Mt. Hood Regional CTE Consortium Equipment and
Professional Development Guide
2014-2015
2014-15 Mt. Hood CTEC Handbook
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CTE Funding Appendices Content
Appendix A: Mt. Hood Consortium Contract
Appendix B: Required Indicators for Quality Local Plans and Local Use of Perkins Funds
Appendix C: Federally Required Activities for Use of Perkins Funds
Appendix D: Permissive Uses of Perkins IV Funds
Appendix E: Non-Allowable Uses of Perkins IV Funds
Appendix F: General Assurances
2014-15 Mt. Hood CTEC Handbook
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Mt. Hood CTEC Funding Priorities & Processes
The Mt. Hood CTE Consortium collaboratively determines CTE funding priorities on an annual basis based on
the current performance status of CTE programs of study within the region. Funding decisions most often
result in a combined set of local school district/college and regional priorities. There are two CTE program
support areas that have emerged as consistent priorities for funding from year to year: 1) CTE equipment
purchases; and 2) CTE faculty professional development.
Allowable expenditures within these two areas are guided by federal and state rules governing the
appropriate uses of Perkins funds. The CTE Funding Appendices describe in detail the federal and state CTE
program quality indicators, required activities, uses of funds, and assurances for the use of Perkins funds. The
Mt. Hood CTE Consortium has implemented appropriate flexibility in selecting specific funding priorities that
advance federal and state goals that also meet the needs of the region’s CTE programs of study. What must
remain consistent is the targeted use of federal CTE funding for the improvement and enhancement of CTE
programs of study; not basic operations which is the obligation of the local school district/college. Local
education agencies must be careful and vigilant to not use federal funds as a replacement for local funding
obligation. The federal funders refer to this condition as “supplanting”.
Supplement, not Supplant
Federal grant funds must supplement and not supplant state or local funds. Federal funds may not result in a
decrease in state or local funding that would have been available to conduct the activity had federal funds
not been received. In other words, federal funds may not free up state or local dollars for other purposes,
but should create or augment programs to an extent not possible without federal dollars. Local recipients
must be able to demonstrate that federal funds are added to the amount of state and local funds that would,
in the absence of federal funds, be made available for uses specified in your plan.
For example, if Perkins funds were used to provide a CTE service the college is required to provide under
state or local law, supplanting would occur. In this circumstance, all federal funds used to carry out that
service could be questioned by auditors. As a rule, Perkins funds should not be used for general
responsibilities.
Determining Supplanting
The critical question in determining whether there has been a supplanting violation is whether federal funds
were used instead of funds from non-federal sources. It will have to be shown that the federally funded
activity would not have been funded by state or non-federal sources.
When auditors review compliance with non-supplant rules, they often use the following test:


What would the recipient have done in the absence of federal funds? If the project would have been
carried out anyway with non-federal funds, there will be the presumption of supplanting. During the
audit appeal process evidence would be required to disprove that presumption.
On the other hand, if the auditor were to find evidence that in the absence of those federal funds,
the specific activity or program would not have been carried out; there would be no presumption of
supplanting.
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Mt. Hood CTEC Equipment Purchase and Inventory Management
All Mt. Hood CTEC procurement services will be provided directly by Mt Hood Community College. As part of
the Consortium structure, MHCC (as fiscal agent) is taking an active role in asset management. Mt Hood CTEC
will maintain an inventory of items with a cost basis of $200 or more. The state has elected a lower dollar
threshold for inventory purposes than the federal definition for equipment, and therefore we must comply
with this lower capitalization limit. (EDGAR 34 CFR 80.32b). In addition, the OIG (Office of Inspector General)
has been issuing findings relative to items that are considered “attractive theft” or “sticky finger” items-cell
phones, digital cameras, flat screen monitors, lap tops, etc. that cost substantially less than $5,000.
Therefore, we will be keeping an extra close eye on these types of items.
Non-consumable equipment with a current value of less than $5,000 is to be tracked separately from that
which has a value of $5,000 or greater. These are items that can be described as:
1. Having an anticipated useful life of more than 1 year;
2. Retaining their original shape and appearance with use;
3. Nonexpendable: that is, if the articles are damaged or some of their parts are lost or worn out, it is
usually more feasible to repair them than to replace them with an entirely new unit; or
4. Does not lose identity through incorporation into a different or more complex unit or substance.
Equipment classified as technology (i.e. digital cameras, projectors, etc.) must be kept on as inventory for 3
years. Equipment classified as non-technology (i.e. drill press, commercial cookware, etc.) must be kept as
inventory for 5 years. Computer Hardware must be kept as inventory for 3 years. Computer hardware
purchases must also be marked and tracked according to the model, serial number and location in the
building (i.e. program use). Capital Outlay consists of equipment costing $5,000 or more, and must be kept on
as inventory for 7 years.
Ongoing roles and responsibilities will need to be fulfilled by both the College and the Districts in regards to
inventory management:
1. College will maintain and add to the inventory lists as new supplies and equipment are purchased on
behalf of consortium members. Districts, with the assistance of Mt Hood CTEC will be required to
reconcile property records every spring. The College will conduct annual checks of property lists and
inventory items. Only non-consumable equipment and computer hardware items that cost $200 or
more at time of purchase must be kept on inventory, unless it is a “sticky finger” item (such as a
camera or other similar digital device).
2. Districts must maintain a control system to ensure safeguards to prevent loss, damage or theft. Any
loss, damage or theft shall be investigated and records of investigation kept. The District will notify
Consortium staff in the event of asset damage or loss, and will provide college with police reports, as
needed.
3. Districts will be responsible for identifying asset items that it is no longer able to use. Asset items
may fall into two categories; 1) those items which retain a useful life, but because of program
changes etc. the asset can no longer be used by the district, and 2) those items which can no longer
be used due to obsolesce or damage. In both cases the district shall inform consortium staff. In the
first case the Mt Hood CTEC Director will seek to identify another Consortium partner that may be
able to use the property, based on guidelines established by the Mt Hood CTEC Executive Council. In
the second case, the College in conjunction with the District will determine the final disposal of the
property in accordance with the College’s Board approved Surplus Property Procedures and ODE
guidelines.
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Consortium Process: Equipment Purchase & Inventory
Please note that equipment purchased with federal Perkins funds by the Consortium is the property of the
Consortium, not the local district.
Using Perkins Funds to Purchase Equipment
Purchasing CTE-related equipment is an allowable use of Perkins funds, which is necessary to accomplish
stated improvement plans. Equipment purchases may be necessary for effective instruction in the program
area. The Regional Plan or Local Proposal must show how the equipment will be integrated into the
curriculum and instruction which supports students in attaining program standards. Equipment purchased
with Perkins funds is first and foremost for instruction and must not result in any direct financial benefit to
the local education agency or to its employees.
Federal accounting rules define equipment as a single item of $5,000.00 or more. (State of Oregon
Requirement: A specific, detailed, line-item request for equipment more than $4,999 must be in the annual
budget approved by the Oregon Department of Education as a line item equipment purchase prior to the year
in which the purchase will be made.) Equipment that is considered to be a permanent part of the
instructional facility such as air conditioners, smoke/exhaust removal systems, and other similar fixtures is
not allowable with Perkins funds.
