ࡱ> ] Ibjbj ee:5 *LU*8***4***h)+$M.T*t0b99(A9A9:L EL'I$`**J::JJ**A9A9N.NNNJ*A9*A9NJNNWA9`WoK#FD0ti@Mp@WW@*JJNJJJJJ#NpJJJtJJJJ@JJJJJJJJJ (: Notice of Grant Opportunity Building Capacity for Career Pathways: A Pilot Program for Comprehensive High Schools Year 5 of 5 20-AG14-G06 Lamont O. Repollet Ed.D. Commissioner of Education Linda P. Eno, Ed.D. Assistant Commissioner Division of Academics and Performance Office of Career Readiness November 2019 Application Due Date: January 16, 2020 ORG/APU: 5062/032  HYPERLINK "http://www.state.nj.us/education/" New Jersey Ƶ P.O. Box 500 Trenton, NJ 08625-0500 STATE BOARD OF EDUCATION KATHY A. GOLDENBERG................................................................ Burlington President ANDREW J. MULVIHILL.. Sussex Vice President ARCELIO APONTE............................................................................ Middlesex MARY BETH BERRY...................................................................... Hunterdon ELAINE BOBROVE.......................................................................... Camden FATIMAH BURNAM-WATKINS................................................... Union RONALD K. BUTCHER .. Gloucester JACK FORNARO..... Warren MARY ELIZABETH GAZI Somerset NEDD JAMES JOHNSON Salem ERNEST P. LEPORE .... Hudson JOSEPH RICCA, Jr. Morris SYLVIA SYLVIA-CIOFFI.. Monmouth Dr. Lamont Repollet, Acting Commissioner Secretary, State Board of Education It is a policy of the New Jersey State Board of Education and the State Ƶ 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. Table of Contents When responding to this Notice of Grant Opportunity (NGO), applicants must use the Electronic Web Enabled Grant (EWEG) online application system. See  HYPERLINK "http://homeroom.state.nj.us/" NJ Homeroom to access this system. Please refer to the web page for the NGO at  HYPERLINK "http://www.nj.gov/education/grants/discretionary" Ƶ, Office of Grants Management, Discretionary Grants (click on available grants) for information on when the EWEG application will be online.  TOC \o "1-3" \h \z \u   HYPERLINK \l "_Toc24100003" Section 1: Grant Program Information  PAGEREF _Toc24100003 \h 4  HYPERLINK \l "_Toc24100004" 1.1 Description of the Grant Program  PAGEREF _Toc24100004 \h 4  HYPERLINK \l "_Toc24100005" 1.2 Eligibility to Apply  PAGEREF _Toc24100005 \h 7  HYPERLINK \l "_Toc24100006" 1.3 Federal Compliance Requirements (DUNS, SAM)  PAGEREF _Toc24100006 \h 7  HYPERLINK \l "_Toc24100007" 1.4 Statutory/Regulatory Source and Funding  PAGEREF _Toc24100007 \h 8  HYPERLINK \l "_Toc24100008" 1.5 Dissemination of this Notice  PAGEREF _Toc24100008 \h 9  HYPERLINK \l "_Toc24100009" 1.6 Technical Assistance  PAGEREF _Toc24100009 \h 9  HYPERLINK \l "_Toc24100010" 1.7 Application Submission  PAGEREF _Toc24100010 \h 9  HYPERLINK \l "_Toc24100011" 1.8 Reporting Requirements  PAGEREF _Toc24100011 \h 10  HYPERLINK \l "_Toc24100012" 1.9 Assessment of Statewide Program Results  PAGEREF _Toc24100012 \h 10  HYPERLINK \l "_Toc24100013" 1.10 Reimbursement Requests  PAGEREF _Toc24100013 \h 11  HYPERLINK \l "_Toc24100014" 1.11 Grant Modifications  PAGEREF _Toc24100014 \h 11  HYPERLINK \l "_Toc24100015" Section 2: Project Guidelines  PAGEREF _Toc24100015 \h 13  HYPERLINK \l "_Toc24100016" 2.1 Project Design Considerations  PAGEREF _Toc24100016 \h 13  HYPERLINK \l "_Toc24100017" 2.2 Project Requirements  PAGEREF _Toc24100017 \h 18  HYPERLINK \l "_Toc24100018" 2.3 Budget Design Considerations  PAGEREF _Toc24100018 \h 25  HYPERLINK \l "_Toc24100019" Section 3: Completing the Application  PAGEREF _Toc24100019 \h 27  HYPERLINK \l "_Toc24100020" 3.1 General Instructions for Applying  PAGEREF _Toc24100020 \h 27  HYPERLINK \l "_Toc24100021" 3.2 Review of Continuation Applications  PAGEREF _Toc24100021 \h 27  HYPERLINK \l "_Toc24100022" 3.3 Application Component Checklist  PAGEREF _Toc24100022 \h 27  HYPERLINK \l "_Toc24100023" Section 4: Appendices  PAGEREF _Toc24100023 \h 28  HYPERLINK \l "_Toc24100024" Appendix A  PAGEREF _Toc24100024 \h 28  HYPERLINK \l "_Toc24100025" Appendix B  PAGEREF _Toc24100025 \h 29  HYPERLINK \l "_Toc24100026" Form 1  PAGEREF _Toc24100026 \h 31  HYPERLINK \l "_Toc24100027" Form 2  PAGEREF _Toc24100027 \h 32  HYPERLINK \l "_Toc24100028" Guidance Documents  PAGEREF _Toc24100028 \h 33  HYPERLINK \l "_Toc24100029" Partnership Agreement  PAGEREF _Toc24100029 \h 33  HYPERLINK \l "_Toc24100030" Rubric  PAGEREF _Toc24100030 \h 33  Section 1: Grant Program Information 1.1 Description of the Grant Program This continuation Notice of Grant Opportunity (NGO) for the Building Capacity for Career Pathways: A Pilot Program for Comprehensive Schools, is offered to continue the grant project that began in year one which will increase access and opportunities for New Jersey students in comprehensive high schools through participating in high-quality career and technical education programs delivered through career pathways and leading to careers with high labor market demand and family-sustaining wages. Career pathways are an integrated approach to developing students core academic, technical andemployabilityskills in a broad career area. Career pathways provide seamless connections and multiple opportunities for career advancement from secondary to postsecondary education resulting in attainment of industry-valued credentials and postsecondary degrees including associate, baccalaureate and advanced degrees throughout ones lifetime. Implementing career pathways in a high school provides opportunities for students to engage in authentic, relevant learning that integrates rigorous academic content and contextual learning. It includes developing high-quality partnerships with state agencies, industry and higher education to support these efforts. ( HYPERLINK \l "_APPENDIX_A_1" Appendix A) The 2011 Pathways to Prosperity Project from the Harvard Graduate School of Education stresses the need to foster multiple pathways for student career success. The report suggests that we broaden the range of high-quality pathways that we offer to our young people, beginning in high school. Every high school graduate should find viable ways of pursuing both a career and a viable post-secondary degree or credential. The New Jersey Ƶ (Ƶ) Office of Career Readiness supports career and technical education (CTE) programs, which may be the foundation of a career pathway system. Research suggests that implementation of CTE programs has numerous positive impacts on student outcomes. Dropping Out of High School and the Place of Career and Technical Education, an October 2005 report by the National Research Center for Career and Technical Education, found that students who entered high school at a normal or younger age had a decreased risk of dropping out of high school as they added CTE courses to their curriculum, up to a point at which they were taking one CTE course for every two academic courses. The report suggests that this mix of CTE and academic courses lowers the dropout rate for students because the course balance offers them a broader array of experiences that can identify and encourage pathways to success. Another study conducted in 1998 by the University of Michigan found that high-risk students are eight to 10 times less likely to drop out in the 11th and 12th grades if they enroll in a career and technical program instead of a general program. The same study also reported that a quality CTE program can reduce a schools dropout rate by as much as 6 percent, and that CTE students are less likely than general-track students to fail a course or to be absent. Further, the National Dropout Prevention Center/Network has identified fifteen strategies that have the most positive impact on the dropout rate. CTE is specifically identified as one of the strategies. Many of the other strategies identified, such as individualized instruction, community collaboration, mentoring, and active learning are components of a high-quality CTE program. In a study of college freshman students, 60 percent who had participated in at least one high school work-based learning activity and 64 percent who participated in two or more activities had a college GPA above 3.0, compared to 58 percent of the entire cohort. The more students participate in Career Technical Student Organizations, the higher their academic motivation, academic engagement, grades, career self-efficacy, college aspirations and employability skills. In a Southern Regional Education Board study of High Schools that Works sites, it was found that eighty percent of students taking a college preparatory academic curriculum with rigorous CTE met college and career readiness goals, compared to only 63 percent of students taking the same academic core who did not experience rigorous CTE. In light of this research suggesting the value of participating in CTE, it is disconcerting that enrollment in approved CTE programs in comprehensive high schools in New Jersey has trended downward over the past few years. From 2011 to 2014, there are 20,450 fewer students participating in approved CTE programs.  