Notice of Grant Opportunity
CAREER AND TECHNICAL EDUCATION PARTNERSHIP GRANT:
ENHANCING TEACHING AND STUDENT LEADERSHIP IN THE CAREER CLUSTER OF:
AGRICULTURE, FOOD, AND NATURAL RESOURCES 10-AG82-G06
Bret Schundler Commissioner of Education
Willa Spicer Deputy Commissioner
Marie Barry Director Office of Career and Technical Education Division of Educational Standards and Programs
May, 2010
Application Due Date: June 9, 2010
NEW JERSEY DEPARTMENT OF EDUCATION P.O. Box 500 Trenton, NJ 08625-0500
http://www.state.nj.us/education STATE BOARD OF EDUCATION
JOSEPHINE E. HERNANDEZ ……………………………………. Union President
ARCELIO APONTE ……….……………………………………… Middlesex Vice President
RONALD K. BUTCHER ………………………………………….. Gloucester
KATHLEEN A. DIETZ ……………………………………………. Somerset
EDITHE FULTON …………………………………………………. Ocean
ROBERT P. HANEY ……………………………………………… Monmouth
ERNEST P. LEPORE ……..………………………….……………. Hudson
FLORENCE McGINN …………………………………………….. Hunterdon
ILAN PLAWKER ………………………………………………….. Bergen
DOROTHY S. STRICKLAND …………………………….………. Essex
Bret Schundler, Commissioner Secretary, State Board of Education
It is a policy of the New Jersey State Board of Education and the State Department of Education that no person, on the basis of race, color, creed, national origin, age, sex, handicap or marital status, shall be subjected to discrimination in employment or be excluded from or denied benefits of any activity, program or service for which the department has responsibility. The department will comply with all state and federal laws and regulations concerning nondiscrimination.
2 TABLE OF CONTENTS
SECTION 1: GRANT PROGRAM INFORMATION PAGE
1.1 Description of the Grant Program 4 1.2 Eligibility to Apply 7 1.3 Federal Compliance Requirements (DUNS, CCR) 7 1.4 Statutory/Regulatory Source and Funding 8 1.5 Dissemination of This Notice 8 1.6 Technical Assistance 8 1.7 Application Submission 8 1.8 Reporting Requirements 9 1.9 Assessment of Statewide Program Results 11
SECTION 2: PROJECT GUIDELINES
2.1 Project Requirements 12 2.2 Goals and Outcomes 14 2.2.1 List of Required CTE Activities 16 2.2.2 List of Required FFA Activities 16 2.3 Budget Design Considerations 16 2.4 Budget Requirements 18 2.4.1 Ineligible Costs 18 2.4.2 Subgrants 19
SECTION 3: COMPLETING THE APPLICATION
3.1 General Instructions for Applying 19 3.2 Application Component Checklist 20
APPENDIX A: Program of Study Design Framework APPENDIX B: Unit Overview Template APPENDIX C: Career Cluster Table APPENDIX D: Agricultural Education Resolution APPENDIX E: Definitions APPENDIX F: CTE Agricultural Education Program Plan APPENDIX G: FFA Program Plan APPENDIX H: Career and Technical Student Organization- owned Equipment – Annual Inventory Form APPENDIX I: Interagency Budget Forms
3 SECTION 1: GRANT PROGRAM INFORMATION
1.1 DESCRIPTION OF THE GRANT PROGRAM
The Career and Technical Education Partnership (CTEP) grant program is a critical initiative to galvanize positive, productive links among public education, business, industry, labor and workforce development and institutions of higher education to create opportunities for enhancing quality secondary and postsecondary career and technical education (CTE) programs in New Jersey. Further, this grant program supports the New Jersey Department of Agriculture’s vision for agricultural education as defined by Reinventing Agricultural Education for the Year 2020, the report of the Reinventing Agricultural Education Task Force. To this end, the CTEP grant program aims to facilitate the implementation of the Education Resolution, as adopted by the 2010 State Agricultural Convention, which specifically addresses support for, and facilitation and promotion of, agricultural education in New Jersey. (A copy of the Education Resolution is attached to this NGO as Appendix D.)
In response to national and state initiatives, the New Jersey Department of Education (NJDOE) has developed this grant program to create a systemic approach to engage these stakeholders in an ongoing process in order to address the following four priorities:
1. identification and/or development of resources, tools, strategies and sample curriculum related to the identified career clusters to assist secondary school districts and postsecondary CTE programs statewide in developing quality CTE programs and programs of study that include challenging academic and technical content, aligned to the New Jersey Core Curriculum Content Standards (NJCCCS) and industry standards in order to prepare students for successful entry into a career or postsecondary studies. The resources will include models for developing integrated academic and CTE courses. This will be accomplished in conjunction with the creation of a statewide Career Cluster Council, composed of the chairpersons of the Career Cluster Advisory Committees, the state CTSO advisors, and the project directors of the CTEP grants, chaired by the state Director of the Office of Career and Technical Education.
2. creation of a statewide model (including curriculum) for at least one new CTE program of study within the Agriculture, Food, and Natural Resources career cluster with focus on high–skill, high-wage or high-demand occupations based on labor and workforce development information;
3. delivery of high-quality professional development for secondary school districts with approved Agriculture, Food, and Natural Resources CTE programs and postsecondary CTE programs within the identified career cluster, for teachers, administrators, counselors and college faculty related to integrating academic and technical skills and aligning secondary and postsecondary CTE and academic curriculum; and
4 4. administration and leadership for the FFA in order to ensure that the student organization’s co-curricular activities, competitive events and student leadership activities are aligned to NJCCCS and to industry standards.
Through this grant program, the Department of Education will address many of the state leadership requirements identified in the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV). The intent of Perkins IV is to develop more fully the academic and career and technical skills of secondary and postsecondary education students who elect to enroll in CTE programs.
States receiving Perkins funds are required to provide activities in order to:
develop, improve or expand the use of technology in career and technical education; provide professional development on effective integration of academics and CTE; meet the needs, expectations and methods of industry; develop rigorous and challenging integrated curriculum aligned with academic standards; and support partnerships among local education agencies, institutions of higher education, adult education providers, and, as appropriate, other entities, such as employers, labor organizations, intermediaries, parents, and local partnerships.
CTE Program of Study
Perkins IV requires all states receiving funding under the Act to develop CTE Programs of Study. A CTE Program of Study consists of a coherent sequence of academic and career and technical courses offering students the opportunity to earn an industry-recognized credential or certificate at the secondary or postsecondary level, or an associate or baccalaureate degree related to the focus of the program of study. CTE Programs of Study include the following specific features, according to Perkins IV and New Jersey’s Five Year State Plan for CTE:
Incorporate secondary education and postsecondary education elements;
Includes 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;
Must include the opportunity, through credit transfer agreements, for secondary education students to participate in dual or concurrent enrollment programs or other ways to acquire postsecondary education credits; and
Leads to an industry-recognized credential or certificate at the secondary or postsecondary level, or an associate or baccalaureate degree.
5 The federal Office of Vocational and Adult Education (OVAE) has developed a Program of Study Design Framework (Refer to Appendix A) that identifies ten components that support the development and implementation of effective programs of study.
New Jersey Core Curriculum Content Standards
In June 2009, the New Jersey State Board of Education adopted Career and Technical Education Standards as part of the revised New Jersey’s Core Curriculum Content Standards and represent the first ever State standards for Career and Technical Education. Standard 9.4, Career and Technical Education states that all students who complete a career and technical education program will acquire academic and technical skills for careers in emerging and established professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees.
These standards are based on the knowledge and skill statements of the Sixteen Career Clusters framework. These newly adopted standards emphasize the development of skills used in real world situations in the digital age and provide opportunities for multiple measures of mastery. Interdisciplinary connections, technology integration, global perspectives, and 21st century themes are integral to this new design.
The New Jersey Department of Education has released a new web site (http://njcccs.org) to assist with all aspects of standards implementation, including curriculum development, curriculum mapping, instruction, assessment and professional development. Classroom Application Documents (CADs) and unit plan exemplars are available for the content areas. These documents will offer instructional guidance for teachers, sample formative assessment tasks, and multiple resources that may be linked to outside sources, such as primary source documents. Unit plan exemplars include accompanying lesson plans and will be added to the site incrementally as they are developed and field tested. The web site includes a Unit Overview Template (see Appendix B) which can be used as a tool to help districts define one unit plan of several that comprise a specific course in the curriculum for any content area. It is designed, once completed, to summarize the content and objectives for the unit, outline lessons and assessments that support the unit, and provide links to documents that facilitate delivery of the unit, such as student materials, background information, resources, and performance rubrics. See Appendix C for the career clusters table, listing the 16 clusters and the pathways.
Student Leadership Development - Career and Technical Student Organizations
Career and Technical Student Organizations (CTSOs) are an integral part of career and technical education instructional programs. These organizations provide students with the opportunity to enhance their career, employability and leadership skills through a variety of activities, such as conferences, award programs and competitive events. Events and activities are conducted at the local, state and national levels. CTSO programs and competitive events reflect current standards and competencies for the education programs that they support. Teachers infuse the organization’s activities into the instructional programs, thereby enabling students to see and immerse themselves in the real world connections to their academic studies.
6 There are seven CTSOs recognized by the NJDOE as intra-curricular in nature and in practice. FFA is the organization dedicated to making a positive difference in the lives of students by developing their potential for premier leadership, personal growth and career success through agricultural education. Two Acts of Congress (P.L. 81-740 and P.L. 225-105) incorporated the organization, established its functional parameters, and defined its relationship to the agricultural education instructional program. Student members are engaged in a wide range of curriculum and FFA activities, leading to over 300 career opportunities in agriculture.
The project period covered by this NGO is July 1, 2010 through August 31, 2011.
1.2 ELIGIBILITY TO APPLY
This grant program is targeted to the New Jersey Department of Agriculture (NJDOA), which has successfully met the requirements of providing leadership and administrative services for the FFA as well as the Agricultural Education Initiative through previous interagency agreements with the New Jersey Department of Education (NJDOE). Each department has an interest in developing leadership and a knowledgeable, well-trained workforce for the agricultural industry. In addition, the NJDOA is in the best position to integrate FFA into the New Jersey Agricultural Education Initiative, as it possesses the technical expertise, services and credibility needed for a statewide effort in agricultural education, an effort based upon input from all segments of the agriculture and food industry. The NJDOA joined with the NJDOE and with New Jersey’s agricultural industry to develop the state’s vision for agriculture through the year 2020. In addition, FFA is a part of the instructional program in agricultural education as outlined in P.L. 81-740 and 225-105.
