2019-2020 Perkins Reserve Grant Applicant Webinar January 18, 2019 - - PowerPoint PPT Presentation

2019-2020 Perkins Reserve Grant Applicant Webinar January 18, 2019

Perkins Reserve Applicants Webinar Agenda

 Eligible Applicants  Program Requirements  Assurances  Activities and Use of Funds  FAQ

Perkins Reserve Grant Eligible Applicants

Eligible recipients must meet at least one of the criteria below:

• Local career and technical education (CTE) programs in rural areas. To determine if your district is

categorized as rural, see https://tea.texas.gov/acctres/analyze/1617/district1617.html

• CTE programs with high numbers of CTE concentrators or participants. An LEA with 200 or more CTE

concentrators (students who earn three or more credits within a program or program of study/code 2 in PEIMS) in Grades 9–12 is considered an LEA with high numbers of CTE students. To determine if your LEA meets this criteria, see http://tea.texas.gov/WorkArea/DownloadAsset.aspx?id=51539614663.

• CTE programs with high percentages of CTE concentrators or participants. An LEA with 25 percent or more
• f the total student population in Grades 9–12 who are CTE concentrators (code 2) is considered a high

percentage LEA. To determine if your LEA meets this criteria, use the CTE code 2 counts found at http://tea.texas.gov/WorkArea/DownloadAsset.aspx?id=51539614663 and divide by your total LEA enrollment from the PEIMS 2017–2018 Student Enrollment Report found at Student Enrollment Reports.

• CTE programs in areas with disparities or gaps in performance as described in the Strengthening Career

and Technical Education Act of 2018, Section 113 (b)(3)(C)(ii)(II).

Perkins Reserve Grant Eligible Applicants

Texas Regional Pathways Network: Focus Area 1 Industry-Based Certifications: Focus Area 2 Eligible applicants must include at least three school districts, one public institution of higher education, and at least two employers in the region, and an intermediary who will convene the above stakeholders as well as community and regional stakeholders who are crucial to implementing the key components of the Texas Regional Pathways Network

• Regions are defined by the Texas Workforce

Commission Workforce Development Areas https://twc.texas.gov/partners/workforce- development-boards-websites.

• LEAs and ESCs may serve as fiscal agents for

the grant.

It is anticipated that approximately 5 to 7 grants will be awarded in Focus Area 1 for amounts up to $700,000 each

Eligible applicants can be LEAs or ESCs. LEAs and ESCs may serve as the fiscal agent for the grant.

It is anticipated that approximately 150 grants will be awarded in Focus Area 2 for amounts up to $30,000 each

Texas Regional Pathways Focus Area 1: Example Intermediaries

 Chambers of Commerce  Regional Workforce Board  Education Service Center  Community Based Organization  P-16 Council  Regional Economic and Community Development Organization

Texas Regional Pathways Network: Focus Area 1

2019–2020 Perkins Reserve Grant

Texas Regional Pathways Network: Focus Area 1

The purpose of Focus Area 1 is to assist regions with providing high quality college and career pathways that are aligned with regional workforce

• needs. Grants will be awarded to create at least one regionally aligned

pathway in each of the LEAs applying within the grant. The grant will support the implementation of the Texas Regional Pathways Network key components:

Links between Alignment with high- wage, in-demand labor market information secondary - postsecondary with multiple exit - entrance points Integration of rigorous academics and career- focused learning Strong college and career advising and counseling supports Cross-sector partnerships Credentials and degrees with value in the labor market Continuum of work- based learning experiences

• 1. The applicant must:

Program Requirements

Texas Regional Pathways Network: Focus Area 1

• Identify partner organizations it has collaborated with to implement the

proposed project;

• Identify high-wage and in-demand occupations and CTE programs of study

that lead to these occupations; and

• Include and explain how regional labor market information was used in

identifying and determining the CTE programs of study in collaboration with partner organizations.

• 2. The applicant must:
• provide a design for at least one CTE program of study that spans secondary

and postsecondary education and includes an appropriate sequence of courses that are aligned with high-wage and in-demand occupations identified by the local regional workforce board. The design must: a) Describe the commitment from all partners to assist with curriculum development to support relevant and frequent industry experiences for students participating in the program. b) Identify strategic partnerships that are already in place that provide an advantage in implementing the proposed project.

• 3. The applicant must:

Program Requirements

Texas Regional Pathways Network: Focus Area 1

• provide a sample crosswalk that identifies postsecondary coursework that

would be required of a student in the program of study in order to complete a certificate or receive an associate degree from the partnering general academic teaching institution(s) within two to three years of graduating from high school. The crosswalk should align to higher education program of study curricula where applicable and also demonstrate how the project can lead to a bachelor’s degree.