Moreover, many of the existing programs are not reflective of current labor demand and needs of the industry. To address this, the Office of Career Readiness has embarked on an effort to support eight comprehensive high school districts that received grant awards in year one of five. This NGO offers these eight grantees an opportunity to apply for continuation funding to develop career pathways. This five-year, limited competitive grant is designed to pilot career pathways in eight comprehensive high schools serving grades 9-12. The Building Capacity for Career Pathways: A Pilot for Comprehensive High Schools Grant (Career Pathways Grant) supports districts in implementing career pathways to improve student achievement, postsecondary and career outcomes. The career pathways supported by this grant focused on preparing students for careers in high labor market demand occupations providing family-sustaining wages. This continuation grant will be available to the funded districts that were selected in year one, (phase one) which includes grades 912 comprehensive high schools, and is being delivered in two phases: PhasePeriodDescriptionPhase OneApril 1, 2016 to February 28, 2017Concentrated on an intensive capacity building period of professional development utilizing a career pathway framework.Phase TwoMarch 1, 2017 to June 30, 2021Concentrate on implementing, supporting, and evaluating the career pathways realized through high quality CTE programs of study and supports created in Phase One. This NGO is for the fifth year of Phase Two, March 1, 2020 to June 30, 2021. Grant funds will be used for activities to provide professional development, instructional and student supportive services in the following career pathway domains: District Vision and Commitments High-Quality Partnerships ( HYPERLINK \l "_Form_2" Form 2) High-Quality CTE Programs of Study ( HYPERLINK \l "_Appendix_B" Appendix B) Pedagogical Approach and Interdisciplinary Instruction Individualized Planning and Supportive Services for Learners Data Informed Improvement Cycle 1.1.1 Statewide Goal This Notice of Grant Opportunity (NGO) is offered to accomplish the following statewide goal: To increase access and opportunities for New Jersey students to participate in high-quality career and technical education programs in comprehensive high schools, delivered through career pathways leading to careers with high labor market demand and family-sustaining wages. 1.1.2 Outcomes of the Grant Program In offering this grant, the Ƶ seeks to accomplish the following outcomes in support of the statewide goal: Increase the number of students participating in high-quality CTE programs through career pathways; ( HYPERLINK \l "_Appendix_B" Appendix B) Increase the number of students attaining industry-valued and postsecondary credentials during high school, and who are eligible to continue education and credential attainment in a career pathway after graduation; Improve career exploration and preparation of students; Create a community of experienced and knowledgeable career pathway educators, industry and postsecondary partners to provide technical assistance to build capacity for model career pathways statewide; and Increase the number of high-quality partnerships contributing to the expertise, resources and support of career pathways. ( HYPERLINK \l "_Partnership_Agreement" Form 2)  1.2 Eligibility to Apply The Career Pathways Grant continuation NGO is open to only the eight school districts funded in year one of the multi-year grant program. The eight districts are eligible to apply for continuation funding in year five pending the attainment of stated goals and objectives on a yearly basis and the availability of state vocational aid. In addition, eligibility for continuation funding is contingent upon The Career Pathways Grant applicants timely and accurate submission of interim and final programmatic and fiscal reports required under this grant program and the Ƶs approval of these reports. Monitoring reports approved by the Office of Career Readiness indicates The Career Pathways Grant applicants progress in implementation of the comprehensive multi-year plan and satisfactory progress toward completion or remediation identified as necessary. Note: Under multi-year grant programs, information from the originating NGO may not be repeated in subsequent NGOs. Therefore, it is the responsibility of the grant recipient to maintain accurate records of all project requirements for subsequent grant award period applications. Funded Districts: Cumberland Regional High School District Elizabeth Public Schools Freehold Regional School District Northern Valley Regional School District Passaic Public Schools Ocean Township School District Orange Public Schools Vernon Township School District 1.3 Federal Compliance Requirements (DUNS, SAM) 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 federal System for Award Management (SAM), the successor to the federal 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  HYPERLINK "http://fedgov.dnb.com/webform/" Dun & Bradstreet To register with the SAM database, go to  HYPERLINK "http://www.sam.gov/" System for Award Management Applicants are required to submit their DUNS number and expiration date of their SAM registration as part of the EWEG application using the appropriate EWEG tab (contacts) and must certify that they will ensure that their SAM registration will remain active for the entire grant period. Applicants must also print the Entity Overview page from their  HYPERLINK "http://www.sam.gov/" System for Award Management profile (which displays their DUNS number and street address with Zip+4 code), and upload a scan of the page using the Upload tab. No award will be made to an applicant not in compliance with FFATA. 1.4 Statutory/Regulatory Source and Funding The New Jersey Ƶ will allocate $800,000 in State Vocational Aid funds per year, for a five-year period, for a total of $4 million. This amount will enable the Ƶ to support eight comprehensive high districts with up to $100,000 in grant funds per grant year totaling a maximum award of $500,000 per grantee for the entire grant period. Funding is dependent on the availability of State Vocational Aid Funds. Grant funding timeline: YearDatesYear 1: April 1, 2016 to February 28, 2017Year 2: March 1, 2017 to February 28, 2018Year 3: March 1, 2018 to February 28, 2019Year 4: March 1, 2019 to February 28, 2020Year 5: March 1, 2020 to June 30, 2021 The applicants project must be designed and implemented in conformance with all applicable state and federal regulations. The Career Pathways Grant is 100 percent funded from State Vocational Aid. (ORG/APU: 5062/032) The grantee is expected to complete the statewide goal and objectives laid out in the approved grant application, complete implementation activities established in the grant agreement, and make satisfactory progress toward the completion of the approved action plan. Failure to do so may result in the withdrawal by the Ƶ of the grantees eligibility for the continuation of grant funding. The Ƶ will remove ineligible, inappropriate or undocumented costs from funding consideration. Note: Final awards are subject to the availability of State Vocational Aid funds. 1.5 Dissemination of this Notice The Office of Career Readiness will make this notice available to eligible school districts which were funded and participated in year four of The Career Pathways Grant NGO based upon eligibility requirements outlined in Section 1.2. Additionally, the Office of Career Readiness will disseminate this notice to the county superintendents of the counties in which the eligible agencies are located. Additional copies of the NGO are also available on the Ƶ web site ( HYPERLINK "http://www.nj.gov/njded/grants/discretionary/" Office of Grants Management, Ƶ Discretionary Grants) or by contacting the Office of Career Readiness at the New Jersey Ƶ, Riverview Executive Plaza, Building 100, Route 29, P.O. Box 500, Trenton, NJ 08625-0500; telephone (609) 376-9067; fax (609) 984-5347. When submitting an application, the agency must use the Electronic Web-Enabled Grants (EWEG) online application system located at  HYPERLINK "http://homeroom.state.nj.us/" NJ Homeroom. 1.6 Technical Assistance The Office of Career Readiness will provide technical assistance to grantees completing The Career Pathways Grant application on an as needed basis. The program officer for the grant program will coordinate a date and time for the technical assistance. Once the date is released, please register online at  HYPERLINK "http://education.state.nj.us/events/" Ƶ Calendar of Events. Registrants requiring special accommodations for the Technical Assistance Workshop should identify their needs at the time of registration. 1.7 Application Submission The Ƶ administers 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 the complete application through the online Electronic Web Enabled Grant (EWEG) system at  HYPERLINK "http://homeroom.state.nj.us/" NJ Homeroom no later than 4:00 P.M. on Thursday, January 16, 2020. Without exception, the ACC will not accept, and the Office of Grants Management cannot evaluate for funding consideration, an application after this deadline. Each eligible applicant must have a logon ID and password to access the system. Applicants should contact their districts web (homeroom) administrator who will complete the registration. Questions regarding access to EWEG may be directed to  HYPERLINK "mailto:eweghelp@doe.nj.gov" eweghelp@doe.nj.gov. Applicants are advised to plan appropriately to allow time to address any technical challenges that may occur. Additionally, applicants should run a consistency check at least 24 hours before the due date to determine any errors that might prevent submission of the application. Applicants are advised not to wait until the due date to submit the application online as the system may be slower than normal due to increased usage. Please note that the EWEG system will be closed at 4:00 PM on the due date. Complete applications are those that include all elements listed in Section 3.3, Application Component Checklist. Applications received by the due date and time will be screened to determine whether they are, in fact, eligible for consideration. The Ƶ reserves the right to reject any application not in conformance with the requirements of this NGO. Paper copies of the grant application will not be accepted in lieu of the EWEG application. Applications submitted by FAX cannot be accepted under any circumstances. 