Appendix D
Chancellor's Office, California Community Colleges
2012-2013 Statewide Discipline/Industry Collaborative
Year-to-Date Quarterly & Final Report Instructions
Two copies of the final report must be submitted; all two (2) of the copies must have original
signatures (all signatures must be an ink color other than black) on the: Final Report Expenditures
by Source of Funds and the Data Summary Form.
Part I – Budget Information
1.
A. Complete the 2012-2013 Final Report of Expenditures by Source of Funds.
Part II – Data Summary Form
2.
A.
Report the amount of funds awarded, amount of funds expended and estimated funds
spent by category.
B.
Expenditures by Leadership Category – Report the estimated expenditures by
leadership category. Note: The total expenditures must equal the total amount of funds
expended.
C.
Professional Staff Served – Report applicable ethnicity, gender and discipline of
professional staff served, including the number of (a) professional staff (general/
academic, CTE, instructional support, counselors) and if applicable (b) CTE students
by gender and ethnicity.
D.
Provide a list of colleges/schools served by the project.
E.
Report if applicable on the number of courses Developed, Improved, or Expanded by
TOP Code and Title –on the number of courses within specific TOP Code that are new,
expanded, revised, or deleted as a result of the project.
Part III – Work Products and Narrative
3.
A. Work Products
The grantee will provide:

The grantee will provide a list of advisory committee members, their titles, and the
employment sector, local educational agency, or regional consortium they represent;
one set of advisory committee meeting minutes; and a copy of any significant printed
material produced with grant funds.

All products that have as a final product any media software (e.g. videotape) shall
develop an accompanying workbook/guide that provides instruction on its uses. Send
ONLY one (1) copy of each of these products in electronic format to CTE.
Appendices (12-13)
B. Narrative -- Includes information about the projects' outcomes and activities, workforce
needs, an analysis of Core Indicators identifying strategies that will meet the needs of
Special Populations, and future funding recommendations.
Please provide a Final Report Narrative by responding to the following 1-7 areas, and
keep all responses to each number in the same section:
1)
Provide a detailed description of the project’s significant activities and outcomes, and
identify the activities and outcomes that were particularly unique as well as effective.
Descriptions of activities should only relate to the objective(s) and scope of the project.
2)
Identify and compile a list of activities, resources and products that would be useful across
the discipline. For example: provide vocational and technical education personnel with
current knowledge, skills, curricula, equipment, and facilities; programs and services that
can provide students with the knowledge and skills necessary to meet their needs; and meet
California's labor market needs to contribute to the continued economic development and
growth of the State. If a curriculum was developed, provide the name of the curriculum and
the colleges that adopted it and indicate how other colleges might also adopt it.
3)
Provide a summary of workforce needs for the discipline; based on any or all of these: your
research, market surveys, staff and student feedback and advisory committee
recommendations.
4)
Provide a list of funding recommendations that have or will enhance the relevance of
vocational and technical education as it relates to the workplace.
5)
Provide a list of funding recommendations for the discipline with ideas/information
designed for specific leadership activities for (a) Professional development, (b) Curriculum
development and improvement, (c) Student support structures, (d) Partnership development
and improvement, (e) Performance accountability.
6)
Provide an analysis of the MIS Core Indicators (or other pertinent related research) and
describe how the analysis was used to identify areas of need in the discipline and in the
initial planning stages to identify vocational program areas that needed improvement and
were not meeting state-negotiated levels of performance. (Include 4 or 6-digit TOP codes
identified special population group performances that needed improvement, and which of
the four core indicators were targeted, as appropriate.) Explain how project planning and
implementation were based on the analysis. Describe how the project activities and
outcomes improved the discipline’s Core Indicator measures.
7) Describe the activities and efforts that helped special populations’ students met the stateadjusted levels of performance. Special populations include individuals: with disabilities,
(b) who are economically disadvantaged, (c) preparing for non-traditional employment, (d)
who are single parents, including single pregnant women, (e) who are displaced
homemakers, (f) who have limited English proficiency, and (g) who are academically
disadvantaged.
A) Identify barriers, services and instructional programs that influence access and success
Appendices (12-13)
of students who are members of special populations. For each special populations group
selected, identify: the barrier(s); the strategy(ies) for addressing the barrier(s); and the
expected student outcomes.
1. Year-to-Date Reports
Submit quarterly year-to-date, expenditure and progress reports through the online reporting
system located at: http://misweb.cccco.edu/vteaib/prod/logon.cfm
Reports are to include deliverables to date and status of dissemination of these products.
Reporting due dates are provided on page 7 of the project overview section of the application.
2. Final Performance Reporting Requirements
Provide a (1) list of members of the required statewide project collaborative and partners, their
titles the organization they represent, (2) copies of meeting minutes, and (3) evidence that
awardees met with the Statewide Advisory Committees and the Regional Consortia as
designated by the Chancellor’s Office. A minimum of two meetings was anticipated; meetings
may be held by teleconference.
Data Summary Form
The following information is to be reported on the Final Performance Report (Data Summary
Form).
a. Report the amount of funds awarded, amount of funds expended, and estimated funds
spent by category.
b. Expenditures by Leadership Category -- Report the estimated expenditures by leadership
category. Note: the total expenditures must equal the total amount of funds expended.
c. Professional Staff Served -- Report applicable ethnicity, gender and discipline of
professional staff served, including the number of (a) professional staff (general/ academic,
CTE, instructional support, counselors) and if applicable (b) CTE students by gender and
ethnicity
d. Provide a list of colleges/schools served by (or involved in) the projects.
Appendices (12-13)
e. Report, if applicable, on the number of courses within specific TOP code
discipline/sub-discipline/field categories that are new, expanded/revised, or deleted as a
result of the project.
Final Report of Expenditures by Source of Funds
Complete the 2012-2013 Final Report of Expenditures by Source of Funds in hardcopy and
also
enter
data
online
through
the
online
reporting
system
at:
http://misweb.cccco.edu/vteaib/prod/logon.cfm
Sign the Final Report of Expenditures by Source of Funds and the Data Summary forms
and submit to the Chancellor’s Office as directed. Two copies of the final report must be
submitted; all two (2) of the copies must have original signatures (all signatures must be
an ink color other than black).
Submit the two (2) signed copies of the complete final report by 5 p.m. August 30,
2013, to:
Chancellor’s Office, California Community Colleges
Career Education Practices Unit
1102 Q Street
Sacramento, CA 95811-6549
Attention: Paul Barth; CTE Title I-B Collaborative Project Final Report
Enclosed
Final Report Narrative
The grantee will provide a final report narrative of outcomes of the primary and secondary
required activities and efforts to collaborate with postsecondary and secondary educators;
public/private sector stakeholder groups, Statewide Advisory Committees, Statewide
Collaborative projects, and other statewide CTE initiatives. Describe activities and
outcomes for each of the planned objectives as stated in the project’s workplan related to
the five State Leadership priorities (see page 11). Project outcomes are demonstrated
results of the project activities. Describe any barriers encountered and recommend
alternative strategies.
Please provide a Final Report Narrative by responding to the following 1-7 areas, and keep
all responses to each in the same section/area:
8)
Provide a detailed description of the project’s significant activities and outcomes, and
identify the activities and outcomes that were particularly unique as well as effective.
Descriptions of activities should only relate to the objective(s) and scope of the project.
9)
Identify and compile a list of activities, resources and products that would be useful
across the discipline. For example: provide vocational and technical education
personnel with current knowledge, skills, curricula, equipment, and facilities; programs
and services that can provide students with the knowledge and skills necessary to meet
their needs; and meet California's labor market needs to contribute to the continued
Appendices (12-13)
economic development and growth of the State. If a curriculum was developed, provide
the name of the curriculum and the colleges that adopted it and indicate how other
colleges might also adopt it.
10) Provide a summary of workforce needs for the discipline; based on any or all of these:
your research, market surveys, staff and student feedback and advisory committee
recommendations, and cite your sources.
11) Provide a list of funding recommendations that have or will enhance the relevance of
vocational and technical education as it relates to the workplace.
12) Provide a list of funding recommendations for the discipline with ideas/information
designed for specific leadership activities for (a) Professional development, (b)
Curriculum development and improvement, (c) Student support structures, (d)
Partnership development and improvement, (e) Performance accountability.
13) Provide an analysis of the MIS Core Indicators (or other pertinent related research) and
describe how the analysis was used to identify areas of need in the discipline and in the
initial planning stages to identify vocational program areas that needed improvement
and were not meeting state-negotiated levels of performance. (Include 4 or 6-digit TOP
codes identified special population group performances that needed improvement, and
which of the four core indicators were targeted, as appropriate.) Explain how project
planning and implementation were based on the analysis. Describe how the project
activities and outcomes improved the discipline’s Core Indicator measures.
14) Describe the activities and efforts that helped special populations’ students met the
state-adjusted levels of performance. Special populations include individuals: with
disabilities, (b) who are economically disadvantaged, (c) preparing for non-traditional
employment, (d) who are single parents, including single pregnant women, (e) who are
displaced homemakers, (f) who have limited English proficiency, and (g) who are
academically disadvantaged.
A) Identify barriers, services and instructional programs that influence access and
success of students who are members of special populations. For each special
populations group selected, identify: the barrier(s); the strategy(ies) for addressing the
barrier(s); and the expected student outcomes.
Appendices (12-13)
Work Products

