Annual Update Plan 2015-2016 for Academic Departmentswritingcenter.elac.edu/facultyStaff/oie/docs/annualupdates15... · 1 Annual Update Plan 2015-2016 for Academic Departments Department

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Annual Update Plan 2015-2016 for Academic Departments Department Name: MATHEMATICS

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 [email protected] 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.

mailto:[email protected]

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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 department verify

the appropriateness of their

course scheduling based on

an analysis of student

success data at each level

of the sequence.

We do this on an on-going basis. Provide proper scheduling More basis skills courses.

2. That the department

develop a plan for

addressing the

requirements to offer the

TMC in Mathematics.

We have submitted the paperwork, but have to modify the course outline for M262 Calculus II to fit the state requirements.

TMC in mathematics should be approved by this fall 2015.

More TMC courses to meet demand as needed.


develop strategies to

reduce gross inequities in

student success and

retention.

We do not perceive gross inequities in student success and retention based on levels of preparedness.

Students at the same preparedness level do equally well.

Continuous data on student success and retention in all math courses.

4. That the department should

further explore its

relationships and

connections to other

We are trying to organize a meeting with all STEM departments to coordinate course offerings to optimize student participation and completion.

Prepared STEM majors will complete their requisite course work within a two year period.

May require additional rooms to provide more sections to accommodate STEM major schedules.

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departments in regards to

curriculum and academic

programs, i.e. pre-

requisites to courses in

programs in other

departments.


continues to report on the

technology and facilities

needs in the annual update

and work with supervising

dean to get them met.

We are continually being advised by Eddie Villanueva, our Math Lab technician on issues regarding updating and maintenance of our computers both in the lab and in our computer classrooms. This information will be in the update.

Keep all labs and computer classrooms up to date and running.

Additional funds will be required to replace old and stolen computers. We also need to update the teacher stations in all the G8 classrooms. The equipment in the G8 classrooms is very slow.


evaluate its curriculum

planning and temper its

plans with more realistic

timeline for curriculum

development and

implementation.

We are constantly looking for ways to get students through the math curriculum in a timely and successful fashion. We have the MAP program as well as FYC and the Tri Math program.

Prepared students should finish their transfer level courses or their program prerequisite classes by the end of their second year at ELAC.

Additional funds may be required for the MAP, FYC, and Tri Math programs.


improve its involvement in

the PLO process. While

the department has

reviewed assessment

results, it has not

developed an assessment

plan that is minimally

sufficient for the

“proficient” level.

We are working on this. We want our math majors to have successfully completed the calculus sequence and our program course.

Math majors will be prepared to transfer to a 4 year college or university within two years of attending ELAC.

We need to provide enough sections to meet student needs. This may require additional sections.

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identify and assess

departmental efforts to

increase its presence and

engagement in the

community.

The math department has a strong presence in the community via its FYC, MAP, and Tri Math programs. We also have a very active math lab. We participate in the AMATYC contest every year and do very well. We provide academic scholarships at the year end scholarship banquet.

Students will come to the math department with the expectation of receiving a quality education suitable to their needs.

Funds to publish a newsletter describing the achievements of our math students and math faculty.


implement methods of

utilizing noncredit services,

including Escalante, to

increase progress through

Math course sequence.

We have met and discussed with the Escalante coordinate, Fernando Fernandez, about providing remedial math courses for students who cannot take a course because it is impacted or does not fit their schedule.

All students who enter ELAC and receive an assessment will be able to attend a class appropriate to their placement.

Additional sections and rooms.

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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.

We have continued the FYC program and the MAP programs. We have begun the Tri Math program this past summer and it was very successful. So we have provided more Tri Math sections this fall 2014. We have submitted the TMC for approval and are waiting for approval on modifications to one of our required courses, M262, Calculus II.

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?

Increased state funding has allowed us to offer programs that appear to be effective in getting our students through the math sequence.

3. Use the following tables to describe any new courses or programs that you anticipate developing and offering over the next six years. (P)

Proposed

Program

Type Estimated Time

to Completion

Existing Courses

Required for Program

New Courses

Required for Program

(Also list in the next

table)

Extended M115

District Program fall 2014 M113, M114 None

Extended M125

District Program spring 2015 M123, M124 None

Book rental New Program spring 2015 None None

Select item

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Select item

Proposed Course Type Expected

Semester of First

Offer

M113 District course fall 2015




New course

New course

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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. The college has the following institutional set standards. In setting these standards, the college acknowledges that each program serves a unique population and provides curriculum that leads to varied anticipated outcomes. Please provide the program set standards for each of your programs of study/service. These standards indicate the level of success, below which would cause concern and indicate a need for programmatic improvement. The institution set standards may serve as a guideline in your discussions. Course-level standards of retention and success are important indicators of student success. Please indicate your standard for these indicators. You may provide a break-down in any way you feel appropriate, such as setting standards for each discipline. The Office of Institutional Effectiveness is available to train faculty and staff on ways to use the new interactive data-system to disaggregate in this manner.

Course level standards by discipline (If you elect to set standards for separate courses within the same discipline, contact OIE about inserting an attachment.)