1.8 Reporting Requirements Grant recipients are required to submit periodic project and fiscal progress reports throughout the grant. All reports will be submitted through the EWEG system. Reports for the fifth grant year will be due as follows: Table 1: Grant Reporting Period Report Reporting PeriodDue DateYear Five: InterimMarch 1, 2020 to October 31, 2020November 30, 2020Year Five: FinalMarch 1, 2020 to June 30, 2021August 30, 2021 (For additional information about post award requirements see the Grant Recipients Manual for Discretionary Grants at  HYPERLINK "http://www.state.nj.us/education/grants/discretionary" Office of Grants Management, Ƶ Discretionary Grants). 1.9 Assessment of Statewide Program Results Over the five-year grant period, the Office of Career Readiness will require ongoing reporting and data submission from grantees in order to monitor each grantees progress in meeting the statewide goal of the grant. Assessments will be in the form of desk audits of periodic interim project and fiscal reports identified in Section 1.8, as well as onsite monitoring visits. Reports, monitoring visits and participation by all required participants in Ƶ sponsored project events and supports will be used to evaluate the progress of the grant programs, in order to determine continuation funding through the subsequent grant periods. Additional assessments may include surveys and external evaluations. To support the grants outcomes of the statewide goal of the grant, the Ƶ is requesting the following information from each district in year five, the final year of the grant: A Sustainability Plan for each career pathway program detailing (using a chart or similar) program costs and how the costs will be sustained once the grant ends (submit with Interim Report) A reflection of student and programmatic outcomes using formative and summative data analysis for each career pathway (submit with final report) Recommendations to the Ƶ on how to design, implement and continue to support model career pathway programs Recommendations to the Ƶ on how to facilitate high-quality partnerships with industry and higher education partners in support of career pathway programs Recommendations to the Ƶ on CTE teacher recruitment, training and retention, including professional development and recommendations for contextual learning, interdisciplinary teaching, and building professional learning communities Recommendations to the Ƶ on how to improve career exploration and preparation of students inclusive of the middle grades An analysis of student enrollment of each career pathway by subgroup including the number of students who earned college credit and industry valued credentials 1.10 Reimbursement Requests Payment of grant funds are made through a reimbursement system. Reimbursement requests for any grant funds the local project has expended are made through the Electronic Web-Enabled Grant (EWEG) system. Reimbursement requests may begin once the application has been marked Final Approved in the EWEG system, and the grantee has accepted the award by clicking on the Accept Award button on the Application Select page and completing the Grant Acceptance Certificate information. Grantees are expected to submit monthly reimbursement requests. Only one (1) request may be submitted per month. Grantees must submit their request no later than the 15th of the month. The requests may include funds that will be expended through the last calendar day of the month in which reimbursement is requested. If the grantees request is approved by the Ƶ program officer, the grantee should receive payment around the 8th-10th of the following month. The last day to submit a reimbursement request will be May 15, 2021. Note: Payments cannot be processed until the award has been accepted in EWEG. 1.11 Grant Modifications Refer to the  HYPERLINK "/education/grants/discretionary/management/mod_inst.pdfhttps:/www.nj.gov/education/grants/discretionary/management/mod_inst.pdf" Discretionary Grant Agreement Guidelines for specific grant agreement modification information. Generally, grantees may move funds budgeted in one approved GAAP category to another approved GAAP category without Ƶ approval when: The transfer of funds does not result in a change in the scope of work (scope of work means program changes representing a significant departure from the originally approved project under the grant agreement) The cumulative amount of all transfers does not exceed ten (10%) percent of the total grant agreement amount The funds are not transferred to or from a restricted line item such as equipment, subgrants or indirect costs The funds are transferred to a previously approved line item. (Grantees may not move funds to an unbudgeted line item without written Ƶ approval) The transferred funds will not be used for expenditures that are specifically disallowed by the language in the NGO document, the applicable OMB Cost Principles Circular and the grant agreement. Expenditure for costs disallowed by the NGO, the grant agreement and/or the applicable OMB Cost Principles Equipment: Grantees are limited to the specific equipment items listed in the final approved grant application budget. To comply with federal requirements, all equipment purchases require prior Ƶ approval. You can pay more or less than the approved amount, but the approved equipment item cannot be changed without permission. (i.e., no additions, deletions or substitutions to the approved equipment list). All requests for a grant agreement modification must be received by the Application Control Center a minimum of 90 days prior to the end date of the grant agreement. The deadline for submitting budget modifications is April 1, 2021. No modifications may be submitted in EWEG after this date. Section 2: Project Guidelines The intent of this section is to provide the applicant with the framework within which the district will plan, design and develop the proposed project to meet the purpose of this grant. Before preparing an application, potential applicants are advised to review Section 1: Grant Program Information, of this NGO to ensure a full understanding of the states vision and purpose for offering the program. Additionally, the information contained in Section 2: Project Guidelines will complete the applicants understanding of the specific considerations and requirements that are to be considered and/or addressed in their project. Please note that N.J.A.C. 6A: 23A-7 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. Successful grant applications will include: Successful completion of year four; Measurable activities that will lead to accomplishing the objectives; A budget that will lead to accomplishing the activities; and, A comprehensive application package that demonstrates the district has the commitment and capacity to accomplish the expected indicators by the conclusion of the grant period and sustain career pathway activities beyond the grant period. 2.1 Project Design Considerations The Office of Career Readiness developed further information and resources that may be used in the grant application to assist districts in designing and implementing the grant in support of the statewide goal and objectives. Applicants should consider the following when developing the grant application: Career Pathways Career pathways are an integrated approach to developing students core academic, technical andemployabilityskills in a broad career area. Career pathways provide seamless connections and multiple opportunities for career advancement from secondary to postsecondary education resulting in attainment of industry-valued credentials and postsecondary degrees including associate, baccalaureate and advanced degrees throughout ones lifetime. Implementing career pathways in a high school provides opportunities for students to engage in authentic, relevant learning that integrates rigorous academic content and experiential learning. Career and Technical Education (CTE) Programs Career and Technical Education programs are a component of a career pathways system. CTE is defined by the Ƶ as: organized educational activities that: offer a sequence of courses that provide individuals with the coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in current or emerging professions; provides technical skill proficiency, an industry-recognized credential, a certificate, or an associate degree; may include prerequisite courses (other than a remedial course) that meet the requirements of this definition; and include competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills, and knowledge of all aspects of an industry. Funded districts of The Career Pathways Grant will be provided technical assistance to understand the requirements outlined in the Career and Technical Education Programs and Standards,  HYPERLINK "http://www.state.nj.us/education/code/current/title6a/chap19.pdf" N.J.A.C. 6A:19. See  HYPERLINK \l "_Appendix_B" Appendix B for more information on the required CTE programs of study in the Design Framework and the Ten Components of a Rigorous Program of Study. Size, Scope and Quality of the CTE Program Applicants should consider the size, scope and quality of their proposed career pathway and the components of a high-quality CTE program. ( HYPERLINK \l "_Appendix_B" Appendix B) While not specifically defining size, scope, and quality, the intent of the Ƶ in offering this grant is to ensure that funds are spent on high-quality programs that provide the greatest benefit to the largest number of students and the community. While developing a program plan and considering size, scope, and