Florida Department of Education

1
Florida Department of Education Division of
Workforce Education 2008-2009 Carl D.
Perkins Funding Opportunities
2
Welcome

• Lucy Hadi
• Chancellor
• Division of Workforce Education

3
Introduction

• Gloria Spradley-Brown
• Bureau Chief
• Division of Workforce Education

4
Carl D. Perkins Workshop Agenda

• Welcome
• Introduction
• Perkins IV
• State Plan Highlights
• Accountability
• Distribution Formula
• Career Pathways Consortia
• Local Plan (RFA)
• Quality Assurance System
• Questions and Answers
• Workshop Wrap-Up and Evaluation

5
Perkins IV Overview

• Kathleen Taylor
• Senior Education Program Director
• Division of Workforce Education

6
New Direction for Career and Technical Education

• Emphasis on preparation for postsecondary
  education AND employment.
• Emphasis on academic and technical preparation,
  rather than on job preparation.
• Increased emphasis on achievement of a degree,
  certificate or credential.

7
New Direction for Career and Technical Education

8
New Direction for Career and Technical Education

• Major themes in the law include
• an integrated academic and career and technical
  education performance accountability system that
  requires continuous student and program
  improvement
• stronger academic and technical integration
• connections between secondary and postsecondary
  education systems
• close association with business and industry

9
Time Line

• 2007-2008 Transition Plan
• February-Transition Plan approved by State Board
• April Submitted Transition Plan to USDOE
• 2008-2013 State Plan
• January-August 2007- Perkins IV Planning
  Committees met and crafted recommendations to be
  incorporated into State Plan
• November 2007- Conducted Regional Public Hearings
• November-December 2007- Revisions Based on Input
  Received at Public Hearings
• February 2008- Approval of 2008-2013 State Plan
  by Commissioner and State Board of Education
• March 2008- Negotiate state performance levels
  with USDOE
• April 2008- Submit 2008-2013 State Plan to USDOE

10
Floridas Perkins IV State Plan
HighlightsFloridas Commitment to Career and
Technical Education

• Kathleen Taylor
• Senior Education Program Director
• Division of Workforce Education

11
Floridas Perkins IV State Plan

• The State Plan covers July 1, 2008 through June
  30, 2013.
• Upon State Board approval, this Plan must be
  submitted to the Office of Vocational and Adult
  Education in Washington, DC on or before April 1,
  2008.
• The State Plan reflects Floridas commitment to
  the continuous improvement of career and
  technical education programs and to providing
  equitable access to quality career and technical
  education programs to all students, including
  special populations.

12
Floridas Perkins IV State Plan

• Statewide planning process involved over 80
  practitioners with representation from school
  districts, postsecondary technical centers and
  community colleges.
• Five regional hearings were held to provide
  practitioners with the opportunity to review the
  new requirements of the Act and make
  recommendations for incorporation into the State
  Plan.

13
Floridas Perkins IV State Plan- Tech Prep

• Perkins III Tech-Prep Education Act (Title II)
• Tech Prep program was a separate Title within the
  Act with its own federal funding stream
• The Act defined Tech Prep as programs that
  provided technical preparation in career fields
  such as engineering, applied science, a
  mechanical, industrial or practical art or trade,
  agriculture, health occupations, business or
  applied economics.

14
Floridas Perkins IV State Plan- Tech Prep

• Perkins IV Tech Prep Education Act (Title II)
• Maintained as a separate Title within the Act
  with new definitions and separate performance
  accountability system
• States have option to combine all or a portion of
  Tech Prep grant with funds received from the
  Basic State Grant
• Floridas State Plan
• Florida will consolidate all Tech Prep Title II
  funds with Title I funds beginning July 1, 2008.
• The primary purpose of consolidating the two
  separate delivery systems is to infuse the
  recognized core Tech Prep elements into a
  statewide systematic framework.

15
Floridas Perkins IV State Plan- Programs of
Study

• Perkins III Programs of Study were not required
  to be developed or implemented by the state and
  locals.
• Perkins IV No less than one Program of Study
  must be developed and implemented for each LEA
  receiving funds under the Act.
• Floridas State Plan Florida will require
  secondary and postsecondary local recipients to
  convert stand-alone CTE programs to Programs of
  Study that incorporate the following elements in
  the Act

16
Floridas Perkins IV State Plan- Programs of
Study (cont.)

• Aligns secondary and post-secondary education
• Includes academic CTE content in a coordinated,
  
• non-duplicative progression of courses
• Includes the opportunity for secondary students
  to acquire post-secondary credits
• Leads to an industry-recognized credential or
  certificate at the post-secondary level, or an
  associate or baccalaureate degree.

