1 Annual Update Plan 2015-2016 for Non-Academic Units Department Name: CHILD DEVELOPMENT CENTER 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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Annual Update Plan 2015-2016 for Non-Academic Units Department Name: CHILD DEVELOPMENT CENTER
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.
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
That the program collaborate with
the Office of Institutional
Effectiveness to obtain and assess
data on the success of student-
parents utilizing the CDC.
That the program implement a
parent education program based on
the needs of their student parent
population.
* In Progress: Calendared monthly parent workshops will be presented by the CDC Teachers. * Weekly and ongoing * In Progress: "Breakfast with the Director" support group for parents
1. Include nutrition, discipline, developmental stages, reading to children, etc. as well as, needs/interests of family. * CDC student-parents and campus students to participate in workshops to better understand their children. * Meet and support families semi-monthly. This will provide ideas for workshops noted above. Ultimately, form a Parent Advisory Committee.
* Funding for materials needed for workshops. * None * None
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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.
A new director has been hired by the current administration to maintain and excel in a quality, developmentally appropriate program.
Since completing the Program Review Self-Evaluation, the Child Development Center has increased the number of student-parents receiving child care.
There is an important correlation between school, home and children's academic successes. With this in mind, the Director will schedule bi-monthly meetings, "Breakfast with the Director", with parents in an effort to socially and emotionally support and empower them. The vision for this group is to ultimately evolve into a Parent Advisory Committee. Furthermore, lead teachers have scheduled monthly parenting workshops, based on the needs and interests of the parents, some ideas for these workshops will come from the "Breakfast with the Director". Staff will conduct these workshops or find community resources to present them.
The Child Development Center serves students as a necessary space to apply theory to practice in various classes: practicum students (Child Development 22 and 23), observers (Child Development 2, 34, and Nursing), Read-to-Me (Child Development 3), and volunteers. Students are placed here to receive skill certificates and gain the necessary experience to work in the field of early childhood education.
The Child Development Center works together with various campus departments and has worked on campus events in an effort to support the Administration's vision for higher transfer and graduation rates. We have actively participated in ELAC Live, Go ELA, and Senior Day. Resources are joined with CalWORKs and EOPS to offer parent workshops and childcare for student parents to meet requirements and learn how to better work with their children. The Chile Development Center works together with the Child, Family and Education Studies Department in various events: Conferences, Dia de los Ninos, Dia de los Muertos, and Read-to-Me. Collaboration with Outreach and Recruitment is also ongoing, offering and providing site tours for local high schools and educators from China. And we are more active in Campus committees (Academic Senate, Shared Governance, hiring committees, advisories).
The Child Development Center is excited about recent collaborations with local universities and their doctorate programs, as well as ongoing efforts with the community. California State University, Los Angeles is conducting researching on the effects of technology and young children (2 year olds) and University of Southern
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California is conducting research on young children, especially children with special needs, and how robotics and STEM programs, can assist in helping children learn. These win-win collaborations with Universities and the children and families of the Child Development Center are essential to being part of a college-bound culture and to increase participation with our community. The Child Development Center is continuing to work with the community like the California School Age Consortium (CalSAC). Ongoing connections with local school-age professional associations, like California School Age Consortium, allows the Child Development Center to participate, and increase awareness, in providing quality professional development for the community.
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?
External The CDC continues to work through the 25 hours a week maximum hours for student workers. This
staffing issue, as related to the District's policy on Obamacare, continues to impact the continuity of care.
Internal The new director has taken on many roles and responsibilities. The need for an assistant is evident.
District and the State of California are planning audits in the very near future. Oversight or program requirements, Title V and Community Care Licensing, and compliance for Specially Funded Programs (State Preschool, Child and Adult Care Food Program) are necessary to maintain a quality program. The director needs support in the oversight of these program.
The Child Development Center is in need of replacing a retired certificated teacher with a 1.0 FTE
certificated teacher. Hiring a 1.0 FTE will alleviate an already stressed budget. Through natural attrition, the Child Development Center was able to replace employees that were
employed longer than five years with new employees. The result is that Lead Teachers are facing new challenges in supervising and training new staff. Although we are a training facility, the inexperience of the mostly new staff within a similar time frame, has impacted the Program in the areas of compliance with Title V and Community Care Licensing, and the quality of the Program. The Child Development Center Lead Teachers (Certificated) are communicating on a daily basis, training staff, and implementing necessary changes to work with and train staff.