1.3 FEDERAL COMPLIANCE REQUIREMENTS (DUNS, CCR)
In accordance with the Federal Fiscal Accountability Transparency Act (FFATA), all grant recipients must have a valid DUNS number and must also be registered with the Central Contractor Registration (CCR) database. DUNS numbers are issued by Dun and Bradstreet and are available for free to all entities required to register under FFATA.
To obtain a DUNS number, go to http://fedgov.dnb.com/webform/
To register with the CCR database, go to www.ccr.gov
Applicants are required to complete and submit the Documentation of Federal Compliance (DUNS/CCR) form found in the Appendix of this NGO. This DUNS/CCR form must be submitted either with the grant application, or during the pre-award revision process. No award will be made to an applicant who is not in compliance with FFATA.
7 1.4 STATUTORY/REGULATORY SOURCE AND FUNDING
The applicant’s project must be designed and implemented in conformance with all applicable state and federal regulations. In addition, the State Board of Agriculture and the State Agricultural Convention are empowered by N.J.S.A. 4:1-4 to adopt resolutions which recommend programs to promote and protect the state’s agricultural industry. The Career and Technical Education Partnership grant program for Agriculture, Food and Natural Resources is 100% state funded in accordance with the state vocational aid provision of NJSA 18A: 58-34. These funds meet the maintenance of effort requirements of the Carl D. Perkins Career and Technical Education Act of 2006. The total amount available for this grant agreement period is $420,000. The distribution of these funds MUST be as follows: $204,167 (state funds) must be budgeted to support activities related to the development of resources, tools, and curriculum supporting development of quality CTE programs and professional development. $215,833 (state funds) must be dedicated to the management of the FFA career and technical student organization.
NOTE: There can be no co-mingling of the two funding sources. The funds budgeted to support eligible activities supporting the CTE program must be kept separate from the funds dedicated to the management of the FFA organization.
The final award is subject to the availability of state vocational funds.
1.5 DISSEMINATION OF THIS NOTICE
The Office of Career and Technical Education will make this notice available to the New Jersey Department of Agriculture based upon the eligibility statement.
Important: This NGO constitutes the entire application package.
1.6 TECHNICAL ASSISTANCE
The Office of Career and Technical Education will provide a technical assistance workshop for this continuation grant if requested by the NJDOA. Please call Gary Diggs at (609) 777-0369 to request a technical assistance workshop. Registrants requiring special accommodations for the Technical Assistance Workshop should identify their needs at the time of the registration.
1.7 APPLICATION SUBMISSION
The Department of Education operates discretionary grant programs in strict conformance with procedures designed to ensure accountability and integrity in the use of public funds and, therefore, will not accept late applications.
The responsibility for a timely submission resides with the applicant. The Application Control Center (ACC) must receive an original and four copies of the complete application NO
8 LATER THAN 5:00 P.M. ON WEDNESDAY, JUNE 9, 2010. Without exception, the ACC will not accept, and the Office of Grants Management cannot evaluate for funding consideration, grant applications received after this deadline. An applicant will lose the opportunity to be considered eligible for an award if the application is received after the due date. The original and four (4) copies of the application must be mailed or delivered to:
Application Control Center New Jersey Department of Education River View Executive Plaza, Building 100 P.O. Box 500 Trenton, NJ 08625-0500
Applicants are encouraged either to: hand deliver the application to the address above which is located next to Mercer County Waterfront Park on Route 29 in Trenton, between the hours of 8:30 a.m. and 5:00 p.m., Monday through Friday (excluding state holidays) and obtain a dated receipt; or send the application by Certified Mail, Return Receipt Requested; or arrange for delivery by an overnight delivery service to ensure timely delivery and receipt of the application.
Postmarks are not acceptable evidence of timely submission. Receipt by the due date and time is required. Applicants are encouraged to obtain a receipt or to sign in upon delivery to verify NJDOE receipt. Complete grant applications are those that include all elements listed in Section 3.3: Application Component Checklist of this notice. Applications received by the due date and time will be screened to determine whether they are, in fact, eligible for evaluation. The Department of Education reserves the right to reject any application not in conformance with the requirements of this NGO.
Applications submitted by fax cannot be accepted in any circumstances.
Section 0.1 REPORTING REQUIREMENTS
Applicants are required to submit periodic program and fiscal reports documenting grant- related activities that are relevant to the current grant period (i.e., July 1, 2010 – August 31, 2011). The interim reports will be reviewed to determine the degree of the grantee’s progress within the scope of work appropriate to the grant period, and its conformance with program regulations and enabling legislation. For additional information about reporting requirements, see the Grant Recipient’s Manual for Discretionary Grants at: http://www.nj.gov/education/grants/discretionary/management/
CTEP applicants are required to submit periodic program and fiscal reports. The program and fiscal reports for the second year of the multi-year grant will be due as follows:
Report Reporting Period Due Date 1st Interim July 1, 2010 – December 31, 2010 January 31, 2011 2nd Interim July 1, 2010 – April 30, 2011 May 31, 2011
9 Final Report July 1, 2010 – August 31, 2011 November 30, 2011 Important Information Regarding Reports
The second interim report must include a detailed description of the results of the needs assessment and/or professional development survey(s) conducted by the applicant during the grant year.
The final report must include a narrative detailing the following:
Resource guide identifying existing tools; resources; industry-recognized credentials and certifications; third party technical skill assessments; Professional development opportunities that were offered to secondary and postsecondary faculty to develop unit exemplars; Continuation of Career Cluster Advisory Committee meetings, and enhancement of Career Cluster Advisory Committee membership, if applicable; Evaluation results of the needs assessment and/or professional development surveys; Development of one statewide model CTE program of study for the Agriculture, Food, and Natural Resources Cluster, with sample curricula that can be replicated by secondary school districts and postsecondary institutions across New Jersey; Development of one (1) unit exemplar for the Agriculture, Food, and Natural Resources Career Cluster and a unit exemplar for each career pathway in the career cluster; Enhancement of the website developed to provide major stakeholders with information to promote careers in the Agriculture, Food, and Natural Resources Career Cluster in New Jersey; The degree of accomplishment of approved goals, objectives and activities; Program achievements and, if applicable, any program and/or fiscal problems and their impact on the grantee’s plans for future grant agreement periods.
The final report must include information on student leadership development for FFA for the period July 1, 2010 to August 31, 2011, including the following:
the number of FFA student members and number of chapters; the number of FFA statewide competitive events held and total student attendance; the number of FFA student leadership training events held and total attendance; the number of FFA regional conferences held and total student attendance; a summary of completed evaluations of all FFA events; and the FFA Annual Equipment Inventory Form detailing the inventory of all equipment that belongs to FFA and was purchased with student organization funds during the current year or in the past, and that remains the property of FFA.
In addition to the reports listed above, the grant recipient is required to submit the following to the NJDOE CTSO Program Officer in order to ensure fiscal responsibility for student funds and student governance of FFA:
10 Monthly Financial Statements detailing expenses, receipts and current balance of the student organization account due by the last day of the subsequent calendar month, and; Minutes of all state officers’ executive committee meetings due within 60 days of the meeting date;
1.8 ASSESSMENT OF STATEWIDE PROGRAM RESULTS
This grant program addresses the implementation of activities that prepare students for careers and postsecondary education in the state’s high wage, high skill and/or high demand occupations in one or more career cluster and cluster pathways. The NJDOE will evaluate the grant program to ensure that it meets the intent stated in Section 1.1, Description of the Grant Program and also stated objectives of the Program Plans in Appendices F, G and H. NJDOE staff will use the monitoring and reporting documents listed in Section 1.8, Reporting Requirements, as the basis of the program evaluations. NJDOE staff will evaluate these documents to ensure that CTEP applicants have:
Administered, analyzed, and provided a summary of the results of the needs assessment and/or professional development surveys; Developed one program of study for the career cluster identified in this NGO, with sample curricula that can be replicated by secondary and postsecondary institutions in New Jersey; Ensured that all local agricultural programs continue to use a three-component delivery system of class/lab instruction, experiential learning/supervised agricultural experiences, and leadership and personal development through FFA; Ensured that collaboration continues with Agriculture Teacher Education programs to increase the supply of well-trained teachers for New Jersey. Enhanced the website developed to provide major stakeholders with information to promote careers in the Agriculture, Food, and Natural Resources Career Cluster in New Jersey; Provided school districts with access to technical support from state office of Agricultural Education; Provided professional development for year two of this grant program as defined in the professional development plan; Continued Career Cluster Advisory Committee meetings, and enhanced advisory committee membership, if applicable; Developed a resource guide identifying existing tools; resources; industry-recognized credentials and certifications; and third party technical skill assessments; Developed one (1) unit exemplar for the Agriculture, Food, and Natural Resources Career Cluster and a unit exemplar for each career pathway in the career cluster; Planned the FFA student leadership events and conducted them in a timely manner; Managed the grant funds and FFA funds in an appropriate manner and for the educational benefit of the student populations to be served.
11 SECTION 2: PROJECT GUIDELINES
The intent of this section is to provide the applicant with the program framework within which it will plan, design, and develop its proposed project to meet the purpose of this grant program. Before preparing applications, CTEP applicants are advised to review Section 1.1, Description of the Grant Program of this NGO to ensure a full understanding of the state’s vision and purpose for offering the program. Additionally, the information contained in Section 2 will complete the applicant’s understanding of the specific considerations and requirements that are to be considered and/or addressed in its project.
Please note that the passage of the School District Accountability Act (A5 or Chapter Law 53) places additional administrative requirements on the travel of school district personnel. The applicant is urged to be mindful of these requirements as they may impact the ability of school district personnel to participate in activities sponsored by the grant program.
2.1 PROJECT REQUIREMENTS
The New Jersey Department of Agriculture will implement the project in accordance with the NGO and the Program Plans. Through the signing of the Program Plans, the applicant commits itself to the following:
CTE Required Activities
Administer and evaluate a needs assessment and/or professional development surveys; Develop a statewide model program of study that can be replicated by secondary school districts and postsecondary institutions across New Jersey; Using the Program of Study Design Framework (Refer to Appendix A) the statewide model must address, at a minimum, how the following components will be incorporated into the program of study: o Partnerships; o Professional Development; o Course Sequence; o Credit Transfer Agreement; o Guidance Counseling and Academic Advisement; o Teaching and Learning Strategies; and o Technical Skills Assessment Provide professional development opportunities to secondary and postsecondary faculty on the process of using Unit Overview Templates to develop unit overviews; Continue Career Cluster Advisory Committee meetings, and enhance advisory committee membership, as deemed necessary, to ensure representation from business and industry, workforce development, FFA, and secondary and postsecondary education;
12 Select chairperson for the Career Cluster Advisory Committee. (The project director of the CTEP grant may not be the chairperson of the advisory committee.) Enhance the resource guide identifying existing tools; resources; industry-recognized credentials and certifications; and third party technical skill assessments; Using the Unit Overview Template designed for the 2009 New Jersey Curriculum Project, develop a unit exemplar for the Agriculture, Food, and Natural Resources Career Cluster and each associated career pathway for the career cluster; o A unit exemplar summarizes the content and objectives of the unit; incorporates lesson plans associated with cumulative progress indicators (CPIs) of content statements; provides assessments that measure the outcomes of the unit; and provides links to documents that facilitate delivery of the unit; Enhance the website developed to provide major stakeholders (e.g., teachers, counselors, parents, students) with information to promote careers in the Agriculture, Food, and Natural Resources Career Cluster in New Jersey; Administer FFA student leadership development and advisor professional development. The chairperson of the Career Cluster Advisory Committee serves on the state-wide Career Cluster Council to ensure consistency regarding statewide career cluster implementation; and The CTEP project director will meet with the Director of OCTE and/or members of OCTE staff at least four times during the grant year to share project information and monitor progress.