17
Floridas Perkins IV State Plan- Programs of
Study

• Floridas Goal for 2013
• Floridas CTE Programs will be offered as part
  of a comprehensive Program of Study that
  incorporates the core elements identified in the
  Act.

18
Floridas Perkins IV State Plan- Programs of
Study

• Options for Eligible Recipients
• Eligible recipients will be required to select an
  option as to how they will meet the new state
  program of study implementation requirements via
  the local application.
• Option 1 - Eligible Recipient elects to join a
  Career Pathways Consortium and commits a minimum
  1.5 of Basic Grant funds to support the
  consortium. Consortium carries out Program of
  Study requirements on behalf of eligible
  recipient.
• OR
• Option 2 - Eligible recipient elects not to join
  Career Pathways Consortium and must expend a
  minimum 3 of Basic Grant Funds to carry out
  Program of Study requirements individually.

19
Floridas Perkins IV State Plan- Programs of
Study
20
Floridas Perkins IV State Plan-Size, Scope and
Quality

• Eligible recipients must provide assurances that
  programs are of such size, scope and quality to
  bring about improvement in the quality of career
  and technical education (Section 134 (b) (6))
• Florida has developed new programmatic
  requirements for size, scope, and quality, which
  must be met by secondary and postsecondary
  eligible recipients.

21
Floridas Perkins IV State Plan-Size, Scope and
Quality- Secondary

• What does size mean?
• Secondary Eligible Recipients must offer a
  minimum number of programs based on the
  percentage of CTE enrollment
• large districts 5 CTE programs
• medium districts 3 CTE programs
• small districts 1 program
• A CTE program must consist of 3 or more courses
  leading to fulfillment of the requirements of the
  Florida Gold Seal Vocational Scholars Award and
  meeting concentrator status

22
Floridas Perkins IV State Plan-Size, Scope and
Quality- Secondary

• Eligible recipients must provide an opportunity
  for students to become CTE concentrators.
• Concentrator a secondary student who has earned
  three (3) or more credits in a single career and
  technical education program.

23
Floridas Perkins IV State Plan-Size, Scope and
Quality- Secondary

• What does scope mean?
• CTE programs must provide secondary students with
  opportunities for acceleration (dual
  enrollment/articulated credit).
• Secondary and Postsecondary Perkins-funded CTE
  programs must be aligned with business and
  industry as validated by a local or regional
  business advisory committee.

24
Floridas Perkins IV State Plan-Size, Scope and
Quality- Secondary

• What does quality mean?
• Eligible recipients must provide students with
  the opportunity to earn an industry certification
  and/or licensure approved by the state.
• Eligible recipients must provide students with
  the opportunity to participate in a CTE program
  that is classified as High Skill, High Wage, or
  High Demand.

25
Floridas Perkins IV State Plan-Size, Scope and
Quality- Secondary

• What does quality mean?
• Secondary and postsecondary eligible recipients
  should ensure that academics are an integral
  component of all Perkins-funded CTE programs.

26
Floridas Perkins IV State Plan-Size, Scope and
Quality- Secondary

• Secondary Course Alignment to Size, Scope and
  Quality-
• Floridas career and technical frameworks were
  studied to determine if
• they were aligned with the new requirements of
  the Act
• with the states size, scope and quality
  requirements and
• if they were current with trends and future
  practice.

27
Floridas Perkins IV State Plan-Size, Scope and
Quality- Secondary

• Criteria used for determining state-approved
  secondary CTE courses
• Is the course tied to a specific occupation?
• Is it a viable part of a career pathway?
• Is it transportable to the next level (or to the
  next CTE program)?
• Are there actual skills developed in the course
  tied to an occupation(s)?

28
Floridas Perkins IV State Plan-Size, Scope and
Quality- Secondary

• Certain courses are no longer eligible to be
  supported with Perkins federal funding as of
  2008-09, although state funding may still be
  used for them. 
• Certain courses only be eligible for federal
  funding for one more year.  During 2008-2009,
  practitioners from the field will be revising
  these courses to meet size, scope, and quality
  criteria.
• These decisions were made in accordance with the
  criteria presented earlier which, in turn, are
  based on the intent and expected outcomes of the
  Perkins IV legislation. 

29
Floridas Perkins IV State Plan-Size, Scope and
Quality- Postsecondary

• What does size mean?
• Postsecondary eligible recipients must provide an
  opportunity for students to become CTE
  concentrators.
• A postsecondary student who completes at least
  one-third of the academic and/or technical hours
  in a college credit/clock hour career and
  technical education program.

30
Floridas Perkins IV State Plan-Size, Scope and
Quality- Postsecondary

• What does scope mean?
• Perkins-funded CTE programs must be aligned with
  business and industry as validated by a local or
  regional business advisory committee.

