Carl D. Perkins Career Technical Education Act (CTEA)
Grant Year 2015-2016 Requests
Only required for new programs, OR existing programs
with requests outside their annual program updates
th
Due Monday, 4 May 2015 (5:00 p.m.) to M. Katherine Bergman (mbergman@peralta.edu).
Please check one:
Individual
Program/Dept:
CTE Program TOP Code:
Collaborative
Across CTE Programs
Program/Dept:
CTE Program TOP Code:
Are you eligible?
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All CTE programs are eligible to apply.
All “across programs” services that support CTE students are eligible to apply
Programs are encouraged to apply jointly with another related program.
What’s needed to apply?
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This application packet
Your Program Review or APU: http://www.berkeleycitycollege.edu/wp/prm/2012-2015-programreview/2014-2015-annual-program-updates/
Attach Your Signed Core Indicator reports:
https://misweb.cccco.edu/perkins/Core_Indicator_Reports/Forms_All.aspx
Application Checklist:
This document with all required signatures
Signed copy of the Core Indicator Report for your specific TOP code program
ONE Summary Plan listing all proposed activities in priority order
An Application Narrative form for EACH priority/activity – with the priority number
A Budget Detail sheet for EACH priority/activity – with the priority number
This proposal has the support of the Department, Division, and Faculty senate.
Signature
/ /
Date
Department Chair
Signature
/ /
Date
Faculty Senate President
Signature
/ /
Date
Dean
Signature
/ /
Date
Requester
Berkeley City College
College of Alameda
Laney College
Merritt College
Brief Background:
Each year BCC submits a college-wide Perkins application to the District. The
District then prioritizes campuses’ requests based on their applications and
submits a single application to the state. Last year, BCC was awarded over
$130,000 which was split amongst 10 programs. BCC programs are awarded
funding based on the need they evidence in their request.
Tips:
As you prepare your request this year, please remember Perkins’ purpose is to:
 develop, implement, and improve only CTE programs, not GE programs
 improve or expand programs, not maintain programs
 improve programs of study, not isolated courses
Very important to the state are the following outcomes or “Core Indicators” of:
student skills and certificate or degree attainment, persistence or transfer,
employment, and/or completion of a nontraditional program.
A copy of your 2014-2015 Core Indicators is provided with information by cohort
as well as special populations:
 economically disadvantaged
 limited English proficient
 students with disabilities
 single parents and displaced homemaker1; and
 non-traditional gender representation in the discipline.
Application Process:
After determining if you will apply individually or in collaboration with another
program (for example, joint outreach efforts, contextualized ESL, etc.), please:
1. Review available Core Indicator Data and Program Reviews to determine
funding request.
2. Prepare a Narrative form.
3. Complete the Budget Request form.
4. Complete one Summary Activity Plan.
5. Attach the completed Coversheet.
1
Under Perkins, the term ‘displaced homemaker’ means an individual who—
‘(A) (i) has worked primarily without remuneration to care for a home and family, and for that reason has diminished marketable skills;
‘‘(ii) has been dependent on the income of another family member but is no longer supported by that income; or
‘‘(iii) is a parent whose youngest dependent child will become ineligible to receive assistance under part A of title IV of the Social Security Act (42 U.S.C. 601 et seq.) not later than 2 years after
the date on which the parent applies for assistance under such title; and
‘‘(B) is unemployed or underemployed and is experiencing difficulty in obtaining or upgrading employment
2015-2016 Perkins Narrative
Program Title:
Requestor(s):
Requestor(s):
Best way to contact you with questions:
Best way to contact you with questions:
(
(
)
)
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1. Improvement: Briefly describe program issues. Provide examples, including information from indicator report, program review, and labor data.
2. Planned Activities: What activities will you undertake to improve your program? (Please review the list of non/allowable grant uses.)
