CHANCELLOR’S OFFICE
CALIFORNIA COMMUNITY COLLEGES
ECONOMIC DEVELOPMENT AND WORKFORCE PREPARATION DIVISION
CAREER TECHNICAL EDUCATION UNIT
The Carl D. Perkins Career and Technical Education Act of 2006
Perkins IV
Title IB Collaborative Project
REQUEST FOR APPLICATIONS
SPECIFICATIONS FOR GRANT RENEWALS
Instructions, Terms and Conditions
Program and Funding Fiscal Year: 2011-2012
Application Deadline: Applications must be received at the
Chancellor’s Office by 5:00 p.m. on Friday, May 27, 2011
APPLICATION SUBMITTAL CHECKLIST
NOTE:
This checklist is a tool for Districts to use when submitting their applications. If
the District/College Application contains the following information, then the packet
will be complete.
 Four (4) copies of the application with the material put together in the order set forth
below.
 All four (4) of the copies must have original signatures (all signatures must be an ink
color other than black) on the:
Grant Agreement Face Sheet (Chief Executive Officer/Designee signature)
Application Budget Summary (Chief Business Officer/Designee signature)
Certification Against Lobbying (Chief Executive Officer/Designee signature)
 Correct RFA Specification number placed in upper right-hand corner of each grant
agreement face sheet page
 Contact Page (See Appendix B)
 Application Consortium Data Sheet (See Appendix B)
 Application Abstract Page (See Appendix B)
 Table of Contents
 Statement of Need (Use a Narrative Format)
 Response (Justification/Feasibility of Project -- Use Narrative Format)
 Annual Workplan: (See Appendix B)