31
Floridas Perkins IV State Plan-Size, Scope and
Quality- Postsecondary

• What does quality mean?
• Eligible recipients must provide students with
  the opportunity to earn an industry certification
  and/or licensure approved by the state.
• Eligible recipients must provide students with
  the opportunity to participate in a CTE program
  that is classified as High-Skill, High-Wage, or
  High- Demand

32
Floridas Perkins IV State Plan-Size, Scope and
Quality- Postsecondary

• What does quality mean?
• Eligible recipients should ensure that academics
  are an integral component of all Perkins-funded
  CTE programs.

33
Floridas Perkins IV State Plan- Local
Accountability

• Local Accountability in Perkins IV
• LEAs held accountable for meeting state targets
  unless LEA initiates negotiations on new
  performance levels based on defined criteria
• In future program years, the Chancellor may
  impose fiscal sanctions on LEAs for low
  performance, no improvement plan or no increase
  in performance after improvement plan and
  technical assistance
• In future program years, the Chancellor (with
  Commissioner approval) may award incentive
  dollars to LEAs

34
Floridas Perkins IV State Plan- Local
Accountability

• During the 2008-2009 program year, eligible
  recipients will be expected to continually make
  progress toward improving the performance of CTE
  students.
• FLDOE will be providing LEA level baseline
  information for 2006-2007.
• During the 2008-2009 program year, FLDOE will
  consider requests for negotiation on 1S1, 1S2,
  and 4S1.
• The remaining secondary and postsecondary
  indicators may be negotiated during program years
  2009-2013.

35
Floridas Perkins IV State Plan- Accountability

• Mark Baird
• Director of Research and Best Practices
• Division of Workforce Education

36
Floridas Perkins IV State Plan- Accountability

• Secondary Level
• Participants A secondary student who has earned
  one (1) or more credits in any career and
  technical education (CTE) program.
• Concentrators A secondary student who has earned
  three (3) or more credits in a single career and
  technical education program, or two (2) credits
  in a single CTE program, but only in those
  programs where 2 credit sequences at the
  secondary level are recognized by the State
  and/or its local eligible recipients.

37
Floridas Perkins IV State Plan- Accountability

• Postsecondary Level- College Credit
• Participants A postsecondary/adult student who
  has earned one (1) or more credits in any college
  credit career and technical education program.
• Concentrators A postsecondary student who
  completes at least one-third of the academic
  and/or technical hours in a college credit career
  and technical education program that terminates
  in the award of an industry recognized
  credential, certificate or degree.

38
Floridas Perkins IV State Plan- Accountability

• Adult Level- Clock Hours
• Participants A postsecondary/adult student who
  has earned one (1) or more credits in any clock
  hour career and technical education program.
• Concentrators A postsecondary student who
  completes at least one-third of the academic
  and/or technical hours in a clock hour career and
  technical education program that terminates in
  the award of an industry recognized credential,
  certificate or degree.

39
Floridas Perkins IV State Plan- Accountability

• Secondary Indicators
• Academic attainment in reading and language arts
  (as adopted by a state under the Elementary and
  Secondary Education Act (ESEA) and measured by
  the state determined proficient levels on the
  academic assessments under ESEA.) (1S1, 1S2)
• Technical Skill Attainment, including achievement
  on technical assessments, that are aligned with
  industry-recognized standards, if available and
  appropriate (2S1)

40
Floridas Perkins IV State Plan- Accountability

• Secondary Indicators (cont.)
• Secondary School Completion (3S1)
• Student graduation rates as described in the ESEA
  (4S1)
• Student placement in postsecondary education or
  advanced learning, in military service, or in
  employment (5S1)
• Student participation in and completion of CTE
  programs that lead to nontraditional fields (6S1,
  6S2)

41
Floridas Perkins IV State Plan- Accountability

• Postsecondary Indicators
• Technical Skill Attainment, including achievement
  on technical assessments, that are aligned with
  industry-recognized standards, if available and
  appropriate (1P1) (1A1)
• Student Completion of an industry-recognized
  credential, a certificate, or a degree (2P1)
  (2A1)
• Student retention in postsecondary education or
  transfer to a baccalaureate degree program (3P1)
  (3A1)

42
Floridas Perkins IV State Plan- Accountability

• Postsecondary Indicators (cont.)
• Student placement in military service or
  apprenticeship programs or placement in
  high-skill, high-wage or high-demand occupations
  or professions (4P1) (4A1)
• Student participation in and completion of CTE
  programs that lead to nontraditional fields.
  (5P1, 5P2) (5A1,5A2)

