August 23, 2017


Community Superintendents


High School Superintendents


Field Support Center Teams


School Principals



Raymond J. Orlando, Chief Financial Officer



Vocational and Technical Education Allocation (VTEA)


This memorandum allocates VTEA funds to provide supplemental funding to improve the quality and capacity of Career and Technical Education (CTE) programs and increase opportunities related to career-focused education available to secondary education students in New York City. High quality CTE programs integrate a rigorous academic curriculum with career and technical education to ensure that students have the knowledge and competencies to succeed in college and/or careers.


These funds supplement Department of Education tax levy instructional funding as outlined in School Allocation Memorandum No.1:


VTEA allocations are a result of schools’ supplemental integrated applications based on the 2017-2018 application guidelines. Table 2 outlines individual schools FY 2018 Perkins allocations that were generated based on the schools’ applications and the 2017-2018 allocation plan developed by the OSPR-CTE Unit.


Schools and Field Support Centers (FSCs) will receive their school-specific budget applications in a separate document sent by the OPSR-CTE Unit. These are to guide the scheduling of items in Galaxy and the use of the funds.  If modifications are required, they must be requested through the FSC budget team and will be monitored by the FSC in conjunction with OPSR-CTE Unit.


All schools are required to update and maintain their data in the STARS reporting system and spend their funds accordingly. The OPSR-CTE Unit will perform a mid-year review of all schools that are receiving an allocation award. This review will verify schools’ data in STARS, including CTE sequences, courses, and student enrollment. They will also monitor the rate of spending. If it is determined that a school will not be able to spend their allocation in a timely manner, its funds will be subject to rescission.


Schools are required to schedule and provide grades to every student that is registered for a CTE Technical assessment within the STARS portal. Effective September 2017, schools will need to provide a STARS report that will identify all of their students that have taken and passed any CTE Technical assessment. If schools do not submit this data they will be out of compliance which can lead to VTEA fund reductions.

All schools MUST keep accurate records of their expenditures. Schools are required to maintain an inventory of all items purchased, with their VTEA funds that exceed a cost of $1,000. This should include the manufacturer, model, serial number, funding source, and purpose of the item.


All items MUST have an inventory tag, attached, identifying the school and funding source.  All purchases need to follow the procedures outlined in the Standard Operating Procedures manual and all logs and documentation must be maintained at the school as needed.


Per session activities funded through VTEA must comply with all the CTE Guidelines rules and regulations including Chancellor’s Regulation C-175, full records of job postings, timesheets, and time cards. All documents must have the appropriate supervisory signatures for processing. Failure to comply with these regulations can result in funding loss. Schools MUST maintain a log of all per session activities with associated bulk jobs; keep all job postings, applications and timesheets. Time cards must be stamped when available or signed off by the supervisor if unavailable and placed in the log.


School Allocations

The VTEA allocation is based on school/program eligibility as outlined in the VTEA Application Guidelines, ongoing accountability for expected student and program outcomes, and mandated requirements of the law. Eligible programs must have the following elements:

·         Rigorous and Regents-approved standards for graduation, reflecting the common core state standards.

·         A cohesive sequence of academic courses paired with CTE courses and integrated content as appropriate, building to both basic and enhanced competencies.

·         Specific mechanisms that connect the entire high school program to a related industry and postsecondary pathway.

·         Valid, scaffolded Work Based Learning opportunities throughout the CTE program of study.

·         Culmination in a recognized credential or certificate and explicit postsecondary opportunities.


The distribution of VTEA funds to schools is guided by a formula that is based on the number of students enrolled in an eligible Program of Study with additional weight given as follows:

·         The program’s tier, a designation that accounts for the level of operating expense of a program.

·         Whether a program has earned or is in the process of earning NY State approval.

·         Whether a school is designated as a CTE high school.


For more information go to VTEA allocation and guidelines.


For effective implementation of funding, it is important to adhere to the following time line:           



OTPS Scheduling in Galaxy

September 15, 2017

Budget Modifications

March 2, 2018

Purchase Orders deadline for expenditures

March 28, 2018

FAMIS Orders Deadline for Equipment Purchases

March 21, 2018

SIPP (IMPREST) Expenditure

June 22, 2018

Per Session Expenditures Deadline

June 26, 2018


Deadlines above will be strictly adhered to in order to ensure appropriate planning and spending of this supplemental funding resource. Funds are subject to rescission and re-allocation as appropriate and in accordance with guidelines and deadlines.


All scheduling and spending of the allocation must be aligned with the program application and budget submitted for the 2017-2018 school year. All modifications must be requested through the appropriate FSC budget team and will be monitored in coordination with the OPSR-CTE Unit. Specific steps and procedures for budget modification requests will be forwarded separately.