Objectives (Address RFA Specifications)
Activities (Address RFA Specifications)
Performance Outcomes (Address RFA Specification)
Timelines (Address RFA Specification)
Responsible Persons
 Project Management Plan
 Application Budget Summary (3 original CBO/Designee signatures) (See Appendix B)
 Application Budget Detail Sheet (See Appendix B for Format Example and Blank Form)
 Dissemination Plan
 Certifications Regarding Lobbying; Debarment; Drug-Free Workplace (See Appendix
A)
 No supplemental material (DO NOT include appendices or other supplemental
information unless specifically requested in the RFA Specification)
 Completed packets stapled in upper left corner (DO NOT use binders or other covers.)
 Mailing envelope is labeled Career Technical Education Perkins Title IB
Collaborative Project Grant Application Enclosed. The applications must be received
at the Chancellor’s Office by 5:00 p.m. on Friday, May 27, 2011.
CTE RFA 11-12
TABLE OF CONTENTS
Section I: Application Information and Processes
PAGE
A.
Intent ............................................................................................... 1
B.
Purposes/Uses of the Funds ........................................................... 1
C.
Funding Category……………………………………………….……… 2
D.
Eligibility .......................................................................................... 5
E.
RFA Clarification ............................................................................. 5
F.
Selection Procedure…………………………………………...………..6
Section II: Application Submittal Procedure………………………………….…..6
Calendar of Key Dates………………………………………………….7
Section III: RFA Application Format, Specifications and Instructions……….8
A.
Discipline/Industry Collaboratives……………………………...….......8
B.
Recommended Uses of Perkins Funds……………...………..……..15
C.
Instructions…………………………………………………………….. .18
Section IV: Reporting Requirements…………………………………………… ..21
Application Package Includes:
Grant Agreement Face Sheet
Article 1: Division/Program-Specific Provisions
Article II: Standard Terms and Conditions
Legal Certification Form: Regarding Lobbying, Debarment, Suspension
and other Responsibility Matters; and Drug-Free Workplace Requirements
Appendix B
Application Forms
Appendix C
Reporting Forms
CTE RFA 11-12
Section I: Renewal Application Information and Processes
A.
Intent
The Chancellor’s Office of the California Community Colleges is requesting renewal
applications to continue to improve career and technical education programs and
services for all segments of the population and to improve access for individuals
who are inadequately served or underrepresented. These activities are consistent
with the purposes of the Carl D. Perkins Career and Technical Education
Improvement Act of 2006 (Perkins IV) [Public Law (P.L.) 109-270]; and the Career
education policies adopted by the Board of Governors of the California Community
Colleges.
This manual, the Career Technical Education Request for Applications
Specifications for Grant Renewals Instructions, Terms, and Conditions, 2010-2011,
(henceforth CTE-ITC) contains general instructions, procedures, formats, and
timelines for submitting renewal applications to the Chancellor’s Office, California
Community Colleges (COCCC).
The CTE-ITC has been developed with the intent of establishing, to the extent
possible, consistent practices and procedures for the submission and granting of
funds for priorities established by the CTE Improvement Act of 2006 (Perkins IV),
Public Law (P.L.) 109-270. Applications must be submitted utilizing the format,
forms, and sequence described in this document and address the RFA Specification
under which they are applying.
B.
Purposes/Uses of the Funds
The purpose of the Perkins IV funds is to develop the academic, career, and
technical skills of secondary students and postsecondary students who elect to
enroll in career and technical education programs by:
1.
Build on the efforts of states and localities to develop challenging academic
and technical standards, to assist students in meeting such standards,
including preparation for high skill, high wage, or high demand occupations in
current or emerging professions;
2.
Promote the development of services and activities that integrate academic,
CTE instruction, and that link secondary and postsecondary education for
participating CTE students;
3.
Increase state and local flexibility to provide services and activities designed
to develop, implement, and improve CTE, including tech prep education;
4.
Ensure the dissemination of information on best practices that improve CTE
programs, services, and activities;
5.
Provide technical assistance that
CTE RFA 11-12
1
A. Promotes leadership, initial preparation, and professional development at
the state and local levels; and
B. Improves the quality of CTE teachers, faculty, administrators, and
counselors;
C.
6.
Support partnerships among secondary schools, postsecondary institutions,
baccalaureate degree granting institutions, local workforce investment
boards, business and industry; and
7.
Provide individuals with opportunities throughout their lifetimes to develop, in
conjunction with other education and training programs, the knowledge and
skills needed to keep the United States competitive.
Funding Category
Renewal applications for Career Technical Education projects are being solicited for
funding as authorized under Title I, Part B - State Provisions, Section 124 Special
Projects - State Leadership Activities.
Title I, Part B - State Provisions Section 124
Special Projects - State Leadership Activities
The following is derived from the California State Plan for Career and Technical
Education (State Plan) and provides an overview of funding areas for State
Leadership Activities. Refer to the State Plan for a more in depth discussion of
these priorities.
Carl D. Perkins Career Technical Education Act of 2006 State Implementation
1.
Leadership At All Levels – Leadership in the implementation of CTE is
required at all levels – state, regional, local – and across sectors, in order to
ensure high-quality programs and coordination of efforts. It takes the form of
both centralized staffing and decentralized advisory and peer leadership
structures.
2.
High-Quality Curriculum and Instruction – Activities related to high-quality
CTE curriculum and instruction stimulate authentic learning. These activities
intentionally highlight the academics inherent in CTE and integrate CTE with
academic coursework. Efforts to promote high-quality, integrated curricula
include adoption of the CTE Model Curriculum Standards and Framework,
alignment of CTE courses with A-G requirements for admission to the state’s
university system, alignment of CTE and noncredit instruction in the
community colleges, and the implementation of work-based learning
programs and a variety of tools and professional development strategies in
both segments.
3.
Career Exploration and Guidance – Activities related to career exploration
and guidance function to serve students at all stages of the developmental
CTE RFA 11-12
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continuum, first to awaken in students a sense of boundless possibility, and
later to prepare adults for the multiple job changes that they will experience
over the course of their working lives. Students and job seekers must also
understand the skills needed in the workplace and how to navigate the
education system to meet their goals. The CTE Model Curriculum Standards
addresses the “foundation skills.” In addition, the California Career Resource
Network was created explicitly to provide free and low-cost career
exploration and career education resources to the field.
4.
Student Support and Student Leadership Development – CTE is an
educational strategy that provides students with engaging curricula, career
preparation, and opportunities for advancement. Activities must be directed
at ensuring that CTE is accessible to all students in order to reach the
populations most in need of these benefits. Once enrolled, many students
also need additional support and personalization. Students in “special
populations,” including students with disabilities, individuals from
economically disadvantaged families, foster children, individuals preparing
for “nontraditional fields,” single parents and single pregnant women,
displaced homemakers, and English learners, face numerous challenges in
accessing CTE. Many students at all levels need support with issues such
as childcare and transportation, in addition to basic skills.
5.
Industry Partnerships – Partnerships ensure that CTE curricula remain
relevant to the needs of the workplace and provide students and educators
with opportunities for learning and work experience in the world outside of
education. Currently, advisory committees serve as the primary mechanism
for industry to provide input to education. Efforts must be made to ensure
that industry is engaged in meaningful ways for advisory purposes, as well as
for work-based learning and professional development.
6.
System Alignment and Coherence – Activities which involve alignment and
cooperation, both vertically and horizontally throughout the CTE system, are
essential to maximize efficient use of system resources and provide optimal
services to students. Key strategies for building a more coherent CTE
system include course sequencing, articulation agreements, Senate Bill 70
initiatives, Tech Prep type programs, dual and concurrent enrollment
strategies, “middle” and “early college” high schools.
Systemwide
implementation of these strategies is needed.
7.
Effective Organizational Design – Activities to ensure access to CTE and
the development of more integrated approaches to teaching and learning,
including collaboration among faculty and across disciplines, requires
attention to organizational design issues. These include organizational
structure, such as the creation of “learning communities,” scheduling, and
use of class time, use of out-of-school time, access to facilities, and use of
technology for distance learning. In addition, students must have increased
