ࡱ>  9<./012345678_ rbjbjzXzX 2@\2@\ p#p#P0$0$0$$$$%|8+$$?\: H(,HHHJ$n *yP$+*0$z~JJz~z~0$0$HHNz~&0$H0$Hz~FHMF.N0?h> lF  0$>lz~z~z~z~z~z~z~z~z~z~?z~z~z~z~ z~z~z~z~z~z~z~z~z~> 6": Notice of Grant Opportunity Building Capacity for Career Pathways: A Pilot Program for Comprehensive High Schools 16-BE46-G06 David C. Hespe Commissioner of Education Kimberley Harrington Chief Academic Officer Division of Teaching and Learning Marie Barry Director Office of Career Readiness November 2015 Application Due Date: January 12, 2016 ORG/APU# 5062/032 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 MARK W. BIEDRON President.............Hunterdon JOSEPH FISICARO Vice-President.............BurlingtonARCELIO APONTE.............MiddlesexRONALD K. BUTCHER.............GloucesterCLAIRE CHAMBERLAIN.............SomersetJACK FORNARO.............WarrenEDITHE FULTON.............OceanERNEST P. LEPORE.............HudsonANDREW J. MULVIHILL.............SussexJ. PETER SIMON .............MorrisDOROTHY S. STRICKLAND.............Essex David C. Hespe, 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. 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/"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.  TOC \o "1-3" \h \z \u  HYPERLINK \l "_Toc435625384" TABLE OF CONTENTS  PAGEREF _Toc435625384 \h 1  HYPERLINK \l "_Toc435625385" SECTION 1: GRANT PROGRAM INFORMATION  PAGEREF _Toc435625385 \h 3  HYPERLINK \l "_Toc435625386" 1.1 DESCRIPTION OF THE GRANT PROGRAM  PAGEREF _Toc435625386 \h 3  HYPERLINK \l "_Toc435625387" 1.1.1 Statewide Goal:  PAGEREF _Toc435625387 \h 6  HYPERLINK \l "_Toc435625388" 1.1.2 Outcomes of the Grant Program  PAGEREF _Toc435625388 \h 6  HYPERLINK \l "_Toc435625389" 1.1.3 Grant Timeframe and Funding  PAGEREF _Toc435625389 \h 6  HYPERLINK \l "_Toc435625390" 1.2 ELIGIBILITY TO APPLY  PAGEREF _Toc435625390 \h 7  HYPERLINK \l "_Toc435625393" 1.3 FEDERAL COMPLIANCE REQUIREMENTS (DUNS, SAM)  PAGEREF _Toc435625393 \h 7  HYPERLINK \l "_Toc435625394" 1.4 STATUTORY/REGULATORY SOURCE AND FUNDING  PAGEREF _Toc435625394 \h 8  HYPERLINK \l "_Toc435625395" 1.5 DISSEMINATION OF THIS NOTICE  PAGEREF _Toc435625395 \h 10  HYPERLINK \l "_Toc435625396" 1.6 TECHNICAL ASSISTANCE  PAGEREF _Toc435625396 \h 10  HYPERLINK \l "_Toc435625397" 1.7 APPLICATION SUBMISSION  PAGEREF _Toc435625397 \h 10  HYPERLINK \l "_Toc435625398" 1.8 REPORTING REQUIREMENTS  PAGEREF _Toc435625398 \h 11  HYPERLINK \l "_Toc435625399" 1.9 ASSESSMENT OF STATEWIDE PROGRAM RESULTS  PAGEREF _Toc435625399 \h 12  HYPERLINK \l "_Toc435625400" 1.10 REIMBURSEMENT REQUESTS  PAGEREF _Toc435625400 \h 14  HYPERLINK \l "_Toc435625401" SECTION 2: PROJECT GUIDELINES  PAGEREF _Toc435625401 \h 15  HYPERLINK \l "_Toc435625402" 2.1 PROJECT DESIGN CONSIDERATIONS  PAGEREF _Toc435625402 \h 15  HYPERLINK \l "_Toc435625403" 2.2 PROJECT REQUIREMENTS  PAGEREF _Toc435625403 \h 20  HYPERLINK \l "_Toc435625404" 2.2.1 Project Abstract (0 Points)  PAGEREF _Toc435625404 \h 21  HYPERLINK \l "_Toc435625405" 2.2.2 Statement of Need (20 Points)  PAGEREF _Toc435625405 \h 21  HYPERLINK \l "_Toc435625406" 2.2.3 Project Description: (25 points)  PAGEREF _Toc435625406 \h 21  HYPERLINK \l "_Toc435625407" 2.2.4 Goals, Objectives and Indicators (5 Points)  PAGEREF _Toc435625407 \h 22  HYPERLINK \l "_Toc435625408" 2.2.5 Project Activity Plan: (20 points)  PAGEREF _Toc435625408 \h 25  HYPERLINK \l "_Toc435625409" 2.2.6 Organizational Commitment and Capacity: (20 points)  PAGEREF _Toc435625409 \h 26  HYPERLINK \l "_Toc435625410" 2.3 BUDGET DESIGN CONSIDERATIONS  PAGEREF _Toc435625410 \h 27  HYPERLINK \l "_Toc435625411" 2.4 BUDGET REQUIREMENTS: (10 points)  PAGEREF _Toc435625411 \h 28  HYPERLINK \l "_Toc435625412" 2.4.1 Eligible Costs  PAGEREF _Toc435625412 \h 28  HYPERLINK \l "_Toc435625413" 2.4.2 Ineligible Costs  PAGEREF _Toc435625413 \h 28  HYPERLINK \l "_Toc435625414" SECTION 3: COMPLETING THE APPLICATION  PAGEREF _Toc435625414 \h 29  HYPERLINK \l "_Toc435625415" 3.1 GENERAL INSTRUCTIONS FOR APPLYING  PAGEREF _Toc435625415 \h 29  HYPERLINK \l "_Toc435625416" 3.2 REVIEW OF APPLICATIONS  PAGEREF _Toc435625416 \h 29  HYPERLINK \l "_Toc435625417" 3.3 APPLICATION COMPONENT CHECKLIST  PAGEREF _Toc435625417 \h 30  HYPERLINK \l "_Toc435625418" SECTION 4: APPENDICES  PAGEREF _Toc435625418 \h 31  HYPERLINK \l "_Toc435625419" Appendix A  PAGEREF _Toc435625419 \h 31  HYPERLINK \l "_Toc435625420" Career Pathway Resources  PAGEREF _Toc435625420 \h 31  HYPERLINK \l "_Toc435625421" Appendix B  PAGEREF _Toc435625421 \h 33  HYPERLINK \l "_Toc435625422" Annual Reporting Requirements  PAGEREF _Toc435625422 \h 33  HYPERLINK \l "_Toc435625423" Appendix C  PAGEREF _Toc435625423 \h 35  HYPERLINK \l "_Toc435625424" District Classification for Career Pathways NGO  PAGEREF _Toc435625424 \h 35  HYPERLINK \l "_Toc435625425" Regional High School Districts  PAGEREF _Toc435625425 \h 35  HYPERLINK \l "_Toc435625426" Category A  PAGEREF _Toc435625426 \h 37  HYPERLINK \l "_Toc435625427" Category B  PAGEREF _Toc435625427 \h 40  HYPERLINK \l "_Toc435625428" Category C  PAGEREF _Toc435625428 \h 42  HYPERLINK \l "_Toc435625429" Appendix D  PAGEREF _Toc435625429 \h 45  HYPERLINK \l "_Toc435625430" Career and Technical Programs of Study: A Design Framework  PAGEREF _Toc435625430 \h 45  HYPERLINK \l "_Toc435625431" Form 1  PAGEREF _Toc435625431 \h 47  HYPERLINK \l "_Toc435625432" Documentation of Eligibility  PAGEREF _Toc435625432 \h 47  HYPERLINK \l "_Toc435625433" Form 2  PAGEREF _Toc435625433 \h 48  HYPERLINK \l "_Toc435625434" Professional Development Commitment  PAGEREF _Toc435625434 \h 48  HYPERLINK \l "_Toc435625435" Form 3  PAGEREF _Toc435625435 \h 49  HYPERLINK \l "_Toc435625436" High-Quality Partnerships  PAGEREF _Toc435625436 \h 49  HYPERLINK \l "_Toc435625437" Definition, Criteria  PAGEREF _Toc435625437 \h 49  HYPERLINK \l "_Toc435625438" Partnership Agreement  PAGEREF _Toc435625438 \h 50  HYPERLINK \l "_Toc435625439" Rubric  PAGEREF _Toc435625439 \h 50  SECTION 1: GRANT PROGRAM INFORMATION 1.1 DESCRIPTION OF THE GRANT PROGRAM This limited competitive Notice of Grant Opportunity (NGO) is offered to increase access and opportunities for New Jersey students in comprehensive high schools to participate 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 Department of Education (NJDOE) 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 will embark on an effort to support comprehensive high school districts in developing 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) will support districts in implementing career pathways to improve student achievement, and postsecondary and career outcomes. Through statewide agency collaboration with the New Jersey Department of Labor and Workforce Development (LWD), the Office of the Secretary of Higher Education (OSHE), and NJDOE, New Jersey is committed to the creation of a talent development system, focused on ensuring that all New Jersey residents have the skills, abilities and connections that lead to meaningful careers and build a highly educated and skilled workforce that drives economic growth. This NGO aligns this multi-agency effort to develop career pathways for students in the seven key industries identified by LWD: Advanced Manufacturing (including food manufacturing) Financial Services Health Care Biopharmaceutical Life Sciences Leisure, Hospitality, and Retail Transportation, Logistics and Distribution Technology The career pathways supported by this grant will focus on preparing students for careers in high labor market demand occupations providing family-sustaining wages. This multi-year grant will be available to districts that include grades 9 12 comprehensive high schools and delivered in two phases: Phase One, April 1, 2016 February 28, 2017, will concentrate on an intensive capacity-building period of professional development utilizing a career pathway framework. Phase Two, March 1, 2017 June 30, 2021, will concentrate on implementing, supporting, and evaluating the career pathways realized through high-quality CTE programs of study and supports created in Phase One. The first CTE program must be ready to begin September 1, 2017. Grant funds will be used for activities to provide professional development and instructional and student supportive services in the following career pathway domains: District Vision and Commitments High-Quality Partnerships (HYPERLINK \l "_FORM_3"FORM 3) High-Quality CTE Programs of Study (HYPERLINK \l "_APPENDIX_D_1"Appendix D) Pedagogical Approach and Interdisciplinary Instruction Individualized Planning and Supportive Services for Learners Data Informed Improvement Cycle 1.1.1 Statewide Goal: This limited competitive 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 NJDOE seeks to accomplish the following outcomes in support of the statewide goal: Increase the number of high-quality partnerships contributing to the expertise, resources and support of career pathways; (HYPERLINK \l "_FORM_6_2"FORM 3) Increase the number of students participating in high-quality CTE programs through career pathways; (HYPERLINK \l "_APPENDIX_D_1"Appendix D) Improve career exploration and preparation of students; 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; and 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. 1.1.3 Grant Timeframe and Funding This multi-year grant spans five years. The program start date is April 1, 2016, and the end date is June 30, 2021. Each of the five years of the grant requires project and fiscal progress reports. Year 1: April 1, 2016 February 28, 2017 Year 2: March 1, 2017 February 28, 2018 Year 3: March 1, 2018 February 28, 2019 Year 4: March 1, 2019 February 28, 2020 Year 5: March 1, 2020 June 30, 2021 The New Jersey Department of Education 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 NJDOE 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. 