FFA Administration Required Activities
Promotion of greater awareness of the FFA organization and expansion of participation in its activities and events in conjunction with quality CTE programs in the Agriculture, Food, and Natural Resources Career Cluster; Promoting the personal and professional development of participating FFA students; Improving the students’ occupational, employability, and leadership skills; Assisting students in assuming successful roles in society and ultimately in entering the labor market in high-skill, high-wage or high-demand occupations. Maximized opportunities for students through ensuring economical and reasonable student fees; Assurance that FFA’s annual program of activities and calendar of events are conducted in accordance with the organization’s bylaws and rules and regulations.
Required Resources The following resources are required for the administration of the FFA:
a twelve-month staff member to lead all aspects of the project; an individual to provide administrative services and serve as adult state advisor and provide leadership development to FFA state officers; clerical support to provide ongoing communications, prepare documents for distribution, perform tasks related to conference planning, and assist at state conferences; an individual who is experienced in handling financial transactions to ensure fiscal
13 responsibility in the management of the federal, state and student organization funds within the grant recipient’s organization; an individual to plan and coordinate conferences and manage registrations, according to FFA’s state and national guidelines; ability to maintain scheduled office hours consistent with the regular school day and school sessions for FFA activities; sufficient technology resources to develop and maintain a comprehensive and current web site for FFA, and career cluster resources including the capacity to host webinars and other virtual training; and time and travel resources to visit local New Jersey FFA chapters, to plan for conferences with onsite inspection of facilities, to attend regional and state events, to provide technical assistance and workshops for teachers, to outreach to business and industry, to participate in necessary DOE or related meetings, and to participate in national FFA conferences.
2.2 GOALS AND OUTCOMES
Goals and goal outcomes are mandated by the NJDOE; Goals A, B and C will be funded with federal funds ($204,167); Goal D will be funded with state funds ($215,833)
GOAL A Assist in the statewide development of quality CTE programs and programs of study that include challenging academic and technical content, aligned to the NJCCCS and industry standards in order to prepare students for successful entry into a career or postsecondary studies.
Goal Outcomes:
A statewide Career Cluster Advisory Committee was established for the Agriculture, Food, and Natural Resources Career Cluster. The Career Cluster Advisory Committee, comprised of representatives from business, industry, higher education, secondary education, FFA, labor & workforce development, and other appropriate state agencies guided the development of quality CTE programs and programs of study within the Agriculture, Food, and Natural Resources Career Cluster and collaborated with NJDOE on statewide career cluster implementation; Student leadership needs (both secondary and postsecondary students) were identified, prioritized, and addressed by the Career Cluster Advisory Committee; Unit exemplars were developed using the Unit Overview Template designed for the 2009 New Jersey Curriculum Project to help school districts integrate strong academic and technical content in their courses, and to prepare students for successful entry into careers and postsecondary education. A website was developed and enhanced on a yearly basis to provide secondary and postsecondary institutions with information that would promote careers in the Agriculture, Food, and Natural Resources Career Cluster.
14 An online resource guide was developed and enhanced at least yearly that identified existing tools; resources; industry-recognized credentials and certifications; and third- party technical skill assessments; Business and industry representatives provided students with opportunities to hear guest lecturers, participate in job shadowing experiences and/or internship opportunities, that helped them connect what they learned in school to real-world contexts; The chairperson of the Career Cluster Advisory Committee serves on the state-wide Career Cluster Council to ensure consistency regarding statewide career cluster implementation; and The CTEP project director met with the Director of OCTE and/or members of OCTE staff at least four times during the grant year to share project information and monitor progress.
GOAL B Develop one statewide model CTE program of study to address a minimum of one pathway in a high-wage, high-skill or high-demand occupation in the Agriculture, Food, and Natural Resources Career Cluster, and align the curricula to the NJCCCS for the career cluster and cluster pathways and the appropriate industry standards.
Goal Outcomes:
Secondary and postsecondary curricula in the program of study were aligned to the NJCCCS, Standard 9.4, and to industry standards; The program of study curricula integrated strong academic and technical skills; A unit exemplar was developed for the Agriculture, Food, and Natural Resources Career Cluster and for each career pathway in the career cluster, with priority given to those pathways that address workforce needs in emerging career fields and/or high wage, high skill or high demand occupations; School districts were provided with the option to develop the model CTE programs of study, and the curricula for a coherent sequence of courses for each program of study was available online for their use.
GOAL C Plan and deliver statewide professional development to assist secondary educators, administrators and college faculty in the implementation of the CTE Standards, and facilitate implementation of the statewide model CTE programs of study.
Goal Outcomes:
Professional development opportunities were provided to teachers, administrators and counselors on a yearly basis; A needs assessment and/or professional development surveys were developed in collaboration with OCTE staff, and the results analyzed by the applicant to evaluate the effectiveness of the professional development activities.
15 GOAL D Enhance student leadership development through effective and efficient administration of the FFA career and technical student organization.
Goal Outcomes:
FFA conducted all required activities in accordance with the organization's state and national constitutions, bylaws, rules, regulations and policies without justifiable complaint; FFA executive committee/state officer meetings had a written agenda before meetings and accurate minutes of the meetings that show all official action by state officers/executive committee; A state advisory committee representing business and industry and educators from the occupational area has met twice per year with written agenda and minutes to help plan and evaluate the state FFA’s activities and events; The FFA executive committee received monthly written financial reports of organization funds, and the reports were available to any member or advisor who requested them; The grantee has developed an annual program of work or activities during the first quarter; There is an annual budget of organization funds showing income and expenditures approved by state officers/executive committee submitted to the OCTE CTEP Program Officer by November 30th of each grant year; and The organization submits monthly financial reports of the student organization funds expenses and receipts to the OCTE CTEP Program Officer.
2.2.1 List of Required CTE Activities
The required CTE activities have been outlined in the CTE Program Plan (Appendix F) and the applicant’s signature is necessary. Please keep a copy of the signed and dated Program Plan with these guidelines for your reference throughout the project.
2.2.2 List of Required FFA Activities
The required FFA activities have been outlined in the FFA Statewide Leadership and Administrative Services Program Plan (Appendix G) and the applicant’s signature is necessary. Please keep a copy of the signed and dated Program Plan with these guidelines for your reference throughout the project.
2.3 BUDGET DESIGN CONSIDERATIONS
In constructing the budget, applicants must be aware of the differences between the grant funds and the student organization funds. The grant program funds are those made available via this grant agreement from the New Jersey Department of Education in accordance with the state vocational aid provisions of NJSA 18A: 58-34. Student organization funds are funds that are or have been generated from state membership dues, conference registrations, fundraising activities and donations of monies for a specific organizational purpose (e.g., scholarships, awards or
16 supplies). All student organization funds must have an identified account/chart of accounts, which follows the organization's revenue and expenditure system.
Up to $204,167 may be used for the following activities related to CTE program enhancement and professional development:
Salary for project staff; Fringe benefits (grant-funded staff only); Travel for grant-funded staff as outlined in Section 2.2 under Required Resources; Supplies for the operation of project; Equipment (e.g., computers, printers, office equipment); Telephone, Internet, Printing and Postage costs; and Consultant services for assistance with development of online toolkit/resource guide related to the specific career cluster(s), projected timeline for development of CTE program of study(s), and review and expansion of classroom application documents. Subgrants: Up to $10,000 per school
NOTE: List these funds in the “state” column on the budget summary. Total requested not to exceed $204,167.
Up to $215,833 may be used for the following activities related to student leadership development and administration of the FFA organization:
Salary for project staff; Fringe benefits (grant-funded staff only); Travel for grant-funded staff to regional, state and national career and technical student organization conferences. (It is recommended that the applicant verify the location and dates of national events with its national office to ensure proper planning of resources); Travel for grant-funded staff to visit local New Jersey FFA chapters, to plan for conferences with onsite inspection of facilities, to outreach to business and industry, to participate in necessary DOE or related meetings as outlined in Section 2.1 under Required Resources; Supplies for the operation of the student organization office; Equipment (e.g., computers, printers, office equipment) for use by the student organization only; Telephone costs; Printing costs; Postage; Consultant services for assistance with conducting events, professional development activities, technical assistance to local advisors, test creation, registration and tabulation tasks; and Professional development activities for students and local advisors to strengthen career and technical student organization activities and instructional programs.
17 NOTE: List state funds for FFA in the “other” column on the budget summary. Total request not to exceed $215,833.
FFA Student organization funds should be used solely for the benefit of student members. Use of funds for activities that do not include the direct participation of student members must be pre- approved by the Director of the Office of Career and Technical Education. Use of student funds must be pre-approved by the student governing body and reflected in the minutes of the student governance meetings. Please reference The New Jersey Career and Technical Student Organizations Policies and Procedures Manual for greater detail regarding student organization fund uses for CTSOs.
2.4 BUDGET REQUIREMENTS
Maximum Eligible Costs for Grant Funds
The provisions of A-5/Chapter Law 53 contain additional requirements concerning prior approvals, as well as expenditures related to travel. It is strongly recommended that the applicant work with their financial officer when constructing the budget. The NJDOE applies the A-5 restrictions uniformly to all grantees. Unless otherwise specified, the following restrictions apply to all grant programs:
No reimbursement for in-state overnight travel (meals and/or lodging) No reimbursement for meals in conjunction with any in-state travel Mileage reimbursement is capped at $.31/mile for all travel (in-state and out of state)
Applicants are required to limit their total spending of grant funds during the grant agreement time period to the maximum budget cap amounts noted below:
Fringe Benefits Fringe benefits for full and part-time salaries may be charged at a rate not to exceed the agency’s standard fringe benefit rate. Documentation of the rate(s) used must be included as part of the application. Out-of-State Travel Out-of-state conference attendance by an applicant’s staff must have prior written approval from the Director of the Office of Career and Technical Education. Meal Per Diem Out-of-state: meal costs associated with approved conferences. Lodging Per Diem Staff costs associated with in-state conferences (for events where CTSO students will be present) or out-of-state approved conferences.
