FY 19 Carl Perkins Application Technical Assistance Document

FY 19 Carl Perkins Application Technical Assistance Document This Technical Assistance document is a tool for use by schools completing a Carl Perkins grant application. Included in the ASSISTANCE column of this document are descriptions, definitions, clarifications and/or examples of what reviewers will be looking for when scoring your application. While it is not necessary to answer every question in the ASSISTANCE column individually, all questions should be considered and, if applicable, answered as fully as possible to reflect the goals, strategies and desired outcomes of your school system. Contents Section 2: Local Negotiation of Carl Perkins Performance Records... 33 Links to Performance Data... 33 Instructions: Questions 2.1 2.5... 33 Questions 2.1 2.5... 33 Instructions 2.6 2.10... 44 Questions 2.6 2.10... 44 Section 3: Strategies for Improvement... 44 3.1 Carry Out CTE Programs With Funds... 44 3.2 Carry Out CT Activities With Funds... 55 3.3 Improve Academic and Technical Skills... 55 3.4 Experience and Understanding in Industry... 66 3.5 Rigorous Content and Challenging Academic Standards... 76 3.6 Professional Development Plan... 77 3.7 Public Involvement in CTE Programs... 88 3.8 Informing Public of Title Requirements... 88 3.9 Continuous Improvement... 88 3.10 Strategies to Overcome Barriers For Special Populations... 99 3.11 Programs Designed to Enable Special Populations to Meet Performance Levels... 99 3.12 Nondiscrimination for Special Populations... 1010 3.13 Use of Funds for Non Traditional Fields... 1010 1

3.14 Career Guidance and Academic Counseling... 1010 3.15 Recruitment and Retention... 1111 Section 4: Secondary Post Secondary Partnership... 1111 4.1 Secondary Post Secondary Partnership... 1111 4.2 Documentation of Secondary Post Secondary Partnership... 1111 Section 5: Program of Study... 1212 Section 5 Program of Study Instructions... 1212 5.1 Program Area and Target Certification... 1313 5.2a 5.2g Instructions... 1313 Questions 5.2a 5.2g... 1413 5.3 Evidence Program of Study Size, Scope and Quality... 1413 5.4 Partnership Description... 1414 5.5 Program of Study Development and Implementation... 1414 5.6 Sequence of Academic and CTE Courses... 1515 5.7 Workforce and Economic Development Needs... 1515 5.8 Work Based Opportunities... 1515 5.9 Review and Update Program of Study... 1615 Section 6: Special Populations Self Assessment... 1616 Section 6 Instructions... 1616 Section 7 Instructions... 1717 Section 7: Budget Narrative 17 7.1 Consortium Allocating Information... 1717 Questions 7.2 7.12 Instructions... 1717 Questions 7.2 7.12... 1818 Section 8: Budget Worksheet... 1818 Budget Worksheet Instructions... 1818 2

Section 2: Local Negotiation of Carl Perkins Performance Records Below you will find link(s) to Carl Perkins Local Performance Data worksheets: Please follow the link that matches your organization and funding type to download the Performance data for use in the next section of the application. Links to Performance Data High School Secondary Data Technology Center Secondary Data Post Secondary Technology Center Data Post Secondary College Data Instructions: Questions 2.1 2.5 Questions 2.1 2.5 By utilizing the Performance Data worksheet for your organization, please provide this year's baseline data for each Carl Perkins performance measure listed below. This information can be located in the linked data sheets above under the Local Actual % column [2.1] Technical Skill Attainment (2S1) Baseline performance: [2.2] School Completion (3S1) Baseline performance: [2.3] Placement (5S1) Baseline performance: [2.4] Nontraditional Participation (6S1) Baseline performance: [2.5] Nontraditional Completion (6S2) Baseline performance: Copy these numbers from the Local Actual % column of the linked charts. 3

