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STATE BOARD OF EDUCATION – TOPIC SUMMARY Topic: Carl D. Perkins Career & Technical Education Improvement Act of 2006; Oregon State Plan Date: April 19-20, 2007 Staff/Office: Salam Noor, Colleen Mileham, Jim Schoelkopf; Education Improvement & Innovation Action Requested: Information only Policy Adoption Policy Adoption/Consent Calendar

ISSUE BEFORE THE BOARD: Oregon’ submission of the 2007-2008 state transition plan for the Carl D. Perkins Career and Technical Education Improvement Act of 2006 requires State Board adoption. Staff will seek approval of the Perkins IV Transition Plan at the State Board’s April 2007 meeting.

BACKGROUND: Carl D. Perkins Career and Technical Education Improvement Act of 2006 provides funding for approved high school and community college career and technical education (CTE) programs. The 2006 Act is a reauthorization of previous legislation with strengthened emphasis on program design & administration; accountability & evaluation; and professional development.

Oregon receives approximately $15.8 M in Perkins funds annually that are distributed to 72 eligible recipients—school districts, community colleges or regional consortia comprised of school districts and a community college.

The Oregon State Transition Plan provides a foundation for the 5-year Implementation Plan, operational guidance for the use of funds and the eligibility criteria to access Perkins funds to supplement local investments in career and technical education programs.

Implementation planning for Perkins has been guided by the newly adopted diploma requirements, Oregon’s PK-20 initiative and the development and implementation of career pathways. Perkins represents the largest federal investment in high schools. Oregon chooses to leverage this CTE resource in ways that contribute to building local capacity for the implementation of the diploma requirements and smooth the transition for high school students in their chosen next step following graduation. Perkins planning seeks to strengthen the already strong CTE connections between Oregon high schools and community colleges. CTE programs of study that incorporate challenging academic standards and industry-validated technical knowledge and skills in high school CTE programs will be designed to meet the entry requirements for community college CTE programs and career entry. A feature of CTE programs of study will be the identification of articulation opportunities where a high school student can earn and transcript community college credit within the college’s CTE program, including credits within the Oregon Transfer Module.

Career and Technical Education Program Brief provides an overview of Career and Technical Education in Oregon as requested by State Board members.

STAFF RECOMMENDATION:

Adoption of Oregon’s 2007-2008 Carl D. Perkins Career and Technical Education Improvement Act of 2006 One-Year Transition Plan. Oregon Department of Education Office of Educational Improvement and Innovation

Program Brief on Career and Technical Education

EII 07-Issue 8

255 Capitol St. NE Salem, OR 97310  Phone (503) 947-5697  Fax (503) 373-7968  http://www.ode.state.or.us

For State Board of Education – April 19-20, 2007

Overview

What is unique about Career and Technical Education?

Career and technical education (CTE) is an essential component of the total education system in Oregon and is critical to the state’s ability to compete in a global economy. CTE occurs in a variety of settings and levels including middle school career exploration, secondary program, postsecondary certificates and degrees, and customized training for employees in the workplace. CTE also provides students and adults (1) the technical skills and knowledge necessary to succeed in occupations and careers, (2) the cross-functional or workplace basics necessary for success in any occupation or career (such as problem solving, teamwork, and the ability to find and use information) and (3) the context in which traditional academic skills and a variety of more general educational goals can be enhanced.

Program Focus

1. Integral component of the total educational system, offering career-oriented benefits for all students. Career and technical education offers benefits for all students ranging from providing a contextual environment for developing higher-level academic skills to providing specific industry certification in an occupational field. CTE offers educational benefits to students pursuing careers requiring specific technical skills as well as providing a strong foundation for those pursuing a traditional four-year (or more) degree. It is an integral component of the total educational mission, contributing to the goals of high academic achievement, student retention and motivation, and the development of general workplace and life skills. Because CTE is integral to the total educational system, partnerships with other educators, as well as business professionals, are essential. Career and technical education has a long and successful history of enhancing student leadership, teamwork, and citizenship skills through Career and Technical Student Organizations.

2. Draws its curricula, standards, and organizing principles from the workplace. It is this principle that connects and defines all career and technical education. General education curriculum is primarily drawn from one of two sources: (1) the academic discipline or (2) the workplace. Career and technical education is unique because it draws its curriculum primarily from the workplace. The workplace provides the context, objectives, and organizing concepts for instruction and assessment. The workplace also defines the standards of performance necessary, including those required for academic, technical, and employability skills.

3. Maintains high levels of excellence through identification of academic and workplace standards, measurement of performance (accountability), and high expectations for student success. Career and technical education focuses on the standards required in the workplace. This includes high academic standards as well as technical standards. Standards are measured through a variety of validated tools and accountability systems.

March 2007 DRAFT Oregon Transition Plan V1 2 4. Closing the achievement gap. With the passage of the Carl D. Perkins Career and Technical Education Act of 2006, Congress required that CTE students be held to the same academic standards as all other students. This change in policy, whereby career and technical education was no longer viewed as a second chance educational system but a partner in the first chance system, is embraced by the CTE community. Building on efforts to increase the integration of academic and CTE coursework, career and technical education has been successful in impacting student academic achievement.

5. Contributes to Oregon’s PK-20 initiative. CTE speaks to the issues that contribute to Oregon’s PK-20 initiative and the Unified Educational Enterprise (UEE). CTE is more than just technical skill attainment. It has a long history of designing and implementing innovative strategies that engage students in a coherent and seamless lifelong learning process. These innovations include, but are not limited to: . Academic and technical skill integration, . Applied learning, and . Seamless transition practices.

Effective Practices and Models Career and technical education bridge the education and workforce development systems. CTE teaches technical skills to students to prepare them to succeed in the workforce; however, it also provides a relevant context to engage students in school and to help them attain necessary academic skills. Because of the variety of benefits to students, CTE leaders have chosen to hold the system accountable to each of these benefits rather than just looking at technical skill attainment. Quality CTE programs include the following criteria: . Curriculum, instruction and student evaluation systems provide a sequential program of study. . Connections with postsecondary education assure that the program leads directly to advanced learning opportunities. . Leadership development, citizenship responsibilities, career preparation and personal growth are all included in the program. . School and community support continuing professional development of teachers and counselors. . Access to the program is available to all students. . Connections are in place with business, industry and labor to support continuous improvement. . School administration supports long-range planning and continuous improvement. . Comprehensive guidance and counseling is an integral part of the program.

Program Results Oregon offer students Perkins-eligible CTE programs in 186 school districts and all 17 community colleges. Schools organize their approved CTE programs into one of six broad career areas—(1) Agriculture, Foods & Natural Resources; (2) Arts, Information & Communication; (3) Business & Management; (4) Health Services; (5) Human Resources and (6) Industrial & Engineering Systems. . Over 47% of Oregon high school students enroll in an approved CTE program. . Students completing 2 or more credits in a CTE career area perform above the state average on Oregon’s 10th grade assessments in reading, writing and mathematics. . Over 60% of 11th and 12th grade high school CTE students participate in dual credit programs that allow students to receive both high school and community college credit. . Special populations, minority, disabled and economically disadvantaged students participate in CTE at the same levels as in the general population.

High schools and community colleges in every region across Oregon have implemented and sustained quality CTE programs. Examples of the range of CTE program offered include:

High School CTE Programs

March 2007 DRAFT Oregon Transition Plan V1 3 . The Reynolds High School Automotive Technology program integrates rigorous academic content with industry-recognized technical skills. The program content is based on the industry standards from the National Automotive Technician Education Foundation (NATEF) and the National Institute for Automotive Service Excellence (ASE). Through faculty review of the industry-standards, the automotive and science teachers identified sufficient rigor within the industry standards to award academic physics credit for students completing the Automotive program. . Taft High School in the Lincoln County School District has an award winning Culinary Arts program. The program is based on the industry standards from the National Restaurant Association’s ProStart program. Students operate a school- based catering business which requires student proficiency in meeting the career-related learning standards and technical knowledge and skills. Students also have the opportunity to display their proficiency through ProStart-sponsored culinary competitions. . Perrydale High School incorporates student leadership opportunities in their Agriculture Science and FFA program. Perrydale has been recognized nationally for their community-wide food drive led by FFA students. This quality CTE program is an example of taking the lessons learned in the classroom and putting them into action in the community. . The majority of high school CTE programs offer Tech Prep college credit opportunities where students earn and transcript community college CTE credit for their high school coursework. The high school CTE course must meet the content standards of the community college CTE course with a signed articulation agreement describing the college course requirements and the grading policy. Access to Tech Prep opportunities is critical for all CTE students in Oregon. High schools in Northeastern Oregon—Cove, Enterprise, LaGrande—have been able to offer Tech Prep access and college credit opportunities for their CTE students by establishing articulation agreements with Walla Walla Community College. Rainier and Clatskanie High Schools have done the same with Lower Columbia Community College in Longview.

Community College CTE Programs . Portland and Mt. Hood Community Colleges have demonstrated the power of industry partnership for high-quality CTE programs. Both colleges use manufacturer-specific automotive training programs. Portland partners with General Motors; Mt. Hood partners with Ford. Both manufacturers have invested equipment and employee resources into the instructional facilities that are used by students during the day and by the manufacturer’s dealers for technician skill updating in the evenings. . Columbia Gorge Community College is an example of a college’s role in addressing an economic and workforce development demand. CGCC’s program development for wind generation technicians has been a collaborative effort with economic development and wind generation operators. . Oregon community colleges collaborate to meet the needs in other high demand areas. Each of the accredited community college Health Care programs has addressed the need to expand access to training programs in all parts of Oregon.

Regional CTE Partnership Models . Lane Community College, Lane Educational Service District, and Lane County School Districts, Apprenticeship, Trades, and Business community are partnering to design and operate the Regional Technical Education Center (RTEC). Existing local organizations with expertise related to collaborative workforce development and interagency efforts (e.g., Lane Workforce Partnership, Lane Metro Partnership) are leveraging resources for the Center. RTEC is providing the quality technical training and education in the region leading to high-skill, high-wage careers and regional economic development. . The Center for Advanced Learning (CAL) is a charter school started and operated by the Centennial, Corbett, Gresham-Barlow and Reynolds school districts. CAL students are dual enrolled. They alternate days between their home high school and CAL. At CAL students choose between three career areas: Medical/Health Sciences, Information Technology and Engineering/Advanced Manufacturing. For every successfully completed course students receive college credit and also earn credits that count toward graduation from their home high school. Teachers at CAL come from local high schools and from the career field students may want to pursue.

CTE Research and Development Projects . Math-in-CTE—Lane ESD is one of only four sites nationwide participating in the 2006-2007 Math-In-CTE Technical Assistance Program. This innovative project developed by The National Research Center for Career and Technical Education (NRCCTE) at the University of Minnesota, is recognized by the U.S. Department of Education, Office of Vocational and Adult Education. Math-in-CTE utilizes a new professional development and teacher leadership model that pairs a career and technical education (CTE) teacher with a high school math teacher to explicitly teach and reinforce math concepts in the given career field. Nationally, the initiative has involved over 200 teachers and 4,000 students in 12 states..

March 2007 DRAFT Oregon Transition Plan V1 4 . Technical Skill Measurement—Perkins IV requires states to implement valid and reliable measurement of technical skill attainment using industry-based standards and, to the degree possible, resulting in an industry- recognized credential or certificate. The High Desert ESD region is conducting a pilot to measure technical skill attainment using established assessments from the National Occupational Competency Testing Institute (NOCTI). Central Oregon CTE programs will be assessing in Spring 2007 student attainment of technical skills in 17 different occupational areas.

Related Links and References . National Association of State Directors for Career and Technical Education Consortium (NASDCTEc): http://www.careertech.org . Association for Career and Technical Education (ACTE): http://www.acteonline.org . National Tech Prep Network (NTPN): http://www.cord.org/ntpn/ . College and Career Transition Initiative (CCTI): http://www.league.org/league/projects/ccti/index.html . Oregon Student Leadership Development Center: http://www.oregonsldc.com/foundation.htm

March 2007 DRAFT Oregon Transition Plan V1 5 U. S. Department of Education

Office of Vocational and Adult Education

* * * * * * * * * * *

The Carl D. Perkins

Career and Technical Education Act of 2006

STATE PLAN COVER PAGE

State Name: ___OREGON______

Eligible Agency Submitting Plan on Behalf of State:

Oregon Department of Education

March 2007 DRAFT Oregon Transition Plan V1 6 Person at, or representing, the eligible agency responsible for

answering questions on this plan:

Signature:

Name: Jim Schoelkopf

Position: Specialist, CTE & Perkins Administration

Telephone: ( 503 ) 947-5697

Email: [email protected]

Type of State Plan Submission (check one):

___ 6-Year Full Plan – FY 2007 – FY 2013

_X_ 1-Year Transition Plan – FY 2007-2008

Special Features of State Plan Submission (check all that apply):

_X_ Unified - Secondary and Postsecondary

___ Unified - Postsecondary Only

___ Title I only (All Title II funds have been consolidated under Title I)

_X_ Title I and Title II

March 2007 DRAFT Oregon Transition Plan V1 7 Oregon Department of Education

Office of Educational Improvement & Innovation

Oregon Department of Community College & Workforce Development

* * * * * * * * * * *

Carl D. Perkins Career & Technical Education Act of

2006 2007-2008 OREGON TRANSITION PLAN

* * * * * * * * * * *

CONTENTS

Program Design & Administration Page 3 Accountability & Evaluation Page 10 CTE Student Accountability Definitions Page 14 Accountability & Evaluation Performance Measurement Charts Page 15 Special Populations & Non-Traditional Occupations Page 22 Tech Prep Programs Page 29 Financial Requirements Page 30 Budget Tables Page 33 Assurances Page 35 Attachments Page 40

March 2007 DRAFT Oregon Transition Plan V1 9 It is the policy of the State Board of Education and a priority of the Oregon Department of Education that there will be no discrimination or harassment on the grounds of race, color, sex, marital status, religion, national origin, age or disability in any educational programs, activities, or employment. Persons having questions about equal opportunity and nondiscrimination should contact the State Superintendent of Public Instruction at the Oregon Department of Education, 255 Capitol Street NE, Salem, Oregon 97310; phone: (503) 947-5740; fax: (503) 378-4772; or TDD: (503) 378-2892. Perkins IV—2007-2008 Oregon Transition Plan Narrative

Program Design & Administration

Transition Plan Narrative Requirement Narrative Content Decision Points A. Statutory Requirements General overview of activities to be assisted: 2. You must describe the career and technical education . Development of the Plans of Study by high activities to be assisted that are designed to meet or schools and colleges through taskforce work. exceed the State adjusted levels of performance, . Refinement of the Oregon Skill Sets and including a description of- integration into the programs of study. . Development of sample model programs of study using the Oregon Skill Sets as the central construct. . Evaluation of Assessment tools/certifications to measure performance. . Communication of work progress regarding Plans of Study and implementation. . Development and support of professional development for partners . Alignment of the development of Perkins requirements with agency and statewide initiatives, e.g. diploma implementation, credit for proficiency, essential skills, standards and assessments, definitions, acceleration. . Participation in USDOE task groups relating to Program Design elements.

