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Annual Update Plan 2015-2016 for Non-Academic Units Department Name: ATHLETICS
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.
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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. It is recommended that the
department analyze data on
trends and identify specific
activities that can be performed
by the department to advance
college goals, such as
increasing and diversifying
outreach.
The Athletic Department is making every effort to increase our recruitment of the high school juniors and seniors in the communities we serve. Our main objectives are to recruit, to retain, and to transfer. ELAC Athletics is concerned about the progress and matriculation of each student-athlete, not just the student-athletes that wish to continue with their playing careers. To ensure greater academic success of the student-athletes at ELAC, the student-athletes are offered early registration. ELAC has introduced Personal Development courses specifically for the ELAC student-athlete. In addition, the Athletic Director has mandated a five-week grade check for each and every student-athlete.
We believe with the additions of the aforementioned items, the success, both academically and athletically, of our student-athletes will be very evident and the matriculation numbers will rise which in turn will increase our presence within the community as well as our matriculation numbers.
A "Director of Academic and Athletic Success" has been discussed with the ELAC Student Services administration and with the ELAC Academic/Athletic counselors in order to recruit against the local community colleges that can recruit from the same communities as ELAC. A location on campus with computers, supplies, etc. will greatly increase our recruitment, our retention and our matriculation numbers.
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2. It is recommended that the
department increase their
involvement in Student
Services Outcomes as they are
currently at the “development”
level.
Presently in discussion with the learning assessment center.
An assessment will be conducted in the Spring of 2015.
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3. It is recommended that the
department revise goals in
program plan, because what is
currently listed as goals are
requested resources.
The goals of this Department are to increase our recruitment efforts of female student-athletes, retain more student-athletes from freshmen to sophomore year, matriculate a greater number of student-athletes to four-year schools, and to win multiple individual, Conference and CCCAA State Championships. One additional goal would be to hire a "Sports Information Director".
The goals we are diligently striving to attain will dramatically increase the presence within our community, will undoubtedly maximize access to higher levels of education, as success begets success.
In order to meet the goal of an increase in our female student-athlete population, ELAC will have to offer additional opportunities for said female student-athletes. The addition of a women's intercollegiate tennis team. The ability to retain more student-athletes from freshman to sophomore and to increase our matriculation, will be to develop an "Academic-Athletic Success Center" similar to what the local community colleges we recruit against have. The addition of a strength and conditioning coach, once again, similar to what our competitors have, will have a dramatic effect on, and lead to greater on-field success. The addition of a "Sports Information Director" will improve the college's presence in the
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community, throughout the State and the U.S.
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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.
There have been no changes to our Department since the completion of the PRSE
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?
There have been no trends, recent events or activities that have impacted our Department since the completion of the PRSE.
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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)
To be completed by OIE.
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)
To be completed by OIE.
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 underrepresented group in the ELAC Athletic Department are female student-athetes. The enrollment numbers indicate thatgeneral female students outnumber general male students but male student-athletes outnumber female student-athletes. In the past to years, ELAC has increased the number of female intercollegiate teams, (swimming and water polo) to add additional opportunities for female student-athletes, but we still have work to do. We have encouraged the staffs of all womens'
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teams to increase their recruiting efforts. We have had numerous discussions in both formal and informal settings on strategies to increase all enrollment with an emphasis on female enrollment.
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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. In the KIN 503 course, the ELAC Baseball Team was required to perform a set of skills which were designed to improve their (respective) individual baseball skills through the CLO process. The student-athletes were expected to be able to explain, but more importantly were expected to perform the activity skills of proper bunting, proper fielding, proper baserunning, proper hitting and proper team offensive and defensive strategies. In addition, the baseball student-athletes in this course were required to take a baseball rules exam. Through the efforts if the course instructor and his coaching staff, the student-athletes in this course took what they learned from the CLO expectations and performed well enough to earn the 2014 South Coast Conference Co-Championship and a place in the Califonia Community College Athletic Association State Baseball Playoffs. In the KIN 504 course, the ELAC Men's and the ELAC Women's Basketball Teams were required to perform a number of skill sets designed to improve their (respective) basketball individual and team ability to compete at the community college level. The student-athletes on both the men's and the women's teams were expected to improve upon skills such as footwork, shooting, passing, rebounding, dribbling, individual and team defense. Some on the team were able to outperform others on the team and earned the opportunity to perform said skills in athletic competition versus other California Community Colleges. As a result, the ELAC Men's Basketball Team won the 2014 South Coast Conference Championship, (the first ever) and the first Conference Title since the 1971-72 season. The Women's Team performed well enough to play their way into the 2014 California Communiuty College Athletic Association State Palyoffs. The impact of the two success stories from the ELAC KIN/Athletic Department illustrates the importance of hard work and the ability of the instructors for these courses to "get the most" from their (respective) student-athletes. Success of this nature will have a dramatic positive effect on the matriculation of student-athletes from ELAC.
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?
To be completed by OIE
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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.
To be completed by OIE
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
The addition of a
"Director of
Academic and
Athletic Success"
All KIN
500 level
courses
Goal 2: Increase the proportion of students who pr Goal 1: Increase student success through smart and None Hoping to have this
position approved for
the start of the Spring
2015 semester.
