Guide for Preparing Perkins Mini Grants

Transcription

1 Guide for Preparing Perkins Mini Grants Susanne Mata Mt San Jacinto College

2 GUIDE FO R PREPARI N G PERKIN S M IN I GRAN TS, Required Documents for each application Perkins Plan Cover Sheet (form provided) Form A Perkins Work Plan (form provided) Form B 3. Narrative (form provided) Form C. 4. CTE Advisory Committee/Department Planning Team (form provided) Form D. 5. Perkins Labor Market Update Form E. 6. Current Core Indicator report for your TOP code 7. Program Review documents Process Timeline 1 February 2 and February 3, 2011 Perkin s mini grant overview workshops Review of performance improvement issues, core indicators, success rates, retention rates and application materials February 2 at MVC Room 969, 2:00 4:00 PM February 3 at SJC SJC 111, 2:00 3:30 PM 2. Friday, February 4 Friday, March 4, 2011 a. Write/prepare plan based on performance improvement issues and unmet needs b. Compile required supporting documentation c. Solicit feedback from your department and advisory committee d. Review and Approval by CTE Dean (signature required) 2 March 7, 2011 Submit 2 copies of your completed mini grant application to Susanne no later than March 7, Prior to submitting to Susanne, submit a copy to your Dean for review. Once approved by Dean, submit 1 packet electronically to smata@msjc.edu and 1 printed copy with signatures via inter office mail. Late applications will not be considered. 3 March 8-April 1, 2011 Plans will be reviewed by the Perkins Planning committee. The committee will consist of the two CTE Deans, the Perkins Coordinator, Industry representatives, a representative from Counseling, a representative from special populations and a student (if possible). 4 April 8, 2011 (approx) Letters of award and regret will be sent to departments. 5 April 8-May 1, 2011 MSJC s Perkins grant application is prepared by the Perkins Coordinator based on Perkins Planning Committee recommendations. 6 May 2-6, 2011 MSJC s Perkins grant application reviewed by CTE Deans and then by Business Services before being signed by the President. 7 May 15, 2011 MSJC s Perkins grant application due to Chancellor s Office

3 Page 2 of 16 CORE INDICATOR DESCRIPTIONS Core Indicator 1 Technical Skill Attainment Student attainment of challenging career and technical skill proficiencies, including student achievement on technical assessments which are aligned with industry-recognized standards, if available and appropriate. Core Indicator 2 Credential, Certificate, or Degree Student attainment of an industry-recognized credential, a certificate, or degree. Core Indicator 3 Student Retention or Transfer Student persistence in postsecondary education or transfer to a baccalaureate degree program. Core Indicator 4 Student Placement Student placement in military service or apprenticeship programs or placement or retention in employment, including placement in high skill, high wage, or high demand occupations or professions. Core Indicator 5-1 Nontraditional Participation and Completion Student participation in career and technical education programs that lead to employment in fields nontraditional for their gender. Core Indicator 5-2 Nontraditional Participation and Completion Student completion of career and technical education programs that lead to employment in fields nontraditional for their gender. Please review your core indicator report (provided to you at the Feb mini grant workshop) to identify areas that need improvement.

4 Page 3 of 16 Perkins funding can be used: To improve or expand, not maintain programs. To develop, implement and improve CTE programs, not general education programs. To improve programs, not isolated courses. How to Complete the Application If you do not submit all the required documentation, your packet will be considered incomplete and will be returned for completion Perkins Mini Grant Application Cover Sheet Form A Program (Discipline) or Department Name: This is the specific name of your discipline. Example would be Automotive Technology, Nursing, Business Administration or Child Development, etc. TOP: Please note that TOP Codes are defined by the Chancellor s Office. To meet budget requirements, you must use either a 4- or 6-digit TOP code. If you do not know your program s TOP Code, contact Susanne Mata. Each TOP Code requires a separate grant application. Campus: List your specific campus/college location, i.e., SJC or MVC. If this is a multi-campus proposal, list all appropriate campuses. Perkins Discipline/Department Contacts: List the primary contact for the overall Perkins plan. This will be our point of contact on all matters related to Perkins during You may list other key project staff as appropriate Perkins Work Plan Form B Number: The purpose of this number is to differentiate between multiple project proposals submitted by the same discipline or department. Programs may submit multiple project proposals, but only one workplan. Project Name: Give a brief descriptive name for each of your project proposals. This name will be used by you when you submit expenditure requests (i.e., purchase requisitions), should your proposal be approved. Total Perkins Funds Requested: This is the approximate total cost of completing the project in the school year When projecting project costs for personnel you need to include the costs of benefits. Benefits differ for each person; however, you can use the Fixed Costs Health and Welfare Calculations spreadsheet which is located at P:\Departments\Business Services to estimate the costs. When estimating costs for purchases, be sure to include taxes, shipping and handling. You will be held to the amount requested and approved so plan carefully. Improvement Issue(s): Briefly describe the program improvement issue(s) concerning this TOP Code, providing specific examples of issues. Why is this project necessary? Feel free to include extra pages to support the need if necessary, i.e., data gathered, reference documents. Reference