43
Floridas Perkins IV State Plan- Accountability

• Floridas State Plan
• Florida has negotiated performance targets with
  USDOE for
• Secondary Academic Attainment in Reading
  (1S1) 51 (2008-2009)
• Secondary Academic Attainment in Mathematics
  (1S2) 56 (2008-2009)
• Secondary Student Graduation Rates
• (4S1) 71 (2008-2009)
• Florida will negotiate performance targets with
  USDOE for additional secondary performance
  indicators (2S1, 3S1, 5S1, 6S1, 6S2) and all
  postsecondary performance indicators in March 2008

44
Floridas Perkins IV State Plan-Distribution
Formula

• Kathleen Taylor
• Senior Education Program Director
• Division of Workforce Education

45
Floridas Perkins IV State Plan-Distribution of
Funds

• Distribute basic grant funds to the three
  delivery
• systems based on proportionate share of total
• career and technical education full-time
  equivalents (FTE)
• 1. Secondary - District Programs (District 7-12
  Career Education FTE)
• 2. Postsecondary - District Programs
• 3. Postsecondary - Community College Programs
• A three-year average FTE has been calculated for
  above
• categories. The average of 2004-05, 2005-06 and
  2006-
• 07 FTE is being used to distribute basic grant
  funds for
• 2008-09.

46
(No Transcript)
47
Floridas Perkins IV State Plan-Distribution of
Funds

• Sector Allocation Formula
• Total Secondary Percentage()
• Total Secondary FTE 3 year average amount
• Total Secondary FTE Total Tech Center FTE
  Total CC FTE
• 93,095
• 93,095 22,638 65,229 180,961
• 93,095
• 180,961
• 51.44 total of the 85 goes out to secondary

48
Floridas Perkins IV State Plan-Distribution of
Funds
49
Floridas Perkins IV State Plan-Distribution of
Funds

• Allocations to Secondary Programs-
• Based on population counts (Census) as prescribed
  in the law. (http//www.census.gov/hhes/www/saipe/
  saipe.html).
• 30 based on each school districts
  proportionate share of the total population of
  children ages 5 through 17 who reside in the
  state of Florida (total population)
• 70 based on each school districts
  proportionate share of the number of children in
  poverty ages 5 through 17 who reside in the state
  of Florida (children in poverty)

50
Floridas Perkins IV State Plan-Distribution of
Funds

• Allocations to Postsecondary Programs-
• Florida uses a federally approved formula based
  on financial need.
• Formula elements
• Recipients of Pell Grants,
• Participants in the Job Training Partnership
  Act Program replaced in future years with
  participants receiving services above the core
  level in Title I of the Workforce Investment
  Act,
• Recipients of Student Education Opportunity
  Grants,

51
Floridas Perkins IV State Plan-Distribution of
Funds

• Allocations to Postsecondary Programs (cont.)-
• Participants in a federal vocational work-study
  program,
• Recipients of Temporary Aid to Needy Families
  (TANF)
• Recipients of Food Stamps
• Recipients Welfare Wages

52
Career Pathways Consortia

• Gayle Manley
• Senior Education Program Director
• Division of Workforce Education

53
Career Pathways Consortia

• Develop, expand and promote career pathways and
  programs of study to promote seamless transition
• Convert local level programs of study to the
  State Program of Study Template

54
Career Pathways Consortia

• Historic shiftnow all Career and Technical
  Education (CTE) students can benefit from
  voluntary enrollment in a program of study
• Merged Title II (Tech Prep ) funds with Title I
  (Basic Grant) funds
• Infuse the core Tech Prep elements into the
  statewide CTE system
• FLDOE using Reserve funds to support Career
  Pathways Consortia

55
Programs of Study/Career Pathways Core Elements
(Section 122 (c)(1)(A)(i-iv)

• Secondary and postsecondary education elements
• Non-duplicative progression of academic and CTE
  courses
• Ways to acquire postsecondary education credits
  (dual or concurrent enrollment)
• Leads to an industry-recognized credential or
  certificate at the postsecondary level, or an
  associate or baccalaureate degree

56
Programs of Study / Career PathwaysRequirements
(Floridas Requirements)

• A written articulation agreement
• Agreements signed and approved by agency heads
• Locally endorsed sequence of core academic and
  CTE courses (grade 9 postsecondary)
• Career pathways must lead to a postsecondary
  credential
• Guided by the workforce and economic development
  needs of business / industry, the community and
  employment opportunities for students

57
Narrative Section

• Consortium Information
• Name of consortium
• Chairperson
• Members/contribution (allocation charts will
  be provided)
• Consortium and FLDOE will negotiate on number of
  Programs of Study to be converted to the State
  Template during 2008-2009
• How many currently meet the requirements?
• How many have been converted to the State
  Template?
• How many have not been converted to the Template?
• How many does the consortium propose to covert?