1.2 ELIGIBILITY TO APPLY This is a limited competitive grant program open to the following: A school district with one or more comprehensive high schools, regional high school districts, and charter schools serving grades 9-12. (All of which will be referred to as district for the purposes of this NGO.) A district with multiple high schools must select one high school and submit only one application for that one high school. Complete and submit a Document of Eligibility (HYPERLINK \l "_FORM_1_2"FORM 1) that includes the following: Identify a minimum of one key industry for the career pathway. List any approved CTE programs at the high school identified in this Career Pathways Grant application. It is important to note that a district is eligible to submit an application regardless of whether or not there are currently approved CTE programs. Note: Applicants not submitting the information above will not be considered for selection. Please see HYPERLINK \l "_Appendix_C"Appendix C for the list of eligible comprehensive high schools. 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/"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 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"www.sam.gov 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 applicants project must be designed and implemented in conformance with all applicable state and federal regulations. The Building Capacity for Career Pathways: A Pilot Program for Comprehensive High Schools grant is 100 percent funded from State Vocational Aid. (ORG/APU # 5062/032) Final awards are subject to the availability of State Vocational Aid funds. Total funds for Building Capacity for Career Pathways: A Pilot Program for Comprehensive High Schools will allocate $800,000 in Year 1. 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 NJDOE of the grantees eligibility for the continuation of grant funding. The NJDOE will remove ineligible, inappropriate or undocumented costs from funding consideration. NOTE: Final awards are subject to the availability of State Vocational Aid funds. 1.4.1 Selection Guide In support of the NJDOEs goal of creating a variety of model high-quality career pathways from this pilot program for comprehensive high schools, applications will be selected in accordance with the following process: Applications will be reviewed prior to scoring to determine if they meet the eligibility requirements found in Section 1.2, Eligibility to Apply. Applications that do not meet the eligibility criteria or the intent of the NGO will not be considered for funding. Applications that meet the above eligibility criteria will be scored and rank ordered in accordance to the score. To be eligible for funding, applications must attain a minimum of 65 points and meet the intent of the NGO. Applications that do not receive a minimum of 65 points or do not meet the intent of the NGO will not be considered for funding. The NJDOE is looking forward to receiving applications that support a variety of innovative models that may be able to be replicated in other districts. To ensure representation from a variety of school districts based on school type, geographic location and current status of career and technical education programs, applications meeting the minimum standards (identified in i. and ii. above), will be considered and selected based on the following selection criteria: Application Categories The highest scoring application in each of the following application categories identified by NJDOE, will be selected provided an application scoring at least 65 points has been received that meets the application category: A regional high school district, as defined by HYPERLINK "http://law.justia.com/codes/new-jersey/2013/title-18a/section-18a-13-2/"N.J.S.A. 18A:13-2 HYPERLINK \l "Regional"Regional Districts  A school district designated as HYPERLINK \l "Category_A"Category A*. A school district designated as HYPERLINK \l "Category_B"Category B*. A school district not represented above designated as HYPERLINK \l "Category_C"Category C*. *For purposes of this NGO, the NJDOEs District Factor Group and National Center for Education Statistics Locale Code classifications have been used to group districts into Regional High School Districts and Categories A, B, and C. See HYPERLINK \l "_Appendix_C"Appendix C to determine the classification of the school for which the district is submitting an application for the Career Pathways Grant. Geographic Location If a geographic region is not represented in the initial selection of the four Application Categories, NJDOE will select, from the remaining applications, the highest ranking application scoring 65 points in the unrepresented region(s), regardless of application type, provided an application is received from the unrepresented region. The NJDOE recognizes three geographic regions of the state: Northern Region, Central Region, and Southern Region. Each applicants assigned region will be determined by the location of the school district. The chart below indicates the counties located within each of the three regions. Northern RegionCentral RegionSouthern RegionBergen County Essex County Hudson County Morris County Passaic County Sussex County Warren CountyHunterdon County Mercer County Middlesex County Monmouth County Somerset County Union CountyAtlantic County Burlington County Camden County Cape May County Cumberland County Gloucester County Ocean County Salem County Emerging Career and Technical Education Programs The next selection will be to the highest ranking application from a district that has zero to two approved Career and Technical Education programs, identified on HYPERLINK \l "_FORM_1_2"Form 1, given an application is received from a district meeting this criteria, and an application that meets this criteria was not selected in previous award selection rounds. Rank Order The final selections will be made in rank order of the remaining eligible applications, until funds are exhausted or no eligible applications remain. 1.5 DISSEMINATION OF THIS NOTICE The Office of Career Readiness will make this notice available to eligible applicants as determined by criteria listed in Section 1.2 and to the county superintendents and RAC executive directors of the counties in which the eligible agencies are located. Additional copies of the NGO are also available on the NJDOE web site (HYPERLINK "http://www.nj.gov/njded/grants/discretionary/"http://www.nj.gov/njded/grants/discretionary/) or by contacting the Office of Career Readiness at the New Jersey Department of Education, Riverview Executive Plaza, Building 100, Route 29, P.O. Box 500, Trenton, NJ 08625-0500; telephone (609) 633-0665; fax (609) 984-5347. 1.6 TECHNICAL ASSISTANCE The Technical Assistance Workshop will be held: December 1, 2015 at The New Jersey Department of Education, Riverview Executive Plaza, Building 200, Route 29, Trenton, NJ from 9 AM to 12 noon. This TA workshop will be offered for either in-person attendance or virtual attendance via a webinar. Preregistration is required by November 30, 2015. Please register online at HYPERLINK "http://education.state.nj.us/events/"http://education.state.nj.us/events/. Please select in-person or virtual attendance at the time of registration. Registrants requiring special accommodations for the Technical Assistance Workshop should identify their needs at the time of registration. 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 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"http://homeroom.state.nj.us no later than 4:00 P.M. on January 12, 2016. 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.state.nj.us"eweghelp@doe.state.nj.us. 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 of this notice. Applications received by the due date and time will be screened to determine whether they are, in fact, eligible for consideration. 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 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 first grant year will be due as follows: Report Reporting PeriodDue DateYear One - InterimApril 1, 2016 October 31, 2016November 30, 2016Year One - FinalApril 1, 2016 February 28, 2017April 30, 2017 (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"www.state.nj.us/education/grants/discretionary). 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 NJDOE 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. Year One reports will be assessed using the following criteria: 1.9.1 Year One Interim Report Assessment Criteria (April 1, 2016 October 31, 2016) A Career Pathways Advisory Team was established and engaged in the planning process and management for career pathways with the following members: (ongoing) 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) Talent Network Partner Industry Partner(s) for each selected career pathway Postsecondary Partner for each selected career pathway Parent/Community Partner(s) A signed Partnership Agreement with Talent Network, or representative, to serve on the Advisory Board was submitted to NJDOE. (HYPERLINK "http://www.nj.gov/education/grants/docs/16-BE46-G06/HighQualityPartnershipAgreementTemplate.docx"Partnership Agreement Template) A signed Partnership Agreement with Industry Partner(s) to serve on the Advisory Board was submitted to NJDOE. (HYPERLINK "http://www.nj.gov/education/grants/docs/16-BE46-G06/HighQualityPartnershipAgreementTemplate.docx"Partnership Agreement Template) A signed Partnership Agreement with Postsecondary Partner(s) to serve on the Advisory Board was submitted to NJDOE. (HYPERLINK "http://www.nj.gov/education/grants/docs/16-BE46-G06/HighQualityPartnershipAgreementTemplate.docx"Partnership Agreement Template) A Career Pathways Vision Statement and Action Plan is established and supported by Advisory Board and submitted to NJDOE along with this interim report. NJDOE sponsored professional development workshops were attended by the staff as required. (ongoing) Targeted