5 Page 4 of 16 supplementary information in your narrative by number and number each supplementary document using the following format: Attachment [project number] followed by a [letter], for example 1-A would indicate the first proposal in your workplan (1) and the 1 st attachment to that proposal (A). How the Issue Will Be Addressed (Objectives): Objectives are operational, very specific and are measurable. The objectives will form the basis for the activities and spending plan in your proposal and will also serve as the basis for the evaluation of your project. Detailed and specific activities related to the objectives will be listed under Project Activities and Spending Plan. If there are multiple objectives and outcomes, you should number them sequentially (i.e., 1.1, 1.2, 1.3, etc.). Measurement or Evidence of Project Success: What is innovative about your request? What measurable change will you be able to document if your activity is approved? What would indicate that your project was a success? The first measurement tool will be the Core Indicator Reports. You must identify which Core Indicators each project workplan will address. You may also include other performance indicators that will be available at the completion of the project year (as Core Indicator data is not readily available at year end). For example, if your core indicator report shows that your students are not gaining technical skills, you may want to request funds for student tutors. DESCRIPTION OF PROJECT ACTIVITIES AND SPENDING PLAN Guiding principles in developing the spending plan should be: Is it necessary? Is it reasonable? Is it allowable under the grant? Perkins is meant to IMPROVE, ENHANCE & EXPAND teaching and learning. No (Number): Beginning with the project number (above) you should number each activity sequentially (i.e., 1.1, 1.2, 1.3 or 1.2.1, 1.2.2, 1.2.3). Number each project beginning with 1.1; do not use letters. Do not use the same number twice within your workplan. Describe Activity: This is a brief description of the activity. The activity must directly relate to the project proposed. Timeline: When will this activity occur? The timeframe should be as realistic as possible. All activities must occur between July 1, 2010 and June 30, 2011, however, it is not acceptable to list July 1 June 30 as the timeline for all activities. Remember that purchase requests for equipment must be completed by mid-september to ensure the equipment is received in time to benefit current year CTE students. Reference Req d Use: You must reference, by number, a required use from the Nine (9) Required Uses of Funds found later in this document. Career Technical Education programs will be required to meet all nine required uses during Meeting the required uses can be accomplished through multiple projects and through funding other than Perkins. In Year 1 ( ) programs were limited to the nine required uses only. In subsequent years, if all nine required uses have been met, programs will be permitted to meet the permissive uses of Perkins funds.

6 Page 5 of 16 Approximate Amount of Perkins Funds Requested: This should be the approximate amount of funds necessary to accomplish this activity. If no funds are required to conduct this activity, then leave it blank. If funds other than Perkins (i.e., District) are to be used, do not include an amount, just state District Funds. Be sure to include shipping costs, taxes, etc if applicable. Object Code: This field is required so that, if approved, a corresponding budget can be accurately developed and the need for budget transfers during the year will be decreased. Description/Vendor: Describe what will be purchased and who the vendor will be. 3. Narrative Form C The narrative portion of your application should be used to provide additional information that justifies your requests. Please respond to the all of the questions asked as thoroughly as possible. 4. Perkins CTE Advisory Committee/Department Planning Team Form D Perkins CTE Advisory Committee: Perkins Section 134(b)(4) requires that a group of individuals, comprised of business, industry, labor organizations, special populations, faculty (including academic faculty), students, and others be involved in the development, implementation, and evaluation of career technical education programs assisted with Title I, Part C funds. At the bottom of the form describe how this wide variety of stakeholders (your advisory committee) were involved in the development, implementation, and evaluation of your program and how they were informed about the requirements of Perkins IV including career and technical programs of study. Attach minutes and agenda from the most recent advisory committee meeting where discussion of your proposed Perkins plans took place. 5. Perkins Labor Market Update Form E. This form will validate that your program is preparing students for occupations in high demand, high wage, or high skill occupations. Information can be found on the Employment Development Department website: and/or on the Bureau of Labor Statistics website: 6. Core Indicator Reports Attach your current core indicators, highlighting the areas that will be improved by your application. (Reports can be downloaded from planning documents, forms, by 4 digit TOP code) They were also provided to you at the February 2011 Perkins mini grant workshop. 7. Program Review Attach relevant documents from your most recent program review that support the assertions made in your proposal.