Instructions 2.6 2.10 For each performance measure listed in [2.6] [2.10], enter a new goal percentage. The new goal must be an improvement over the previous year s local actual % s (shown in 2.1 2.5) If you achieve or exceed the 90% goal threshold, you will be allowed to make small incremental increases towards a new goal. Example: from 91.25 to 91.50 Questions 2.6 2.10 [2.6] Technical Skill Attainment (2S1) proposed performance improvement: [2.6] [2.10] must show an increase over % s listed in [2.1] [2.5]. [2.7] School Completion (3S1) proposed performance improvement: [2.8] Placement (5S1) proposed performance improvement: [2.9] Nontraditional Participation (6S1) proposed performance improvement: [2.10] Nontraditional Completion (6S2) proposed performance improvement: Section 3: Strategies for Improvement In the following section, describe the activities your organization plans to implement to help reach the performance improvement targets set in section 2 above. 3.1 Carry Out CTE Programs With Funds [3.1] Describe how your school's career and technical education programs will be carried out with funds received under the Carl Perkins Act of 2006 Describe the key components of the Carl Perkins legislation and how you will use this to integrate these components into your CTE programs. Examples of Carl Perkins components: Professional Development Programs of Study Guidance and Counseling Secondary & Post Secondary Linkages Performance Improvement Best Practices High Skill/High Wage/High Demand jobs Incorporating challenging/rigorous instruction into academics and CTE Credentials and certification attainment What opportunities will be expanded and how? Which program areas or services will receive the funds and for what specific activities? 4

Explain how the funding will be utilized, not what will be purchased with the funding. So for example if purchasing equipment talk about how the modernization of equipment will support your districts educational goals, not just what specific equipment will be purchased If funding guidance and counseling, describe the approaches used (open houses, student tours, etc.) How will you utilize funds to expand current opportunities, staff and resources? 3.2 Carry Out CT Activities With Funds [3.2] Describe how the career and technical education activities will be carried out with respect to meeting State and local adjusted levels of performance. (See performance data in 2.1 2.10) Please complete this question by utilizing your local performance data. This information is found on the ODCTE Federal Legislation Assistance website (Carl Perkins Resources): 3.3 Improve Academic and Technical Skills [3.3] Describe how your school/consortium will improve the academic and technical skills of students participating in CTE programs by strengthening the academic and CTE components of the programs: (a) through the integration of coherent and rigorous content aligned with challenging academic standards, (b) through the use of relevant CTE programs that ensures learning both in academic core subjects and CTE subjects. High School Secondary Data Technology Center Secondary Data Post Secondary Technology Center Data Post Secondary College Data Show evidence that data is reviewed, action is taken and results are leading to improvement. Highlight any positive data trends you may see. Analyze data that needs improvement and outline strategies your school will use to address the deficiency. How do you set high academic expectations for your students? How do you encourage students to enroll in strong academic courses in order to meet requirements for high school graduation and college? What specific strategies would you use in instruction to improve literacy and mathematic skills for your students? What data, beyond EOI, is used to benchmark and monitor student achievements? 5

Examples: Completion rates Graduation rates Placement statistics How do you set achievement standards and what do you use to measure this achievement? Be specific: what specific strategies will teachers use to ensure that rigorous content is aligned with challenging academic standards? 3.4 Experience and Understanding in Industry [3.4] Describe how students will be provided with strong experience in, and understanding of, all aspects of an industry. [3.5] Describe how your school/consortium will ensure that students who participate in CTE programs are taught All aspects of industry may include: planning, finance, regulations and health & safety, teamwork, communication skills, etc. Examples: Bringing in guest speakers Take industry tours Teaching students how to keep financial logs of personal project costs Job shadowing Mentoring relationships with individuals from the industry Work simulations, capstone or senior projects Internships How do your students learn or improve the soft skills like communication, conflict resolution, respecting person and property etc.? How do you implement recommendations from local program advisory committees, regional industry councils, and/or college partners to provide students with relevant experiences that help them to understand all aspects of an industry? Be specific: list the types of opportunities you provide to students that would help them learn all the aspects of an industry How are students assessed? Is the ACT utilized? 6

3.5 Rigorous Content and Challenging Academic Standards the same coherent and rigorous content that aligns with challenging academic standards as are taught to all other students. In addition, describe how encouragement will be given to secondary CTE students to enroll in rigorous and challenging core academic courses. Describe how graduation requirements or program completion requirements ensure all students are taught coherent and rigorous content. How are math and literacy incorporated into the CTE curriculum and encouraged? Outline your guidance strategy. How are teachers and administrators involved in the guidance plan process? Your answer should focus on the activities that ensure CTE students are receiving the same coherent and rigorous course content that is aligned with challenging academic standards as are all other students. 3.6 Professional Development Plan [3.6] Describe your school/consortium comprehensive professional development plan (including initial teacher preparation). Be sure to include information covering the following areas: (a) how the plan includes, academic, guidance and administrative personnel; (b) how the plan promotes the integration of coherent and rigorous content aligned with challenging academic standards and relevant career and technical education (including curriculum development). What does your school do to ensure initial teacher preparation? How does your professional development plan include academic, guidance and administrative personnel? Are your instructors required to attend a certain number of professional development hours? Are staff required to attend opportunities for professional development and continuous improvement? What comprehensive professional development plan is in place that focuses your staff on promoting coherent and rigorous content? Do you include both academic and CTE staff in joint professional development sessions? How are your professional development activities used to demonstrate effective teaching skills and promising instructional practices? 7

