ࡱ> y{vwx bjbj ";  ccccc4h u$%(%%%'''uuuuuuuwvz*uc'''''ucc%%Xu+++'vc%c%u+'u++5nt%2x'*qFuu0uGq^z(ztzct''+'''''uu+'''u''''z'''''''''  ): Notice of Grant Opportunity CAREER AND TECHNICAL EDUCATION PARTNERSHIP Grant Year 5 (extension) ENHANCING TEACHING AND STUDENT LEADERSHIP IN THE CAREER CLUSTER OF: TRANSPORTATION, DISTRIBUTION, & lOGISTICS/ gLobal logistics 13-BE23-G06 Christopher D. Cerf Commissioner of Education Susan Martz Acting Assistant Commissioner Division of Student and Field Services Marie Barry Director Office of Career and Technical Education Division of Student and Field Services May 2013 Application Due Date: July 18, 2013 NEW JERSEY DEPARTMENT OF EDUCATION P.O. Box 500 Trenton, NJ 08625-0500 HYPERLINK "http://www.state.nj.us/education"http://www.state.nj.us/education STATE BOARD OF EDUCATION ARCELIO APONTE .. Middlesex President ILAN PLAWKER .. Bergen Vice President MARK W. BIEDRON Hunterdon RONALD K. BUTCHER .. Gloucester Claire Chamberlain Eckert........ Somerset JOSEPH FISICARO... Burlington JACK FORNARO . Warren EDITHE FULTON. Ocean ROBERT P. HANEY Monmouth ERNEST P. LEPORE ....... Hudson ANDREW J. MULVIHILL Sussex J. PETER SIMON.. Morris DOROTHY S. STRICKLAND ..... Essex Chris Cerf, Commissioner Secretary, State Board of Education It is a policy of the New Jersey State Board of Education and the State Department of Education that no person, on the basis of race, color, creed, national origin, age, sex, handicap or marital status, shall be subjected to discrimination in employment or be excluded from or denied benefits of any activity, program or service for which the department has responsibility. The department will comply with all state and federal laws and regulations concerning nondiscrimination. 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/"http://homeroom.state.nj.us/ to access this system. Please refer to the web page for the NGO at HYPERLINK "http://www.nj.gov/education/grants/discretionary"http://www.nj.gov/education/grants/discretionary (click on available grants) for information on when the EWEG application will be online. TABLE OF CONTENTS SECTION 1: GRANT PROGRAM INFORMATIONPAGE1.1 Description of the Grant Program41.2 Eligibility to Apply 61.3 Federal Compliance Requirements (DUNS, SAM)71.4 Statutory/Regulatory Source and Funding 71.5 Dissemination of This Notice81.6 Technical Assistance81.7 Application Submission 81.8 Reporting Requirements91.9 Assessment of Statewide Program Results 101.10 Reimbursement Requests 11SECTION 2: PROJECT GUIDELINES 2.1 Project Requirements122.2. Goals and Outcomes14 2.2.1 Project Update15 2.2.2 Project Description15 2.2.3 Goals, Objectives And Indicators16 2.2.4 Project Activity Plan162.3 Budget Design Considerations162.4 Budget Requirements17 2.4.1 Pilot Sites 2.4.2 Ineligible Costs 18 19SECTION 3:COMPLETING THE APPLICATION 3.1 General Instructions for Applying193.2 Review of Continuation Applications193.3 Application Component Checklist19 APPENDICESAppendix A Documentation of Collaboration Appendix B Program of Work 20 21 SECTION 1: GRANT PROGRAM INFORMATION DESCRIPTION OF THE GRANT PROGRAM The Career and Technical Education Partnership (CTEP) grant is a comprehensive statewide initiative to address implementation of all 16 career clusters and related Career and Technical Student Organizations (CTSOs), through six distinct but related NGOs. This is year five of four of a multiyear grant which began on September 1, 2010. This continuation NGO is for the grant period of September 1, 2013 to August 31, 2014. This specific NGO will focus on the systemic statewide planning and implementation of activities related to the career and technical education (CTE) programs in the following career cluster: Transportation, Distribution and Logistics The Career and Technical Education Partnership (CTEP) grant program is a critical initiative to galvanize positive, productive links among public education, business, industry, labor and workforce development and institutions of higher education to create opportunities for enhancing quality secondary and postsecondary career and technical education (CTE) programs in New Jersey. In response to national and state initiatives, the New Jersey Department of Education (NJDOE) has developed this grant program to create a systemic approach to engage these stakeholders in an ongoing process in order to address the following three priorities: Creation of a model program of study, including curriculum in a highskill, high-wage or high-demand occupation based on labor and workforce development information. The CTE program of study should include challenging academic and technical content, incorporate New Jersey Core Curriculum Content Standards (NJCCCS), The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, The Common Core State Standards for Mathematics, and business and industry standards to prepare students for successful entry into a career or postsecondary studies. Identification and/or development of resources, tools, instructional strategies and program of study curriculum utilizing project-based learning, interdisciplinary instructional strategies and global perspectives. Continue developing program of study curriculum related to the Career Cluster of TRANSPORTATION, DISTRIBUTION & LOGISTICS (hereafter referred to as the Career Cluster listed in this NGO) to assist secondary school districts and postsecondary CTE programs statewide in developing quality CTE programs and programs of study. Identification of instructional needs of secondary and postsecondary educators and administrators in order to provide high-quality professional development and/or technical assistance (as appropriate) relating to topics such as: integrating academic and technical skills into the curricula, and aligning secondary and postsecondary CTE curricula. Only secondary school districts with approved CTE programs and programs of study in the Career Cluster listed in this NGO may participate in these professional development or technical assistance opportunities; Through this grant program, the Department of Education will address many of the state leadership requirements identified in the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV). The intent of Perkins IV is to develop more fully the academic and career and technical skills of secondary and postsecondary education students who elect to enroll in CTE programs. Background CTE Program of Study Perkins IV requires all states receiving funding under the Act to develop CTE Programs of Study. A CTE Program of Study consists of a coherent sequence of academic and career and technical courses offering students the opportunity to earn an industry-recognized credential or certificate at the secondary or postsecondary level, or an associate or baccalaureate degree related to the focus of the program of study. CTE Programs of Study include the following specific features, according to Perkins IV and New Jerseys Five Year State Plan for CTE: Incorporate secondary education and postsecondary education elements; Includes coherent and rigorous content, aligned with challenging academic standards, and relevant career and technical content in a coordinated, non-duplicative progression of courses that align secondary education with postsecondary education to adequately prepare students to succeed in postsecondary education; Must include the opportunity, through credit transfer agreements, for secondary education students to participate in dual or concurrent enrollment programs or other ways to acquire postsecondary education credits; and Leads to an industry-recognized credential or certificate at the secondary or postsecondary level, or an associate or baccalaureate degree. The federal Office of Vocational and Adult Education (OVAE) has developed a Program of Study Design Framework that identifies ten components that support the development and implementation of effective programs of study. Common Core State Standards for English Language Arts Literacy and Mathematics In June 2010, the ǿ޴ýapp adopted the Common Core Standards for Literacy and Mathematics. The Common Core State Standards Initiative is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). The standards were developed in collaboration with teachers, school administrators, and experts, to provide a clear and consistent framework to prepare our children for college and the workforce. The standards are informed by the highest, most effective models from states across the country and countries around the world, and provide teachers and parents with a common understanding of what students are expected to learn. Consistent standards will provide appropriate benchmarks for all students, regardless of where they live. These standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs. The standards: Are aligned with college and work expectations; Are clear, understandable and consistent; Include rigorous content and application of knowledge through high-order skills; Build upon strengths and lessons of current state standards; Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and Are evidence-based. New Jersey Core Curriculum Content Standards In June 2009, the New Jersey State Board of Education adopted Career and Technical Education Standards as part of the revised New Jerseys Core Curriculum Content Standards and represent the first ever State standards for Career and Technical Education. Standard 9.4, Career and Technical Education states that all students who complete a career and