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Annual Update Plan 2015-2016 for Non-Academic Units Department Name: INSTITUTIONAL EFFECTIVENESS

Purpose of the Program Review and Annual Update Process The purpose of Program Review is to provide a venue through which the college can evaluate its programs in relationship to the College Mission and its Strategic Goals and priorities. The program review process promotes a self-reflective evaluation of programs in a manner in which faculty can identify programmatic successes within their disciplines, identify areas in need of improvement and establish departmental goals for enhanced programmatic and student success. Each department and unit completes an annual update of their efforts. This update is used to provide the college with an indication of improvement in student learning and the resources needs for each program. The Annual Update serves as the central planning document for requesting and prioritizing resources.

The values of program review:

Strengthening of programs through faculty led self-evaluation and goal setting;

Fostering inter-departmental cooperation and communication;

Stimulating dialog on student success and programmatic improvements;

Evaluating each programs unique contribution to the College’s Mission and Strategic Goals;

Promotion of long-term planning focused on the use of data;

Ensuring that curriculum and offerings meet student needs and promote student progression;

Providing a venue to justify programmatic augmentation and to connect program needs to resource allocations.

Enhance transparency about college programs to the broader community.

The value of self-evaluation is enhanced with the broad inclusion of individuals contributing to your department or unit. It is recommended that each department or unit make all efforts to include all faculty, staff and administration. Each department or unit may include additional information in their Annual Update Plan as needed to fully describe their department or unit.

The Office of Institutional Effectiveness is available to assist each department or unit in their efforts to complete their self-evaluation.

The completed Annual Update Plan is due by email to carbajm@elac.edu on September 30, 2014. Following submittal, the Program Review and Viability Committee will review your document and provide feedback for your department’s review. Departments will be notified regarding budget and resource requests in the spring, following receipt of budget projections from the District Office.

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Section I. Program Review Response

Complete Table by:

a. Reporting progress on program review recommendations

b. Stating the anticipated outcomes and progress to date

Recommendation Progress to Date Anticipated Outcome of Department/

Unit Goal

Additional Resources

Required in 2014-2015

1) That the program collaborate

with the Vice Presidents and

other units on campus to clearly

define roles in the grant

management process.

An OIE staff member has been identified to represent the Office on the Grants Committee.

The Office's role in the grants management process will be clearly defined.

Will be dependent on OIE's participation in the proccess. Overtime budget to compensate classified staff and managers.

2) That the program develop a

cycle of outreach to other

departments and units to ensure

that they are aware of the

services available to them aside

from assistance with standard

college processes.

The Office has been unsuccessful in launching the"research academy." Our ability to do so has been hindered by the increased workload and reduction in staff. The Research Analyst managing the Office will continue to work with college administration to fill the vacant Dean position as quickly as possible in order to meet this goal and many of the other OIE goals that have been delayed because of this.

Faculty, staff, and administrators will be trained to use data and basic databases, and to employ the acquired knowledge to make evidence-driven decisions for the College.

Support from IT Department. Replacement of the Dean of Institutional Effectiveness Replacement of Classified Staff Laptop computers and related technology

3) That the program collaborate

with the Learning Assessment

Office to restore their reports on

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TracDat. The program’s work

on Administrative Unit

Outcomes is currently at the

level of “proficiency.”

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Section II. Program Description College Mission: East Los Angeles College empowers students to achieve their educational goals, to expand their individual potential, and to successfully pursue their aspirations for a better future for themselves, their community and the world.

1. Please provide any changes to your programs of study or programs of service, since the completion of the Program Review Self-Evaluation.

N/A

2. Describe any trends, recent events or activities that have impacted your program(s), since the

completion of the Program Review Self-Evaluation. Please be specific to each program provided in the list above.(P)

a. Which of these changes or trends have most impacted your programs?

b. What efforts have been made to address these changes?

c. What effect have these changes had on student goal attainment?

Staff turnover continues to be a concern for the Office of Institutional Effectiveness. Since completion of our Program Review Self-Evaluation (PRSE), the Office has lost its Dean and Classified Office Assistant. As previously stated, in our PRSE, there is very little that can be done to correct this issue. Without a Dean, the classified staff are tasked with working beyond their defined scope of work since OIE plays an active role in guiding the college's planning and evaluation. In addition, OIE continues to guide departments and programs through their Program Review and Self-Evaluation process, which includes Annual Updates that help assess their programatic goals throught the six year planning cycle. Losing the Dean has led the Office to no longer oversee the Accreditation and Student Learning Outcomes process. Despite that, the Office's classified staff continue to work collaboratively with the faculty and administrators, and we continue our effort to help the College meet its strategic goal of Accountability.

The College was recently recognized as a Leader Institution for Achieving the Dream (ATD). In our

PRSE we wrote that the ATD innitiative allowed us to more effectively meet the needs of departments and planning committees, at the cost of large workload increase. We also wrote that the increased work load was beyond the capacity of the staffing at the time. As a leader college we expect that our workload will continue to grow. Operating without a Dean and reduced staff only magnifies that problem.