Equipment purchased under this grant must be used by CTE students for allowable Perkins activities.
However, when not being used to carry out the provisions of the Act, the equipment may be used for other
instructional purposes if:


The acquisition of the equipment was reasonable and necessary for the purpose of conducting a
properly designed project or activity under this title; and
It is used after regular school hours or on weekends.
Questions To Ask When Making Decisions about Purchases
Equipment
1. Will the purchases be used exclusively to help improve technical and/or academic performance of
students enrolled in courses associated with CTE Programs of Study?
2. Was the expenditure appropriately identified in the annual plan and budget?
3. Will the costs cover capital expenditures (infrastructure enhancement) such as wiring, plumbing or
construction to a facility?
4. Will the funds be used to purchase equipment with a unit cost of $5,000 or more?
5. Will the funds be used to upgrade, replace or repair existing equipment previously purchased by
Perkins?
Supplies
1. Will the funds be used to purchase consumable products with a life of less than 1 year?
2. In the past, have the supplies been purchased using general funds or other grant funds?
3. Will the supplies be used in a manner that supports the increase in student performance in a CTE
POS this year?
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Mt. Hood CTEC Purchasing/Inventory Procedure
CTEC Purchase Request Form can be found on the MHCC CTE Website.
Step 1 - When the school/college is ready to order equipment, CTE faculty completes the Purchase Request
Form. If an item requested is more than $5,000, a minimum of three written quotes are required.
Step 2 - CTE faculty submits their completed Purchase Request form to their local CTE contact. It is necessary
the CTE contact has all information needed for ordering such as the preferred vendor, detailed description of
the item, cost, and shipping cost. Missing purchase information may delay the order and receipt of the
requested equipment.
The equipment request is reviewed at the school level. The local CTE contact will verify with Mark Wreath, if
needed, to determine if the requested equipment is an approved Perkins purchase.
Step 3 - The local CTE contact will e-mail the completed purchase request form to Mark Wreath with an email copy to Kendra Gabriel, MHCC Purchasing, at Kendra.Gabriel@mhcc.edu.
Step 4 – MHCC Perkins Purchasing Support Staff orders the item based on the information submitted by the
local CTE program for delivery directly to the school.
Step 5 – The receiving school will assess accuracy and completeness of the equipment order upon arrival.
Once verified the order is accurate, the CTE faculty or local CTE contact sends the delivery receipt paperwork
to Mt Hood CTEC staff for payment along with description of where the equipment is physically located at the
school.
Step 6 – To finalize the equipment order process, Mt Hood CTEC staff will send inventory tags to the local CTE
contact for the school to affix on the new equipment.
Mt Hood CTEC staff will visit each school in the spring to do a visual inventory inspection.
Open Purchase Orders
Open purchase orders will NOT be an option of purchasing items, as the majority of open purchase orders
surface supplanting questions.
Inventory/Insurance Claims
Since the property is in the care and custody of the districts, if a loss is incurred at the district level, the school
district will need to file a claim for the loss and the district is responsible for any deductible.
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Consortium Process: Professional Development Support
Perkins requires that professional development supported by federal funds must be high-quality, sustained,
intensive, and focused on instruction by reinforcing naturally occurring, embedded academic content within
their technical instruction. Consistent with Title II of ESEA, this prohibits one-day or short-term workshops or
conferences unless they are part of a larger series of professional development activities. Perkins funded
professional development expects activities to be coordinated with efforts under Title II of ESEA and Title II of
the Higher Ed Act when practical to leverage best use of both federal funding streams.
Perkins provisions and the Oregon State Perkins Plan places strong emphasis on professional development by
requiring all secondary and postsecondary CTE instructors to follow a formal professional-development plan
focused on instruction following provisions of the school district’s Local Perkins Plan. All postsecondary CTE
instructors are expected to participate annually in formal, program-related professional development
focused on instruction and follow MHCC’s Local Perkins Plan.
Who Can Participate
Teachers, faculty, administrators, and career guidance and academic counselors who are involved in
integrated CTE programs of study are eligible to participate in Perkins supported professional development.
Participation in Perkins funded professional development by non-CTE faculty may be possible as long as the
outcomes of the activity is in support of student achievement in CTE programs of study.
Examples of Perkins Eligible Topics or Activities
Effective integration of academics and CTE * Effective teaching skills based on research * Effective practices
to improve parental & community involvement * Effective use of scientifically-based research and data to
improve instruction * All aspects of an industry * Internship programs that provide relevant business
experience * Effective use and application of technology by the instructor * Support Special Populations
*STEM Activities and lesson development
Local Activities
Regional Activities
State Activities
Collaborative work time for CTE or
CTE & Academic instructors
Regional PLCs
Local PLCs focused on CTE or
academic content in CTE
Math-in-CTE, Writing-in-CTE ,
Proficiency Instruction/grading
“Vertical” collaboration between
high school and community
college around CTE programs
Technical Skills Assessment and
Program of Study Development
Program-oriented conferences
that support Perkins IV
requirements.
Statewide community college
Pathways work or national Career
Clusters work
OACTE Conference
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How to Access Professional Development
All CTE instructors are expected to participate in the approved professional development activities in order to
spend Perkins funds on their programs. Local administrators are responsible for monitoring the professional
development of their instructors to assure it meets federal Perkins and state Perkins plan requirements. Mt.
Hood CTEC approves all Perkins funded professional development reimbursements.
It is recommended that secondary CTE instructors design their current Continuing Professional Development
Plans to meet Perkins expectations. Mt Hood CTEC, in conjunction with CTE partners across the metro region,
will plan and provide regional secondary/postsecondary CTE professional development. Regional activities
will be planned throughout the year to constitute a series of workshops and trainings based on Perkins
requirements, emerging diploma & degree requirements, and other needs. These regional series of events
will be supplemented by state and local initiatives that complement the Perkins Required Uses of Funds.
Perkins supported professional development will be planned and delivered through two primary modes:
During the school day: When professional development activities are scheduled during the school day and
participation requires a substitute for the classroom, participating school districts will be reimbursed by the
Consortium for the substitute cost.
Outside the normal school day hours: If a planned, approved professional development activity necessitates
faculty to spend time outside the normal school day or calendar (e.g. summer curriculum development), the
faculty member will be reimbursed at their school district’s established rate for such activities. The district
will submit to Mt. Hood CTEC for reimbursement of such related costs.
Faculty Participation with Career Technical Student Organization (CTSO)
Student Events
The Mt Hood CTEC will approve teachers attending student events only if there is another chaperone
attending and there is structured professional development that the teacher will be participating in at least
50% of the time.
Note: This practice may not be supported in the future with changing Perkins guidelines in the CTSO area. It
is encouraged to use LEA funding to support instructor travel and expenses
Out-of-State Professional Development
The Mt Hood CTEC Executive Council has made a determination for 2014-15 to support any PD, in state or
out of state, as long as it directly ties to instructor development of instructional practices and can be directly
applied to the classroom and student achievement.