7 Page 6 of 16 Guidelines for developing the spending plan: What types of costs can generally be considered eligible? Personnel (Tutors) Instructional Supplies Operating Expenses Travel Stipends Instructional Equipment Consultants What types of costs are not eligible? Student expenses or direct assistance to students* Entertainment Awards and memorabilia Individual memberships Membership with organizations that lobby College tuition, fees, books Fines and penalties Insurance/self-insurance Expense that supplant Audits except single audit Contributions and donations Contingencies Facilities and furniture General advertising Alcohol Fund raising General administration Pay for something with Perkins funds that was previously supported with District funds (or should be supported with District funds) *Student expenses or direct assistance to students is defined in the Appendix. 3 Year Rule A new activity is permissible if it is new and innovative and will result in an improvement to your program. Improve does not mean maintain. A new activity stays new for 3 years. After that time, if the activity is successful, local or state funds should begin to provide the support. For example, if you purchase a new software program using Perkins funds, Perkins can pay for renewals and/or upgrades for 2 additional years only. Then the expense becomes institutionalized and thus a district responsibility. Exceptions are professional development activities, curriculum revisions and student tutors which can occur every year. Cost allocation--what is it? Cost allocation is the percentage of an expense that can be directly allocated to the CTE program or CTE student. If you propose to equip a laboratory that is used by programs other than the program for which you are seeking funding, Perkins funds must be allocated in direct proportion to the program s use of the laboratory. For example: Classroom A is used by your program 75% of the time, the remaining 25% of the time the classroom is used by non-perkins funded programs. Perkins will only pick up 75% of the cost of the equipment. You will need to secure other sources of funds for the remaining 25%. Cost allocation rules apply to all uses of Perkins funds, whether it is for the purchase of equipment or supplies or funding activities and staff. In terms of staffing, you must keep careful records that document the allocable cost to Perkins.

8 Page 7 of 16 NINE (9) REQUIRED USES OF FUNDS Funds made available to eligible recipients shall be used to support career and technical education programs that (1) strengthen the academic and career and technical skills of students participating in career and technical education programs, by strengthening the academic and career and technical education components of such programs through the integration of academics with career and technical education programs through a coherent sequence of courses, such as career and technical programs of study described in section 122(c) (1) (A), to ensure learning in (A) The core academic subjects (as defined in section 9101 of the Elementary and Secondary Education Act of 1965); and (B) Career and technical education subjects; (2) link career and technical education at the secondary level and career and technical education at the postsecondary level, including by offering the relevant elements of not less than 1 career and technical program of study described in section 122(c)(1)(A); (3) Provide students with strong experience in and understanding of all aspects of an industry, which may include work based learning experiences; (4) Develop, improve, or expand the use of technology in career and technical education, which may include (A) Training of career and technical education teachers, faculty, and administrators to use technology, which may include distance learning; (B) Providing career and technical education students with the academic and career and technical skills (including the mathematics and science knowledge that provides a strong basis for such skills) that lead to entry into the technology fields; or (C) Encouraging schools to collaborate with technology industries to offer voluntary internships and mentoring programs, including programs that improve the mathematics and science knowledge of students; (5) Provide professional development programs that are consistent with section 122 to secondary and postsecondary teachers, faculty, administrators, and career guidance and academic counselors who are involved in integrated career and technical education programs, including (A) In-service and pre-service training on (i) Effective integration and use of challenging academic and career and technical education provided jointly with academic teachers to the extent practicable; (ii) Effective teaching skills based on research that includes promising practices; (iii) Effective practices to improve parental and community involvement; and (iv) Effective use of scientifically based research and data to improve instruction; (B) support of education programs for teachers of career and technical education in public schools and other public school personnel who are involved in the direct delivery of educational services to career and technical education students, to ensure that such teachers and personnel stay current with all aspects of an industry; (C) Internship programs that provide relevant business experience; and