3.7 Public Involvement in CTE Programs [3.7] Describe how parents, students, academic and CTE teachers, faculty, administrators, CTE and academic guidance counselors, representatives of the Workforce Innovation and Opportunity Act (if applicable), representatives of small business, industry, labor organizations, special populations, and any other interested individuals are involved in the development, implementation, and evaluation of career and technical education programs. Collaboration: This section should describe the strategies and activities you plan to carry out in order to strengthen collaboration with advisory committees, regional business/industry councils, and college/tech center partners to develop, implement and evaluate CTE/technical course curricula and career majors. How do you collect input from the community (such as surveys, advisory committee input, etc.)? Once the input is gathered, how is the information used in the development, implementation and evaluation of your CTE programs? How do you show improvement has been made over time? 3.8 Informing Public of Title Requirements [3.8] Describe how individuals and entities are effectively informed about, and assisted in understanding, the requirements of this title (the Carl Perkins grant), including career and technical Programs of Study. 3.9 Continuous Improvement [3.9] Describe the process that will be used to evaluate and continuously improve the performance of your school/consortium. How do you share information about the Carl Perkins Act with your stakeholders? Do you have any information on Carl Perkins on your website? How do you provide details about Programs of Study? Examples: During open houses or parent teacher nights. Course catalog could contain information on the act and its purpose Information provided in presentations to local clubs and common gatherings Acknowledge supplies and equipment purchased with Carl Perkins funding during events and in publications. Provide detail on what procedures you use to evaluate and improve the performance of your school. Describe how the evaluation procedures include both students and instructors. Show how your data collection drives improvement and list any improvements made over time. 8

3.10 Strategies to Overcome Barriers for Special Populations [3.10] Describe how your school/consortium will review career and technical education programs, and identify and adopt strategies to overcome barriers that result in lowering rates of access to, or lowering success in, the programs for special populations Special populations are defined as Non traditional Displaced homemaker Students with disabilities Economically disadvantaged Single parent Limited English proficiency Proficiency). 3.11 Programs Designed to Enable Special Populations to Meet Performance Levels [3.11] Describe how your school/consortium will provide programs that are designed to enable the special populations to meet the local adjusted levels of performance and provide activities to prepare special populations, including single parents and displaced homemakers, for high skill, high wage, or high demand occupations that will lead to self sufficiency. Be sure to address ALL the special population areas (Nontraditional, Displaced Homemaker, Students with Disabilities, Economically Disadvantaged, Single Parent, Limited English Describe how your school identifies any barriers that lower special population access to, and success in, your CTE programs. What types of barriers are common for your area? Name specific examples of how CTE programs provide adaptations, accommodations and support to overcome these barriers (IEP, 504 plans, classroom/facility/instructional/material modifications, Adult Basic Education, etc.)? How do you improve the transition process of special populations, including underrepresented populations, to postsecondary education and employment? Are your CTE programs accessible to all students? Do special populations have the opportunity to observe or participate in CTE programs before enrollment? What is your plan for enabling special populations to prepare for high skill, high wage, and/or high demand occupations that will lead to self sufficiency? How do you develop and use IEP/504/Transition plans to ensure special population student success in CTE and the Workforce? Be specific: List types of modifications made for these populations. Do you have specific examples or successful programs to highlight? Explain how instructors and guidance staff work together to promote student success. How are special population students taught to selfadvocate for accommodations and career planning? 9