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Applying for Professional Development Funding
Since Mt. Hood Community College serves as the CTEC fiscal agent, professional development funding
requests will follow the processes established by MHCC. Required forms needed for the approval of a
professional development activity and to request reimbursement for workshop/conference registration
and/or travel reimbursement, are:
1. Mt. Hood CTEC Professional Development Form
This form needs to be filled out each time you travel for professional development purposes. Fill in all of
the sections to the best of your abilities and clearly state the purpose of your trip.
2. MHCC Travel Form-TAAR (Travel Authorization and Account Report) This form is required if you have
MHCC book any of your travel and expenses. This form must be submitted to Kendra.Gabriel@mhcc.edu
at least 30 days prior to the event. Per Diem will be paid for meals and incidentals prior to your travel, so
receipts will not be needed. To receive reimbursement for things such as airport ground transportation or
other approved costs, payment will be made once you return and submit appropriate receipts. These
receipts must be received within two weeks of the event. Districts will be reimbursed for substitute costs
from the Consortium. The Mt Hood CTEC will abide by the Federal travel expense reimbursement policy as
described on the following web page: Federal Per Diem Rates.
If traveling by air and you have travel preferences such as dates and time of day, please submit with the
TAAR form so consideration can be given when booking travel.
3. Workshop/Conference Registration Forms
Please include copies of any other forms that are necessary for complete registration and participation in
the requested professional development activity, such as registration forms, etc.
Reimbursement Requests
All travel reimbursement requests will be processed through MHCC Accounts Payable by Mt Hood CTEC staff.
In order to avoid delay in processing, the request should be submitted within two weeks follow the event.
You must provide the requested verification of expenditures within the allotted time or your
reimbursement may be denied. Once complete information is received, reimbursements will be processed
within two weeks. Reimbursement checks will be mailed to the employee’s mailing address that’s on file with
Mt. Hood CTEC.
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Appendix A: Mt Hood Consortium Contract
Project: Regional CTE Collaboration | Dates: July 1, 2014 – June 30, 2015 | Funding Source: Carl Perkins Grant
Consortium Director: Mark Wreath | Phone: 503-491-6991
The purpose of the Mt Hood Regional CTE Consortium is to collaboratively plan and support robust CTE
programs of Study that are aligned to the regions workforce needs and demand.
Each Consortium Member Agrees To:
1. Recognize Mt Hood Community College as the fiscal agent for management of Consortium funds.
2. Designate appropriate CTE leadership staff to represent the district on the Consortium Council.
3. District Business Office will cover cost of substitutes and teachers pay for CTE Activities upfront and
invoice the CTE Consortium.
4. Use District funds to pay for a portion of an Administrative Support based on CTE Enrollment (school
enrollment).
a.
b.
c.
d.
e.
f.
MHCC
RSD
DDSD
GBSD
CSD
PRSD
$50,000 (.5FTE Consortium Director Salary and Benefits)
$5,250 (.3FTE PT Hourly Admin Assistant)
$4,375 (.25FTE PT Hourly Admin Assistant)
$3,500 (.2FTE PT Hourly Admin Assistant)
$2,625 (.15FTE PT Hourly Admin Assistant)
$1,750 (.1FTE PT Hourly Admin Assistant)
5. Comply with the provisions and regulations set forth by the Carl D. Perkins Career & Technical
Education Act of 2006.
6. Comply with state requirements for the approval and renewal of Career and Technical Education
programs.
a. Teacher licensure
b. Individual program approval
c. Program accountability Data
7. Comply with the fiscal requirements established by the Consortium for;
a. Equipment purchases
b. Equipment and non-consumable supply inventory
8. Comply with applicable State and federal laws, rules and regulations including the Civil Rights Act of
1964, section 504 of PL 94.142 and the Americans with Disabilities Act.
9. By February 1st of each year, notify the Mt Hood Regional CTE Consortium Council of the district’s
decision to renew consortium membership for the following year.
Mt Hood Regional CTE Coordinator agrees to:
1. Facilitates the operation and activities sponsored by the Mt Hood Regional CTE Consortium.
2. Provides each member district support for meeting compliance of state approved CTE programs of
Study.
3. Assume fiscal management with support from the MHCC business office for Consortium funds.
4. Complete and submit CTE federal and state reports in an accurate and timely manner on behalf of
the Consortium.
5.
Advocate for regional implementation of CTE Programs of Study and activities in collaboration with
Consortium members, regional stakeholders, ODE and CCWD.
School District, Superintendent, and Date
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Appendix B: Required Indicators for Quality Local Plans and Local Use of
Perkins Funds
For the 2014-15 Perkins Basic plan, the Mt Hood CTEC Executive Council has determined that we will focus on
the indicators that have an asterisk below (the other indicators are not an area of focus, but may be in
subsequent years). All expenditure requests must be aligned to one of the indicators selected for the 2014-15
academic year in order to be considered.
Standards and Content




Relevant, rigorous standards-based content aligned with challenging academic standards
Shared secondary and postsecondary technical content which incorporates the knowledge and skills identified
in the Oregon Skill Sets or other industry-based standards, which are validated through national and state
employer input
Systemic approach to CTE using industry-based academic and technical knowledge and skills where student
performance is demonstrated through valid and reliable assessments aligned to industry standards
Assure secondary and postsecondary students are prepared for high demand and high wage careers and
occupations that are responsive to regional, state or global employment trends
Indicator
Source
*SC1 – CTE Programs of Study align with Oregon Skill Sets or other industry-based standards.
Goal 1a
SC2 – Coherent and rigorous content aligned with challenging academic standards is integrated with relevant CTE
programs.
Sections
34(b)(3)(B),
135(b)(1)
SC3 – CTE students are taught to the same coherent and rigorous content aligned with challenging academic
standards as are taught to all students.
Section
134(b)(3)(D)
SC4 – 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.
Section
135(b)(4)(B)
SC5 – CTE Programs of Study use relevant technology that directly supports increasing student academic knowledge
and technical skill attainment.
Goal 1b
Alignment and Articulation




An expectation that the elements defined in the Perkins Act will ensure a greater depth and breadth
of student learning through the alignment and integration of challenging academic and technical
standards in curriculum, instruction and assessment
A unified, cohesive sequence of content among secondary and postsecondary partners; a nonduplicative sequence of courses or learning experiences; students receive credit for prior learning
whenever possible
Alignment of content between secondary and postsecondary education may include course
articulation or other ways to acquire postsecondary education credits (e.g. Oregon’s credit for
proficiency, dual credit)
Articulation agreements are developed, implemented and supported at the institutional level to
ensure long-term sustainability and cross-sector cooperation
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Indicator
Source
*AA1 – CTE is linked at the secondary and postsecondary levels.
Section135 (b)(2)
AA2 – CTE Programs of Study operate with signed alignment agreements.
Goal 2a
AA3 – CTE Programs of Study operate with signed articulation agreements.