quality, applicants and their partners should use the following questions as a guide: How many students will be served through this proposed program? How will the proposed program demonstrate effectiveness? Does the proposed program create a sustainable, approvable, high-quality career and technical education program that prepares students for labor market demand careers that provide family-sustaining wages or are such careers that are projected to exist? How will the program results be measured and evaluated? Ƶ-Sponsored Professional Development The funded districts will engage in an intensive program of professional development provided by Ƶ and identified partners. This professional development series will be provided through day-long workshops, summer institute(s), and virtual learning. The required Career Pathways Summer Training Institute is tentatively scheduled for May 29, 2020. It is a requirement that the district commits to having a team participate in planned professional development sessions throughout the grant period. Team members must include central office and building administrators, director of school counseling/guidance director, curriculum lead, and teaching leads. ( HYPERLINK \l "_Form_1" Form 1) In addition to the Ƶ training, each grantee will, as needed, maintain and enhance their professional development plan which was developed in year one to support their staff and partners. Ƶ Sponsored Virtual Communities The Office of Career Readiness will utilize appropriate technologies to build communication, collaboration, and sustainability with and among participating schools and districts. Each grantee will be responsible for utilizing and contributing to the ongoing conversation in this professional learning community. This will assist districts to build capacity for career pathways at participating schools and assist Ƶ in replicating and supporting model career pathways and CTE programs of study statewide. Applicants are encouraged to review the materials presented in the  HYPERLINK \l "_APPENDIX_A" Appendix A for background research and resources on career pathways. The Ƶ will provide planning tools as part of the grant application ( HYPERLINK \l "_APPENDIX_A_1" Appendix A,  HYPERLINK \l "_Appendix_B" Appendix B,  HYPERLINK \l "_APPENDIX_D_1"  HYPERLINK \l "_Form_1" Form 1,  HYPERLINK \l "_Form_2" Form 2 and the  HYPERLINK "http://www.nj.gov/education/grants/docs/16-BE46-G06/ProjectPlanningGuide.xlsx" Project Planning Guide) and for planning and implementation of the applicants career pathways. Career pathway elements are organized under the following domains: District Vision and Commitments High-Quality Partnerships High-Quality CTE Programs of Study Pedagogical Approach and Interdisciplinary Instruction Individualized Planning and Supportive Services for Learners Data Informed Improvement Cycle High-Quality Partnerships Partnerships are essential to designing and implementing career pathways with multiple options for student success. During Phase One, districts developed partnerships to support career pathways. During Phase Two, funded districts and partners will continue to design, implement and support career pathways. Comprehensive High School District: The comprehensive high school district will be responsible for: Project design and implementation; all grant-related administrative tasks including, but not limited to, grant management activities, obtaining CTE program of study approval; Curriculum design and/or adoption; Professional development for Career Pathways Advisory Team or other participating teachers and staff; Creating building level procedures and scheduling practices for co-curricular planning, and interdisciplinary instruction and projects; Individualized student supportive services; Career planning and recruitment; and Establishing and convening a Career Pathways Advisory Board that includes the following: Central Administrator (i.e. Director of Curriculum or Assistant Superintendent) Building Level Administrator (i.e. Principal/Vice Principal) Guidance Director (i.e. School Counseling Lead) Curriculum Lead (i.e. Supervisor of Instruction) Teaching Lead (i.e. Lead Instructor for career pathway) Parent/Community Partner. The Career Pathways Advisory Board was established during Phase One of The Career Pathways Grant. Funded districts will continue to grow and enhance their partnerships. Partners listed below are valuable contributing members of a High-Quality Partnership. ( HYPERLINK \l "_Form_2" Form 2) Business and Industry Partner: At least one partner must be an employer, business and industry association, or labor/trade organization employing or representing employers that hire individuals in each of the career pathways being developed through this grant, or providing training for such employees, e.g. union apprenticeship program. The business and industry partner(s) may provide one or more of the following program elements: externships for participating teachers and district staff; facilities; equipment; structured learning experiences for students; mentoring for students and/or teachers participating in the program; and, advice on curriculum design and other program elements. Postsecondary Institution: Postsecondary partners are two- or four-year colleges or universities. Each postsecondary partner may provide one or more of the following program elements: professional development for participating district teachers and staff and college faculty, facilities, equipment, and curriculum design. The postsecondary partner(s) may be expected to provide dual credit agreements in related college programs as pathways for students successfully completing the CTE program of study. Structured Learning Experiences Structured Learning Experiences (SLEs) are experiential, supervised, in-depth learning experiences aligned to the New Jersey Student Learning Standards that are designed to offer students the opportunity to more fully explore career interests within one or more of the key industries. SLEs are designed as rigorous activities that are integrated into the curriculum and that provide students with opportunities to demonstrate and apply a high level of academic, and/or technical skills, and develop personal, academic and career goals. Types of SLEs are job shadowing, school-based enterprises, community service/service learning, cooperative education, internships, apprenticeships and volunteering; provided they meet the criteria established in career pathways. Further resources can be found here:  HYPERLINK "http://www.state.nj.us/education/cte/sle/" Ƶ, Structured Learning Experiences Pedagogical Approach and Interdisciplinary Instruction Pedagogy plays a significant role in student success and preparation for college and careers. High quality CTE programs delivered through career pathways must include attention to classroom rigor and instructional approaches that facilitate student learning. Rigor in a classroom encompasses challenging instruction, academic relevance and critical thinking for students. Supportive services are also provided so that each student can access the content and demonstrate understanding. Effective instruction in career pathways focuses on contextual and experiential learning. The Center for Occupational Research (CORD) has organized contextual learning into five essential forms of learning: Relating, Experiencing, Applying, Cooperating, and Transferring. Experiential education is defined by the University of Southern California, Center for Excellence in Teaching as a broad spectrum of educational experiences including work-based learning and authentic experiences through fieldwork and industry partnerships. Experiential learning builds understanding through a process of inquiry and reflection by students. Promising practices in contextual learning are: problem and project based learning, cooperative learning, work based learning, integrating academic and career and technical education, small learning communities and career academies. Student centered learning emphasizes learning through collaboration, leadership, analysis, and self-directed and active learning. Innovative and creative instructional approaches enable teachers, both CTE and academic, to integrate academic and technical instruction and students to apply academic and technical learning in their career pathways coursework. Administrative Vision and Commitment Career pathways need systems-level elements and require the support of district and building level administration. These systems-level elements are high-quality partnerships, industry-focused pathways in high demand occupations, educational program design, professional development and additional training for instructional staff. Program design is essential to success of career pathways and should incorporate elements that promote student success and timely progress to completion, credential attainment, and entry into, or progress within, careers in high demand occupations. Pathways must be flexible, non-duplicative and accelerated, structured to accommodate the unique needs of students. Each education level must be carefully articulated to the next, without duplications, with effective academic and career supportive services. District and building level administrations can provide career pathways supports that include modifications of building procedures and scheduling practices to support student attainment of industry-valued credentials, technical skills, and postsecondary credit. Schools might consider designing daily school schedules to provide opportunities to teachers for co-curricular planning and interdisciplinary instruction or opportunities for students to earn credits toward graduation beyond seat-time in a secondary classroom. Career Ready Practices The Ƶ adopted  HYPERLINK "http://www.state.nj.us/education/cccs/2014/career/CareerReadyPractices.pdf" The Career Ready Practices in October 2014. The Career Ready Practices will be integrated in the career pathway curricula. 