Page 1 of 1 2000-2001 COMMUNITY COLLEGE OCCUPATIONAL EDUCATION GRANTS AND RELATED REVIEW CRITERIA OCCUPATIONAL EDUCATION PROGRAM IMPROVEMENT ACTIVITIES Community colleges are eligible for funds for the development and implementation of occupational programs on a formula basis. The Carl D. Perkins Vocational and Technical Education Act of 1998 requires the State Board of Education to distribute funds available in any fiscal year for postsecondary and adult occupational education programs to eligible institutions within the state. The funds represent the community colleges' portion of the 85% of the state's base grant for basic programs, Part C, Section 132. Section 132 (a)(2) states: Each eligible institution or consortium of eligible institutions shall be allocated an amount that bears the same relationship to the portion of funds made available under Section 112(a)(1) to carry out this Section for any fiscal year as the sum of the number of individuals who are federal Pell grant recipients and recipients of assistance from the Bureau of Indian Affairs enrolled in programs meeting the requirements of Section 135 offered by such institution or consortium in the preceding fiscal year bears to the sum of the number of such recipients enrolled in such programs within the state for such year.@ Activities will be funded in the student services and program improvement areas listed below. Special Populations is a required activity and has been approved using either federal or local funds to meet the requirement. 1. Instruction 2. Pupil Support Services 3. Instructional Support 4. Instructional Supervision 5. Career Guidance, Counseling, and Placement 6. Program Planning and Development 7. Professional Development 8. Developmental Instruction 9. Instructional Equipment 10. Linkages 11. Worksite Instruction 12. Economic Development and Customized Training 13. Contracting for Instruction 14. Administrative Costs (5%) 15. Integration Community colleges submit a Four-year College Plan. The colleges= assurances and descriptions regarding Perkins funding are considered part of their four-year planning process.
Page 2 of 2 The amount available for occupational education programs is approximately $12,695,065. LOCAL LEADERSHIP SALARY AND TRAVEL Community colleges are eligible for local leadership and related travel funds on a matching basis through a local application. The purpose of local leadership is to coordinate the priorities of the local college plan in the areas of professional development activities for occupational and general education faculty working with occupational education students; development, dissemination, and field testing of curriculum; assessment of programs; promotion of business and industry partnerships; support for tech prep education; and data collection. Each administrator must meet the criteria for eligibility. Current leadership reimbursement is $17,000 maximum per college. Eligible travel expenses will be reimbursed up to 50% of allowable authorized expenditures. The total amount available for local leadership grants to the community colleges is $545,000. PROFESSIONAL DEVELOPMENT AND INSERVICE: FAST TRACK Community colleges are eligible to compete for funds on a matching basis through an ongoing application process. Grants are designed to assist occupational education faculty by providing support to improve relevant activities designed to upgrade occupational skills. Support includes registration fees, consultation, travel, supplies and materials, and faculty stipend (for workplace experience only). The total amount available for this activity is $135,000. EMERGING TECHNOLOGIES CONSORTIA Community colleges are eligible for funds through an ongoing competitive application process when two or more colleges identify a topical area as an emerging occupation or where a unique study is to be conducted for the benefit of community college systems. The grants provide for research and development, special studies, or group dissemination activities. Current projects include partial support for activities such as the TRENDS, Leadership 21, and LAND conferences; the Michigan Developmental Education Consortium (MDEC) Conference; the Connections Conference for community college women leaders; the Perkins in-service for all contact persons; and Project Outreach opinion surveys (both statewide and local college). It is anticipated that 20 grants will be awarded. The total amount available for emerging technologies and consortium grants including 1999-2000 carry over is $249,819. MICHIGAN COMMUNITY COLLEGE DATA AND EVALUATION COMMITTEE The Michigan Community College Data and Evaluation Committee (MCCDEC) was established to assist the community colleges in data collection, data reporting, and in determining evaluation procedures. The system has incorporated both the components for local information as well as for state required information and data. With the advent of the system's development in 1978, a local/state steering committee has been supported to advise in the operation of the system. Supportive materials and services are provided to the colleges annually as determined by this steering committee. Refer to Dean=s Guide Section 3.4 for MCCDEC specifics.