March 2007 DRAFT Oregon Transition Plan V1 10 (a) (a) (a) The career and technical education programs of . Each eligible school must have at least one . Adoption of the study, that may be adopted by local educational agencies approved Program of Study to be eligible for eligible school/college and postsecondary institutions to be offered as an option Perkins funds. criteria. to students (and their parents as appropriate) when . Over a five year period, each CTE approved planning for and completing future coursework, for career program will meet the new Program of Study and technical content areas that: criteria.

i. i. i. Incorporate secondary and postsecondary elements. . Central to Oregon’s Programs of Study will be . Adoption/interpretatio the Oregon Knowledge and Skill Sets aligned n of the Plan of Study with Oregon’s Academic Content Standards at definition. the secondary level; at the community college level, industry skill levels and General Education requirements. . Example models include nonduplicative instruction from the high school to community college and university and may include dual credit and course to course articulation.

ii. ii. ii. Include coherent and rigorous content, aligned with . High school plans of study and college . Will Tech Prep challenging academic standards, and relevant career and “Pathway roadmaps” will guide students and elements be technical content in a coordinated, nonduplicative teachers to employment, education options. incorporated in all progression of courses that align secondary and education . High skill, high wage or high demand Programs of Study? with postsecondary education to adequately prepare occupations will be key criteria for approval. students to succeed in postsecondary education. iii. iii. iii. May include the opportunity for secondary education . Consideration of the requirement of articulation . Will all programs of students to participate in dual credit or concurrent and dual credit as a part of Programs of study. study have dual credit enrollment programs or others ways to acquire and articulation? postsecondary education credits, and . Can Credit for Proficiency and Credit for prior learning be utilized? iv. . Acquisition of diplomas, certificates, degrees iv. iv. Lead to an industry recognized credential or certificate and industry credentials will be documented . To what level will at the postsecondary level, or an associate or through the existing data collection systems. secondary programs baccalaureate degree. will respond to labor market need and industry credentialing?

March 2007 DRAFT Oregon Transition Plan V1 11 (b) (b) (b) How you, in consultation with eligible recipients, will Initial recommendations of criteria for the . What are the develop and implement the career and technical program Programs of Study were developed with the implementation plan of study described in (a) above; Professional Technical Perkins Network; both elements? secondary and postsecondary participants were included. Additional reviews are required. . Vetting and adoption . Program design/development taskforces of example Plans of composed of a broad group of partners will be Study. convened; meetings will be conducted spring and summer 07 to further define the elements and criteria of the Programs of Study; we will identify how business and industry can continue to partner in education. . Example Programs of Study (elements, criteria) will be shared through Network meetings, professional development and the ODE and regional web resources. ( c) (c ) (c ) How you will support eligible recipients in developing . Criteria for articulation agreements and sample . Should articulation and implementing articulation agreements between articulation agreements will be provided. agreements align with secondary education and postsecondary education . Programs of study are expected to provide the Oregon Transfer institutions; alignment of Knowledge and skills identified in Module? the Oregon Skill Sets, with the outcomes defined by the industry focused community college and university programs. . The potential for a Block Transfer of the . Should statewide elements of the Program of Study will be articulation be examined. encouraged; if so what . Consideration of the use of the Oregon Transfer are the criteria? Module in the Program of Study; this could provide greater alignment and articulation opportunities. (d) (d)

March 2007 DRAFT Oregon Transition Plan V1 12 (d) How programs a the secondary level will make A variety of partners will be asked to assist in Identify priority available information about career and technical programs sharing the information and opportunities that communication venues. of study offered by eligible recipients; emerge from the Programs of Study: Identify and allocate . ODE & regional, high school, community resources. college web, brochure and catalog publication . Guidance Counselors . State Board of Education . OWIB, Regional Workforce Boards . Oregon Employment Dept . Pathways to Advancement website . OACTE Conference . Professional teacher orgs. . Vocational Rehabilitation . Workforce Partners . State School Superintendents . Oregon Career Information System . Oregon Network (single parents, displaced homemakers & single pregnant women)

(e) (e) (e) The secondary and postsecondary career and technical . ED Tech program and partners of ODE will . Recommendations and education programs to be carried out, including programs coordinate resources. adoption of methods that will be carried out by you, to develop, improve and . Technology partners and advisory group of incorporating expand access to appropriate technology in career and members will be included in the taskforces. existing resources into technical education programs. . Program approval criteria will include the Perkins programs. technology. (f) The criteria that you will use to approve eligible recipients for funds under the Act including criteria to asses the extent to which the local plan will: i. i. i. Promote continuous improvement in academic . Existing program approval criteria at both the . Should high school achievement; . secondary and community college level will be and community used during the transition year. colleges with aligned . Consider program approval modifications to programs have co- more approval? . closely align high schools and community college program approval in the next refinements. . The role of data . Semi-annual report, including data review will and be required. qualitative evaluation . Professional development will be encouraged in program renewal. and provided. . Sample methodologies and best practices for . Evaluation will be reviewed and shared.

March 2007 DRAFT Oregon Transition Plan V1 13 . Outstanding/exemplar programs will be recognized.

ii. ii. Promote continuous improvement of technical skill . Updates in workforce requirements will be attainment; and provided. ii. . Skill sets will be updated and refined. . What is the role of the . Tools for assessment will be reviewed. state in ensuring . Technical skill attainment will be promoted and technical skill attained through the Oregon’s Extended attainment in Application and Student leadership relationship to High activities/competition. Skill, High Wage, and High Demand? iii. iii. Identify and address current or emerging occupational . Oregon Employment Dept. (state and region) opportunities. will assist in identify emerging occupations iii. . Local advisory committees and business . What is Oregon’s partners will assist in determining local and definition of High Skill, regional trends and opportunities High Wage, High . Professional development for teachers and the Demand in PTE Network and teacher associations. relationship to emerging occupations? (g) How programs at the secondary level will prepare . Ensure representation of Special Populations on career and technical education students, including special the taskforce. populations, to graduate from secondary school with a . Coordination with the Statewide Youth diploma; Councils. . Inclusion of CTE teachers in statewide professional development which addresses Special Needs students . Technical support by teacher associations as requested (for special education guidance) . See Provisions of Service for Special Populations section.

March 2007 DRAFT Oregon Transition Plan V1 14 (h) How such programs will prepare career and technical . Dedicated funds to support course/programs education students, including special populations, for new emerging career opportunities will be academically and technically for opportunities in identified. postsecondary education or entry into high skill, high . CTE teacher collaboration in partnerships e.g. wage or high demand occupations in recent or emerging Math/Science will be integrated instruction occupations and how participating students will be made partnership will be supported. aware of such opportunities; . Dedicated funding support for instruction in new, integrated courses, for preservice i. At the secondary level that are aligned with rigorous teachers or alternatively licensed CTE teachers and challenging academic content standards and student will be encouraged. academic achievement standards developed by the State . Technical assistance for curriculum developers and workforce trainers in aligning instruction to ii. At the postsecondary level that are relevant and industry standards will be provided. challenging; and . Communication and coordination with guidance counselors and support services will be integral iii. That lead to employment in the high skill high wage or to the development and implementation of the high demand occupations. Plans of Study. . The Career Cluster Plans of Study, College Pathway Roadmaps and Oregon’s Education Plan and Profile will be incorporated into the Program of Study elements/criteria. . Oregon’s credit for proficiency and diploma requirements will be incorporated into the elements/criteria for the Plans of Study. . CTE Plans of Study instruction will be aligned with industry standards. . Advisory committees composed of industry representatives will help identify program knowledge, skills, experiences and outcomes. . Certifications resulting from instruction in Career and Technical Education/Workforce will be identified in college Pathways roadmaps. (j) (j) How you will facilitate and coordinate communications Partner organizations and their resources will be on best practices among successful recipients of Tech used to assist in communication e.g., Prep program grants under Title II and other eligible . Oregon Association of Career and Technical recipients to improve program quality and student Educators achievement; . Regional CTE Network meetings . Newsletters- CTE Bulletin Board . ODE website . League of Innovation . Coordinated professional development . Statewide Pathways Initiative

March 2007 DRAFT Oregon Transition Plan V1 15 (k) (k) (k) How funds will be used to effectively link academic . See Financial Requirements section . Will there be and career and technical education at the secondary level . Oregon’s required Program of Study will be incentives for and at the postsecondary level in a manner that increases aligned and linked between secondary and exemplar Programs of student academic and technical education programs in postsecondary programs. Study? order to adequately evaluate the extent of such . Professional development/technical assistance . integration. [Sec. 122(c)(1)(A)-(L0] relating to the interpretation and use of . Will there be program data will be provided. incentives for high schools and community colleges that seek co-approval?

(l) (l) (l) How you will report on the integration of coherent and Qualitative analysis indicators will be identified, . What will be Oregon’s rigorous content aligned with challenging academic e.g. policy/ methodology standards in career and technical education program s in . Alignment of skill sets with standards for reporting academic order to adequately evaluate the extent of such . Incorporation of CTE in meeting diploma integration? integration. . Identification of Promising Practices by regional coordinators, teacher and professional organizations . Identification of technical/academic content in sample curricula . The frequency of teacher preparation courses offered in an integrated format- (Agriculture & Science) . CTE teacher acquisition of Science, English or Math credential . Professional development coordinated between disciplines

A. Statutory Requirements

8. You must describe how you will provide local educational agencies, area career and technical education schools, and eligible institutions in the State with technical assistance [Sec. 122(c)(15)]

March 2007 DRAFT Oregon Transition Plan V1 16 B. Other Department Requirements

1. You must submit a copy of your local application or See attachments plans for secondary and postsecondary eligible recipients, which will meet the requirements in section 134(b) of the Act. (2) 2. You must provide a description of your State’s . The Oregon Department of Education (ODE), governance structure for career and technical education, by authority of the State Board of Education, including the approximate number of eligible recipients at serves as the Perkins eligible agency for both secondary and postsecondary levels. Oregon. . ODE provides administration for secondary and postsecondary CTE programs and Perkins grant management. Secondary CTE administration is conducted as part of the state’s PK-12 services provided by ODE. Postsecondary CTE administration is conducted through an inter- agency agreement between ODE and the Oregon Department of Community College & Workforce Development. . The ODE Office of Educational Improvement & Innovation is assigned CTE and Perkins grant administration responsibilities for both secondary and postsecondary programs. . ODE’s Assistant Superintendent for the Office of Educational Improvement & Innovation serves as Oregon’s State Director for CTE. . Daily operational supervision for CTE administration and Perkins grant management is assigned to the Director of Secondary- Postsecondary Transitions. . The CTE unit within the Office of Educational Improvement and Innovation provide grant services to 59 eligible recipients. Some eligible recipients are fiscal agents for both a Perkins Basic Grant and a Perkins Tech Prep Grant. See attachment for an Eligible Recipient Award Summary.