3.12 Nondiscrimination for Special Populations [3.12] Describe how individuals who are members of special populations will not be discriminated against on the What training do you provide your staff to address special populations and their education? basis of their status as members of the special populations. What federal and/or state non discrimination guidelines does your school follow? What is the district s policy on discrimination, and how is it provided to the public? 3.13 Use of Funds for Non Traditional Fields 3.14 Career Guidance and Academic Counseling [3.13] Describe how funds will be used to promote preparation for non traditional fields. [3.14] Describe how career guidance and academic counseling will be provided to career and technical education students including linkages to future education and training opportunities. How does the school provide professional development to administrators, instructors, and guidance staff on recruitment of non traditional students or how to teach non traditional students? Does the schools recruitment materials specifically show males and females in non traditional programs according to their gender? What activities is the school doing to promote nontraditional student enrollment? How does the school provide data to prospective nontraditional students (including job market analysis and the projected pay rate) so they can make an informed career decision? Examples: Marketing and recruitment activities that highlight non traditional field by gender Career fairs Including non traditional students and employers when presenting career education to students. Provide a detailed description of how your guidance and counseling staff provides services to CTE students, including guided career exploration and career planning experiences. How does the guidance staff help the student develop and implement a Program of Study? Does your guidance staff interpret or deliver assessments? If so, how are the results used? What specific assessments are utilized by your school: IDEAS, WorkKeys, Keytrain? Do your students have access to OKCareerGuide.org? 10

How does your guidance staff work to strengthen the link between secondary and Post Secondary institutions? Do you have an academic center? If so, how does it play a role in your students education? 3.15 Recruitment and Retention [3.15] Describe efforts to improve the recruitment and retention of career and technical education teachers, faculty, and career guidance and academic counselors, including individuals in groups underrepresented in the teaching profession; also describe efforts to improve the transition to teaching from business and industry when applicable. Section 4: Secondary Post Secondary Partnership 4.1 Secondary Post Secondary Partnership 4.2 Documentation of Secondary Post Secondary Partnership [4.1] Please list the organization that you have an intentional secondary post secondary partnership with in accordance with Carl Perkins requirements. [4.2] I have attached documentation of showing proof of partnership using the attachment feature within CTIMS: How do you recruit new CTE instructors? Examples: Online job listings Career fairs Websites Media services Do you have any programs targeted towards retaining instructors you already employ? Examples: Mentoring programs Professional development opportunities Continuing education reimbursement plans Partnership Documentation: Acceptable documentation could be any documentation that shows an intentional partnership between educational entities working toward producing or maintaining a Perkins eligible Program of Study. Examples: Joint letter outlining the collaboration between your educational institutions towards removing duplication 11

from the individual career path, ensuring course articulation to provide seamless student transition from one institution to another, and maintaining educational standards at a level that leads to the award of a post secondary certification licensure or degree at the conclusion of the Program of Study. Meeting Agendas, official minutes or detailed notes of items covered in any official meeting between the educational entities submitted on the applicants Program of Study Worksheet. Topics covered must relate to the development or continuation of the submitted Program of Study. These items include but are not limited to reducing duplication within the career plan, course articulation, student transition between partner entities and; postsecondary certifications, licensures, and AAS degrees. Section 5: Program of Study Section 5 Program of Study Instructions Follow the link below to gain access to the Program of Study course sequence worksheet; use this worksheet for recording the sequence of courses associated with each Program of Study you are required to submit (refer to the Size documentation linked in section 1). You must submit one Program of Study for each program area in which you are budgeting funds. NOTE: Only one Program of Study (of your choice) is required to be attached if you are budgeting funds for guidance and counseling ONLY. Once the/each worksheet is complete, attach it to the application using the attachment feature within the CTIMS system. Be sure to save any work before closing grant worksheet. Question 5.1 a: A Program of Study must include a complete listing of specific courses at the high school, both CTE and academic, that are associated with the career pathway chosen. Question 5.1 b: Programs of Study should include a complete listing of specific courses at the technology center and/or community college level that lead a student to an industry license, certification, or degree. You should contact your local technology center, college or university to discuss how students can continue their career pathway and attain a degree, licensure, or certification. Question 5.1 c: Programs of Study should demonstrate that there is no duplication of course work between Secondary and Post Secondary course outlines and that 12