Goal 2b
*AA4 – 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 2c
Accountability and Evaluation


Each eligible recipient’s CTE student and program performance will be measured against the set of
Perkins-required performance measures
ODE collects data and reports student and program performance using the measurement definitions
described in Perkins IV Measurement Definitions
Indicator
Source
AE1 – 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.
Section 135(b)(6)
AE2 – Stakeholders are involved in the development, implementation, and evaluation of CTE programs.
Section134 (b)(5)
AE3 – Stakeholders are informed about, and assisted in understanding, the Perkins law and CTE Programs of
Study.
Section134 (b)(5)
*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.
Goal 3a
AE5 – Secondary CTE concentrators who complete the secondary component of their Program of Study do not
require remediation at postsecondary entry.
Goal 3b
AE6 – CTE Programs of Study meet state-approved levels of performance on Perkins IV core indicators of
performance.
Goal 3c
Student Support Services
All CTE students will have informational career guidance, academic advising and instructional support to
assist them in progressing through a CTE program of study in a non-duplicative manner (e.g. Pathway
Templates, Education Plan and Profile, appropriate accommodations, ELL services)
Indicator
Source
SS1 – 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.
Section 134(b)(8)(A)
SS2 – 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.
Goal 4b
SS3 – Individuals who are members of special populations are not discriminated against on the basis of
their status as members of the special populations.
Section134 (b)(9)
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Indicator
Source
SS4 – 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.
Sections 134(b)(8)(C),
135(b)(9)
SS5 – Programs are designed to enable the special populations to meet the local adjusted levels of
performance.
Section 134(b)(8)(B)
SS6 – CTE Programs of Study provide students with access to educational opportunities for careers that are
nontraditional for a student’s gender.
Goal 4a
SS7 – Preparation for non-traditional fields is promoted.
Section 134(b)(10)
*SS8 – Career guidance and academic counseling are provided to CTE students, including linkages to future
education and training opportunities.
Section 134(b)(11)
SS9 – Secondary CTE students are encouraged to enroll in rigorous and challenging courses in core academic
subjects.
Section 134(b)(3)(E)
SS10 – CTE Programs of Study provide students with relevant career-related learning experiences.
Goal 4a
SS11 – CTE Programs of Study provide postsecondary students with cooperative work experience.
Goal 4a
SS12 – 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.
Section 135(b)(4)(C)
SS13 – Students are provided with strong experience in, and understanding of, all aspects of an industry.
Sections 134(b)(3)(C),
135(b)(3)
SS14 – CTE Programs of Study provide secondary students with student leadership opportunities.
Goal 4a
Professional Development





Promote the integration of coherent and challenging academic content and industry-based technical
standards, including opportunities for the appropriate academic and CTE instructors to jointly
develop and implement classroom-based curriculum and instructional strategies
Be high quality, sustained, intensive, and focused on instruction, and increase the academic
knowledge and understanding of industry standards
Encourage applied learning that contributes to the academic and CTE knowledge of the student;
Provide the knowledge and skills needed to work with and improve instruction for special
populations
Assist in accessing and utilizing CTE accountability data, student achievement data, and data from
assessments
Indicator
PD1 – 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).
2014-15 Mt. Hood CTEC Handbook
Source
Section 134(b)(4);
Goal 5a
Page 13
Indicator
Source
PD2 – 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.
Section 135(b)(5)(A)(i)
PD3 – In-service and pre-service training is provided on effective teaching skills, based on research that includes
promising practices.
Section 135(b)(5)(A)(ii)
PD4 – In-service and pre-service training is provided on effective practices to improve parental and community
involvement.
Section
135(b)(5)(A)(iii)
PD5 – In-service and pre-service training is provided on effective use of scientifically based research and data to
improve instruction.
Section
135(b)(5)(A)(iv)
PD6 – 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.
Section 135(b)(5)(B)
PD7 – Professional development programs are provided, including internship programs that provide relevant
business experience.
Section 135(b)(5)(C)
PD8 – Programs are provided to train teachers specifically in the effective use and application of technology to
improve instruction.
Section 135(b)(5)(D)
PD9 – 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.
Section 135(b)(4)(A)
*PD10 – Secondary CTE teachers follow a formal, professional development plan focused on instruction.
Goal 5b.1
*PD11 – Postsecondary CTE teachers participate annually in formal, program-related professional development
focused on instruction.
Goal 5b.2
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Appendix C: Federally Required Activities for Use of Perkins Funds
Required Elements and Associated Policy for CTE Programs of Study
Note: Eligible recipients must first satisfy the Perkins IV required activities before any expenditure of funds
are permitted for permissive activities [Sec. 135(c)]. However, required activities may also be accomplished
through existing general fund supported programs and policies and/or other federal, state, or local funding
sources.
“(a) General Authority - Each eligible recipient that received 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 recipient under this part shall be used
to support career and technical education programs that:
Oregon has adopted the CTE Program of Study (CTE POS) as the focus for all Perkins IV funded career and
technical education. Required activities are integral to the development of Oregon’s four Core Elements of
the CTE POS: 1) Standards and Content, 2) Alignment and Articulation, 3) Technical Skills Assessment and 4)
Student Support Services. While not all existing CTE POS are fully developed and approved, for the purposes
of this document, the terminology is CTE POS.
CTE POS receiving funding must be declared and implemented in the fall of 2011-2012. Contact Ron Dodge,
ron.dodge@state.or.us (503) 947-5653, in the office of Education Improvement and Innovation (EII) for an
implementation schedule.
‘‘(1) Strengthen the academic and career and technical skills of students participating in career and technical
education programs, by strengthening the academic and career and technical education components of
such programs through the integration of academics with career and technical education programs
through a coherent sequence of courses, such as career and technical programs of study described in
section 122(c)(1)(A), to ensure learning in:
‘‘(A) the core academic subjects (as defined in section 9101 of the Elementary and Secondary Education Act of
1965)
‘‘(B) career and technical education subjects
Approved CTE programs and CTE POS shall reflect a coherent and focused sequence of courses based on
industry standards, (e.g., local advisory committee endorsement, adoption of career cluster program of study
plan).
CTE courses shall include technical knowledge and skill content from the Oregon Skill Sets and include
content that addresses additional industry standards as appropriate.
Local Improvement Plans
A. Should an eligible recipient fail to meet 90% of one of the Perkins performance measures, the
recipient shall:
1. In the first year of failing to meet one of the performance measures, implement an improvement
plan to specifically address the performance deficiency;
2. If the same performance deficiency continues for a second year, update and continue the
improvement plan and direct Perkins funds toward addressing the performance deficiency; and
3. If the same performance deficiency continues for the third year, update and continue the
improvement plan and the Oregon Department of Education will direct activities and local Perkins
funding until the performance deficiency is corrected.