VTEA funding is based on the CTE Perkins Grant.


Allowable Programs and Services

Proposals for funding must improve career and technical education and be targeted to and focused on at least some of the nine mandated activities described below.


Mandated Activities


Allowable Expenditures

VTEA funds are meant to supplement, not supplant. As such, they may only be used for activities allowable as indicated in the guidelines outlined above. Item identification and codes for Personnel Services (PS), Other Than Personnel Services (OTPS) and Equipment are provided in the application. In reporting their expenditures, schools must select relevant item(s), amounts and provide a brief description of the purpose.


All expenditures must further student achievement by supporting program objectives, including related activities and outcomes.


Note: Given the restrictions and limitations of VTEA funds, it is not advisable to use funding towards annual salaries.  For guidance on specific cases, please contact the CTE office.


Examples of Allowable Expenditures

·         Computer equipment and software;

·         Equipment (including computers $5,000 and above) acquisition, installation, repair and maintenance.  Equipment expenditures (code 315, and 332) are limited to no more than 25% of the entire VTEA budget allocation. Please contact the CTE Office to make necessary adjustments;

·         Instructional supplies and materials;

·         CTE related testing materials;

·         Other supplemental services to improve access to CTE programs and services, including curriculum modification, equipment modification, classroom modification and instructional aids and devices;

·         Travel within the United States specifically related to the NYCDOE mission and program objectives in CTE;

·         Supplemental staff, including instructors, technicians, aides, tutors, signers, note takers, and interpreters for special population students.


Examples of Non-allowable Expenditures

·         Acquisition of equipment for solely for use by the teacher or administrative or personal use;

·         Acquisition of furniture (e.g., bookcases, chairs, desks, file cabinets, tables) unless it is an integral part of an equipment workstation or to provide reasonable accommodations to CTE students with disabilities;

·         Food services/refreshments/banquets/meals;

·         Remodeling not directly connected to accessibility to CTE instruction or services or to the use of project-purchased equipment;

·         Payment for memberships in professional organizations;

·         Pre-vocational educational activities;

·         Purchase of promotional materials, such as bumper stickers, pencils, pens, or T-shirts;

·         Subscriptions to journals or magazines that are not trade-related;

·         Travel outside the United States;

·         Any expenditure for students not enrolled in CTE programs, including career exploration.

Performance Goals for 2017- 2018

Each school was required to identify in its proposal up to eight expected outcomes relevant to its Program of Study and identity the type of assessment tool that would be used. Below are possible objectives that may have been identified, along with the performance levels required by the New York State Education Department.


Performance Indicator 1: Academic and Technical Attainment

·         87% of completers will pass all applicable Regents examinations.  Completers with Individual Education Plan will pass the Regents Competency Tests.

·         87% of completers will achieve a course grade average of 80% for all courses in CTE sequence.


Performance Indicator 2:  Graduation

·         95% of completers will attain a high school diploma in the year in which they are designated as program completers.  70% of completers will take and pass their skills technical assessment.


Performance Indicator 3:  Postsecondary Education

·         95% of completers will be placed in postsecondary education or advance training, employment or the military.


Performance Indicator 4:  Student Engagement

·         31% of completers will be members of the non-traditional gender for the selected program.



·         We recommend including additional measurable outcomes on a relevant industry assessment, percent completing the sequence, other post-secondary articulation goals, attendance goals, etc. See below for examples.


Other Sample Performance Indicators:

·         87% of students will demonstrate proficiency in the NOCTI Workplace Readiness exam as compared to 84% last year.

·         97% of all students enrolled and complete the course will receive a passing class grade of 65% or higher as compared to 95 % the previous year.

·         92% of students will improve their literacy skills as measured by the improvement on their English Regents Examination, an increase of 2% from 90% to 92%.

·         88% of graduating students will attend post-secondary institutions as compared to 85% last year.

·         Student attendance will increase to 91% as opposed to 88% last year.

·         84% of graduating seniors will pass all of their Regents exams as compared to 81% last year.

Federal Civil Rights Compliance

Information on the Federal Civil Rights Compliance and the 2017-2018 Performance Goals is provided by New York State Education Department.


Allocations must be scheduled in the allocation category VATEA.


Download a copy of the School Allocation Memorandum No. 74, FY 2018


Table 1 – Vocational and Technical Education Allocation

RJO: ydr

C:        Vanda Belusic-Vollor

John Widlund

Tom Pendleton

Debra Cohen

John Becker

Chrisann Lucchetto