Program of Study Course Sequence Worksheet there is a seamless path to certification, licensure or degree Question 5.1 d: Programs of Study should have multiple termination points, all awarding either a postsecondary certification, an industry recognized certification or an AAS degree. 5.1 Program Area and Program of Study Selection [5.1] Using the check boxes below select the program area of the Program of Study you have attached and selected to utilize in answering the following questions [5.3 5.9] in this section. Failure to identify and upload the completed Program of Study document will result in an Automatic Rejection of your application. Be sure to save any work before closing the grant worksheet. [ ] Agriculture Education [ ] Business and Information Technology Education (BITE) [ ] Family and Consumer Science (FACS) [ ] Health Sciences [ ] Marketing [ ] Science, Technology and Math (STEM) [ ] Trade and Industrial Education (T&I) Provide the name of ONE of your attached Programs of Study and the industry certification, licensure or AAS degree the student can earn upon its completion. The credential listed must be at a post secondary level to meet the requirements of Perkins legislation. This credential must match the one listed on the Program of Study. For the purpose of the Carl Perkins Act of 2006 a program of study cannot lead directly into to a 4 year degree program without first achieving an Associate of Applied Science degree or certification/licensure at a post secondary level. 5.2a 5.2g Instructions Comprehensive Schools (stand alone and consortium), list/check ALL of the CTE programs areas (Ag, FACS, BITE, Marketing, Health, STEM, T&I) offered by your school or consortium. For each program area marked, name at least one post secondary target certification listed on your corresponding Program of Study. Tech Centers/Colleges/Universities: Select a minimum of three (3) areas below that feed into programs offered by your school and list the post secondary certification named on your corresponding Programs of Study. 13

Questions 5.2a 5.2g [5.2a] Agriculture Education Certification: [5.2b] Business and Information Technology Education Certification: (BITE) [5.2c] Family and Consumer Science (FACS) Certification: [5.2d] Health Sciences Certification: [5.2e] Marketing Certification: [5.2f] Science, Technology and Math (STEM) Certification: [5.2g] Trade and Industrial Education (T&I) Certification: 5.3 Evidence Program of Study Size, Scope and Quality [5.3] Provide evidence that the program of study provided listed in 5.1 is of such size, scope, and quality that it will bring about improvement in the quality of career and technical education programs. Refer to the narrative in the Size, Scope and Quality sections below when providing your response and describe how your Program of Study meets the criteria. LINK TO SIZE, SCOPE, & QUALITY DOCUMENTATION 5.4 Partnership Description [5.4] Describe your partnership between secondary education and postsecondary education. Name the individual representatives from each institution? This partnership may focus on transitional and seamless curriculum, curriculum alignment, cooperative alliance, concurrent enrollment, or articulation agreements. 5.5 Program of Study Development and Implementation [5.5] Describe how you developed and implemented this Program of Study. List your secondary or post secondary partners Name the specific individuals you have worked with to form the partnership Describe how your partnership develops the alignment from one program to another What is the partnership focusing on for the coming fiscal year? As an institution, how do you develop and implement a new Program of Study? Do you collect data from local business and industry in your area to assess their needs? What is the process administratively for updating or adding courses to a Program of Study? How do you determine what the end certification will be? Describe developing a seamless, non duplicative pathway with your secondary/post secondary partner. Are there multiple exit points that meet the postsecondary certification, licensure or degree measure? 14

5.6 Sequence of Academic and CTE Courses [5.6] Describe how you develop the locally endorsed sequence of academic and career and technology education courses from the 8th grade through the postsecondary component included in this Program of Study? When creating a new locally endorsed course sequence, do you have meetings with secondary comprehensive schools or Technology Center representatives including guidance counselors, superintendents, and instructors? Do you include local business and industry representatives? Do you consult or meet with a collegiate partner s student advisors and academic vice presidents? Do you look at the job market needs and fill the gaps with a career path that would graduate skilled workers in that particular area? 5.7 Workforce and Economic Development Needs [5.7] How was this CTE Program of Study guided by the workforce and economic development needs of business/industry, the community and employment opportunities? 5.8 Work Based Opportunities [5.8] Does this CTE Program of Study provide work based opportunities? If yes, please describe. If no, discuss the barriers preventing this. Do you utilize local job market data from a reputable source such as the Department of Commerce? Do you survey the local business and industry to determine job deficiencies in your area? Do you survey the student population to determine interest? You should discuss how any data source utilized drives Program of Study development. Do students have access to job shadowing, internships, On The Job Training, Apprenticeships, or mentoring from the local industry? What educational value do these work based opportunities provide? List and discuss any barriers that prevent your students from participating in work based opportunities and how you plan to eliminate these barriers in the future. 15