With the 7.25% FTE growth allotted to ELAC, more classes and students are being added. The Child
Development Center is ready to grow with the Campus and support our student-parents. The hours of operation are currently 7:45 am - 3:30 pm, increasing the current opening program hours to 7:15 am or
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7:30 am would help some student parents enrolled in early morning hours. Adding an evening program and/or possibly weekend child care services for students to be able to transfer or graduate.
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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)
The certificated staff working with young children follow a student-centered approach to their curriculum. An Emergent curriculum is planned based on the interests of the children in relation to what is developmentally appropriate for the age-group.
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)
Certificated staff are required, by the State of California, to assess children using the Desired Results Developmental Profiles (DRDP). The children are assessed using anecdotal records, observations, pictures, parent input, children's work, etc. Curriculum is created based on children's developmental level and their interests.
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)
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The Child Development Center is planning on offering an evening program for evening students
needing child care. Since fall 2009, evening student-parents have been underrepresented. Students from various departments are in need os support services, as well. Child development and nursing students are in need of non-traditional program hours to meet class assignments, i.e., observations and practicum placements. A request for staff and a budget is being prepared to submit to the the Hiring Prioritization committee (HPC).
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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.
For a parent, proving a safe and adequate adult supervision for our children while one is away is extremely critical. After having 4 children, I decided to
pursue my dream and continue with my higher education. I knew that returning to school would require many sacrifices, but I did not want my
children’s safety/education to be one of them. I didn’t have the resources to pay a caregiver or a center based facility. When I heard about East Los
Angeles College Child Development Center, my initial thought was that it was inaccessible, but after obtaining information I discovered it was possible
to enroll my children there at a very low cost or no cost. In my case, I had no cost. It was the services I received at the Child Development Center that
allowed me to graduate from ELAC and transfer to Cal State Los Angeles. Thank you Child Development Center.
--Judith Montes
2. As an attachment, please include the 4-column, Program Learning Outcome (SSO/AUO) report from TracDat for each Program of Study.
If you have not completed an assessment for a Program of Study, please complete and include the Program Assessment Plan. The
following tables will help you to identify the different components in the Student Service or Administrative Service Outcome (SSO/AUO).
This will help you investigate problems students may encounter, and lead you to a meaningful assessment method that will stimulate
dialog and change.
Program Learning Outcome What aspects of the outcome
are critical to measure? For each aspect, list the courses in which that aspect will be assessed.
What do you hope to learn from the assessment of this outcome? What challenges or problems do you think you will uncover?
1. Expanding services in the
Child Development Center to
include evening childcare for
students
Need is critical to measure.
Survey evening students and current
parents of the Child Development
Center.
The Child Development Center hopes to learn what the actual need for child care. Alnd how beneficial evening child care is to students tryingto graduate or transfer. Maintaining enrollment for an evening program will be a challenge.
2.
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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. Expanding services in the
CDC to include evening
childcare for students.
Ongoing verification of student status
Parent surveys
Marcia Cagigas,
Director
OIE for data on need
Winter 2015
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
Begin process of
Accreditation
through National
Association of
Education for
Young Children
(NAEYC)
Child
Developme
nt Center
Goal 1: Ensure adequate student support services t None None Center and Individual
philiosophies have been
reviewed and revised.
Lesson plans are aligned
with CF&ES department
student requirements,
posted and submitted to
director for review
weekly.
Continue oversight on developmentally approriate practices, maintain compliance in Title V and Community Care Licensing.
Hire an Assistant Director to support Center's goals and vission in providing a quality program. Hire a 1.0 FTE to replace the certificated teacher that retired June 2012
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Increase program
hours to include
evening and/or
weekend child
care
CDC Goal 1: Ensure adequate student support services t None None Currently submitting
hiring prioritization
paperwork with this
application
Open an evening program to offer childcare to evening students, experience to volunteers and lab for observers and practicum students.
HPC to approve the hiring of a .5 FTE teacher to work as an evening teacher
To support
parents/children
by offering
human
resources,
technical
support, etc.
CDC /
CalWORKs/
CSULA
interns (?)
/ Info
Technology
Goal 1: Ensure adequate student support services t None None
None None None
None None None
None None None
None None None
1. Please describe what additional resources are required in order to meet your planning goals. The Child Development Center needs to hire an assistant director and certificated teacher to replace two positions that were held by two retirees. The Program is trying to grow and expand to meet the underrepresented needs of the student-parent and student population. Student parents are in need of quality child care. Most local child care programs in the community are not available after 6 pm. Students taking child development or nursing are also in need of a quality site to conduct their observations and practicum site.