March 2007 DRAFT Oregon Transition Plan V1 17 Perkins IV—2007-2008 Oregon Transition Plan Narrative

Accountability & Evaluation

Transition Plan Narrative Requirement Narrative Content A. Statutory Requirements (1) 1. You must describe procedures you will use to obtain input from . Oregon’s eligible agency—Oregon Department of Education—will eligible recipients in establishing measurement definitions and establish a stakeholder taskforce specific to Perkins accountability approaches for the core indicators of performance for career and and evaluation that will guide measurement definitions and technical education students at the secondary and postsecondary approaches levels, as well as for any other additional indicators of . Consultation and input will be solicited from the community performance identified by the eligible agency. [Sec. 113(b)(1) college Institutional Researchers (A)-(B), sec. 113(b)(2)(A)-(C)] . Consultation and input will be solicited from Oregon’s Regional CTE Network

(2) 2. You must describe the procedures you will use to obtain input . Secondary and postsecondary eligible recipients will be invited to from eligible recipients in establishing a State adjusted level of participate on the Accountability & Evaluation Taskforce performance for each of the core indicators of performance for . Secondary and postsecondary eligible recipients will be career and technical education students at the secondary and represented by routinely engaged members of Institutional postsecondary levels, as well as State levels of performance for Researchers and the Regional CTE Network any additional indicators of performance identified by the eligible . Representatives from community college Institutional Researchers agency. [Sec. 122(c)(10)(A), sec. 113(b)(3)(B)] and the Regional CTE Network will be participants of the Accountability & Evaluation Taskforce for establishing State adjusted levels of performance for the core indicators . Consideration of current performance data will be a baseline for establishing State adjusted levels of performance for the core indicators

(3) 3. You must identify, on the forms in Part C of this guide, the valid . Transition plan required performance measures for secondary and reliable measurement definitions and approaches that you academic indicators of reading (1S1), writing (1S3) and will use for each of the core indicators of performance for career mathematics (1S2) and the secondary graduation (4S1) and technical education students at the secondary and indicator are already identified as valid and reliable because of postsecondary/adult levels, as well as any additional indicators of alignment with Oregon’s ESEA performance levels. performance identified by the eligible agency, that are valid and . Measurement approaches will be based on a secondary reliable. You must describe how your proposed definitions and concentrator definition. measures are valid and reliable. [Sec. 113(b)(2)(A)-(B)]

March 2007 DRAFT Oregon Transition Plan V1 18 (4) 4. You must describe how, in the course of developing core . Secondary academic and graduation performance levels and indicators of performance and additional indicators of approaches will use Oregon’s ESEA statewide assessment data to performance, you will align the indicators, to the greatest extent measure CTE concentrator performance possible, so that information substantially similar to that gathered . Postsecondary performance will be established in collaboration for other State and Federal programs, or for any other purpose, is community college accreditation evaluation frameworks used to meet the Act’s accountability requirements. [Sec. 113(b) . To the degree possible, Perkins accountability will collaborate with (2)(F)] the Oregon’s statewide career pathway evaluation framework

(5) 5. On the forms provided in Part C of this guide, you must provide, . FAUPL is attached in the Appendix. for the first two years covered by the State plan (July 1, 2007 – June 30, 2008 and July 1, 2008 – June 30, 2009), performance levels for each of the core indicators of performance, except that States submitting one-year transition plans are only required to submit performance levels for part of the indicators as discussed above. For performance levels that are required, the States’ performance levels, at a minimum, must be expressed in a percentage or numerical form, so as to be objective, quantifiable, and measurable; and require the State to continually make progress toward improving the performance of career and technical education students. [Sec. 113(b)(3)(A)(i)-(ii)]

(6) 6. You must describe your process for reaching agreement on local . State adjusted levels of performance will be developed in adjusted levels of performance if an eligible recipient does not consultation with Regional CTE Network and Institutional accept the State adjusted levels of performance under section Researchers 113(b)(3) of the Act and ensuring that the established . State adjusted levels of performance will be reviewed by eligible performance levels will require the eligible recipient to continually recipients along with analysis of historical performance data make progress toward improving the performance of career and . Eligible recipients may submit local adjusted levels of technical education students. [Sec. 113(b)(4)(A)(i)(II); sec. performance for Oregon Department of Education consideration if 122(c)(10)(B)] local data analysis indicates the need for a growth model that will require extended time to meet the State adjusted levels of performance . Negotiations with eligible recipient administrators will occur to set local adjusted levels of performance

(7) 7. You must describe the objective criteria and methods you will use . Use transition year to develop criteria to allow an eligible recipient to request revisions to its local . Criteria could include adjusted levels of performance if unanticipated circumstances  Analysis of historical performance data arise with respect to an eligible recipient. [Sec. 113(b)(4)(A)(vi)]  Strength of local improvement plan that leads to adopting State adjusted levels of performance

March 2007 DRAFT Oregon Transition Plan V1 19 (8) 8. You must describe how you will report data relating to students . Description existing reporting system including: participating in career and technical education programs in order  Secondary CTE student and course enrollment data to adequately measure the progress of the students, including  Records match with secondary statewide assessment data and special populations and students participating in tech prep consolidated student reports programs, if applicable, and how you will ensure that the data  Records match with postsecondary student data reported to you from local educational agencies and eligible  Records match with Employment and FEDES data institutions, and the data that you report to the Secretary, are . Synthesis of Perkins annual reports including local analysis of complete, accurate, and reliable. [Sec. 122(c)(13); sec 205]. student performance data . Web-based instructions, technical guides and regular professional development are provide to assure submission of complete, accurate and reliable data

(9) 9. You must describe how your State plans to enter into an . Processes used to reach agreement with a consortia eligible agreement with each consortium receiving a grant under Perkins recipient will be the same as with an individual LEA eligible IV to meet a minimum level of performance for each of the recipient performance indicators described in section 113(b) and 203(e) of the Act. [Sec. 204(e)(1)] (10) 10. You must describe how you will annually evaluate the . Local eligible recipients will access their local levels of effectiveness of career and technical education programs, and performance on the CTE student performance data website describe, to the extent practicable, how you are coordinating . Website data includes performance charts that can be used to those programs with other Federal programs to ensure non- compare CTE student performance with other Federal programs. duplication. [Sec. 122(c)(8)] Secondary academic and graduation data is shared data with ESEA performance data. Postsecondary student performance data is extracted from the single community college student reporting system. . ODE will conduct a synthesis of eligible recipient Perkins annual reports which includes a local analysis of student performance data

C. Other Department Requirements

1. Except as noted above with respect the States submitting one-year transition plans, you must provide all the information requested on the forms provided in Part C of this guide to report accountability data annually to the Secretary under section 113(c)(1)-(2), including: (a) (a) The student definitions that you will use for the secondary . See attached definitions core indicators of performance and the postsecondary core indicators of performance;

March 2007 DRAFT Oregon Transition Plan V1 20 (b) (b) Baseline data for the core indicators of performance under . Use 2005-2006 AYP target for the required transition performance section 113(b)(2) using data from the most-recently measures of secondary reading, mathematics and, for Oregon, completed program year, except that, for the indicators writing. Secondary graduation will be calculated for CTE for which your State must use your State’s standards, graduates using Oregon’s AYP performance. assessment, and graduation rates adopted under Title I of the ESEA, if your State chooses to use its AMOs (Annual Measurement Objectives) and targets under the ESEA, you will not need to submit baseline data; and (c) (c) Proposed performance levels as discussed above, except . Oregon has requested OVAE to pre-populate the forms in Part C that, for the indicators for which your State must use your with Oregon’s AMOs for 2007-2008 and 2008-2009 program State’s standards, assessments, and graduation rates years adopted under Title I of the ESEA, if your State chooses to use its AMOs under the ESEA, you will only have to confirm this information with your Regional Accountability Specialist. Upon your request, the Regional Accountability Specialist will pre-populate the forms in Part C with your State’s AMOs for the 2007-08 and 2008-09 program years and send the forms for you to finish completing. (2) 2. You must identify the program areas for which the State has . Prior to Perkins IV, Oregon has used Grade Point Average (GPA) technical skill assessments, the estimated percentage of CTE as the measure for technical skill attainment. Oregon has not students who take technical skill assessments, and the State’s monitored eligible recipients on the use of technical skill plan for increasing the coverage of programs and students assessments. We know anecdotally of CTE student technical skill reported in future program years. attainment being measured by industry-recognized assessments such as NATEF for automotive, ProStart for culinary, CNA for health and NOCTI assessments in 17 career areas. . Oregon estimates less than 10% of CTE concentrator technical skill attainment is being measure by technical skill assessments. . Oregon is conducting a regional technical skill assessment pilot during 2006-2007 as “proof of concept” for the use of a standardized assessment protocol to measure technical skill attainment. . Oregon will use the transition year to develop a standardized state-endorsed, locally implemented technical assessment framework for 2008-2009 implementation. . The technical skill assessment framework implementation will include a timeline for bringing technical skill assessments to scale in all approved CTE cluster areas by 2012-2013.

March 2007 DRAFT Oregon Transition Plan V1 21 2007-2008 Perkins IV Transition Plan

CTE & TECH PREP STUDENT ACCOUNTABILITY DEFINITIONS

Pending negotiation with the U.S. Dept. of Education, OVAE

A. Secondary

Participant – A secondary student who has earned one (1) or more credits in any career and technical education (CTE) program area.

Concentrator – . A secondary student who has earned three (3) or more credits in a single CTE program area (e.g., health care or business services), or two (2) credits in a single CTE program area, but only in those program areas where 2 credit sequences at the secondary level are recognized by the State and/or its local eligible recipients.

B. Postsecondary

March 2007 DRAFT Oregon Transition Plan V1 22 Participant – A postsecondary student who has earned one (1) or more credits in any CTE program area.

Concentrator – . A postsecondary student who: (1) completes at least 12 academic or CTE credits within a single CTE program area sequence that is comprised of 12 or more academic and technical credits and terminates in the award of an industry-recognized credential, a certificate, or a degree; or (2) completes a short-term CTE program sequence of less than 12 credit units that terminates in an industry-recognized credential, a certificate, or a degree.

C. Tech Prep

Secondary – A secondary education Tech Prep student is a secondary education student who has enrolled in 2 courses in the secondary education component of a tech prep program.

Postsecondary – A postsecondary education Tech Prep student is a postsecondary education student who: . has completed the secondary education component of a tech prep program; and . has enrolled in the postsecondary education component of a tech prep program at an institution of higher education.

II. FINAL AGREED UPON PERFORMANCE LEVELS FORM (FAUPL)

A. SECONDARY LEVEL

March 2007 DRAFT Oregon Transition Plan V1 23 Column Column Column Column Column Column 1 2 3 4 5 6 Indicator & Measurement Measurement Baseline Year One Year Two Citation Definition Approach (7/1/06- 7/1/07- 7/1/08- 6/30/07) 6/30/08 6/30/09 1S1 Numerator: Number of CTE concentrators State and who have met the proficient or advanced level Academic Local Attainment – on the Statewide high school reading/language arts assessment Administrat B: L: Will be L: Will be Reading/Languag administered by the State under Section ive 50.00% pre-populated pre-populated e Arts 1111(b)(3) of the Elementary and Secondary at the request at the request 113(b)(2)(A)(i) Education Act (ESEA) as amended by the No Records of the State of the State Child Left Behind Act based on the scores that were included in the State’s computation of adequate yearly progress (AYP) and who, in A: A: the reporting year, left secondary education. Denominator: Number of CTE concentrators who took the ESEA assessment in reading/language arts whose scores were included in the State’s computation of AYP and who, in the reporting year, left secondary education. 1S2 Numerator: Number of CTE concentrators State and who have met the proficient or advanced level Academic Local Attainment - on the Statewide high school mathematics assessment administered by the State under Administrat B: L: Will be L: Will be Mathematics Section 1111(b)(3) of the (ESEA) as amended ive 49.00% pre-populated pre-populated 113(b)(2)(A)(i) by the No Child Left Behind Act based on the at the request at the request scores that were included in the State’s Records of the State of the State computation of adequate yearly progress (AYP) and who, in the reporting year, left secondary education. A: A: Denominator: Number of CTE concentrators who took the ESEA assessment in mathematics whose scores were included in the State’s computation of AYP and who, in the reporting year, have left secondary education.

March 2007 DRAFT Oregon Transition Plan V1 24 Column Column Column Column Column Column 1 2 3 4 5 6 Indicator & Measurement Measurement Baseline Year One Year Two Citation Definition Approach (7/1/06- 7/1/07- 7/1/08- 6/30/07) 6/30/08 6/30/09 1S3 Numerator: Number of CTE concentrators State and who have met the proficient or advanced level Academic Local Attainment – on the Statewide high school writing assessment administered by the State under Administrat B: L: Will be L: Will be Writing Section 1111(b)(3) of the Elementary and ive 50.00% pre-populated pre-populated [Oregon Secondary Education Act (ESEA) as at the request at the request Additional amended by the No Child Left Behind Act Records of the State of the State Measure] based on the scores that were included in the State’s computation of adequate yearly progress (AYP) and who, in the reporting A: A: year, left secondary education. Denominator: Number of CTE concentrators who took the ESEA assessment in writing whose scores were included in the State’s computation of AYP and who, in the reporting year, left secondary education. 2S1 Numerator: Number of CTE concentrators Technical Skill who passed technical skill assessments that L: L: Attainment are aligned with industry-recognized standards, if available and appropriate, during B: 113(b)(2)(A)(ii) the reporting year. A: A:

Denominator: Number of CTE concentrators who took the assessments during the reporting year.

March 2007 DRAFT Oregon Transition Plan V1 25 Column Column Column Column Column Column 1 2 3 4 5 6 Indicator & Measurement Measurement Baseline Year One Year Two Citation Definition Approach (7/1/06- 7/1/07- 7/1/08- 6/30/07) 6/30/08 6/30/09 3S1 Numerator: Number of CTE concentrators State and Secondary School who earned a regular secondary school Local B: L: L: Completion diploma, earned a General Education Development (GED) credential as a State- Administrat 91.56% 113(b)(2)(A)(iii)(I- recognized equivalent to a regular high school ive A: A: III) diploma (if offered by the State) or other State-recognized equivalent (including Records recognized alternative standards for individuals with disabilities), or earned a proficiency credential, certificate, or degree, in conjunction with a secondary school diploma (if offered by the State) during the reporting year.

Denominator: Number of CTE concentrators who left secondary education during the reporting year.

4S1 Numerator: Number of CTE concentrators State and who, in the reporting year, were included as Student Local B: L: Will be L: Will be Graduation Rates graduated in the State’s computation of its graduation rate as described in Section Administrat 68.10% pre-populated pre-populated 113(b)(2)(A)(iv) 1111(b)(2)(C)(vi) of the ESEA. at the request at the request ive of the State of the State Denominator: Number of CTE concentrators Records who, in the reporting year, were included in the State’s computation of its graduation rate A: A: as defined in the State’s Consolidated Accountability Plan pursuant to Section 1111(b)(2)(C)(vi) of the ESEA.

March 2007 DRAFT Oregon Transition Plan V1 26 Column Column Column Column Column Column 1 2 3 4 5 6 Indicator & Measurement Measurement Baseline Year One Year Two Citation Definition Approach (7/1/06- 7/1/07- 7/1/08- 6/30/07) 6/30/08 6/30/09 5S1 Numerator: Number of CTE concentrators State and Secondary who left secondary education and were Local B: L: L: Placement placed in postsecondary education or advanced training, in the military service, or Administrat 91.43% 113(b)(2)(A)(v) employment in the second quarter following ive A: A: the program year in which they left secondary education (i.e., unduplicated placement status Records for CTE concentrators who graduated by June 30, 2007 would be assessed between October 1, 2007 and December 31, 2007).