technical education program will acquire academic and technical skills for careers in emerging and established professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees. These standards are based on the knowledge and skill statements of the Sixteen Career Clusters framework. These newly adopted standards emphasize the development of skills used in real world situations in the digital age and provide opportunities for multiple measures of mastery. Interdisciplinary connections, technology integration, global perspectives, and 21st century themes are integral to this new design. ELIGIBILITY TO APPLY The Career and Technical Education Partnership (CTEP) program grant was a limited competitive grant program open to public 2-year and 4-year institutions of higher education in the ǿ޴ýapp. Raritan Valley County College is the agency funded in year one of the multi-year grant program, and is eligible to apply for continuation funding in year five pending attainment of stated goals and objectives on a yearly basis, and availability of Perkins federal grant funds. Subsequent year(s) funding is contingent upon CTEP applicants timely and accurate submission of interim and final programmatic and fiscal reports required under this grant program, and Department of Education approval of these reports; monitoring reports approved by the Office of Career and Technical Education (OCTE) that identifies CTEP applicants progress in implementation of the comprehensive multi-year plan; and satisfactory progress toward the completion of any remediation identified as necessary by OCTE. NOTE: Under multiyear grant programs, CTEP applicants must retain a copy of the initiating multiyear NGO and a copy of each subsequent years NGO for reference when applying for continuation funding. Information from the initiating 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. CTEP applicants are also required to retain a copy of the NGO in the contract file for audit purposes. 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 System for Award Management (SAM), the successor to the Central Contractor Registration (CCR) database. DUNS numbers are issued by Dun and Bradstreet and are available for free to all entities required to register under FFATA. To obtain a DUNS number, go to HYPERLINK "http://fedgov.dnb.com/webform/"http://fedgov.dnb.com/webform/ To register with the SAM database, go to HYPERLINK "http://www.sam.gov"www.sam.gov Applicants are required to submit their DUNS number and expiration date of their SAM registration as part of the EWEG application and must certify that they will ensure that their SAM registration will remain active for the entire grant period. No award will be made to an applicant not in compliance with FFATA. 1.4 STATUTORY/REGULATORY SOURCE AND FUNDING The applicants project must be designed and implemented in conformance with all applicable state and federal regulations. The Career and Technical Education Partnership grant program is funded with federal funds under The Carl D. Perkins Career and Technical Education Act of 2006 and state funds in accordance with the state vocational aid provision of N.J.S.A. 18A: 58-34. These funds meet the maintenance of effort requirements of the Carl D. Perkins Career and Technical Education Act of 2006. The total amount available for the fifth grant agreement period of this grant program is $163,100. The distribution of these funds MUST be as follows: $163,100 of federal funding must be budgeted to support activities related to the enhancement of the Raritan Valley CTEP Career Cluster website; review and revision of the curriculum for the program of study courses to meet the established requirements; review and revision of the unit overview template for the Career Cluster of Transportation, Distribution & Logistics and for the career pathway of the career cluster listed; professional development and/or technical assistance; and, other fifth year requirements listed in Project Requirements, Section 2.1. NOTE: Final awards are subject to the availability of funds awarded through The Carl D. Perkins Career and Technical Education Improvement Act of 2006. Eligibility for funding is contingent upon the applicants submission of a comprehensive Project Description of the CTEP Grant Program that covers the fifth year of the grant program, as well as a detailed Project Activity Plan, Budget Detail and Budget Summary for the fifth contract period of September 1, 2013 to August 31, 2014. Final awards are subject to the availability of The Carl D. Perkins Career and Technical Education Act of 2006. In each grant period, the CTEP applicant is expected to complete the goals, objectives and activities established for that period and to make satisfactory progress toward the completion of its multi-year plan. Failure to do so may result in the withdrawal by the Department of Education of certification of the grant recipients eligibility for continuation funding. 1.5 DISSEMINATION OF THIS NOTICE The Office of Career and Technical Education (OCTE) will make this notice available to all current CTEP grantees based upon the eligibility requirements outlined in Section 1.2. Additionally, the OCTE will disseminate this notice to the county superintendents of the counties in which the eligible agencies are located. Grantees may access additional copies of the NGO at the departments website: HYPERLINK "http://www.state.nj.us/njded/grants/discretionary/"http://www.state.nj.us/njded/grants/discretionary/. 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/"http://homeroom.state.nj.us/. 1.6 TECHNICAL ASSISTANCE The Office of Career and Technical Education will provide a technical assistance session to assist the grantee in completing the CTEP application using the EWEG system, and in developing the project activity plan to meet the requirements set forth in this NGO. The program officer for the grant program will coordinate a date and time with the CTEP director to provide this technical assistance. 1.7 APPLICATION SUBMISSION The NJDOE 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 grantee. 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"http://homeroom.state.nj.us no later than 4:00 P.M. on THURSDAY, JULY 18, 2013. Without exception, the ACC will not accept, and the Office of Grants Management cannot evaluate for funding consideration, an application received after this deadline. Grantees are advised to plan appropriately to allow time to address any technical challenges that may occur. Also grantees should run a consistency check at least 24 hours before the due date to determine any errors that may prevent submission. 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: The EWEG system will close at 4:00 P.M. on the due date. Complete applications are those that include all elements listed in Section 3.3, Application Component Checklist of this notice. The Department of Education 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 Electronic Web Enabled Grant application system. Each eligible applicant must have a logon ID and password to access the system. School Districts (LEAs) should contact their districts Web Administrator, who will complete the registration. Non-LEA agencies should send an email request to the EWEG Help Desk at: HYPERLINK "mailto:eweghelp@doe.state.nj.us"eweghelp@doe.state.nj.us. PLEASE NOTE: At least 24-48 hours are needed to enable set up for users. Users are urged to request access well in advance of the application due date. REPORTING REQUIREMENTS Grantees are required to submit periodic program and fiscal reports documenting grant-related activities that are relevant to the current grant period (i.e., September 1, 2013 August 31, 2014). These reports must be submitted through the Electronic Web Enabled Grant application system (EWEG). The interim reports will be reviewed to determine the degree of the grantees progress within the scope of work appropriate to the grant period, and its conformance with program regulations and enabling legislation. For additional information about reporting requirements, see the Grant Recipients Manual for Discretionary Grants at: HYPERLINK "http://www.nj.gov/education/grants/discretionary/management/"http://www.nj.gov/education/grants/discretionary/management/ The accurate and timely submission of all required reports by the grantee is important. The New Jersey Department of Education reserves the right to withhold funds from the grantee if reports are delayed or delinquent. CTEP grantees are required to submit periodic program and fiscal reports. The program and fiscal reports for the third year of the multi-year grant will be due as follows: Report Reporting Period Due Date 1st Interim September 1, 2013 December 31, 2013 January 31, 2014 2nd Interim September 1, 2013 April 30, 2014 May 31, 2014 *Final Report September 1, 2013 August 31, 2014 November 29, 2014 * Note: The final report must include a comprehensive summary of the achievement of the program goals. Important Information Regarding Reports All interim and/or final reports will be submitted through EWEG and must include a narrative detailing the following: Implementation activities that were completed for each goal and objective; Program achievements and, if applicable, any program and/or fiscal problems; Professional development and/or technical assistance opportunities that were offered to secondary and postsecondary educators and administrators in the following areas: supporting secondary school districts piloting