2.2 Project Requirements Applicants will find within this section the requirements that must be addressed by the grant applicants in the project update, project description, and in the project activity plan. All planning and designs should be in support of the Statewide Goal, Objectives and Indicators identified in  HYPERLINK \l "_2.2.3_Goals,_Objectives" Section 2.2.3. 2.2.1 Project Update The Project Update is a recap of the project from year four and includes the projects future need, purpose and projected outcomes. The activities that were accomplished in year four should be addressed as well as next steps the district will take regarding professional development (Ƶ and districted targeted), student recruitment and retention activities, program implementation and sustainment as well as activity plan actions. 2.2.2 Project Description Describe in a detailed narrative the continued efforts of the complete multi-year plan for implementing the project over the entire grant period. Provide evidence that the project is appropriate for and will successfully address the issues identified in year one and will lead to the accomplishment of the Statewide Goal, Objectives, and Indicators found in  HYPERLINK \l "_2.2.3_Goals,_Objectives" Section 2.2.3. The narrative should be organized in accordance with the objectives and indicators, and explain how the district will address the objectives and indicators, and support any specific requirements articulated in this Career Pathways NGO. Provide sufficient detail to demonstrate that the strategies or activities to be implemented are of sufficient quality and scope to ensure equitable access and participation among all eligible program participants. Describe the effect the project will have on the participating students and partners upon completion. Include the following: Identify and discuss plans to meet indicators outlined in  HYPERLINK \l "_2.2.3_Goals,_Objectives" Section 2.2.3 of this NGO. Provide an updated narrative on how the district will cover all ongoing/recurring costs after the grant ends. Include plans to cover expenses for staffing, supplies, ongoing professional development, and/or other continuing costs, as applicable. More of an emphasis in year five will be placed on CTE career pathway programs becoming self-sustaining. In this section, describe how the career pathway program costs will be sustained once the grant ends. Items to be considered are supplies, equipment, salary stipends, professional development consultants, transportation costs, registration fees, tuition and etc. If required activities related to the development and implementation of both career pathway programs have been completed, it is recommended that the district revisit the initial need for starting the grant and reassess where funds may be spent in support of the programs and the district need. Middle school activities focused on building foundational skills, career exploration and student engagement will be approved on a limited basis so long as the quality and expectations of the high school CTE career pathway program(s) are a priority and demonstrates enhanced sustainability. Identify current instructional culture and discuss modifications to accommodate the need for: Experiential/contextual learning; Interdisciplinary instruction; Project-based learning; Co-curricular planning and projects; Individualized student instructional support; Work-based learning; Career exploration and planning. 2.2.3 Goals, Objectives and Indicators Five Year The Office of Career Readiness developed objectives and indicators to be used in the grant application that will assist districts in designing and implementing the grant in support of the statewide goal, identified below. Additionally, the applicant developed at least one local objective and indicator(s) to support the statewide goal. The statewide goal of this grant was developed to accomplish the following: To increase access and opportunities for New Jersey students to participate in high-quality career and technical education programs in comprehensive high schools delivered through career pathways leading to careers with high labor market demand and family-sustaining wages. The Office of Career Readiness developed objectives and indicators of success to ensure achievement of the statewide goal for years one through five. The objectives and indicators are as follows: Objective 1: Establish a high-quality partnership, to provide expertise, resources, and support in establishing and implementing career pathways, throughout and beyond the grant period. Indicators: Successful implementation of Objective 1 will be evidenced by documentation of the following indicators: The Career Pathways Advisory Board (Advisory Board) was established through formal partnership agreements for each (minimum of two) of the implemented career pathways, with the required members providing expertise and resources; A Career Pathways Program Vision and Action Plan for each career pathway was submitted to the Ƶ; CTE program of study approvals, where and when, applicable, were submitted for approval to the Ƶ; Formal dual enrollment and/or articulation agreements were established to create postsecondary pathways for each career pathway; The industry and postsecondary partners of the Advisory Board(s) provided resources to their respective career pathways such as: training, expertise, structured learning experiences, mentorship and curriculum review; High-Quality Partnership Rubric was completed and submitted to the Ƶ; ( HYPERLINK "http://www.nj.gov/education/grants/docs/16-BE46-G06/HighQualityPartnershipRubric.xlsx" Partnership Rubric) A data informed improvement cycle was undertaken by the Advisory Board and reports were submitted as requested by the Ƶ; The Advisory Board, as appropriate, and instructional staff participated in Ƶ sponsored virtual community contributing as per their expertise; and The Advisory Board implemented the components of the grant as planned. Objective 2: Increased student access to high-quality CTE programs of study by implementing a new career pathway in Year 1 and a second new career pathway no later than Year 4 of the grant program. Indicators: Successful implementation of Objective 2 will be evidenced by documentation of the following indicators: The foundational CTE programs of study for two career pathways were approved by the Office of Career Readiness; The first career pathway was implemented during the 2017-2018 school year; and The second career pathway was implemented no later than during the 2019-2020 school year; and CTE program of study data, including student enrollment, retention and completion, was submitted to the Ƶ during annual reporting periods. Objective 3: Improve career exploration and career ready practices of students by increasing the number of quality, individualized, interdisciplinary and experiential/contextual learning opportunities informed by business and industry such as: co-curricular, authentic project based learning, structured learning experiences, student leadership, individualized supports and career planning. Indicators: Successful implementation of Objective 3 will be evidenced by documentation of the following indicators: Continued implementation of district and building supports that were planned to facilitate interdisciplinary instruction and co-curricular projects District and building procedures and schedules were implemented to facilitate interdisciplinary learning and co-curricular projects no later than Year 2; A multi-tiered program providing a variety of structured learning experiences was implemented along with each career pathway; Opportunities for student leadership were provided to students in each career pathway, through active participation in Career and Technical Student Organizations or through other similar career and technical education activities as an integral part of the instructional program; Continued implementation of individualized student career counseling, exploration and planning that provided academic and other supportive services to all career pathway students; Continued implementation of a targeted student recruitment and support plan, resulting in increased number of students recruited and retained in the career pathway and offering multiple entry and exit points along the career pathway; Career Ready Practices were embedded in all courses; and The career pathway instructional team, in collaboration with the Advisory Board, reviewed the career ready practice skills of pathway students. Objective 4: Increase the number of students attaining industry and postsecondary credentials during high school and, upon graduation, are eligible to continue education and credential attainment in a career pathway. Indicators: Successful implementation of Objective 4 will be evidenced by documentation of the following indicators: Industry valued credentials have been identified, implemented and administered in the career pathways no later than Year 4; Student successful attainment of industry credentials is evidenced in technical skills assessments data analysis and submitted to NJSMART no later than Year 4; Postsecondary credentials for the career pathway have been identified and Dual Enrollment and/or Articulation Agreements established to award credit to eligible students; and Student data is submitted annually through NJSMART and reflects student preparedness for continuation of education in postsecondary institutions. Objective 5: Create a community of experienced and knowledgeable career pathway educators and industry and postsecondary partners to expand model career pathways to interested schools by providing curriculum, technical assistance and resources. Indicators: Successful implementation of Objective 5 will be evidenced by documentation of the following indicators: A professional development plan was designed and implemented based on self-evaluation and implemented throughout the grant period; All required staff attended the Ƶ sponsored professional development offered to support The Career Pathways Grant grant activities during Years 1 5 of the grant; Participating instructional staff completed professional development on interdisciplinary instruction, experiential/contextual learning, and individualized students supports; Participating instructional staff completed content-specific professional development, including industry credentials training, where available and appropriate, to increase their knowledge and skills in implementing a career pathway; Industry partners participation was evidenced by strong experiential/contextual learning opportunities for pathway students and professional development opportunities for pathway instructors; Participation of postsecondary partners was evidenced by ongoing collaboration linking secondary career pathway programs to postsecondary programs; The Advisory Boards and instructional staff contributed their expertise to the Ƶ-sponsored virtual community; Curriculum documents and resources were prepared as indicated by the Ƶ, and submitted to the Office of Career Readiness as requested; Advisory Board and/or instructional staff participated in information sessions, webinars, workshops and other events to promote the model career pathways; and The district served as a demonstration site and/or provided technical assistance to interested school districts, as requested by the Ƶ. Objective 6: Funded districts must continue to implement their identified local objective and indicators to support the statewide goal of this NGO that identifies the key industry(ies) selected by the applicant for the comprehensive high schools career pathway(s). 2.2.4 Project Activity Plan One Year The Project Activity Plan follows the objectives and indicators identified in  HYPERLINK \l "_2.2.3_Goals,_Objectives" Section 2.2.3. The project activities represent the steps districts will take to achieve each of the required activities for year three of the Continuation NGO. The Activity Plan will be created for the grant period commencing March 1, 2020, and concluding June 30, 2021, only. In addition to the Required Activities listed below, the district will include the activities that support the district-created goal and indicators from year one. Required Activities Goal, Objective and Activity NumberRequired Activity1.1.1Maintain an engaged Career Pathways Advisory Team (ongoing)1.1.2Establish and maintain annual articulation agreements and/or formal dual enrollments to create postsecondary pathways for each career pathway. (ongoing)1.1.3Submit as an upload a Career Pathways Self-Assessment Rubric to the Office of Career Readiness with each reporting period. (ongoing)1.1.4Assess Career Pathways High-Quality Partnerships with postsecondary and industry by using the Partnership Rubric and update annually. (ongoing) 1.1.5Undertake Data Informed Decision Making by the Career Pathways Advisory Board and submit findings to the Ƶ. (ongoing)1.2.1Submit to the Ƶ CTE program of study data, including student enrollment, retention, and completion (include, race, gender, special populations) through NJSMART submission yearly. (ongoing)1.3.1Evaluate career pathways curriculum adopted by the district Board of Education for implementation of 21st Century Life and Careers standards including Career Ready Practices, Career Preparation, Career and Technical Education Standards and industry partner recommended skills, competencies and credentials. (ongoing)1.3.2Continue to implement a student recruitment plan to attract a diverse range of students and submit enrollment data to the Ƶ. (ongoing)1.3.3Evaluate building level procedures and scheduling practices to support the needs of diverse learners, co-curricular planning, and interdisciplinary instruction and projects. (ongoing)1.3.4Obtain district approval, implement and evaluate the districts Structured Learning Experience (SLE) Plan (see  HYPERLINK \l "_2.1_PROJECT_DESIGN" Section 2.1) using key industry partners. (ongoing)1.3.5Provide opportunities for student leadership through participation in Career and Technical Student Organizations (CTSOs) or other similar career and technical education activities as an integral part of the instructional program. (ongoing) 1.3.6Provide individualized supports for all learners for the implemented career pathway. (ongoing)1.3.7Continued implementation of individualized student career counseling, exploration and planning that provides academic and other supportive services to all career pathway students. (ongoing)1.4.1Identify, implement and administer industry valued credentials in both career pathways programs and submit data through NJSMART which reflects student preparedness for continuation of career readiness. (ongoing)1.4.2Initiate/implement dual enrollment and/or articulation agreement with a postsecondary partner for the second CTE program. 1.4.3Increase student-obtained industry and postsecondary credentials, when appropriate, for career pathways programs. (ongoing)1.5.1Prepare web-ready curriculum documents and resources to the Ƶ, as requested. (ongoing)1.5.2Attend Ƶ sponsored professional development workshops as required. (ongoing)1.5.3Implement targeted professional development for participating career pathways teachers and staff. (ongoing)1.5.4Participate in informational sessions, webinars, workshops and other events to promote the career pathways model and provide technical assistance to interested school districts, as requested by the Ƶ (ongoing).  See section  HYPERLINK \l "_1.9_Assessment_of" 1.9 Assessment of Statewide Program Results for additional information/evaluation for year five, the final year of the grant. This information will be required as an upload to the interim and/or final report. Note: Activities will also serve as the basis for the individual expenditures that are being proposed in the grant budget. When filling out the Project Activity Plan, for each Required Activity: Identify the staff directly responsible for implementing the activity. If the individual conducting the activity is not referenced appropriately on the Project Activity Plan, it may not be possible to determine an allocation of the requested cost, and costs may be disallowed. Do not list the project director or other person with general oversight authority for the project as the person responsible for carrying out all activities. Qualified Purchased Professional Services providers are permitted to support the Project Activity Plan, as needed. List the documentation the applicant will provide to the Ƶ, if requested, that tracks the progress and confirms the completion of each activity (e.g. agenda, minutes, curriculum, purchase orders, etc.). In the Report Period Column on the Project Activity Plan form, indicate with a checkmark the period in which the activity will be implemented. If the activity is ongoing or recurring, place a checkmark in the boxes under each period in which the activity will take place. Space the activities appropriately across all reporting periods of the grant project. The Project Activity Plan will include the reporting period for year five of the grant program. When filling out the Project Activity Plan, for each Additional Activity: This Project Activity Plan will include the districts additional activities for year five of the grant program that were identified from the objectives and indicators of the local goal(s) identified in year one of the originating grant. List all of the measurable activities planned for accomplishing that activity. List the activities in chronological order. Identify the staff directly responsible for implementing the activity. If the individual conducting the activity is not referenced appropriately on the Project Activity Plan, it may not be possible to determine an allocation of the requested cost, and costs may be disallowed. Do not list the project director or other person with general oversight authority for the project as the person responsible for carrying out all activities. Qualified Purchased Professional Services providers are permitted to support the Project Activity Plan, as needed. List the documentation the applicant will provide to the Ƶ, if requested, that tracks the progress and confirms the completion of each activity, (e.g. agenda, minutes, curriculum, purchase orders, etc.) In the Report Period Column on the Project Activity Plan form, indicate with a checkmark the period in which the activity will be implemented. If the activity is ongoing or recurring, place a checkmark in the boxes under each period in which the activity will take place. Space the activities appropriately across all reporting periods of the grant project. 