• 4. The applicant must:
• propose a sustainability plan to ensure that the applicant and partner
• rganizations will continue to meet the goals of the grant after the end of the

grant program.

• 5. The applicant must:
• identify and describe the operational capacity (i.e. dedicated personnel,

advisory boards, data-sharing agreements) and recent track record of the identified grant intermediary in supporting key functions including work- based learning, cross-sector partnerships, collective impact initiatives, and multi-stakeholder grants.

PRG Focus Area 1: Required Activities

Grantees will be required to attend two in-person conferences aimed at providing robust technical assistance and regional team planning time.

• Grantees are allowed to use grant funds to assist in the travel costs associated with these events:
• The first Texas Regional Pathways Conference will be held in June 2019
• The second Texas Regional Pathways Conference will be held in January 2020

PRG Focus Area 1: Activities and Use of Funds

 Field trips  Expenses related to labor and postsecondary data analyses  Convening stakeholders required as a part of the grant  Equipment necessary for implementation of identified programs of study  New or expanded activities to improve and address in- demand industry sectors  New or expanded local partnerships that align to in-demand industry sectors or occupations  Non-consumable instructional materials, equipment, and resources career orientation programs  Travel to TEA required meetings related to the grant  Career interest and aptitude assessment materials  Linguistically appropriate CTE programs, services, and activities for members of special populations  Curriculum aligned to identified programs of study and/or aligned advanced academics course work  Modification or upgrade of equipment to meet business and industry specifications  Professional development for teachers to integrate academic and career and technical skills  Materials promoting nontraditional fields  Arrangements with private CTE training institutions, private postsecondary educational institutions, employers  Activities for training sponsors from business and industry  Printing costs

Industry-Based Certifications: Focus Area 2

2019–2020 Perkins Reserve Grant

Industry-Based Certifications: Focus Area 2

The purpose of Industry-Based Certifications and Testing Site/Licensed Instructor Grant is to ensure students have the opportunity to obtain industry-based certifications. This grant will provide funds to pay for students to obtain industry-based certifications, as well as to train CTE teachers as licensed instructors in specific industry certifications and/or become a testing site. These newly trained teachers will be able to administer industry-based certification exams to students at the end of CTE courses and/or programs of study.

• 6. The applicant must:

Program Requirements

Industry-Based Certifications: Focus Area 2

• Identify industry-based certifications and programs of study for the proposed

project;

• Include information provided by local workforce development boards,

economic development organizations, and/or chambers of commerce to determine high-wage and in-demand occupations and programs of study that lead to these occupations.

• Include and explain how regional labor market information was used in

identifying and determining the industry-based certifications selected.

• 7. The applicant must:
• Identify how many students will benefit from the grant funding and explain

how offering of industry-based certifications will benefit students currently enrolled in the aligned CTE programs of study.

• If choosing to certify a teacher in the industry-based certification to test

students, the applicant must identify how many students will benefit from the grant funding and explain how this will benefit students.

• If choosing to become a testing site, the applicant must identify how many

students will benefit from the grant funding and describe how becoming a testing site will benefit students in the LEA and within the region.

• 8. The applicant must:
• explain the process for paying for exams for students.

• 9. The applicant must:

TEA Program Requirements

Industry-Based Certifications: Focus Area 2

• explain efforts that have already been made to ensure success during the grant

period.

• 10. The applicant must:
• explain how they will ensure that students will be prepared for the industry-based

certification exams.

• 11. The applicant must:
• identify strategic partnerships already in place that provide an advantage in

implementing the proposed project.

PRG Focus Area 2: Activities and Use of Funds

 Expenses associated with data collection and analyses for industry-based certifications  Non-consumable instructional materials and resources for the delivery of instruction in industry-based certifications  Linguistically appropriate CTE programs, services, and activities for members of special populations  Development and acquisition of curriculum aligned to identified industry-based certifications  Professional development for academic and CTE teachers to integrate academic and career and technical skills  Allowable travel expenses  Site licenses for test software  Teacher certification costs (as long as they are not requirement for teacher endorsement)

General Grant Information

Perkins Reserve Grant Program Assurances

 The applicant provides assurance that program funds will supplement (increase the level of service), and not supplant (replace) state mandates  The applicant provides assurance that the application does not contain any information that would be protected by the Family Educational Rights and Privacy Act (FERPA) from general release to the public.  The applicant provides assurance that they will continue to meet all Statutory Requirements as

• utlined in their 2019–2020 Perkins Formula Grant,

which is incorporated by reference.  The applicant provides assurance that curriculum will be appropriately aligned to regional labor market supported CTE programs of study including higher education programs of study where applicable.  The applicant provides assurance to adhere to all Statutory Requirements  The applicant provides assurance to adhere to all Performance Measures  Focus Area 1 applicants provide assurance that they will submit a Memorandum of Understanding (MOU) detailing the relationship between the institute of higher education, the LEA, and business and industry partner(s) within 90 days of the grant start date.  Focus Area 2 applicants provide assurance that any industry-based certifications supported through this grant are listed on the 2018–2019 or 2019–2020 Final List of Industry-Based Certifications of the A-F Accountability System.