the POS curricula, project-based learning, collaborative program of student development, curriculum development (e.g., unit exemplar template, sustaining existing CTE programs); Information regarding the revision and/or development of project-based unit exemplars for the Transportation, Distribution and Logistics Career; Curricula developed/refined for the program of study listed in this NGO; Evaluation results of the ongoing needs assessment and/or professional development surveys; Dates of advisory board meetings, and meetings with the Director of OCTE, and summaries of information discussed at the meetings; Continuous enhancement of the Raritan Valley CTEP website; Attendance at professional development and/or technical assistance workshops conducted by the NJDOE as offered; Ongoing identification of secondary school districts interested in implementing/piloting the model programs of study curricula for the Career Cluster listed in this NGO; and Progress on the implementation/piloting of the model program of study curriculum for the Career Cluster listed in this NGO; Formalized transition plan to move information, resources, and general supplies/equipment (e.g., computers), if applicable, to another lead agency (refer to NOTE under 2.1 Project Requirements); Plan developed to guide pilot districts implementing the program of study; Assessment to measure student success in the pilot districts. ASSESSMENT OF STATEWIDE PROGRAM RESULTS This grant program addresses the implementation of activities that prepare students for careers and postsecondary education in the states high wage, high skill and/or high demand occupations in one or more career cluster and cluster pathways. The NJDOE will evaluate the grant program to ensure that it meets the intent stated in Section 1.1, Description of the Grant Program and also the approved goals and objectives. NJDOE staff will use the monitoring and reporting documents listed in Section 1.8, Reporting Requirements, as the basis of the program evaluations. NJDOE staff will evaluate these documents to ensure that: The grantee met the requirements of participation in the Advanced Career initiative, including: Developed or refined curricula for each course in the Global Logistics program of study; The grantee developed or refined the unit exemplars; The model programs of study were developed; The grantee developed assessments to measure student success. The grantee has implemented a comprehensive professional development for this grant program, including a two week summer institute for teachers, and utilizing twenty first century web based tools where possible (Wikis, Web 2.0 formats, etc.); The grantee has enhanced the online resource guide within the related Transportation, Distribution and Career Cluster pathway; The grantee has managed the grant funds and student organizational funds in an appropriate manner and for the educational benefit of the student populations to be served; The grantee has improved the advisory committee membership for the funded career clusters so that it optimally reflects the required professional range of membership representation; and The grantee developed a formalized plan to assist districts piloting the program of study. Reimbursement Requests Payment of grant funds is now made through a reimbursement system. Reimbursement requests for any grant funds the local project has expended are processed through the Electronic Web-Enabled Grant (EWEG) system. 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 must submit requests at least no later than the 15th of the month. You may include in your request funds that will be expended through the last calendar day of the month in which you are requesting the reimbursement. If the grantees request is approved by the NJDOE program officer, the grantee should receive payment around the 8th-10th of the following month. SECTION 2: PROJECT GUIDELINES The intent of this section is to provide the applicant with the program framework within which it will plan, design, and develop its proposed project to meet the purpose of this grant program. Before preparing applications, CTEP applicants are advised to review Section 1.1, Description of the Grant Program of this NGO to ensure a full understanding of the states vision and purpose for offering the program. Additionally, the information contained in Section 2 will complete the applicants understanding of the specific considerations and requirements that are to be considered and/or addressed in its project. Please note that the passage of the School District Accountability Act (A5 or Chapter Law 53) places additional administrative requirements on the travel of school district personnel. The applicant is urged to be mindful of these requirements as they may impact the ability of school district personnel to participate in activities sponsored by the grant program. 2.1 PROJECT REQUIREMENTS Section 2.1 identifies the project requirements that must be addressed by CTEP applicants in the Project Update, Project Description, and on the Project Activity Plan (PAP). The PAP that is developed by the CTEP applicant will include implementation activities that address the requirements listed below for the fifth year of the grant program. Year Five Required Activities Meet all requirements and timelines associated with participation in the Advanced Career Initiative as part of the process of developing the Entrepreneurship program of study. To assist the grantee in meeting Advanced Career requirements and associated timelines, a work plan is included in this NGO as Appendix B. Continue the development of a statewide model program of study in Global Logistics in the Transportation, Distribution and Logistics career cluster that can be replicated by secondary school districts and postsecondary institutions across New Jersey; - Using the Program of Study Design Framework, the statewide model must address, at a minimum, how the following components will be incorporated into the programs of study: Partnerships; Professional Development; Course Sequence; Credit Transfer Agreement; Guidance Counseling and Academic Advisement; Teaching and Learning Strategies; and Technical Skills Assessment; Develop or refine the curricula for each course in the identified programs of study, utilizing project based learning and interdisciplinary concepts with consideration to global perspectives and technology integration ; Develop a formalized plan to guide and assist districts piloting the program of study; Develop assessments to measure student success; Develop or refine unit exemplars for the career cluster and one career pathway for the career cluster (refer to the following website for information: HYPERLINK "http://pbl-online.org/pathway2.html"http://pbl-online.org/pathway2.html - Effective Project Based Learning [PBL]); Provide professional development opportunities to secondary educators to support districts piloting the model programs of study; Continue to promote the pilot program of study to secondary school districts in New Jersey; Provide professional development opportunities to secondary and postsecondary faculty on utilizing the unit exemplars; Continue Transportation, Distribution and Logistics Career Cluster Advisory Committee meetings, and enhance advisory committee membership, as deemed necessary, to ensure representation from business and industry, workforce development and secondary and postsecondary education; Continue to enhance the available resources for school districts such as industry-recognized credentials and certifications curricular materials and third party technical skill assessments; Continue to enhance Transportation, Distribution and Logistics Career Cluster website to provide major stakeholders (e.g., teachers, counselors, parents, students) with information to promote Transportation, Distribution and Logistics careers in New Jersey; The chairperson of Transportation, Distribution and Logistics Career Cluster Advisory Committee will continue to serve on the statewide Career Cluster Council to ensure consistency regarding statewide career cluster implementation; The CTEP project director will meet with the Director of OCTE and/or members of the OCTE staff as requested throughout the grant year to share project information and monitor progress; Continue working in partnership with existing New Jersey workforce initiatives in Transportation, Distribution and Logistics to identify secondary/postsecondary/industry educational needs in these sectors to build capacity for long-term service/support; and Develop a formalized transition plan to move information, resources, and general supplies/equipment (e.g., computers) to another lead agency (see NOTE below). NOTE: This grant period is the fifth and final year of a multi-year grant program. The applicant must develop a formalized transition plan to transfer information, resources, and general supplies/equipment (e.g., computers) to another lead agency in the event that another lead agency is selected during the next discretionary grant competition. The plan must include, at a minimum, how the agency will transfer website information and resources, curricula, unit overview templates, general supplies/equipment, and other materials developed over the multi-year grant. The applicant must also plan for budget costs associated with the transfer of this information or general supplies/equipment to another lead agency. 