Page 3 of 3 The total amount available to a college to provide for the continuation of this activity is $70,000.
Page 4 of 4 REVIEW CRITERIA Page Four-Year College Plan (Local Annual Application)...5 Certification...5 Part 1. Assurances and Certification...5 Part 2. Program Elements Required for Perkins Funding Eligibility... 5 Part 3. Evaluation (Local Evaluation Schedule)...8 Part 4. Plan for 2000-2001 to 2003-2004...9 Summary Report For Self-Study Evaluation... 13 Supplemental Applications... 14 Part 1. Local Leadership Salary and Travel...14 Part 2. Travel Reimbursement...15 Part 3. Professional Development and Inservice: Fast Track...16 Part 4. Emerging Technologies Consortia...17 Part 5. New Program Approval...19
Page 5 of 5 REVIEW CRITERIA FOUR-YEAR COLLEGE PLAN (LOCAL ANNUAL APPLICATION) REVIEW PROCESS All parts of the College Plan (Local Annual Application) will be reviewed by Michigan Department of Career Development staff for inclusion of the assurances and planning descriptions. Plans are reviewed for content that outlines the institutional intent to meet requirements in the law, provide services, and implement systems to assure improvement of educational programs. Describing current or proposed methods, processes, outcomes, and programs and/or goals for the current year and next three years is the focus of the plan and the basis for its review. All applications will be evaluated on the basis of the review criteria provided below. The review of the College Plan is intended to ensure that required documentation has been submitted and that all areas of the application process have been addressed. The College Plan is not rated by points; the review evaluates if the information provided is clear and complete or if it needs modification. Colleges are notified by letter of the status of the review and are asked to provide additional information or to modify the application as needed. CERTIFICATION A paper copy of the certification page containing all required signatures must be mailed to the Michigan Department of Career Development, Community College Services, for the college to be eligible for federal occupational education funding. PART 1. ASSURANCES The Department will review the application to determine whether all civil rights assurances are checked. PART 2. PROGRAM ELEMENTS REQUIRED FOR PERKINS FUNDING ELIGIBILITY 1. Strengthen the academic and vocational and technical skills of students participating in vocational and technical education programs by strengthening the academic and vocational and technical components of such programs through the integration of academics with vocational and technical education programs through a coherent sequence of courses to ensure learning in the core academic, and vocational and technical subjects. Please include a copy of your catalogue. [Ken Snow 517-373-0273] Did the college include a description of their process for integrating occupational and academic courses? Did the college address how they are currently integrating the courses? Did the college address how they plan to integrate for the 2000-2004 planning period?
Page 6 of 6 Were specific examples given? Did the college describe how integrating was and will take place through a coherent sequences of courses? Did the college include a copy of the catalogue? 2. Provide students with strong experience in and understanding of all aspects of an industry. [Ken Snow 517-373-0273] Did the college provide the names and descriptions of specific courses required of a student enrolled in a particular course of study that will provide them a strong understanding of the industry in which they strive to gain employment? Did the college provide examples of required internships, externships, and/or job-shadowing experiences? Did the college provide a description of any partnership agreements it has with businesses to provide this experience? Did the college adequately explain how they are providing this experience during 1999-2000? Did the college adequately explain how they plan to continue or expand upon this for the years 2000-2004? 3. Develop, improve, or expand the use of technology (not equipment) in occupational and technical education. [Ken Snow 517-373-0273] Did the college provide an explanation of how it currently trains occupational education personnel in the use of the state-of-the art technology (e.g. distance learning)? Did the college explain how it plans to expand upon this endeavor during 2000-2004? Did the college explain how it uses distance learning (e.g. the internet, open entry/open exit, online delivery) or other types of technology to offer courses? Did the college describe how it provides occupational students with the academic and occupational technical skills that lead to entry into high tech and telecommunication fields? Did the college explain how it plans to improve and expand upon this during 2000-2004? Did the college demonstrate how it works with high tech industries to offer internships and mentoring programs? Did the college demonstrate how it plans to expand upon this during 2000-2004? 4. Provide comprehensive professional development programs to occupational, academic,