Denominator: Number of CTE concentrators who left secondary education during the reporting year.

6S1 Numerator: Number of CTE participants State and Nontraditional from underrepresented gender groups who Local B: L: L: Participation participated in a program that leads to employment in nontraditional fields during the Administrat 55.19% 113(b)(2)(A)(vi) reporting year. ive A: A: Records Denominator: Number of CTE participants who participated in a program that leads to employment in nontraditional fields during the reporting year.

March 2007 DRAFT Oregon Transition Plan V1 27 6S2 Numerator: Number of CTE concentrators State and Nontraditional from underrepresented gender groups who Local B: L: L: Completion completed a program that leads to employment in nontraditional fields during the Administrat 88.47% 113(b)(2)(A)(vi) reporting year. ive A: A: Records Denominator: Number of CTE concentrators who completed a program that leads to employment in nontraditional fields during the reporting year.

March 2007 DRAFT Oregon Transition Plan V1 28 III. FINAL AGREED UPON PERFORMANCE LEVELS FORM (FAUPL)

B. POSTSECONDARY/ADULT LEVEL

Column Column Column Column Column Column 1 2 3 4 5 6 Indicator & Measurement Measurement Baseline Year One Year Two Citation Definition Approach (7/1/06- 7/1/07- 7/1/08- 6/30/07 6/30/08 6/30/09

March 2007 DRAFT Oregon Transition Plan V1 29 1P1 Numerator: Number of CTE Technical Skill concentrators who passed technical skill B: L: L: Attainment assessments that are aligned with industry- 113(b)(2)(B)(i) recognized standards, if available and appropriate, during the reporting year. A: A:

Denominator: Number of CTE concentrators who took technical skill assessments during the reporting year.

2P1 Numerator: Number of CTE State and Credential, concentrators who received an industry- Local B: L: L: Certificate, or recognized credential, a certificate, or a degree during the reporting year. Administrat 58.39% Degree 113(b)(2)(B)(ii) ive A: A: Denominator: Number of CTE Records concentrators who left postsecondary education during the reporting year.

March 2007 DRAFT Oregon Transition Plan V1 30 Column Column Column Column Column Column 1 2 3 4 5 6 Indicator & Measurement Measurement Baseline Year One Year Two Citation Definition Approach (7/1/06- 7/1/07- 7/1/08- 6/30/07 6/30/08 6/30/09 3P1 Numerator: Number of CTE State and Student Retention concentrators who remained enrolled in their Local B: L: L: or Transfer original postsecondary institution or transferred to another 2- or 4-year Administrat 113(b)(2)(B)(iii) postsecondary institution during the ive A: A: reporting year and who were enrolled in postsecondary education in the fall of the Records previous reporting year.

Denominator: Number of CTE concentrators who were enrolled in postsecondary education in the fall of the previous reporting year and who did not earn an industry-recognized credential, a certificate, or a degree in the previous reporting year.

4P1 Numerator: Number of CTE State and Student Placement concentrators who were placed or retained Local B: L: L: 113(b)(2)(B)(iv) in employment, or placed in military service or apprenticeship programs in the 2nd quarter Administrat 89.83% following the program year in which they left ive A: A: postsecondary education (i.e., unduplicated placement status for CTE concentrators who Records graduated by June 30, 2007 would be assessed between October 1, 2007 and December 31, 2007).

Denominator: Number of CTE concentrators who left postsecondary education during the reporting year.

March 2007 DRAFT Oregon Transition Plan V1 31 Column Column Column Column Column Column 1 2 3 4 5 6 Indicator & Measurement Measurement Baseline Year One Year Two Citation Definition Approach (Indicate 7/1/07- 7/1/08- Year) 6/30/08 6/30/09 5P1 Numerator: Number of CTE participants State and Nontraditional from underrepresented gender groups who Local B: L: L: Participation participated in a program that leads to employment in nontraditional fields during Administrat 16.84% 113(b)(2)(B)(v) the reporting year. ive A: A: Records Denominator: Number of CTE participants who participated in a program that leads to employment in nontraditional fields during the reporting year.

5P2 Numerator: Number of CTE State and Nontraditional concentrators from underrepresented Local B: L: L: Completion gender groups who completed a program that leads to employment in nontraditional Administrat 20.42% 113(b)(2)(B)(v) fields during the reporting year. ive A: A: Records Denominator: Number of CTE concentrators who completed a program that leads to employment in nontraditional fields during the reporting year.

March 2007 DRAFT Oregon Transition Plan V1 32 Perkins IV—2007-2008 Oregon Transition Plan Narrative

Provision of Services for Special Populations & Non-Traditional Occupations

Transition Plan Narrative Requirement Narrative Content A. Statutory Requirements 1. You must describe your program strategies for special populations listed in Section 3(29) of the Act, --Individuals with disabilities, --Individuals from economically disadvantaged families, including foster children, --individuals preparing for nontraditional fields, --single parents, including single pregnant women, --displaced homemakers, --individuals with limited English proficiency including a description of how individuals who are members of the special populations— (a) (a)Will be provided with equal access to activities . The Local Perkins Planning Guide for Oregon requires the assisted under the Act. eligible secondary and post-secondary sub-recipients to:  “Review CTE programs, and identify and adopt strategies to overcome barriers that result in lowering rates of access to or lowering success in the programs for special populations”, and  “Describe how funds will be used to promote preparation for fields which are nontraditional by gender”, in order to receive funding.

. School District, Consortium and Community College administrators must sign off on assurances guaranteeing access by members of special populations to CTE programs.

. Oregon Administrative Rule #581-015-0035 requires that school districts operating or initiating special education programs shall have their programs approved by the State Superintendent of Public Instruction in order to qualify such programs for state reimbursement.

As part of this process districts shall subscribe to the following:  Special education instructional programs in the district shall include a continuum of services to meet the individual special education needs of all resident children with disabilities.  Special education shall be established and conducted as an March 2007 DRAFT Oregon Transition Plan V1 33 Transition Plan Narrative Requirement Narrative Content integral part of the district's regular school program;  Children who require special education have the same rights and privileges provided to other children.

. Oregon Administrative Rule #581-015-0037 requires that school districts shall identify, locate and evaluate all resident children who may have a disability and who may need special education services including highly mobile children with disabilities (such as migrant and homeless children).

(b) (b) Will not be discriminated against on the basis of their . The Oregon Targeting Plan, developed for the U.S. Department status as members of special populations; and of Education - Office for Civil Rights, identifies those school districts and community colleges with disparate enrollment in CTE programs by students with disabilities, minority students, ELL students and students by gender. Identified sites are scheduled for onsite civil rights reviews.

. The Local Perkins Planning Guide for Oregon requires the eligible secondary and post-secondary sub-recipients to:  “Describe how individuals who are members of special populations will not be discriminated against on the basis of their status as members of the special populations”, in order to receive funding.

. Oregon Perkins Nontraditional Occupation secondary & post-secondary grant funds aim at increasing numbers of students in programs leading to careers that are nontraditional by gender.

. A member of the ODE Perkins Work Group will serve on the Oregon Workforce Investment Board, “Statewide Youth Council” subcommittee and can initiate discussions & strategies with foster care providers & regulating agencies.

. Oregon's Comprehensive Guidance & Counseling (CGC) Framework (upon which statewide CGC program implementation is based) includes a unique content component of "Student Advocacy" to ensure educational equity/social justice for each and every student.

While Student Advocacy/Educational Equity/Social Justice is

March 2007 DRAFT Oregon Transition Plan V1 34 Transition Plan Narrative Requirement Narrative Content implied in national school counseling models, Oregon took this long accepted model one step further and acknowledged that disparities in student academic success exist when student outcome data are disaggregated by sex, race, English language proficiency, individuals with disabilities or most other factors than can separate individual or groups of students.

Thus, Oregon's CGC programs are designed to use disaggregated student outcome data to improve CGC programs that create systemic change to ensure that all students are equitably served.

(c) (c) Will be provided with programs designed to enable the . The Local Perkins Planning Guide for Oregon requires the special populations to meet or exceed State adjusted levels eligible sub-recipients to: of performance, and how you will prepare special  “Provide programs that are designed to enable the specials populations for further learning and for high-skill, high- populations to meet the levels of performance,” and wage, or high-demand occupations. [Sec. 122(c)(9)(A)-  “Provide activities to prepare special populations, including (C)] single parents and displaced homemakers, for high skill, high wage, or high demand occupations that will lead to self- sufficiency” in order to receive funding.

. Through an agreement with the Department of Community Colleges and Workforce Development, an ODE staff member serves as liaison to the Oregon Network of programs providing services to single parents, displaced homemakers & single pregnant women, bringing them together twice annually for professional development & best practices workshops.

. Oregon Perkins Nontraditional Occupation secondary and post-secondary grant funds also aim at increasing academic and skill attainment rates for students in programs leading to careers that are nontraditional by gender.

. Oregon is working to implement Comprehensive Guidance & Counseling (CGC) Programs to address each and every student’s academic, career, personal/social development and community involvement. These programs are designed to enable each student to succeed in school and beyond high school into continuing education and employment.

. ODE has actively trained staff in districts working to fully March 2007 DRAFT Oregon Transition Plan V1 35 Transition Plan Narrative Requirement Narrative Content implement a CGC program to use student outcome data to improve their educational programs and/or create systemic change to ensure that "each and every" student is assisted with his/her academic, career, personal/social development and community involvement. ODE specifically provided training to districts on "School Counselor Accountability: A MEASURE of Student Success" to teach district leaders how to examine their student outcome data and provide remedies to eliminate disparities through systemic changes that describe what administrators, academic and CTE teachers, counselors, parents, students and other appropriate stakeholders do to better serve students identified as needing assistance in the educational system.

The difference between what Oregon is doing with CGC programs and most other states, is that Oregon is striving to create whole educational systems where all adults in the school/district work together to create an educational program that addresses and serves each and every student. Rather than designing only "counseling programs," Oregon's CGC programs are whole educational programs where administrators, academic and CTE teachers, counselors and other key stakeholders use their best knowledge and skills together to create an educational system that personalizes education toward the success of each and every student.

. IDEA 2004—The purpose of IDEA 2004 is to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living.

. Oregon Administrative Rule #581-015-0068 requires that each student eligible for special education shall have an individualized education program (IEP). Beginning at age 16, the IEP must include a statement of the needed transition services for the student, and if appropriate, a statement of the interagency responsibilities or any needed linkages.

"Transition services" means a coordinated set of activities for a student with a disability that:

 Is designed within an outcome-oriented process, that

March 2007 DRAFT Oregon Transition Plan V1 36 Transition Plan Narrative Requirement Narrative Content promotes movement from school to post school activities, including postsecondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;  Is based on the individual student's needs, taking into account the student's preferences and interests; and  Includes: a) Instruction; b) Related services; c) Community experiences; d) The development of employment and other post school adult living objectives; and e) If appropriate, acquisition of daily living skills and functional vocational evaluation.

. The Oregon Department of Education (ODE) and the Transition Advisory Committee (TAC) of the State Advisory Council for Special Education (SACSE) have convened a Special Education High School Diploma Task Force. The purpose of this task force is to determine the potential impact for students with disabilities resulting from the changes to the Oregon diploma requirements.

. Post School Outcome Data Collection—Indicator #14 of the Oregon Special Education State Performance Plan requires that school districts must collect, and Oregon Department of Education (ODE) must report to the Federal Office of Special Education Programs, the percentage of all students with disabilities who are no longer in high school (this includes students with disabilities who drop out, graduate, and age out) and who are competitively employed1 or attending post-secondary school2. ODE is using a combination of census and stratified sampling to collect post school outcome data.

. The Cooperative (Inter-Agency) Agreement between the Oregon Department of Human Services and the Oregon Department of Education (ODE) notes: “The purpose of this cooperative agreement is to set forth the commitments of the ODE and Oregon Vocational Rehabilitation Services (OVRS) to cooperate in activities leading to a successful transition for students with disabilities from a free and appropriate public 1Competitive employment is work in the competitive labor market that is performed on a full-time or part-time basis in an integrated setting, and for which an individual is compensated at or above the minimum wage, but not less than the customary wage and level of benefits paid by the employer for the same or similar work performed by individuals who are not disabled. 2 Postsecondary education is defined as course work at any college, university, community college, trade school, distance learning, or vocational training school. March 2007 DRAFT Oregon Transition Plan V1 37 March 2007 DRAFT Oregon Transition Plan V1 38 Perkins IV—2007-2008 Oregon Transition Plan Narrative

Tech Prep Programs

Transition Plan Narrative Requirement Narrative Content A. Statutory Requirements (1) 1. You must describe the competitive basis or formula you will use to . Oregon will fund 18 regional consortia to sustain Tech Prep award grants to tech-prep consortia. [Sec. 203(a)(1)] activities . Oregon will use a formula distribution for Tech Prep. . The Perkins IV Tech Prep formula distribution will transition over 3 years from the current Tech Prep formula based on CTE participation to the desired formula based on Tech Prep unduplicated headcount.  Year 1: Base of $15,000 for each consortium; 75% based on CTE secondary & postsecondary participation in the consortium; 25% based on unduplicated Tech Prep headcount in the consortium.  Year 2: Base of $15,000 for each consortium; 25% based on CTE secondary & postsecondary participation in the consortium; 75% based on unduplicated Tech Prep headcount in the consortium.  Year 3 and beyond: Base of $15,000 for each consortium; 100% based on unduplicated Tech Prep headcount in the consortium.

. Consolidated local transition plan including both Basic and Tech Prep formula grants.

B. Other Department Requirements (1) . Attach copy of 2007-2008 Perkins IV Local Plan Guide 1. You must submit a copy of the local application form(s) used to . Attach copy of 2007-2008 Tech Prep Preliminary Allocations award tech prep funds to consortia and a copy of the technical review criteria used to select winning consortia, if funds are awarded competitively.