2.2 GOALS AND OUTCOMES Goals and goal outcomes are mandated by the NJDOE; however, applicants must develop objectives and implementation activities that will result in the goal outcomes listed below. Applicants must also identify a time frame for the accomplishment of each implementation activity under the Interim Reporting Period column on the Project Activity Plan. Methods that describe how applicants will evaluate progress toward achievement of the goals and objectives of the grant program (i.e., performance indicators) will be listed under the Documentation column on the Project Activity Plan. GOAL A Assist in the statewide development of quality CTE programs and programs of study that include challenging academic and technical content aligned to the NJCCCS, The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, The Common Core State Standards for Mathematics,and industry standards in order to prepare students for successful entry into a career or postsecondary studies. Goal Outcomes: The Transportation, Distribution and Logistics Career Cluster Advisory Committee, comprised of representatives from business, industry, higher education, secondary education, Labor & Workforce Development, and appropriate State agencies, guided the development of quality CTE programs and programs of study, and collaborated with OCTE on statewide career cluster implementation; Student leadership needs (both secondary and postsecondary students) were identified, prioritized and addressed by the Advisory Committee; and A Transportation, Distribution and Logistics Career Cluster website was developed and enhanced on a yearly basis to provide secondary and postsecondary institutions with information that would support Transportation, Distribution and Logistics careers in New Jersey. GOAL B Develop a model CTE program of study to address a minimum of one pathway in a high-wage, high-skill or high-demand occupation in the Career Cluster listed in this NGO, and align the curricula to the NJCCCS, The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, The Common Core State Standards for Mathematics,for the career cluster and cluster pathway/s and the appropriate industry standards. Goal Outcomes: Developed or refined the curricula for each course in the identified programs of study, utilizing project based learning and interdisciplinary concepts with consideration to global perspectives and technology integration; Developed a formalized plan to guide and assist districts piloting the program of study. Developed assessments to measure student success; Developed or refined unit exemplars for the career cluster and one (1) career pathway for each career cluster (refer to the following website for information; HYPERLINK "http://pbl-online.org/pathway2.html"http://pbl-online.org/pathway2.html - Effective Project Based Learning [PBL]). The grantee met the requirements of participation in the Advanced Career initiative. Secondary school districts continuously recruited as needed to pilot the programs of study. Secondary and postsecondary curricula in the program of study were aligned to the Common Core Standards for English Language Arts Literacy and Mathematics, to the NJCCCS including Standard 9.4 and to industry standards; Continued to enhance the available resources for school districts such as industry-recognized credentials and certifications curricular materials and third party technical skill assessments; Continued to enhance Transportation, Distribution and Logistics Career Cluster website to provide major stakeholders (e.g., teachers, counselors, parents, students) with information to Transportation, Distribution and Logistics careers in New Jersey; GOAL C Plan and deliver statewide professional development and/or technical assistance to fulfill the educational and instructional needs of secondary and postsecondary educators and administrators. Goal Outcomes: Professional development was provided as required as part of the Advanced Career initiative; Professional development opportunities were provided to teachers, administrators and counselors throughout the year including a two week summer teacher training institute; Professional development opportunities were provided to secondary educators to support districts piloting the model programs of study; and Professional development was provided utilizing twenty first century web based tools where possible (Wikis, Web 2.0 platform, etc.). 2.2.1 PROJECT UPDATE (EWEG) The applicant is required to provide a one-page project update from year four. 2.2.2 PROJECT DESCRIPTION (EWEG) Applicants must include a detailed narrative that addresses year five of the multi-year CTEP Grant Program, and a plan for implementation. The Project Description must include a detailed description of how the applicant plans to manage and staff the project to ensure successful implementation. In writing this project description, CTEP applicants should refer to the specific requirements identified under Section 2.1, Project Design Requirements. In the Project Description, the applicant must also address, at a minimum, the following components that support the development and implementation of effective programs of study: Partnerships Professional Development Course Sequence Articulation Agreement or Memorandum of Understanding Guidance Counseling and Academic Advisement Teaching and Learning Strategies and Technical Skills Assessment 2.2.3 GOALS, OBJECTIVES AND INDICATORS (EWEG) Applicants should list all proposed project goals and objectives, as well as the corresponding performance indicators of success in the Goals, Objectives and Indicators Section of the application for year five of the CTEP Grant Program. For each goal, CTEP applicants must specify a time frame within which it will be achieved, and specify the objectives that will lead to the achievement of the goals in year five of the grant program. CTEP applicants will also be required to evaluate their projects success in achieving its goals and objectives by establishing indicators of success for each project goal and its corresponding objective(s). In constructing performance indicators, describe the methods that will be used to evaluate the progress toward achievement of the goals and objectives, as well as the year five grant project outcomes. Additionally, describe in the indicators of success the measures and instrumentation to be used, who will develop and conduct the evaluation, how results will be used and, if applicable, documentation that will be available for OCTE review. 2.2.4 PROJECT ACTIVITY PLAN (EWEG) In designing the Project Activity Plan for year five, applicants must identify the specific steps and activities that the grantee will take to achieve the objectives they have developed. In addition to any activities that the applicant proposes in their plan, there are a number of required activities that must be included in the Project Activity Plan, and have been previously identified in Section 2.1, Project Requirements. BUDGET DESIGN CONSIDERATIONS (Year Five only) The grant program funds are those made available via this grant agreement from the New Jersey Department of Education in accordance with the Carl D. Perkins Career and Technical Education Act of 2006. Federal grant funds may be used for the following activities related to CTE program enhancement and professional development. Examples follow, but are not limited to: Salary for project staff; Fringe benefits (grant-funded staff only); Travel for grant-funded staff as outlined in Section 2.2 under Required Resources; Supplies for the operation of project; Equipment (e.g., computers, printers, office equipment); Telephone, Internet, Printing and Postage costs; Consultant services for assistance with the expansion of the on-line toolkit and resources related to the Transportation, Distribution and Logistics Career Cluster; Costs to secure a location to offer professional development and/or technical assistance opportunities to secondary and postsecondary educators and administrators; Stipends or payment for substitute teachers permitting secondary and postsecondary educators to attend staff development and/or technical assistance workshops, or to complete required tasks of the CTEP Grant Program. NOTE: The total federal funds requested may not exceed $163,100. 2.4 BUDGET REQUIREMENTS Maximum Eligible Costs for Grant Funds The provisions of A-5/Chapter Law 53 contain additional requirements concerning prior approvals, as well as expenditures related to travel. It is strongly recommended that the applicant work with their financial officer when constructing the budget. The NJDOE applies the A-5 restrictions uniformly to all grantees. Unless otherwise specified, the following restrictions apply to all grant programs: No reimbursement for in-state overnight travel (meals and/or lodging) No reimbursement for meals in conjunction with any in-state travel Mileage reimbursement is capped at $.31/mile for all travel (in-state and out of state) Applicants are required to limit their total spending of grant funds during the grant agreement time period to the maximum budget cap amounts noted below: Fringe Benefits Fringe benefits for full and part-time salaries may be charged at a rate not to exceed the agencys standard fringe benefit rate. Documentation of the rate(s) used must be included as part of the application. Out-of-State Travel Out-of-state conference attendance by an applicants staff must have prior written approval from the Director of the Office of Career and Technical Education. Meal Per Diem Out-of-state: meal costs associated with approved conferences. Lodging Per Diem Staff costs associated with in-state conferences (for events where CTSO students will be present) or out-of-state approved conferences. 