2.3 Budget Design Considerations The budget submitted in this grant application must include a one-year budget for the grant period from March 1, 2020 to June 30, 2021 and represent the total grant funds for which the applicant is applying in Year Five. Once the activities have been identified that will support each objective, develop the details of the budget that will be necessary to carry out each activity. The applicant must provide a direct link between each proposed cost to an activity(ies) in the Project Activity Plan. In addition, the applicant must provide documentation and details sufficient to support each proposed cost. The applicants budget must be well-considered, necessary to implement the project, remain within the funding parameters contained in this NGO, and demonstrate prudent use of resources. The budget will be reviewed to ensure that costs are customary and reasonable for implementation of each project activity. Additional guidance on constructing a grant budget may be found in the Pre-Award Manual for Discretionary Grants, which can be accessed at:  HYPERLINK "http://www.state.nj.us/education/grants/discretionary/apps/PreAwardManual.pdf" Ƶ Pre-Award Manual for Discretionary Grants. The Ƶ will remove from consideration all ineligible costs, as well as costs not supported by the Project Activity Plan. The actual amount awarded will be contingent upon the applicants ability to provide support for its proposed budget upon application and ultimately will be determined by the Ƶ through the pre-award revision process. The applicants opportunity to make pre-award revisions will be limited by the Ƶ, which is not responsible either to provide repeated opportunities for revisions or to permit reallocation of the funds previously requested for costs that have not been approved or have been disallowed. Lead agency budgets are to be entered into EWEG using the appropriate budget TABs in the EWEG application. 2.4 Budget Requirements Year Five Budget requests should be linked to specific project activities identified in the Project Activity Plan in support of the Statewide Goal, Objectives and Indicators. The provisions of N.J.A.C. 6A: 23A-7 contain additional requirements concerning prior approvals, as well as expenditures related to travel. It is strongly recommended that the applicant work with their business administrator when constructing the budget. The Ƶ applies the 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 on in-state travel; and Mileage reimbursement is capped at $0.35/mile. 2.4.1 Eligible Costs Eligible costs may include but are not limited to: Program Coordinator and other administrative costs up to 5% of the grant budget; Purchased Professional Services with career pathways expertise; Curriculum development; Professional Development; Substitutes to allow teachers to attend professional development sessions, Instructional stipends, In-state travel for Advisory board and instructional staff, Related out-of-state travel as approved by Ƶ; Classroom supplies and/or equipment; Middle school activities focused on building foundational skills, career exploration and student engagement will be approved on a limited basis so long as the quality and expectation of the high school CTE career pathway program(s) are a priority and demonstrates enhanced sustainability. Costs for activities not identified above must be approved on a case-by-case basis by the Ƶ. 2.4.2 Ineligible Costs Funds may not be used for the following costs: Indirect costs; and Entertainment. Section 3: Completing the Application 3.1 General Instructions for Applying To apply for a grant under this NGO, applicants must have been funded for year two of the grant, and must prepare and submit a complete application. The application must be a response to the States vision as articulated in Section 1: Grant Program Information of this NGO. It must be planned, designed and developed in accordance with the program framework articulated in Section 2: Project Guidelines of this NGO. Additional guidance on constructing a grant budget may be found in the Pre-Award Manual for Discretionary Grants, which can be accessed at:  HYPERLINK "http://www.state.nj.us/education/grants/discretionary/apps/PreAwardManual.pdf" Ƶ Pre-Award Manual for Discretionary Grants. 3.2 Review of Continuation Applications Department staff will review each continuation grant application on the basis of quality and comprehensiveness, including consistency with the comprehensive project plan selected and approved in the application under the initiating multi-year NGO. Applications will also be reviewed for completeness, accuracy and appropriateness of response to each of the items identified in  HYPERLINK \l "_Section_2:_Project" Section 2. 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 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. 3.3 Application Component Checklist The following components are required to be included as part of the application. Failure to include a required form may result in the application being removed from consideration for funding. Use the checklist to ensure that all required components have been completed in the application. SourceActionEWEGAdmin (Contacts, Allocation, Assurance, Board Resolution and DUNS-SAM)EWEGBudgetEWEGNarrative (Project Update, Project Description, Goals/Objectives/Indicators, Project Activity Plan)UploadEntity Overview page from the applicants  HYPERLINK "http://www.sam.gov/" System for Award Management profileUploadƵ Sponsored Professional Development Series Commitment ( HYPERLINK \l "_Form_1" Form 1) Section 4: Appendices Appendix A Career Pathway Resources  HYPERLINK "http://www.clasp.org/issues/postsecondary/pages/aqcp-framework-version-1-0" CLASP: Shared Vision, Strong Systems: The Alliance for Quality Career Pathways Framework, Version 1.  HYPERLINK "http://www.ccrscenter.org/" College & Career Readiness & Success Center at American Institutes for Research  HYPERLINK "http://www.ccrscenter.org/sites/default/files/CCRS%20District%20Practices%20Brief.pdf" College & Career Readiness District Practices Brief Council of Chief State School Officers: HYPERLINK "../../../../Office/Sharedapps/Discretionary Grants/Career Pathways Comprehensive HSs/Year 4 Continuation NGO/careertech.org/sites/default/files/CCSSOTaskForceCareerReadiness120114.pdf"A Report of the CCSSO Task Force on Improving Career Readiness Harvard Graduate School of Business  HYPERLINK "http://www.gse.harvard.edu/sites/default/files/documents/Pathways_to_Prosperity_Feb2011-1.pdf" Pathways to Prosperity Project  HYPERLINK "http://www.jff.org/" Jobs for the Future Career Pathways NetworkResources  HYPERLINK "http://www.nga.org/files/live/sites/NGA/files/pdf/2014/1402-Moodys-AmericaWorks_35f.pdf" National Governors Association:  America Works: Education and Training for Tomorrows Jobs, The Benefit of a More Educated Workforce to Individuals and the Economy HYPERLINK "../../../../Office/Sharedapps/Discretionary Grants/Career Pathways Comprehensive HSs/Year 4 Continuation NGO/lwd.state.nj.us/labor/lpa/pub/empecon/empeconomy_index.html"New Jersey Department of Labor and Workforce Development, Key Industry  HYPERLINK "http://www.njsetc.net/" New Jersey State Employment and Training Commission (SETC) HYPERLINK "../../../../Office/Sharedapps/Discretionary Grants/Career Pathways Comprehensive HSs/Year 4 Continuation NGO/njsetc.net/njsetc/planning/unified/documents/NJ Blueprint for Talent Development.pdf"SETC blueprint for talent development  HYPERLINK "http://www.mdrc.org/publication/new-pathways-careers-and-college" New Pathways to Careers and College: Examples, Evidence, andProspects PCRN Perkins Collaborative Resource Network: National Initiatives HYPERLINK "../../../../Office/Sharedapps/Discretionary Grants/Career Pathways Comprehensive HSs/Year 4 Continuation NGO/cte.ed.gov/initiatives/advancing-cte-in-state-and-local-career-pathways-system"Advancing CTE in State and Local Career Pathways Systems HYPERLINK "../../../../Office/Sharedapps/Discretionary Grants/Career Pathways Comprehensive HSs/Year 4 Continuation NGO/publications.sreb.org/2015/15V08_CTE_CommissionReport.pdf"SREB Credentials for All: An Imperative for SREB States The James Irvine Foundation:  HYPERLINK "http://www.irvine.org/linked-learning" Preparing Youth for Success Linked Learning US Ƶ, Office of Career, Technical, and Adult Education: HYPERLINK "../../../../Office/Sharedapps/Discretionary Grants/Career Pathways Comprehensive HSs/Year 4 Continuation NGO/cte.ed.gov/employabilityskills/"Employability Skills US Chamber of Commerce Foundation, Center for Education and Workforce  HYPERLINK "http://www.uschamberfoundation.org/sites/default/files/media-uploads/Managing%20the%20Talent%20Pipeline_0.pdf" Managing the Talent Pipeline: A New Approach to Closing the Skills Gap Appendix B Career and Technical Programs of Study: A Design Framework The Ten Components of a Rigorous CTE Program of Study The  HYPERLINK "http://www.nj.gov/education/grants/docs/16-BE46-G06/CTEDesignFramework.pdf" Career and Technical Programs of Study: A Design Framework can be downloaded from the grants informational main page. The Ten Components of Programs of Study (POS) implementation offered in this guide are from those published by the Office of Career, Technical and Adult Education (OCTAE), U.S. Ƶ. OCTAEs components are developed in collaboration with major national associations, organizations, and states. Each component is important and provides part of the foundation needed for a successful framework for CTE Program of Study implementation. Working through the framework, all educators can build a successful CTE program of study. Policies and Procedures: Federal, state, and local legislation or administrative policies promote POS development and implementation. Partnerships: Ongoing relationships among education, business, and other community stakeholders are central to POS. Professional Development: Sustained, intensive, and focused opportunities for administrators, all teachers, both CTE and academic, to foster POS design, implementation, and maintenance. 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 develop and implement POS. College and Career Readiness Standards: Content standards that define what all 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. 