professional development was implemented by the district for participating teachers and staff. (ongoing) A CTE program was identified as the foundation for the first career pathway. The career pathway is planned for inclusion in the school scheduling materials for 2017-2018 and all school counseling/guidance staff is familiar with the program. (ongoing) A student recruitment plan to attract a diverse range of students was developed. (ongoing) Building level procedures and scheduling practices have been planned to support the needs of diverse learners, co-curricular planning, and interdisciplinary instruction and projects. (ongoing) Work commenced in establishing postsecondary pathways for the career pathway. (ongoing) Work commenced in establishing a Structured Learning Experience (SLE) Plan (see Section 2.1) with appropriate industry partners and obtaining district approval. (ongoing) A Career Pathways Self-Assessment Rubric, provided during the professional development training series, was submitted to the Office of Career Readiness along with this Interim Report. The rubric will be updated annually. (ongoing) The Career Pathway Advisory Board, as appropriate, and instructional staff participated in NJDOE-sponsored virtual community. (ongoing) All reports were submitted in a timely fashion, budget expenditures were made as planned or budget modifications were submitted for NJDOE approval in a timely fashion. (ongoing) 1.9.2 Year One Final Report Assessment Criteria (April 1, 2016 February 28, 2017) All activities listed previously as ongoing in Year One Interim Report are continued for this reporting cycle. A substantially approvable New CTE Program Application was submitted to NJDOE by February 28, 2017 for the career pathway. With input from the Career Pathway Advisory Board, curriculum was developed, or adopted by district Board of Education, and includes: (ongoing) Co-curricular planning and interdisciplinary instruction and projects; Pedagogical Approach; Experiential learning; Contextual learning Integrated technology; Individualized career exploration and planning; Career Ready Practices; Multiple pathways for students entering and exiting the pathway. Initiated the discussion with a postsecondary partner to establish an articulation or dual enrollment agreement for one or more courses in the career pathway. (ongoing) Years 2 through 5 Reporting Periods, Assessment Criteria may be found in HYPERLINK \l "_Appendix_B"Appendix B. The Career Pathways NGO and Grant HYPERLINK "http://www.nj.gov/education/grants/docs/16-BE46-G06/ProjectPlanningGuide.xlsx"Project Planning Guide maybe downloaded as a supplemental organizational tool from the grants main informational page. 1.10 REIMBURSEMENT REQUESTS Payment of grant funds is 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. 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 NJDOE program officer, the grantee should receive payment around the 8th - 10th of the following month. NOTE: Payments cannot be processed until the award has been accepted in EWEG. 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. 2.1 PROJECT DESIGN CONSIDERATIONS Applicants will find within this section the requirements for planning and designing a local program that is consistent with the statewide goal of this grant. All planning and designs should be in support of the Statewide Goal, Objectives and Indicators identified in Section 2.2.4. The Office of Career Readiness has developed further information and resources to be used in the grant application that will 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: NJDOE-Sponsored Professional Development The successful applicants will engage in an intensive program of professional development provided by NJDOE 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 June 27 30, 2016. The district must commit 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_4"FORM 2) Training will be provided by a variety of experts including NJDOE staff, related state and/or federal agency staff, educational consultants, and industry and postsecondary partners. New Jersey Department of Labor and Workforce Development and the Talent Networks may provide technical assistance in using labor market data to determine demand occupations with family-sustaining wages in key industries. The topics that will be addressed in the NJDOE professional development workshop series are located in Section 4, Appendix, (HYPERLINK \l "_FORM_2_1"FORM 2). In addition to this NJDOE training, each grantee will develop a professional development plan to support their staff and partners. NJDOE 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 in building capacity for career pathways at participating schools and assist NJDOE in replicating and supporting model career pathways and CTE programs of study statewide. 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. 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 NJDOE 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"Appendix D, HYPERLINK \l "_FORM_2_1"Form 2, HYPERLINK \l "_FORM_6_2"Form 3 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 Career and Technical Education (CTE) Programs Career and Technical Education programs are a component of a career pathways system. CTE is defined by the NJDOE 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. Successful applicants for the Building Capacity for Career Pathways Grant will be provided technical assistance to understand the requirements outlined in HYPERLINK "http://www.state.nj.us/education/code/current/title6a/chap19.pdf"N.J.A.C. 6A:19. See HYPERLINK \l "_APPENDIX_D_1"Appendix D for more information on the required CTE programs of study in the Design Framework and the Ten Components of a Rigorous Program of Study. Career Academies Career Academies are one acceptable implementation option for career pathway implementation. If an applicant plans to implement career pathways through a Career Academy model, the National Standards of Practice for Career Academies should be utilized as guidance. HYPERLINK "../../../../Ddg_data$/NGO/AppData/Local/Microsoft/Windows/Temporary Internet Files/Content.Outlook/Comprehensive Grant LD 2016-2021/Career Academies - Standards of Practice.pdf"National Standards of Practice for Career Academies were established in 2004 and have been updated in 2013. High-Quality Partnerships Partnerships are essential to designing and implementing career pathways with multiple options for student success. During Phase One, districts will develop partnerships to support career pathways. The comprehensive high school district and partners each have unique responsibilities and roles in designing, implementing and supporting 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 will be established during Phase One of the Career Pathways Grant. Partners listed below are valuable contributing members of a High-Quality Partnership. (HYPERLINK \l "_FORM_6_2"FORM 3) Talent Network: Talent Networks established by the NJ Department of Labor and Workforce Development represent employers that hire individuals in the career pathways being developed through this grant. The Talent Network will provide state, regional and local labor market data on high-demand occupations providing family-sustaining wages. The Talent Network may also facilitate connections to industry partners, industry credentials and other supports in the career pathway. 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 are experiential, supervised, in-depth learning experiences aligned to the Core Curriculum Content 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, service learning, cooperative education, internships, apprenticeships, senior option(s), 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/"http://www.state.nj.us/education/cte/sle/ Pedagogical Approach and Interdisciplinary Instruction Pedagogy plays a significant role in student success and preparation forcollege 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 NJDOE 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. 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_D_1"Appendix D) While not specifically defining size, scope, and quality, the intent of the NJDOE 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 the 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? 2.2 PROJECT REQUIREMENTS Successful grant applications will include: A clear and documented statement of need that aligns with the statewide goal, objectives, and indicators of this grant and is supported by analysis of existing data, as well as school, district and community needs; A concise narrative that demonstrates an understanding of the statewide goal and objectives and a comprehensive plan that leads to accomplishing the statewide goal; 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. 2.2.1 Project Abstract (0 Points) Five Year The Project Abstract is a 250-300 word summary of the proposed projects need, purpose and projected outcomes from Section 1.1.1. The proposed project and outcomes must cover the full 64-month grant period. Do not include information in the abstract that is not supported elsewhere in the application. Do not attempt to address problems that are beyond the scope of the grant program. 