Application a and d Support t Inform

• rmation
• n
• General and Fiscal

Guidelines (pgs. 45-49)

• Program Guidelines
• Application
• Notice of Intent to Apply
• Reviewer Information

Form

Frequently Asked Questions

21

FAQs

When reading the guidelines I had a question regarding the part in the guidelines that states "Grants will be awarded to create at least one regionally aligned pathway in each of the LEAs applying within the grant". Does this mean that, for example, if

• ne school was to do welding each
• f the partner schools would have to

pursue the welding program of study as well? Or does that mean that each of the schools has to target a separate program of study that is a demand occupation in the region? For example, one school pursue welding, another district in the partnership does nursing, and the last one in the partnership does manufacturing.

Grantees should base all program offerings on labor market

• information. This does not mean that all LEAs must offer the same

program of study, rather that they need to review labor market data as a region to determine the best programs to offer. Example 1: Demand for welders in the region is so high that all LEAs agree to offer a welding program of study to satisfy the need Example 2: Demand for advanced manufacturing occupations in the region is high with multiple occupations needed. LEA 1 offers machining technology, LEA 2 offers welding, LEA 3 offers robotics

FAQs

• 1. Can applicants pursue multiple

Focus Area 1 grants?

• 2. Can stipends be provided to

students for being part of the identified pathway for participation in career assessments, work-based learning activities, career advising,

• etc. for example?
• 1. No. See More Than One Application section
• n page 4 of the Program Guidelines. Eligible

applicants may not submit multiple applications for the same focus area. An LEA

• r ESC can only be the applicant organization

for one grant application per focus area.

• 1. No, student stipends paid with Perkins funds

are not an allowable use of Perkins funds.

FAQs

• 1. Can you provide some more

information/clarity on who could be partner

• rganizations?
• 2. What should the letter of

support contain?

• 3. Can the application be

submitted without the letters?

• 1. Regional pathways efforts may also encompass

partners beyond those required in the grant

• guidelines. Workforce and economic development

agencies, educations service centers, community- based organizations, local government, and others are all positioned to make valuable contributions to regional pathways design and implementation. The linked resource provides additional clarification: Additional Resource #2 - Key Partner Roles

• 2. Letters should contain the following

information: a) company/institution b) program(s) of study supported c) connection to regional labor market needs d) impact of partnership

• 3. Applications without letters will not receive

priority points.

FAQs

In the program guideline the certification link directed me to the A-F certification list. Does money have to be spent on those certifications or the ones

• n the PER report?
• LEAs may use awarded funds to pay for industry-

based certifications listed in the state’s accountability system.

• LEAs may use certifications from either the 2018-

19 Industry-Based Certifications for Public School Accountability and/or the draft 2019-2020 list; for a list of certifications meeting this criteria see List of IBCs for state accountability.

FAQs

• 1. Can a district reapply for the

Perkins Reserve Grant for another CTE program if they were awarded last year?

• 2. Can a district apply for the

Focus Area 2 part only?

• 3. Would charter schools be

eligible to apply as well, or is this funding opportunity for districts

• nly?
• 1. Yes.
• 2. Yes. LEAs are not required to apply for

both focus areas of the 2019-2020 Perkins Reserve Grant. They can select either focus area or both.

• 3. Yes, charter schools would be eligible to

apply.

26

FAQs

Can the funds be used for personnel to support this grant?

• Yes. However, grantees should demonstrate
• perational sustainability of partnership beyond

life of the grant.

• For Focus Area 1 examples of personnel

related cost include operational capacity (i.e. dedicated personnel, advisory boards, data- sharing agreements) in supporting key functions including work-based learning, cross-sector partnerships, collective impact initiatives, and multi-stakeholder grants.

• Allowable Use of Funds:
• Expenses associated with labor and

postsecondary data analyses

• New or expanded activities to move the

program and address in-demand industry sectors

27

FAQs

Can grant funds from the LEA be provided to the IHE partner for grant activity? If so, would that go under Contracted Service or Other Operating Costs Category?

• IHEs may receive grant funds from LEA to

deliver program requirements.

• For Focus Area 1 examples of personnel

related cost include operational capacity (i.e. dedicated personnel, advisory boards, data-sharing agreements) in supporting key functions including work- based learning, cross-sector partnerships, collective impact initiatives, and multi- stakeholder grants.