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. Credit Transfer/Articulation Agreements: Credit transfer agreements provide opportunities for secondary students to be awarded dual or articulated postsecondary credit, supported with formal agreements among secondary and postsecondary education institutions. School Counseling and Academic Advisement: School counseling and academic advisement help all students to make informed decisions about which POS to pursue. Teaching and Learning Strategies: Innovative and creative instructional approaches enable teachers, both CTE and academic, to integrate academic and technical instruction and students to apply academic and technical learning in their POS coursework. Technical Skills Attainment: 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. Form 1 Year Five Professional Development Commitment Submit with Application The successful applicants will engage in an intensive program of professional development provided by Ƶ and identified partners. This professional development program will be provided in day-long workshops, summer institute(s), and virtual learning. The required Career Pathways Summer Training Institute is tentatively scheduled for May 29, 2020. The district must commit to having a team participate in the planned professional development sessions throughout the grant period. The following topics will be addressed in the NJ Ƶ professional development workshop series: Goals / Expectations / Administrative Commitments Career Pathways and CTE Using Data to Determine Career Pathways Engaging High-Quality and Effective Partnerships and Advisory Boards Building Scheduling for Success Professional Learning Communities for Career Pathways Career Pathway Components Advancing your CTE Program of Study Interdisciplinary Instruction Literacy for Technical Subjects Math for Technical Subjects Career Ready Practices Pedagogical Approach Project Based Learning Active Learning Peer / Small Group Learning Differentiated Instruction Career Pathway Components, continued Authentic and Experiential Learning Opportunities Integrating into the Curriculum Structured Learning Experiences Career and Technical Student Organizations Industry Credentials Individualized Learning and Achievement Individualized Career Exploration, Guidance and Instructional Supportive Services Equity and Special Population Supportive Services Career Pathway Evaluation Support for learning analytics using school level data for: Individual student-level data Program evaluation Career Pathway Modeling Informational sessions, webinars, workshops and other events to promote the career pathways model. Please provide a list of the career pathways team members who will attend the annual Career Pathways Institute Central Administrator Building-Level Administrator Guidance Director Curriculum Lead Teaching Lead Parent/Community Partner Other Other ______________________________________________________________________________ Chief School Administrator/Superintendent Signature and Date Form 2 High-Quality Partnerships Definition, Criteria High-Quality Partnerships are a collaboration of education, business, industry and postsecondary contributors, and have developed a clearly defined mission and vision statement, with defined roles and responsibilities for all partners. These partnerships will contribute expertise, resources and support of career pathways using labor market data to determine demand occupations with family-sustaining wages. Partnerships are the foundation of the Career Pathways Advisory Board and will integrate the use of career pathways which will be focused on industry valued credentials, employability skills, and individualized experiential learning. It is additionally expected that Partnerships will develop plans for sustainability beyond the life of any one funding stream. Partnerships shall include secondary and postsecondary educational institutions, business and industry community partners, and nonprofit organizations. Additional members can be included that represent industry associations, and local or state government agencies. Partnerships shall have clearly delineated roles and responsibilities for all partner participants. Participants should have a shared vision and mission around a career pathway, and a joint approach to supporting it through agreed upon actions, such as may be found in a strategic plan. Partnerships support education leading to skills, degrees, or credentials that create advanced opportunities for students in high-demand occupations or identifiable career pathways. Career Pathways Advisory Board should use existing Career and Technical Education (CTE) programs or programs of study or develop new CTE programs of study. Curricula shall be demand based, and developed in collaboration with partnership participants. The career pathway shall include the following: interdisciplinary instruction and co-curricular projects, structured learning experiences or other experiential/contextual learning, industry-valued credentials, postsecondary credentials, multiple entrance and exit points along the career pathway for individualized student supports and career exploration, and imbedded career ready practices. Partnerships shall integrate quantitative and qualitative labor market or institutional data in identifying industry sector demand. This data will be shared broadly among all partner participants. The program will endeavor to provide education and/or training in a skills or credentials in-demand category as identified by the NJ Department of Labor and Workforce Development's Credential Review Board. Partnerships provide for measurable evaluation of the career pathway which could include such tangibles as evaluation of improved skills, employment for students, student articulation to postsecondary programs, or career pathway growth. The Partnership will measure and evaluate the implementation of structured learning experiences made by, or in collaboration with, a partner organization responsible for connecting students to employment opportunities. Partnerships shall have a plan for continued support of the career pathways initiative, which may include single-source or a variety of funding streams, including braided funding strategies. This should include a plan for continuing staffing and resource allocation sufficient to continue or expand the effort. Guidance Documents Partnerships are essential to designing, implementing and supporting career pathways with multiple options for student success. Successful applicants will develop partnerships during Phase One of the Career Pathways Grant. This Career Pathways Advisory Board will support career pathways throughout the Career Pathways Grant and aid in sustaining the pathway beyond the grant period. The comprehensive high school district and partners each have unique responsibilities and roles in designing, implementing and supporting career pathways. The resources provided through this NGO/grant program are for guidance only. Partnership Agreement A sample template for The Career Pathways Advisory Board Partnership Agreement is available as a guidance document. This document can be obtained by contacting the Office of Career Readiness, Building Capacity for Career Pathways: A Pilot Program for Comprehensive High Schools grant program officer. This template document can be revised to accommodate each Advisory Board and to meet the needs of each applicant. Rubric The  HYPERLINK "http://www.nj.gov/education/grants/docs/16-BE46-G06/HighQualityPartnershipRubric.xlsx" High-Quality Partnership Rubric is a guidance document that will lead the Career Pathway Advisory Board through the Planning, Emerging and Implemented stages of development in supporting career pathways. This document can be obtained by contacting the Office of Career Readiness, Building Capacity for Career Pathways: A Pilot Program for Comprehensive High Schools grant program officer.  Symonds, William C., Robert Schwartz, and Ronald F. Ferguson. 2011. Pathways to Prosperity: Meeting the Challenge of Preparing Young Americans for the 21st century. Cambridge, MA: Pathways to Prosperity Project, Harvard University Graduate School of Education.  Plank, Stephen, Stephanie DeLuca, and Angela Estacion, Dropping Out of High School and the Place of Career and Technical Education (St. Paul: National Research Center for Career and Technical Education, University of Minnesota, 2005).  Kulik, James, Curriculum Tracks and High School Vocational Studies. Ann Arbor: University of Michigan, 1998.  National Dropout Prevention Center/Network, Effective Strategies for Dropout Prevention,  HYPERLINK "http://www.dropoutprevention.org/effstrat/default.htm" National Dropout Prevention Center/Network  Swail and Kampits, Work-Based Learning and Higher Education: A Research Perspective, Educational Policy Institute, 2004  Alfeld et al., Looking Inside the Black Box: The Value Added by Career and Technical Student Organizations to Students High School Experience, National Research Center for CTE, 2007.  Southern Regional Education Board, High Schools That Work 2012 Assessment.  Ƶ Office of Career Readiness, Annual Enrollment Data, 2011-2014.  CORD: The REACT Strategy:  HYPERLINK "http://www.cord.org/cord_ctl_react.php" The Center for Occupational Research and Development (CORD)  CORD and NASDCTEc; The Career Pathways Effect; Linking Education and Economic Prosperity. 2012.  Jobs for the Future. Advancing Career and Technical Education in State and Local Career Pathways Systems. Model for the Provision of Technical Assistance. March 2014.  Items marked with ongoing will continue throughout the five-year grant.      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