5.9 Review and Update Program of Study [5.9] Describe the process for reviewing and/or updating this Program of Study. What is the method for reviewing and/or updating the Program of Study? (Ideally this should be done at least annually) How does this process involve guidance counselors, students, parents, industry specialists and advisory committee members? Does the review of the Program of Study ensure it is still relevant and meets the needs of the student and industry employers? If the Program of Study no longer meets industry needs, describe the process used to make necessary changes A complete program of study includes a detailed guidance and advisement plan, business and industry input, a strong partnership with a post secondary entity and a non duplicative sequence of courses beginning in the 8th or 9th grade that results in the award of a certification, licensure or degree at the post secondary level. NOTE: For Perkins Legislation, a single course does not equal a complete Program of Study. Section 6: Special Populations Self Assessment Section 6 Instructions Please follow the link below and select at least one Special Population Self Assessment Evaluation Rubric; answer the questions contained within the rubric by utilizing any local school staff needed to effectively complete the self assessment. Failure to complete and attach at least one Special Population Self Assessment will result in an Automatic Rejection of your application. Once the self evaluation assessment rubric(s) are complete, upload them to the application using the attachment feature. Be sure to save any work before closing the grant worksheet. http://www.okcareertech.org/about/state agency/divisions/federal legislation assistance/carl perkins/resources/specialpopulation assessment rubrics 16

Section 7 Budget Narrative Section 7.1 Instructions As a consortium fiscal agent, you are responsible for meeting the following requirement: Perkins law states that a fiscal agent of a consortium or co op shall not sub grant back to the participating recipients the exact allocation amount they contributed to the group. To ensure this requirement is met, please list each member district in your consortium and the budget the consortium will allocate to each district. When answering please follow the reporting format below: 1. School/institution name = $0.00 (budget allocated by consortium) 2. School/institution name = $0.00 (budget allocated by consortium) 7.1 Consortium Allocating Information Questions 7.2 7.12 Instructions [7.1] In the space below please add your consortium's allocating information. Providing the exact allocation ODCTE identifies for each member district will lead to an Automatic Rejection of your application. In the budget narrative sections [7.2] [7.12] below, provide narrative ONLY in the sections where you plan to expend Perkins funding. List the school and program for which the equipment and supplies are being purchased. Example: Oklahoma City Capitol Hill Ag Smartboard Tulsa Hale FACS Chromebooks Describe how these items/activities will be used to improve your districts CTE education and how they tie to your Programs of Study. List the allocation amount for each member of your consortium. Be specific: do not list items simply as technology or supplies. Include the following in your narrative: How does this equipment increase student performance? How does this equipment help students gain an industry licensure, certification, or degree? How does this equipment lead students to postsecondary education either Technology Center or college? 17

Attach a Program of Study for every program area (Ag, FACS, BITE, Health, Marketing, STEM, T&I) in which you are budgeting funds. Only one Program of Study (of your choice) is required to be attached if the applicant is requesting funds for guidance and counseling only. Failure to complete each step of the Budget Narrative will result in an Automatic Rejection of your application. Questions 7.2 7.12 [7.2] Academic Integration (330) [7.3] All Aspects of the Industry (331) [7.4] Use of Technology (332) [7.5] Professional Development (333) [7.6] Guidance and Counseling (334) [7.7] Internships (335) [7.8] Recruitment and Retention (336) [7.9] Evaluation (337) [7.10] Modernization and Expansion (338) [7.11] Services and Activities (339) [7.12] Secondary/Postsecondary Link (340) This concludes the narrative portion of the Carl Perkins Application for funding. Before continuing, please check that all required documentation is attached; if the documents were successfully added they will be listed in the attachment section of the application Section 8: Budget Worksheet Budget Worksheet Instructions If you are ready to continue on to adding your organization's proposed itemized budget, press the "Save & Next" button located in the bottom right hand corner. Ensure that you budget funds for the total amount of your allocation. Do not list member schools and their allocations. Do not list general categories such as technology or supplies Salary and benefits must be separate line items. Do not forget to include costs such as shipping & handling, palletizing and set up charges if applicable. 18

In the Budget Line Description column, list the school and program that equipment & supplies are being purchased for as well as a brief description (ex: Oklahoma City Capitol Hill Ag Smartboard; Tulsa Hale FACS Chromebooks) OCAS Codes will be added during the Agreement phase of the grant approval process. Failure to correctly complete the Budget Worksheet will result in an Automatic Rejection of your application. 19