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‘‘(2) link career and technical education at the secondary level and career and technical education at the
postsecondary level, including by offering the relevant elements of not less than 1 career and technical
program of study described in section 122(c)(1)(A)
A. Oregon high school and community college applying for funding shall implement and offer one CTE
POS by September 2008 and follow the 25% a year implementation schedule established in January
2009. All CTE POS must be implemented by fall of 2011.
B. Aligned or articulated secondary-postsecondary CTE POS shall operate under the authority of an
institutional articulation agreement.
C. Each approved CTE POS shall explicitly identify (1) how the secondary CTE program aligns or
articulates to a postsecondary CTE program in the same program of study in a non-duplicative way;
and 2) what opportunities are provided a student to earn or transcript dual or concurrent credit.
All Aspects of Industry
“(3) Provide students with strong experience in and understanding of all aspects of an industry, which may
include work based learning experiences;
A. Approved CTE POS shall provide the student with instruction beyond occupationally specific skill
attainment to include how a specific career fits into the larger system of an industry.
B. Approved CTE POS with a work-based learning component should contribute to a student satisfying
the diploma requirement of career-related learning experiences.
Technology
‘‘(4) develop, improve, or expand the use of technology in career and technical education, which may include:
‘‘(A) Training of career and technical education teachers, faculty, and administrators to use technology,
which may include distance learning;
‘‘(B) Providing career and technical education students with the academic and career and technical skills
(including the mathematics and science knowledge that provides a strong basis for such skills) that lead to
entry into the technology fields; or
‘‘(C) Encouraging schools to collaborate with technology industries to offer voluntary internships and
mentoring programs, including programs that improve the Mathematics and science knowledge of students;
A. Program instructional practice shall, to the extent practicable, use and model program-related
technology for the application of skills appropriate to the CTE POS (e.g. instruction of skills practical
to the level of skill attainment that is possible for the local CTE program).
B. Technology-based equipment, software, and instructional material shall explicitly contribute to
student academic attainment, with specific attention to mathematics and science, and technical skill
attainment.
C. Technology-based equipment, software, and instructional material purchases shall be limited to
approved CTE POS that lead to high skill, high wage, or high demand occupations in current or
emerging careers.
D. Funds may be used to train teachers to implement technology however, costs for distance education
shall be limited to program or connectivity costs; not student-related enrollment costs or fees.
Evaluations
‘‘(6) develop and implement evaluations of the career and technical education programs carried out with
funds under this titl.
A. The secondary CTE program renewal process can be used as a tool for CTE program evaluation.
B. Secondary CTE program evaluations shall be part of the ODE Continuous Improvement Process (CIP).
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C. Postsecondary CTE program evaluations shall be part of the college’s internal evaluation and
accreditation processes, except as it may relate to Local Improvement Plans associated with failure
to meet performance, in which case, a Perkins Improvement Plan is required.
Improving and Expanding CTE
‘‘(7) initiate, improve, expand, and modernize quality career and technical education programs, including
relevant technology;
A. Relevant technology, equipment and related instructional material and supply purchases are eligible
expenditures as long as there is a direct and explicit connection between the purchase of such items
and increasing student academic knowledge and technical skill attainment in the CTE POS. However,
these should not be supplies that a school generally provides.
B. The secondary program will use the CTE program renewal process to identify areas for CTE POS
improvement.
Sufficient Size, Scope & Quality
‘‘(8) provide services and activities that are of sufficient size, scope, and quality to be effective; and
A. CTE POS that are designated as approved meet the criteria of “sufficient size, scope, and quality to be
effective” by having completed the secondary or postsecondary quality assurance process.
Special Populations
‘‘(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:
A. Analyze disaggregated CTE student performance to identify and design activities that support special
populations in meeting Perkins performance measures.
B. Review special population student pre-requisite—not remedial—requirements that equip students
with the readiness skills to be successful.
C. Remedial or developmental education activities are not eligible activities for the use of Perkins funds.
Funding support of pre-requisite courses for entry into a CTE POS may be an eligible activity.
D. Special population student support for individuals already enrolled in a CTE POS as described above
is a required activity for the use of Perkins funds.
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Appendix D: Permissive Uses of Perkins IV Funds
Funds made available to an eligible recipient may be used for improving, enhancing, and expanding CTE
Programs of Study (CTE POS). All aspects of the use of Perkins funds must be supported by data, rationale, a
plan, and the school/institution must have the capacity to measure student/program improvement resulting
from the use of these funds.
Funds to a Consortium
Funds allocated to a consortium formed to meet Perkins requirements shall be used only
for the purposes and programs that are mutually beneficial to all members of the
consortium and can be used only for programs authorized. Such funds may not be
relocated to individual members of the consortium for purposes or programs benefiting
only one member of the consortium. [PL 109-270.Sec131 (f)(2)]
SUPPLANTING
”Sec. 311. Fiscal Requirements.
“(a) SUPPLEMENT NOT SUPPLANT Funds
made available under this Act for career
and technical education activities shall
supplement, and shall not supplant,
non-Federal funds expended to carry
out career and technical education
activates and tech prep program
activities.
1. Use of Perkins Funds to pay for any expense that was previously paid by the local school
district or college is considered supplanting. This may include: salaries, textbooks,
stipends, equipment, etc.
2. Perkins grant funds may not result in a reduction in state or local funding that would
have been available to conduct the activity had federal funds not been received. Federal
funds may not free up state or local dollars for other purposes, should create or
augment the program to an extent not possible without federal dollars. You must be
able to demonstrate that federal funds are added to the amount of state and local funds
that would, in the absence of federal funds, be made available for uses specified in your
plan.
Developing, implementing and
improving CTE POS
Activities that support the development of the 4 Core Elements of Oregon’s CTE POS
(Standards and Content, Alignment and Articulation, Accountability and Evaluation, and
Student Support Services) and the required student performance.
Local Performance Improvement Plan
1. A local improvement plan is required.
2. Schools, colleges and consortia not meeting state performance targets must ensure that
funds are expended to increase performance first and foremost
To involve parents, businesses, and labor organizations as appropriate. All grantees are
required to have an active advisory committee; these committees may be shared between
program, for local education and business partnerships;
Education and Business Partnerships
and Collaboration
1.
2.
3.
School to Career Activities
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To provide work-related experience, such as internships, cooperative education,
school-based enterprises, entrepreneurship, and job shadowing (for students or
teachers)
Adjunct faculty arrangements for qualified industry professionals
Internship for teachers
There is a prohibition clause within the Perkins legislation for use of funds for School to
Career activities. However, funds used for CTE student career development is an allowable
expense as a part of a CTE POS
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Funds to a Consortium
Career and Technical Student
Organizations
Regional,
Dual Credit and Pathway Coordinators
Equipment:
“an article of nonexpendable, tangible
personal property having a useful life of
more than one year”.
Equipment must be “allowable” and
improve student performance.