2.4.1 PILOT SITES The applicant will enter the total amount of federal grant funding that the pilot sites will receive in EWEG under the Other budget tab (function and Object code number 200-320). In the description box, the applicant will state that up to six pilot sites will receive federal funding as indicated in the proposed budget (for a total amount as indicated in the proposed budget) to pilot program of study curricula related to the Career Clusters listed in this NGO. Each secondary school district piloting the program of study curriculum will receive the amount indicated in the proposed budget from the applicant for each course and/or curriculum unit (up to a maximum of three courses) they teach for college credit. The proposed budget must provide the total amount for the stated number of pilot sites that will be selected to pilot the program of study curriculum. Secondary School district pilot sites: The total federal funds requested should not exceed the amount indicated in the budget. Federal grant funds expended by secondary school districts piloting the program of study curriculum related to the Career Cluster listed in this NGO may be used to support the following activities that promote program of study development during the grant program. Examples of activities that can be supported with grant funds follow: Developing a marketing and recruitment program to promote and sustain the program of study related to the Career Cluster listed in this NGO; Providing students with career exploration activities to promote interest in the Career Cluster listed in this NGO, and increase enrollment in the respective program of study; Travel costs for teachers to attend professional development offered OCTE, and the CTEP grant program; Other costs reasonable and appropriate for this grant program. 2.4.2 INELIGIBLE COSTS Funds provided through this grant program may not be expended for the following: Indirect costs Entertainment In reviewing this grant program application, the NJDOE may determine that certain proposed costs, though not specifically identified as ineligible, are not reasonable or appropriate under this grant program and, therefore, are not allowable. In such a case, applicants may be requested to transfer grant funds between and among existing line items during the pre-contract revision process. SECTION 3: COMPLETING THE APPLICATION 3.1 GENERAL INSTRUCTIONS FOR APPLYING To apply for a continuation grant under this NGO, you must prepare and submit the year three application using the online EWEG system at HYPERLINK "http://homeroom.state.nj.us"http://homeroom.state.nj.us. Paper copies of the application will not be accepted. Your application will be a response to the states vision as articulated in Section 1: Grant Program Information of this NGO. It will be planned, designed and developed in accordance with the program framework articulated in Section 2: Project Guidelines of this NGO. 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. 3.2 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 Section 2. 3.3 APPLICATION COMPONENT CHECKLIST The following components are required (see Required ( Column) to be included as part of your EWEG application. Failure to include a required component may result in your application being removed from consideration for funding. Use the checklist (see Included ( Column) to ensure that all required components have been completed. Required (()Form EWEG TAB/SUBTABIncluded (()(EWEGAdmin(EWEGBudget (EWEGNarrative (Update, Description, Objectives, Activities) (EWEGBoard Resolution (EWEGNJDOE Assurances *The following documents are to be scanned and uploaded in the EWEG Application prior to submission. Specific criteria will be listed on the Upload tab in the EWEG application. All forms are included as Appendices in the NGO document. (NGODocumentation of Collaboration (Appendix A)APPENDIX A Documentation of Collaboration (TO BE UPLOADED WITH APPLICATION) Career and Technical Education Partnership Grant: Enhancing Teaching and Student Leadership in the Career Cluster Of: TRANSPORTATION, DISTRIBUTION, & lOGISTICS/gLobal logistics Year Five: 2013-2014 Instruction to Applicant/Lead Agency: Please have each partner complete this form, including all LEAs, as well as any other partners. Instruction to Partner: This document is to be signed by an eligible partner and included with the application as evidence of the collaboration between the applicant/lead agency and the eligible partner in the planning and implementation of the Career and Technical Education Partnership Grant: Enhancing Teaching and Student Leadership in the Career Cluster Of: TRANSPORTATION, DISTRIBUTION, & lOGISTICS/gLobal logistics The chief executive officer (CEO) or chief school administrator (CSA) of Raritan Valley Community College must sign the statement below. I,________________________________________ certify that a designated representative of (CEO/CSA) (Print) ________________________________________ collaborated in the development of this application, (Name of Partner Agency) (Print) and, furthermore, I attest that we agree to be a participating partner in the Career and Technical Education Partnership Grant: Enhancing Teaching and Student Leadership in the Career Cluster Of: as described in the application. Signature of CEO/CSA Date Print Name of CEO/CSA from Partner Agency Appendix B PROGRAM OF WORK Advanced Career Program of Study Entrepreneurship and Global LogisticsTaskTimelineSREB Program ManagerSREB Other StaffNJ DOEGlobal LogisticsEntrepreneurshipSelect two lead curriculum writers each for course 1 and 2 in each curriculum area. NJDOE indicated the need to select more writers to have two writers per course because some writers had left the project and more writers need to be retained. The intent is to have two writers per course to complete three fully developed projects each. Course 1: 24 Apr 13 Course 2: Sep 2013Course 1: 23 Apr 13 Course 2: Sep 2013SREB Program Manager provides guidance which includes helping to establish criteria for writers as well as vetted interview questions based on specific writer needs.Primary Responsibility of NJDOE Project DirectorsSelect a six-member writing team for each lead curriculum writer. Each team should include one teacher each from math, science, literacy and CT as writers, plus two ad hoc members representing industry and postsecondary education. Course 1: 29 Apr 13 Course 2: Sep 2013Course 1: 29 Apr 13 Course 2: Sep 2013SREB Program Manager provides guidance which includes criteria for writers as well as vetted questions. (New Jersey already has large teams, but it appears as if they may be lacking academic members in their panels.)Primary Responsibility of NJDOE Project DirectorsTrain writing teams through a series of electronic sessions that cover project-based learning, embedding literacy, math and science, developing the skeletal projects, fully developed projects, end-of-course assessment, design templates and rubrics.Course 1: Lead Writers only: Webinar 1: 24 Apr 13 7:00 pm EDT Writing Teams Webinar 2: 29 Apr 13 Webinar 3: 30 Apr 13 Webinar 4: If needed 1 May 13 Webinar 5: 17 Jun 13 Course 2: Lead Writers only: Webinar 1: Sep 2013 Writing Teams Webinar 2: Sep 2013 Webinar 3: Sep 2013 Webinar 4: Sep 2013 Webinar 5: Jan 2014 Course 1: Lead Writers only: Webinar 1: 23 Apr 13 3:00 pm EDT Writing Teams Webinar 2: 29 Apr 13 Webinar 3: 30 Apr 13 Webinar 4: If needed 1 May 13 Webinar 5: 17 Jun 13 Course 2: Lead Writers only: Webinar 1: Sep 2013 Writing Teams Webinar 2: Sep 2013 Webinar 3: Sep 2013 Webinar 4: Sep 2013 Webinar 5: Jan 2014 Primary Responsibility of SREB Program Manager to be handled through webinars. These webinars will be for both new and experienced writers. Webinar 1 introduces writers to Stage 1 of the review process to demonstrate use of the design process, specifically focusing on perfecting the project description and project-based learning in general. Webinar also introduces the next two stages of review and familiarizes writers with the through line template and the fully-developed project template. Webinar 2 focuses on the creation of the Literacy Task within the project and how to incorporate it. Webinar 3 focuses on the incorporation of the 7-element math lesson. Webinar 4 focuses on the incorporation of science instruction in the lesson. This webinar may ultimately not be necessary for both (or either) of the New Jersey areas. Webinar 5 focuses on the individual project assessments that must be developed.Input from NJDOE Project DirectorsRevise current skeletal projects for courses 1 and 2 based on SREB feedback with each lead writer revising three projects. NJDOE has received SREB feedback on skeletal projects for courses 1 and 2 in each curriculum. Course 1: Completed Course 2: CompletedCourse 1: Completed Course 2: CompletedSREB Program Manager provides guidance by answering writer questions or directing the question to appropriate expert within SREB.Primary responsibility of SREB Review TeamPrimary Responsibility of NJDOE Project DirectorsPrepare the first draft of fully developed project units for courses 1 and 2. Initially, each curriculum writer with support from the writing team will convert one skeletal project into a fully developed project unit