March 2007 DRAFT Oregon Transition Plan V1 39 Perkins IV—2007-2008 Oregon Transition Plan Narrative

Financial Requirements

Transition Plan Narrative Requirement Narrative Content Decision Points A. Statutory Requirements (1) 1. You must describe how your agency will allocate funds . Oregon will allocate funds made under section 111 as it receives through the allotment made under section prescribed by the allotments in section 112. 111 of the Act, including any funds that you choose to . Oregon will utilize the Reserve fund at 5% for the first consolidate under section 202(2) of the Act, will be year and 10% for the remainder of the Act allocated among career and technical education at the authorization. secondary level, or career and technical education at . Of the allotment allocated to eligible recipients, 50% the postsecondary and adult level, or both, including will be allocated to secondary recipients and 50% will the rationale for such allocation. [Sec. 122(c)(6)(A); be allocated to postsecondary recipients. Sec. 202(c)]  The 50%/50% split is based on the number of student participating in CTE  The split has historically encouraged and sustained secondary-postsecondary partnership in Oregon’s 18 CTE regions . Oregon will not be allocating funds specifically for adult programs beyond what is allocated to postsecondary CTE programs . Oregon will maintain Basic grant allotments separate from Tech Prep grant allotments

(2) 2. You must provide the specific dollar allocations made . Attach 2007-2008 preliminary Basic Grant allocation available by the eligible agency for career and technical spreadsheet education programs under section 131(a)-(e) of the Act . Grant awards will be issued to eligible recipients—a and how these allocations are distributed to local local school district, education service district as fiscal educational agencies, area career and technical agenda for a consortium, or a community college either education schools, and educational service agencies as an individual grantee or as fiscal agent for a within the State. [Section 131(g); Sec. 202(c)] consortium. Total of 63 Basic Grant recipients and 18 Tech Prep Grant recipients . Allocations will be awarded by the Oregon Department of Education through official grant award notifications as authorized by the State Board of Education

3. You must provide the specific dollar allocations made available by the eligible agency for career and technical March 2007 DRAFT Oregon Transition Plan V1 40 education programs under section 132(a) of the Act and how these allocations are distributed to postsecondary institutions within the State. [Section 122(c)(6)(A); Sec. 202(c)] (4) 4. You must describe how your agency will allocate any of . Funds to a consortium will be allocated using the same those funds among any consortia that will be formed formula distribution as an individual school district or among secondary schools, and how funds will be community college. In the case of a consortium with allocated among the members of the consortia, both secondary recipients and postsecondary including the rationale for such allocation. [Sec. 122(c) recipients, the individual formula calculations will be (6)(B); Sec. 202(c)] combined for the consortia grant award . Funds allocated within the consortia will be described and approved based on the submission of the consortia’s annual program plan, budget narrative and spending workbook . Allocation of funds within the consortia will be based on the planning processes used by the members of the consortia and facilitated by the designated consortia coordinator and fiscal agent

5. You must describe how your agency will allocate any of those funds among any consortia that will be formed among postsecondary institutions, and how funds will be allocated among the members of the consortia, including the rationale for such allocation. [Sec. 122(c) (6)(B); Sec. 202(c)] (6) 6. You must describe how you will adjust the data used to . Data used to make allocations is reviewed and updated make the allocations to reflect any change in school annually through the annual data collection systems district boundaries that may have occurred since the used by the secondary and postsecondary sectors population and/or enrollment data was collected, and . Oregon’s Annual CTE Program Review cycle is used to include local educational agencies without geographical maintain an accurate database of eligible recipients and boundaries, such as charter schools and secondary any changes to school district boundaries, charter schools funded by the Bureau of Indian Affairs. [Sec. schools. Oregon has no secondary schools funded by 131(a)(3)] the Bureau of Indian Affairs.

(7) 7. You must provide a description of any proposed . No alternative allocation formulas are being considered alternative allocation formula(s) requiring approval by at this time. the Secretary as described in section 131(b) or 132(b) of the Act. At a minimum, you must provide an allocation run for eligible recipients using the required elements outlined in section 131(a) and/or section

March 2007 DRAFT Oregon Transition Plan V1 41 132(a)(2) of the Act, together with an allocation run using the proposed alternative formula(s). Also you must include a demonstration that the alternative secondary formula more effectively targets funds on the basis of poverty, as described in section 131(b)(1) of the Act; and/or, in the case of an alternative postsecondary formula, a demonstration that the formula described in section 132(a)(2) of the Act does not result in a distribution of funds to eligible recipients that have the highest numbers of economically disadvantaged individuals and that an alternative formula would result in such a distribution.

B. Other Department Requirements (1) 1. You must submit a detailed project budget, using the . Attach Part B budget forms forms provided in Part B of this guide. (2) 2. You must provide a listing of allocations made to . Attach 2007-2008 preliminary allocation spreadsheet consortia (secondary and postsecondary) from funds available under sections 112(a) and (c) of the Act.

(3) 3. You must describe the secondary and postsecondary . Oregon will allocate funds by using the secondary and formulas used to allocate funds available under section postsecondary formulas as described in section 131(a) 112(a) of the Act, as required by section 131(a) and and 132(a) of the Act. 132(a) of the Act. (4) 4. You must describe the competitive basis or formula to . To be determined . How will the be used to award reserve funds under section 112(c) of Reserve be the Act. distributed? (5) 5. You must describe the procedures used to rank and . To be determined determine eligible recipients seeking funding under section 112(c) of the Act. (6) 6. You must include a description of the procedures used . Eligible recipients in rural and sparsely populated areas to determine eligible recipients in rural and sparsely will participate in consortia for access to funding populated areas under section 131(c)(2) or 132(a)(4) of the Act.

March 2007 DRAFT Oregon Transition Plan V1 42 PERKINS IV BUDGET TABLE - PROGRAM YEAR 1 (For Federal Funds to Become Available Beginning on July 1, 2007)

I. TITLE I: CAREER AND TECHNICAL EDUCATION ASSISTANCE TO STATES

A. Total Title I Allocation to the State $14,403,643

B. Amount of Title II Tech Prep Funds to Be Consolidated with Title I Funds $0

C. Total Amount of Combined Title I and Title II Funds to be distributed under section 112 (Line A + Line B) $14,403,643

D. Local Formula Distribution (not less than 85%) (Line C x 85%) $12,243,097

1. Reserve (not more than 10% of Line D) $612,155

a. Secondary Programs (50% of Line D.1) $306,078

b. Postsecondary Programs (50% of Line D.1) $306,077

2. Available for formula allocations (Line D minus Line D.1) $11,630,942 a. Secondary Programs (50% of Line D.2) $5,815,471 b. Postsecondary Programs (50% of Line D.2) $5,815,471

E. Leadership (not more than 10%) (Line C x 10%) $1,440,364

a. Nontraditional Training and Employment ($60,000) b. Corrections or Institutions ($144,036)

F. State Administration (not more than 5%) (Line C x 5%) $720,182

G. State Match (from non-federal funds)3 $720,182

3 The eligible agency must provide non-Federal funds for State administration of its Title I grant in an amount not less than the amount it provided in the preceding year.

March 2007 DRAFT Oregon Transition Plan V1 43 PERKINS IV BUDGET TABLE - PROGRAM YEAR 1 (For Federal Funds to Become Available Beginning on July 1, 2007)

II. TITLE II: TECH PREP PROGRAMS

A. Total Title II Allocation to the State $1,291,669

B. Amount of Title II Tech Prep Funds to Be Consolidated with Title I Funds $0

C. Amount of Title II Funds to Be Made Available For Tech-Prep (Line A less Line B) $1,291,669

D. Tech-Prep Funds Earmarked for Consortia $1,227,086

1. Percent for Consortia (Line D divided by Line C) [95%]

2. Number of Consortia 18

3. Method of Distribution (check one): X Formula Competitive

E. Tech-Prep Administration $64,583

1. Percent for Administration (Line E divided by Line C) [5%]

March 2007 DRAFT Oregon Transition Plan V1 44 S Carl D. Perkins Career and Technical Education Act of 2006 T Statement of Assurances A Assurances form a binding agreement between the eligible recipient fiscal agent, the Oregon Department of Education, and the U.S. T Department of Education that assures all legal requirements are met in accordance with state and federal laws, regulations, and rules. These assurances apply to program activities and expenditures of funds. Compliance to general and specific program E assurances is the legal responsibility of the eligible recipient under the authorization of the local board of education. M E

The Eligible Recipient Fiscal Agent certifies the following statements: N T 1. The Fiscal Agent understands and will comply with the provisions, regulations and rules of the Carl D. Perkins Career and Technical Education Improvement Act of 2006. 2. The Fiscal Agent will use federal funds to supplement the eligible recipient’s existing programs and will not use federal o funds to supplant existing funds or reduced general or other funds. 3. The Fiscal Agent will provide, on request, data as required. f 4. The Fiscal Agent understands and will comply with all applicable assurances for Federal Grant Funds. Note: These assurances can be found on the Oregon Department of Education website at: http://www.ode.state.or.us/teachlearn/pte/perkinsassurances.pdf A S Eligible Recipient Address: Authorized Representative: (Fiscal Agent Name and Mailing Address): S

U Name

R

, OR A Signature Telephone: Ext. N

County: Date Signed C E

March 2007 DRAFT Oregon Transition Plan V1 45 Carl D. Perkins Career & Technical Education Act of 2006 Federal Requirement 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 Transition Plan for 2007-2008.

THE APPLICANT CERTIFIES COMPLIANCE WITH:

. 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; and, . 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:

1. 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)]

2. 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)]

3. 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)]

4. The applicant will report to the State annually on student achievement of the core indicators of performance: a. Student attainment of challenging academic content standards b. Student attainment of career and technical skill proficiencies; c. 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; d. Student graduation rates (as described in section 1111(b)(2)(C)(vi) of the Elementary and Secondary Education Act of 1965); e. Placement in, retention in, and completion of, postsecondary education or advanced training, placement in military service, or placement or retention in employment; f. 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)]

5. 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)] 5/11/2018 46 6. The applicant will provide a career and technical education program that: a. Meet State and local adjusted levels of performance established under section 113; [§134(b)(2)]

b. Offer 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)] c. Improve 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)] d. Provide students with strong experience in, and understanding of, all aspects of an industry; [§134(b)(3)(C)] e. Ensure 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 f. Encourage 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)]

5/11/2018 47 CARL D. PERKINS CAREER & TECHNICAL EDUCATION ACT of 2006

PROGRAM ASSURANCES TITLE I PART C—Local Provisions

1. Federal funds received under Title I, Part C of Public Law 109-270 are used to improve career and technical education programs.

2. Funds are used according to the requirements identified in Title I, Part C, Section 135; Local Uses of Funds.

3. 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)]

4. 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). [Section 134(b)(4)]

5. 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)]

6. 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 vocational and technical education programs. [Section 134(b)(6)]

7. The local school district will implement a process to evaluate and continuously improve its performance. [Section 134(b)(7)]

8. 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, high wage, or high demand occupations that will lead to self-sufficiency. [Section 134(b)(8)]

9. 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)]

10. Funds will be used to promote preparation for nontraditional fields. [Section 134(b)(10)]

11. 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]

12. No funds made available under the Carl D. Perkins Career and Technical Education Improvement Act of 2006 shall be used: a. to require any secondary school student to choose or pursue a special career path or major, and b. to mandate that any individual participate in a vocational and technical education program, including a vocational and technical education program that requires the attainment of a federally funded skill level, standards, or certificate of mastery. (Section 314)

13. No funds received under Carl D. Perkins Career and Technical Education Improvement 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]

5/11/2018 48 14. 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]

5/11/2018 49 CERTIFICATIONS REGARDING LOBBYING; DEBARMENT, SUSPENSION AND OTHER RESPONSIBILITY MATTERS; & DRUG-FREE WORKPLACE REQUIREMENTS

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 (Nonprocurement) 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.

1. 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: A. 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; B. 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; C. 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.

2. 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.

A. The applicant certifies that it and its principals: (a) Are not presently debarred, suspended, proposed for debarment, declared ineligible, or voluntarily excluded from covered transactions by any Federal department or agency. (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; and (e) B. 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. 3. 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.

A. 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 - (1) The dangers of drug abuse in the workplace. (2) The grantee’s policy of maintaining a drug-free workplace; (3) Any available drug counseling, rehabilitation, and employee assistance programs; and (4) The penalties that may be imposed upon employees for drug abuse violations occurring in the workplace. (c) 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); (d) Notifying the employee in the statement required by paragraph (a) that, as a condition of employment under the grant, the employee will - (1) Abide by the terms of the statement; and (2) 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; (e) 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; (f) 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; (g) Making a good faith effort to continue to maintain a drug-free workplace through implementation of paragraphs (a), (b), (c), (d), (e), and (f).

B. The grantee may insert in the space provided below the site(s) for the performance of work done in connection with the specific grant:

Place of Performance (Street address, city, county, state, zip code):

 Check if there are workplaces on file that are not identified here.

DRUG-FREE WORKPLACE (GRANTEES WHO ARE 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.

V 7.0—Updated March 2007 51 A. As a condition of the grant, I certify that I will not engage in the unlawful manufacture, distribution, dispensing, possession, or use of a controlled substance in conducting any activity with the grant; and

B. If convicted of a criminal drug offense resulting from a violation occurring during the conduct of any grant activity, I will report the conviction, in writing, within 10 calendar days of the conviction, 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.

As the duly authorized representative of the applicant, I hereby certify that the applicant will comply with the above certifications.