Equipment Maintenance
Equipment Labeling and Inventory
Equipment Shared with Disciplines
other than CTE
Supplies
Facility Construction
Professional Development
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Funds allocated to a consortium formed to meet Perkins requirements shall be used only
for the purposes and programs that are mutually beneficial to all members of the
consortium and can be used only for programs authorized. Such funds may not be
relocated to individual members of the consortium for purposes or programs benefiting
only one member of the consortium. [PL 109-270.Sec131 (f)(2)]
Each program is expected to have student leadership identified. In cases where schools
cannot afford several student leadership organizations (FFA, HOSA, etc.) the leadership
component must be identified within the CTE POS application in order to assist Career and
Technical Student Organizations:
1. Leadership activities
2. Curriculum development
3. Advisors
4. Conferences in which the primary purpose is to disseminate technical information
5. Support of student CTE organization instruction that is an integral part of the CTE
POS
6. Instructional supplies, materials, and equipment needed to support a student
organization as an integral part of the CTE POS
Qualified CTE educators must supervise instruction that relates to the student organization.
See non-allowable examples in the table below.
1. 5% Administrative cap is allowed.
2. Additional services must be directed to the 4 Core Elements of a CTE POS according to
the grant intent. The Reserve Grant focus may change from year to year.
3. Services are for students of CTE POS. Time records are required.
4. Consideration should be given to the Supplanting limitations. Is this a service that has
been or should be provided by the LEA?
1.
All equipment purchased with Perkins funds must be for student use or utilized in
instructing students in the CTE POS
2. Equipment purchased solely for admin./teacher use is not allowed
3. Leasing, purchasing, upgrading or adapting equipment, including instructional aides
4. Equipment over $5,000 must be pre-approved.
5. Supplanting rules apply
Purchased early enough to enable an increase in student performance during the fiscal year
purchased. Beginning July 1, all equipment purchases must be made by December 1 of the
fiscal year.
Maintenance or equipment purchased with Perkins funds is allowable as long as the
expenditures adhere to the guidance in A-87m Attachment B, item 25.
The local school district must inventory any equipment purchased with Perkins funds. All
equipment must be marked with a permanent marker or permanent label indicating grant
source, year of purchase, school name and program area. Inventory charts are required
and the equipment must be removed if the POS is no longer active.
The primary use of equipment purchased with Perkins funds should be by students who are
enrolled in CTE POS. After the needs of the CTE students are fully met, non-CTE students
can use the equipment.
Costs incurred for materials, supplies and fabricated parts necessary to carry out a CTE POS
are allowable. However, supplanting concerns must be addressed.
Not allowed:
Consumable supplies to be made into products to be sold or to be used personally by
students, teachers, or other person (paper, ink, CO2 cartridges, replacement batteries,
toner, printer cartridges)
1. Renovation of the school facility cannot be funded by the Perkins grant.
2. Equipment or construction to start or upgrade a CTE POS is not allowable (i.e.,
greenhouses, storage buildings, equine stables, & barns)
Professional Development activities that are of high quality, sustained, intensive, classroom
focused, and in a professional development plan.
1. Will help teachers and personnel:
a) Improve student achievement
b) Stay current with all aspect of an industry
c) Effectively develop rigorous, challenging, integrated curricula, jointly with academic
teachers, to the extent practicable
d) Develop higher levels of academic & industry knowledge & skills
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Funds to a Consortium
Funds allocated to a consortium formed to meet Perkins requirements shall be used only
for the purposes and programs that are mutually beneficial to all members of the
consortium and can be used only for programs authorized. Such funds may not be
relocated to individual members of the consortium for purposes or programs benefiting
only one member of the consortium. [PL 109-270.Sec131 (f)(2)]
e) Effectively use applied learning
f) Promotes integration with profession
2. The equivalent of 10% of each grant must be expended for PD
3. Interdisciplinary /Integrated Curriculum Program Expense: Expenses directly related to
interdisciplinary activities/courses tied to technical skill attainment (i.e., Math in CTE)
1.
Teacher Education Costs
CTE Teacher Training
Teacher Travel to National/State
Conferences
A teacher’s educational costs (which are directly related to their CTE POS, (tuition
excepted), are an allowable expense.
2. Course work necessary to enhance teacher knowledge directly related to CTE
curriculum improvements or student instruction is permissible, (i.e. CAD, Microsoft
Office Suite.)
1. For teacher preparation programs that assist individuals who are interested in
becoming career and technical education instructors;
2. Industry experience for teachers and faculty
Teacher travel to national and state professional development conferences such as the
National Business Educator’s Association is an allowable expense if the documentation
denotes that it meets the Perkins requirements for Professional Development. Conference
attendees are responsible to share information with other staff to make improvements to
curriculum and in an effort to improve overall program quality.
Effective July 1, 2009, travel to student leadership state and a national conference
is not allowable as teachers are primarily responsible for student supervision and
this cost is a responsibility of the school district. (supplanting)
1.
CTE Teacher and Staff Salaries
Transitions to Postsecondary
New CTE Courses
Learning Communities
Middle School Students
Career Guidance
Mentoring and Student Support
Training in non-traditional fields
Entrepreneurship
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Teacher and staff salary must be tied to CTE POS implementation and students,
directly; time records are required documentation
2. Perkins funds may support a teacher and staff salaries to start up a program for a
maximum of three years
3. School and district staff that is maintained beyond the three-year period will be held
accountable for supplanting, as ongoing staffing is a responsibility of the local
education agency
4. Activities specifically related to Perkins implementation
5. Costs for administration are limited to 5% of the grant
1. To develop and expand postsecondary program offerings at times and formats that are
accessible for students
2. To develop initiatives that facilitate the transition of sub baccalaureate CTE students
into baccalaureate degree program.
1. For improving or developing new CTE (within a POS) courses that meet industry
standards
2. Pre-requisite courses allowed; no remediation courses
1. To develop and support small, personalized career themed learning communities
2. Distance learning connectivity fees (only)
Oregon does not provide Perkins funding specifically for CTE in middle schools.
1. To provide assistance to individuals who have participated in services and activities
under this ACT in continuing their education or training or finding an appropriate job
2. To provide career guidance and academic counseling for students participating in CTE
POS
1. For mentoring and outreach in non-traditional fields
2. Supplemental staff including instructors, technicians, aides, tutors, signer, note takers
and interpreters for special population students to support the attainment of skills in
the classroom; but not remedial courses
3. Leasing, purchasing, upgrading or adapting equipment, including instructional aides or
devices
4. Testing materials
To support training and activities in non-traditional fields.
To provide activities to support entrepreneurship education and training; cannot run
businesses that undercut local businesses.
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Appendix E: Non-Allowable Uses of Perkins IV Funds
















Funding activities that would supplant (replace) requirements of LEA
Remedial courses
Acquisition of equipment for administrative or personal use (NY State)
Expenditures for students not enrolled in CTE POS including career exploration, career fair, etc.
