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Strategic use of funding is required to build, maintain, and evaluate CTE pathways. Industry needs & skills are constantly changing and education must keep pace if students are to be work ready. It is crucial that districts maintain on-going, robust funding sources to support CTE pathways and maintaining their alignment to student and industry needs.
Strategic use of funding is required to build, maintain, and evaluate CTE pathways. Industry needs & skills are constantly changing and education must keep pace if students are to be work ready. It is crucial that districts maintain on-going, robust funding sources to support CTE pathways and maintaining their alignment to student and industry needs.
In addition, clear planning will facilitate programs in being ready to apply for grant funding as it becomes available. These plans should working collaboratively with community college partners to ensure clear connections between programs. The braiding of grant funds, district general funds, and community college funds will ensure that CTE teachers have the professional development, facilities, and materials to keep pathways relevant & robust in a changing economy.
In addition, clear planning will facilitate programs in being ready to apply for grant funding as it becomes available. These plans should working collaboratively with community college partners to ensure clear connections between programs. The braiding of grant funds, district general funds, and community college funds will ensure that CTE teachers have the professional development, facilities, and materials to keep pathways relevant & robust in a changing economy.
Essential Element of High Quality CTE:
Essential Element of High Quality CTE:
Sustained Investments and Funding through Mutual Agreements must be present to encourage regional alliances along with industry sector strategies, especially with a focus on current and/or emerging high-skill, high-wage, and/or high-demand occupations. This includes but is not limited to Kindergarten through grades twelve (K–12) Education, Adult Education, Higher Education, Labor, Economic Development Councils, Chambers of Commerce, Workforce Development Boards, career advisory boards, and regional industry alliances aligned by sector that lead to an industry-recognized credential or certificate, postsecondary training, apprenticeship, and/or employment.
Sustained Investments and Funding through Mutual Agreements must be present to encourage regional alliances along with industry sector strategies, especially with a focus on current and/or emerging high-skill, high-wage, and/or high-demand occupations. This includes but is not limited to Kindergarten through grades twelve (K–12) Education, Adult Education, Higher Education, Labor, Economic Development Councils, Chambers of Commerce, Workforce Development Boards, career advisory boards, and regional industry alliances aligned by sector that lead to an industry-recognized credential or certificate, postsecondary training, apprenticeship, and/or employment.
Source: CDE Guiding Policy Principles to Support Student-Centered K-14+ Pathways
To ensure that this element is being met, rubrics and self assessments have been created for the Perkins (pg. 7) and CTEIG (pg. 22) grants with the following basic criteria:
To expand and improve CTE pathways, indicators include:
The CTE pathways are involved in the development and implementation of the regional plan of the SWP consortium.
The CTE pathways are aligned with both CTEIG and SWP goals and desired outcomes.
Funding from CTEIG, SWP, and other sources are braided to best apply and use funds for the improvement and expansion of CTE pathway. There is sufficient funding to cover costs of necessary equipment and facilities.
Funding from CTEIG, SWP, and other sources are braided to best apply and use funds for the improvement and expansion of CTE pathway.
Labor market demand has been utilized in the creation the program and documented.
Mechanisms are in place that systematically track labor market demands, maintain the currency of occupational classifications, and ensure that teachers and counselors are informed of new developments in their fields.
There is a partnership among local businesses and local workforce development and educational organization to provide consistent and reliable data about the regional economic and labor markets for planning programs.
More information and resources can be found below.
Main CTE Funding Sources
Main CTE Funding Sources
Perkins Funding
Perkins Funding
Perkins V is a federal act established to improve career-technical education programs, integrate academic and career-technical instruction, serve special populations, and meet gender equity needs. The purpose of Perkins is for the improvement of secondary and postsecondary career and technical education programs across the nation. The purpose of the Act is to develop more fully the academic, career, and technical skills of secondary and postsecondary students who elect to enroll in career and technical education programs.
Application for Funding - Due annually on May 1.
Resources:
CTEIG Funding
CTEIG Funding
Career Technical Education Incentive Grant (CTEIG ) is a program established as a state education, economic, and workforce development initiative to provide pupils in kindergarten through grade twelve with the knowledge and skills necessary to transition to employment and postsecondary education.
Resources:
Strong Workforce Funding
Strong Workforce Funding
Th K-12 Strong Workforce Grant is a state funding source, managed through the California Community Colleges Chancellor's Office, intended to support collaboration across education systems between the K–12 sector and community colleges with involvement from industry and support LEAs in developing and implementing high-quality, K–14 CTE course sequences, programs, and pathways. It is a partner grant to the Strong Workforce Program at the community college level.
Resources:
Quick Links
Quick Links
Match ensures that LEAs are utilizing multiple funding sources for CTE projects; however, understanding and finding appropriate match can be difficult. This document gives a quick overview of match guidelines for both CTEIG and K12 SWP grants.
Being ready for grant opportunities includes both having detailed ideas ready for funding opportunities and having the skills to write compelling grant proposals.
2022 CTE Grant Application Season Orientation (San Diego Regional Consortium (San Diego Office of Education): In this presentation, they provide an overview of the Career Technical Education Incentive grant (CTEIG) the K12 Strong Workforce Program (SWP) grant, reviewing the similarities and differences of the two grants so LEAs can make informed decisions about which grant(s) to apply for.
California Department of Education (CDE) provides this glossary to clients help them understand terms used in funding-related documents. Whenever possible, the definitions are drawn from guidance published by the CDE, the California Department of Finance, and the U.S. Department of Education.
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