2.4.1 INELIGIBLE COSTS
Funds provided through this grant program may not be expended for the following:
Indirect costs Entertainment
18 In reviewing this grant program application, the NJDOE may determine that certain proposed costs, though not specifically identified as ineligible, are not reasonable or appropriate under this grant program and, therefore, are not allowable. In such a case, applicants may be requested to transfer grant funds between and among existing line items during the pre-contract revision process.
2.4.2 SUBGRANTS
A subgrant is defined as a formal financial agreement between a third-party grant agreement recipient and another entity (fourth party) to provide an integral part of the grant program. The sub-grantee is accountable to the grantee in the use of the funds, subject to relevant OMB cash management regulations, and is accountable for the delivery of program activities.
It is recognized that subgrant selection is to be conducted in a manner that ensures fair and equitable access to awards. The following characteristics of an open selection process are to be incorporated into the subgrant awards made under this NGO:
Public notice of the grant program offering; Full and open competition among all eligible applicants; Application review, evaluation and selection consistent with the program specifications of this NGO; and Subgrantee monitoring and reporting consistent with the requirements of this NGO.
Subgranting with nonpublic schools is not permitted.
SECTION 3: COMPLETING THE APPLICATION
3.1 GENERAL INSTRUCTIONS FOR APPLYING
To apply for a continuation grant under this NGO, you must prepare and submit a complete application. Your application will be a response to the state’s vision as articulated in Section 1: Grant Program Information of this NGO. It will be planned, designed and developed in accordance with the program framework articulated in Section 2: Project Guidelines of this NGO.
To respond to this NGO, sign the two Program Plans, prepare the budgets, and submit a complete application. A complete application is to be returned by the due date. It will be reviewed for completeness upon receipt by the NJ Department of Education.
Please be advised that in accordance with the Open Public Records Act P.L. 2001, c.404, all applications for discretionary grant funds received September 1, 2003 or later, as well as the
19 evaluation results associated with these applications, and other information regarding the competitive grants process, will become matters of public record upon the completion of the evaluation process, and will be available to members of the public upon request.
3.2 APPLICATION COMPONENT CHECKLIST
The following forms are required (see Required Column) to be included as part of your application. Use the checklist (see Included Column) to ensure that all required forms are included in your application. All required forms are attached.
Required Location Included () Form () NGO Application Title Page NGO Board Resolution to Apply
NGO Statement of Assurances
NGO Documentation of Federal Compliance (DUNS/CCR) Form
NGO Program Plan - CTE
NGO Program Plan - FFA NGO Budget Form IA-1: Salaries and Fringes
NGO Budget Form IA-2: Consultants NGO Budget Form IA-3: Supplies
NGO Budget Form IA-4: Equipment
NGO Budget Form IA-5: Subgrants
NGO Budget Form IA-6: Other Costs NGO Application for Funds – Budget Summary
20 APPENDIX A: PROGRAM OF STUDY DESIGN FRAMEWORK
21 REFERENCE: http://cte.ed.gov/file/POS_Design_Framework.pdf
Career and Technical Programs of Study: A Design Framework
22 The Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV) calls for states to offer “career and technical programs of study,” which may be adopted by local educational agencies and postsecondary institutions, as an option to students (and their parents as appropriate) when planning for and completing future coursework. These programs, at a minimum, must:
Incorporate and align secondary and postsecondary education elements,
Include academic and CTE content in a coordinated, non-duplicative progression of courses,
Offer the opportunity, where appropriate, for secondary students to acquire postsecondary credits, and
Lead to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree.
Each local recipient of Perkins funds must offer at least one career and technical program of study.
To help states and local recipients meet these requirements, the Office of Vocational and Adult Education (OVAE), in collaboration with major national associations, organizations, and states, have formulated a “career and technical programs of study design framework (framework).” The framework identifies a system of 10 components that, taken together, support the development and implementation of effective programs of study. Although all 10 components are important, they are neither independent nor of equal priority: State and local program developers must identify the most pressing components for state or local adoption, taking into consideration their relative need within their educational context.
A program of study is a comprehensive, structured approach for delivering academic and career and technical education to prepare students for postsecondary education and career success.
Operational definition of a program of study
23 PROGRAM OF STUDY (POS) COMPONENTS
1. LEGISLATION AND POLICIES
Federal, state, and local legislation or administrative policies promote POS development and implementation.
Effective legislation and policies should: Provide for state and/or local funding and other resources, such as professional development and dedicated staff time, for POS development.
Establish formal procedures for the design, implementation, and continuous improvement of POS.
Ensure opportunities for any secondary student to participate in a POS.
Require secondary students to develop an individual graduation or career plan.
Provide resources for long term sustainability of POS.
2. PARTNERSHIPS
Ongoing relationships among education, business, and other community stakeholders are central to POS design, implementation, and maintenance.
Collaborative partnerships should: Create written memoranda of understanding that elaborate the roles and responsibilities of partnership members.
Conduct ongoing analyses of economic and workforce trends to identify statewide (or regional) POS to be created, expanded, or discontinued.
Link into existing initiatives that promote workforce and economic development, such as sector strategies and other activities supported by the Workforce Investment Act.
Identify, validate, and keep current the technical and workforce readiness skills that should be taught within a POS.
3. PROFESSIONAL DEVELOPMENT
Sustained, intensive, and focused opportunities for administrators, teachers, and faculty foster POS design, implementation, and maintenance.
Effective professional development should:
24 Support the alignment of curriculum from grade to grade (9-12) and from secondary to postsecondary education (vertical curriculum alignment).
Support the development of integrated academic and career and technical curriculum and instruction (horizontal curriculum alignment).
Ensure that teachers and faculty have the content knowledge to align and integrate curriculum and instruction.
Foster innovative teaching and learning strategies (see #9 below).
4. ACCOUNTABILITY AND EVALUATION SYSTEMS
Systems and strategies to gather quantitative and qualitative data on both POS components and student outcomes are crucial for ongoing efforts to development and implement POS.
Well-designed accountability and evaluation systems should: Include the “10 Essential Elements of A State Longitudinal Data System” identified by the Data Quality Campaign.i
Provide for administrative record matching of student education and employment data (i.e., Unemployment Insurance (UI) wage records).
Yield valid and reliable data on key student outcomes (indicators) referenced in Perkins and other relevant federal and state legislation.
Provide timely data to evaluate and improve the effectiveness of POS.
5. COLLEGE AND CAREER READINESS STANDARDS
Content standards that define what students are expected to know and be able to do to enter and advance in college and/or their careers comprise the foundation of a POS.
Rigorous college and career readiness standards should: Be developed and continually validated in collaboration with secondary, postsecondary, and industry partners.
Incorporate essential knowledge and skills (i.e., academic skills, communication, and problem-solving), which students must master regardless of their chosen career area or POS.
Provide the same rigorous knowledge and skills in English and mathematics that employers and colleges expect of high school graduates.
25 Incorporate industry-recognized technical standards that are valued in the workplace.
To the extent practicable, be internationally benchmarked so that all students are prepared to succeed in a global economy.
6. COURSE SEQUENCES
Non-duplicative sequences of secondary and postsecondary courses within a POS ensure that students transition to postsecondary education without duplicating classes or requiring remedial coursework.
Well-developed course sequences should: Map out the recommended academic and career and technical courses in each POS.
Begin with introductory courses at the secondary level that teach broad foundational knowledge and skills that are common across all POS.
Progress to more occupationally-specific courses at the postsecondary level that provide knowledge and skills required for entry into and advancement in a chosen POS.
Offer opportunities for students to earn postsecondary credit for coursework taken during high school.
7. CREDIT TRANSFER AGREEMENTS
Credit transfer agreements provide opportunities for secondary students to be awarded transcripted postsecondary credit, supported with formal agreements among secondary and postsecondary education systems.
Well-development agreements: Provide a systematic, seamless process for students to earn college credit for postsecondary courses taken in high school, transfer high school credit to any two-and four-year institution in the state that offers the POS, and transfer credit earned at a two- year college to any other two-or four-year institution in the state that offers the POS.
College credit should be automatically transcripted at the college for high school students so that they can transfer seamlessly into the postsecondary portion of a POS without the need for additional paperwork or petitioning for credit.
Describe the expectations and requirements for, at a minimum, teacher and faculty qualifications, course prerequisites, postsecondary entry requirements, location of courses, tuition reimbursement, and credit transfer process.
26 8. GUIDANCE COUNSELING AND ACADEMIC ADVISEMENT
Guidance counseling and academic advisement help students to make informed decisions about which POS to pursue.
Comprehensive guidance counseling and academic advisement systems: Are based on state and/or local guidance and counseling standards, such as the National Career Development Guidelines.ii
Ensure that guidance, counseling, and advisement professionals have access to up-to-date information about POS offerings to aid students in their decision making.
Offer information and tools to help students learn about postsecondary education and career options, including prerequisites for particular POS.
Offer resources for students to identify their career interests and aptitudes and to select appropriate POS.
Provide information and resources for parents to help their children prepare for college and careers, including workshops on college and financial aid applications.
Offer Web-based resources and tools for obtaining student financial assistance.
9. TEACHING AND LEARNING STRATEGIES
Innovative and creative instructional approaches enable teachers to integrate academic and technical instruction and students to apply academic and technical learning in their POS coursework.
Effective teaching and learning strategies should: Be jointly led by interdisciplinary teaching teams of academic and career and technical teachers or faculty.
Employ contextualized work-based, project-based, and problem-based learning approaches.
Incorporate team-building, critical thinking, problem-solving, communication skills, such as through the use of career and technical student organization (CTSO) activities.
10. TECHNICAL SKILLS ASSESSMENTS
National, state, and/or local assessments provide ongoing information on the extent to which students are attaining the necessary knowledge and skills for entry into and advancement in postsecondary education and careers in their chosen POS.
27 Well-developed technical skills assessments: Measure student attainment of technical skill proficiencies at multiple points during a POS.
Employ industry-approved technical skill assessments based on industry standards, where available and appropriate.
Employ State-developed and/or approved assessments where industry-approved assessments do not exist.
Incorporate performance-based assessment items, to the greatest extent possible, where students must demonstrate the application of their knowledge and skills.