3. Target Population: Please check the populations the activity seeks to support. Briefly, how will your plan overcome barriers to access and success?
economically disadvantaged
limited English proficiency
students with disabilities
single parents and displaced homemakers (please see instruction page for definition); and
nontraditional gender representation in the discipline
4. Program Objectives: Please check which areas your planned activities will support. Briefly discuss how activities proposed do so.
Integrate core academics with technical education
Provide students with a strong understanding of all aspects of the industry
Improve the use of technology in the program
Link secondary and postsecondary programs of study; and
Incorporate career guidance and academic counseling in the program.
5. Workforce Development: What workforce development need does your program improvement plan address?
6. Measurable Outcomes: What specific measurable outcomes, especially upon learning outcomes will result from these activities?
Guidelines for Allowable Uses of CTEA Title I-C Funds
Required Uses
1. Strengthen academic and career technical skills of
students through integration
2. Link CTE secondary and postsecondary programs of
study
3. Provide students with strong experience and
understanding in all aspects of an industry (WorkBased Learning (WBL))
4. Develop, improve or expand use of technology
5. Professional development
6. Evaluate programs with emphasis on special
populations
7. Initiate, improve, expand, and modernize quality
programs
8. Provide activities as well as services and be of
sufficient, size, scope and quality
9. Prepare special populations for high skill, high wage,
or high demand occupations
Permissive Uses
1. Involve parents and business/labor in planning and
operation
2. Career guidance and academic counseling
3. Business Partnerships: work-related experience for
students and faculty
4. Programs for special populations
5. CTE student organizations
6. Mentoring & support services
7. Upgrading equipment
8. Teacher preparation programs
9. Improving or developing new CTE courses, including
distance education
10. Assist transition to bachelor’s degree programs
11. Support entrepreneurship education
12. Initiatives for secondary students to obtain
postsecondary credit to count towards an AA/AS degree
13. Support small CTE learning communities
14. Family & consumer sciences
15. Adult CTE programs
16. Job placement programs
17. Support “nontraditional” activities
18. Automotive technologies
19. Pooling funds for teacher preparation, data and
accountability, assessments
20. Support other CTE programs
Expenditures may NOT be used for general purposes and may NOT be used to maintain existing programs
Allowable Costs
 Administrative costs (5%)
 Personnel services (time & effort reports)
If able to address the RFP:
 Operating expenses (for program improvement)
 Stipends
 Consultants
 Instructional materials and supplies
 Travel
 Instructional equipment
Unallowable Costs
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Expenses that supplant*
Student expenses or direct assistance to students
Entertainment
Awards and memorabilia
Individual memberships
Membership with organizations that lobby
College tuition, fees, and books
Fines and penalties
Insurance/Self-insurance
Audits, except single audit
Contributions and donations
Contingencies
Facilities and furniture
General advertising
Alcohol
Fund raising
General administration
* Supplanting – Federal funds cannot be used to pay for services, staff, programs, or materials that would otherwise be
paid with State or Local funds.
To determine if funds would supplement or supplant, ask the following questions:
1. Would the service have been provided if federal dollars were not available? (If yes, supplanting can be
presumed.)
2. Is the grantee required to provide the service under federal, state, or local law? (If yes, supplanting can be
presumed.)
3. Did non-federal funds pay for this last year? (If yes, supplanting can be presumed.)
CTEA 2015-2016
Budget Request
Program:
Category
1000 – Instructional salaries
2000 – Non-instructional
salaries
3000 – Fringe benefits
4000 Supplies & Materials
5000 – Contracts, Services,
Travel & Conferences
6000 Equipment
TOTAL
Description
Job title/description: part-time instructor(s)/counselors
(Hourly rate: $
) x (Total hours:
)
Job title/description: student worker(s)
(Hourly rate: $_____) x (Total hours:______)
Based on above wages, benefits will be calculated and backed out
of the total requested amount.