NAME OF APPLICANT PR/AWARD NUMBER AND/OR PROJECT NAME

PRINTED NAME AND TITLE OF AUTHORIZED REPRESENTATIVE

SIGNATURE DATE

V 7.0—Updated March 2007 52 Oregon Department of Education

Office of Educational Improvement & Innovation

Oregon Department of Community College &

Workforce Development

* * * * * * * * * * *

Carl D. Perkins Career &

Technical Education

Act of 2006

V 7.0—Updated March 2007 53 2007-2008 OREGON TRANSITION

PLAN

* * * * * * * * * * *

ATTACHMENTS:

2007-2008 Transition Plan Local Guide V 7.0 2007-2008 Preliminary Perkins 1% Allocations 2007-2008 Preliminary Community College Basic Allocations 2007-2008 Preliminary Consortium Tech Prep Allocations 2007-2008 Preliminary Secondary Basic Allocations—not yet available 2007-2008 Preliminary Eligible Recipient Award Summary

V 7.0—Updated March 2007 54 Oregon Department of Education

Department of Community College &

Workforce Development

Office of Educational Improvement &

Innovation

* * * * * * * * * * *

Carl D. Perkins

V 7.0—Updated March 2007 55 Career & Technical Education

Act of 2006

LOCAL GUIDE V 7.0

2007-2008

Transition Plan

March 2007

* * * * * * * * * * *

V 7.0—Updated March 2007 56 It is the policy of the State Board of Education and a priority of the Oregon Department of Education that there will be no discrimination or harassment on the grounds of race, color, sex, marital status, religion, national origin, age or disability in any educational programs, activities, or employment. Persons having questions about equal opportunity and nondiscrimination should contact the State Superintendent of Public Instruction at the Oregon Department of Education, 255 Capitol Street NE, Salem, Oregon 97310; phone: (503) 947-5740; fax: (503) 378-4772; or TDD: (503) 378-2892.

V 7.0—Updated March 2007 57 TABLE OF CONTENTS

INTRODUCTION...... 3

COVER PAGE...... 5

LOCAL PLAN NARRATIVE—Basic Grant...... 6

A. CTE Program Administration...... 6 B. Professional Development of CTE Teachers…………………………………… ...... 6 C. Services for Special Populations ……………………...... 7 D. CTE Accountability and Evaluation...... 7

LOCAL PLAN NARRATIVE—Tech Prep Grant...... 9

A. Tech Prep Program Administration...... 9 B. Tech Prep Accountability & Evaluation ...... 9

APPENDIX A—Section 135 Required Activities for Use of Funds...... 10

APPENDIX B—Section 203(c) Contents of Tech Prep Program...... 13

APPENDIX C—Transition Plan Required Performance Measures...... 15

APPENDIX D—Assurances...... 18

APPENDIX E—Consortium Member Roster...... 19

APPENDIX F—SAMPLE Credit Articulation Agreement...... 20

V 7.0—Updated March 2007 58 INTRODUCTION

he Office of Educational Improvement & Innovation (EII) developed this guide to assist you in Tpreparing your 1-year local transition plan under the newly authorized Carl D. Perkins Career and Technical Education Improvement Act of 2006 (P.L. 109-270) http://www.ode.state.or.us/search/page/?id=480 . Section 134(a) of the Act requires each eligible recipient to prepare and submit to the Oregon Department of Education a 1-year transition plan for Program Year (PY) 2007 which operates from July 1, 2007 – September 30, 2008. The 1-year local transition plan is due June 30, 2007.

The framework for the guide is based on the requirements in the Act and a renewed vision of career and technical education (CTE) programs for Oregon. The Act envisions that all students will achieve challenging academic and technical standards and be prepared for high-skill, high-wage, or high-demand occupations in current or emerging professions. The Act provides an increased focus on the academic achievement of career and technical education students, improves State and local accountability, and strengthens the connections between secondary and postsecondary education.

This guide organizes the required elements for the Local plan narrative in four key areas: . Program administration and design; . Professional development of CTE teachers; . Provision of services to special populations; and . Accountability, evaluation and program improvement.

The format for your submission will be a narrative response for each of the numbered items listed in each of the sections. Because this submission is for the 2007-2008 transition year, you may respond with your planning process for implementing the elements. Each of the elements, with some additions, will be expected to be significantly developed or implemented for 2008-2009 and described in your June 2008, 5-year implementation plan.

The timeline for local’s submission of their new local transition plan and the ODE’s issuance of grant awards for the first program year (July 1, 2007 – September 30, 2008) is provided below.

Tentative Timeline Actions

February 15, 2007 ODE issues Carl D. Perkins Career and Technical Education Act of 2006: Guide for the Submission of Local Transition Plan; DRAFT 3.0 Late March 2007 – April ODE calculates and publishes Perkins 2007-2008 local allocations 2007 (estimated) April 18, 2007 ODE/CCWD/OACTE Pre-conference workshop on 2007-2008 Perkins IV Transition Plan development June 30, 2007 ODE due date for submission of Perkins IV 2007-2008 local transition plan and on- line, web-based 2007-2008 budget narrative and spending workbook July 1 – August 31, 2007 ODE reviews local transition plan, including budget, and reaches agreement with eligible recipients on local plan implementation

July 1, 2007 ODE begins issuing 1st installment of grant award funds (20%) for program year July 1, 2007 – September 30, 2008 to local sub-grantees via official Perkins sub-grant award notification pending ODE approval of 2007-2008 local transition plan and ODE receipt of Perkins funds from U.S. Department of Education. October 1, 2007 Department issues supplemental (and final) installment of sub-grant award funds (80%) for program year one to local sub-grantees via official Perkins sub-grant award notification amendment pending ODE approval of 2007-2008 local transition plan

V 7.0—Updated March 2007 59 and ODE receipt of Perkins funds from U.S. Department of Education. January 31, 2008 ODE issues the Carl D. Perkins Career and Technical Education Act of 2006: Guide for the Submission of Local 5-year Perkins IV Plan.

Submission Instructions

Complete local plans shall be submitted no later than close of business (5:00 pm PST) on June 30, 2007. Plan narratives, including cover page, must be submitted electronically via e-mail to [email protected]. Hard copies of signed, local plan assurances and Tech Prep articulation agreements are to be mailed to the submission address Submission Checklist below. Assurances are to be signed Narratives must be submitted with the Basic Grant Tech Prep Grant following specifications: □ Cover Page □ Cover Page . Created as a Word document □ Transition Plan Narrative □ Transition Plan Narrative attached to an e-mail □ Signed Assurances □ Signed Assurances . Narrative document shall use no □ If Consortium— □ Institutional Articulation less and one-inch margins Consortium Member Agreements . Narrative documents shall use no Roster On-line Budget Narrative less than a 10-point font □ On-line Budget Narrative . Each section of the narrative □ and Spending Workbook document shall be clearly and Spending Workbook https://district.ode.state. identified

For Tech Prep submissions, copies of the policy-level, school district (or high school)-to-college articulation agreements must be sent along with your plan assurances document. Do not include individual course-to-course articulation agreements. [see Appendix F, Page 20]

For Consortium submissions, complete and attach the Consortium Member Roster [Appendix E, Page 19] with your electronic plan narrative.

EDGAR CERTIFICATIONS AND ASSURANCES

All eligible recipients must have the enclosed assurance statementQuestions? signed by the agency’s highest level administrator. The Perkins assurances must be signed, mailed and received by the Oregon Department ofPlan Education Narrative: for local plans to be Submission Address Jim Schoelkopf 503-947-5697 [email protected] Jim Schoelkopf CTE and Perkins Administration Budget Narrative & Spending Office of Educational Improvement & Innovation Workbook: Oregon Department of Education Barb O’Neill 255 Capitol Street NE Salem OR 97310

Publication Information

V 7.0—Updated March 2007 60 The Department may publish your local plan, in whole or in part, on our Web site or through other means available to us.

We look forward to reviewing your local plan and your initiatives to implement the new Act in the coming years. Educational Improvement & Innovation Staff, particularly CTE Program Area Specialist, are available to answer questions that arise as you prepare your plan. Staff listing available at:

http://www.ode.state.or.us/teachlearn/pte/stafflist.pdf

Oregon Department of Education

Department of Community College & Workforce

Development

Office of Educational Improvement & Innovation

* * * * * * * * * * *

Carl D. Perkins

Career and Technical Education Act of

2006

V 7.0—Updated March 2007 61 2007-2008

LOCAL TRANSITION PLAN

COVER PAGE

* * * * * * * * * * *

Agency Name, Address and Authorizing Signature of

Eligible Recipient:

Eligible Recipient Agency Name

Mailing Address, City & ZIP

V 7.0—Updated March 2007 62 Authorizing Signature (Chief Administrator)

Date

Person at, or representing, the eligible agency responsible for answering questions about this plan:

Signature:

Name:

Position:

Telephone: ( )

Email:

Type of Perkins IV Transition Plan Narrative (check all that may apply):

 Secondary Basic Plan  Community College

Basic Plan

 Consortium Basic Plan  Consortium Tech

Prep Plan

V 7.0—Updated March 2007 63 LOCAL BASIC PLAN NARRATIVE

Eligible recipients must prepare and submit to the Oregon Department of Education a transition plan for the first year of operation of Perkins-supported, CTE programs under the Act if 2007-2008 Perkins funds are desired. [Sec. 134(a)]

The format for your submission will be a narrative response for each of the numbered items listed in each of the sections. Because this submission is for the 2007-2008 transition year, you may respond with your planning process for implementing the elements. Each of the elements, with some additions, will be expected to be significantly developed or implemented for 2008-2009 and described in your June 2008, 5-year implementation plan.

A. CTE PROGRAM ADMINISTRATION & DESIGN

NOTE:The 2007-2008, 1-year Perkins IV transition plan must explicitly identify the CTE program(s) of study that will be developed for September 2008 implementation. Planning and development of at least one (1) CTE program of study is required for each eligible high school—including each high school within a multiple high school district and each consortium member high school—or college. CTE program of study planning and development is required for the eligible recipient to receive 2007-2008 Perkins funds. Each high school and each community college must implement at least one (1) CTE program of study in September 2008 to be eligible for 2008-2009 Perkins funds. In both your Plan Narrative response to item #2 below and your Budget Narrative, clearly Identify by name the CTE program of study planned for 2007-2008 development and September 2008 implementation.

1. Describe how the career and technical education programs required under section 135(b) will be carried out with funds received. [see Appendix A, Page 10]

2. Describe how the eligible recipient will offer the appropriate courses of not less than 1 of the career and technical programs of study described as:

i. Incorporating secondary education and postsecondary education elements;

ii. Including coherent and rigorous content, aligned with challenging academic standards, and relevant career and technical content in a coordinated, non-duplicative progression of courses that align secondary education with postsecondary education to adequately prepare students to succeed in postsecondary education;

iii. Including the opportunity for secondary education students to: (1) participate in dual credit or concurrent enrollment programs; or (2) provide other ways for students to acquire postsecondary education credits; or (3) align secondary CTE program of study content standards and exit proficiencies with postsecondary CTE program of study entrance requirements without the need for remediation; and

iv. Leading to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree.

V 7.0—Updated March 2007 64 3. Describe how the eligible recipient will ensure that students who participate in CTE programs are taught to the same coherent and rigorous content aligned with challenging academic standards as are taught to all other students.

4. [For Consortium plans ONLY] Describe how your agency will allocate Perkins IV funds for career and technical education programs among the members of the consortia, including the rationale for such allocation

B. PROFESSIONAL DEVELOPMENT OF CTE TEACHERS

1. Describe how comprehensive professional development for CTE, academic, guidance, and administrative personnel will be provided that promotes the integration of coherent and rigorous content aligned with challenging academic standards and relevant CTE (including curriculum development).

C. SERVICES FOR SPECIAL POPULATIONS

1. Describe how the eligible recipient will: . Review CTE programs, and identify and adopt strategies to overcome barriers that result in lowering rates of access to or lowering success in the programs, for special populations; . Provide programs that are designed to enable the special populations to meet the levels of performance; and . Provide activities to prepare special populations, including single parents and displaced homemakers, for high skill, high wage, or high demand occupations that will lead to self- sufficiency.

2. Describe how individuals who are members of special populations will not be discriminated against on the basis of their status as members of the special populations.

3. Describe how funds will be used to promote preparation for non-traditional fields.

D. CTE ACCOUNTABILITY AND EVALUATION

V 7.0—Updated March 2007 65 Local secondary recipients that submit a one-year transition plan will be subject to sanctions under sections 123(a) and (b) of the Act for the first program year for the core indicators that are required as specified in the chart below:

Indicators Transition Plan Five-Year Plan

Secondary Level – 9 Indicators 1S Academic Attainment – Reading/Language Arts X X

1S Academic Attainment – Mathematics X X

1S Academic Attainment – Writing X X

2S Technical Skill Attainment Not required X

3S Secondary School Completion Not required X

4S Student Graduation Rates X X

5S Secondary Placement Not required X

6S Nontraditional Participation Not required X

6S Nontraditional Completion Not required X

Postsecondary/Adult Level – 7 Indicators 1P Technical Skill Attainment Not required X

2P Credential, Certificate, or Degree Completion Not required X

1. [Secondary recipient transition plans ONLY for 2007-2008] Describe how the career and technical education activities will be carried out with respect to meeting State levels of performance. [see Appendix C, Page 15]

2. [Required for all transition plans] Describe how the eligible recipient will improve the academic and technical skills of students participating in CTE programs by strengthening the academic and CTE components of programs through the integration of coherent and rigorous content aligned with challenging academic standards and relevant CTE programs to ensure learning in: . Reading, writing and mathematics; and . Career and technical education knowledge and skills.

3. [Required for all transition plans] Describe the process that will be used by the eligible recipient to evaluate and continuously improve career and technical education program performance.

V 7.0—Updated March 2007 66 TECH PREP PLAN NARRATIVE

Eligible consortium recipients must prepare and submit to the Oregon Department of Education a transition plan for the first year of operation of Perkins-supported, Tech Prep programs under the Act if 2007-2008 Perkins funds are desired. [Sec. 204(a)]

Tech Prep funds are a regional allocation and not intended as “flow through” to individual members of a consortia unless the funds are being used by a consortia member to support or supplement specific Tech Prep activities and there is agreement among consortia members.