______i The 10 elements are: (1) statewide student identifier; (2) student-level enrollment data; (3) student-level test data; (4) information on untested students; (5) statewide teacher identifier with a teacher-student match; (6) student-level course completion (transcript) data; (7) student-level SAT, ACT, and Advanced Placement exam data; (8) student-level graduation and dropout data; (9) ability to match student-level P-12 and higher education data; and (10) a state data audit system. ii See http://cte.ed.gov/acrn/ncdg/ncdg_what.htm.
APPENDIX B: UNIT OVERVIEW TEMPLATE
2009 New Jersey Curriculum Project Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Introduction
28 This template is the product of an initiative led by the New Jersey Department of Education, Office of Academic Standards, in partnership with the New Jersey Association for Supervision and Curriculum Development (NJASCD) and the New Jersey Principals and Supervisors Association (NJPSA). The project was undertaken with the assistance of New Jersey content area supervisors, curriculum coordinators, and teachers during spring-summer 2009. The goal of the project was to design exemplar unit plans and accompanying lesson plans aligned with the 2009 Core Curriculum Content Standards that may be used by districts as models for the development of local curricula.
The Unit Overview Template, which follows, is a tool that can help districts define one unit plan of several that comprise a specific course in the curriculum for any content area. It is designed, once completed, to summarize the content and objectives for the unit, outline lessons and assessments that support the unit, and provide links to documents that facilitate delivery of the unit, such as student materials, background information, resources, and performance rubrics. To see how the units fit together in the design of a course, see the Curriculum Design Template included at the end of this document.
Seven content area Unit Overviews were created as part of the project to serve as exemplar unit plans that are aligned with the 2009 Core Curriculum Content Standards and that assist in achieving the goal of engaging students, fostering achievement, and cultivating 21st century global skills. The units stress the integration of 21st century themes and skills, global perspectives, technology, and cross-curricular connections.
We encourage districts to use the exemplars in conjunction with the curriculum development tools and templates that emanated from this project as models for teaching and learning based on the 2009 standards.
29 Unit Overview Template Content Area: Unit Title: Target Course/Grade Level: Unit Summary
Primary interdisciplinary connections: 21st century themes: Unit Rationale
Learning Targets Standards
Content Statements
CPI # Cumulative Progress Indicator (CPI)
Unit Essential Questions Unit Enduring Understandings Unit Learning Targets Students will ... Evidence of Learning Summative Assessment (X days)
Equipment needed: Teacher Resources:
30 Formative Assessments Lesson Plans Lesson Timeframe Lesson 1 X hours/days Name of Lesson 1 Lesson 2 X hours/days Name of Lesson 2 Lesson 3 X hours/days Name of Lesson 3 Teacher Notes:
Curriculum Development Resources Click the links below to access additional resources used to design this unit:
31 Lesson Plan 1 Template Content Area: LessonGoals/Objectives Title: Learning Activities/Instructional StrategiesTimeframe:Formative X hours/days Assessment Tasks Lesson Components Students: Lesson Sequence 21 st Century Themes 1. Global Awareness 2. Financial, Economic, Civic Literacy Health Literacy Business, and 3. Entrepreneurial Literacy 21 st Century Skills Creativity and Critical Thinking and Communication Information Literacy Innovation Problem Solving and Collaboration DifferentiationMedia Literacy ICT Literacy Life and Career Skills Interdisciplinary Connections: IntegrationResources Providedof Technology: Equipment needed:
32 Lesson Plan 2 Template Content Area: Lesson Title: Timeframe: x hours Lesson Components 21 st Century Themes Global Awareness Financial, Economic, Civic Literacy Health Literacy Business, and Entrepreneurial Literacy 21 st Century Skills Creativity and Critical Thinking and Communication Information Literacy Innovation Problem Solving and Collaboration Media Literacy ICT Literacy Life and Career Skills Interdisciplinary Connections: Integration of Technology: Equipment needed:
Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks
Students: Lesson Sequence 1. 2. 3.
Differentiation
Resources Provided
33 Lesson Plan 3 Template Content Area: Lesson Title: Timeframe: x hours Lesson Components 21 st Century Themes Global Awareness Financial, Economic, Civic Literacy Health Literacy Business, and Entrepreneurial Literacy 21 st Century Skills Creativity and Critical Thinking and Communication Information Literacy Innovation Problem Solving and Collaboration Media Literacy ICT Literacy Life and Career Skills Interdisciplinary Connections: Integration of Technology: Equipment needed:
Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks
Students: Lesson Sequence 1. 2. 3.
Differentiation
Resources Provided
34 LESSON REFLECTION
Reflect on the lesson you have developed and rate the degree to which the lesson Strongly, Moderately or Weakly meets the criteria below. Lesson Activities: Strongly Moderately Weakly
Are challenging and require higher order thinking and problem solving skills
Allow for student choice
Provide scaffolding for acquiring targeted knowledge/skills
Integrate global perspectives
Integrate 21st century skills
Provide opportunities for interdisciplinary connection and transfer of knowledge and skills
Foster student use of technology as a tool to develop critical thinking, creativity and innovation skills
Are varied to address different student learning styles and preferences
Are differentiated based on student needs
Are student-centered with teacher acting as a facilitator and co-learner during the teaching and learning process
Provide means for students to demonstrate knowledge and skills and progress in meeting learning goals and objectives
Provide opportunities for student reflection and self- assessment
Provide data to inform and adjust instruction to better meet the varying needs of learners
35 Curriculum Design Template
Content Area:
Course Title: Grade Level:
Unit Plan 1 Pacing Guide
Unit Plan 1 Pacing Guide
Unit Plan 3 Pacing Guide
Unit Plan 4 Pacing Guide
Unit Plan 5 Pacing Guide
Unit Plan 6 Pacing Guide
Date Created:
Board Approved on:
REFERENCE: http://www.njcccs.org/ResourcebyContentAreaLink.aspx
36 APPENDIX C: CAREER CLUSTERS TABLE
Career Clusters Table
All New Jersey career and technical education programs fall under one of the 16 career clusters of the States’ Career Clusters Initiative. Each career cluster is listed in column one of the Career Clusters Table, below, along with a link to the standards document for that cluster. Column two provides a description of each career cluster. Column three shows how the organization of each career cluster is further refined into career pathways.
In standard 9.4, each of the 16 career clusters is listed as a strand (the identifier for each strand—9.4.A through 9.4.P—is also shown in column one of the Career Clusters Table). In addition, for each career cluster/strand, content statements and cumulative progress indicators are delineated for (1) the overall cluster, and (2) each specific pathway within that cluster.
CAREER CLUSTERS TABLE Career Cluster Name Career Cluster Description Career Pathways 9.4.A The Agriculture, Food, & Natural 1. Food Products and Processing Resources Career Cluster includes Systems occupations and careers in production, 2. Plant Systems Agriculture, Food, & Natural processing, marketing, distribution, 3. Animal Systems Resources financing, and development of 4. Power, Structural, and agricultural commodities and resources, Technical Systems including food, fiber, wood products, 5. Natural Resources Systems natural resources, horticulture, and other 6. Environmental Service plant and animal products/resources. Systems 7. Agribusiness Systems 9.4.B The Architecture & Construction 1. Design/Pre-Construction Architecture & Construction Career Cluster includes occupations and 2. Construction careers in designing, planning, managing, 3. Maintenance/Operations building, and maintaining the built environment. 9.4.C The Arts, A/V Technology & 1. Audio & Video Technology Communications Career Cluster and Film Arts, A/V Technology & includes occupations and careers in 2. Journalism & Broadcasting Communications designing, producing, exhibiting, 3. Printing Technologies performing, writing, and publishing 4. Performing Arts multimedia content, including visual and 5. Telecommunications performing arts and design, journalism, Technologies and entertainment services. 6. Visual Arts 9.4.D The Business, Management & 1. Administrative Services Administration Career Cluster includes 2. Business Information Business, Management & occupations and careers in planning, Technology Administration organizing, directing, and evaluating 3. General Management business functions essential to efficient 4. Business Financial
37 CAREER CLUSTERS TABLE Career Cluster Name Career Cluster Description Career Pathways and productive business operations. Management & Accounting 5. Human Resources 6. Operations Management 9.4.E The Education & Training Career 1. Professional Support Services Cluster includes occupations and careers 2. Teaching & Training Education & Training in planning, managing, and providing education and training services and related learning support services.
9.4.F The Finance Career Cluster includes 1. Accounting occupations and careers in planning, 2. Banking Finance services for financial and investment 3. Business Finance planning, banking, insurance, and 4. Insurance business financial management. 5. Securities & Investments 9.4.G The Government & Public 1. Governance Administration Career Cluster includes 2. Foreign Service occupations and careers in executing 3. Planning Government & Public governmental functions to include 4. National Security Administration governance, national security, foreign service, planning, revenue and taxation, regulation, and management and administration at the local, state, and federal levels. 9.4.H The Health Science Career Cluster 1. Therapeutic Services includes occupations and careers in 2. Diagnostics Services Health Science planning, managing, and providing 3. Health Informatics therapeutic services, diagnostic services, 4. Support Services health informatics, support services, and 5. Biotechnology Research & biotechnological research and Development development. 9.4.I The Hospitality & Tourism Career 1. Restaurants & Food & Cluster encompasses the management, Beverage Services Hospitality & Tourism marketing, and operations of restaurants 2. Lodging and other foodservices, lodging, 3. Travel & Tourism attractions, recreation events, and travel 4. Recreation, Amusements, & related services. Attractions 9.4.J The Human Services Career Cluster 1. Early Childhood Development includes occupations and careers in & Services Human Services educating and preparing individuals for 2. Family & Community employment in career pathways that relate Services to families and human needs. 3. Personal Care Services 4. Consumer Services
38 CAREER CLUSTERS TABLE Career Cluster Name Career Cluster Description Career Pathways 9.4.K The Information Technology Career 1. Network Systems Cluster includes occupations and careers 2. Information Support & in building linkages for entry level, Services Information Technology technical, and professional careers related 3. Web & Digital to the design, development, support, and Communication management of hardware, software, 4. Programming & Software Internet, multimedia, and systems Development integration services. 9.4.L The Law, Public Safety, Corrections & 1. Correction Services Security Career Cluster includes 2. Fire & Emergency Law, Public Safety, occupations and careers in planning, Management Services Corrections & Security managing, and providing legal, public 3. Security & Protective Services safety, corrections, protective services, 4. Law Enforcement Services and homeland security, including 5. Legal Services professional and technical support.