2.2.2 Statement of Need (20 Points) Five Year The Statement of Need identifies the local conditions and/or needs that justify the project proposed in the application. A need in this context is defined as the difference between the current status and the outcomes and/or standard(s) that the district would like to achieve. The following information should be clearly addressed by the applicant in the Statement of Need: Identify the state, regional or local needs that the applicant will attempt to address through implementation of career pathways. Discuss the needs of the student population. Discuss the districts current curriculum, leadership and building procedures that will be addressed if the district is a successful applicant. Discuss other factors or conditions that the grant will be used to address. Identify and discuss the data considered in the districts selection of the Key Industry for the grant project. Describe the need for increasing the scope of CTE programs or programs of study operating at the targeted school building, if any programs exist. OR Describe the need to develop CTE programs of study, if none currently exist. It is important to note that a district is eligible to submit an application regardless of whether or not there are currently approved CTE programs. Discuss and provide any other documentation to substantiate the stated conditions and/or partnership needs. 2.2.3 Project Description: (25 points) Five Year Describe in a detailed narrative the complete multi-year project design and 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 the Statement of Need and lead to the accomplishment of the Statewide Goal, Objectives, and Indicators found in Section 2.2.4. The narrative should be organized in accordance with the objectives and indicators, and explains 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: Vision Include a broad vision of how career pathways will be used to address needs and improve student outcomes at the school. Include a discussion of building procedures, scheduling practices, curriculum, pedagogy, or educational delivery design approaches that may be incorporated. Implementation Identify and discuss plans to meet indicators outlined in Section 2.2.4 of this NGO. Sustainability Address 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. Write clearly and succinctly, focusing on quality, not quantity. 2.2.4 Goals, Objectives and Indicators (5 Points) Five Year The Office of Career Readiness has 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 must develop at least one local objective and indicators 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 has developed objectives and indicators of success (indicators) to ensure achievement of the statewide goal. 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 NJDOE; CTE program of study approvals, where and when, applicable, were submitted for approval to the NJDOE; Formal dual enrollment and/or articulation agreements were established to create postsecondary pathways for each career pathways; 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 NJDOE; (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 NJDOE; The Advisory Board, as appropriate, and instructional staff participated in NJDOE 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. (HYPERLINK \l "_APPENDIX_D_1"Appendix D) 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 NJDOE 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: District and building supports were planned to facilitate interdisciplinary instruction and co-curricular projects no later than Year 1; 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; Individualized student career counseling, exploration and planning that provided academic and other supportive services to all career pathway students were implemented no later than Year 1; A targeted student recruitment and support plan was implemented in Year 1, 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 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 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 NJDOE sponsored professional development offered to support the Building Capacity for Career Pathways 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 NJDOE-sponsored virtual community; Curriculum documents and resources were prepared as indicated by the NJDOE, 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 NJDOE. Objective 6: Applicants must develop at least one 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). 2.2.5 Project Activity Plan: (20 points) One Year The Project Activity Plan follows the objectives and indicators identified in Section 2.2.4. Activities represent the steps districts will take to achieve each objective and its corresponding indicators. The Activity Plan will be created for the grant period commencing April 1, 2016, and concluding February 28, 2017, only. Do not create a multi-year activity plan. The Project Activity Plan is organized around the objectives. An activity plan page will be provided for each objective where applicants will list the activities that will be implemented to achieve that objective. 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 objective: List all of the measurable activities planned for accomplishing that objective. 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 NJDOE, 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. This Project Activity Plan will include the two reporting periods of the Year One grant program as identified in Section 1.9. 2.2.6 Organizational Commitment and Capacity: (20 points) Five Year Describe the applicant agency and its capacity to successfully carry out the project. Describe the commitment to addressing the conditions and/or needs identified in the Statement of Need. Describe the organizational support that exists at the lead agency for implementing the proposed project. Discuss the district and building administrative commitment and support to build capacity for career pathways. Identify current instructional culture and discuss modifications necessary in leadership and scheduling to accommodate the need for: Experiential/contextual learning; Interdisciplinary instruction; Project-based learning; Co-curricular planning and projects; Individualized student instructional support; Career exploration and planning. Identify previous experience in implementing other pilot programs in which the district and/or school has participated. What worked, what did not, and why? What were the outcomes and long-term successes? Were previous pilot initiatives sustained after the pilot ended? Explain how previous experiences will ensure successful implementation of the proposed project. If the applicant agency staff have not implemented similar projects, indicate why the applicant agency believes the proposed project will be successful. Describe all organizational resources (staff, facilities, equipment, funds, etc.) that will support successful project implementation and sustainability beyond the pilot grant years. 2.3 BUDGET DESIGN CONSIDERATIONS The budget submitted in this grant application must include a one-year budget for the grant period from April 1, 2016 - February 28, 2017, and represent the total grant funds for which the applicant is applying in Year One. 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. Bear in mind that the CTE program must be ready to begin September 1, 2017. The plan must clearly provide sufficient time, resources and commitments to plan a career pathway with a foundational high-quality CTE program. 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"http://www.state.nj.us/education/grants/discretionary/apps/PreAwardManual.pdf. The NJDOE 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 NJDOE through the pre-award revision process. The applicants opportunity to make pre-award revisions will be limited by the NJDOE, 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: (10 points) One Year 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 NJDOE 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 $0.31/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 NJDOE; Classroom supplies and/or equipment. Costs for activities not identified above must be approved on a case-by-case basis by the NJDOE. 2.4.2 Ineligible Costs Funds may not be used for the following costs: Indirect costs; and Entertainment. Note: There are no sub-grants allowed in Year 1 of the Career Pathways Grant. SECTION 3: COMPLETING THE APPLICATION 3.1 GENERAL INSTRUCTIONS FOR APPLYING To apply for a grant under this NGO, applicants 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"http://www.state.nj.us/education/grants/discretionary/apps/PreAwardManual.pdf . REVIEW OF APPLICATIONS Evaluators will use the selection criteria 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"http://www.state.nj.us/education/grants/discretionary/apps/PreAwardManual.pdf to review and rate the application according to how well the content addresses Sections 1 and 2 in 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. Applications will also be reviewed for the completeness and accuracy. The following point values apply to the evaluation of applications received in response to this NGO: SECTIONPoint ValueProject Abstract0Statement of Need 20Project Description 25Goals, Objectives and Indicators 5Project Activity Plan (Year One) 20Organizational Commitment and Capacity 20Budget (Year One)10TOTAL 100 All applications must score 65 points and must meet the intent of the NGO in order to be considered eligible for funding. A complete discussion about the scoring of this grant program can be found in Section 1.4.1. If an application has been selected for pre-award revisions (PARs), the successful applicant will also be notified by the EWEG system via email. Only the personnel listed on the contact page will receive a notification. The successful applicant will be required to initiate the PAR process by accessing the EWEG system, creating an amendment for the application and submitting the amendment through EWEG to the NJDOE. You will not be able to make changes on any of the application pages at this time. Questions on how to submit an amendment should be directed to the EWEG help desk at HYPERLINK "mailto:eweghelp@doe.state.nj.us"eweghelp@doe.state.nj.us. 3.3 APPLICATION COMPONENT CHECKLIST The following components are required (see Required ( Column) 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 (see Included ( Column) to ensure that all required components have been completed in the application. Required (()LocationEWEG TAB/SUBTABIncluded (()(EWEGAdmin (Contacts, Allocation, Assurance, Board Resolution and DUNS-SAM)(EWEGBudget(EWEGNarrative (Abstract, Statement of Need, Project Description, Goals/Objectives/Indicators, Project Activity Plan, Organizational Commitment & Capacity)The following items must be scanned and uploaded as part of the EWEG application using the UPLOAD TAB.