mobility to access career pathways of interest in schools or colleges that may
not be in their areas.
CTE RFA 11-12
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8.
System Responsiveness to Changing Economic Demands – Activities to
ensure that education “moves at the pace of work” so that it responds in
timely ways to the demands of the workplace and contribute to continued
economic prosperity. A number of strategies are already being implemented
to ensure a “demand-driven,” responsive CTE system: the California CTE
Model Curriculum Standards and Framework; advisory committees
processes; sharing of labor market information across sectors; coordination
with the CCCCO Economic Development Initiatives; strategies supported by
Senate Bill 70 to develop career pathways based on industry demand; and
contract education, which provides on-demand training to incumbent
workers. However, broader and deeper implementation of these strategies is
required.
9.
Skilled Faculty and Professional Development – A major thrust will be
directed toward ensuring that CTE instructors are knowledgeable and current
in their technical areas and knowledgeable in the academic underpinnings of
their professions. In addition, they must be excellent teachers and be able to
broker opportunities for learning that bridge the classroom and the
workplace. Innovative recruitment and credentialing, drawing on business
and industry, must therefore be supplemented with collaborative teaching
strategies to provide student access to experiences that encompass the full
range of knowledge and skills required. In addition, preservice and inservice
professional development programs must be expanded for both CTE and
academic instructors, administrators, counselors, and staff to include
integrated teaching strategies and the skills required to succeed in the 21 st
century. Such professional development must promote understanding
between CTE and “academic” personnel. Local educational personnel and
representatives of various state level organizations such as the Academic
Senate, CCCAOE, State Advisory Committees and Regional Consortia, as
well as representatives of business and industry, will assist in the
identification of priorities for professional development activities. These
individuals and groups will also assist in the design and delivery of
professional development programs and activities.
10.
Evaluation, Accountability, and Continuous Improvement – It is essential
that the state develop the means for understanding when and how well the
goals are being met and establish mechanisms for continuous improvement.
Students in CTE programs must be able to demonstrate both academic
achievement and mastery of technical and workplace knowledge and skills.
Further, statewide accountability systems must include measures that
address CTE-related outcomes, such as technical skill attainment and
employment, as well as graduation and transition to further education. In
addition, resources and professional development are required to support the
collection, analysis, and use of data for program improvement.
11.
CTE Promotion, Outreach, and Communication – Activities to help ensure
that students take advantage of the available learning opportunities so that
the many benefits of CTE are reaped. Students, parents, educators,
business, and policy makers need more information about CTE programs
CTE RFA 11-12
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and evidence of their effectiveness. In addition, communication among
practitioners across the “academic-CTE divide” must be promoted to facilitate
mutual understanding and better course a program integration for the benefit
of all students.
RFA Specification Numbers
Title
Number
011-157
011-158
011-159
011-160
011-161
011-162
011-163
011-164
011-165
D.
Work-Based Learning Collaborative
Discipline/Industry Collaborative for Agriculture and Natural Resources
Discipline/Industry Collaborative for Business Education
Discipline/Industry Collaborative for Family and Consumer Sciences
Discipline/Industry Collaborative for Health Occupations
Discipline/Industry Collaborative for Industrial and Technical Education
Discipline/Industry Collaborative for Public Safety Occupations
Discipline/Industry Collaborative for Career Development
Special Populations Collaborative
Eligibility
Only California Community College Districts are eligible to be fiscal agents.
E.
RFA Clarification
If any ambiguity, conflict, discrepancy, omission, or other error in this RFA is
discovered, immediately notify the Chancellor’s Office of the error and request a
written modification or clarification of the document. A clarifying addendum will be
given to all parties who have obtained the RFA, without divulging the source of the
request. Insofar as practical, the Chancellor’s Office will give such notice to other
interested parties, but the Chancellor’s Office shall not be responsible for failure to
do so.
F.
Project Selection
Renewal projects are reviewed and recommended for funding by the appropriate
Project Monitor.
CTE RFA 11-12
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Section II:
Application Submittal Procedure
a. Submit four (4) copies of the application, four (4) copies with ORIGINAL
SIGNATURES; by 5 p.m. on Friday, May 27, 2011. All signatures must be in an
ink color other than black. Label the outside of the mailing envelope to:
Career Technical Education Unit
California Community Colleges Chancellor’s Office
1102 Q Street
Sacramento, CA 95811-6549
Attention: CTE Perkins Title IB Collaborative Project Grant Application
Enclosed
.
b. Staple the application in the upper left-hand corner. Please DO NOT use binders or
other covers. Also, please DO NOT include appendices or other supplemental
information such as letters of support unless specifically requested in the RFA
Specification.
c. Grant Agreement Face Sheet must be signed by the district’s Chief Executive
Officer (or Authorized Designee) to bind the grantee to its provisions. All of the four
(4) copies MUST have ORIGINAL SIGNATURES. (All signatures must be a ink
color other than black.
d. Budget Summary page or pages must be signed by the Chief Business Officer (or
Authorized Designee). All of the four (4) copies MUST have ORIGINAL
SIGNATURES. (All signatures must be an ink color other than black.)
e. Certifications Regarding Lobbying; Debarment, Suspension and Other
Responsibility Matters; and Drug-Free Workplace Requirements must be signed by
the Chief Executive Officer (or Authorized Designee). All of the four (4) copies
MUST have ORIGINAL SIGNATURES. (All signatures must be an ink color
other than black.)
The contact person for this grant is Paul Barth; (916) 323-3895 or via e-mail at:
pbarth@cccco.edu
CTE RFA 11-12
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Calendar of Key Dates
Be advised that within the Renewal Application process there are important deadlines.
The following is a tentative listing of these key dates:
May 27, 2011
Deadline for Receipt of Grant Applications
(No later than 5:00 p.m.)
Calendar of Key Dates for New Grants Awarded
July 1, 2011
Projects Operational
October 25, 2011
1st Quarter Year-to-Date Expenditure and Progress Report
Due
January 25, 2012
2nd Quarter Year-to-Date Expenditure and Progress Report
Due
April 25, 2012
3rd Quarter Year-to-Date Expenditure and Progress Report
Due
Last day for amendments
June 30, 2012
All projects completed
July 25, 2012
4th Quarter Year-to-Date Expenditure and Progress Report
Due
August 31, 2012
Final Reports and Claims Due and Progress Report Due
NOTE: All reports with due dates that fall on a weekend or a holiday are due by close of business
on the last working day prior to the reporting deadline. Extensions of reporting deadlines may
be made with the approval of the Project Monitor.
CTE RFA 11-12
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Section III A
RFA Specifications Instructions and Project Overview
RFA Specification Number and Title:
Discipline/Industry Collaborative for:
011-157
Work-Based Learning*
011-158
Agriculture and Natural Resources
011-159
Business Education
011-160
Family and Consumer Sciences
011-161
Health Occupations
011-162
Industrial and Technical Education
011-163
Public Safety Occupations
011-164
Career Development*
011-165
Special Populations*
Program Division:
Division Interim Vice Chancellor:
Funding Source:
Funding Category:
Performance/Funding Period:
Maximum Funds Available:
Number of Awards:
Match Requirement:
Economic Development & Workforce Preparation
José Millan
Carl D. Perkins Career and Technical
Education Act of 2006 (Perkins IV)
Title I-B (State Leadership)
July 1, 2011 through June 30, 2012
$240,000
One for each RFA Specification Number
None
Note: These RFA specifications are generic for the use of all disciplines.
Note: * Work-Based Learning, Career Development &Special Populations will be funded
at $80,000
Purpose
The purpose of these collaborative projects will be to improve Career and technical education
programs/instruction in this discipline/industry cluster. Program improvement will be fostered
by statewide collaboration and partnership development. Activities will focus on developing
effective practice models for implementation by faculty at the local level. Funded activities are
strictly for projects with statewide impact or scope, and are for program improvement or
enrichment, not on-going operations.
The Career and Technical Education State Leadership priorities are listed below.
Applicants must address all five of the priorities. The priorities for Career and Technical
Education State Leadership funds are:
1.
CTE RFA 11-12
Performance Accountability
Including Research and Assessment
8
2.
Curriculum Development and Improvement
Including Dissemination and Public Relations
Professional Development
Student Support Structures
Including Student Leadership, Counseling and Other Support Services
Partnership Development/Improvement
Including Linkages, Public Relations, and Resource Development (Funding)
3.
4.
5.
Projects must also address the following components of the Board of Governors Framing
Document: “A Career Ladders Approach to Workforce Development”:





Based on a career ladders framework offering integrated academic and Career
education and opportunities for continuing and lifelong learning;
Linked to economic needs and high wage, high demand career sectors;
Accessible to a broad spectrum of individuals including students, incumbent workers
and those now outside the workforce system;
Developed in collaboration with employers;
Developed in collaboration with regional workforce and training agencies including
Workforce Investment Boards and Departments of Human Services, and reflecting
integration of regional resources.”
NOTE: The Board of Governors in its November 2007, meeting imposed the following
requirement for all collaborative projects funded with Perkins IV State Leadership Funds:
Funded activities are strictly for projects with statewide impact or scope, and are for
program improvement. As such, to ensure scope, each applicant must include at least one
subgrant funded partner from a different region implementing project activities.
Projects must describe how the following objectives will be addressed in the narrative
sunder the Need and/or Response portions of the application.
1. Improve the academic skills of CTE students;
2. Strengthen connections between secondary and postsecondary education;
3. Prepare individuals for occupations in demand that pay family-supporting wages;
4. Invest in effective, high-quality local programs;
5. Ensure the dissemination of information on effective practices that improve CTE
programs, services, and activities; and
6. Provide technical assistance that


Promotes leadership, initial preparation, and professional development at the
state and local levels; and
Improves the quality of CTE, faculty, administrators, and counselors;
CTE RFA 11-12
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APPLICATION FORMAT AND INSTRUCTIONS
The following instructions prescribe the mandatory format and approach for the
development and presentation of the application. Application format instructions must be
followed, all questions must be answered, and all requested data must be supplied.
Specification information is provided to assist in the presentation of the data. As instructed
herein, use the forms, narrative format, and the RFA Specifications to prepare project
applications.
Overview of Components of Application
1.
2.
3.
4.
5.
6.
7.
8.
Grant Agreement Face Sheet
Contact Page
Application Consortium Data Sheet
Application Abstract
Table of Contents
Statement of Need
Response
Annual Work plan
a) Objectives
b) Activities
c) Performance Outcomes
d) Timeline
e) Responsible Person(s)
9. Project Management (including consortium)
10. Application Budget Summary
and Budget Detail Sheets
11. Dissemination
12. Certifications
You must use the forms in Appendix B. Computer facsimiles of the forms provided on the
Chancellor’s Office website may be used, but under no circumstance may the language on
these forms be altered. Any application using altered language on the forms will be
disqualified and the applicant district may be barred from future grant competitions.
All forms are available on line at
http://www.cccco.edu/SystemOffice/Divisions/EconDevWorkPrep/CTE/Grants/VETA1b/tabi
d/520/Default.aspx
1. Grant Agreement Face Sheet.
a. Place the RFA Specification number in the upper right-hand corner.
CTE RFA 11-12
10
b.
Obtain the signature of the district Chief Executive Officer (or Authorized
Designee) on all four copies. (All signatures must be an ink color other
than black.)
2. Contact Page
(Form provided in Appendix B)
Place the completed Contact Page behind the Grant Agreement Face Sheet.
3. Application Consortium Data Sheet
(Form provided in Appendix B)
Complete this form and include with application package
4. Application Abstract
(Form provided in Appendix B)
a. The abstract should simply and concisely summarize the entire application in
approximately 250 words and must not exceed the space provided on the form.
Included must be statements on the objectives, solutions, expected contribution
or impact on the applicable funding priorities, and resulting expected outcome.
b. Place the Abstract immediately behind the Contact Page. We reserve the right
to ask for a copy of this in electronic format.
5. Table of Contents
(Form not provided)
a. The narrative pages shall be numbered in sequence, with the numbers centered
at the bottom of each page.
b. The Table of Contents shall be on a separate page, with each component of the
application listed and page numbers indicated.
c. Place the Table of Contents behind the Abstract Page.
6. Statement of Need
(Form not provided; use narrative format)
Specification
The mission of California Community Colleges Career and Technical Education is to
provide “open access” to career and technical instruction at the lower division level for
all students who can benefit. The instruction must be current with business and
industry requirements and must be based on industry certified skill standards. Career
and technical instruction must result in either certificates and/or degrees that have
value in the market place, contribute to maintaining licensure or skill improvement, or
offer lifelong learning opportunities to our students.
CTE RFA 11-12
11
Statement of Need, Specific to career and technical education
Provide a narrative explaining how you plan to respond to the workplace/industry needs
and recommendations that have been identified by your advisory committee. This may
be in the form of a management plan that can reviewed and tracked by both your staff
and your project monitor.
Instructions
The narrative or plan should include:






A description of the collaborative’s response to the identified needs. This section of
the application should describe the proposed purpose, objectives, and/or solutions
for addressing these needs;
Describe the collaborative’s capabilities and capacity for meeting the
recommendations and needs being addressed. The benefits and end product or
result of the projects should be clearly lay out.
Demonstrate what steps will be taken to institutionalize the proposed solutions, both
short-term and long-term actions (if applicable);
Provide enough information to show that the proposed objectives,
approaches/solutions are feasible and will ultimately result in having a positive
impact on multiple regions and the state through meeting industry/workplace labor
needs;
Explain how you will include and meet the needs of special populations, including
individuals with disabilities, with limited English proficiency, foster children, or those
training for nontraditional occupations, displaced homemakers, single parents or
single pregnant women, and
How you plan to draw students into nontraditional fields in current or emerging
professions, and other activities that expose students, including special populations,
to high skill, high wage, or high demand occupations.
7. Response (Justification/Feasibility of Project)
(form not provided; use narrative format)
Specification: Required Project Structure
Applicants for these funds must develop collaborative projects as statewide service
delivery structures created by colleges and their business and industry partners to
accomplish complete implementation of statewide models for effective practices. A
consortium consisting of college and business/industry representatives is required.
1. The approach shall be to develop effective practices in each of the five priority areas
named in the Project Overview. Activities or products must be designed to serve as
statewide effective practice models that local colleges or districts may implement in the
specific discipline/industry clusters to improve their programs and services in the five
priority areas named in the Project Overview.
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2. These activities or products shall result from system wide intensive, collaborative
statewide planning efforts, which include Perkins Core Indicator Analysis, labor
market analysis, program review, and industry, labor and community dialogue.
Project objectives/activities shall be linked to programs as listed in the Taxonomy of
Programs (TOP Codes), particular to the specific discipline/industry (see Attachment A).
Projects must broadly represent subject matter Career Top Codes as outlined in
Attachment A.
Instructions
The application must:






Describe the project’s response to the identified need(s). This section of the
application should describe the proposed purpose, objectives, and/or solutions for
addressing the need(s);
Describe the project’s capabilities and capacity for meeting the requirements of the
specification being addressed. The benefits of the project should be clearly
delineated;
Demonstrate what steps will be taken to institutionalize the proposed solutions, both
short-term and long-term actions;
Provide enough information to convince the reviewer(s) that the proposed
objectives, approaches/solutions are feasible and will ultimately result in having a
positive impact on multiple regions and the state;
Focus on programs for special populations, including individuals with disabilities,
with limited English proficiency, from economically disadvantaged families, including
foster children, or training for nontraditional occupations, displaced homemakers,
single parents or single pregnant women, and
Prepare students for nontraditional fields in current or emerging professions, and
other activities that expose students, including special populations, to high skill, high
wage, or high demand occupations.
8. Application Annual Workplan
I.
Specification-- Required Objectives
The following objectives must be addressed in the application on the Annual
Workplan form.
a.
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Research and assess students and employer needs through the use of
Chancellor's Office MIS Perkins Core Indicator reports and, if appropriate, other
survey or research results. College/district MIS data comparisons, or other
follow-up research may supplement analysis of statewide MIS data, if pertinent to
the project.
13
b.
Analysis of the above mentioned appropriate CTE program area Core Indicator
Reports is required, including special population data analysis. Explain how
project activities will help to improve core indicator performance levels in the five
core indicator areas of skill attainment, placement, educational persistence, and
non-traditional participation and completion.
c.
Develop a plan for the delivery of programs and services at state, regional and
local levels, with agencies and organizations responsible for career and technical
education as well as workforce development and preparation (One-Stop Shops)
and make recommendations for guidelines for implementation at the local level;
d.
Form curriculum development teams consisting of business and industry experts
as well as academic and career educators who represent multiple disciplines and
multiple areas of the state, to develop curricula which:
 expands the use of technology in both curricula and in the delivery of
curricula;
 is current with respect to business and industry standards;
f.
Provide statewide professional development workshops and activities which:
 teach effective practices of curriculum design and instructional
methodology;
 encourage the application of new strategies, skills, knowledge, and
learning environments;
 focus on student support services and include effective practice
models that provide all students with opportunities to enroll in,
succeed in, and benefit from instruction by finding rewarding
employment and/or furthering their education
g.
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),
 the expected student outcomes.
h.
Identify, compile and disseminate a list of resources that would be useful across
the discipline to:
 provide career 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;
 meet California’s labor market needs to contribute to the continued
economic development and growth of the State.
i.
In collaboration with the Regional Consortia and the Career Development
Advisory Committee identify examples of local effective Career Development
services and programs that:
CTE RFA 11-12
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