In addition to the Office's ongoing responsibilities (e.g., Strategic Planning, Program Review and

Annual Update Planning, State and Federal mandates such as "Gainful Employment," support of grant acquisition and evaluation, Accreditation, and Enrollment Management), the Office has been tasked with completion of the College's Student Equity Plan. Development of this plan has stressed the

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effectiveness of the Office's operations. The Office has had to prioritize work and in some instances we've had to allow non-urgent activities to take a lower priority and await completion.

The Office continues to employ various methods to address the changes that most effect us. Most

recently, OIE hired a second Research Analyst and Program Assistants to help ameliorate the workload for the classified staff currently managing the Office. The Office continues to put off OIE goals in favor of college priorities. To address those challenges, the office staff continue to work beyond expectation and at times out of their classification. Despite the current staff's dedication and work ethic, it is unreasonable to expect that this level of efficiency be maintained. Particularly because of the frequent staffing turnover and constantly added workload. Nonetheless, the Office's hard working classified staff continues its dedication to helping the College achieve its Mission. That is primarily why student goal attainment has not been affected.

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Section III. Program Assessment

In order to fulfill the College Mission, the college has developed four goals. These goals serve as the broad planning objectives through which all other college planning documents and departmental plans will be based. Together these goals provide a foundation for building a true agenda of student success. Goal 1: Increasing student success and academic excellence through student-centered instruction, student-centered support services, and dynamic technologies.

a. Using the following link oiedata.elac.edu, evaluate your efforts to improve student

achievement (retention, success, program completion). What plans have been put in place to improve these outcomes, since the completion of the Program Review Self-Evaluation? (D)

As noted in our PRSE, the Office does not directly impact student achievement. Our work, however, does impact students by evaluating programs and conducting programmatic research. Through this work the Office assists the college in determining which interventions are most effective for students and prioritizes efforts based on that evidence. Most recently, the Office is leading the College through the Annual Update Plan process, completion of the Student Equity Plan, and we continue to improve our practices to meet College priorities. The Office, with the help of the IT department, recently launched an online data system that will make data more readily available to faculty, staff, and administrators for use in evaluation of programs.

Goal 2: Increasing equity in successful outcomes by analyzing gaps in student achievement and using this, to identify and implement effective models and programming to remedy these gaps.

1. Evaluate the success and retention rates by demographics oiedata.elac.edu. Please describe any follow-up discussions that have taken place regarding these retention and success rates. What efforts have been planned or have taken place to address any inequities, since the completion of the Program Review Self-Evaluation? (D)

Indirectly, the Office has addressed inequities by holding workshops, meetings, and participating in Opening Day activities, all meant to address inequities. In addition, OIE produced various reports that disaggregated data based on student demographics such as gender and ethnicity. The reports were used in the facilitation of the student equity plan, annual update process, committee and program planning. Facilitation of those activities have been our biggest contribution to reducing equity gaps in success and retention.

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Goal 3: Sustaining community-centered access, participation, and preparation that improves the college's presence in the community, maximizes access to higher education and provides outlets for artistic, civic, cultural, scientific and social expression as well as environmental awareness.

1. The college strives to reach non-traditional students. Each discipline may have a different non-traditional student base. Based on the following enrollment data, please describe any findings regarding your enrollment as compared to the college and/or community. Please describe what efforts have been planned or have taken place to increase access to your programs for these underrepresented groups, since the completion of the Program Review Self-Evaluation? (P)

The Office continues to help identify underrepresented student population for both academic and student services programs through the use of data. During the Annual Update Plan process, the Office, once again, met with academic, administrative, and student services divisions to help them identify underrepresented groups of students. Through development of the Student Equity Plan, OIE has helped develop objectives and actions that will help the college maximize access to higher education for underrepresented groups within our service area.

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Goal 4: Ensuring institutional effectiveness and accountability through data-driven decision-making as well as evaluation and improvement of all college programs and governance structures.

1. Please share with us two or three success stories about the impacts of Student Service or Administrative Service Outcome practices on

student learning and achievement within your department. Describe the practices which led to the success. See TracDat

2. As an attachment, please include the 4-column, Program Learning Outcome (SSO/AUO) report from TracDat for each Program of Study.

If you have not completed an assessment for a Program of Study, please complete and include the Program Assessment Plan. The

following tables will help you to identify the different components in the Student Service or Administrative Service Outcome (SSO/AUO).

This will help you investigate problems students may encounter, and lead you to a meaningful assessment method that will stimulate

dialog and change.

Program Learning Outcome What aspects of the outcome

are critical to measure? For each aspect, list the courses in which that aspect will be assessed.

What do you hope to learn from the assessment of this outcome? What challenges or problems do you think you will uncover?

1.

2.

3.

Program Learning Outcome How will you directly assess

student performance of this outcome?