Briefly describe item, cost, plus 10% for sales tax, S&H
Contracts: name, purpose, rate, total cost
Travel: where, number of days, transportation costs, hotel costs, perdiem cost
Briefly describe item, cost, plus 10% for sales tax, S&H
Amount
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
Personnel (1000-2000): Only part-time instructors/counselors and student workers will be considered. No numbereddays or regular positions will be funded.
Equipment, Supplies and Materials: Itemize equipment, supplies, software, and other services to be purchased or
contracted in this proposal. Add 10% to all purchases to cover CA sales tax and shipping costs.
Consultant contracts: Please note ICCs must meet CTEA legal terms and conditions and will require additional approval
prior to entering into the contract.
2015-2016 CTEA
Activity Plan Summary
Please list activities in priority order.
Program Title:
Priority
1.
2.
3.
4.
5.
TOP Code:
Activity description.
Categorize each activity
with at least one Required
or Permissive Use of
Funds.
How will the activity enhance
performance on one or more
Core Indicators? What data will
be used to measure progress?
Total funds requested:
Identify the
Program Review
recommendation
addressed by this
activity .
$
Responsible Person
&
Timeline
.00
Estimated
budget need,
as detailed on
Work Sheet
2015-2016 CTEA Proposal Review
Program/Department:
TOP Code:
Priority #
NARRATIVE
1. Improvement plan includes clearly defined objectives related to CTEA applicable topics.
2. Evidence is provided supporting workforce development needs.
3. Plan describes how priority/activity will improve outcomes for special populations.
4. Plan addresses required and/or permissive activities.
5. Outcomes related to student learning and improvements in Core Indicators are clearly
identified.
SUMMARY ACTIVITY PLAN
1. Summary plan is complete.
2. Summary plan is consistent with each priority/activity presented.
3. Plan indicates how performance on Core Indicators will be improved and progress will be
measured.
4. Activities including supply and equipment purchases, is the purchase well justified.
(Please consider the Supply and Equipment Rubric on the reverse.)
RECOMMENDATION
Full Funding
Partial Funding
Please explain Partial or No Funding recommendation.
No Funding
Yes
Reviewer:
?
No
Comments
2015-2016 CTEA Proposal Review
SUPPLIES, EQUIPMENT & OTHER NEEDS BUDGET REQUEST
Name of Requester:
Email/Extension:
Ranking 0-8:
Category
2 - High
1 - Medium
0- Low, Not Applicable (N/A)
Direct Impact/Benefit
to Students
Items have a direct impact on
student access, equity and success.
Items have an indirect impact on
student access, equity and success.
Items do not have an impact on
student access, equity and success.
Health & Safety
Items are required for the health and
safety of students and staff.
Necessity
Items are an integral part of the
curriculum or function of the
department, program, unit or office.
Items are a somewhat important part
of the curriculum or function of the
department, program, unit or office.
Items are not an important part of
the curriculum or function of the
department, program, unit or office.
Degree of
Obsolescence/
Age
Existing items are obsolete or
unusable due to age or have been
depleted.
Items are expected to become
obsolete or unusable before the next
funding period/opportunity for
purchase.
Items are relatively new.
N/A
(For this category, there is no medium
ranking as this requires a yes/no
response.)
Items are not required for the health
and safety of students and staff.
TOTAL
Definitions:
 Supplies: Items of an expendable nature that are consumed or worn out, deteriorate in use, have a relatively short life, or are easily broken, damaged
or lost. Examples: Paper, pencils and pens, cleaning materials, tools, and lab materials.
 Equipment: Equipment has relatively permanent use, and its purchase increases the value of the physical assets of the college/district.
 Other: Memberships, subscriptions, licenses, repairs/maintenance, etc.
Requester Process:
1. For each supply and equipment request, please complete top portion of request: Place an X in the appropriate ranking column for each category and
include total. Add each column and place total on the Ranking 0-8 box above.
2. Submit completed form to supervising administrator with a list of the requested item(s), and a copy of the program review, which should include the
item(s) requested.