58
Narrative Section (Continued)

• Identify existing CTE programs to convert to the
  State Template during 2008-2009
• Operation Plan
• Fiscal Agent must designate a chairperson
• May use funds to employ personnel
• May contract administrative function
• Fiscal agent must outline
• Roles and responsibilities of fiscal agent,
  chairperson and partners
• Process for distribution of funds among partners
• Description of implementation, monitoring and
  evaluation components

59
Narrative Section (Continued)

• An Memorandum of Understanding (MOU)/Letter of
  Agreement from each consortium partner that
  specifies
• Detailed budget on how partner funds will
  collectively meet objectives of the consortium
• Procedure for releasing funds to the fiscal agent
• Support for Reading/Strategic Imperatives
• Dissemination/Marketing
• General Education Provision Act (GEPA)
• Equitable Services for Private School
  Participation

60
Career Pathways Consortia

• Total funding amount 2,293,992
• Budget Period July 1, 2008-June 30, 2009
• Eligible Applicant(s) Consortia comprised of
• At least one secondary LEA recipient
• At least one postsecondary LEA recipient
• Application Due Date May 30, 2008

61
Preparing the 2008-2009Carl D. Perkins
Applications

• Doreen Dumond
• Program Manager
• Division of Workforce Education

62
Perkins Funding Categories

• Basic Grants
• Secondary Career and Technical Education
• Postsecondary CTE School District Programs
• Postsecondary CTE Community College Programs
• Reserve
• Career Pathways Consortia
• Rural and Sparsely Populated
• University Developmental Research Schools
• School for the Deaf and Blind
• Department of Juvenile Justice (DJJ) Competitive
• State Leadership
• Department of Corrections

63
Resources

• Carl D. Perkins Career and Technical Education
  Act of 2006
• Floridas Perkins IV State Plan (2008-2013)
• Perkins IV Implementation Guide
• Request for Application/Proposal (RFA/RFP)
• http//www.fldoe.org/workforce/dwdgrants/

64
Requirements

• New State Plan for 2008-2013 is required by the
  Carl D. Perkins Career and Technical Education
  Act of 2006, herein known as the Act.
• Due Date May 30, 2008
• The Act requires that all eligible recipients
  must submit a comprehensive, new five year plan
  in order to qualify to receive Perkins funds.

65
Requirements

• 34 critical definitions in the Act
• Supplement, not supplant
• Maintenance of effort must be auditable
• No funds may be used to provide CTE programs to
  students prior to the seventh grade
• 5 maximum administrative cost (including
  Indirect)
• Allocation formulas

66
Project Design Narrative

• (1) Part A, Required Uses of Funds
• Eligible recipients must briefly describe in Part
  A how your program will address the 9 Required
  Uses of Funds over the next five years.
• Note Expenditures should correlate with the
  narrative.

67
Project Design Narrative

• (1) Part B, Permissive Uses of Funds
• Eligible recipients must briefly describe in Part
  B how the career and technical education
  programs 20 Permissive Uses of Funds may be
  carried out with the funds received under this
  title.
• Note Expenditures should correlate with the
  narrative.

68
Project Design Narrative

• (2) Local Adjusted Levels of Performance
• Describe how the career and technical education
  will be carried out with respect to meeting state
  and local adjusted levels of performance
  established.
• Responses to 2 will be forthcoming under
  separate cover (as soon as the data are
  available)
• Agencies must provide the name and contact
  information of the person authorized to negotiate
  your agencys Local Adjusted Performance Level
  with the FLDOE.

69
Project Design Narrative

• (3) Programs of Study
• Eligible recipients must briefly describe how
  their program will offer the appropriate courses
  of not less than one of the career and technical
  programs of study
• In addressing programs of study, Florida chose to
  provide two options
• Choose only option 1 or 2 from the chart provided
• Note Expenditures should correlate with the
  narrative.

70
Project Design Narrative (3A) Program of Study

• Option 1
• Join a Career Pathway Consortium
• 1.5 of Basic Grant Funds to support consortium
  activities
• Consortium carry out the program of study
• Complete the basic information required for
  Option 1

71
Project Design Narrative (3-A) Program of Study

• Option 2
• Not join a Career Pathway Consortium
• 3 of basic grant funds to support consortium
  activities
• LEA individually carry-out the program of study
  requirements
• Respond to comprehensive Requirements 1 and 2

72
Project Design Narrative

• Additional Requirements for Section (3)
• Eligible recipients must briefly describe how the
  program will
• Improve students academic and technical skills
• Provide students with strong experience in, and
  understanding of, all aspects of an industry
• Ensure that students who participate in such
  career and technical education programs are
  taught to same coherent and rigorous content as
  other students
• Encourage career and technical education students
  at the secondary level to enroll in rigorous and
  challenging courses in core academic subjects