If Necessary, how will you indirectly assess student performance of this outcome?

Who is responsible for what?

Timeline for completion of assessment

1.

2.

3.

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Section IV. Program Plan

Complete Table A by:

a. Based on the data provided in the preceding questions, review your department or unit goals for the next six years and the

programs involved. Additional goals may be added if necessary.

b. Reporting progress on stated goals

c. Stating the anticipated outcomes of the stated goals

Department/Unit

Goal

Programs

Involved

Alignment

with

Education

al Master

Plan

Objectives

Alignment

with Tech

Master

Plan

Objectives

Alignment

with

Facilities

Master

Plan

Objectives

Progress to date Anticipated Outcome of

Department/ Unit Goal

Additional Resources

Required in 2014-2015?

Description of

goal

List of

programs

involved

None None None Description of an previous

or ongoing activities

Description of anticipated

improvements on

measures

Description of resources

required to accomplish

department goals

Create an online

and face-to-face

training

component

focused on

expanding use of

data and the

understanding of

college core

functions such as,

enrollment

management,

OIE Goal 4: Develop methods to promote the use of data None None The Office continues to

provide trainings to

departments and

committees to support

planning and program

self-evaluation.

Development of an

eTudes/Moodle shell has

been postponed due to

the staffing shortage.

Through continued training, the Office expects improvement on all measures of student success.

Dean of Institutional Effectiveness Office Assistant eTudes/Moodle training Overtime budget to compensate classified staff and managers.

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program

review/annual

updates and

integrated

planning.

Integrate the

newly developed

online data

system into the

planning and

program review

processes.

OIE

IT

Goal 4: Develop methods to promote the use of data None None The interactive online

data system is now

available for use by the

college stakeholders.

However, improvements

to the system are needed

and better training of its

use is required.

Improved data use for evidence-driven decision making.

Dean of Institutional Effectiveness Increased commitment from IT to better support the system Overtime budget to compensate classified staff and managers.

Support the

development and

implementation

for the new

District Student

Information

System.

OIE None Goal 1: Provide high-performing, flexible, reliabl None OIE staff continue to

participate in the roll out

of the different elements

of the system through the

District Research

Committee.

Increased usability for students and staff, including additional functions that allow for the tracking of core student services and the ability to perform batch degree audits. These features should lead to enhanced data use as well as the ability to increase student completion by targeting students who are close to completion or who have completed without applying.

None

Provide needed OIE Goal 1: Ensure adequate student support services t None None The Office continues to Improved measures of student success.

Dean of Institutional Effectiveness

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support to the

College in the

implementation

of SB 1456,

including the

evaluation of

processes

developed to

meet the needs

of first-year

students and the

requirements of

the state law.

work with the college to

ensure that the correct

variables are put into the

SIS and are submitted

correctly to the state.

Concerns about data

consistency in reporting

persist, and there will be

an ongoing need to

evaluate our efforts.

Office Assistant Laptop computers and related technology Overtime budget to compensate classified staff and managers.

Promote a

culture that

supports the

Accreditation

process as a

valuable part of

the college's

improvement

cycle.

OIE

LAO

Accreditati

on co-

chairs

Goal 4: Expand campus dialog on student outcomes. None None The Office previously

presented at 2013

Opening Day as a kick-off

to the effort and will

continue to demonstrate

the positive aspects of the

work.

Improved student outcomes through the improvement of courses and programs resulting from the planning process, use of data in an improvement cycle and the integration of SLOs.

Currently none, since the Office is no longer overseeing the Accreditation Process. We do, however, continue to support those efforts

Evaluate existing

and new efforts

to improve

student

outcomes, as

part of the

OIE goal 4: Develop a method to evaluate the effective None None The Office has developed

and implemented an

evaluation of the FYC and

has conducted viability

studies. The Office

continues to work with

Improvement on measures of success.

Dean of Institutional Effectiveness Office Assistant Overtime budget to compensate classified staff and managers.

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College's

integrated

planning effort.

individual programs to

assess student needs

through focus groups,

surveys and quantitative

measures. The Office is

now leading the College in

the development of the

Student Equity Plan.

Provide needed

support for

completion of

the Student

Equity Plan, its

implementation,

and evaluation of

its planned

objectives.

OIE

SPC

Goal 1: Ensure adequate student support services t None None The Office is leading the

College in the

development of the Plan.

There are ongoing

discussions as to how the

Office can sustain its

support of the Plan for

years to come.

Improvement on measures of success that lead to a reduction of identified equity gaps and increased student success.

Dean of Institutional Effectiveness Office Assistant Laptop computers and related technology Overtime budget to compensate classified staff and managers.