9.4.M The Manufacturing Career Cluster 1. Manufacturing Production includes occupations and careers in Process Development Manufacturing planning, managing, and performing the 2. Production processing of materials into intermediate 3. Maintenance, Installation, & or final products and related professional Repair and technical support activities, such as 4. Quality Assurance production planning and control, 5. Logistics & Inventory Control maintenance, and manufacturing/process 6. Health, Safety, & engineering. Environmental Assurance 9.4.N The Marketing, Sales & Service Career 1. Marketing Communications Cluster includes occupations and careers 2. Marketing Management Marketing, Sales & Service in planning, managing, and performing 3. Marketing Research marketing activities to reach 4. Management & organizational objectives. Entrepreneurship 5. Merchandising 6. Professional Sales & Marketing 9.4.O The Science, Technology, Engineering 1. Engineering & Technology & Mathematics Career Cluster includes 2. Science & Mathematics occupations and careers in planning, Science, Technology, Engineering managing, and providing scientific & Mathematics research and professional and technical services (e.g., physical science, social science, engineering), including laboratory and testing services, and research and development services. 9.4.P The Transportation, Distribution & 1. Transportation Operations
39 CAREER CLUSTERS TABLE Career Cluster Name Career Cluster Description Career Pathways Logistics Career Cluster includes 2. Logistics Planning & occupations and careers in planning, Management Services Transportation, management, and movement of people, 3. Warehousing & Distribution Distribution & Logistics materials, and goods by road, pipeline, Center Operations air, rail, and water and related 4. Facility & Mobile Equipment professional and technical support Maintenance services, such as transportation 5. Transportation infrastructure planning and management, Systems/Infrastructure logistics services, mobile equipment and Planning, Management, & facility maintenance. Regulation 6. Health, Safety, & Environmental Management 7. Sales & Service
APPENDIX D: Resolution # 9
40 Approved by Delegates of 95th State Agricultural Convention
February 9, 2010
PREPARING AGRICULTURE, FOOD AND NATURAL RESOURCES (AFNR) EDUCATION PROGRAMS TO MEET GLOBAL DEMANDS OF THE INDUSTRY
WHEREAS, world food production must double in the next several decades to meet the needs of a growing population, and the science and technology of agriculture need to advance to produce more food on the same or smaller land mass; and
WHEREAS, the world will need greater numbers of students enrolled in, and graduating from, agriculture programs emphasizing science, business and technology at all levels of our education system to meet the ever-expanding needs of the 21st Century; and WHEREAS, FFA, 4-H, high school curricula emphasizing agriculture’s relevance to our everyday lives, and the advanced, specialized agricultural education provided by land grant institutions such as Rutgers University, are all important components of preparing the next generation of agricultural professionals to provide the important products and services needed to meet the demands of a growing population.
NOW, THEREFORE, BE IT RESOLVED, that we, the delegates to the 95th State Agricultural Convention, assembled in East Brunswick, New Jersey, on February 9, 2010, do hereby support: (1) the continued interagency agreement between the New Jersey Department of Education and the New Jersey Department of Agriculture to administer all agricultural education programs in New Jersey; (2) expanding opportunities for students, including those from non- agricultural backgrounds, to participate in the “Agriculture is Cool” campaign and increasing the number of quality instructional programs, including but not limited to the establishment of new programs offering the advanced Curriculum in Agricultural Science Education (CASE), aimed at increasing high school and college graduates pursuing AFNR careers; (3) seamless transitions for agriculture students pursuing associate, baccalaureate and/or advanced degrees; (4) strengthening of the agriculture teacher preparation program at the Rutgers School of Environmental and Biological Science to serve more agricultural education programs; and (4) the coalition of “Team Ag Ed” to support, inform and advocate for programs, projects and initiatives to help improve the image of agriculture statewide.
APPENDIX E: Definitions
41 Career Cluster Advisory Committee - a group of representatives from business and industry, secondary and postsecondary institutions, the related Career and Technical Student Organization, state agencies and other representatives organized around one of the 16 career clusters adopted by the State Board of Education, to guide the work of the CTEP project and facilitate the attainment of the goals and objectives.
Career Cluster Advisory Committee Chairperson - a member of the Career Cluster Advisory Committee who has been selected to serve as the chair of the committee.
Career and Technical Student Organizations – Organizations for students who are enrolled in approved career and technical education programs on either the secondary or postsecondary levels. The organizations are recognized by the state and US Departments of Education as integral to the instructional program.
Statewide Career Cluster Council – An advisory group composed of the chairpersons of the Career Cluster Advisory Committees, the state CTSO advisors, the project directors of the CTEP grants, and the state Director of the Office of Career and Technical Education, who serves as chairperson. The Statewide Career Cluster Council serves to insure consistency in the implementation of the CTEP grants.
42 APPENDIX F
Career and Technical Education – Agricultural Education
PROGRAM PLAN 2010 - 2011
By August 31, 2011, the New Jersey Department of Agriculture will meet the following objectives as part of this NGO:
1. Administer and evaluate a needs assessment and/or professional development surveys;
2. Develop a statewide model program of study that can be replicated by secondary school districts and postsecondary institutions across New Jersey;
Using the Program of Study Design Framework (Refer to Appendix A) the statewide model must address, at a minimum, how the following components will be incorporated into the program of study:
a. Partnerships; b. Professional Development; c. Course Sequence; d. Credit Transfer Agreement; e. Guidance Counseling and Academic Advisement; f. Teaching and Learning Strategies; and g. Technical Skills Assessment
3. Provide professional development opportunities to secondary and postsecondary faculty on the process of using Unit Overview Templates to develop unit overviews;
4. Continue Career Cluster Advisory Committee meetings, and enhance advisory committee membership, as deemed necessary, to ensure representation from business and industry, workforce development, FFA, and secondary and postsecondary education;
5. Select chairperson for the Career Cluster Advisory Committee. (The project director of the CTEP grant may not be the chairperson of the advisory committee.)
6. Enhance the resource guide identifying existing tools; resources; industry-recognized credentials and certifications; and third party technical skill assessments;
7. Using the Unit Overview Template designed for the 2009 New Jersey Curriculum Project, develop a unit exemplar for the Agriculture, Food, and Natural Resources Career Cluster and each associated career pathway for the career cluster. A unit exemplar summarizes the content and objectives of the unit; incorporates lesson plans associated with cumulative progress indicators (CPIs) of content statements, provides assessments
43 that measure the outcomes of the unit, and provides links to documents that facilitate delivery of the unit;
8. Enhance the CTEP website developed to provide major stakeholders (e.g., teachers, counselors, parents, students) with information to promote careers in the Agriculture, Food, and Natural Resources Career Cluster in New Jersey;
9. Administer FFA student leadership development and advisor professional development.
10. The chairperson of the Career Cluster Advisory Committee serves on the state-wide Career Cluster Council to ensure consistency regarding statewide career cluster implementation;
11. The CTEP project director will meet with the Director of OCTE and/or members of OCTE staff at least four times during the grant year to share project information and monitor progress.
12. Implement goals of New Jersey Agriculture, Food and Natural Resources Education program to improve classroom/lab instruction, experiential learning (Supervised Ag Experiences); and leadership development (i.e. FFA/PAS) to ensure instruction meets the New Jersey Core Curriculum Content Standards (NJCCCS);
13. Provide technical and interactive technology support to local agricultural education programs to ensure alignment with NJCCCS;
14. Market the quality statewide agriculture, food and natural resource education program to key stakeholders including but not limited to students, parents, teachers, administrators, local and state officials to help meet increasing employment demands in the science, business and technology of agriculture;
15. Expand the use of the National Agricultural Education Quality Program Standards to all local agricultural education programs using a model that includes evaluation of the program with at least one agriculture teacher, one advisory committee member and one administrator for each program;
16. Promote and expand rigorous and relevant instruction through the Curriculum in Agricultural Science Education program model;
17. Increase network to provide leadership, resources and services for current and emerging trends in New Jersey agricultural education through local, state and national professional development meetings and conferences;
18. Encourage programs of study in agriculture, food, and natural resources education leading to seamless transitions from secondary/postsecondary educational programs to careers in the science, business and technology of agriculture; and
44 19. Continue to work with Agriculture Teacher Education programs nationwide and the American Association of Agricultural Educators to increase the supply and quality of well-trained teachers for New Jersey’s Agriculture, Food and Natural Resources Education programs.
Date: By: ______(Signature of Secretary of Agriculture New Jersey Department of Agriculture)
45 APPENDIX G
FFA Statewide Leadership and Administrative Services PROGRAM PLAN 2010-2011
In accepting funds for the FFA Statewide Leadership and Administrative Services grant, the New Jersey Department of Agriculture agrees to meet the following three objectives:
Provide for the effective and efficient administration of the New Jersey FFA to promote awareness of, and to expand participation in, the organization and its activities and events;
Maximize student opportunities and ensure economical and reasonable student fees by budgeting, managing and accounting for grant funds and FFA funds in a responsible manner, and in accordance with the Generally Accepted Accounting Principles; and
Ensure that the FFA organization’s annual program of activities and calendar of events are conducted in accordance with that organization’s bylaws, rules and regulations, and the New Jersey and national FFA constitutions.
To meet the above objectives, the New Jersey Department of Agriculture further agrees to perform all activities outlined below.
1) Certification and Submission of State Materials to National FFA
Certify state applications, delegates, national officer candidates, talent, band and chorus members and career development event participants to regional and national levels; Register state officers for State Presidents' Conference and National Leadership Conference; Compile and submit FFA Annual Report to National FFA; Request for National FFA officer to attend state convention; Nominate agricultural education/FFA Instructors for FFA Agriscience Teacher Awards; Submit state's proposed changes to National FFA Constitution; and Submit nominations for American FFA degrees and Honorary American FFA degree.