(UPLOADEntity Overview page from the applicants HYPERLINK "http://www.sam.gov"www.sam.gov profile(UPLOADDocumentation of Eligibility form (HYPERLINK \l "_FORM_1_2"FORM 1)(UPLOADNJDOE Sponsored Professional Development Series Commitment (HYPERLINK \l "_FORM_2_1"FORM 2) SECTION 4: APPENDICES Appendix A Career Pathway Resources CLASP: Shared Vision, Strong Systems: The Alliance for Quality Career Pathways Framework, Version 1. HYPERLINK "http://www.clasp.org/issues/postsecondary/pages/aqcp-framework-version-1-0"http://www.clasp.org/issues/postsecondary/pages/aqcp-framework-version-1-0 College & Career Readiness & Success Center at American Institutes for Research HYPERLINK "http://www.ccrscenter.org/"http://www.ccrscenter.org/ HYPERLINK "http://www.ccrscenter.org/sites/default/files/CCRS%20District%20Practices%20Brief.pdf"http://www.ccrscenter.org/sites/default/files/CCRS%20District%20Practices%20Brief.pdf Council of Chief State School Officers: A Report of the CCSSO Task Force on Improving Career Readiness HYPERLINK "http://careertech.org/sites/default/files/CCSSOTaskForceCareerReadiness120114.pdf"http://careertech.org/sites/default/files/CCSSOTaskForceCareerReadiness120114.pdf Harvard Graduate School of Business Pathways to Prosperity Project HYPERLINK "http://www.gse.harvard.edu/sites/default/files/documents/Pathways_to_Prosperity_Feb2011-1.pdf"http://www.gse.harvard.edu/sites/default/files/documents/Pathways_to_Prosperity_Feb2011-1.pdf Jobs for the Future Career Pathways NetworkResources HYPERLINK "http://www.jff.org/"http://www.jff.org/ National Governors Association: America Works: Education and Training for Tomorrows Jobs, The Benefit of a More Educated Workforce to Individuals and the Economy HYPERLINK "http://www.nga.org/files/live/sites/NGA/files/pdf/2014/1402-Moodys-AmericaWorks_35f.pdf"http://www.nga.org/files/live/sites/NGA/files/pdf/2014/1402-Moodys-AmericaWorks_35f.pdf New Jersey Department of Labor and Workforce Development, Key Industry HYPERLINK "http://lwd.state.nj.us/labor/lpa/pub/empecon/empeconomy_index.html"http://lwd.state.nj.us/labor/lpa/pub/empecon/empeconomy_index.html New Jersey State Employment and Training Commission (SETC) HYPERLINK "http://www.njsetc.net/"http://www.njsetc.net/ HYPERLINK "http://njsetc.net/njsetc/planning/unified/documents/NJ%20Blueprint%20for%20Talent%20Development.pdf"http://njsetc.net/njsetc/planning/unified/documents/NJ%20Blueprint%20for%20Talent%20Development.pdf New Pathways to Careers and College: Examples, Evidence, andProspects HYPERLINK "http://www.mdrc.org/publication/new-pathways-careers-and-college"http://www.mdrc.org/publication/new-pathways-careers-and-college PCRN Perkins Collaborative Resource Network: National Initiatives HYPERLINK "http://cte.ed.gov/initiatives/advancing-cte-in-state-and-local-career-pathways-system"http://cte.ed.gov/initiatives/advancing-cte-in-state-and-local-career-pathways-system SREB Credentials for All: An Imperative for SREB States HYPERLINK "http://publications.sreb.org/2015/15V08_CTE_CommissionReport.pdf"http://publications.sreb.org/2015/15V08_CTE_CommissionReport.pdf The James Irvine Foundation: Preparing Youth for Success Linked Learning: HYPERLINK "https://www.irvine.org/youth/linked-learning"https://www.irvine.org/youth/linked-learning US Department of Education, Office of Career, Technical, and Adult Education: Employability Skills HYPERLINK "http://cte.ed.gov/employabilityskills/"http://cte.ed.gov/employabilityskills/ US Chamber of Commerce Foundation, Center for Education and Workforce Managing the Talent Pipeline: A New Approach to Closing the Skills Gap HYPERLINK "http://www.uschamberfoundation.org/sites/default/files/media-uploads/Managing%20the%20Talent%20Pipeline_0.pdf"http://www.uschamberfoundation.org/sites/default/files/media-uploads/Managing%20the%20Talent%20Pipeline_0.pdf Appendix B Annual Reporting Requirements Years 2 - 5 To better understand the requirements of the Building Capacity for Career Pathways: A Pilot Program for Comprehensive High Schools, the following Assessment Criteria has been established for Years 2 - 5. A visual timeline for the grant activities and an interactive HYPERLINK "http://www.nj.gov/education/grants/docs/16-BE46-G06/ProjectPlanningGuide.xlsx"Project Planning Guide can be downloaded from the grants informational main page. Year Two - InterimMarch 1, 2017 October 31, 2017November 30, 2017Year Two - FinalMarch 1, 2017 February 28, 2018April 29, 2018Year Three - InterimMarch 1, 2018 October 31, 2018November 30, 2018Year Three - FinalMarch 1, 2018 February 28, 2019April 30, 2019Year Four - InterimMarch 1, 2019 October 31, 2019November 30, 2019Year Four - FinalMarch 1, 2019 February 29, 2020April 30, 2020Year Five - FinalMarch 1, 2020 June 30, 2021August 30, 2021 Year Two Assessment Criteria (March 1, 2017 February 28, 2018) All activities listed previously as ongoing in the Career Pathways NGO, Section 1.9.1 and 1.9.2 are continued for this reporting cycle. District and Building Leadership supports were instituted to support career pathways. (ongoing) At least one career pathway was implemented for school year 2017-2018. High-Quality Partnerships with postsecondary and industry were assessed by rubric, and updated annually. (HYPERLINK "http://www.nj.gov/education/grants/docs/16-BE46-G06/HighQualityPartnershipRubric.xlsx"Partnership Rubric) (ongoing) The implemented career pathway provided individualized supports for all learners. (ongoing) Formative assessment of the career readiness of pathway students was implemented using tools provided by the NJDOE. (ongoing) Data Informed Decision Making was undertaken by the Career Pathways Advisory Board and reports were requested by the NJDOE. (ongoing) Web-ready curriculum documents and resources were prepared to the specifications provided by the NJDOE, and submitted as requested. (ongoing) Year Three Assessment Criteria (March 1, 2018 February 28, 2019) All activities listed previously as ongoing in the Career Pathways NGO, Section 1.9.1 and 1.9.2, and Year Two above, are continued for this reporting cycle. If the second career pathway is a new CTE program, a substantially approvable New CTE Program Application was submitted by February 28, 2018; If the second career pathway is a currently approved CTE program to be expanded, the CTE Program of Study Reapproval Application was submitted by February 28, 2018; The second career pathway is included in the school scheduling materials for 2019-2020 and all school counseling/guidance staff is familiar with the program. Adopted Dual Enrollment and/or Articulation Agreements with postsecondary partner(s) for the first CTE program. (ongoing) Initiated Dual Enrollment and/or Articulation Agreement with a postsecondary partner for the second foundational CTE program. The Career Pathway Advisory Board and/or instructional staff participated in information sessions, webinars, workshops and other events to promote the model career pathways and provide technical assistance to interested school districts, as requested by the NJDOE. (ongoing) Year Four Assessment Criteria (March 1, 2019 February 29, 2020) All activities listed previously as ongoing in the Career Pathways NGO, Section 1.9.1 and 1.9.2, and Year Two and Three above, are continued for this reporting cycle. A second career pathway was implemented no later than school year 2019-2020. Increase in student-obtained industry and postsecondary credentials, appropriate for the career pathways. (ongoing) Year Five Assessment Criteria (March 1, 2020 June 30, 2021) All activities listed previously as ongoing in the Career Pathways NGO, Section 1.9.1 and 1.9.2, and Year Two, Three and Four above, are continued for this reporting cycle. A signed Articulation Agreement with postsecondary partner for the second implemented foundational CTE program was submitted to the NJDOE. Strategies to ensure the sustainability of the career pathways after the grant program ends were formalized and implemented. Career pathway data, decision-making processes and analysis have been formalized and shared with the NJDOE. Summative assessment of the career readiness of pathway students was implemented using tools provided by the NJDOE. (ongoing) Recommendations were submitted to the NJDOE to continue and support model career pathways. Recommendations were submitted to the NJDOE to facilitate high-quality partnerships supporting career pathways. Any materials created during the grant period with grant funds were submitted to the NJDOE as requested. Appendix C District Classification for Career Pathways NGO Regional High School DistrictsCDS CodeCountyDistrictSchool010590025AtlanticBuena RegionalBuena Regional High School011790040AtlanticGreater Egg Harbor RegionalAbsegami High School011790060AtlanticGreater Egg Harbor RegionalCedar Creek High School011790050AtlanticGreater Egg Harbor RegionalOakcrest High School012910050AtlanticMainland RegionalMainland Regional High School030745050BergenCarlstadt-East RutherfordHenry P. Becton Regional High School033700050BergenNorthern Highlands RegionalNorthern Highlands Regional High School033710050BergenNorthern Valley RegionalNorthern Valley Regional High School at Demarest033710060BergenNorthern Valley RegionalNorthern Valley Regional Old Tappan High School033960040BergenPascack Valley RegionalPascack Hills High School033960050BergenPascack Valley RegionalPascack Valley High