1. Please describe what additional resources are required in order to meet your planning goals. The Office requires resources in two areas: staffing and equipment. First, the Office needs a Dean of Institutional Effectiveness and classified staff. The collective increase in work resulting from grant evaluations, the greater incluision of data in the planning process, the evaluation of all college master plans, development and evaluation of the Student Equity Plan, the enrollment management process, conducting the accreditation self-evaluation and the working with departments to garner more effective data represents an enourmous increase in workload. The Office continues to benefit from dedicated staff who work beyond expectations, and at times out of their classification. However, as previously noted, it is ineffective to develop a staffing plan based on assumed productivity that is beyond the normal scope of expectations. Second, the Office needs to maintain and improve its level of technology support. To effectively continue our efforts in training of college personnel and support of all our planning committees, the office will need laptop to remotely access data and related training or planning documents. In addition, there will be an ongoing need to cycle through computers every

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three years in order to maintain the integrety of data reporting and documenting of the college planning and program review process. In the past, vital work hours have been lost on malfunctioning computers and archives have been difficult to maintain on older machines. The Office will also require a high capacity multifunction printer/copier to maintain a productive and efficient office. In addition to everyday use, the office supports the high volume printing needs of its college committees. Development of the college's plans also require extensive printing.

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Section V. Department Evaluation Rubrics The College seeks to continually improve its processes and enhance student achievement and institutional

effectiveness. Below you will find two rubrics with descriptors of effectiveness standards for student

learning outcomes and for program review and planning. Please complete the rubrics to indicate whether

your department meets each standard. Be mindful that your responses will be validated by the Office of

Institutional Effectiveness (OIE). Below each rubric, please provide a brief narrative on your

department’s level of implementation.

1. Please evaluate your department’s effectiveness in Student Learning Outcomes.

a. Complete the third column of the rubric by indicating whether your department meets the

standard by inserting “Y” for yes and “N” for no in the third column.

Student Learning Outcomes Rubric

Levels of

Implementation

Characteristics of Department Effectiveness in

Student Learning Outcomes

Y/N To be

completed

by OIE.

Awareness The department has defined outcomes for some courses and

programs. Y

Development The department has established authentic assessment strategies for

assessing course and program learning outcomes. Y

Department allocates appropriate time and resources to support

student learning outcomes and assessment. N

Faculty and staff in your department are fully engaged in student

learning outcome development. N

Proficiency Student learning outcomes and authentic assessments are in place for

all course and program learning outcomes, and all courses and

programs have implemented assessments.

Y

Departmental decision-making includes a dialog on the assessment

of course and program learning outcomes. Y

The department completes comprehensive assessment reports that

include planned improvement efforts. Y

The department uses its resources and, when appropriate, requests

budget augmentation to support improvements identified and

planned through the student learning outcomes assessment process.

N

Course and program learning outcomes are aligned with Institutional

and General Education Learning Outcomes. Y

Sustainable

Continuous

Quality

Improvement

Course and program learning outcomes and assessments are ongoing,

systematic and used for continuous quality improvement. Y

Dialog about student learning in ongoing, pervasive and robust. N Student learning improvement is a visible priority in department

goals and practices. Y

Results of the learning outcomes assessment process are a

fundamental data component in department program review and

planning.

Y

b. Provide a brief narrative assessing your department’s overall effectiveness on student

learning outcomes (awareness, development, proficiency, or sustainable continuous

quality improvement).

OIE acknowledges its current "proficiency" level in the SLO process. Reduced staffing has prevented the office from becoming fully engaged in the process. To address this, OIE seeks to replace current vacancies to address deficiencies in the process and to move the Office from "proficiency" to "sustainable continuous quality improvement".

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2. Please evaluate your department’s effectiveness in Program Review and Planning.

a. Complete the third column of the rubric by indicating whether your department meets the

standard by inserting “Y” for yes and “N” for no in the third column.

Program Review and Planning Rubric

Levels of

Implementation

Characteristics of Department Effectiveness in

Program Review and Planning

Y/N To be

completed

by OIE.

Awareness Department program review self-evaluation/annual update plan is

completed in full and submitted on time. Y

Developmental Department planning includes broad participation, use of

quantitative and qualitative data, and alignment of department

goals with college mission and strategic planning goals.

Y

Proficiency The program review self-evaluation/annual update plan includes

effective measures for evaluating progress in completing

department goals, and desired outcomes reflect improvements in

department effectiveness and student learning. Requested

resources are thereby justified.

Y

The department effectively uses its resources to achieve its goals,

support the College goals and support improvement. Y

The department ensures that its goals, and measures toward

completing those goals, are known throughout the department. Y

The department assesses the progress toward meetings its planned

goals and program review recommendations. Y

The department planning effectively incorporates program review

results into improvements in instruction and service delivery. Y

Sustainable

Continuous Quality

Improvement

Program review processes and department planning are ongoing,

incorporating systematic evaluation, and used to continually refine

and improve program practices resulting in improvements in

student achievement and learning.

Y

Dialog about program effectiveness is ongoing, robust, and

pervasive. Data and analysis are widely distributed and used

throughout the department.