The grantee will provide a list of advisory committee members, their titles, and the
employment sector, local educational agency, or regional collaborative/consortium
they represent; one set of collaborative advisory committee meeting minutes; and a
copy of any significant printed material produced with grant funds.

All products that have as a final creation any media software (e.g. videotape) shall
develop an accompanying workbook/guide that provides instruction on its uses. Send
ONLY one (1) copy of each of these products to CTE, all in electronic format
(no-hard copies).
ADDITIONAL INFORMATION AND REQUIREMENTS
In addition, this project must adhere to the purposes and provisions of the Carl D. Perkins Career
and Technical Education Act of 2006 (Perkins IV) and the 2008-2012 State Plan.
The grants awarded through this RFA Specification will be for July 1, 2012 through June 30,
2013. All projects that have as a final product any media software (e.g., videotape) shall develop
an accompanying workbook/guide that provides instruction on its uses.
Ongoing contact with the CTE Project Monitor is required. Funded projects may also be subject
to one or more formal site visits during the grant period.
All courses initiated or substantially modified as a result of the activities supported by this grant
must comply with all applicable sections of Title 5 of the California Code of Regulations,
particularly Section 55002, which defines standards for degree-applicable credit, non-degreeapplicable credit, and noncredit courses, and must be reviewed through the appropriate process as
described in those regulations.
All Career education programs (certificates or degrees) initiated or substantially modified as a
result of activities supported by this grant must be approved at the appropriate level and through
the appropriate process as specified in the Curriculum Standards Handbook including TOP
published by the Chancellor’s Office Reference Materials Page Including TOP codes. In general, any
program that requires 18 units or more of coursework must be approved by the Chancellor’s
Office before it is initiated or substantially modified.
Mailing Address:
Career Education Practices Unit
Chancellor’s Office California Community Colleges
1102 Q Street,
Sacramento, CA 95811-6549
Questions: Contact –Your Chancellor’s Office Perkins project monitor
Or - Paul Barth, Perkins IB Lead at: 916-323-3865, email: pbarth@cccco.edu
Appendices (12-13)