Article I. Coordination of State Activities
Organization Management Finalize state FFA calendar of events Collect and maintain chapter requirements for charter Finalize all previous years' spending of FFA student funds and prepare budget Approve state officer travel reimbursements and approve state officer jacket orders Prepare, send, process and maintain chapter membership dues records Schedule, arrange for and attend state FFA association monthly meeting
46 Conduct committee work for state association standing committees Prepare budgets for FFA Association and Foundation and keep income and expense records Schedule, attend and serve as ex-officio member of the State FFA Foundation and State FFA Alumni Association meetings Attend New Jersey Association of Agricultural Educators (NJAAE), and NJ Ag Education Advisory Council meetings to increase collaboration with state FFA association Prepare FFA Foundation annual report for printing Coordinate mass mailing for FFA Foundation Coordinate State Association meeting agendas, minutes, treasurer’s reports Send State FFA Foundation materials (send agenda, minutes and treasurer’s reports to board members) Review and update State FFA Website Stay current on national Ag Ed/FFA issues and events by attending staff specific workshops at national in-services and conventions
Plan, prepare, announce and conduct State Leadership Conferences Present FFA professional development workshops to agriculture teachers Develop Leadership Experience and Development Conference agenda, State Officer Candidates’ School agenda and Advocacy and Legislative Leadership Day agenda with state FFA officers Advise state FFA officers on the development of leadership training workshops for members Secure facilities and prepare cost-analysis to set fees for leadership conferences Advise and instruct state FFA officers during conduct of leadership conferences
Plan, prepare, announce, confirm and conduct events for New Jersey at National FFA Convention Prior to national convention Reserve and confirm New Jersey room block; arrange for official state FFA officer delegate lodging rooms with convention housing bureau Coordinate state members recognition function Certify career development event participants Register state booth Prepare and certify FFA state officer delegates for delegate business meetings Plan events at State FFA Headquarters for each convention session Communicate hotel costs and FFA registration procedures to local chapters Prepare state CDE participants’ list; submit to National FFA; plan for on-site state activities for state participants at National Convention Make travel arrangements for state FFA officers to attend convention During Event Coordinate state activities and state participants Coordinate state display set up and manning of NJ state booth for Hall of States Exhibit Coordinate and host activities at State FFA Headquarters for each session Serve as liaison to state hotel room block Coordinate state FFA officer travel and leadership development during convention Coordinate New Jersey’s judges at convention
47 Attend convention sessions with State FFA officer delegates and provide guidance and leadership Attend delegate business meetings and delegate trainings Following national convention Prepare National CDE statistic report and determine National Sweepstakes Award Compile state report to National FFA from students, delegates, teacher and staff input Follow-up with delegate business session decisions and implement them accordingly in New Jersey
Work with state FFA officers to develop their leadership Arrange and schedule state FFA officers’ classroom visits and speaking engagements Arrange for travel of the state FFA officers to national leadership conferences and attend to provide guidance and training Assist in development of speeches Advise state delegates at national convention Arrange state FFA officer banquet speech workshop (food, facility, video camera, program) Attend events with state FFA officers when representing the state association as appropriate Advise state officers planning to attend International Leadership Seminars Announce proposed amendments to national constitution to state FFA officers Coordinate and conduct State FFA Officer Orientation Weekend Training conference: -- Confirm facility and food arrangements -- Prepare training materials for each officer -- Invite speakers to conference to present workshops -- Monitor written official correspondence of each officer
Coordinate Career Development Events Reserve facilities and finalize floor plans for career development events Work with industry to coordinate and conduct career development event for students Update career development event rules through student and teacher committees Contract with career development event officials (consultants) to conduct events Announce career development events and results to schools; computerize entries, tally results, and process registration fees for career development events Order awards for career development events Coordinate and administer online career development events using web-based test program via www. myCAERT.com Correspond with judges/officials and other extension and industry people involved with career development events and state convention. Evaluate events and propose updates, eliminations and additions as needed
Plan, prepare, coordinate and conduct FFA State Convention Prior to the state convention Guide state FFA officers in planning State convention program; Announce state FFA convention to chapter advisors Collect and evaluate applications for state competition Prepare for Awards Committee selection process. After award selections are made:
48 -- Request awards sponsored by National FFA Foundation -- Order FFA Supply Service awards -- Notify degree and award recipients and their teachers -- Invite and confirm state and national business and industry sponsors to present awards -- Prepare and print certificates for presentation Invite guest speakers and state officials to attend State Convention Collect registrations, delegates and courtesy corps names for the convention Send pre-convention delegate packets and courtesy corps information Collect contestant materials and send to judges for initial review Correspond with state FFA officer candidates, parents and teachers Finalize plans for State FFA Convention: -- Prepare script with state FFA officer input -- Prepare awards presentations for plaques -- Coordinate all events at convention -- Finalize convention program -- Inventory all award shipments for presentation -- Meet with Rutgers staff to finalize facilities and registration plans -- Check all files for all necessary contest materials such as tests, keys, etc. -- Set up convention hall with state FFA officers -- Conduct practice sessions, committee work and rehearse state officers' speeches Arrange for adult coordinator of State Officer Nominating Committee -- Orient adult and executive committee members to nominating committee Coordinate winning state applications; update and send for national competition
During the state convention– the following on-site activities occur simultaneously: 1. Coordination of Facilities (Executive Assistant/FFA Executive Treasurer) Two student dormitories (Lippincott & Katzenbach) Coordinate room assignments; dorm room check in; school invoice processing, meal cards and key distribution; master key coordination for rooms and dorms Dining Hall coordination – coordination of meal counts, banquet set up plans, audio needs Cook Student Center – Evening activities, dance, refreshments etc. Gymnasium – Coordination of two recreation sessions and one evening recreation event Hickman Hall – coordination of complete facility including 17 classrooms for competitive events and committee meetings and 2 auditoriums for leadership workshops and general sessions Coordination of stage equipment, sound, light and computer delivery and set up
2. Convention Events and Stage (Education Planner/FFA Specialist): Responsible for all stage and session hall presentations and activities Preparation and training of 7 student FFA officers to conduct and present over 45 events, sessions and meetings Planning, education and training for delivery of business sessions using parliamentary procedure to comply with state and national FFA constitutions
49 Coordination of agendas and 60 official delegates for committee and business meetings Preparation, education and training of 15 executive board members in the delivery of convention presentations and speeches Coordination of national FFA officer presentation and keynote speaker Coordinate the development of video presentations Coordination of over 20 career development events
3. Overall coordination and oversight (Education Specialist): Plan, coordinate and conduct teacher and school chaperone meeting Update of agricultural education information, initiatives and program status to teachers, administrators, agriculture, education, business and industry representatives Comments/greetings during banquet session challenging students to pursue careers in agriculture Oversight and coordination of state FFA officer nominating committee process State Advisor approval (per state and national FFA constitution) of Garden State Degree recipients Oversight and coordination of awards presentation and backstage events Coordination of special guests and judges reception Oversight of convention program Advise staff and state FFA officers as needed to deliver fair and competitive events and an efficient and inspirational convention
After the state convention Forward award winners’ names to NJ FFA Foundation, National FFA and NJ Farm Bureau, and others as necessary, for check processing Provide National FFA CDE certification to state CDE winners Compile statistical data on convention events Compile convention evaluations Send thank you letters to judges and convention staff who assisted Inventory award and convention supplies Follow-up on registration payments Compile end of year reports
Date: By: ______(Signature of Secretary of Agriculture, New Jersey Department of Agriculture
50 APPENDIX H Page ____ of_____
Career and Technical Student Organization-Owned Equipment - Annual Inventory Form (to be submitted only with final report) Equipment Purchased with Student Funds New Jersey Department of Education
Equipment Inventory Report (as of __/__/__) 1. LEA/AGENCY: CTSO:
Make/Model/ Inventory Purchase Purchase Location Description Tag # Date Cost
______STATE ADVISOR DATE BUSINESS ADMINISTRATOR/CFO DATE
51 APPENDIX I: INTERAGENCY BUDGET FORMS
Date: ______INTERAGENCY BUDGET DETAIL FORM IA-1 Page _____ of _____ Personal Services – Salaries Personal Services – Fringe Benefits
AGENCY: NGO TITLE:
NOTES: Copy this form. Complete all columns. Round all entries to the nearest whole dollar. Use multiple lines for a single entry if necessary.
% OF TIME SALARY PERCENT FRINGE ANNUAL TO GRANT GRANT OF GRANT POSITION/NAME SALARY PROGRAM REQUEST FRINGE REQUEST Annual Salary x % of Time = Salary Grant Request Salary Grant Request x % of Fringe = Fringe Grant Request Date: ______INTERAGENCY BUDGET DETAIL FORM IA-2 Page _____ of _____ Purchased Professional and Technical Services
AGENCY: NGO TITLE:
NOTES: Copy this form. Complete all columns. Round all entries to the nearest whole dollar. Use multiple lines for a single entry if necessary.
DESCRIPTION/PURPOSE RATE: TIME MATCHING GRANT HOURLY, DAILY, REQUIRED FUNDS REQUEST AMOUNT FLAT FEE Rate x Time – Matching = Grant Req. Date: ______INTERAGENCY BUDGET DETAIL FORM IA-3 Page _____ of _____ Supplies and Materials
AGENCY: NGO TITLE:
NOTES: Copy this form. Complete all columns. Round all entries to the nearest whole dollar. Use multiple lines for a single entry if necessary.
ITEM DESCRIPTION/PURPOSE UNIT COST QUANTITY TOTAL COST MATCHING GRANT REQUEST (UC) (Q) (TC) FUNDS AMOUNT (I) (GR) UC x Q = TC = I + GR Date: ______INTERAGENCY BUDGET DETAIL FORM IA-4 Page _____ of _____ Equipment
AGENCY: NGO TITLE:
NOTES: Copy this form. Complete all columns. Round all entries to the nearest whole dollar. Use multiple lines for a single entry if necessary.
ITEM DESCRIPTION/PURPOSE UNIT COST QUANTITY TOTAL COST MATCHING GRANT REQUEST (UC) (Q) (TC) FUNDS AMOUNT (I) (GR) UC x Q = TC = I + GR Date: ______INTERAGENCY BUDGET DETAIL FORM IA-5 Page _____ of _____ Purchased Professional – Education Services SUBCONTRACTOR: Subcontractor Cost Summary Only
AGENCY: NGO TITLE:
NOTES: Copy this form. Complete all columns. Round all entries to the nearest whole dollar. Use multiple lines for a single entry if necessary.
DESCRIPTION/PURPOSE/COST CALCULATION TOTAL MATCHING FUNDS GRANT REQUEST COST AMOUNT INTERAGENCY BUDGET DETAIL FORM IA-6 Other Costs
AGENCY: NGO TITLE:
NOTES: Copy this form. Complete all columns. Round all entries to the nearest whole dollar. Use multiple lines for a single entry if necessary.
DESCRIPTION/PURPOSE/COST CALCULATION TOTAL MATCHING FUNDS GRANT REQUEST COST AMOUNT NJ DEPARTMENT OF EDUCATION APPLICATION FOR FUNDS - INTERAGENCY BUDGET SUMMARY
FY___ NGO#___ WKL___ Applicant Name ______County Code: ______
Program Title ______District/Other Code: ______
BUDGET For MATCHING FU N D I N G S O U R C E S CATEGORY DOE LOCAL Use (COLUMN 1) Only
STATE FEDERAL OTHER TOTAL (COLUMN 2) (COLUMN 3) (COLUMN 4) (COLUMN CTE FFA 5) A. Salaries 200-100 B. Fringe 200-200 C. Consultants 200-300 D. Supplies 200-600 E. Equipment 400-732 F. Subgrants 200-320 G. Other 200-800
TOTAL DIRECT COST
Indirect Costs (RATE= ____ 200-860 %) (Attach documentation of approved Indirect Cost Rate from cognizant agency) NET TOTAL COST
______Signature of Chief Fiscal Officer Date Application for Funds -- Budget Summary and Budget Detail Forms
Complete Interagency Budget Detail Forms. The applicant’s budget must be well-considered, be necessary for the implementation of the project, remain within the NGO parameters and must demonstrate prudent use of resources. Instructions for completing each budget detail form will be found on the form. Round all dollar amounts down. Complete a Budget Narrative. On a separate attachment, provide in a brief budget narrative programmatic justification for each requested cost. Complete the applicable cells of the Interagency Budget Summary Form.