Course standard College Standard

College Goal

Discipline(s) Discipline Standard

Discipline Goal

In-Course Retention 84% 90% Mathematics 60% 70%

In-Course Success 63% 70% Mathematics 60% 70%

Program-level standards for completion exist for programs of study with degrees and/or certificates. For each degree and certificate, list the standard and target.

Program Completion Standard Completion Target

AA-T 10 15

AS-T 10 15

Licensure pass rate and employment rate standards should be provided for all appropriate CTE programs. The college is in the process of developing effective methods for tracking job placement. Until such time that college specific data is available, data from the Launch Board can be used.

Program Licensure pass rate standard, if applicable

Employment rate standard

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b. 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)

We have a common final for M110 which allows us to determine the topics where students are not being successful. We also are planning on a common M105 final.

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)

The mathematics department has discussed demographic issues many times. May of us feel that students who come to us from local high schools are not taking four years of mathematics. It is an encouraging sign that the state will require four years of mathematics for all high school students. We feel that a four year mathematics requirement will significantly reduce the number of unprepared and underprepared students form our local high schools.

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)

Mathematics, like English, is a necessity for success in most scientific fields and other fields that require

quantitative analysis. We feel that we provide a more than adequate prepartion for students who want to enter any

field that requires mathematics either as a gateway course or as a preprequisite for entry into a four year college or

university. We have a highly qualified and diverse faculty with teaching styles that would fit the needs of any

student. Perhaps a better initial assessment instrument from Matriculation would assist in this process.

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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 Course Learning Outcome practices on student learning and

achievement within your department. Describe the practices which led to the success. The mathematics department is assiduous in collecting data and analyzing it. We have identified areas that need student improvement. We have

determined that increased time on task leads to greater success for students. We have also found that keeping tabs on students in terms of attendance

and homework completion have increased student success and retention.

2. As an attachment, please include the 4-column, Program Learning Outcome 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 Program Learning Outcomes (PLOs), which is useful for connecting to CLOs in

the program. PLOs 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. Students

compose a C++

program.

The C++ program works as

designed. M173, M273 We will learn if students are capable of designing

and testing a C++ program.

2. Students solve a

problem requiring

derivatives.

Whether or not students can take

the derivative of a function. M261, M262, M263, M175 We will learn whether or not students can take the

derivative of a function. Challenges include

determing if the student understands the purpose

of a derivative and can apply it to various

applications.

3. Students solve a

problem

requiring

integration.

Whether or not students can

integrate a function. M261, M262, M263, M275 We will learn whether or not students can integrate

a function. Challenges include determining if the

student understands the purpose of an integral and

can apply it to various applications.

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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. Students compose a C++

program.

Students are asked: (a) What is

an operator function? (b) Write

an implementation for the given

operator declaration.

Students performance on in-class

and out-of-class assignments. The C++ instructor is

responsble for

administering the

assessment.

Each semestser.

2. Students solve a problem

requiring derivatives.

Students were asked to take the

derivative of a rational function. Student performance on in-class

and out-of-class assignments. Calculus insstructors

administer the

assessment.

Each semester.

3. Students solve a program

requiring integration.

Students were asked to compute

the definite integral of a

polynomial function.

Student performance on in-class

and out-of-class assignments. Calculus instructors

administer the

assessment.

Each semester.

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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

Update

computers in the

computer

classrooms.

Goal 1: Ensure adequate student support services t Goal 1: Increase student success through smart and Goal 1: Provide appropriate study space that is co None. Provide adequate computer resources to students.

35 or more computer stations in two different computer classrooms.

Tri-Math Goal 1: Strengthen college response to struggling Goal 1: Facilitate student-centered instruction th Goal 1: Complete the Student Success and Retention Pilot program this

summer was successful.

Each Tri-math class requires a student tutor, a student counselor, and additional hours outside regular class time.

Additional costs to pay for student tutors and student counselors. Also rooms to accommodate the tutoring services.

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12 month basis

for Eddie

Villanueva in the

math lab

Goal 1: Ensure adequate student support services t Goal 1: Increase student success through smart and Goal 2: Provide adequate access to facilities for President has approved

the 12 month basis for

Eddie Villanueva in the

math lab.

Computers in classrooms and the labs will be up and running year round.

Funds to maintain technology in the lab and classrooms.

E7-106 teacher

station, and

projector need to

be updated.

They are not

working.

Goal 1: Ensure adequate student support services t Goal 1: Increase student success through smart and Goal 1: Complete the Student Success and Retention No progress to report. Many of our upper level courses are taught in E7-106. The teacher station and projector will greatly benefit all of our STEM students.

Additional funds to purchase and install the teacher station and projector.

Two scanners for

C2-123 and B1-

108

Goal 1: Ensure adequate student support services t Goal 1: Facilitate student-centered instruction th Goal 1: Complete the Student Success and Retention Not purchased yet. Scanners allow instructors to write tests and assignments in one format and allow them to be saved as .pdf files that can then be uploaded into ACE or other student websites.

Additional funds for two scanners.