The format for your submission will be a narrative response for each of the items listed in Tech Prep Sections A and B. Because this submission is for the 2007-2008 transition year, you may respond with your planning process for implementing the elements. Each of the elements, with some additions, will be expected to be significantly developed or implemented for 2008-2009 and described in your June 2008, 5-year implementation plan.

A. TECH PREP ADMINISTRATION & DESIGN

. Describe how Tech Prep programs required under section 203(c) will be carried out with funds received. [See Appendix B, Page 13] Each Tech Prep program shall—

 Be carried out under an articulation agreement between participants in the consortium;  Consist of a program of study;  Include the development of Tech Prep programs;  Include in-service professional development for teachers, faculty, and administration;  Include professional development programs for counselors;  Provide equal access to individuals who are members of special populations;  Provide for preparatory services that assist participants in Tech Prep programs; and  Coordinate with activities conducted under Perkins Basic Grant.

B. TECH PREP ACCOUNTABILITY AND EVALUATION

Indicators Transition Plan Five-Year Plan

Tech Prep – 10 Indicators 1TP1 Tech Prep Participation Not required X 1TP2 Tech Prep Enrollment Not required X 1TP3 Tech Prep Study Field Not required X 1TP4 Tech Prep Certificate Not required X 1TP5 Tech Prep Completion Not required X 1TP6 Tech Prep Remediation Not required X 1TP7 Tech Prep Placement Not required X 1TP8 Tech Prep Completion—certificate Not required X 1TP9 Tech Prep Completion—2-year degree Not required X V 7.0—Updated March 2007 67 1TP10 Tech Prep Completion—baccalaureate Not required X degree . Describe the process that will be used to evaluate and continuously improve the Consortium’s Tech Prep program performance as defined by the Tech Prep measurement indicators.

APPENDIX A Perkins IV Required Activities for Use of Funds DRAFT

‘‘SEC. 135(b). REQUIRED LOCAL USES OF FUNDS

NOTE: Eligible recipients must first satisfy the required activities for uses of Perkins funds before any expenditure of funds are permitted for permissive activities [Sec. 135(c)]. The Sec. 135(b) required activities do not need to be exclusively satisfied through the use of Perkins funds. Some required activities may be accomplished through existing, general fund supported programs and policies; some required activities may be accomplished through support from other federal, state or local funding sources; or some required activities may require the use of Perkins funds as the sole funding source.

‘‘(a) GENERAL AUTHORITY—Each eligible recipient that receives 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 recipients under this part shall be used to support career and technical education programs that—

‘‘(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); and ‘‘(B) career and technical education subjects; Clarification: . CTE programs receiving Perkins funding support shall be approved CTE programs. . Approved CTE programs shall reflect an industry-endorsed, coherent and focused sequence of courses. (Industry-endorsed = e.g. 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. . CTE courses shall include the integration of rigorous and relevant academic content that instructs the application of the academic content in a technical context. . Should an eligible recipient fail to meet 90% of one of the Perkins performance measures, the recipient shall— V 7.0—Updated March 2007 68  In the first year of failing to meet one of the performance measures, implement an improvement plan to specifically address the performance deficiency;  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  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.

‘‘(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); Clarification: . Each Oregon high school and community college with approved CTE programs shall implement and offer one CTE program of study by September 2008. . Aligned or articulated secondary-postsecondary CTE programs shall operate under the authority of an institutional articulation agreement. . Approved CTE programs 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 nonduplicative way; or (2) what opportunities are provided a student to earn and transcript dual or concurrent credit.

‘‘(3) provide students with strong experience in and understanding of all aspects of an industry, which may include work based learning experiences; Clarification: . Approved CTE programs 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. . Approved CTE programs with a work-based learning component should contribute to a student satisfying the diploma requirement of career-related learning experiences.

‘‘(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; Clarification: . Program instructional practice shall, to the extent practicable, use and model program-related technology for the application of skills appropriate to the CTE program of study (e.g. instruction of skills practical to the level of skill attainment that is possible for the local CTE program). . 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. . Technology-based equipment, software and instructional material purchases shall be limited to approved CTE programs of study that lead to high skill, high wage or high demand occupations in current or emerging careers. . Costs for distance education shall be limited to program or connectivity costs; not student-related enrollment costs or fees.

‘‘(5) provide professional development programs that are consistent with section 122 to secondary and postsecondary teachers, faculty, administrators, and career guidance and academic counselors who are involved in integrated career and technical education programs, including— ‘‘(A) in-service and preservice training on— ‘‘(i) effective integration and use of challenging academic and career and technical education provided jointly with academic teachers to the extent practicable;

V 7.0—Updated March 2007 69 ‘‘(ii) effective teaching skills based on research that includes promising practices; ‘‘(iii) effective practices to improve parental and community involvement; and ‘‘(iv) effective use of scientifically based research and data to improve instruction; ‘‘(B) support of education programs for teachers of career and technical education in public schools and other public school personnel who are involved in the direct delivery of educational services to career and technical education students, to ensure that such teachers and personnel stay current with all aspects of an industry; ‘‘(C) internship programs that provide relevant business experience; and ‘‘(D) programs designed to train teachers specifically in the effective use and application of technology to improve instruction; Clarification: . Each teacher in an approved CTE program (defined as holding an active TSPC, 024 CTE endorsement), shall have a professional development plan that is consistent with the policies of the eligible recipient and meets the criteria of (5) above. . Professional development activities shall be consistent with the definition of professional development as described in the Perkins Act (sustained, intensive, over time). . Professional development activities shall explicitly contribute to the improvement of instructional practices that lead to improved academic and technical skill attainment of CTE students. . CTE professional organization conference and student leadership conference attendance may meet the required professional development activity criteria as long as the conference attendance is an integral and relevant part of a teacher’s professional development plan.

‘‘(6) develop and implement evaluations of the career and technical education programs carried out with funds under this title; Clarification: . The secondary CTE program renewal process can be used as a tool for CTE program evaluation. . Secondary CTE program evaluations shall be part of the ODE Continuous Improvement Process (CIP). . Postsecondary CTE program evaluations shall be part of the college’s internal evaluation and accreditation processes.

‘‘(7) initiate, improve, expand, and modernize quality career and technical education programs, including relevant technology; Clarification: . 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 program of study. . Use secondary CTE program renewal process to identify areas for CTE program of study improvement.

‘‘(8) provide services and activities that are of sufficient size, scope, and quality to be effective; and Clarification: . CTE programs 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.

‘‘(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. Clarification: . Analyze disaggregated CTE student performance to identify and design activities that support special populations in meeting Perkins performance measures. . Review special population student pre-requisite—not remedial—requirements that equip students with the readiness skills to be successful in a CTE program of study. . 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 program of study may be an eligible activity. . Special population student support for individuals already enrolled in a CTE program as described above is a required activity for the use of Perkins funds.

V 7.0—Updated March 2007 70 APPENDIX B Perkins IV Section 203—Tech Prep Program

‘‘(c) CONTENTS OF TECH PREP PROGRAM.—Each tech prep program shall—

‘‘(1) be carried out under an articulation agreement between the participants in the consortium; ‘‘(2) consist of a program of study that— ‘‘(A) combines— ‘‘(i) a minimum of 2 years of secondary education (as determined under State law); with ‘‘(ii)(I) a minimum of 2 years of postsecondary education in a nonduplicative, sequential course of study; or ‘‘(II) an apprenticeship program of not less than 2 years following secondary education instruction; and ‘‘(B) integrates academic and career and technical education instruction, and utilizes work- based and worksite learning experiences where appropriate and available; ‘‘(C) provides technical preparation in a career field, including high skill, high wage, or high demand occupations; ‘‘(D) builds student competence in technical skills and in core academic subjects (as defined in section 9101 of the Elementary and Secondary Education Act of 1965), as appropriate, through applied, contextual, and integrated instruction, in a coherent sequence of courses; ‘‘(E) leads to technical skill proficiency, an industry recognized credential, a certificate, or a degree, in a specific career field; ‘‘(F) leads to placement in high skill or high wage employment, or to further education; and ‘‘(G) utilizes career and technical education programs of study, to the extent practicable;

‘‘(3) include the development of tech prep programs for secondary education and postsecondary education that— ‘‘(A) meet academic standards developed by the State; ‘‘(B) link secondary schools and 2-year postsecondary institutions, and if possible and practicable, 4-year institutions of higher education, through— ‘‘(i) nonduplicative sequences of courses in career fields; ‘‘(ii) the use of articulation agreements; and ‘‘(iii) the investigation of opportunities for tech prep secondary education students to enroll concurrently in secondary education and postsecondary education coursework; ‘‘(C) use, if appropriate and available, work-based or worksite learning experiences in conjunction with business and all aspects of an industry; and ‘‘(D) use educational technology and distance learning, as appropriate, to involve all the participants in the consortium more fully in the development and operation of programs;

‘‘(4) include in-service professional development for teachers, faculty, and administrators that— ‘‘(A) supports effective implementation of tech prep programs; ‘‘(B) supports joint training in the tech prep consortium; ‘‘(C) supports the needs, expectations, and methods of business and all aspects of an industry; ‘‘(D) supports the use of contextual and applied curricula, instruction, and assessment; ‘‘(E) supports the use and application of technology; and ‘‘(F) assists in accessing and utilizing data, information available pursuant to section 118, and information on student achievement, including assessments;

V 7.0—Updated March 2007 71 ‘‘(5) include professional development programs for counselors designed to enable counselors to more effectively— ‘‘(A) provide information to students regarding tech prep programs; ‘‘(B) support student progress in completing tech prep programs, which may include the use of graduation and career plans; ‘‘(C) provide information on related employment opportunities; ‘‘(D) ensure that students are placed in appropriate employment or further postsecondary education; ‘‘(E) stay current with the needs, expectations, and methods of business and all aspects of an industry; and ‘‘(F) provide comprehensive career guidance and academic counseling to participating students, including special populations;

‘‘(6) provide equal access, to the full range of technical preparation programs (including pre- apprenticeship programs), to individuals who are members of special populations, including the development of tech prep program services appropriate to the needs of special populations;

‘‘(7) provide for preparatory services that assist participants in tech prep programs; and

‘‘(8) coordinate with activities conducted under title I.

V 7.0—Updated March 2007 72 APPENDIX C

DRAFT pending ODE negotiation with OVAE-DATE BASIC GRANT PERFORMANCE MEASURES Required for 1-Year Transition Plan

A. SECONDARY LEVEL

V 7.0—Updated March 2007 74 Column Column Column Column Column Column 1 2 3 4 5 6 Indicator & Measurement Measurement Baseline Year One Year Two Citation Definition Approach (7/1/06 – 7/1/07- 7/1/08- 6/30/07) 6/30/08 6/30/09 1S1 Numerator: Number of CTE State and Academic concentrators who have met the proficient Local or advanced level on the Statewide high Attainment – Administrat B: 50.00% L: L: 60.00% Reading school reading/ language arts 113(b)(2)(A)(i) assessment administered by the State ive Records 60.00% under Section 1111(b)(3) of the A: Elementary and Secondary Education Act (ESEA) as amended by the No Child Left A: Behind Act based on the scores that were included in the State’s computation of adequate yearly progress (AYP) and who, in the reporting year, left secondary education. Denominator: Number of CTE concentrators who took the ESEA assessment in reading/language arts whose scores were included in the State’s computation of AYP and who, in the reporting year, left secondary education.

V 7.0—Updated March 2007 15

V 7.0—Updated March 2007 75 Column Column Column Column Column Column 1 2 3 4 5 6 Indicator & Measurement Measurement Baseline Year One Year Two Citation Definition Approach (7/1/06 – 7/1/07- 7/1/08- 6/30/07) 6/30/08 6/30/09 1S2 Numerator: Number of CTE State and Academic concentrators who have met the proficient Local or advanced level on the Statewide high Attainment - Administrat B: 49.00% L: L: 59.00% Mathematics school mathematics assessment 113(b)(2)(A)(i) administered by the State under Section ive Records 59.00% 1111(b)(3) of the (ESEA) as amended by A: the No Child Left Behind Act based on the scores that were included in the State’s A: computation of adequate yearly progress (AYP) and who, in the reporting year, left secondary education. Denominator: Number of CTE concentrators who took the ESEA assessment in mathematics whose scores were included in the State’s computation of AYP and who, in the reporting year, have left secondary education.

V 7.0—Updated March 2007 76 Annual Statewide Academic Targets for All Schools and Districts Oregon’s Adequate Yearly Progress (AYP) Performance Levels

School Year Reading &/or Writing Mathematics 2007- 2008 60% 59% 2008- 2009 60% 59% 2009- 2010 60% 59% 2010- 2011 70% 70% 2011- 2012 80% 80% 2012- 2013 90% 90% 2013- 2014 100% 100%

Secondary CTE Student Definitions:

PARTICIPANT: A secondary student who has earned one (1) or more credits in any career and technical education (CTE) program area.

CONCENTRATOR: A secondary student who has earned three (3) or more credits in a single CTE program area (e.g., health care or business services), or two (2) credits in a single CTE program area, but only in those program areas where 2 credit sequences at the secondary level are recognized by the State and/or its local eligible recipients.

