreement and copies of job
descriptions of staff funded by the consortium.
Consortium Member Roster
PACTEC – Region 2A
CONSORTIUM:
(Add lines to tables as needed)
Name
School Districts
Robyn Grabhorn,
Tim Eggleston
Wade Sims
Joe Mauck
Niki Taylo
Rebecca Hufford
Sandie Grinnell
John Niebergall
Organization & Position
CTE Instructor - Scappoose
CTE Instructor, Banks
CTE Instructor, Gaston
CTE Instructor, St Helens
CTE instructor, Sunset
CTE instructor, Glencoe
CTE TOSA, Hillsboro
CTE Instructor, Sherwood
Level of Participation
[planning, implementing and/or evaluating]
Planning, and evaluating
Planning, and evaluating
Planning, and evaluating
Planning, and evaluating
Planning, and evaluating
Planning, and evaluating
Evaluating
Evaluating
Postsecondary Partners (Community College, Private Career College, Apprenticeship Programs, University, etc.)
Kirk Garrison,
PCC Instructor Dual Credit Liaison
Planning & Implementing
Kendra Cawley
PCC Dean
Planning, implementing & evaluating
Robin Foleen
PCC Support
Planning, implementing & evaluating
Jan Wetzel-Volinski
PCC Staff
Planning
Dan Findley
PCC Staff
Planning, evaluating
Business or Industry Partners
Jon Warren
Charlie Hopewell
Business
Business
Planning & Evaluating
Planning & Evaluating
FUNDS TO CONSORTIUM – Funds allocated to a consortium formed to meet Perkins IV requirements shall be used only for the purposes and programs that are
mutually beneficial to all members of the consortium and can be used only for authorized programs. Such funds may not be reallocated to individual members of
2014-2015 Update to the Perkins IV Local 5-Year Plan, Local Improvement Plan, Basic Annual Application, and Basic Annual Report
Oregon Department of Education | Oregon Department of Community Colleges and Workforce Development | February 2014
Page 21
the consortium for purposes or programs benefiting only one member of the consortium. [PL 109-270, Sec. 131 (f)] No more than 5% of consortium funds may be
used for Indirect Costs and Administration including salaries and benefits. [Section 135(d)]
2014-2015 Update to the Perkins IV Local 5-Year Plan, Local Improvement Plan, Basic Annual Application, and Basic Annual Report
Oregon Department of Education | Oregon Department of Community Colleges and Workforce Development | February 2014
Page 22
Back to Introduction
2014-2015 Perkins IV Basic Grant Budget Spending Report
(For guidance in completing this section refer to the Guide.)
Function Codes
Function Code Totals
Standards & Content 2210
Alignment & Articulation 2210
Accountability & Assessment
2230 including Technical
Skills Assessment
Student Support Services
2100
Professional / Personnel
Development
2240
Support Services - Central
Activities –
2600
Research "Scientifically
Based Research"
262X
Total
$$
Planned*
120,571
$$
Spent**
%
Change
Approval date for
Changes >10%
Justification for % change
(What changed in your plan?)
1
9,356
9,000
38,395
9,333
1
186,657
*As approved in August/September 2014
**Ending (September 2015) online CIP Budget Narrative totals
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Oregon Department of Education | Oregon Department of Community Colleges and Workforce Development | February 2014
Page 23
Object Codes
Object Code Totals
111 Licensed Salaries
$$
Planned*
0
112 Classified Salaries
11X Support Staff Salaries
0
0
11X Program Coordinator
Salaries
2XX Licensed Benefits
1
2XXClassified/Support Staff
Benefits
2XX Program Coordinators
Benefits
12X Substitute Salaries
1
Approval date for
Changes >10%
Justification for % change
(What changed in your plan?)
1
13,000
18,897
410 Consumable Supplies
and Materials.
460 Non-consumable
Equipment Items
470 Computer Software
12,957
541 Initial /Additional
Equipment - Depreciable
690 Grant Indirect Charges
(5% maximum)
Total
%
Change
1
31X Local Instructional
Services
31X Regional Instructional
Services
34X Travel
480 Computer Hardware
$$
Spent**
1
15,500
54,435
22,534
3,100
36,895
9,334
186,657
Comments:
*As approved in August/September 2014
**Ending (September 2015) online CIP Budget Narrative totals
2014-2015 Update to the Perkins IV Local 5-Year Plan, Local Improvement Plan, Basic Annual Application, and Basic Annual Report
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Page 24
Back to Introduction
2014-2015 Perkins IV Basic Grant Equipment & Non-Consumable Supply Inventory
Include all 2014-2015 Perkins-funded purchases of equipment or non-consumable supplies with a unit cost of $200 or more
(For guidance in completing this section refer to the Guide.)
Item Purchased
ID or Serial #
Acquisition
Date
Physical Location of Item
Unit Cost
(Add lines/pages as needed)
2014-2015 Update to the Perkins IV Local 5-Year Plan, Local Improvement Plan, Basic Annual Application, and Basic Annual Report
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