Y

Consistent and continuous commitment to improving student

learning and educational effectiveness is a demonstrable priority in

the department.

Y

b. Provide a brief narrative assessing your department’s overall effectiveness on program review and

planning (awareness, development, proficiency, or sustainable continuous quality improvement).

The Office is fully engaged in the program review process. OIE facilitates the Program Review Self-Evaluation proccess for the College. The Office invests considerable time in the development and planning of Program Review. We continue to improve our planning practices in collaboration with college committees, academic departments, student services and administrative units.

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USE A SEPARATE FORM FOR EACH POSITION REQUESTED

If you are requesting more than one position in this discipline, prioritize each position by #

Hiring requests will only be considered when they are submitted by the department chair. For Counselor requests,

please identify any additional Program Reviews that should be considered:

Department: Discipline or Program: Replacement

Is this a replacement request for a full-time position ____________________________ _______________

that has not been filled during the last five years? Name Date

Yes No _______________________________ __________________

Name Date If yes, provide the name(s) and dates of separation.

In addition to the information provided by OIE, please address the following questions.

1. Hours (30 points maximum) Do you currently have the standard hours to offer an additional full-time faculty during the spring and fall

terms?

In fall 2013, how many total hours were offered in this discipline?

How many hours were taught/worked* by all regular/contract faculty? (Include ONLY those

hours that are necessary as part of their full-time load.)

How many hours were taught/worked by all hourly faculty? (Include hours for hourly

assignments taught/worked by full-time faculty)

In spring 2014, how many total hours were offered in this discipline?

How many hours were taught/worked by all regular/contract faculty? (Include ONLY those

hours that are necessary as part of their full-time load.)

How many hours were taught/worked by all hourly faculty? (Include hours for hourly

assignments taught/worked by full-time faculty) * “worked” applies to non-teaching counselor and librarian assignments

List the faculty member, reassignment position, the reassignment (0.2, .04, 0.6) and the reassignment dates. Do not include positions that are permanently assigned to the department (ex: Department Chair, Department Centers)

Example: John Smith, Curriculum Chair, 0.6, Fall 2012-Spring 2014; Michele Ramos, Senate President, 0.8, Fall 2013-Spring 2015

EAST LOS ANGELES COLLEGE

For Academic Year 2015-2016

A. Staffing Hours _______/50 pts possible

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2. Trends (20 points maximum)

Please justify the replacement of the position or need for growth:

a. For instructional departments, include enrollment trends and any factors that may increase or limit WSCH or

enrollment.

OR

b. For non-instructional departments (Counseling and Library), include an assessment of faculty/student ratios and any other factors that may affect these ratios.

Please reference your most recent Annual Update and Program Review Self-Evaluation (PRSE) to answer the following questions:

1. How does filling this position align with the Program Plan and/or recommendations of your department’s PRSE? (25 points maximum)

2. In what ways will filling this position further departmental efforts to develop or enhance new or existing programs and/or curriculum in ways that cannot be done by current faculty? (25 points maximum)

Oral Response (Optional): TBD Please be on time and note that no additional or updated paperwork will be accepted.

Originator _________________________________________________________ Department Chair _________________________________________________________ Designated Dean’s Signature _______________________________________________

For questions regarding the Program Review Self-Evaluation process, please contact Maribel Carbajal-Garcia at the Office of Institutional Effectiveness: (323) 415-4152 OR carbajm@elac.edu

_______/50 pts possible B. Educational Program

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Perkins Funds Proposal 2015-2016

Guidelines 1. Proposals will be assigned up to 85 points. Extra points may be given for interdepartmental proposals,

proposals that are project related, and proposals that tie in with the non-credit basic skills program.

2. You must complete the “Program Improvement and Permissive Activities” form and the “Perkins Required

Use” table on the next pages. You need to complete these forms for EACH TOP CODE you are submitting

a proposal for. In the Perkins Required Use table you must identify activities your program/dept. is

developing/implementing with or without Perkins funds. Activities may not necessarily relate to this

funding request. However, all sections must be answered. If you are not able to identify an activity for each

“Required Use” then your funding request(s) must address the required activity.

3. Handwritten proposals will not be accepted. Proposals must be submitted by Thursday, March 19th,

2015 by 4:00 p.m. NO EXCEPTIONS.

4. There is no limit to the number of proposals that a department can submit. However, if you are on the

proposal ranking committee, you cannot vote on proposal(s) that involves your department. Please rank

your proposals collectively, staffing and projects, by department. If ranking is not identified correctly the

committee will rank proposals for the department.

5. Proposals must include a budget summary reflecting the exact amount requested and an expected timeline

for completion/implementation of the proposal. The person directing the project must be prepared to

submit a completed purchase order with quotes if requesting equipment or supplies by or before Thursday,

September 24, 2015. Include exact specifications: vendor, make, model, etc. Remember, if prices go

down after the quote has been submitted, you will not be able to use the extra funds. These funds will

be swept to the general pot for future use.