Page 7 of 7 guidance, and administrative personnel, including teachers, counselors, and administrators. [Saundra Carter 517-335-0404] Did the college describe their requirements and procedures in place to provide professional development for occupational, academic, guidance, and administrative personnel? Did the college describe professional development activities/events provided for occupational, academic, guidance, and administrative personnel? 5. Develop and implement evaluations of the vocational and technical education programs carried out with funds under this title, including an assessment of how the needs of special populations are being met. Describe the process you will use to independently evaluate and continuously improve the performance of the occupational program. [Saundra Carter 517-335-0404 and Suzanne Beckley 517-335-3009 (Special Populations)] Did the college describe its evaluation process, including a description of the evaluation instruments (i.e., PROE) and involvement of advisory committees, faculty, administrators, and students? Did the college describe how it up-dates its evaluations to keep them current? Did the college adequately describe how and when it implements evaluations (e.g. Summative and formative)? Did the college describe how it measures the needs of special populations and whether or not those needs re being met? Did the college describe how it responds to input from evaluations to institute change as a result of evaluations results? Did the college provide specific examples? Did the college address how it expects to improve upon its evaluation process during the years 2000-2004? Have self-study reports been completed as per the local evaluation schedule? 6. Initiate, improve, expand, and modernize quality vocational and technical education programs. [Ken Snow 517-373-0273] Did the college explain how the market, environmental scanning, employment, and economics influence its decision as to which occupational programs it should offer, discontinue, expand and/or modernize? Did the college adequately describe its continuous improvement strategies for the occupational programs offered? Did the college describe how its equipment purchases help to improve and modernize its programs?
Page 8 of 8 Did the college describe any relationships with businesses that provide input into providing quality occupational programs (e.g. advisory committee membership)? 7. Provide services and activities that are of sufficient size, scope, and quality to be effective. [Ken Snow 517-373-0273 and Suzanne Beckley 517-335-3009] Did the college describe which services (e.g. support services) and activities are offered and how they help students succeed (e.g. academically successful, retention, job placement)? Did they provide specific examples? Did the college provide the number served during the 1999-2000 year and the expected number to be served during 2000-2004? Did the college provide a description of how it publicizes its student services (e.g. tutoring, structured learning assistance, mentoring, note taking) to reach the greatest number of students? 8. Link secondary vocational and technical education and postsecondary vocational and technical education, including implementing tech-prep programs. [Ken Snow 517-373-0273] Did the college provide examples of current linkages with secondary occupational education programs? Did the college describe the process they go through in establishing relationships with secondary partners? Did the college explain how it plans to establish more relationships during 2000-2004? If the college participates in tech prep, did the college describe its role in tech-prep and how it plans to expand its participation in the future? PART 3. EVALUATION Is a complete schedule presented? Is the number of programs scheduled for evaluation adequate? Is the year of evaluation designated? Do all state-approved occupational programs have a schedule date or are indicated as being Inactive@ or Canceled@?