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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.
N
Course and program learning outcomes are aligned with
Institutional and General Education Learning Outcomes. N/A
Sustainable
Continuous
Quality
Improvement
Course and program learning outcomes and assessments are
ongoing, systematic and used for continuous quality improvement. Y
Dialog about student learning in ongoing, pervasive and robust. N
Student learning improvement is a visible priority in department
goals and practices. Y
Results of the learning outcomes assessment process are a
fundamental data component in department program review and
planning.
N
b. Provide a brief narrative assessing your department’s overall effectiveness on student
learning outcomes (awareness, development, proficiency, or sustainable continuous
quality improvement).
The Child Development Center uses the State Department of Education, Early Education and State Preschool (EESP) assessment tools to evaluate children's developmental stages. Early Care Environmental Rating Scale (ECERS) is used
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to evaluate the environment in which children are working/playing. And the DRDP is the tool used to assess where children are developmentally.
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. N
The department planning effectively incorporates program review
results into improvements in instruction and service delivery. N
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.
N
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).
All parents are requested to complete an Annual Parent Survey. This survey gives the Child Development Center insight as to the needs of the parents, how they feel about the program, and what we can do to improve our services.
Parents are in constant communication with certificated staff and the director. Formal parent conferences are scheduled; and informal conferences are scheduled based on the need of the parent and/or child enrolled.
The director has an open door policy for parents, children, and staff. Any concerns, issues, an/or resources needed are dealt with immediately in an effort to support and provide assistance to the parent/child.
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USE A SEPARATE FORM FOR EACH POSITION REQUESTED
If you are requesting more than one position in this discipline, prioritize each position by #
Hiring requests will only be considered when they are submitted by the department chair. For Counselor requests,
please identify any additional Program Reviews that should be considered:
Department: Discipline or Program: Replacement
Is this a replacement request for a full-time position ____________________________ _______________
that has not been filled during the last five years? Name Date
Yes No _______________________________ __________________
Name Date If yes, provide the name(s) and dates of separation.
In addition to the information provided by OIE, please address the following questions.
1. Hours (30 points maximum) Do you currently have the standard hours to offer an additional full-time faculty during the spring and fall
terms?
In fall 2013, how many total hours were offered in this discipline?
How many hours were taught/worked* by all regular/contract faculty? (Include ONLY those
hours that are necessary as part of their full-time load.)
How many hours were taught/worked by all hourly faculty? (Include hours for hourly
assignments taught/worked by full-time faculty)
In spring 2014, how many total hours were offered in this discipline?
How many hours were taught/worked by all regular/contract faculty? (Include ONLY those
hours that are necessary as part of their full-time load.)
How many hours were taught/worked by all hourly faculty? (Include hours for hourly
assignments taught/worked by full-time faculty) * “worked” applies to non-teaching counselor and librarian assignments
List the faculty member, reassignment position, the reassignment (0.2, .04, 0.6) and the reassignment dates. Do not include positions that are permanently assigned to the department (ex: Department Chair, Department Centers)
Example: John Smith, Curriculum Chair, 0.6, Fall 2012-Spring 2014; Michele Ramos, Senate President, 0.8, Fall 2013-Spring 2015
EAST LOS ANGELES COLLEGE
For Academic Year 2015-2016
A. Staffing Hours _______/50 pts possible
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2. Trends (20 points maximum)
Please justify the replacement of the position or need for growth:
a. For instructional departments, include enrollment trends and any factors that may increase or limit WSCH or
enrollment.
OR
b. For non-instructional departments (Counseling and Library), include an assessment of faculty/student ratios and any other factors that may affect these ratios.
Please reference your most recent Annual Update and Program Review Self-Evaluation (PRSE) to answer the following questions:
1. How does filling this position align with the Program Plan and/or recommendations of your department’s PRSE? (25 points maximum)
2. In what ways will filling this position further departmental efforts to develop or enhance new or existing programs and/or curriculum in ways that cannot be done by current faculty? (25 points maximum)
Oral Response (Optional): TBD Please be on time and note that no additional or updated paperwork will be accepted.
Originator _________________________________________________________ Department Chair _________________________________________________________ Designated Dean’s Signature _______________________________________________
For questions regarding the Program Review Self-Evaluation process, please contact Maribel Carbajal-Garcia at the Office of Institutional Effectiveness: (323) 415-4152 OR [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