Requiring any secondary student to choose or pursue a specific career path, and or CTE delivery model, and mandating
student participation in a CTE program including a CTE program that requires the attainment of a federally funded skill
level, standards, or certificate of mastery
Capital Expenditures
Consumable supplies to be made into products to be sold or to be used personally by students, teachers, or other person
(paper ink, CO2 cartridges, replacement batteries, toner, replacement printer cartridges)
Subscriptions to magazines or journals
Contingency or “petty cash” funds
Contributions and donations
Restricted CTSO Activities: Social assemblage and social conventions; Lodging, food, conveying or furnishing
transportation to conventions and other gatherings of CTSO students; Purchase of supplies, jackets and other effects for
personal ownership or usage; Cost of non-instructional activities such as athletic, social or recreational events; Printing
and disseminating of non-instructional materials; Purchase of awards for recognition of students, advisors or other
individuals; or payment of membership dues.
Dues, memberships to professional organizations or societies
Equipment and supplies for building maintenance
Fines and penalties
Standard classroom furniture not unique to instruction program (except for new programs)
Furniture, files and equipment used by the teacher unless it is an integral part of an equipment workstation or to provide
reasonable accommodations to CTE POS students with disabilities






General storage files or cabinets not designed to store specific tools or equipment
Gifts, door prizes, etc.
Instructional aids, uniforms, tools or other items to be retained by students
Interest and other financial costs
Leasing vehicles, car rentals, etc.
Maintenance contracts or agreements, equipment repair and excessive installation costs






Meals, banquets entertainment (allowed when meetings/professional development spans the meal period)
Promotional materials such as T-shirts, pens, cups, key chains
Tuition costs, university fees, distance learning fees
Videos, DVD, CD except for module based programs
Vehicles such as automobiles, trucks buses, airplanes, boats, golf carts, now mobiles, motorcycles
Multiple copies of textbooks, except for new programs not previously provided by the school, that support the increase
of student performance and the curriculum is tied to current industry standards


Effective Sept. 2009, no computer labs (except as part of a new program).
Travel outside of the US
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Appendix F: General Assurances
Programs, services, and activities included under this application shall be operated in accordance with the Carl D.
Perkins Career & Technical Education Improvement Act of 2006 and the provisions of the Oregon State Plan for
Career and Technical Education 2008-2013:
THE APPLICANT CERTIFIES COMPLIANCE WITH:
A.
B.
C.
D.
E.
F.
G.
H.
I.
Title VI and VII of the Civil Rights Act of 1964;
Title IX of the Education Amendments of 1972;
Section 503 and 504 of the Rehabilitation Act of 1973;
Executive Order 11246 prohibiting employment discrimination based on race, color, sex, religion,
and national origin;
The Age Discrimination Act of 1975 and the Age Discrimination in Employment Act of 1967;
The Equal Pay Act of 1963;
The Americans with Disabilities Act of 1990;
ORS 326.051 and ORS 659.105, education standards and all rules issued by the State Board of
Education pursuant to these laws;
All health and safety laws and regulations issued by the U.S. Department of Education pursuant to
their laws, when classroom facilities will be used by students and/or faculty.
THE APPLICANT AGREES AND ASSURES THAT:
A. The applicant will comply with the requirements of the Act and the provisions of the State Plan,
including the provision of a financial audit of funds received under the Act which may be included as
part of an audit of other Federal or State programs.[§122(c)(11)]
B. Federal funds made available under this Act for career and technical education shall supplement, and
shall not supplant non-Federal funds expended to carry out vocational and technical education
activities and tech-prep activities. [§311(a)]
C. The applicant will report data relating to students participating in career and technical education in
order to adequately measure the progress of the students in meeting State adjusted levels of
performance established under section 113, including special populations and will ensure that the
data are complete, accurate and reliable. [§122(c)(13); §134(b)(2)]
D. The applicant will report to the State annually on student achievement of the core indicators of
performance:
1. Student attainment of challenging academic content standards
2. Student attainment of career and technical skill proficiencies;
3. Student attainment of a secondary school diploma, General Education Development (GED)
credential, or proficiency credential, certificate, or degree in conjunction with a secondary
school diploma;
4. Student graduation rates (as described in section 1111(b)(2)(C)(vi) of the Elementary and
Secondary Education Act of 1965);
5. Placement in, retention in, and completion of, postsecondary education or advanced training,
placement in military service, or placement or retention in employment;
6. Student participation in and completion of career and technical education programs that lead to
nontraditional fields.[§113(b)(2)(A)(i-vi); §122(c)(13)]
E. None of the funds expended under this Act will be used to acquire equipment (including computer
software) in any instance in which such acquisition results in a direct financial benefit to any
organization representing the interests of the purchasing entity, the employees of the purchasing
entity or any affiliate of such an organization. [§122(c)(12)]
F. The applicant will provide a career and technical education program that:
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1. Meets State and local adjusted levels of performance established under section 113; [§134(b)(2)]
2. Offers the appropriate courses of not less than 1 of the career and technical programs of study
described in section 122(c)(1)(A); [§134(b)(3)(A)]
3. Improves the academic and technical skills of students participating in career and technical
education programs by strengthening the academic and career and technical education components
of such programs through the integration of coherent and rigorous content aligned with challenging
academic standards and relevant career and technical education programs; [§134(b)(3)(B)]
4. Provides students with strong experience in, and understanding of, all aspects of an industry;
[§134(b)(3)(C)]
5. Ensures that students who participate in such career and technical education program are taught to
the same coherent and rigorous content aligned with challenging academic standards as are taught
to all other students; [§134(b)(3)(D)] and
6. Encourages career and technical education students at the secondary level to enroll in rigorous and
challenging courses in core academic subjects (as defined in section 9101 of the Elementary and
Secondary Education Act of 1965); [§134(b)(3)(E)]
PROGRAM ASSURANCES TITLE I PART C—Local Provisions
A. Federal funds received under Title I, Part C of Public Law 109-270 are used to improve career and
technical education programs.
B. Funds are used according to the requirements identified in Title I, Part C, Section 135; Local Uses of
Funds.
C. Eligible recipients shall not receive an allocation under Section 131 (a) unless the amount allocated is
greater than $15,000.00. Those whose allocation is not greater than $15,000.00 may apply for a
waiver or form a consortium. [Section 131(c)(1)]
D. Comprehensive professional development (including initial teacher preparation) for career and
technical, academic, guidance, and administrative personnel will be provided that promotes the
integration of coherent and rigorous content aligned with challenging academic standards and
relevant career and technical education (including curriculum development). [Section134(b)(4)]
E. Eligible recipients shall involve parents, students, teachers, representatives of business and industry,
labor organizations, representatives of special populations, and other interested individuals in the
development, implementation, and evaluation of career and technical education programs assisted
under Title I. Eligible recipients shall maintain documentation on how such individuals and entities
are effectively informed about, and assisted in understanding the requirements of Title I. [Section
134(b)(5)]
F. Eligible recipients will provide a career and technical education program that is of such size, scope,
and quality to bring about improvement in the quality of career and technical education programs.