School034300030BergenRamapo-Indian Hill RegionalIndian Hills High School034300050BergenRamapo-Indian Hill RegionalRamapo High School034405050BergenRiver Dell RegionalRiver Dell Regional High School035755050BergenWestwood RegionalWestwood Junior/Senior High School050475050BurlingtonBordentown RegionalBordentown Regional High School052610040BurlingtonLenape RegionalCherokee High School052610050BurlingtonLenape RegionalLenape High School052610070BurlingtonLenape RegionalSeneca High School052610060BurlingtonLenape RegionalShawnee High School053690050BurlingtonNorthern Burlington RegionalNorthern Burlington Regional High School054320050BurlingtonRancocas Valley RegionalRancocas Valley Regional High School070390020CamdenBlack Horse Pike RegionalHighland Regional High School070390030CamdenBlack Horse Pike RegionalTimber Creek Regional High School070390050CamdenBlack Horse Pike RegionalTriton Regional High School071255050CamdenEastern Camden County RegionalEastern Camden County Regional High School092820050Cape MayLower Cape May RegionalLower Cape May Regional High School110997030CumberlandCumberland RegionalCumberland Regional High School135630050EssexWest Essex RegionalWest Essex High School150870020GloucesterClearview RegionalClearview Regional High School154940050GloucesterDelsea Regional High School DistrictDelsea Regional High School151715050GloucesterGateway RegionalGateway Regional High School152440050GloucesterKingsway RegionalKingsway Regional High School191050040HunterdonDelaware Valley RegionalDelaware Valley Regional High School192300050HunterdonHunterdon Central RegionalHunterdon Central Regional High School194890050HunterdonSouth Hunterdon RegionalSouth Hunterdon Regional High School193660050HunterdonN Hunt/Voorhees RegionalNorth Hunterdon High School193660060HunterdonN Hunt/Voorhees RegionalVoorhees High School211245050MercerEast Windsor RegionalHightstown High School212280030MercerHopewell Valley RegionalHopewell Valley Central High School214255050MercerPrinceton RegionalPrinceton High School215715025MercerW Windsor-Plainsboro RegionalWest Windsor-Plainsboro High School North215715020MercerW Windsor-Plainsboro RegionalWest Windsor-Plainsboro High School South251650010MonmouthFreehold RegionalColts Neck High School251650050MonmouthFreehold RegionalFreehold Borough High School251650055MonmouthFreehold RegionalFreehold Township High School251650060MonmouthFreehold RegionalHowell High School251650070MonmouthFreehold RegionalManalapan High School251650080MonmouthFreehold RegionalMarlboro High School252120050MonmouthHenry Hudson RegionalHenry Hudson Regional School253040050MonmouthMatawan-Aberdeen RegionalMatawan-Aberdeen Regional School District253270050MonmouthMonmouth RegionalMonmouth Regional High School254365050MonmouthRed Bank RegionalRed Bank Regional High School254580050MonmouthRumson-Fair Haven RegionalRumson-Fair Haven Regional High School254760050MonmouthShore RegionalShore Regional High School255310050MonmouthUpper Freehold RegionalAllentown High School271990050MorrisHanover Park RegionalHanover Park High School271990070MorrisHanover Park RegionalWhippany Park High School273370050MorrisMorris Hills RegionalMorris Hills High School273370060MorrisMorris Hills RegionalMorris Knolls High School275660030MorrisWest Morris RegionalWest Morris Central High School275660050MorrisWest Morris RegionalWest Morris Mendham High School290770030OceanCentral Regional Central Regional High School294105050OceanPinelands RegionalPinelands Regional High School294950050OceanSouthern RegionalSouthern Regional High School295190030OceanToms River RegionalToms River High School East295190040OceanToms River RegionalToms River High School North295190050OceanToms River RegionalToms River High School South312510050PassaicLakeland RegionalLakeland Regional High School313980010PassaicPassaic County-Manchester RegionalPassaic County-Manchester Regional High School313900050PassaicPassaic Valley RegionalPassaic Valley Regional High School334070050SalemPenns Grove-Carney's Pt RegionalPenns Grove High School335910050SalemWoodstown-Pilesgrove RegionalWoodstown High School350555005SomersetBridgewater-Raritan RegionalBridgewater-Raritan Regional High School354815020SomersetSomerset Hills RegionalBernards High School355550050SomersetWatchung Hills RegionalWatchung Hills Regional High School372165030SussexHigh Point RegionalHigh Point Regional High School372465050SussexKittatinny RegionalKittatinny Regional High School372615050SussexLenape Valley RegionalLenape Valley Regional High School375435060SussexWallkill Valley Regional Wallkill Valley Regional High School394670050UnionScotch Plains-Fanwood RegionalScotch Plains-Fanwood High School413675050WarrenNorth Warren Regional North Warren Regional High School415465050WarrenWarren Hills RegionalWarren Hills Regional High School Determination of a schools classification into Category A, B, or C is based the NJDOEs District Factor Group and National Center for Education Statistics Locale Code. District Factor Groups compare districts by demographically similar communities: HYPERLINK "http://www.state.nj.us/education/finance/rda/dfg.shtml"http://www.state.nj.us/education/finance/rda/dfg.shtml The National Center for Education Statistics Locale Code classifies a school based on physical location and proximity to an urbanized area: HYPERLINK "https://nces.ed.gov/ccd/rural_locales.asp"https://nces.ed.gov/ccd/rural_locales.asp Category ACDS CodeCountyDistrictSchool010110010AtlanticAtlantic CityAtlantic City High School807410940AtlanticCharter~Tech High SchoolCharter~Tech High School for the Performing Arts011310005AtlanticEgg Harbor TwpEgg Harbor Township High School011960050AtlanticHammonton TownHammonton High School014180050AtlanticPleasantville CityPleasantville High School030890030BergenCliffside Park BoroCliffside Park High School031700050BergenGarfield CityGarfield High School032740050BergenLodi BoroughLodi High School035430050BergenWallington BoroWallington Junior Senior High School050600020BurlingtonBurlington CityBurlington City High School054050055BurlingtonPemberton TwpPemberton Township High School054450050BurlingtonRiverside TwpRiverside High School806212903CamdenCamden Academy Charter HSCamden Academy Charter High School070680030CamdenCamden CityCamden High School070680245CamdenCamden CityCreative Arts Village Academy070680029CamdenCamden CityDr. Charles E. Brimm Medical Arts High School070680305CamdenCamden CityMet East High School070680040CamdenCamden CityWoodrow Wilson High School071770050CamdenGloucester CityGloucester City Jr. Sr. High School807109931CamdenLeap Academy University CSLeap Academy University Charter School072670005CamdenLindenwold BoroLindenwold High School074110010CamdenPine Hill BoroOverbrook Senior High School093130050Cape MayMiddle TwpMiddle Township High School095790050Cape MayWildwood CityWildwood High School110540020CumberlandBridgeton CityBridgeton High School113230050CumberlandMillville CityMillville Senior High School115390050CumberlandVineland CityVineland Senior High School133880050EssexCity Of Orange TwpOrange High School131210150EssexEast OrangeCicely L. Tyson Community Middle/High School131210035EssexEast OrangeEast Orange Campus High School131210030EssexEast OrangeEast Orange Stem Academy High School806017932EssexFoundation Academy CSFoundation Academy Charter School132330050EssexIrvington TownshipIrvington High School133570087EssexNewark CityAmerican History High School133570010EssexNewark CityArts High School133570304EssexNewark CityBard Early College High School133570020EssexNewark CityBarringer High School133570030EssexNewark CityCentral High School133570040EssexNewark CityEast Side High School133570050EssexNewark CityMalcolm X Shabazz High School133570302EssexNewark CityNewark Leadership Academy133570045EssexNewark CityNewark Vocational High School133570055EssexNewark CityScience Park High School133570056EssexNewark CityTechnology High School133570057EssexNewark CityUniversity High School133570070EssexNewark CityWeequahic High School807320960EssexNorth Star Academy CS Of NewarkNorth Star Academy Charter Schools of Newark807325965EssexTeam Academy Charter SchoolTeam Academy Charter School806038923EssexVisions Academy CSVisions Academy Charter High School/Marion P. Thomas Charter High School151730050GloucesterGlassboroGlassboro High School154020050GloucesterPaulsboro BoroPaulsboro High School155860050GloucesterWoodbury CityWoodbury Jr-Sr High School172060050HudsonHarrison TownHarrison High School172390075HudsonJersey CityDr Ronald McNair High School172390050HudsonJersey CityHenry Snyder High School172390002HudsonJersey CityInfinity Institute172390060HudsonJersey CityJames J Ferris High School172390082HudsonJersey CityLiberty High School172390070HudsonJersey CityLincoln High School172390080HudsonJersey CityWilliam L Dickinson High School172410050HudsonKearny TownKearny High School173610050HudsonNorth Bergen TwpNorth Bergen High School175240055HudsonUnion CityUnion City High School808060990HudsonUniversity Academy CSUniversity Academy Charter High School175670050HudsonWest New York TownMemorial High School215210030MercerTrenton CityDaylight/Twilight High School215210050MercerTrenton CityTrenton Central High School - Main Campus215210051MercerTrenton CityTrenton Central High School - West Campus806032901MiddlesexAcademy For Urban Leadership CSAcademy For Urban Leadership Charter School230750030MiddlesexCarteret BoroCarteret High School233530050MiddlesexNew Brunswick CityNew Brunswick High School234090050MiddlesexPerth Amboy CityPerth Amboy High School250100010MonmouthAsbury Park CityAsbury Park High School252400010MonmouthKeansburg BoroKeansburg High School252770050MonmouthLong Branch CityLong Branch High School271110040MorrisDover TownDover High School292520050OceanLakewood TwpLakewood High School292940040OceanManchester TwpManchester Township High School313970050PassaicPassaic