Page 9 of 9 PART 4. THE FUTURE PLAN FOR 2000-2001 TO 2003-2004 SECTION 1. INSTITUTIONAL PLANS Please provide the following descriptions which reflect your institutional plans for 2000-2001, 2001-2002, 2002-2003, and 2003-2004. Provide a general description of what you plan to do in each of the areas below regardless of funding. 1. Describe how the occupational and technical education activities will be carried out with respect to meeting state adjusted levels of performance. [Rhonda Burke 517-335-0402] Did the college provide an explanation of why they selected the activities they did on the application for the year 2000-2001? Did the college project which activities they anticipate undertaking during 2001-2004? Was an explanation as to how these activities will help their students meet the state adjusted levels of performance both for 2000-2001 and 2001-2004? Will there be sufficient resources to help the college provide the described services for 2000-2004? Are the activities realistic so that the services to be provided can be realized for 2000-2004? Will the services to be provided actually help the students meet the state adjusted levels of performance for the planning period? Are the goals for 2000-2004 reasonable? 2. Ensure that students who participate in such occupational education programs are taught to the same challenging academic proficiencies as are taught for all other students. [SuzAnne Beckley 517-335-3009] Did the college describe the type of system it will use to ensure that occupational students will be taught to the same academic proficiencies as all other students during the planning period? Did the college address how it expects to maintain or improve upon this for the years 2000-2004? 3. Describe how students, teachers, representatives of business and industry, labor organizations, representatives of special populations, and other interested individuals will be: [SuzAnne Beckley 517-335-3009] a. Involved in the development, implementation, and evaluation of occupational education programs assisted under this title. Did the college explain how it selects members for its advisory committee and how it will ensure that membership from special populations is maintained during the planning period?
Page 10 of 10 Did the college include representation from each of the above-mentioned groups on their advisory committee? Did the college explain how input from each of the represented groups will be used in 2000-2004 to help them decide which programs to offer, discontinue, and/or modify? b. Effectively informed about and assisted in understanding the requirements of Perkins III. Did the college adequately describe the process it will use during 2000-2004 to inform advisory committee members about the requirements of Perkins III? 4. Describe how you incorporate and strengthen your partnerships with business and industry. [Ken Snow 517-373-0273] Did the college describe the types of partnerships it plans to have with business and industry (e.g. customized training, mentoring programs, internships, special programs) during 2000-2004? Did the college adequately explain how these partnerships would work? Did the college describe how it expects to expand its partnerships with business and industry during the years 2000-2004? Did the college describe how it will annually review the needs of business and industry and respond to such needs during the years 2000-2004? 5. Describe how you will: a. Review occupational education programs and identify and adopt strategies to overcome barriers that result in lowering rates of access to or lowering success in programs for special populations to meet the state adjusted levels of performance. [SuzAnne Beckley 517-335-3009] Did the college describe the barriers specific to their institution that result in lower success rates for special populations students? Did the college explain specifically the steps it plans to take during 2000-2004 to eliminate these barriers in order to help students achieve the state adjusted levels of performance?
Page 11 of 11 b. Provide programs that are designed to enable the special populations to meet the state adjusted levels of performance. [SuzAnne Beckley 517-335-3009] Did the college describe the support services it plans to offer during 2000-2004? Did the college explain how these services are intended to work so as to enable special populations students to meet the state adjusted levels of performance? 6. Describe how you will not discriminate against individuals who are members of special populations on the basis of their status. [SuzAnne Beckley 517-335-3009] Did the college describe its non-discrimination policy and how this relates to special populations students? Did the college explain what steps it plans to take to ensure that special populations students are not discriminated against during 2000-2004? Were the steps described specific? 7. Describe how funds will be used to promote preparation for nontraditional training and employment. [SuzAnne Beckley 517-335-3009] Did the college describe the type of outreach activities they will utilize in order to inform students about nontraditional training and employment opportunities during 2000-2004? Did the college provide an estimate of the amount of funds (local and/or federal) they will use over the 2000-2004 planning year for outreach activities? SECTION 2. PROGRAMS TO BE FUNDED AND RATIONALE FOR SELECTED MENU AREAS [Ken Snow 517-373-0273] Did the college provide a listing of all state-approved programs on which they plan to spend Perkins funds? Were the CIP code, program name, menu activity function code, reason for selection, and level given? Did the college focus upon at least one of the eight required objectives outside of the mandatory accountability? If they did not, did the college provide a rationale for selecting a permissive objective rather than one of the required objectives? Does the rationale support the college=s decision to go outside of the eight required objectives? Are reasons provided? Are they logical? Do they support the college=s menu and outcome decisions? SECTION 3. PLANNING ACTIVITIES AND GOALS [Rhonda Burke 517-335-0402 and