j.
Focus on student support services and include effective practice models
that provide all students with opportunities to enroll in, succeed in, and
benefit from instruction by finding rewarding employment and/or furthering
their education; and
Meet California’s labor market needs to contribute to the continued
economic development and growth of the State; increase access to,
and success in career and technical education for all students who elect
to enroll in career and technical education programs, particularly
members of special populations.
Funded activities are strictly for projects with statewide impact or scope, and
are for program improvement. As such, to ensure scope, each applicant must
include at least one subgrant funded partner from a different region
implementing project activities.
II. Specification: Minimum Required Activities
Minimum required project activities include:
a.
Collaboration with the Perkins IV funded Regional Consortias
http://cccaoe.org/Colleges/consortia-contact.html
Statewide Advisory Committees, the Statewide Academic Senate and the
Chancellor's Office staff, to
 develop statewide consortia and partnerships within the discipline to
address the objectives;
 provide communication about and dissemination of project activities,
outcomes and products to all community college providers of specific
discipline/industry cluster education.
 create a web site to share information about the project, including products
and professional development activities. The Internet web site should
meet ADA accessibility standards, and provide relevant and up to date
information concerning the collaborative and it’s projects.
b.
Communication and coordination of project activities with related workforce
development programs:
 California Community College Economic and Workforce Development
Program Initiatives http://www.cccewd.net/ Higher Education institutions
relevant to the discipline
 High school to college transition programs
 Workforce Investment Act/One-Stop-Centers
 Other Perkins State Leadership Projects, such as the regional consortias.
c.
Awardees are required to meet with the Statewide Advisory Committees and the
Regional Consortia as designated by the Chancellor's Office. A minimum of two
meetings is anticipated. The Chancellor's Office will assist in convening and
facilitating these meetings.
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d.
Selected activities must comply with the required and permissive use of Perkins
IV funds, as described in Title I-B, Section 124 (b) of the Carl D. Perkins Career
and Technical Education and Improvement Act of 2006. Projects are not required
to engage in all permissive activities but they must address all nine required
activities listed immediately below (except for #7)
Title I, Part B – State Provisions Section 124
State Leadership Activities
Recommended uses of Perkins funds include:
1. An assessment of the career and technical education programs, including an
assessment of how the needs of special populations are being met and how
the CTE programs are preparing students for further education, further
training, or for high skill, high wage, or high demand occupations;
2. Expanding the use of technology in CTE that may include:
(A) training of CTE teachers, faculty, career guidance and academic
counselors, and administrators to use technology, including distance
learning;
(B)
provide CTE students with the academic and career technical skills
(including the mathematics and science knowledge that provides a
strong basis for such skills) that lead to entry into technology fields,
including non-traditional fields; or
(C)
encourage schools to collaborate with technology industries to offer
voluntary internships and mentoring programs;
3. Provide professional development programs, including comprehensive
professional development for CTE teachers, faculty, administrators, and
career guidance and academic counselors at the secondary and
postsecondary levels and
(A)
provide in-service and pre-service training in CTE programs professional development should focus on integration, it should be
researched-based to inform and improve instruction and improve
parental and community involvement;
(B)
are high quality, sustained, intensive, and classroom-focused in order
to have a positive and lasting impact on classroom instruction and the
teacher’s performance in the classroom, and are not 1-day or shortterm workshops or conferences;
(C)
will help teachers and personnel to improve student achievement in
order to meet the State adjusted levels of performance established
under section 113;
(D)
professional development should also help CTE professionals stay
current in their content field, focus on applied learning strategies and
the integration of academic and technical content; and
CTE RFA 11-12
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(E)
are coordinated with the teacher certification or licensing and
professional development activities that the State carries out under title
II of the Higher Education Act of 1965;
4. Supporting programs that improve academic, career and technical skills of
students. CTE programs receiving Perkins funding should focus dually on
preparation for academic (as defined by NCLB) and technical competency.
This preparation should include the integration of coherent and relevant
content that is aligned to standards;
5. Providing preparation for nontraditional training and employment. The
preparation should expose students, including special populations to high
skill, high wage occupations;
6. Supporting partnerships among local education agencies, institutions of
higher education, adult education providers and other entities to include the
achievement of State academic standards, CTE skills and the programs of
study;
7. Serving individuals in state institutions such as state correctional institutions
and institutions that serve individuals with disabilities (this requirement is met
through an Interagency Agreement with the California Department of
Corrections) and;
8. Supporting programs for special populations leading to high skill, high-wage,
or high demand occupations; and
9. Technical assistance for eligible recipients.
NOTE: Attention to current and/or critical issues.
State Leadership Projects are expected to remain agile and include a statewide
response to current and/or critical issues. For example, current such topics may
include:
1. Green Sustainability and bio-tech issues;
2. Special provisions for anticipated return of veterans to civilian life and
preparation for entry into civilian employment; and
3. The CCC role in statewide attention to high school dropout and education
and training re-entry solutions.
Applicants’ response to this RFA should include one or more strategies to
address one or more of these themes for illustrative purposes, reflecting
responsiveness to current and/or critical issues.
Section 124(c) provides the following permissive uses of Perkins funds:
Permissive uses of Perkins Funds include:
CTE RFA 11-12
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1. Counseling programs should encourage students to attain a diploma or
degree and that the programs should expose students to high skill, high
wage occupations and non-traditional fields;
2. Establishment of articulation agreements between secondary and
postsecondary programs in order to provide postsecondary education and
training opportunities for students participating in such CTE programs as tech
prep programs;
3. Support for initiatives to facilitate the transition of sub baccalaureate CTE
students into baccalaureate degree programs;
4. Support for career and technical student organizations, especially with
respect to efforts to increase the participation of students who are members
of special populations; cooperative education;
5. Support for public charter schools operating CTE programs;
6. Support for CTE programs that offer experience in and understanding of all
aspects of an industry for which students are preparing to enter;
7. Support for family and consumer sciences programs,
8. Support for education and business partnerships, including cooperative
education and adjunct faculty arrangements at the secondary and
postsecondary levels;
9. Support to improve or develop new CTE courses and initiatives, including
career clusters, career academies, and distance education, that prepare
individuals academically and technically for high skill, high wage, or high
demand occupations;
10. Awarding incentive grants to eligible recipients;
11. Providing for activities to support entrepreneurship education and
training;
12. Providing CTE programs for adults and school dropouts to
complete their secondary school education, in coordination, to the
extent practicable, with activities authorized under the Adult
Education and Family Literacy Act;
13. Providing assistance to students in finding appropriate jobs and
continuing their education;
14. Develop valid and reliable assessments of technical skills;
15. Develop and enhance data systems to collect and analyze date on
secondary and postsecondary academic and employment
outcomes;
16. Improve the recruitment and retention of CTE teachers, faculty,
administrators, and career guidance and academic counselors,
including individuals in groups underrepresented in the teaching
profession; and
17. Support for occupational and employment information resources,
such as those described in section 118.
CTE RFA 11-12
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Instructions
The Annual Workplan serves as the statement of work for the proposed project. Use the
applicable form(s) provided in Appendix B (and available online at: Perkins IV, Title 1, Part
B Current Information to outline the sequence of objectives, activities, performance
outcomes, timeline and responsible person(s). The workplan also serves as the major
foundation for linking the various pieces of the application together. Thus, it is important
that objectives of the workplan be clearly stated, and each corresponding activity
delineated along with appropriate performance outcomes, timelines, and responsible
persons.
a. Objectives