73
Project Design Narrative

• Professional Development/ Curriculum Development
• Stakeholder Involvement
• Assurance (Size, Scope Quality)
• Evaluation Continuous Improvement
• Special Populations
• Non-discrimination
• Non-traditional occupations
• Career Guidance and Academic Counseling

• Retention, recruitment and transition
• Partnerships with local charter schools
• Use of funds mutually beneficial to consortium
  members
• List all CIP numbers
• Automotive Service Technology Education

74
Preparing the 2008-2009Career Pathways Consortia
Application

• Doreen Dumond
• Program Manager
• Division of Workforce Education

75
Career Pathways Consortia Guidelines

• Memorandum of Understanding/Letter of Agreement
• How funds support the activities
• Procedure for release of funds
• DOE 101, Budget Narrative Form

76
Career Pathways Consortia Requirements

• The Fiscal Agent must designate a chairperson
• Roles and responsibilities of Fiscal Agent,
  chairperson and consortium partners
• Process for Distribution of funds
• Description of implementation, monitoring and
  evaluation

77
Career Pathways Consortia Requirements

• Convert a negotiated percentage of existing local
  level Programs of Study to the state template.
• A written articulation agreement must be in place
  for each Program of Study
• Articulation agreements signed and approved
• Programs of study must include a locally endorsed
  sequence of core academic and CTE courses
• Career Pathways must lead to a postsecondary
  credential
• Guided by economic needs and employment
  opportunities

78
Career Pathways Consortia Requirements

• Convert a negotiated percent of stand alone local
  CTE Programs offered by consortium partners.
• A written articulation agreement must be in place
  for each Program of Study
• Articulation agreements signed and approved
• Programs of study must include a locally endorsed
  sequence of core academic and CTE courses
• Career Pathways must lead to a postsecondary
  credential
• Guided by economic needs and employment
  opportunities

79
Career Pathways Consortia Narrative

• Consortium Partners/Chairperson
• Negotiated Percentage of Local Level Programs of
  Study
• How many articulated and approved programs have
  already been developed by the consortium
  partners?
• Of the above, how many have been developed using
  the state template?
• Of those developed, how many have not been
  converted to the state template?
• How many programs does the consortium propose for
  conversion?

80
Career Pathways Consortia Narrative

• Identifying Existing CTE Programs Prioritized for
  Conversion
• Program Name
• Program Number
• Consortium Partners Offering Program
• 2008-09 Projected Student Enrollment
• High-Skill, High-Wage, High-Demand
• Part of a local articulation agreement

81
Career Pathways Consortia Narrative

• Operation Plan
• Fiscal agent must outline
• Roles and responsibilities
• Process for distribution of funds
• Implementation, monitoring and evaluation
• Memorandum of Understanding/Letter of Agreement

82
Career Pathways Consortia Narrative (cont.)

• Activities the consortium may coordinate
• Curriculum development and alignment
• Meetings with partners
• Information sessions
• Career development activities
• Data collection and analysis

83
Preparing the 2008-2009Rural and Sparsely
Populated Application

• Doreen Dumond
• Program Manager
• Division of Workforce Education

http//www.florida-arts.org/grants/RuralEconomicDe
velopmentInitiative.htm
84
Rural and Sparsely Application Narrative

• Instruction for Completing the Narrative 1A
• Carefully Read Instructions
• Must Address at least 2 of the following 4
• Distance Learning
• Information Technology
• Priorities of Regional Workforce Board
• Student and/or Instructor Industry Certification

85
Rural and Sparsely Application Narrative

• Instruction for Completing the Narrative 1B
• Describe
• Objectives
• Services
• Activities
• Name the source for the High-Wage, High-Skill
  and/or High-Demand Occupations (e.g., Statewide
  Targeted Occupations Lists)
• http//www.labormarketinfo.com/wec/TargetOccupatio
  nList.htm

86
Rural and Sparsely Application Narrative

• Instruction for Completing the Narrative 2
• Letter(s) of Agreement
• Determine whether district, community college or
  both will apply for the allocation (local
  decision)
• Must provide documentation of letter(s) of
  agreement
• Letter(s) require original signatures

87
Preparing the 2008-2009University Developmental
Research Schools Application

• Doreen Dumond
• Program Manager
• Division of Workforce Education

88
University Developmental Research Schools
Narrative

• Size, Scope and Quality
• Consortium projects describe the process to
  ensure that funds utilized are mutually
  beneficial
• List names and addresses of site(s) where
  programs, services and activities will be offered
• List CIP numbers and titles of programs

• Required and Permissive uses of funds
• Contact person authorized to negotiate
• State template for converting a negotiated
  percentage of local level programs of study
  percentage of local CTE programs
• Stakeholder Involvement