All expenditures must be supported by budget detail, basis of cost and programmatic justification. If any requested costs are determined to be ineligible for funding, or not supported by adequate cost detail and/or programmatic justification, they will be removed from the budget and the grant award will be reduced by that amount.
Cost Category Form Purpose/Instructions
Salary IA-1 Full and part-time staff salaries. Requested funds must be based on percent of time on project and annual salary. Part-time staff salaries must be based on a hourly rate X number of hours to be worked on the project. Transfer the total salary request to line A on the Interagency Budget Summary Form.
Fringe Fringe benefits may only be requested from grant funds for individuals who are paid from grant funds. Percentage of fringe benefits paid from grant funds may not exceed the percentage of time each employee is paid from grant funds. Transfer the total fringe benefit request to line B on the Interagency Budget Summary Form.
Consultants IA-2 Purchased Professional Services in lieu of salaried employees. Requested funds must be based on a hourly, daily, or identified rate. Include all costs (prep time, travel, etc.) in request. Fringe benefits do not accrue for these individuals. Transfer the total consultant(s) request to line C on the Interagency Budget Summary Form.
Supplies IA-3 Instructional and non-instructional materials and supplies, including workbooks. Itemized cost detail must be provided for each request. Indicate purpose of requested item in description. Transfer the total supplies request to line D on the Interagency Budget Summary Form.
Equipment IA-4 Instructional and non-instructional equipment, (must cost more than $2000). Itemized cost detail must be provided for each request. Indicate purpose of requested item in description. Transfer the total equipment request to line E on the Interagency Budget Summary Form.
Subgrants IA-5 A subgrant is defined as a formal financial agreement between a third party recipient and another entity (fourth party) to provide an integral part of the grant program. Complete budget requests for each subgrant. Transfer the total subgrant request to line F on the Interagency Budget Summary Form.
Other IA-6 Includes indirect costs, travel, rentals and miscellaneous expenditures. Include a basis of cost calculation, purpose and description for each request. Transfer the total other costs request (excluding indirect costs) to line G on the Interagency Budget Summary Form. The total Indirect Cost request is to be inserted in the appropriate cells on the Interagency Budget Summary Form
1 BOARD RESOLUTION TO APPLY
FY NGO# WKL
The ______Board* hereby certifies that permission has been
granted to apply for the discretionary grant program entitled:
for the purposes described in the application, in the amount of,
$______.00,
starting on ______, and
ending on ______.
The filing of this application was authorized at the Board meeting held on,
______, 20__
______Secretary of the Board*
______, 20__
*For applicants that do not have a Board of Education, Board of Directors, or other similar governing body, the applicant should identify the body or individual who is legally authorized to approve the agency’s application for grant funds.
2 STATEMENT OF ASSURANCES - REVISED
As the duly authorized chief school administrator/chief executive officer of the applicant agency, I am aware that submission to the Department of Education of the accompanying application constitutes the creation of a public document, and I certify that the applicant:
Has the legal authority to apply for the funds made available under the requirements of the NGO, and has the institutional, managerial and financial capacity (including funds sufficient to pay the non-federal/state share of project costs) to ensure proper planning, management and completion of the project described in this application.
Will give the New Jersey Department of Education, or its authorized representatives, access to, and the right to examine, all records, books, papers, or documents related to the award and will establish a proper accounting system in accordance with generally accepted accounting principles (GAAP).
Will establish safeguards to prohibit employees from using their positions for a purpose that constitutes, or presents the appearance of, personal or organizational conflict of interest, or personal gain.
Will implement the program in accordance with the applicable Notice of Grant Opportunity and the approved grant application.
Will comply with provisions of the Public School Contracts Law: N.J.S.A. 18A:18A, and other relevant state laws and regulations.
Is in compliance, for all grant awards in excess of $100,000.00, with the Byrd Anti-Lobbying amendment, incorporated at Title 31 U.S.C. 1352. This certification extends to all lower tier grantees as well.
As well as its principals and subgrantees, for all grant awards in excess of $25,000.00, is not presently debarred, proposed for debarment, declared ineligible, suspended, or voluntarily excluded by any federal agency from receiving federal funds in accordance with Executive Orders 12549 and 12689.
Will comply with Section 6002 of the Resource Conservation and Recovery Act (RCRA), P.L. 94-580, codified at 42 U.S.C. 6962 if the applicant is an entity of state and/or local government and will give preference to the purchase of recycled materials identified in U.S. EPA guidelines (40 CFR Part 247-254).
Will comply with all federal and state statutes and regulations relating to nondiscrimination. These include, but are not limited to:
(A) Title VI of the Civil Rights Act of 1964 (P.L 88-352; 34 CFR Part 100) which prohibits discrimination on the basis of race, color or national origin;
(B) Title IX of the Education Amendments of 1972, as amended (20 U.S.C. 1681-1683, and 1685-1686; 34 CFR Part 106), which prohibits discrimination on the basis of sex;
(C) Section 504 of the Rehabilitation Act of 1973, as amended (29 U.S.C. 794; 34 CFR Part 104), which prohibits discrimination on the basis of handicaps;
(D) Section 503 of the Rehabilitation Act of 1973, as amended (41 CFR Parts 61-741.5(a)), as applicable, which requires affirmative action in employment; 3 (E) the Age Discrimination Act of 1975, as amended (42 U.S.C. 6101 et seq.; 45 CFR Part 90), which prohibits discrimination on the basis of age, and
(F) the Americans With Disabilities Act of 1990, as amended (P.L. 101-336), which guarantees equal opportunity for individuals with disabilities.
Will comply with Executive Order 11246, “Equal Employment Opportunity,” dated September 24, 1965, as amended by Executive Order 11375, dated October 13, 1967, and as supplemented by the regulations at 41 CFR Part 60.
Will comply with the provisions of the Drug-Free Workplace Act of 1988, as implemented at 34 CFR Part 85, Subpart F, for grantees, as defined at 34 CFR Part 85, Sections 85.605 and 85.610.
Will comply with the provisions of the Drug Free Schools and Communities Act Amendments of 1989, as implemented at 34 CFR Part 86, Subparts A-E (institutions of higher education only).
Will comply with the provisions of the Federal Fiscal Accountability and Transparency Act (FFATA) and has provided in the application a correct and valid DUNS number for the applicant organization, as well as any controlling parent organization.
Has a current and complete registration in the Central Contractor Registry (CCR), located at www.ccr.gov, prior to the submission of this application, and shall maintain a current CCR registration throughout the period of the award.
______Applicant Agency Signature: Secretary of Agriculture
______Date Typed Name and Title
4 Documentation of Federal Compliance (DUNS/CCR) Form
Note: this form must be completed and returned by the applicant prior to any award being made.
Part I – Applicant Organization
Organizational Name of Applicant ______
Address ______
Congressional District ______
DUNS number ______
Expiration Date of CCR registration ______
Part II – Primary Place of Performance under this award
City ______
County ______
Part III– Parent Organization
Is the applicant owned or controlled by another entity? ______Yes ______No.
If yes, please provide the following:
Parent organization name ______
Parent organization DUNS number ______
I certify that this information is complete and correct. Furthermore, the applicant certifies that it has completed its registration on the Central Contractor Registration (CCR) website, found at www.ccr.gov. and shall maintain a current registration throughout the grant period.
______Signature of Chief School Administrator or equivalent
______Name and Title
5 NEW JERSEY DEPARTMENT OF EDUCATION NOTICE OF GRANT OPPORTUNITY - TITLE PAGE SECTION I: 10 AG82 G06 FY NGO# WKL TITLE OF NGO: CTE Partnership Grant: Enhancing Teaching & Student Leadership in the Career Cluster Of Agriculture, Food and Natural Resources DIVISION: Education Standards and Programs OFFICE: Career and Technical Education SECTION II: COUNTY: LEA/OTHER: SCHOOL:
COUNTY NAME:______
APPLICANT AGENCY
AGENCY ADDRESS
CITY STATE ZIP ( ) ( ) AGENCY TELEPHONE NUMBER AGENCY FAX #
SCHOOL NAME
PREVIOUS FUNDING: Agency received funding from the NJ Department of Education within the last two years of submission of this application. YES NO PROJECT DIRECTOR (Please print or type name): ______
TELEPHONE NUMBER: (____)______FAX#: (____)______E-MAIL______
BUSINESS MANAGER: ______PHONE#: (____)______E-MAIL______
DURATION OF PROJECT: FROM: 07/01/10 TO: 08/31/11 TOTAL AMOUNT OF FUNDS REQUESTED: $______APPLICATION CERTIFICATION: To the best of my knowledge and belief, the information contained in the application is true and correct. The document has been duly authorized by the governing body of this agency and we will comply with the attached assurances if funding is awarded. I further certify the following is enclosed: AGENCY TITLE PAGE SIGNED STATEMENT OF ASSURANCES BOARD RESOLUTION TO APPLY APPLICATION NARRATIVE* BUDGET SUMMARY AND BUDGET DETAIL FORMS* ORIGINAL AND FOUR COPIES OF THE COMPLETE APPLICATION PACKAGE
______SIGNATURE OF CHIEF SCHOOL ADMINISTRATOR TITLE DATE OR EQUIVALENT OFFICER ______(Please print or type name) *FAILURE TO INCLUDE A REQUIRED APPLICATION COMPONENT CONSTITUTES A VIOLATION OF THE NGO AND WILL RESULT IN THE APPLICATION BEING ELIMINATED FROM CONSIDERATION (See NGO Section 3.3 for itemized list). SECTION III: SEND OR DELIVER APPLICATIONS TO: APPLICATIONS MUST BE RECEIVED BY: NEW JERSEY DEPARTMENT OF EDUCATION APPLICATION CONTROL CENTER 5:00 P.M., ON 6/9/10 RIVER VIEW EXECUTIVE PLAZA BLDG. 100, ROUTE 29 – PO Box 500 TRENTON, NJ 08625-0500 NO FACSIMILE SUBMISSION WILL BE ACCEPTED. NO LATE APPLICATIONS WILL BE ACCEPTED REGARDLESS OF THE DATE POSTMARKED. NO ADDITIONAL MATERIALS CAN BE SUBMITTED AFTER RECEIPT OF THIS APPLICATION.
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