Probationy hire

to replace

recently retired

Wing Ko

Goal 1: Strengthen college response to struggling Goal 1: Facilitate student-centered instruction th Goal 1: Complete the Student Success and Retention Application is being

tendered for spring

hiring process for fall

2015.

Students will have the benefit of a regular faculty member who will be available for committee work, office hours, tutoring and other activities.

Funds for a new hire.

Office space for

adjuncts to hold

office hours.

Goal 1: Strengthen college response to struggling Goal 1: Facilitate student-centered instruction th Goal 4: Provide adequate office space for fulltime No visible progress for

the past many, many

years.

Adjuncts are supposed to hold office hours. This is a contractual obligation, but we do not provide a place for

Additional bungalows or classrooms.

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the office hours to be held.

1. Please describe what additional resources are required in order to meet your planning goals. We need to update the teacher stations in all of the G8 classrooms. There are 5 of them. This will cost approximately $10,000. We also need to replace the 3 stolen computers in the computer classrooms and provide appropriate security measures so that it will become difficult for people to walk off with our computers. This may cost upwards of $10,000 to replace the computers and provide for security.

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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. Y

Faculty and staff in your department are fully engaged in student

learning outcome development. Y

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.

Y

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. Y

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

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

learning outcomes (awareness, development, proficiency, or 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 department continually discusses our program both formally during department meetings and informally during discussions among faculty. Ideas are brought to the deparmtent to be discussed and voted upon for implementation or futher development. With regard to c. above: The department has been doing SLO's for many years now. We have established assessment methods, we have been assessing SLO's each semester in many cases. We have established plans to improve SLO's. We have closed the loop on almost all of our courses. The math department is making every effort to improve our teaching methods and ensure student retention and success.

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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: Mathematics Discipline or Program: Mathematics 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? Yes.

In fall 2013, how many total hours were offered in this discipline? 959

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.) 339

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

assignments taught/worked by full-time faculty) 620

In spring 2014, how many total hours were offered in this discipline? 1041

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.) 327

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

assignments taught/worked by full-time faculty) 714 * “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

Gabriel Castro, Math Lab Coordinator, 0.4, fall 2009-spring 2015;Gabriel Castro, Vice Chair, 0.2, fall 2009-spring 2015;Mona Panchal, Vice Chair, 0.2, fall 2009-spring 2015;Mike Lee, Vice Chair, 0.2, fall 2009-spring 2015, Guojao Liao, Vice Chair, 0.2, fall 2009-spring 2015;Myung Yun, Vice Chair, 0.2 fall

EAST LOS ANGELES COLLEGE

For Academic Year 2015-2016

A. Staffing Hours _______/50 pts possible

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2009-spring 2015;Fernando Fernandez, Escalante, 1.0, fall 2009-spring 2015, Ruben Arenas, FYC and Tri Math coordinator, 0.8, fall 2012-spring 2015.

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.

We are getting more and more students every year both in basic skills and STEM. 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)

We have over 80 adjuncts who teach each semester a minimum of 320 to a maximum of 400+ hours (and even more with the AFT's decision to allow 10 hours per adjunct. We have 25 regular faculty with a total of 4 FTE release. Which effectively brings us down to 21 regular faculty who teach 315 regular hours. So around half of our courses are taught by adjuncts. Students deserve to have the majority of their courses taught by regular faculty.

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)

Most of our current faculty are maxed out in terms of teaching loads and school activities. Getting another faculty will replace Wing Ko who retired this fall. New faculty come in with new energy and new ideas. Almost all the new programs and innovations that we have developed over the past several years have come from the new faculty. They support the new ideas by participating in the programs. They are willing to experiment and try new ways of doing things.

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

Originator _________________________________________________________

_______/50 pts possible B. Educational Program

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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 [email protected]

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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)]

22

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

23

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)


Two: Completions


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)


Two: Completions


Four: Placement


New Activity

Continuing Activity

Planned

Completed

Develop, improve, and expand use of

technology


Two: Completions


Four: Placement


New Activity

Continuing Activity

Planned

Completed

Professional Development


Two: Completions


Four: Placement


New Activity

Continuing Activity

Planned

Completed

Evaluate programs with emphasis in

meeting needs of spec. pops.


Two: Completions


Four: Placement


New Activity

Continuing Activity

Planned

Completed

Initiate, improve, expand and

modernize quality programs


Two: Completions


Four: Placement


New Activity

Continuing Activity

Planned

Completed

APPLICATION FOR PERKINS 2015-2016 FUNDS

Perkins Required Use

(20 points)

24

Provide services & activities of

sufficient, size, scope and quality.


Two: Completions


Four: Placement


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


Two: Completions


Four: Placement


New Activity

Continuing Activity

Planned

Completed

SENATE EXECUTIVE COMMITTEE DRAFT – February 4, 2014

SENATE ADOPTED—February 11, 2014

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 $

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):



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)

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



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 $



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.

Documents

Annual Update Plan 2015-2016 for Academic Departmentswritingcenter.elac.edu/facultyStaff/oie/docs/annualupdates15... · 1 Annual Update Plan 2015-2016 for Academic Departments Department