following SERB guidelines and template and receive SREB feedback before moving to a second project. Ultimately, each curriculum writer will complete and revise three fully developed project units based on SREB feedback.Course 1: 2 projects: Completed 2 projects: 3 May 13 2 projects: 17 May 13 Course 2: 2 projects: Oct 2013 2 projects: Oct 2013 2 projects: Oct-Nov 2013Course 1: 2 projects: 3 May 13 2 projects: 17 May 13 2 projects: 31 May 13 Course 2: 2 projects: Oct 2013 2 projects: Oct 2013 2 projects: Oct-Nov 2013SREB Program Manager provides guidance with calls to check on status. SREB program manager provides guidance via emails to answer questions.Responsible for all writer compensationReview first drafts of fully developed project units for clarity in the project description and essential questions, options afforded for solutions, academic and technical rigor, natural fit of academics to the technical content, adherence to a through-line in the project and completeness of project, including end-of-project assessment items and list of resources. The SREB PFT review team will intensively review each project and provide constructive, meaningful feedback for improvements.Course 1: 2 projects: Completed 2 projects: 10 May 13 2 projects: 24 May 13 Course 2: 2 projects: Nov 2013 2 projects: Nov 2013 2 projects: Nov 2013Course 1: 2 projects: 10 May 13 2 projects: 24 May 13 2 projects: 7 Jun 13 Course 2: 2 projects: Nov 2013 2 projects: Nov 2013 2 projects: Nov 2013SREB Program Manager Collaborates with SREB Review Team and communicate the results to the writers to ensure integrity in the projects and any changes that may be needed.Primary responsibility of SREB Review Team Coach lead curriculum writers and writing teams to help them implement the design and understand why certain changes are needed in the fully developed projects and how best to make those changes.Course 1: 2 projects: Week of 22 Apr 13 2 projects: Week of 13 May 13 2 projects: Week of 27 May 13 Course 2: 2 projects: Nov 2013 2 projects: Nov 2013 2 projects: Nov 2013Course 1: 2 projects: Week of 13 May 13 2 projects: Week of 27 May 13 2 projects: Week of 10 Jun 13 Course 2: 2 projects: Nov 2013 2 projects: Nov 2013 2 projects: Nov 2013Primary responsibility of SREB Program Manager to coach each writer in the week following reception of the reviews. All questions will be answered by project manager if possible. Conference calls with reviewers will be arranged as needed to clarify the review process. Prepare second draft of fully developed project units for courses 1 and 2 based on SREB feedback. The lead curriculum writer and writing team will work together on this draft, which, in most cases will be the field-test version. Course 1: 2 projects: 24 May 13 2 projects: 31 May 13 2 projects: 7 Jun 13 Course 2: 2 projects: Nov 2013 2 projects: Dec 2013 2 projects: Dec 2013Course 1: 2 projects: 7 Jun 13 2 projects: 14 Jun 13 2 projects: 21 Jun 13 Course 2: 2 projects: Nov 2013 2 projects: Dec 2013 2 projects: Dec 2013Primary responsibility of SREB Program Manager to coach each writer in the weeks following reception of the reviews as they work to create second drafts. All questions will be answered by project manager if possible. Conference calls with reviewers will be arranged as needed to clarify the review process. Responsible for all writer compensationRe-convene each curriculums expert panel, including lead writers and writing team members, to work with SREBs test development consultant to develop the end-of-course assessment specifications for courses 1 and 2. Course 1: Sep 23-24, 2013 Course 2: Jan 2014Course 1: Sep 23-24, 2013 Course 2: Jan 2014SREB assessment director will facilitate this process and provides templates.NJDOE reconvenes panel, provides facility, meals, and stipends if neededWrite 80 to 100 assessment items (50 percent academic content/50 percent technical content) for Course 1 and Course 2 in each curriculum. The SREB test development consultant will guide this task.Course 1: Sep 2013 Course 2: Jan 2014Course 1: Sep 2013 Course 2: Jan 2014SREB Program Manager collaborates with SREB director of assessment to provide guidance by coordinating state efforts with SREB test development.SREB assessment director will facilitate this process.Responsible for all writer compensationReview assessment items for rigor using Webbs Depth of Knowledge and relevance to the course academic and technical content. The SREB PFT review team will review assessment items and provide feedback for revisions.Course 1: Sep-Oct 2013 Course 2: Jan 2014Course 1: Sep-Oct 2013 Course 2: Jan 2014SREB Program Manager collaborates with SREB Review Team and gathers feedbackPrimary responsibility of SREB Review TeamCoach lead curriculum writers and writing teams to help them implement the design and understand why certain changes are needed to improve the quality of assessment items and how best to make those changes.Course 1: Oct 2013 Course 2: Jan 2014Course 1: Oct 2013 Course 2: Jan 2014A training webinar (#6) as well as regular communication will facilitate this process.SREB assessment director will facilitate this process.Select field-test schools and field-test teachers in early 2013 for each curriculum to field test courses 1 and 2 in the 2013-2014 school year. The goal is for there to be a minimum of 3 field test sites to test a program of 6 fully developed projects.Course 1: Completed Course 2: Jan 2014 Needs to be planned for the 2014-2015 school yearCourse 1: Completed Course 2: Jan 2014 Needs to be planned for the 2014-2015 school yearNJDOE selects field-test sitesDevelop and implement a two-week Summer Teacher Training Institute for each course being field-tested in the 2013-2014 school year.Course 1: July 8-19 2013 Course 2: N/ANeeds to be planned for summer of 2014 NJDOE will need to send teachers to a Master Teacher Training.Course 1: July 29-Aug 9 2013 Course 2: N/ANeeds to be planned for summer of 2014 NJDOE will need to send teachers to a Master Teacher Training.SREB Program Manager provides guidance specifically related to the use of SREB-developed materials used in the Master Teacher Training for STTI.NJDOE designs and implements STTISupport field-test teachers to attend the STTI for each PFT course they will teach in the 2013-2014 school year.Course 1: Ongoing2013-2014 school year Course 2: TBDCourse 1: Ongoing2013-2014 school year Course 2: TBDSREB Program Manager provides guidance to NJDOE project directors in selecting teachers for participation in Master teacher training and ensuring they have the necessary materials for successful participation in the process.NJDOE covers teacher stipends and travel expensesFormat and prepare end-of-course assessments (EOC) for Course 1 and Course 2 in each curriculum for the assessment platform.Course 1: Nov 2013 Course 2: Mar 2014Course 1: Nov 2013 Course 2: Mar 2014SREB test development consultant handles all EOC aspectsEnsure that field-test teachers administer the EOCs.Course 1: TBD Course 2: TBDCourse 1: TBD Course 2: TBDSREB Program Manager collaborates with NJDOE.NJDOE project directors provide oversightPrepare and administer the student and teacher surveys to determine fidelity of implementation, what is working well and what improvements are needed.Course 1: Dec 2013- May 2014 Course 2: TBDCourse 1: Dec 2013-May 2014 Course 2: TBDSREB test development consultant handles all EOC aspectsNJDOE project directors provide oversightVisit field-test sites and observe teachers in these new courses to learn what works and what needs to be improved.Course 1: Ongoing2013-2014 school year Course 2: TBDCourse 1: Ongoing2013-2014 school year Course 2: TBDSREB Program Manager collaborates electronically with NJDOE to discuss observations of classroom experiences.NJDOE project directors conduct visits and observe teachersCoach the NJDOE project teams to deepen their understanding in how best to support field-test teachers in fidelity of implementation.Course 1: Ongoing2013-2014 school year Course 2: TBDCourse 1: Ongoing2013-2014 school year Course 2: TBDPrimary responsibility of SREB Program Manager through conference calls and regular email communication to find solutions to observed challenges.Evaluate field-test results and provide feedback for improvements.Course 1: Feb 2014- Jun 2014 Course 2: TBDCourse 1: Feb 2014-Jun 2014 Course 2: TBDSREB Program Manager collaborates with SREB test development consultant and NJDOE to identify successes and any red-flag issues that need to be remedied.SREB test development consultant analyzes results and provides feedback to SREB program manager and NJDOE.Revise project units, STTIs and other training based on field-test results.Course 1: June 2014 Course 2: TBDCourse 1: June 2014 Course 2: TBDSREB Program Manager collaborates electronically with NJDOE and writing teams to address issues identified in field testingNJDOE project directors collaborate with SREB and writing teamsPlan the next years work for developing Course 3 and Course 4 in each curriculum.TBDTBDSREB Program Manager collaborates with NJDOENJDOE project directors plan development of Course 3 and Course 4     PAGE 1  PAGE \* MERGEFORMAT 9 MSTU` $ ) / 0 7     > W X ᵪ|phjhk-UhQh"{5mH sH  hia5 hH5hQh"{56 h,Z5 hDo5 h"{5h5;CJaJhN.5;CJaJh"{5;CJaJhia5;CJaJhoH_5;CJaJh.)