[Section 134(b)(6)]
G. The local school district will implement a process to evaluate and continuously improve its
performance. [Section 134(b)(7)]
H. Eligible recipient (A) will review career and technical education programs, and identify and adopt
strategies to overcome barriers that result in lowering rates of access to or lowering success in
programs, for special populations, (B) will provide programs that are designed to enable the special
populations to meet the State adjusted levels of performance, and (C) provide activities to prepare
special populations, including single parents and displaced homemakers, for high skill, wage, or high
demand occupation that will lead to self-sufficiency. [Section 134(b)(8)]
I. Individuals who are members of the special populations will not be discriminated against on the
basis of their status as members of the special populations. [Section 134(b)(9)]
J. Funds will be used to promote preparation for nontraditional fields. [Section 134(b)(10)]
K. The local school district shall not bar students attending private, religious, or home schools from
participation in programs or services under this Act. [Section 313]
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L.
No funds made available under the Carl D. Perkins Career and Technical Education Act of 2006 shall
be used:
1. To require any secondary school student to choose or pursue a special career path or major, and
2. To mandate that any individual participate in a CTE program, including a career and technical
education program that requires the attainment of a federally funded skill level, standards, or
certificate of mastery. (Section 314)
M. No funds received under Carl D. Perkins Career and Technical Education Act of 2006 may be used to
provide career and technical programs to students prior to the seventh grade, except that
equipment and facilities purchased may be used by such students. [Section 315]
N. Eligible recipients will adhere to federal law prohibiting discrimination on the basis of race, color, sex,
national origin, age, or disability in the provision of Federal programs or services. [Section 316]
CERTIFICATIONS REGARDING LOBBYING; DEBARMENT, SUSPENSION
AND OTHER RESPONSIBILITY MATTERS; AND DRUG-FREE WORKPLACE
REQUIREMENTS:
* NOTE * Applicants should refer to the regulations cited below to determine the certification to which they
are required to attest. Applicants should also review the instructions for certification included in the
regulations before completing this form. Signature of this form provides for compliance with certification
requirements under 34 CFR Part 82, “New Restrictions on Lobbying,” and 34 CFR Part 85, “Government-wide
Debarment and Suspension (Non-procurement) and Government-wide Requirements for Drug-Free Workplace
(Grants).” The certifications shall be treated as a material representation of fact upon which reliance will be
placed when the Department of Education determines to award the covered transaction, grant, or cooperating
agreement.
A. LOBBYING As required by Section 1352, Title 31 of the U.S. Code, and implemented at 34 CFR Part
82, for persons entering into a grant or cooperative agreement over $100,000, as defined at 34 CFR
Part 82, Sections 82.105 and 82.110, the applicant certifies that:
1. No Federal appropriated funds have been paid or will be paid, by or on behalf of the
undersigned, to any person for influencing or attempting to influence an officer or employee of
any agency, a Member of Congress, an officer or employee of Congress, or an employee of a
Member of Congress in connection with the making of any Federal grant, the entering into of
any cooperative agreement, and the extension, continuation, renewal, amendment, or
modification of any Federal grant or cooperative agreement;
2. If any funds other than Federal appropriated funds have been paid or will be paid to any person
for influencing or attempting to influence an officer or employee of any agency, a Member of
Congress, an officer or employee of Congress, or an employee of a Member of Congress in
connection with this Federal grant or cooperative agreement, the undersigned shall complete
and submit Standard Form - LLL, “Disclosure Form to Report Lobbying,” in accordance with its
instructions;
3. The undersigned shall require that the language of this certification be included in the award
documents for all sub awards at all tiers (including sub grants, contracts under grants and
cooperative agreements, and subcontracts) and that all sub recipients shall certify and disclose
accordingly.
A. DEBARMENT, SUSPENSION, AND OTHER RESPONSIBILITY MATTERS As required by Executive Order
12549, Debarment and Suspension, and implemented at 34 CFR Part 85, for prospective participants
in primary covered transactions, as defined at 34 CFR Part 85, Sections 85.105 and 85.110.
1. The applicant certifies that it and its principals:
A. Are not presently debarred, suspended, proposed for debarment, and declared ineligible, or
voluntarily excluded from covered transactions by any Federal department or agency.
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B. Have not within a three-year period preceding this application been convicted of or had a civil
judgment rendered against them for commission of fraud or a criminal offense in connection
with obtaining, attempting to obtain, or performing a public (Federal, State, or local) transaction
or contract under a public transaction; violation of Federal or State antitrust statutes or
commission of embezzlement, theft, forgery, bribery, falsification or destruction of records,
making false statements, or receiving stolen property;
C. Are not presently indicted for or otherwise criminally or civilly charged by a governmental entity
(Federal, State, or local) with commission of any of the offenses enumerated in paragraph (1)(b)
of this certification; and
D. Have not within a three-year period preceding this application had one or more public
transactions (Federal, State, or local) terminated for cause or default:
1. Where the applicant is unable to certify to any of the statements in this certification, he or she shall
attach an explanation to this application.
B. DRUG-FREE WORKPLACE (GRANTEES OTHER THAN INDIVIDUALS) As required by the Drug-Free
Workplace Act of 1988, and implemented at 34 CFR Part 85, Subpart F, for grantees, as defined at 34
CFR Part 85, Sections 85.605 and 85.610.
1. The applicant certifies that it will or will continue to provide a drug-free workplace by:
A. Publishing a statement notifying employees that the unlawful manufacture, distribution,
dispensing, possession, or use of a controlled substance is prohibited in the grantee’s workplace
and specifying the actions that will be taken against employees for violation of such prohibition;
B. Establishing an on-going drug-free awareness program to inform employees about:
a. The dangers of drug abuse in the workplace;
b. The grantee’s policy of maintaining a drug-free workplace;
c. Any available drug counseling, rehabilitation, and employee assistance programs; and
d. The penalties that may be imposed upon employees for drug abuse violations occurring in
the workplace.
A. Making it a requirement that each employee to be engaged in the performance of the grant be
given a copy of the statement required by paragraph (a);
B. Notifying the employee in the statement required by paragraph (a) that, as a condition of
employment under the grant, the employee will:
a. Abide by the terms of the statement; and
b. Notify the employer in writing of his or her conviction for a violation of a criminal drug
statute occurring in the workplace no later than five calendar days after such conviction;
2. Notifying the agency, in writing, within 10 calendar days after receiving notice under subparagraph
(d)(2) from an employee or otherwise receiving actual notice of such conviction. Employers of
convicted employees must provide notice, including position title, to: Director, Grants and Contracts
Service, U.S. Department of Education, 400 Maryland Avenue, S.W. (Room 3124, GSA Regional Office
Building No.3), Washington, DC 20202-4571. Notice shall include the identification number(s) of each
affected grant;
3. Taking one of the following actions, within 30 calendar days of receiving notice under subparagraph
(d)(2), with respect to any employee who is so convicted -(1) Taking appropriate personnel action
against such an employee, up to and including termination, consistent with the requirements of the
Rehabilitation Act of 1973, as amended; or (2) Requiring such employee to participate satisfactorily
in a drug abuse assistance or rehabilitation program approved for such purposes by a Federal, State,
or local health, law enforcement, or other appropriate agency;
4. Making a good faith effort to continue to maintain a drug-free workplace through implementation of
paragraphs (a), (b), (c), (d), (e), and (f).
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