CityPassaic High School # 12314010025PassaicPaterson CityAcademy High School314010035PassaicPaterson CityInternational High School314010020PassaicPaterson CityRosa L. Parks School Of Fine and Performing Arts314010307PassaicPaterson CitySchool Of Architecture and Construction Trades314010306PassaicPaterson CitySchool Of Business Technology314010002PassaicPaterson CitySchool Of Culinary Arts Hospitality and Tourism314010005PassaicPaterson CitySchool Of Earth and Space Science314010305PassaicPaterson CitySchool Of Education and Training314010003PassaicPaterson CitySchool Of Government & Public Administration314010004PassaicPaterson CitySchool Of Health Science314010001PassaicPaterson CitySchool Of Information Technology314010304PassaicPaterson CitySchool Of Science Technology Engineering & Mathematics807503970PassaicPaterson CS For Science/TechnologyPaterson Charter School For Science/Technology334630050SalemSalem CitySalem High School350490020SomersetBound Brook BoroBound Brook High School391320402UnionElizabeth CityAdmiral William F. Halsey Jr. Leadership Academy391320405UnionElizabeth CityAlexander Hamilton Preparatory Academy391320025UnionElizabeth CityElizabeth High School391320401UnionElizabeth CityJohn E. Dwyer Technology Academy391320404UnionElizabeth CityThomas A. Edison Career and Technical Academy391320403UnionElizabeth CityThomas Jefferson Arts Academy392660050UnionLinden CityLinden High School394160051UnionPlainfield CityBarack Obama Academy For Academic & Civic Development394160052UnionPlainfield CityPlainfield Academy for the Arts & Advanced Studies394160050UnionPlainfield CityPlainfield High School394540010UnionRoselle BoroAbraham Clark High School806033902UnionThe Barack Obama Green Charter HighThe Barack Obama Green Charter High808010980UnionUnion County Teams CSUnion County Teams Charter School414100050WarrenPhillipsburg TownPhillipsburg High School Category BCDS CodeCountyDistrictSchool030990040BergenCresskill BoroCresskill High School031360050BergenEmerson BoroEmerson Jr Sr High031450050BergenFair Lawn BoroFair Lawn High School031760050BergenGlen Rock BoroGlen Rock High School032620050BergenLeonia BoroLeonia High School032900050BergenMahwah TwpMahwah High033170050BergenMidland Park BoroMidland Park Jr./Sr. High School033930050BergenParamus BoroParamus High School033940050BergenPark Ridge BoroPark Ridge High School034310050BergenRamsey BoroRamsey High School034390050BergenRidgewood VillageRidgewood High School034600050BergenRutherford BoroRutherford High School035150050BergenTeaneck TwpTeaneck High School035160050BergenTenafly BoroTenafly High School035410030BergenWaldwick BoroWaldwick High School053360040BurlingtonMoorestown TwpMoorestown High School070800030CamdenCherry Hill TwpCherry Hill High School East070800040CamdenCherry Hill TwpCherry Hill High School West071880050CamdenHaddon Heights BoroHaddon Heights Jr-Sr Hs071900050CamdenHaddonfield BoroHaddonfield Memorial High School130660050EssexCaldwell-West CaldwellJames Caldwell High School130760050EssexCedar Grove TwpCedar Grove High School131750050EssexGlen Ridge BoroGlen Ridge High School132730050EssexLivingston TwpLivingston High School133190050EssexMillburn TwpMillburn High School133310050EssexMontclair TownMontclair High School134900030EssexSouth Orange-MaplewoodColumbia High School135370050EssexVerona BoroVerona High School135680050EssexWest Orange TownWest Orange High School212580040MercerLawrence TwpLawrence High School215510030MercerRobbinsville Twp.Robbinsville High School231170050MiddlesexEast Brunswick TwpEast Brunswick High School231290050MiddlesexEdison TwpEdison High School231290053MiddlesexEdison TwpJohn P. Stevens High School232150050MiddlesexHighland Park BoroHighland Park High School233120050MiddlesexMetuchen BoroMetuchen High School234130050MiddlesexPiscataway TwpPiscataway Township High School234860050MiddlesexSouth Brunswick TwpSouth Brunswick High School252230020MonmouthHolmdel TwpHolmdel High School252930050MonmouthManasquan BoroManasquan High School253160050MonmouthMiddletown TwpMiddletown High School North253160053MonmouthMiddletown TwpMiddletown High School South255420050MonmouthWall TwpWall High School272380020MorrisJefferson TwpJefferson Township High School272460050MorrisKinnelon BoroKinnelon High School272870050MorrisMadison BoroMadison High School273340010MorrisMontville TwpMontville Township High School273385050MorrisMorris School DistrictMorristown High School273450010MorrisMount Olive TwpMount Olive High School273460050MorrisMountain Lakes BoroMountain Lakes High School273950050MorrisParsippany-Troy Hills TwpParsippany High School273950053MorrisParsippany-Troy Hills TwpParsippany Hills High School274080050MorrisPequannock TwpPequannock Township High School274330050MorrisRandolph TwpRandolph High School274560050MorrisRoxbury TwpRoxbury High School270785010MorrisSchool District Of The ChathamsChatham High School315570055PassaicWayne TwpWayne Hills High School315570050PassaicWayne TwpWayne Valley High School350350050SomersetBernards TwpRidge High School806018900SomersetCentral Jersey College Prep CsCentral Jersey College Prep Charter School351610050SomersetFranklin TwpFranklin High School352170030SomersetHillsborough TwpHillsborough High School353320030SomersetMontgomery TwpMontgomery High School374960050SussexSparta TwpSparta High School390310005UnionBerkeley Heights TwpGovernor Livingston High School390980030UnionCranford TwpCranford High School393560050UnionNew Providence BoroNew Providence High School395000010UnionSpringfield TwpJonathan Dayton High School395090050UnionSummit CitySummit Senior High School395730050UnionWestfield TownWestfield Senior High School Category CCDS CodeCountyDistrictSchool030300020BergenBergenfield BoroBergenfield High School030440020BergenBogota BoroBogota Jr./Sr. High School031130040BergenDumont BoroDumont High School031345050BergenElmwood ParkMemorial Senior High School031370040BergenEnglewood CityDwight Morrow High School /Academies @Englewood031550050BergenFort Lee BoroFort Lee High School031860050BergenHackensack CityHackensack High School032080050BergenHasbrouck Heights BoroHasbrouck Heights High School032860050BergenLyndhurst TwpLyndhurst High School033550050BergenNew Milford BoroNew Milford High School033600050BergenNorth Arlington BoroNorth Arlington High School033910050BergenPalisades ParkPalisades Park Jr-Sr High School034370050BergenRidgefield BoroRidgefield Memorial High School034380050BergenRidgefield Park TwpRidgefield Park Jr Sr High School034610050BergenSaddle Brook TwpSaddle Brook Middle/High School035830050BergenWood-Ridge BoroWood-Ridge High School050620010BurlingtonBurlington TwpBurlington Township High School050840030BurlingtonCinnaminson TwpCinnaminson High School051060005BurlingtonDelran TwpDelran High School051520050BurlingtonFlorence TwpFlorence Township Memorial High School053010030BurlingtonMaple Shade TwpMaple Shade High School053920050BurlingtonPalmyra BoroPalmyra High School055805053BurlingtonWillingboro TwpWillingboro High School070150010CamdenAudubon BoroAudubon Junior/Senior High School070940030CamdenCollingswood BoroCollingswood High School071890050CamdenHaddon TwpHaddon Township High School074060050CamdenPennsauken TwpPennsauken High School075035050CamdenSterling High School DistrictSterling High School075820010CamdenWinslow TwpWinslow Township High School093780050Cape MayOcean CityOcean City High School130250020EssexBelleville TownBelleville High School130410020EssexBloomfield TwpBloomfield High School133750050EssexNutley TownNutley High School150860030GloucesterClayton BoroClayton High School151100040GloucesterDeptford TwpDeptford Township High School153280050GloucesterMonroe TwpWilliamstown High School154140050GloucesterPitman BoroPitman High School155500010GloucesterWashington TwpWashington Township High School155620050GloucesterWest Deptford TwpWest Deptford High School170220020HudsonBayonne CityBayonne High School172210005HudsonHoboken CityHoboken Junior Senior High School806720930HudsonHoboken CsHoboken Charter School174730050HudsonSecaucus TownSecaucus High School175580050HudsonWeehawken TwpWeehawken High School211430050MercerEwing TwpEwing High School211950050MercerHamilton TwpHamilton East - Steinert211950055MercerHamilton TwpHamilton North-Nottingham211950060MercerHamilton TwpHamilton West-Watson231140040MiddlesexDunellen BoroDunellen High School233140050MiddlesexMiddlesex BoroMiddlesex High School233290005MiddlesexMonroe TwpMonroe Township High School233620040MiddlesexNorth Brunswick TwpNorth Brunswick Township High School233845040MiddlesexOld Bridge TwpOld Bridge High School234660050MiddlesexSayreville BoroSayreville War Memorial High School234830030MiddlesexSouth Amboy CitySouth Amboy Middle/High School234910050MiddlesexSouth Plainfield BoroSouth Plainfield High School234920050MiddlesexSouth River BoroSouth River High School234970040MiddlesexSpotswood BoroSpotswood High School235850020MiddlesexWoodbridge TwpColonia High School235850040MiddlesexWoodbridge TwpJohn F. Kennedy High School235850050MiddlesexWoodbridge TwpWoodbridge High School806010910MonmouthAcademy Charter High SchoolAcademy Charter High School252105050MonmouthHazlet TwpRaritan High School252430050MonmouthKeyport BoroKeyport High School253510050MonmouthNeptune TwpNeptune High School253810030MonmouthOcean TwpOcean Township High School270450020MorrisBoonton TownBoonton High School270630020MorrisButler BoroButler High School290185030OceanBarnegat TwpBarnegat High School290530020OceanBrick TwpBrick Township High School290530025OceanBrick TwpBrick Township Memorial High School292360025OceanJackson TwpJackson Liberty High School292360020OceanJackson TwpJackson Memorial High School292480020OceanLacey TwpLacey Township High School294190010OceanPlumsted TwpNew Egypt High School294220050OceanPoint Pleasant Beach BoroPoint Pleasant Beach High School294210030OceanPoint Pleasant BoroPoint Pleasant Borough High School310900030PassaicClifton CityClifton High School312100050PassaicHawthorne BoroHawthorne High School314230050PassaicPompton Lakes BoroPompton Lakes High School315650040PassaicWest Milford TwpWest Milford Township High School334075050SalemPennsvillePennsville Memorial High School334150040SalemPittsgrove TwpArthur P Schalick High School353000050SomersetManville BoroManville High School353670050SomersetNorth Plainfield BoroNorth Plainfield High School354820050SomersetSomerville BoroSomerville High School372240030SussexHopatcongHopatcong High School373590050SussexNewton TownNewton High School375360020SussexVernon TwpVernon Township High School390850005UnionClark TwpArthur L. Johnson High School392190050UnionHillside TwpHillside High School392420010UnionKenilworth BoroDavid Brearley Middle/High School394290050UnionRahway CityRahway High School394550050UnionRoselle Park BoroRoselle Park High School395290050UnionUnion TwpUnion Senior High410280020WarrenBelvidere TownBelvidere High School411870050WarrenHackettstownHackettstown High School Appendix D Career and Technical Programs of Study: A Design Framework The Ten Components of a Rigorous CTE Program of Study HYPERLINK "http://www.nj.gov/education/grants/docs/16-BE46-G06/CTEDesignFramework.pdf"The 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. Department of Education. 