Perkins Monitoring 2014-2015
College Name: ____________________
This form is due May 1, 2015. Please email to anikolaeva@sbctc.edu
This year’s Perkins monitoring will focus on the college’s accomplishments and challenges in achieving each
of the Perkins required elements and performance indicators. We will look at the most recent activities as
described in the college’s 2014-15 annual Perkins plan.
The monitoring form is developed from the Perkins Report of Accomplishments (ROA) for the Perkins plan
for 2014-15. Participating in the monitoring process will give you a head start on completing the Perkins
ROA for this year. It is understood that the answers the college provides during monitoring may not be
complete for this year’s activities due to the timing of monitoring. The Perkins ROA the college submits
July 31, 2015 in the Online Grant Management System (OGMS) will be complete for this year’s activities.
Please discuss your accomplishments in measurable terms. Review your progress this year and compare it
to your goals for 2014-15.
SECTION 1 – Programs of Study, Tech Prep and Career Pathways, Career Guidance
1A. How many new Programs of Study (POS) were created? What are they? Are any additional POS under
development? Do they include articulations for dual credit?
HSHW G1 (3 a-b) ,(1.0)
1B. Has there been a change in the process of transcribing CTE dual credits since the 2014-15 Perkins plan was
written?
Who is the college contact for students and parents at the college regarding CTE dual credits (Tech Prep)?
HSHW G1 (3b) ,(1.5)
1C. Describe briefly how the college met /or made progress on the college’s goals for career guidance and academic
counseling by:

Ensuring Career and Technical Education (CTE) students understand how education pathways link to career
pathways,

Including links to future education, training and employment,

Helping students find jobs and continue their education.
Note: This includes outreach to secondary students on Programs of Study as well as advising postsecondary students.
134(b)(3)(E), 134(b)(11), (1.8, 1.9, 1.10, 1.11, 1.12, 1.13)
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2014-15 Perkins ROA 14 0305
1D. How did the college:
 Provide quality CTE guidance for students in middle school, high school and postsecondary institutions?

Partner with employers to help students explore careers and workplaces?
HSHW G1 (1a-b), (1.14)
Section 2 - Integrating Academic and Technical Skills
2A. Describe briefly how the college met /or made progress on the college’s goals for:
 Integrating academic and technical skills of Career and Technical Education (CTE) students,

Ensuring they are taught with the same coherence and academic rigor as all other students.
134 (b)(3)(B and D), 135(b)(4)(B-C) , (2.0, 2.1, 2.2,2.3)
2B. Describe how the college:



Identifies, assesses and certifies skills for successful careers,
Increases workplace and life skills development for students,
Increases the use of industry-based skill standards, assessments, and credentials.
HSHW (G1)(2), (2.4)
SECTION 3 - All Aspects of Industry, Work-Based Learning
3A Describe briefly how the college met /or made progress on the college’s goals for ensuring that students have
strong experience in, and understanding of, all aspects of industry.
134(b)(3)(C), (3.0,3.1, 3.2, 3.3)
3B Describe briefly how the college met /or made progress on the college’s goals for increasing work-integrated
learning by:
a. Increasing the number and types of workplace experiences available to students and out-of-school youth.
b. Bringing more work experiences into the classroom by engaging employers and workers.
HSHW (G1)(4a-b), (3.4)
SECTION 4 - Faculty, Advisors and Administrators: Recruitment, Retention and Professional Development
4A Describe briefly how the college met /or made progress on the college’s goals for:
• Recruiting and retaining high quality CTE faculty, advisors, and administrators representing the ethnic diversity of
the college’s region,
• Transitioning faculty members who come from business and industry into strong facilitators of learning
(134(b)(12), (4.0, 4.1, 4.2, 4.3)
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4B Describe briefly how the college met /or made progress on the college’s goals for providing professional
development opportunities for faculty, advisors, and administrators to:
 Ensure integrated, coherent, rigorous content
 High quality academic and technical standards are maintained in programs.
134(b)(4), 135(b)(5)(A-D), 135(b)(4)(A), (4.4, 4.5, 4.6, 4.7)
SECTION 5 - Special Populations and Non-Traditional (Gender)
Section 5 Information:
SPECIAL POPULATIONS — The term, ‘special populations’ means—
A. individuals with disabilities;
B. individuals from economically disadvantaged families, including foster children;
C. individuals preparing for non-traditional fields;
D. single parents, including single pregnant women;
E. displaced homemakers; and
F. individuals with limited English proficiency.
NON-TRADITIONAL FIELDS — The term, ‘non-traditional fields’ means occupations or fields of work, including careers in
computer science, technology, and other current and emerging high skill occupations, for which individuals from one
gender comprise less than 25 percent of the individuals employed in each such occupation or field of work.
5A Describe briefly how the college met /or made progress on the college’s goals for supporting special population
and non-traditional (gender) students in high wage, high demand programs that lead to self-sufficiency by:
• decreasing barriers
• increasing access
• increasing enrollment
• increasing successful completion
• promoting and maintaining and environment free of discrimination.
134(b)(8)(A and C), 134(b)(9), (5.0, 5.1, 5.2, 5.3)
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5B Describe briefly how the college met /or made progress on the college’s goals for special population and nontraditional students to meet the college’s performance indicator goals of:

Attaining challenging and relevant career and technical skill proficiencies, including student achievement, on
technical assessments that are aligned with industry-recognized standards (1P1),

Completing industry-recognized credentials, certificates, or degrees or apprenticeship? (2P1),

Improving student retention in postsecondary education, or transfer to a baccalaureate degree program
(3P1),

Improving student placement in military service/apprenticeship programs, or placement/retention in
employment, with emphasis on placement in high-skill, high-wage, or high-demand occupations/professions
(4P1),

Increasing participation and completion of non-traditional fields (5P1 and 5P2).
134(b)(8)(B), 134(b)(10), (5.4,5.5)
SECTION 6 – Program Assessment, Stakeholder Involvement, One-Stop Support
6A Describe briefly how the college met /or made progress on the college’s goals for CTE program assessment/review
process to ensure viability, relevance, availability and appropriate use of technology, meeting the needs of special
populations, industry - standard curriculum, appropriate size, scope and quality of program.
134(b)(6-7), (6.0, 6.1)
6B Describe briefly how the college met /or made progress on the college’s goals for involving the college’s internal
and external stakeholders in CTE program improvement encompassing program development, implementation and
assessment.
134(b)(5), ( 6.2, 6.3)
6C Describe briefly how the college met /or made progress on the college’s goals for informing internal and external
stakeholders about and Perkins requirements and Programs of Study (POS).
134(b)(5), (6.4, 6.5)
6D The CTE program advisory committees will be reviewed by the SBCTC staff every three years. The college should
review one –third of the CTE advisory committees each year. Please submit, as an attachment, the advisory
committee review rotation schedule for the three year cycle.
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SECTION 7 - PERFORMANCE INDICATORS
Section 7
Report of activities pertaining to Performance Indicators is required of all colleges, not just those with performance
improvement plans.
134(b)(2)
7A Indicator 1P1 - Activities will improve the number of students attaining challenging and relevant career and
technical skill proficiencies, including student achievement, on technical assessments that are aligned with industryrecognized standards.
(7.1)
2011-12 college performance: college percent of target achieved
2012-13 college performance: college percent of target achieved
2013-14 college performance: college percent of target achieved
Describe activities and the impact of these activities.
7B Indicator 2P1 - Activities will improve student attainment of industry-recognized credentials, certificates, or
degrees.
(7.3)
2011-12 college performance: college percent of target achieved
2012-13 college performance: college percent of target achieved
2013-14 college performance: college percent of target achieved
Describe activities and the impact of these activities.
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7C Indicator 3P1 - Activities will improve student retention in postsecondary education, or transfer to a
baccalaureate degree program.
(7.5)
2011-12 college performance: college percent of target achieved
2012-13 college performance: college percent of target achieved
2013-14 college performance: college percent of target achieved
Describe activities and the impact of these activities.
7D Indicators 4P1 - Activities will improve student placement in military service/apprenticeship programs, or
placement/retention in employment, with emphasis on placement in high-skill, high-wage, or high-demand
occupations/professions.
(7.7)
2011-12 college performance: college percent of target achieved
2012-13 college performance: college percent of target achieved
2013-14 college performance: college percent of target achieved
Describe the impact of these activities.
Indicator 5P1 – Non-traditional Participation - Activities will improve student participation in CTE programs that lead
to employment in non-traditional fields.
(7.9)
2011-12 college performance: college percent of target achieved
2012-13 college performance: college percent of target achieved
2013-14 college performance: college percent of target achieved
Describe the impact of the these activities.
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2014-15 Perkins ROA 14 0305
Indicator 5P2 - Non-traditional Completion - Activities will improve student completion in Career and Technical
Education programs that lead to employment in nontraditional fields.
(7.11)
2011-12 college performance: college percent of target achieved
2012-13 college performance: college percent of target achieved
2013-14 college performance: college percent of target achieved
Describe the impact of these activities.
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