89
Preparing the 2008-2009 Florida School for the
Deaf and the Blind Application

• Doreen Dumond
• Program Manager
• Division of Workforce Education

90
Florida School for the Deaf and the Blind
Narrative

• Size, Scope and Quality
• Consortium projects describe the process to
  ensure that funds utilized are mutually
  beneficial
• List names and addresses of site(s) where
  programs, services and activities will be offered
• List CIP numbers and titles of programs

• Required and Permissive uses of funds
• Contact person authorized to negotiate
• State template for converting a negotiated
  percentage of local level programs of study
  percentage of local CTE programs
• Stakeholder Involvement

91
Preparing the 2008-2009State Leadership, State
Correctional Institutions and Institutions That
Serve Individuals with Disabilities Application
Doreen Dumond Program Manager Division of
Workforce Education
92
State Leadership, State Correctional Institutions
and Institutions That Serve Individuals with
Disabilities

• Required and Permissive uses of funds
• Contact person authorized to negotiate
• State template for converting a negotiated
  percentage of local level programs of study
  percentage of local CTE programs
• Stakeholder Involvement

• Size, Scope and Quality
• Consortium projects describe the process to
  ensure that funds utilized are mutually
  beneficial
• List names and addresses of site(s) where
  programs, services and activities will be offered
• List CIP numbers and titles of programs

93
Preparing the 2008-2009Secondary Career and
Technical Education Programs for Department of
Juvenile Justice Students Application
(Competitive)
Doreen Dumond Program Manager Division of
Workforce Education
94
Department of Juvenile Justice Narrative

• Project Abstract or Summary
• Project Need
• Project Design and Implementation
• Evaluation
• Support for Strategic Imperatives
• Dissemination Plan
• Budget

95
Department of Juvenile Justice Narrative

• Project Abstract or Summary Purpose, Goals,
  Program design and significance
• Project Need Supporting Data, Magnitude, Need,
  Target Population, Gaps or Weaknesses
• Project Design and Implementation Measurable
  Objectives, Activities, Timelines
• Evaluation
• Support for Strategic Imperatives
• Dissemination Plan
• Budget

96
Attachments

• Service Delivery Form
• Required and Permissive Use of Funds
• Regional Workforce Board Coordination Assurance
  Form
• Size, Scope Quality Programmatic Requirements
  Chart
• Floridas Perkins IV Performance Measures

97
Attachments

• Allocation Charts
• DOE 100A, Project Application Form
• DOE 101, Budget Narrative Form
• Detailed Projected and Purchased Equipment Form
• Application Review Criteria and Checklist

98
Project Application Form, DOE 100A

• Select the correct Application (e.g., Perkins
  Secondary, Postsecondary, etc.)
• Fill-out the form completely
• Original Signature of Agency Head Required
• Note Documentation of Delegating Authority

99
Budget Narrative Form, DOE 101

• Function number required of School Districts
• Object number required of all eligible recipients
• Budget line items must correlate with the
  narrative, identify the performance measure being
  addressed and the number identifying the Required
  or Permissive use of Funds
• Indicate Full Time Equivalent (FTE based on the
  standard workweek for the types of position)
• Provide the budget amount requested for each
  object code
• Not more than 5 may be used for Administrative
• Provide the total Budget amount on the last page.
  Must be the same amount as requested on the
  DOE-100A

100
Budget Narrative Form, DOE 101

• Examples of Budget Items
• Salaries
• Other Personal Services
• Professional/Technical Services
• Contractual Services
• Capital Outlay (Equipment)- must provide list
  Detailed Projected and Purchased Equipment Form
• Materials and Supplies
• Administrative Cost
• For every line item provide these descriptors
  who, what, for whom, where, quantity, when,
  performance measure and number identifying
  Required or Permissive

101
Detailed Projected and Purchased Equipment Form

• Projected Equipment Purchases
• Function Code
• Object Code
• Account Title
• Detailed Description
• School Program
• Number of Items
• Unit Cost
• Total Amount

102
Detailed Projected and Purchased Equipment Form

• Actual Equipment Purchases
• Purchase Order Number and Date
• Date Invoice Paid
• Brand/Model/Make
• Serial Number
• Property/Decal Number
• Inventory/Location
• Disposal Date
• Method of Disposal
• Sale Price of Property (if sold)

103
Other Narrative Requirements

• Support for Reading/Strategic Imperatives
• Dissemination/Marketing
• GEPA
• Equitable Services For Private Schools

104
Instructions for Completing the Narrative

• Save a blank template
• Brief, clear and concise responses
• Use size 12-point font
• Follow the format