Page 12 of 12 Ken Snow 517-373-0273] Did the college provide an explanation as to why they selected the activities they did on the application for the year 2000-2001? Did the college project which activities they anticipate undertaking during 2001-2004? Was an explanation as to how these activities will help their students meet the state adjusted levels of performance given for 2000-2001 and 2001-2004? Will there be sufficient resources to help the college provide the described services for 2000-2004? Are the activities realistic so that the services to be provided can be realized for 2000-2004? Will the services to be provided actually help the students meet the state adjusted levels of performance for the planning period? Are the goals for 2000-2004 reasonable? Did the college specifically describe which activities they are planning to fund during 2000-2001 and 2001-2004? Are the associated menu items indicated? Are the equipment items to be purchased described, along with how they will improve the occupational program? In addition to the accountability requirement addressed above: Will there be sufficient resources available to provide the other services the college wishes to offer during 2000-2004? Are the activities realistic so that the services to be provided can be realized during 2000-2004? Will the services to be provided actually help the college achieve the associated objective? Are the goals for 2000-2004 reasonable and achievable through the services to be offered? SECTION 4. INSTRUCTIONAL EQUIPMENT APPLICATION [Ken Snow 517-373-0273] Has the college described the equipment that will be purchased? Was an explanation of how the equipment will improve the occupational programs provided? Did the college indicate the starting date when the equipment would be used in program instruction? Did the college describe how and why this activity is an institutional priority?
Page 13 of 13 Was the equipment budget complete and accurate? SECTION 5. 2000-01 BUDGET [Ken Snow 517-373-0273] Are all planned program improvement activities been accurately reflected on the budget page? Are all totals accurate and reasonable? Is there evidence in activities from previous grant years to insure that Perkins funds are used to supplement, not supplant, local funds? Have the college president, occupational education contact person, and special populations contact person signed and dated the application budget? SUMMARY REPORT FOR SELF-STUDY EVALUATION These reports are due June 30 for each occupational program to be reviewed according to the college evaluation schedule. The following will be reviewed upon submission of the evaluation: 1. Demographic Data a. Has demographic data been submitted for each program, even if two or more programs were evaluated together? b. Do the numbers indicate a substantiated program? 2. Summaries a. Are all three Summary of Evaluation Perceptions pages completed with recommendations? b. Area the perceptions directly related to the quality of the program, staff, equipment, facilities, etc.? 3. College Action Plan a. Are the goals/objectives (corrective action) specific and clearly stated? b. Are the goals/objectives reflective of the perceptions and recommendations in the Summaries? c. Is a time frame for action completion indicated? d. Are the resources (including staff) required for corrective action indicated and available?
Page 14 of 14 SUPPLEMENTAL APPLICATIONS Applications will be reviewed and rated by professional staff of the Department of Career Development. Review of the application is intended to ensure that required documentation has been submitted and that all areas of the application process have been addressed. PART 1. LOCAL LEADERSHIP SALARY AND TRAVEL The Department reviews the application and determines if the appointee is qualified for salary reimbursement. If the appointee is not qualified for salary reimbursement he/she may serve as liaison and receive reimbursement for travel costs only. In this case, the appointee must fill out the Application for Postsecondary Travel Reimbursement. See Section 1.0 of the Dean=s Guide. Presidents of community colleges that meet the minimum $50,000 Title I grant allocation and whose proposed appointees possess the qualifications listed below may apply for salary reimbursement at the rate of 50% of the annual contracted salary (not to exceed $17,000) and travel reimbursement at the rate of 50% of the allowable authorized travel expenditures. Community colleges that do not meet the minimum $50,000 Title I grant allocation may submit the Application for Travel Reimbursement. Position Information 1. Is the position title of the proposed appointee stated? 2. Is the name of the proposed appointee stated? 3. Are employment dates, beginning and ending, stated? 4. Have transcripts been sent to the Michigan Department of Career Development verifying that the appointee meets the qualifications outlined in Section 1.0 of the Deans Guide? Specifically: - Attainment of a Masters degree - Coursework completed in administration, supervision, and organization of occupational education programs - Two year of work experience in an occupational program area - Three years of experience in administration and/or teaching in an approved occupational program Line-Staff Relationships 1. Is a description of the appointee s position and line of authority to the chief administrative officer stated in the application? 2. Is a description of the appointee s position in relation to other administrators stated in the application?