6. All questions on the application must be answered in the space provided. Failure to do so will result in

automatic elimination. Be specific and clear in your responses. The committee will be judging your

proposal solely on what they read.

7. 100% of funds for equipment must be spent or encumbered by January 30, 2016 that have not been spent

or/encumbered by the deadline will be swept to the general pot for future use.

8. An electronic copy (email) of the proposal and the cover page with the original signatures are due by

Thursday, March 19, 2015 by 4:00 p.m.

9. ANY QUESTIONS about the Perkins Proposal please contact Laureano Flores or Laura E. Ramirez ext.

4173.

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Perkins Proposal

2015-2016

Program Improvement and Permissive Activities Form

(10 points)

Briefly describe program improvement issue(s) concerning this TOP code and include specific examples. (Limited to 2,000 characters, or

approximately ½ page of text.) For sample narrative responses, click here.

Briefly describe how the issue(s) will be addressed. (Limited to 2,000 characters, or approximately ½ page of text.) For sample narrative

responses, click here.

Below are the nine §135(b) Requirements for Uses of Funds. Programs receiving these funds must meet these

requirements. Indicate with a check mark those requirements that the program currently meets (met). Any remaining

unmet requirement(s) must be addressed with completed or ongoing activities by the time of submission of the final

report by August 30, 2015. Note: If all nine required uses of funds have been met, funds may be used for the permissive

activities specified in number 10.

Indicate with a check

mark which

requirements have been

met, below.

Requirements for Uses of Funds MET UNMET

1. Strengthening the academic, and career and technical skills of students participating in CTE programs through the integration of

academics with CTE programs. [§135(b)(1)]

2. Link CTE at the secondary and the postsecondary levels, including by offering elements of not less than one program of study described in §122(c)(1)(A). [§135(b)(2)]

3. Provide students with strong experience in and understanding of all aspects of an industry, which may include work-based learning experiences. [§135(b)(3)]

4. Develop, improve, or expand the use of technology in CTE, which may include training to use technology, providing students with

the skills needed to enter technology fields, and encouraging schools to collaborate with technology industries to offer internships

and mentoring programs. [§135(b)(4)]

5. Provide in-service and pre-service professional development programs to faculty, administrators, and career guidance and

academic counselors involved in integrated CTE programs, on topics including effective integration of academics and CTE,

effective teaching skills based on research, effective practices to improve parental and community involvement, effective use of scientifically based research and data to improve instruction. Professional development should also ensure that faculty and

personnel stay current with all aspects of an industry; involve internship programs that provide relevant business experience; and

train faculty in the effective use and application of technology. [§135(b)(5)]

6. Develop and implement evaluations of the CTE programs carried out with Perkins funds, including an assessment of how the needs of special populations are being met. [§135(b)(6)]

7. Initiate, improve, expand and modernize quality CTE programs, including relevant technology. [§135(b)(7)]

8. Provide services and activities that are of sufficient size, scope and quality to be effective. [§135(b)(8)]

9. Provide activities to prepare special populations, including single parents and displaced homemakers enrolled in CTE programs,

for high-skill, high-wage or high-demand occupations that will lead to self-sufficiency. [§135(b)(9)]

FOR THOSE REQUIREMENT(S) LISTED ABOVE AS “UNMET:”

Describe specific activity(ies) intended to address the unmet requirement(s). (Limited to 2,000 characters, or approximately ½ page of text.)

For sample narrative responses, click here.

10. Permissive Uses Per Section 135(c) (check activities to be funded with CTE funds)

1. Involve parents, businesses, and labor organizations, in the design, implementation and evaluation of CTE programs. [§135(c)(1)]

2. Provide career guidance and academic counseling for students participating in CTE programs, that improves graduation rates and provides information on postsecondary and career options, and provides assistance for postsecondary students and adults, [§135(c)(2)]

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3. Local education and business partnerships, including work-related experiences for students, adjunct faculty arrangements for qualified industry

professionals and industry experience for teachers and faculty. [§135(c)(3)]

4. Provide programs for special populations. [§135(c)(4)]

5. Assisting career and technical student organizations. [§135(c)(5)]

6. Mentoring and support services. [§135(c)(6)]

7. Leasing, purchasing, upgrading or adapting equipment, including instructional aides and publications (including support for library resources) designed

to strengthen and support academic and technical skill achievement. [§135(c)(7)]

8. Teacher preparation programs that address the integration of academic and CTE and that assist individuals who are interested in becoming CTE faculty, including individuals with experience in business and industry. [§135(c)(8)]

9. Developing and expanding postsecondary program offerings at times and in formats that are accessible for all students, including through the use of

distance education. [§135(c)(9)]

10. Developing initiatives that facilitate the transition of sub-baccalaureate CTE students into baccalaureate degree programs, including articulation agreements, dual enrollment programs, academic and financial aid counseling and other initiatives to overcome barriers and encourage enrollment and

completion. [§135(c)(10)]

11. Providing activities to support entrepreneurship education and training. [§135(c)(11)]

12. Improving or developing new CTE courses, including the development of programs of study for consideration by the state and courses that prepare

individuals academically and technically for high-skill, high-wage or high-demand occupations and dual or concurrent enrollment opportunities.