9 Page 8 of 16 (D) Programs designed to train teachers specifically in the effective use and application of technology to improve instruction; (6) develop and implement evaluations of the career and technical education programs carried out with funds under this title, including an assessment of how the needs of special populations are being met; (7) Initiate, improve, expand, and modernize quality career and technical education programs, including relevant technology; (8) Provide services and activities that are of sufficient size, scope, and quality to be effective; and (9) Provide activities to prepare special populations, including single parents and displaced homemakers who are enrolled in career and technical education programs, for high skill, high wage, or high demand occupations that will lead to self-sufficiency. PERMISSIBLE USES OF LOCAL FUNDS: 1. Involve parents, businesses, and labor organizations in planning, implementing, and evaluating CTE programs 2. Provide career guidance and academic counseling 3. Support local education and business partnerships 4. Provide programs for special populations 5. Assist career and technical student organizations 6. Provide mentoring and support services 7. Lease, purchase, and upgrade equipment, including instructional aids and publications 8. Provide teacher preparation programs that address academic and CTE integration and that assist individuals interested in becoming CTE teachers, including teacher candidates from business and industry 9. Develop and expand postsecondary program offerings at times and in formats that are more accessible to students 10. Develop initiatives that facilitate the transition of sub-baccalaureate CTE students into baccalaureate degree programs 11. Provide activities to support entrepreneurship education and training 12. Develop and improve new courses 13. Develop and support small, personalized career-themed learning communities

10 Page 9 of Support family and consumer sciences education 15. Provide programs for adults and school dropouts to complete secondary education or upgrade technical skills 16. Provide services for placement in employment and further education 17. Support training and activities in nontraditional fields 18. Support for training programs in automotive technologies 19. Pooling funds with other local programs for joint innovative activities 20. Support other activities consistent with purposes of the Perkins Act.

11 Page 10 of 16 Scoring Incomplete packets will not be forwarded to the committee for review and scoring. Each of the four components of the proposal (Issue, How Issue Will Be Addressed, Measurement or Evidence, and Activities) will be rated on a scale of 1-5, with 5 being the strongest, using the intellectual merit and broader impacts guidelines below. The four scores will then be added together to form a total score ranging from After the committee members have reviewed the proposals, Career Education will combine and average their individual scores to assign an average score to each proposal with 20 being the highest score possible. Four scoring areas for Career Ed Review: 1. Were all required components of the application completed and submitted on time? 2. Is there a correlation between the project activities and the required/permissive uses of Perkins funds? 3. Is there a correlation between the project activities and the Measures/Evidence of Project Success? 4. Are the proposed activities allowable under Perkins guidelines? Note: If only one or two activities are not allowable under Perkins guidelines, but a majority of the activities are permissible, programs will be contacted and will be provided an opportunity to change the activity. Cut Score The cut score for funding is 12. A project whose final score is below 12 will not be considered for funding. Reader s Guidelines for Review and Scoring Intellectual Merit: 1. Does the project have potential for improving teaching and student learning in the career/technical education (CTE) program? 2. Are the planned activities and expected outcomes worthwhile, well-developed, and realistic? 3. Is the evaluation (measurement/evidence) plan clearly tied to the project outcomes? Is the evaluation likely to provide useful information to the CTE program and others? 4. Is the rationale for selecting particular activities based on sound research or the best practices of others? 5. Does the project provide for effective assessment of student learning? 6. Is the evidence of institutional support clear and compelling, and have plans for long term institutionalization been addressed? Broader Impacts: 1. Does the project work with employers to address their current and future needs for trained workforce? 2. Will the project evaluation inform others through the communication of results? 3. Are the results and products of the project likely to be useful in other MSJC programs or at other colleges? 4. Are other programs and student support areas involved in project activities? 5. Does the project promote diversity in the workforce? Forms On the following pages, you will see samples of the forms to be used in your mini grant applications.