Page 15 of 15 3. Is a description of the appointee s position in relation to occupational instructors stated in the application? Duties and Responsibilities 1. Are the following position responsibilities, including planning and supervisory duties, stated in terms of general goal statements? - Inter-agency Communication and Coordination - Intra-agency Communication and Coordination - Planning and Financial Management - Assessment and Evaluation - Personnel Supervision - Professional Development - Curriculum Development 2. Does each of these goal statements incorporate clear, specific, and measurable performance objectives that are projected for one year? Request for Reimbursement Is the college requesting reimbursement? Budget Is the budget accurate? Certification Has the president signed and dated the application? PART 2. POSTSECONDARY TRAVEL REIMBURSEMENT Community colleges that do not meet the minimum $50,000 Title I grant allocation may submit the Application for Postsecondary Travel Reimbursement. Eligible universities employing an administrator who possesses the qualifications listed above and performs the duties of occupational administrator for the college may apply for reimbursement of travel expenses up to 50% of the allowable authorized expenditure. PART 3. PROFESSIONAL DEVELOPMENT AND IN-SERVICE: FAST TRACK Professional staff of the Department of Career Development will review Fast Track applications. All applications will be evaluated on the basis of the review criteria provided below. See Sections 22.0
Page 16 of 16 (application forms) and 27.0 of the Dean's Guide. Application Submission 1. The application is submitted prior to the beginning date of the event. 2. Published vendor information verifying dates, locations, activities, and costs is attached. 3. The application contains all of the required signatures. Plan and Intent of the Project 1. All required items are completed. 2. The indicated occupational program is state-approved or the courses indicated are occupational specialty courses, general occupational courses, or part of apprenticeship instruction. 3. Cognitive occupational skills and knowledge to be acquired relate to updating skills for the purpose of revising the curriculum. 4. A majority of conference sessions relate directly to curriculum revision. 5. The event is extemporaneous. 6. Changes occurring in the curriculum as a result of the Fast Track activities are identified. 7. Anticipated benefits to students as a result of the course(s) changes are identified. 8. Complete Work Place Experience contracts and Visit Plans are attached when appropriate. 9. Work place experience is two weeks (80 hours) or less. Evaluation Plan A method of assessing results and assuring that students benefit from the Fast Track activity is identified. Budget 1. Only allowable expenses are being requested. 2. A 50% local match is indicated. 3. The budget is consistent with published vendor information. PART 4. EMERGING TECHNOLOGIES CONSORTIA All applications will be evaluated on the basis of the review criteria provided below. Applicants may also wish
Page 17 of 17 to refer to the Department of Education's Proposal Development Guide available through the Office of Budget, Contracts and Grants or on the Internet at http://www.mde.state.mi.us/off/bcg/propdevguide.pdfin when developing their application. Funding will be subject to approval by the Department Of Career Development. All applicants will be notified immediately of the Department s action. In addition to the criteria listed below, the Department of Career Development may apply other factors in making decisions to fund proposals, such as: (1) duplication of effort, (2) duplication of funding, (3) geographical distribution, or (4) evidence that an applicant has performed satisfactorily on previous projects. The maximum score for the following criteria is 100 points. 1. Need (15 Points) The Department reviews each application to determine the need and soundness of the rationale for the project. In making this determination, the Department looks for: a. An identification and description of the specific problem to be addressed and the target groups that will be affected. b. A description of previous actions taken by the applicant that relate to the issue. c. A clear statement of the educational approach being planned and how it will address the need and benefit the target group. 2. Plan of Operation (25 Points) The Department reviews each application for information that shows the thoroughness of the plan of operation. In making this determination, the Department looks for: a. A clear statement of the purpose, the proposed efforts, and the expected outcomes. b. Goals and objectives to be met by project activities. c. The scope of activities and a time line for their completion. d. A management plan and staff responsibilities. e. A plan to involve appropriate groups in planning and implementation. f. Flyers, agendas, registration forms, etc., for statewide conferences and meetings indicating ACosponsorship by Michigan Department of Career Development.@ (See Section 3.1 of the Dean=s Guide.) g. Specific Statement of Co-sponsorship@ language on the printed agenda for statewide meetings or conferences. (See Section 3.1 of the Dean=s Guide for specific language.)