|5;CJaJhQh"{5;CJaJhQh"{5hQh"{CJ$'ab " # $ 0 N u v w $ ,0$ @ HP (#@&a$gd"{ $ & Fa$gd"{  1 > V W ) $a$gd"{gd"{ $ & Fa$gd"{ ,0$ @ HP (#@&gd"{ $ ,0$ @ HP (#@&a$gd"{X ( > i j k   < ~ ;<ĻttiibYbYhQh"{0J hQh"{hoH_h"{CJaJhoH_h"{;CJmHsHhoH_h"{;CJaJmHsH$hoH_h"{0J$5B*CJaJphhoH_h"{CJmHsHhoH_h"{CJhQh"{CJhQh"{CJ aJ hQh"{5CJ aJ hQh"{6mH sH hQh"{0J mH sH jhk-Uhk-") = > j k   , - U V ; < = V z $a$gd"{$a$gd"{z ~ ^IJK]^_}\ $ ,0$ @ HP (#@&a$gd"{1$ ,0$ @ HP (#$d&d@&NPa$gd"{1$ ,0$ @ HP (#$d&d@&NPa$gd"{gd"{#$a$gd"{ $1$a$gd"{$a$gd"{ J  789;<\]`ayz{}~KMOPSruv79;<bh"{hHhl3hQh"{5hQh"{6 hQh"{jhk-UT_ksgkd$$IflF$B  t6    44 layt"{%$ ,0$ @ HP (#$@&Ifa$gd"{sss%$ ,0$ @ HP (#$@&Ifa$gd"{gkdv$$IflF$B  t6    44 layt"{ssN%$ ,0$ @ HP (#$@&Ifa$gdl3%$ ,0$ @ HP (#$@&Ifa$gd"{gkd$$IflF$B  t6    44 layt"{ sNs%$ ,0$ @ HP (#$@&Ifa$gdH%$ ,0$ @ HP (#$@&Ifa$gd"{gkdb$$IflF$B  t6    44 layt"{   8:sss%$ ,0$ @ HP (#$@&Ifa$gd"{gkd$$IflF$B  t6    44 layt"{:;<]_sss%$ ,0$ @ HP (#$@&Ifa$gd"{gkdN$$IflF$B  t6    44 layt"{_`az|sss%$ ,0$ @ HP (#$@&Ifa$gd"{gkd$$IflF$B  t6    44 layt"{|}~sss%$ ,0$ @ HP (#$@&Ifa$gd"{gkd:$$IflF$B  t6    44 layt"{ssN%$ ,0$ @ HP (#$@&Ifa$gdl3%$ ,0$ @ HP (#$@&Ifa$gd"{gkd$$IflF$B  t6    44 layt"{ssN%$ ,0$ @ HP (#$@&Ifa$gdl3%$ ,0$ @ HP (#$@&Ifa$gd"{gkd&$$IflF$B  t6    44 layt"{KNsss%$ ,0$ @ HP (#$@&Ifa$gd"{gkd$$IflF$B  t6    44 layt"{NOPQRsss%$ ,0$ @ HP (#$@&Ifa$gd"{gkd$$IflF$B  t6    44 layt"{RS_rstssss%$ ,0$ @ HP (#$@&Ifa$gd"{gkd$$IflF$B  t6    44 layt"{tuvsss%$ ,0$ @ HP (#$@&Ifa$gd"{gkd$$IflF$B  t6    44 layt"{sss%$ ,0$ @ HP (#$@&Ifa$gd"{gkdt$$IflF$B  t6    44 layt"{sss%$ ,0$ @ HP (#$@&Ifa$gd"{gkd$$IflF$B  t6    44 layt"{sss%$ ,0$ @ HP (#$@&Ifa$gd"{gkd`$$IflF$B  t6    44 layt"{7:sss%$ ,0$ @ HP (#$@&Ifa$gd"{gkd$$IflF$B  t6    44 layt"{:;<besss%$ ,0$ @ HP (#$@&Ifa$gd"{gkdL$$IflF$B  t6    44 layt"{bdfg9;<>@ADjmn./M"&[{~9;eg麶h.)|h h_h.)| hoH_5 hQhZD,hZD,h- hE5 hQhEhEh"{hchQh"{5 hQh"{hl3Fefgsss%$ ,0$ @ HP (#$@&Ifa$gd"{gkd$$IflF$B  t6    44 layt"{sss%$ ,0$ @ HP (#$@&Ifa$gd"{gkd8 $$IflF$B  t6    44 layt"{sN'&$ /06$ @ HP (#$@&Ifa$gdc%$ ,0$ @ HP (#$@&Ifa$gdc%$ ,0$ @ HP (#$@&Ifa$gd"{gkd $$IflF$B  t6    44 layt"{9<?@)gkd$ $$IflF$B  t6    44 layt"{%$ ,0$ @ HP (#$@&Ifa$gdE%$ ,0$ @ HP (#$@&Ifa$gd"{%$ ,0$ @ HP (#$@&Ifa$gdc@ABCDOjklsgkd $$IflF$B  t6    44 layt"{%$ ,0$ @ HP (#$@&Ifa$gd"{lmnsss%$ ,0$ @ HP (#$@&Ifa$gd"{gkd $$IflF$B  t6    44 layt"{sss%$ ,0$ @ HP (#$@&Ifa$gd"{gkd $$IflF$B  t6    44 layt"{ssNN%$ ,0$ @ HP (#$@&Ifa$gdE%$ ,0$ @ HP (#$@&Ifa$gd"{gkd $$IflF$B  t6    44 layt"{/sQ/" ,0$ @ HP (#$@&Ifgd-" ,0$ @ HP (#$@&IfgdE%$ ,0$ @ HP (#$@&Ifa$gdEgkdr $$IflF$B  t6    44 layt"{sN%$ ,0$ @ HP (#$@&Ifa$gdEgkd $$IflF$B  t6    44 layt"{%$ ,0$ @ HP (#$@&Ifa$gd"{Q00 $ ,0$ @ HP (#@&a$gd"{gkd^ $$IflF$B  t6    44 layt"{%$ ,0$ @ HP (#$@&Ifa$gd"{" ,0$ @ HP (#$@&IfgdE}~ld\\Q )$ & Fa$gd.)|$a$gd.)|$a$gd"{"$ & F ) 0$ @ HP (#@&a$gd"{$ ) 0$ @ HP (#@&a$gd"{'$ ) 0$ @ HP (#&d@&Pa$gd"{)$ ,0$ @ HP (#$d@&Na$gd"{,- """c$d$o$p$$$&&$a$gd.)| )$^a$gd.)| )$ & Fa$gd.)|)gd"{)$a$gdc)gd.)| $^a$gd"{ )$ & Fa$gd"{$a$gd"{)$a$gd.)|jjtz  ""c$d$g$h$o$p$$$$+&<&))w*y***0+00 2 3y4ļ׮whQh"{6]aJhQh"{5aJhQh"{5\hQh"{CJaJhQh"{56aJhQh"{aJ h.)|5h.)|h.)|5hQh"{5 hQh.)|h.)|h.)|h"{5hz=h"{B*phhz=h"{B*phh"{ hQh"{-&&&/(0( ) )))w*y***,,.."/R/|//) & Fgd"{$a$gd"{gd"{ $^a$gd"{ $ a$gd.)|$a$gd.)|$ & F ^`a$gd.)|/ 000000 3 3444466$ ) 0p@ P !a$gd"{!$ ) 0p@ P !^a$gd"{#$ & F .h0p@ P !a$gd"{$a$gd"{ $ & Fa$gd"{) & Fgd"{y4{44445 5 5,6/6y668w9:::;;;;<<<<<<<=%=&=D=E=P=Q===> >>>>>@@@AAMATA\B{BBBB߼؊hchhw0J hb hw0J hk-jhk-Uhw hb hw hw5hb hw5hQh"{6h"{hh.)| hQh"{hQh"{5 hoH_5hQh"{aJhQh"{H*aJ6688::;;<<<<R=S=>>>>KALA & Fgdw$a$gdwgdw$a$gd"{$ & * j: zJ"a$gd"{$ ) 0p@ P !a$gd"{BB9C>İDD',ʷϷ巡EEEHH;J@JCJDJ[JJJKKKKKLLL騝hQh"{5aJhQh"{5B*phhw5B*\phhQh"{5B*\phhQh"{5\hQh"{0J hk-jhk-U hw5hQh"{6 hQhwhQh"{5hc hQh"{h"{1LACCDDEEHGIGjGkGtIuI@JAJZJ[JKK! p @ 1$gd"{!gd"{$ ,0p@ P !a$gd"{$a$gd"{ $^a$gd"{ $ & Fa$gd"{KLLLLPPQQTT3T4TV5W & Fgd"{$gd"{ & F gd"{$a$gd"{$ & 8 xHX (#a$gd"{$ ,8 xHX (#a$gd"{$ ) 8 xHX (#a$gd"{LLLLMMMMMMMNNN!N"N#N$N)N*N-N@NePrPuPPPPQ+R5S6SaSbSzS{S~STTT3T4T;TTTTTwVVVVVV3WƾƾƾƾhQh"{6h"{hwh nh"{5h nh n5h nhQh"{5\h-5;\h"{5;\hQh"{5;\hQh"{0J hk-jhk-UhQh"{5 hQh"{hQh"{CJaJ53W4WX!XXXXXXXXXXYYYY-Y.Y0Y2YLYMY]Y^YmYnYoYpYYYYYYYYYYY+Z,Z-Z.ZVZf[\R\\\\\O]𤰝ƃ hNh=;+hQh"{B*phhQh"{h hw5hhQh"{5aJhhQh"{5hhQh"{5CJ$aJ$h"{hQh"{H*hQh"{>*hQh"{5hQh"{5>*hw hQh"{jhk-U35W6WXXXXX/YoYYYZ,Z-Z.ZVZWZZ " F@  <1$gd"{$ & * j: zJ"a$gd"{ $ & * j: zJ"Z^Za$gd"{Z[f[\]](^^^W_``Eaaaa " F@  <1$gd"{$ & F " F@  <1$a$gd=;+ & F 1$G$gd=;+ & F 1$G$gdN $ & Fa$gd"{ & F " F@  <1$gd"{O]]]]]]]^^^V_W____``S`U```````a"a#a$aDaEaFaaaaaaacudvdddddd eٺĩĩّĩĩyhNh=;+B*phh_h=;+B*hphhQh"{hhQh"{5h_h=;+h h_h=;+hQh"{5\h=;+h"{5\h=;+h"{ h=;+hh=;+h"{h hQh"{ h"{hhQh"{hhNh=;+7hN hNh"u-aaaaudvdd/edeeeefCgghi $ & F a$gd=;+ $ & F a$gd=;+$a$gd=;+$a$gd"{!$ & F ) @ P <a$gd"{$ ) @ P <a$gd"{ ee/edeee+feff g+gGhHhQhShehfhhiiii:kΛӛכ6:ݞѵzlze` hc5 hQhoH_hcCJOJQJ^JaJ hQh"{CJOJQJ^JaJh"{B*phhc5B*phhQh"{5B*phhQh"{B*phhQh"{B*\phh"{hQh"{CJaJhQh"{aJ hc5aJhQh"{5aJhQh"{5 hQh"{ hoH_5%ʗ,mo&'$ & F p@&a$gd"{ $ & Fa$gd"{%$[$\$a$gd"{($a$gd"{$a$gd"{$ & Fh^h`a$gd"{[\vT+Ϣ # p@ P !1$gd"{! 8gd"{$a$gd"{ )$ & Fa$gd"{ ! & F v8gd"{$ ) p@ P !a$gd"{Ɵ12\)ԣף 01ը֨#$ҩ@b=RS ]^||hQh"{5\hchc] hc6]hchc6] hchchchc5\hQh"{6]hQh"{aJhQh"{56hQh"{h h"{5 hH5 hNh1 hNh"{hQh"{5h"{ hQh"{0 01¥K?@"ը{{$ `p^p`a$gd"{ $ !a$gd"{$ !(^(a$gd"{ & F ^gd"{gd"{$a$gd"{ $ `a$gd"{ ,0$ @ HP (#@&gd"{ `0^`0gd"{ը֨#$ҩө<= L$ & F^a$gdc $^a$gdc$a$gdcgdc$a$gd"{$ `p^p`a$gd"{ ^m}~.v$ 0p ($dN^ `(a$gd"{$ 0pa$gd"{$ 0pa$gd"{ $^a$gd"{$ & F 8^8a$gd"{$ & F 8^8a$gd"{!gd"{$a$gd"{ $^a$gdc ^~V $%3\]<= QS]^679./01cdި h"{aJ jhQh"{aJ jhQh"{56aJhQh"{56aJ jhQh"{hQh"{CJaJhQh"{0J hk-jhk-UhQh"{5hQh"{aJhQh"{5aJ hQh"{5./0VWmn23\]RS!$a$gd"{!gd"{&$ 0^a$gd"{$a$gd"{ $ v8a$gd"{'$ ) 0$ @ HP (#&d@&Pa$gd"{S\`efv#$ , j: zJ!"(#$Ifa$gd"{-kd $$Ifl\$ %F  t(0%44 lalp(yt"{;kd$$Ifl\$ %F t0%44 lalyt"{#$ , j: zJ!"(#$Ifa$gd"{Skd$$Ifl\$ %F t0%44 lalyt"{ $$Ifa$gd"{>kdR$$Ifl\$ %F t0%44 lalyt"{  , j: zJ!"(#$Ifgd"{;kd$$Ifl\$ %F t0%44 lalyt"{#$ , j: zJ!"(#$Ifa$gd"{56789;kd$$Ifl\$ %F t0%44 lalyt"{#$ , j: zJ!"(#$Ifa$gd"{9./0;kdk$$Ifl\$ %F t0%44 lalyt"{#$ , j: zJ!"(#$Ifa$gd"{026bc $$Ifa$gd"{J$ z(`0p@ P !(#$`'0*-/2p5@8;=@CPF IKNQ`T0WZ\_pb@eh$Ifa$gd"{cdop_WWWC!$  ,h^ha$gd"{$a$gd"{kd$$Ifl\$ %F t0%44 lalyt"{d(bcimqswxyzGNž̾mn34ahpWZ[\߹߹ߣӭ靔~zhi#h?hi5CJOJPJQJaJh"{hh"{aJ hiaJhQh"{;aJhQh"{5;aJ h"{5aJ hc5aJhN.h"{5;aJhN.hN.5;aJhQh"{5aJhQh"{aJhQh"{5CJ\aJ,cdyz45!" gd"{ $ ,0$ @ HP (#@&a$gd"{ ,0$ @ HP (#@&gdN. ,0$ @ HP (#@&gd"{ ,-.XZ[\hxjlkd$$Ifl44$h% t0644 laf4yt?+$d$Ifa$gd?dgd"{ &d P gd"{ +$d$Ifa$gd? !$%wmnA+akřnř\nřRRRh?hi6CJ#h?hi6CJOJPJQJaJ h?hiCJOJPJQJaJ h?hiCJOJPJQJaJh?hiCJ h?hiCJOJPJQJaJh?hiCJaJh?hi5CJaJhih#h?hi5CJOJPJQJaJ#h?hi5CJOJPJQJaJ#h?hi5CJOJPJQJaJ !"#F===== $IfgdikdW$$Ifl44r 0 $, . BWu t0644 laf4yt?#$%*kdO$$Ifl44ֈ K0 $ ,  B W u t0644 laf4yt? $Ifgdi%wmn +d$Ifgd? $Ifgdi+ & FVd$If^V`gd?5+ & FVd$If^V`gd?kdW$$Ifl4ֈ K0 $, BWu t0644 laf4yt?A +d$Ifgd? $Ifgdi5+ & FVd$If^V`gd?kdH$$Ifl4ֈ K0 $, BWu t0644 laf4yt?+6@KUakt $Ifgdi%8YgW; <?HIqrK?@SC±±±±±±±h?hiCJaJ#h?hi6CJOJPJQJaJ h?hiCJOJPJQJaJh h?hiCJOJPJQJaJhi h?hiCJOJPJQJaJh?hiCJh?hi6CJ:%8CMUYgr|$-9BM $IfgdiMVWG +d$Ifgd? $Ifgdi 5+ & FVd$If^V`gd?kd9$$Ifl4ֈ K0 $, BWu t0644 laf4yt?&'; +d$Ifgd? $Ifgdi 5+ & FVd$If^V`gd?kd*$$Ifl4ֈ K0 $, BWu t0644 laf4yt?)5>?KTUanx $Ifgdi RS +d$Ifgd? $Ifgdi5+ & FVd$If^V`gd?kd$$Ifl4ֈ K0 $, BWu t0644 laf4yt?  !-67CLVblmy $Ifgdi +d$Ifgd? $Ifgdi5+ & FVd$If^V`gd?kd $$Ifl4ֈ K0 $, BWu t0644 laf4yt?  !-6@LT^_ $Ifgdi_ks}~ +d$Ifgd? $Ifgdi5+ & FVd$If^V`gd?kd$$Ifl4ֈ K0 $, BWu t0644 laf4yt? $-./9ENO[deqz $Ifgdi HIq +d$Ifgd? $IfgdiqrK5+ & FVd$If^V`gd?kd$$Ifl4ֈ K0 $, BWu t0644 laf4yt?KUefpy? +d$Ifgd? $Ifgdi ?@5+ & FVd$If^V`gd?kd$$Ifl4ֈ K0 $, BWu t0644 laf4yt?#,6?@JSC +d$Ifgd? $Ifgdi CD5+ & FVd$If^V`gd?kd$$Ifl4ֈ K0 $, BWu t0644 laf4yt?CDt bNOPopD<<5cd&}~V2ѱ⧱ѼѼⱼⱞh?hiCJh?hi6CJh?hiCJaJhi h?hiCJOJPJQJaJ h?hiCJOJPJQJaJh?hiCJ h?hiCJOJPJQJaJh>&34?HR_`kt +d$Ifgd? $Ifgdi 5+ & FVd$If^V`gd?kd$$Ifl4ֈ K0 $, BWu t0644 laf4yt? b +d$Ifgd? $Ifgdi ,5+ & FVd$If^V`gd?kd $$Ifl4ֈ K0 $, BWu t0644 laf4yt?,- NOPo +d$Ifgd? $Ifgdi+Vd$If^Vgd?op5+ & FVd$If^V`gd?kd!$$Ifl4ֈ K0 $, BWu t0644 laf4yt? D +d$Ifgd? $Ifgdi<5+ & FVd$If^V`gd?kd"$$Ifl4ֈ K0 $, BWu t0644 laf4yt?<Fdeos} +d$Ifgd? $Ifgdi <5+ & FVd$If^V`gd?kd#$$Ifl4ֈ K0 $, BWu t0644 laf4yt?<FOPZcmvw +d$Ifgd? $Ifgdi 5+ & FVd$If^V`gd?kdv$$$Ifl4ֈ K0 $, BWu t0644 laf4yt? "&'15cd $Ifgdi &5+ & FVd$If^V`gd?kdg%$$Ifl4ֈ K0 $, BWu t0644 laf4yt?&0CDNR\noy}~ $Ifgdi V5+ & FVd$If^V`gd?kdX&$$Ifl4ֈ K0 $, BWu t0644 laf4yt?V`~23o +d$Ifgd? $Ifgdi 23opd<-,=Ersͼͼͼͼ統~~jh}lUh}lh}l0JmHnHu h}l0Jjh}l0JUh<jh<Uh hi5aJ h?hiCJOJPJQJaJh?hiCJ h?hiCJOJPJQJaJh h?hiCJOJPJQJaJhi.op5+ & FVd$If^V`gd?kdI'$$Ifl4ֈ K0 $, BWu t0644 laf4yt?)-7UV`d +d$Ifgd? $Ifgdi <5+ & FVd$If^V`gd?kd:($$Ifl4ֈ K0 $, BWu t0644 laf4yt?<FYZdhr- +d$Ifgd? $Ifgdi 5+ & FVd$If^V`gd?kd+)$$Ifl4ֈ K0 $, BWu t0644 laf4yt? (, +d$Ifgd? $Ifgdi =5+ & FVd$If^V`gd?kd*$$Ifl4ֈ K0 $, BWu t0644 laf4yt?=AErs +d$Ifgd? $Ifgdi5000.gdikd +$$Ifl4ֈ K0 $, BWu t0644 laf4yt?d $]^a$$a$h]h&`#$gd;,?h h< h}lCJh}ljh}lUh nmHnHu 9 0&P1F:p"{/ =!"#$% :PP&P:p"{/ =!"#$% 6&P1h:p"{/ =!"#$% t$$If!vh55B5 #v#vB#v :V l t655B5 yt"{t$$If!vh55B5 #v#vB#v :V l t655B5 yt"{t$$If!vh55B5 #v#vB#v :V l t655B5 yt"{t$$If!vh55B5 #v#vB#v :V l t655B5 yt"{t$$If!vh55B5 #v#vB#v :V l t655B5 yt"{t$$If!vh55B5 #v#vB#v :V l t655B5 yt"{t$$If!vh55B5 #v#vB#v :V l t655B5 yt"{t$$If!vh55B5 #v#vB#v :V l t655B5 yt"{t$$If!vh55B5 #v#vB#v :V l t655B5 yt"{t$$If!vh55B5 #v#vB#v :V l t655B5 yt"{t$$If!vh55B5 #v#vB#v :V l t655B5 yt"{t$$If!vh55B5 #v#vB#v :V l t655B5 yt"{t$$If!vh55B5 #v#vB#v :V l t655B5 yt"{t$$If!vh55B5 #v#vB#v :V l t655B5 yt"{t$$If!vh55B5 #v#vB#v :V l t655B5 yt"{t$$If!vh55B5 #v#vB#v :V l t655B5 yt"{t$$If!vh55B5 #v#vB#v :V l t655B5 yt"{t$$If!vh55B5 #v#vB#v :V l t655B5 yt"{t$$If!vh55B5 #v#vB#v :V l t655B5 yt"{t$$If!vh55B5 #v#vB#v :V l t655B5 yt"{t$$If!vh55B5 #v#vB#v :V l t655B5 yt"{t$$If!vh55B5 #v#vB#v :V l t655B5 yt"{t$$If!vh55B5 #v#vB#v :V l t655B5 yt"{t$$If!vh55B5 #v#vB#v :V l t655B5 yt"{t$$If!vh55B5 #v#vB#v :V l t655B5 yt"{t$$If!vh55B5 #v#vB#v :V l t655B5 yt"{t$$If!vh55B5 #v#vB#v :V l t655B5 yt"{t$$If!vh55B5 #v#vB#v :V l t655B5 yt"{t$$If!vh55B5 #v#vB#v :V l t655B5 yt"{t$$If!vh55B5 #v#vB#v :V l t655B5 yt"{$$Ifl!vh5555F#v#v#vF:V l  t(0%555Falp(yt"{$$Ifl!vh5555F#v#v#vF:V l t0%555Falyt"{$$Ifl!vh5555F#v#v#vF:V l t0%555Falyt"{$$Ifl!vh5555F#v#v#vF:V l t0%555Falyt"{$$Ifl!vh5555F#v#v#vF:V l t0%555Falyt"{$$Ifl!vh5555F#v#v#vF:V l t0%555Falyt"{$$Ifl!vh5555F#v#v#vF:V l t0%555Falyt"{$$Ifl!vh5555F#v#v#vF:V l t0%555Falyt"{$$If!vh5h%#vh%:V l44 t065h%f4yt?