V 7.0—Updated March 2007 77 Column Column Column Column Column Column 1 2 3 4 5 6 Indicator & Measurement Measurement Baseline Year One Year Two Citation Definition Approach (7/1/06 – 7/1/07- 7/1/08- 6/30/07) 6/30/08 6/30/09 1S3--Other Numerator: Number of CTE State and Academic concentrators who have met the proficient Local or advanced level on the Statewide high Attainment – Administrat B: 50.00% L: L: 60.00% Writing school writing assessment administered [Oregon Addition] by the State under Section 1111(b)(3) of ive Records 60.00% the Elementary and Secondary Education A: Act (ESEA) as amended by the No Child Left Behind Act based on the scores that A: were included in the State’s computation of adequate yearly progress (AYP) and who, in the reporting year, left secondary education. Denominator: Number of CTE concentrators who took the ESEA assessment in writing whose scores were included in the State’s computation of AYP and who, in the reporting year, left secondary education. 4S1 Numerator: Number of CTE State and concentrators who, in the reporting year, Student Local B: 68.10% L: Will be L: Will be were included as graduated in the State’s Graduation Rates Administrat pre-populated pre-populated 113(b)(2)(A)(iv) computation of its graduation rate as at the request at the request described in Section 1111(b)(2)(C)(vi) of ive Records of the State of the State the ESEA. Denominator: Number of CTE A: A: concentrators who, in the reporting year, were included in the State’s computation of its graduation rate as defined in the State’s Consolidated Accountability Plan pursuant to Section 1111(b)(2)(C)(vi) of the ESEA.

V 7.0—Updated March 2007 78 APPENDIX D S Carl D. Perkins Career and Technical Education Improvement Act of 2006 T Statement of Assurances CA Assurances form a binding agreement between the eligible recipient fiscal agent, the Oregon Department of Education, and the U.S. OT Department of Education that assures all legal requirements are met in accordance with state and federal laws, regulations, and rules. E These assurances apply to program activities and expenditures of funds. Compliance to general and specific program assurances N is the legal responsibility of the eligible recipient under the authorization of the local board of education. MS OE The Eligible Recipient Fiscal Agent certifies the following statements: NR T 5. The Fiscal Agent understands and will comply with the provisions, regulations and rules of the Carl D. Perkins Career and Technical Education Improvement Act of 2006. I 6. The Fiscal Agent will use federal funds to supplement the eligible recipient’s existing programs and will not use federal Uo funds to supplant existing funds or reduced general or other funds. 7. The Fiscal Agent will provide, on request, data as required. Mf 8. The Fiscal Agent understands and will comply with all applicable assurances for Federal Grant Funds. Note: These assurances can be found on the Oregon Department of Education website at: http://www.ode.state.or.us/teachlearn/pte/perkinsassurances.pdf MA S Eligible Recipient Address: Authorized Representative: E (Fiscal Agent Name and Mailing Address): S M

Name U B

RE , OR Signature A Telephone: Ext. R N County: Date Signed RC OE V 7.0—Updated March 2007 S 79 T CONSORTIUM:

Please expand as needed.

Name Organization/Position Role & Level of Participation *

School Districts

Postsecondary Partners (Community College, Private Career College, Apprenticeship, University, etc.)

Business or Industry

* e.g. attendance at meetings; role in planning, implementing and/or evaluating local CTE and Tech Prep efforts.

V 7.0—Updated March 2007 80 APPENDIX F

NOTE: This sample agreement is offered as an acceptable example of an institutional, policy-level articulation agreement. This example is not to dictate the format or content of an agreement, just to illustrate the scope and intent.

2007-2008 Oregon Community College / High School

** SAMPLE** Credit Articulation Agreement

between

Oregon Community College & High School

This agreement provides for high school students to receive transcripted college credit from Oregon Community College (OCC) through completion of high school courses, which have been found to be equivalent to a corresponding OCC course. The specific school and courses covered by this agreement, as well as the high school teacher authorized to teach them are listed on the reverse side of this form. The college must approve any changes in courses or the high school teacher assigned to teach them.

High school juniors and seniors who successfully complete the high school course with an A or B grade, and who complete any specific requirements which are set by individual programs (if addendum is required - see attached), qualify for credit in the equivalent OCC course. Students will earn the same grade in the college course as they earned in the high school course. Course credit will be posted to the individual student’s transcript at OCC and is intended to provide the student with a “jump start” on college.

The high school agrees to provide a teacher, at no cost to the college, to teach the college course to the college’s specifications. The high school will provide appropriate documentation for college review and approval regarding course content and instructor qualifications. The high school teacher agrees to complete and submit course articulation materials and student registration materials according to the procedures and timelines outlined by OCC. The high school further agrees to give information about these articulated courses to parents and students. Students who plan to attend Oregon Community College to continue study in a program begun through articulated high school classes will be referred by the high school to the OCC program faculty so that assistance can be given during the transition period.

Oregon Community College agrees to review the instructor qualifications for recommended high school teachers and give approval to those in compliance with the instructor requirements, as well as review and give approval to the high school curriculum, assessment materials, etc. The college will provide copies of course information and registration materials to the high school. The college further agrees to grant credit to students for successful completion of an articulated course and to provide program information to the high school and student related to the course and to charge each student a once-a-year, nonrefundable fee of $XX which covers the cost of processing registration forms and the recording of the grades at OCC.

Faculty representatives from both institutions agree to evaluate the process and curriculum materials on an ongoing basis. The courses agreed to by the signatures below for the 2007-2008 year are listed on the reverse side of this form.

V 7.0—Updated March 2007 81

High School Principal or District Superintendent Community College Vice President of Academic Affairs

V 7.0—Updated March 2007 82

2007-2008 PRELIMINARY Perkins 1% Allocations (2007-2008 State Allocation = $144,036) 4/2007

Adult Corrections [50% of State Corrections/State Schools Allocation] $72,018

2007-2008 Youth Corrections & Youth OYA YCEP** % of Total Region Oregon School for the allocations Enrollment enrollments by Number Deaf based on % (March 2007) high school [50% of State Allocation] of enrollments 1 South Jetty HS 50 6.10% $4,391 3 Oregon School for the Deaf 106 12.93% $9,310 3 Lord HS 320 39.02% $28,105 3 Robert Ferrell HS 190 23.17% $16,687 8 Newbridge HS 104 12.68% $9,134 12 Riverbend HS 50 6.10% $4,391 Total 820 100.00% $72,018

* Youth Corrections & State Schools Perkins allocations will be added to the Region's 2007-2008 Perkins Basic Grant allocation for distribution to each institution.

** OYA YCEP = Oregon Youth Authority; Youth Corrections Education Program

V 7.0—Updated March 2007 83 2007-2008 PRELIMINARY Postsecondary Perkins IV Basic Grant Allocations (based on % of Pell + BIA count to total)—4/2007

2007-2008 2005-2006 2005-2006 % of Total Allocation Undup. Pell Undup. BIA recipients based on 2006-2007 College Recipients Recipients Totals by College recipient % 2006-2007 Respondent Allocation Blue Mountain 639 21 660 2.32% $134,740 Theresa Bosworth $143,464 Central Oregon 1,279 5 1,284 4.51% $262,131 Brynn Pierce $263,252 * Columbia Gorge 394 0 394 1.38% $80,436 Corbett Gottfried (PCC) $85,878 Chemeketa 3,826 69 3,895 13.67% $795,172 Fauzi Naas $818,047 Clackamas 1,394 0 1,394 4.89% $284,588 Judy Reeder $314,016 Clatsop 318 0 318 1.12% $64,920 Javier Ayala $78,655 * Klamath 669 0 669 2.35% $136,578 Paul Breedlover/Donna Fulton $142,060 * Lane 4,223 0 4,223 14.82% $862,133 Sylvia Sandoz $862,190 * Linn-Benton 1,973 2 1,975 6.93% $403,200 BJ Nicoletti $420,762 * Mt. Hood 2,075 0 2,075 7.28% $423,615 Merced Flores $439,021 Oregon Coast 221 2 223 0.78% $45,526 Jayne Hodgkins/Marjorie Blake $43,340 * Portland 6,679 0 6,679 23.45% $1,363,531 Corbett Gottfried $1,361,205 * Rogue 2,208 0 2,208 7.75% $450,767 Anna Manley $493,597 * Southwestern Oregon 656 0 656 2.30% $133,924 Kat Flores $140,254 Tillamook Bay 95 0 95 0.33% $19,394 Corbett Gottfried (PCC) $16,052 * Treasure Valley 979 0 979 3.44% $199,865 Rocky Ingalls $296,158 * Umpqua 736 23 759 2.66% $154,951 Dan Yoder $145,671 Total 28,364 122 28,486 100.00% $5,815,471 $6,063,622

* Colleges who make direct application for Perkins funds

V 7.0—Updated March 2007 84 2007-2008 Perkins IV PRELIMINARY Tech Prep Transition Funding (4/2007)

Formula: Base allocation + Tech Prep Headcount (25%) & CTE Participation (75%) Preliminary only --not intended to be final 2007-2008 allocations

2007-2008 2007-2008 Formula-- Formula-- Current 2007-2008 25% 75% Preliminary Perkins III 2005-2006 Percentage 2005-2006 Percentage Tech Prep allocation allocation 2007-2008 2006-2007 Tech Prep of Tech Prep CC and HS of CC and Base on Tech CC and HS Tech Prep Formula Unduplicated Unduplicated CTE HS CTE Allocation Prep CTE Allocation Distribution College Headcount* Headcount Participants* Participants ($270,000) Headcount Participants ($1,227,086) ($1,228,008) Blue Mountain [218] & Walla Walla CC [81]** 297 4% 3,864 4% $15,000 $8,914 $25,817 $49,731 $36,058 Central Oregon 547 7% 8,024 7% $15,000 $16,418 $53,612 $85,030 $81,414 Columbia Gorge 112 1% 1,474 1% $15,000 $3,362 $9,848 $28,210 $15,000 Chemeketa & Oregon Coast 1,379 17% 18,630 17% $30,000 $41,389 $124,475 $195,865 $195,693 Clackamas 524 7% 8,686 8% $15,000 $15,727 $58,035 $88,762 $111,423 Clatsop [239] Lower Columbia CC [100]** 339 4% 1,964 2% $15,000 $10,175 $13,122 $38,297 $21,794 Klamath 0 0% 3,078 3% $15,000 $0 $20,565 $35,565 $39,529 Lane 2,180 27% 8,841 8% $15,000 $65,431 $59,071 $139,501 $110,460 Linn-Benton 685 9% 5,538 5% $15,000 $20,560 $37,002 $72,561 $53,692 Mt. Hood 309 4% 7,526 7% $15,000 $9,274 $50,285 $74,559 $80,381 Portland 825 10% 21,380 20% $15,000 $24,762 $142,849 $182,611 $268,110 Rogue 418 5% 9,082 8% $15,000 $12,546 $60,681 $88,227 $89,749 Southwestern Oregon 117 1% 2,519 2% $15,000 $3,512 $16,831 $35,342 $30,903 Tillamook Bay 0 0% 627 1% $15,000 $0 $4,189 $19,189 $15,000 Treasure Valley 24 0% 1,688 2% $15,000 $720 $11,278 $26,999 $17,611 Umpqua 75 1% 2,674 2% $15,000 $2,251 $17,866 $35,117 $40,411 Union-Baker--BMCC [104] & Walla Walla CC [37]** 141 2% 1839 2% $15,000 $4,232 $12,287 $31,519 $20,780

Total 7,972 100% 107,434 100% $270,000 $239,272 $717,814 $1,227,086 $1,228,008

* SOURCE: OCCURS & Secondary CTE Enrollment Data ** Lower Columbia & Walla Walla CC numbers for regional Tech Prep headcount ONLY; not for funding to Lower Columbia or Walla Walla

V 7.0—Updated March 2007 85 2007-2008 PERKINS IV BASIC GRANT & TECH PREP Preliminary DISTRIBUTION SUMMARY Secondary Sub-Grantees Regional Consortia/Alliance Sub-Grantees Perkins Basic Perkins Basic and Tech Prep (Including 1% Corrections & State Schools for Regions 1A, 3, 8 & 12) Basic Sub- Basic Sub- Tech Prep Grant Grant Sub-Grant Award Award Award #2A—Beaverton #1A—North Coast Alliance & 1% $38,297 (Clatsop CC)(South Jetty HS) #10—Bend-LaPine #1B—NWRESD (Tillamook Bay CC) $19,189 #5—Bethel #2A—Portland CC/PAVTEC Small Schools $182,611 #2B—Centennial #2B—Multnomah ESD $74,559 #3—Mid-Willamette Education #7—Coos Bay Consortium & 1% (Chemeketa, Oregon Coast $195,865 CC, Lincoln County SD)(Lord HS, Ferrell HS, School for Deaf) #4A—Corvallis #4A—Linn Benton CC (Small Schools) $72,561 #2B—David Douglas #5—Lane ESD $139,501 #5—Eugene #6—Douglas ESD $35,117 #5—Fern Ridge #7—South Coast ESD $35,342

#2A—Forest Grove #8—Southern Oregon ESD & 1% $88,227 (Newbridge HS) #4A—Greater Albany #9—Region 9 ESD $28,210 #2B—Gresham-Barlow #10—High Desert ESD (Central Oregon CC) $85,030 #2A—Hillsboro #11—Lake County ESD #9—Hood River #11—Klamath CC $35,565 #5—Junction City #12—Umatilla-Morrow ESD & 1% (Blue $49,731 Mountain CC)(Riverbend HS) #4—Lebanon #13—Union-Baker ESD $31,519 #9—No Wasco County #14—Malheur ESD $26,999

#2B—Oregon Trail #15—Clackamas ESD/CTEC (Clackamas CC) $88,762 #2B—Parkrose 18--TOTAL $0 $1,227,085 #2C—Portland Perkins Basic Postsecondary Sub-Grantees Sub-Grant

#2B—Reynolds Award #6—Roseburg #9—Columbia Gorge CC $80,436 #5—Siuslaw #11—Klamath CC $136,578 #5—South Lane #5—Lane CC $862,133 #6—South Umpqua #4A—Linn Benton CC $403,200 #5—Springfield #2B—Mt. Hood CC $423,615 #2A—St. Helens #2A—Portland CC $1,363,531 #6—Sutherlin #8—Rogue CC $450,767 #4A—Sweet Home #7—Southwestern Oregon CC $133,924 #2A—Tigard-Tualatin #14—Treasure Valley CC $199,865

86 #6—Winston-Dillard #6—Umpqua CC $154,951 31--TOTAL $0 10--TOTAL $4,209,000

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