[§135(c)(12)]

13. Developing and supporting small, personalized career-themed learning communities. [§135(c)(13)]

14. Providing support for family and consumer sciences programs. [§135(c)(14)]

15. Providing CTE programs for adults and school dropouts to complete secondary education or dropouts to complete secondary education or upgrade

technical skills. [§135(c)(15)]

16. Providing assistance to individuals who have participated in services and activities under this Act in continuing their education or training or finding an

appropriate job. [§135(c)(16)]

17. Supporting training and activities (such as mentoring and outreach) in nontraditional fields. [§135(c)(17)]

18. Providing support for training programs in automotive technologies. [§135(c)(18)]

19. Pooling a portion of such funds with a portion of funds available to other recipients for innovative initiatives. [§135(c)(19)]

20. Supporting other CTE activities consistent with the purposes of the Act. [§135(c)(20)]

Check all types of activities to be funded with Perkins Funds:

[ ] Professional Dev. (including stipends)

[ ] Instructional Equipment Purchase/Replacement

[ ] Facility Rental/Lease (off-campus location) [ ] Curriculum Development

[ ] Program Marketing and Outreach

[ ] Other (specify)________________

[ ] Instructional Materials Purchase/Replacement (including software) [ ] Project Administration

[ ] Programs/Services for Special Populations

[ ] Consultants or Other Contracted Services

Check one: UNMET REQUIREMENTS WILL BE ADDRESSED:

[ ] Entirely with Perkins Funds

[ ] Entirely with Other Funding Sources

[ ] Using Both Perkins and Other Funding Sources

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Perkins

Required Use

Current Activities Core Indicator Status

Strengthen academic & technical

skills of students

One: Technical Skill Attainment

Two: Completions

Three: Persistence & Transfer

Four: Placement

Five: Equity Non-Traditional Emp.

New Activity

Continuing Activity

Planned

Completed

Link secondary and postsecondary

CTE programs (at least one program

of study)

One: Technical Skill Attainment

Two: Completions

Three: Persistence & Transfer

Four: Placement

Five: Equity Non Traditional Emp.

New Activity

Continuing Activity

Planned

Completed

Provide students with strong

experience and understanding all

aspects of an industry (WBL)

One: Technical Skill Attainment

Two: Completions

Three: Persistence & Transfer

Four: Placement

Five: Equity Non Traditional Emp.

New Activity

Continuing Activity

Planned

Completed

Develop, improve, and expand use of

technology

One: Technical Skill Attainment

Two: Completions

Three: Persistence & Transfer

Four: Placement

Five: Equity Non Traditional Emp.

New Activity

Continuing Activity

Planned

Completed

Professional Development

One: Technical Skill Attainment

Two: Completions

Three: Persistence & Transfer

Four: Placement

Five: Equity Non Traditional Emp.

New Activity

Continuing Activity

Planned

Completed

Evaluate programs with emphasis in

meeting needs of spec. pops.

One: Technical Skill Attainment

Two: Completions

Three: Persistence & Transfer

Four: Placement

Five: Equity Non Traditional Emp.

New Activity

Continuing Activity

Planned

Completed

Initiate, improve, expand and

modernize quality programs

One: Technical Skill Attainment

Two: Completions

Three: Persistence & Transfer

Four: Placement

Five: Equity Non Traditional Emp.

New Activity

Continuing Activity

Planned

Completed

APPLICATION FOR PERKINS 2015-2016 FUNDS

Perkins Required Use

(20 points)

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Provide services & activities of

sufficient, size, scope and quality.

One: Technical Skill Attainment

Two: Completions

Three: Persistence & Transfer

Four: Placement

Five: Equity Non Traditional Emp.

New Activity

Continuing Activity

Planned

Completed

Provide activities to prepare special

pops. For high skill, high wage, or

high demand occupations leading to

self-sufficiency

One: Technical Skill Attainment

Two: Completions

Three: Persistence & Transfer

Four: Placement

Five: Equity Non Traditional Emp.

New Activity

Continuing Activity

Planned

Completed

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Application for Perkins Funds Staffing Proposal

2015-2016

75 points

Rank if multiple proposals being favored by discipline ( )

Please note that you must have also completed the “Program Improvement and Permissive Activities” form and the

“Perkins Required Use” table. You only need to complete each of those forms once regardless of the number of

proposals submitted.