Page 18 of 18 3. Qualification of Key Personnel (15 Points) The Department reviews each application for information that shows the qualifications of the key project personnel. The Department looks at: a. The qualifications of the project director and other key personnel to be used in the project. b. The time that each of the above persons will commit to the project. c. The extent to which the applicant will give preference to groups that have been traditionally under represented, such as disabled persons, women, the elderly, and members of racial or ethnic minority groups. 4. Evaluation Plan (15 Points) The Department reviews each application to determine the quality of the plan for evaluating the success of the project. In making this determination, the Department looks for: a. Project objectives that are stated in measurable terms and are capable of being achieved within the project period. b. The applicant's plan for collecting and analyzing data related to each objective, including the timetable for collecting and analyzing the data, and the person who will do the evaluation. c. How well the evaluation will measure the project's effectiveness in meeting each objective. 5. Applicant's Commitment and Capacity (10 Points) The Department reviews each application for information that shows that the applicant is committed to and capable of the successful implementation and continuation of the project. In making this determination the Department looks at: a. Whether the applicant will make direct or in-kind financial contribution to the implementation of the project. b. Whether the applicant will continue all or part of the project after the termination of the project funding. 6. Budget (10 Points) The Department reviews each application for information that shows the project has an appropriate budget for the scope of the work and is cost-effective. Budgetary detail for estimated expenditures must be provided. In making this determination, the Department looks at: a. How the budget relates to the proposed activities and various program components.
Page 19 of 19 b. Whether the estimated costs are reasonable and justified. 7. Overall Proposal Merit (10 Points) The Department reviews each application with respect to the overall merit of the proposal. In making this determination, the Department looks at: a. How the project is likely to make a substantial qualitative contribution towards addressing state educational needs. b. How the project is likely to serve as a model for colleges and universities throughout the state with similar education needs. PART 5. NEW PROGRAM APPROVAL Specific definitions, guidelines, program components, and reporting requirements related to this approval can be found in Chapter 4 of the Occupational Program Development Process: A Handbook. Recommendations for program approval will be submitted to the Director of the Michigan Department of Career Development throughout the year. The following are required: 1. Results from a Needs Study (if program is new or less than three years old). 2. The latest PROE (Program Review of Occupational Education) evaluation (or other approved local evaluation) if the program has been in existence for more than three years. 3. If PROE is substituted for the Needs Study, a Statement of Need must be included in order to demonstrate that there are employment opportunities for those being trained. This must be supported by data and all sources documented. (Such information may come from the Michigan Department of Consumer and Industry Services.) If the Statement of Need does not sufficiently address the issue of employment opportunities, a formal Needs Study may be required. 4. Program description. 5. A list of occupations for which the student completing the program will be qualified. The specifics about the occupation should also be discussed, e.g. special skills and knowledge required via formal education, employment opportunities (current and future). 6. Articulation. 7. A description of the facilities in which the program will be housed. 8. The status of the recognition, accreditation, or licensing application by external agencies, if applicable. 9. The status of the review and approval by the college curriculum committee, faculty, administrators and board.
Page 20 of 20 10. The program courses in sequence by semester in which they are to be taken by the student. 11. The catalog description for each specialty and supportive course(s) required for the program. 12. The names, titles, and organizational affiliation of members of the advisory committee which has been selected to advise the college on the development and implementation of this occupational program. 13. A brief description of the evaluation process and time schedule for performing the evaluation. 14. Recommendations for program implementation as well as a management plan for implementation and operation should be placed in this section.