105
Resources

• Education Department General Administrative
  Regulations (EDGAR)
• http//www.ed.gov/policy/fund/reg/edgarReg/edgar.h
  tml
• Office of Management and Budget (OMB) Circulars
• http//www.whitehouse.gov/omb/circulars/
• Financial and Program Cost Accounting and
  Reporting for Florida Schools Red Book
• http//www.firn.edu/doe/fefp/redtoc.htm
• The Reference Guide For State Expenditures
• http//www.fldfs.com/aadir/reference5Fguide/
• Green Book Project Application and Amendment
  Procedures for Federal and State Programs
• http//www.fldoe.org/comptroller/gbook.asp

106
Workforce Education Web-Site Resources

• Funding Opportunities
• http//www.fldoe.org/workforce/dwdgrants
• To Go Paperless
• www.fldoe.org
• Forms
• http//www.fldoe.org/comptroller/gbook.asp

107
John Occhiuzzo [phone] john.occhiuzzo_at_fldoe
.org
Tiffany Davis [phone] tiffany.davis_at_fldoe.o
rg
East Coast Ike Gibson [phone] ike.gibson_at_fl
doe.org
NASSAU
JACKSON
HOLMES
OKALOOSA
HAMILTON
MADISON
SANTA
BAKER
DUVAL

WASHINGTON
JEFFERSON
GADSDEN
ROSA
COLUMBIA
WALTON
CALHOUN
LEON
ESCAMBIA
Cherese Galloway-Thibou Administrative
Secretary [phone] cherese.galloway-thibou_at_f
ldoe.org
SUWANNEE
TAYLOR
UNION
BRADFORD
WAKULLA
BAY
LAFAYETTE
LIBERTY
West Coast Ken Plummer [phone] ken.plummer_at_
fldoe.org Connie Rowan Administrative
Secretary [phone] connie.rowan_at_fldoe.org
GILCHRIST
GULF
CLAY
FRANKLIN
ALACHUA
ST. JOHNS
DIXIE
Ted Lane
PUTNAM

FLAGLER
[phone]
LEVY
ted.lane_at_fldoe.org
VOLUSIA
MARION
LAKE
CITRUS
SUMTER
HERNANDO
PASCO
HILLSBOROUGH
Lyle Richmond [phone]
Doreen DuMond [phone] doreen.dumond_at_fldoe
.org
POLK
PINELLAS
lyle.richmond_at_fldoe.org
HARDEE
MANATEE
HIGHLANDS
SARASOTA
DESOTO
CHARLOTTE
GLADES
PALM BEACH
HENDRY
LEE
Leslie Young
COLLIER
BROWARD
[phone]
leslie.young_at_fldoe.org
Linda Meadows Grants/Contracts (850)
245-9043 linda.meadows_at_fldoe.org Jennifer
Selfe Grants/Contracts [phone] Jennifer.self
e_at_fldoe.org
DADE
MONROE
FLORIDA
KEYS
Office of Grants Administration
108
Quality Assurance System

• Eileen L. Amy
• Director of Compliance
• Division of Workforce Education

109
Quality Assurance System

• 2008 Workforce Education Strategy
• Implementation of a risk-based
• quality assurance system
• for Workforce Education
• grants and contracts programs

110
Quality Assurance System

• Role of Quality Assurance
• Assure financial accountability
• Program quality
• Regulatory compliance

111
Quality Assurance System

• Way of Work
• Accountability
• Collaboration
• Targeted Technical Assistance
• Continuous Improvement
• Positive Systemic Change

112
Quality Assurance System

• Stakeholder Involvement
• Commitment
• Participants
• Quality Assurance Advisory Committee
• Focus Groups

113
Quality Assurance System

• Provider Selection
• Use of Data and the Risk Assessment Process
• Performance Measures / Indicators
• Operational Risk Factors
• Size and number of grants
• Experience and organizational changes
• Audit / monitoring findings
• Unexpended funds
• Critical Factors

114
Quality Assurance System

• Monitoring Strategies
• Strategies are determined upon completion of the
  Risk Assessment
• Continuum of activities based on level of risk
• Range from conference calls to on-site visits
• Multiple strategies often apply

115
Quality Assurance System

• On-Site Monitoring
• Notification
• Initial Conference
• Interviews
• Observations
• Records Review
• Survey
• Exit Conference

116
Quality Assurance System

• Self Assessment
• Provider completes
• Full or partial
• Routine or required
• Correspondence and Reporting
• Timely
• Focused

117
Quality Assurance System

• Resolution Activities
• System Improvement Plan
• Corrective Action Plans
• Tracking and closure
• Enforcement
• Evaluation

118
Workforce EducationQuality Assurance System

• Questionsplease contact
• Bureau of Grants Administration
• Eileen L. Amy, Director of Compliance
• Eileen.Amy_at_fldoe.org

119
Questions Perkins2008_at_fldoe.org Evaluation
120

• Thank You!