An increase in the number of ELAC student-athletes that matriculate.
Space
The addition of a
"Sports
Information
Director".
All KIN
500 level
courses
Goal 2: Improve the transfer rate for underreprese Goal 3: Expand access to higher education through None Hoping to have this
position approved for
the start of the Spring
2015 semester
An increase in statewide recognition for our ELAC student- athletes
Budget
The adition of
an "Athletic
All KIN
500 level
Goal 1: Ensure adequate student support services t Goal 1: Support students, faculty, and staff in th None In discussion stages
with ELAC Student
Based upon the number of student-athletes, the
Budget
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Department
Office
Assistant"
courses Services
administration.
present number of sports presently offered and the anticiapted addition of another women's sport, this will greatly assist the Athletic Department's ability to process paperwork among other things.
An increase
Athletic Training
Room size and
space.
All KIN
500 level
courses
Goal 2: Increase the proportion of students who pr Goal 1: Increase student success through smart and Goal 4: Enhance efficient use of all sites and bui Beginnning discussion
stages with Student
Services
administration
The ability for the athletic training staff to better handle the large number of student-athletes that need primary, secondary and tertiary care and prevention of athletic injuries, training theories and strength and conditioning guidance and assistance.
Budget/Space
Separate Men's
and Women's
Track and Field
and Cross
Country
Programs to be
more in line with
the other
Califonia
Community
College
KIN 506
and KIN
515
Goal 2: Create strategies to recruit and support u Goal 2: Ensure all students have equitable access None Beginning discussion
stages with Student
Services
Administration
To increase the number of under represented gender to ELAC. To decrease the workload demands placed upon one instructor for four sports.
Budget
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programs.
New sound
system for the
ELAC South
Gym.
None Goal 1: Support students, faculty, and staff in th Goal 4: Enhance efficient use of all sites and bui Being discussed with
IT.
To increase the publicity, community involvement and attendance at ELAC Athletic events
None None None
1. Please describe what additional resources are required in order to meet your planning goals. Our planning goals would be met with an increase in the Department's operating budget and with additional space for expansion.
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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. Yes
Development The department has established authentic assessment strategies for
assessing course and program learning outcomes. Yes
Department allocates appropriate time and resources to support
student learning outcomes and assessment. Yes
Faculty and staff in your department are fully engaged in student
learning outcome development. Yes
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.
Yes
Departmental decision-making includes a dialog on the assessment
of course and program learning outcomes. Yes
The department completes comprehensive assessment reports that
include planned improvement efforts. Yes
The department uses its resources and, when appropriate, requests
budget augmentation to support improvements identified and
planned through the student learning outcomes assessment process.
Yes
Course and program learning outcomes are aligned with
Institutional and General Education Learning Outcomes. Yes
Sustainable
Continuous
Quality
Improvement
Course and program learning outcomes and assessments are
ongoing, systematic and used for continuous quality improvement. Yes
Dialog about student learning in ongoing, pervasive and robust. Yes
Student learning improvement is a visible priority in department
goals and practices. Yes
Results of the learning outcomes assessment process are a
fundamental data component in department program review and
planning.
Yes
b. Provide a brief narrative assessing your department’s overall effectiveness on student
learning outcomes (awareness, development, proficiency, or sustainable continuous
quality improvement).
The overall effectiveness on studnt-athlete learning outcomes is based upon our departments' overall belief in "recruit-retain-transfer". This Department has a strong history of on-field athletic success, but more importantly the matriculation
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success of this department is an strong and successful as any California Community College
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. Yes
Developmental Department planning includes broad participation, use of
quantitative and qualitative data, and alignment of department
goals with college mission and strategic planning goals.
Yes
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.
Yes
The department effectively uses its resources to achieve its goals,
support the College goals and support improvement. Yes
The department ensures that its goals, and measures toward
completing those goals, are known throughout the department. Yes
The department assesses the progress toward meetings its planned
goals and program review recommendations. Yes
The department planning effectively incorporates program review
results into improvements in instruction and service delivery. Yes
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.
Yes
Dialog about program effectiveness is ongoing, robust, and
pervasive. Data and analysis are widely distributed and used
throughout the department.
Yes
Consistent and continuous commitment to improving student
learning and educational effectiveness is a demonstrable priority in
the department.
Yes
b. Provide a brief narrative assessing your department’s overall effectiveness on program review and
planning (awareness, development, proficiency, or sustainable continuous quality improvement).
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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: Athletics
Department: Athletics Discipline or Program: Athletics 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? We are not requesting a FACULTY POSITION. We wish to create CLASSIFIED POSITIONS
In fall 2013, how many total hours were offered in this discipline? 0
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.) 0
How many hours were taught/worked by all hourly faculty? (Include hours for hourly
assignments taught/worked by full-time faculty) 0
In spring 2014, how many total hours were offered in this discipline? 0
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.) 0
How many hours were taught/worked by all hourly faculty? (Include hours for hourly
assignments taught/worked by full-time faculty) 0 * “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 [email protected]
_______/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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