$$If!vh5, 5. 5B5W5u#v, #v. #vB#vW#vu:V l44 t06++++,5, 5. 5B5W5uf4yt?$$If!vh5, 555B5W5u#v, #v#v#vB#vW#vu:V l44 t06++++5, 555B5W5uf4yt?$$If!vh5, 555B5W5u#v, #v#v#vB#vW#vu:V l4 t065, 555B5W5uf4yt?$$If!vh5, 555B5W5u#v, #v#v#vB#vW#vu:V l4 t065, 555B5W5uf4yt?$$If!vh5, 555B5W5u#v, #v#v#vB#vW#vu:V l4 t065, 555B5W5uf4yt?$$If!vh5, 555B5W5u#v, #v#v#vB#vW#vu:V l4 t065, 555B5W5uf4yt?$$If!vh5, 555B5W5u#v, #v#v#vB#vW#vu:V l4 t065, 555B5W5uf4yt?$$If!vh5, 555B5W5u#v, #v#v#vB#vW#vu:V l4 t065, 555B5W5uf4yt?$$If!vh5, 555B5W5u#v, #v#v#vB#vW#vu:V l4 t065, 555B5W5uf4yt?$$If!vh5, 555B5W5u#v, #v#v#vB#vW#vu:V l4 t065, 555B5W5uf4yt?$$If!vh5, 555B5W5u#v, #v#v#vB#vW#vu:V l4 t065, 555B5W5uf4yt?$$If!vh5, 555B5W5u#v, #v#v#vB#vW#vu:V l4 t065, 555B5W5uf4yt?$$If!vh5, 555B5W5u#v, #v#v#vB#vW#vu:V l4 t065, 555B5W5uf4yt?$$If!vh5, 555B5W5u#v, #v#v#vB#vW#vu:V l4 t065, 555B5W5uf4yt?$$If!vh5, 555B5W5u#v, #v#v#vB#vW#vu:V l4 t065, 555B5W5uf4yt?$$If!vh5, 555B5W5u#v, #v#v#vB#vW#vu:V l4 t065, 555B5W5uf4yt?$$If!vh5, 555B5W5u#v, #v#v#vB#vW#vu:V l4 t065, 555B5W5uf4yt?$$If!vh5, 555B5W5u#v, #v#v#vB#vW#vu:V l4 t065, 555B5W5uf4yt?$$If!vh5, 555B5W5u#v, #v#v#vB#vW#vu:V l4 t065, 555B5W5uf4yt?$$If!vh5, 555B5W5u#v, #v#v#vB#vW#vu:V l4 t065, 555B5W5uf4yt?$$If!vh5, 555B5W5u#v, #v#v#vB#vW#vu:V l4 t065, 555B5W5uf4yt?$$If!vh5, 555B5W5u#v, #v#v#vB#vW#vu:V l4 t065, 555B5W5uf4yt?$$If!vh5, 555B5W5u#v, #v#v#vB#vW#vu:V l4 t065, 555B5W5uf4yt?$$If!vh5, 555B5W5u#v, #v#v#vB#vW#vu:V l4 t065, 555B5W5uf4yt?$$If!vh5, 555B5W5u#v, #v#v#vB#vW#vu:V l4 t065, 555B5W5uf4yt?j. 666666666vvvvvvvvv66666>6666666666666666666666666666666666666666666hH666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~ OJPJQJ_HmH nH sH tH H`H "{Normal CJOJPJQJ_HmH sH tH T@T "{ Heading 1$ F<@&5CJKHOJQJBB "{ Heading 2$ & F@&a$5j@j "{ Heading 3>$ & F) 8 xHX (#@&a$RR "{ Heading 4$ & F<@&5CJ\aJTT "{ Heading 5 & F<@&56CJ\]aJNN "{ Heading 6 & F<@&5CJ\aJVV "{ Heading 7#$ & F@ @&a$56JJ "{ Heading 8 & F<@& 6]aJT @T "{ Heading 9 & F<@&CJOJQJ^JaJDA`D Default Paragraph FontRi@R 0 Table Normal4 l4a (k ( 0No List TT "{Heading 1 Char5CJKHOJPJQJ^JaJPP "{Heading 2 Char5CJOJPJQJ^JaJLL "{Heading 3 CharCJOJPJQJ^JaJR!R "{Heading 4 Char5CJOJPJQJ\^JaJX1X "{Heading 5 Char$56CJOJPJQJ\]^JaJJAJ "{Heading 6 Char5OJPJQJ\^JRQR "{Heading 7 Char56CJOJPJQJ^JaJRaR "{Heading 8 Char6CJOJPJQJ]^JaJDqD "{Heading 9 CharOJPJQJ^JVOV "{_6& vFV&f!6$'1$^`0h4@4 "{Header !FF "{ Header CharCJOJPJQJ^JaJ4 @4 "{0Footer !FF "{0 Footer CharCJOJPJQJ^JaJ.)@. "{ Page NumberDB@D "{ Body Text1$a$hPP "{Body Text CharCJOJPJQJ^JaJh6U@6 "{ Hyperlink >*B*phDQ@D ""{ Body Text 3!v8a$5T!T !"{Body Text 3 Char5CJOJPJQJ^JaJT@2 "{ Block Texth#,0$ @ HP (#@&NO PQ]^5*W@A* "{`Strong5\F^@RF "{ Normal (Web)%dd[$\$aJPS@bP '"{Body Text Indent 3 &x^hCJaJ^q^ &"{Body Text Indent 3 CharCJOJPJQJ^JaJbob "{Default (7$8$H$-B*CJOJPJQJ_HaJmH phsH tH <@< "{ List Paragraph)^ i Table Grid7:V*0 *dCJOJPJQJ^JaJH`H i No Spacing+CJ_HaJmH sH tH HH -ia0 Balloon Text,CJOJQJ^JaJRR ,ia0Balloon Text CharCJOJPJQJ^JaJPK![Content_Types].xmlj0Eжr(΢Iw},-j4 wP-t#bΙ{UTU^hd}㨫)*1P' ^W0)T9<l#$yi};~@(Hu* Dנz/0ǰ $ X3aZ,D0j~3߶b~i>3\`?/[G\!-Rk.sԻ..a濭?PK!֧6 _rels/.relsj0 }Q%v/C/}(h"O = C?hv=Ʌ%[xp{۵_Pѣ<1H0ORBdJE4b$q_6LR7`0̞O,En7Lib/SeеPK!kytheme/theme/themeManager.xml M @}w7c(EbˮCAǠҟ7՛K Y, e.|,H,lxɴIsQ}#Ր ֵ+!,^$j=GW)E+& 8PK!Ptheme/theme/theme1.xmlYOo6w toc'vuر-MniP@I}úama[إ4:lЯGRX^6؊>$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! I_TS 1?E??ZBΪmU/?~xY'y5g&΋/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ x}rxwr:\TZaG*y8IjbRc|XŻǿI u3KGnD1NIBs RuK>V.EL+M2#'fi ~V vl{u8zH *:(W☕ ~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4 =3ڗP 1Pm \\9Mؓ2aD];Yt\[x]}Wr|]g- eW )6-rCSj id DЇAΜIqbJ#x꺃 6k#ASh&ʌt(Q%p%m&]caSl=X\P1Mh9MVdDAaVB[݈fJíP|8 քAV^f Hn- "d>znNJ ة>b&2vKyϼD:,AGm\nziÙ.uχYC6OMf3or$5NHT[XF64T,ќM0E)`#5XY`פ;%1U٥m;R>QD DcpU'&LE/pm%]8firS4d 7y\`JnίI R3U~7+׸#m qBiDi*L69mY&iHE=(K&N!V.KeLDĕ{D vEꦚdeNƟe(MN9ߜR6&3(a/DUz<{ˊYȳV)9Z[4^n5!J?Q3eBoCM m<.vpIYfZY_p[=al-Y}Nc͙ŋ4vfavl'SA8|*u{-ߟ0%M07%<ҍPK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 +_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!Ptheme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] ^ " ;" w" 777777777::::::=X by4BL3WO] er ypˍ^dC2| ) z _ :_|NRt:e@l&/6LAK5WZaio&u~ڄpը.S90c #%M_qK?C,o<<&Vo<=}~     W;444%5D5P5@;AnAA B=BEEE5KaKzKNN3Ooop˅$XXXXXXXXXXXXX 13=!!d0# AA@ 0(  B S  ?H0(  .<k.<k!!44P%PR$Rр68"%%)hp333333333333333z{ - -HHOUU ]]]] _+_A_A_C_C_.`.`Q`S`e`f`udwdxdydPocododoholo|vv~~ʁˁ́́iq^^op$%qr?@CDopop Xfr_dq^B#n@gD4 F΁s  3 \t XZb{^8srhi)!ƞ!p*[]2un;C+dK*u3M,uwS~,4]TB$<H WWY %\WDqQ \Y~7tap05d~} h|_nkQ]m$/mPZoHXq B9vF&  ^`OJQJo(^`OJQJ^Jo(o p^p`OJQJo( @ ^@ `OJQJo(^`OJQJ^Jo(o ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(o P^P`OJQJo(^`OJQJ^Jo(o ^ `OJQJ^Jo(o  ^ `OJQJo( x^x`OJQJo(H^H`OJQJ^Jo(o ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(o ^`OJQJo(hh^h`o(hh^h`o(.0^`0o(..0^`0o(... 88^8`o( .... 88^8`o( ..... `^``o( ...... `^``o(....... ^`o(........h8^8`OJQJo(hHh^`OJQJ^Jo(hHoh ^ `OJQJo(hHh ^ `OJQJo(hHhx^x`OJQJ^Jo(hHohH^H`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH^`CJOJQJaJo(^`OJQJ^Jo(o p^p`OJQJo( @ ^@ `OJQJo(^`OJQJ^Jo(o ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(o P^P`OJQJo( ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(o pp^p`OJQJo( @ @ ^@ `OJQJo(^`OJQJ^Jo(o ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(o PP^P`OJQJo( ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(o p^p`OJQJo( @ ^@ `OJQJo(^`OJQJ^Jo(o ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(o P^P`OJQJo(0^`0o(0^`0o(.0^`0o(..0^`0o(... 88^8`o( .... 88^8`o( ..... `^``o( ...... `^``o(....... ^`o(........^`.^`.pL^p`L.@ ^@ `.^`.L^`L.^`.^`.PL^P`L.h^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJQJo(hH ^`OJQJo(^`OJQJ^Jo(o pp^p`OJQJo( @ @ ^@ `OJQJo(^`OJQJ^Jo(o ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(o PP^P`OJQJo(hh^h`o(hh^h`o(.0^`0o(..0^`0o(... 88^8`o( .... 88^8`o( ..... `^``o( ...... `^``o(....... ^`o(........vv^v`7OJQJo( ^`OJQJo(^`.^`.TT^T`.$ $ ^$ `.  ^ `.^`.^`.dd^d`.hh^h`o(hh^h`o(.0^`0o(..0^`0o(... 88^8`o( .... 88^8`o( ..... `^``o( ...... `^``o(....... ^`o(........ ^`OJQJo(^`OJQJ^Jo(o p^p`OJQJo( @ ^@ `OJQJo(^`OJQJ^Jo(o ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(o P^P`OJQJo( ^`OJQJo(^`.pp^p`.@ @ ^@ `.^`.^`.^`.^`.PP^P`. ^`o( Article . 8^`o( Section .P^`P5o(()`p`^``po(()P^`Po()P^`Po()^`o()P^`Po(.0p0^0`po(.h^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJQJo(hH ^`OJQJo(h^`OJQJo(hH^`OJQJ^Jo(o pp^p`OJQJo( @ @ ^@ `OJQJo(^`OJQJ^Jo(o ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(o PP^P`OJQJo( ^`OJQJo( ^ `OJQJ^Jo(o  ^ `OJQJo( x^x`OJQJo(H^H`OJQJ^Jo(o ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(o ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(o pp^p`OJQJo( @ @ ^@ `OJQJo(^`OJQJ^Jo(o ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(o PP^P`OJQJo(^`.^`.pL^p`L.@ ^@ `.^`.L^`L.^`.^`.PL^P`L. ^`OJQJo(^`OJQJ^Jo(o pp^p`OJQJo( @ @ ^@ `OJQJo(^`OJQJ^Jo(o ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(o PP^P`OJQJo( ^`OJQJo(^`OJQJ^Jo(o p^p`OJQJo( @ ^@ `OJQJo(^`OJQJ^Jo(o ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(o P^P`OJQJo( ^`OJQJo(^`OJQJ^Jo(o pp^p`OJQJo( @ @ ^@ `OJQJo(^`OJQJ^Jo(o ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(o PP^P`OJQJo( hh^h`OJQJo( ^`OJQJo(^`OJQJ^Jo(o p^p`OJQJo( @ ^@ `OJQJo(^`OJQJ^Jo(o ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(o P^P`OJQJo( ^`OJQJo(^`OJQJ^Jo(o pp^p`OJQJo( @ @ ^@ `OJQJo(^`OJQJ^Jo(o ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(o PP^P`OJQJo( ^8un;C3MH Ws tQ \! hta^B#5d/m&XQ]muwS4]TdK0R sB9v*[]23 Xqo_4 _nki)!@g%\W                            X`                                                                                                                                                                          1?"uN}l=;+ZD,Q/14;,?-MV;V,ZoH_aia3c k nDo"{.)|jP:$gk--cHTDl3z pmERwvMN.i<w  @X@UnknownG*Ax Times New Roman5Symbol3. *Cx Arial5. .[`)Tahoma;Wingdings7.@Calibri?= *Cx Courier NewA$BCambria Math"hGJg#y#y20AA>QX  $P"{6!xx                           Oh+'0P    $08@H Normal.dotm1Microsoft Office Word@@tVw@o&x#՜.+,D՜.+, `hpx  yA  Title 8@ _PID_HLINKSA\NE$http://homeroom.state.nj.us/6|v!$http://pbl-online.org/pathway2.html6|v$http://pbl-online.org/pathway2.html6AY=http://www.nj.gov/education/grants/discretionary/management/6yV mailto:eweghelp@doe.state.nj.us6Ehttp://homeroom.state.nj.us/6Ehttp://homeroom.state.nj.us/6gi3http://www.state.nj.us/njded/grants/discretionary/6p$ http://www.sam.gov/6b6 http://fedgov.dnb.com/webform/61http://www.nj.gov/education/grants/discretionary6Ehttp://homeroom.state.nj.us/6R!http://www.state.nj.us/education6  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&')*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdeghijklmopqrstuzRoot Entry F3x|Data +1Table(,{WordDocument"SummaryInformation(fDocumentSummaryInformation8nCompObjy  F'Microsoft Office Word 97-2003 Document MSWordDocWord.Document.89q