Program TOP Code Department

Initiator/Contact Person Signature Phone #

Department Chair Signature Supervising Dean Signature

Total Funds Requested

Student Employee Position and Rate:

Program Assistant $11.04

Career Guidance Counselor $15.46

$

Student Worker $9.20

Student Tutor I-$9.20, II-$11.04, III-$13.25

Unclassified Non Student Worker

Professional Expert (rate TBD)

Budget Preparation

Hours per week Number of weeks Subtotal Hours

Fall

Winter

Spring

Summer (3 weeks)

Total Hours

Hourly Rate X

Total Cost $

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1. Describe the typical duties, support, or expected activities the employee will complete. (10 points)

2. How will staffing this position support

a.) the required uses of funds(10 points):

b.) core indicators (10points):

c.) program review (10 points):

d.) annual goals( 5 points):

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Application for Perkins Funds 2015-2016

Project Proposal

Must be a CTE approved TOP Code program

NOTE: Core indicator data must be reviewed every year.

Contact Laura E. Ramirez for current data.

85 POINTS Possible

Rank if multiple proposals being favored by discipline ( )

Please note that you must have also completed the “Program Improvement and Permissive Activities” form and the

“Perkins Required Use” table. You only need to complete each of those forms once regardless of the number of

proposals submitted.

Program TOP Code Department

Initiator/Contact Person Signature Phone #

Department Chair Signature Supervising Dean Signature

Total Funds Requested Title of Proposal

1. Is your Proposal interdepartmental?

Please have the chair of the departments involved sign below.

Print Name Signature_____________________________

Department

2. What is nature of this project request? The project must be more than an equipment/supplies request? Indicate

how- for example are you revising curriculum, developing a certificate, conducting an event, etc. (10

POINTS) (5 sentences)

3. Please provide a brief description of your proposal idea and state how it supports the

a.) Requirement for Uses of Funds: (5 POINTS)

b.) Core Indicator Data for your discipline: (5 points)

c.) Unmet Requirements/Permissive Uses: (5 points)

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4. Please write a few sentences indicating how this project relates to goals stated in the program review (please

reference) or operational plan of your department. (5 POINTS)

5. Attach most recent advisory committee meeting minutes/attendance. Identify, if applicable, where the advisory

committee supported this project.

(5 POINTS)

6. What are the expected outcomes of your project and how will you evaluate the success? Identify how many

students will be impacted by this project.

(10 Points)

Number of Participating Students

Number of Participating Faculty

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Perkins Funds

Budget Summary (10 points) (Not required for Staffing Proposal)

Proposal Title Date

Proposal Director/Designee Department/Area

(Each participating Department/Area must complete a separate form)

Anticipated

Completion

Date Object code: Amount Subtotal

1000 Certificated Salaries (hourly instruction) $

$

$

$

2000 Classified Salaries (professional expert, instructional aides, tutors,

clerical/ student help) $

$

$

$

3000 Benefits for permanent certificated and classified employees $

$

$

4000 Materials & Supplies (books, media, software1, printing) $

$

$

$

5000 Operating Expenses (contract consultants, lecturers, conferences,

postage, mileage, travel, advertising) $

$

$

$

6000 Capital Outlay (facilities modifications, equipment, computers) $

$

$

$

7000 Other (student grants, student travel) $

$

$

$

Total Requested $ 1 Less than $200, considered supply; otherwise considered equipment Total $

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SAMPLE RESPONSES

Briefly describe program improvement issue(s) concerning this TOP code and include

specific examples.

Example A:

Student achievement is below state level. Program attrition is below state level.

Increasingly there is limited access to clinical training sites. Increasingly there is limited

access to clinical faculty. There is a need to maintain employment rates of completing

students and involvement of non-traditional students.

Example B:

A) Facilities for EMT’s & Paramedics need to be improved. The classroom, restrooms,

lab and storage space provided are extremely inadequate. B) Old outdated equipment

needs to be replaced with industry standard equipment. C) EMT and Paramedic staff

needs to stay current in the field. D) Female enrollment in the program has decreased.

Bringing female numbers up needs to be a priority. E) Program and course SLOs and

assessments need to be developed.

Briefly describe how the issue(s) will be addressed.

Example A:

Provide support materials to enhance student success. Expand student proficiency in

computer use and test taking. Promote online practice of state board reviews. Provide

faculty training in BVNPT test plan and curriculum coordination. Integrate technology

across curriculum and provide for integrated academics. Provide exposure to industry

through observation and work experience. Expand industry contacts to increase clinical

training opportunities.

Example B:

A) Funding from the recently approved bond measure will provide funding for new

construction. B) New industry standard equipment will be identified and purchased with

a combination of Perkins and District funds. C) Professional development opportunities

will be made available with Perkins, District and other sources of funding. D)

EMT/Paramedic staff will participate in non-traditional career fairs. Female staff will

serve as role models and mentors for female students.

FOR THOSE REQUIREMENT(S) LISTED AS "UNMET”-- Describe specific activity(ies)

intended to address the unmet requirement(s).

Example A:

Provide faculty training in test plan preparation and curriculum.

Example B:

No unmet requirements, therefore no response required.

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