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 Documentation of Eligibility Submitted with Application Lead Agency Name: Contact Person: Address: County: Proposed school site of the Career Pathways, if the comprehensive district has multiple high school locations: List CTE Program(s) approved for the school district: (if any exist) Currently have no approved CTE programs It is important to note that a district is HYPERLINK \l "SelectionGuide"eligible to submit an application regardless of whether or not there are currently approved CTE programs at the school district. Check off Type of School District: A regional high school district, as defined by HYPERLINK "http://law.justia.com/codes/new-jersey/2013/title-18a/section-18a-13-2/"N.J.S.A. 18A:13-2 A school district designated as HYPERLINK \l "Category_A"Category A*. A school district designated as HYPERLINK \l "Category_B"Category B*. A school district not represented above designated as HYPERLINK \l "Category_C"Category C*. See HYPERLINK \l "_Appendix_C"Appendix C for classification of the district into Categories A, B, and C. Identify a minimum of one Key Industry for the Career Pathway HYPERLINK "http://lwd.dol.state.nj.us/labor/lpa/pub/empecon/empeconomy_index.html"http://lwd.dol.state.nj.us/labor/lpa/pub/empecon/empeconomy_index.html Advanced Manufacturing (including food manufacturing) Financial Services Health Care Biopharmaceutical Life Sciences Leisure, Hospitality and Retail Transportation, Logistics and Distribution Technology I certify that this information is complete and accurate: __________________________________________________________________________ Name and title of Lead Agency CSA Signature and date Form 2 Professional Development Commitment Submitted with Application The successful applicants will engage in an intensive program of professional development provided by NJDOE 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 June 27 30, 2016. 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 DOE professional development workshop series: Goals / Expectations / Administrative Commitments Career Pathways and CTE Using Data to Determine Career Pathways High-Quality and Effective Partnerships and Advisory Boards Building Scheduling for Success Professional Learning Communities for Career Pathways Career Pathway Components CTE 101 Interdisciplinary Instruction Literacy for Technical Subjects Math for Technical Subjects Pedagogical Approach Project Based Learning Active Learning Peer / Small Group Learning Differentiated Instruction Career Pathway Components, continued Authentic and Experiential Learning Opportunities Structured Learning Experiences Career and Technical Student Organizations Industry Credentials Individualized Learning and Achievement Career Ready Practices 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 Pathways TeamNameTitle (Edit for Actual Title)SignatureCentral Administrator Building Level Administrator Guidance DirectorCurriculum LeadTeaching Lead Parent/Community PartnerOtherOtherOtherOther __________________________________________________________________________ Name and title of Lead Agency CSA Signature and date Form 3 High-Quality Partnerships Year One Interim and Ongoing 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 below are draft documents provided as guidance only. Partnership Agreement A sample template for HYPERLINK "../../../../Ddg_data$/NGO/AppData/Local/Microsoft/Windows/Temporary Internet Files/Content.Outlook/Comprehensive Grant LD 2016-2021/Partner Agreement Template.docx"The Career Pathways Advisory Board Partnership Agreement is available as a guidance document. This document can be downloaded from the grants main information page. This template document can be revised to accommodate each Advisory Board and to meet the needs of each applicant. Rubric A draft HYPERLINK "http://www.nj.gov/education/grants/docs/16-BE46-G06/HighQualityPartnershipRubric.xlsx"High-Quality Partnership Rubric has been provided. This 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 downloaded from the grants main information page.  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"www.dropoutprevention.org/effstrat/default.htm  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.  NJDOE Office of Career Readiness, Annual Enrollment Data, 2011-2014.  New Jersey Department of Labor and Workforce Development, Key Industry HYPERLINK "http://lwd.state.nj.us/labor/lpa/pub/empecon/empeconomy_index.html"http://lwd.state.nj.us/labor/lpa/pub/empecon/empeconomy_index.html  District Factor Groups compare districts by demographically similar communities: HYPERLINK "http://www.state.nj.us/education/finance/rda/dfg.shtml"http://www.state.nj.us/education/finance/rda/dfg.shtml  The National Center for Education Statistics Locale Code classifies a school based on physical location and proximity to an urbanized area: HYPERLINK "https://nces.ed.gov/ccd/rural_locales.asp"https://nces.ed.gov/ccd/rural_locales.asp  Items marked with ongoing will continue throughout the five-year grant.  CORD: The REACT Strategy: HYPERLINK "http://www.cord.org/the-react-strategy/"http://www.cord.org/the-react-strategy/  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.  NJDLWD: HYPERLINK "http://lwd.state.nj.us/labor/lpa/pub/empecon/empeconomy_index.html"http://lwd.state.nj.us/labor/lpa/pub/empecon/empeconomy_index.html  Based on: NJ Statue: HYPERLINK "http://law.justia.com/codes/new-jersey/2013/title-18a/section-18a-13-2/"Section 18A:13-2  U.S. Department of Education Office of Career, Technical and Adult Education (OCTAE). 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_Toc428871014 _Toc428871156 _Toc429478684 _Toc429478734 _Toc429479112 _Toc429643286 _Toc429650529 _Toc430183297 _Toc430183339 _Toc430183450 _Toc430183495 _Toc430183538 _Toc430183581 _Toc430252700 _Toc430677860 _Toc430679442 _Toc430680808 _Toc430680943 _Toc430681106 _Toc430681156 _Toc430681206 _Toc430686578 _Toc430692841 _Toc430693010 _Toc430693064 _Toc430693118 _Toc430693228 _Toc430947952 _Toc431213989 _Toc431214082 _Toc431541673 _Toc431985180 _Toc431986963 _Toc433021907 _Toc433100042 _Toc434915497 _Toc434915554 _Toc435622828 _Toc435623670 _Toc435623745 _Toc435623947 _Toc435624010 _Toc435624065 _Toc435624119 _Toc435624174 _Toc435624775 _Toc435624831 _Toc435625100 _Toc435625221 _Toc435625278 _Toc435625335 _Toc435625392 _Toc427152152 _Toc428870172 _Toc435625393 _Toc427152153 _Toc428870173 _Toc435625394SelectionGuide _Toc427152154 _Toc428870174 _Toc435625395 _Toc427152155 _Toc428870175 _Toc435625396_GoBack _Toc427152156 _Toc428870176 _Toc435625397 _Toc427152157 _Toc428870177 _Toc435625398 _Toc427152158 _Toc428870178 _Toc435625399 _Hlt435620428 _Hlt435620429 _Hlt435620195 _Hlt435620150 _Hlt435620151 _Toc427152159 _Toc428870179 _Toc435625400 _Toc427152160 _Toc428870180 _Toc435625401 _Toc427152161 _Toc428870181 _Toc435625402 _Toc428870168 _Toc427152166 _Toc427152167 _Toc428870184 _Toc435625403 _Toc435625404 _Toc435625405 _Toc435625406 _Toc435625407 _Toc427152168 _Hlt435620548 _Hlt435620549 _Toc435625408 _Toc435625409 _Toc427152169 _Toc435625410 _Toc427152170 _Toc435625411 _Toc435625412 _Toc435625413 _Toc427152172 _Toc428870186 _Toc435625414 _Toc427152173 _Toc428870187 _Toc435625415 _Toc427152174 _Toc428870188 _Toc435625416 _Toc427152176 _Toc428870189 _Toc435625417 Checklist _APPENDIX_A _Toc427152177 _APPENDIX_A_1 _Toc428870190 _Toc435625418 _Toc435625419 _Toc428870191 _Toc427152178 _Toc435625420 _Appendix_B _Toc428870192 _Toc435625421 _Toc428870193 _Toc435625422 _Appendix_C _Toc428870194 _Toc435625423_FORM_1 _Toc435625424Regional _Toc434915588 _Toc435625425 _FORM_1_1 _Appendix_D _APPENDIX_E _Toc427152183 _Toc428870212 _Hlt436981371 _Hlt436981372 _Toc435625426 _Toc435625427 _Toc435625428 _APPENDIX_D_1 _Toc435625429 _Toc428870213 _Toc435625430 _Hlt435620728 _FORM_1_2 _Toc428870198 _Toc435625431 _Toc428870199 _Toc435625432_FORM_2 _Toc427152179 _FORM_2_1 _FORM_3_1 _FORM_4_1_FORM_4_FORM_6 _Toc428870206 _Toc427152180 _Toc435625433 _Toc428870207 _Toc435625434 _FORM_6_2_FORM_3 _Toc428870208 _Toc435625435 _Toc428870211 _Toc435625436 _FORM_6_1_FORM_7 _Toc435625437PartnershipAgreement _Toc435625438 _Hlt435622344 _Hlt435622345PartnershipRubric _Toc435625439 _Hlt435622349 _Hlt435622350 _Hlt435620647 _Hlt435620643 _Hlt435620644[\\999o;o;???BBBVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEVEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEFFFKKKP___bbbWeYeYeYemmm7p7p7pww ÌÌÌ>nnn_n   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