12 Page 11 of Perkins Mini Grant Application Cover Sheet Form A Program (Discipline) or Department Name TOP (required for programs) Campus List the projects included in your Workplan by name and number Number Project Name Total Perkins Funds Requested Total Amount Of Perkins Funds Requested Perkins Discipline/Department Planning/Implementation Team Perkins Primary Contact Name Phone Address List other department/discipline members/key staff who will be involved in the Perkins plan and implementation: Name Phone Address Signatures (Required) Your signature below indicates that this proposal has the support of the department/discipline and campus and that the plan is aligned with overall college objectives. Applications that have not been reviewed and approved by your CTE Dean will not be considered for funding. Department Chair (date) Perkins Coordinator (date) CTE Dean (date)

13 Perkins Work Plan Form B Description of Project Number Project Name Total Perkins Funds Requested Limit one (1) project per page. Number each project sequentially beginning with 1.0, 2.0, 3.0 Briefly describe program improvement issue(s): Briefly describe how the issue(s) will be addressed (Objectives/Activities): Measurement or Evidence of Project Success (How will you know your project is a success? Identify specific core indicator measures to be improved (for each year of the project): Other measures/evidence: Description of Project Activities and Spending Plan (add or delete rows as needed) Include shipping, sales tax and benefits as appropriate. No. Describe Activity Timeline Approximate Amount Of Funds Requested For Project Approx Must Amount of Reference Object Code Funds Req d Use* Requested Salary Instructional Supply Equipment Travel Other (list obj code) Description Vendor Salary Instructional Supply Equipment Travel Other (list obj code) Salary Instructional Salary Instructional Supply Equipment Travel Other (list obj code) Beginning with the project number, number each activity sequentially, i.e., 1.1, 1.2, 1.3 or 2.1, 2.2, 2.3 *Reference, by number, the appropriate required or permissive use of Perkins funds. Approximate Amount Of Funds Requested For Project:

14 Perkins Work Plan Form C Narrative Questions Please answer the following questions regarding your Perkins mini grant requests. Provide additional pages if necessary. 1. Briefly describe the program improvement activities being proposed? How does your request relate to a specific required use of funds, permissive use of funds or core indicator? 2. What SLO s or PLO s will this project address? 3. Are all course outlines of record updated in accordance with the 2 year review requirements? Yes No If no, what courses are not updated and what plans are in place to correct this? 4. What strategies do you currently use or will you implement to improve student retention and progress through this program? 5. What strategies do you currently use or will you implement to improve student completion rates (graduation with certificates or Degrees)? 6. Briefly describe the Advisory Committee membership and involvement with your program. Please attach a copy of the minutes from your most recent meeting. 7. If funded, how will you evaluate the effectiveness of your request?

15 Program/Campus: CTE (Perkins) Advisory Committee and Department Planning Team Form D Perkins IV Section 134(b)(5) requires that a group of individuals be involved in the development, implementation, and evaluation of CTE programs assisted with Title I, Part C funds. The following table is to be completed with information related to these individuals and submitted as part of your application. There is no limitation on the number of representatives that may be appointed from each group. Use additional pages if necessary. Required Representation Name Title Agency or Organization 1. Business 2. Industry 3. Labor Organizations 4. Special Populations 5. Faculty* 6. Students 7. Others *Specifically include both academic and CTE faculty and career guidance & academic counselors. The majority of faculty should be representatives of career and technical education. Describe how the stakeholders listed above were involved in the development, implementation, and evaluation of your program.

16 Perkins Labor Market Update Form E Occupational Title Occupational Code (SOC/OES) Current Training Analysis Update # of enrollments in program Based on data from (Source/Year) # of graduates from MSJC Based on data from (Source/Year) # of graduates statewide Based on data from (Source/Year) Additional Narrative Net Job Market Information & Earning Potential Current # of local openings: Based on data from (year) Projected # of local openings: (years) Job Market is: Growing Declining Entry Level: Is salary above poverty level? Hourly Wage Annual Salary Yes No Experienced Is salary above poverty level? Hourly Wage Annual Salary Yes No Additional Narrative Based on data from (Source) The occupational title (top of page) s is a career ladder for the position of: Program Credibility and Career Potential List all positions on the career ladder with highest position listed last Additional Narrative