The RFA Specification has identified the minimum Required Objectives. The
applicant must address these Required Objectives. Additional project
objectives may be added. All objectives must be relevant to the project.
Objectives must be itemized, prioritized and stated in measurable terms.
Example: Eighty percent (80%) of the 35 faculty completing the
Internet Professional Development workshop will incorporate
best practices learned into their classroom, as evidenced by
revised curriculum outlines and team teaching strategies.

b.
The project objectives provide the foundation for developing the approaches
or solutions to be used in addressing the need/problem and serve as the
basis for determining performance outcomes.
Activities
(Refer
to
the
Specification
“Minimum
Requirements”)

Under this section, describe the activities required to accomplish each of the
project objectives.

The applicant must also demonstrate that the activities are sufficient to
achieve each of the proposed outcomes.
c. Performance Outcomes

Expected performance outcomes are reasonable and based on the proposed
project objectives and activities.

The application should identify the type of documentation to be used to show
evidence of achievement, e.g., projected student completion rates,
milestones, benchmarks.
CTE RFA 11-12
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d. Time Line

Provides a monthly calendar of projected completion dates for key activities.
e. Responsible Person(s)

Individual(s) responsible for completing key activities should be identified by
name and position.
9. Project Management
Specifications
Address the requirements for the project management plan in a narrative
(charts/graphs may be used) as outlined below. In this section the grantee will
describe the capacity of the college to attain the desired outcomes of the statewide
collaborative project, utilizing the staff and committee members working to achieve the
goals of the project.
Instructions
a. Provide an organizational chart for the project.
b. Provide a management plan for operating the project.
c. Describe the involvement of project staff, including their responsibilities and the
approximate amount of time they plan to spent on project activities. Provide a
summary of each individual’s’ experience (no more than two pages total). Those
who will implement the project(s) should be involved in the planning. If not, and
if the key personnel are to be chosen later, include a summary job description
and the duties of such personnel.
10. Application Budget Summary and Budget Detail Sheet
(Forms provided in Appendix B)
a. Complete the appropriate Application Budget Summary or Summaries (See
Crossover Chart in Appendix B to determine expenditure classifications).
Identify any matching funds. NOTE: Perkins IV funds do not require a match.
When entering dollar amounts, round off to the nearest dollar. DO NOT TYPE
CENTS.
NOTE: The purpose of the Budget is to indicate whether the project is well
planned and reasonable in scope. Technical errors in the budget can be
changed if the project is recommended for funding, as long as the request does
not exceed the maximum amount allowable.
CTE RFA 11-12
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To substantiate the Application Budget Summary, submit a Budget Detail Sheet.
(See Example of Budget Detail Sheet format and Crossover Chart in Appendix
B.) The Budget Detail Sheet lists the cost breakdown of each budget
classification amount requested. Indicate specific rates and amounts.
If an application involves a consortium, clearly identify in the budget, funds that
will go to each district/college in the consortium. In addition, the applicant must
complete the Application Consortium Data Sheet.
b. The indirect costs (overhead) for this project cannot exceed four percent (4%) of
the total direct costs (line 8 of the application Budget Summary). The following
formula may be used to determine the indirect:

For specific or maximum award amounts, i.e., the RFA specifications dictate
the amount that an applicant can request:
Total grant amount – (total grant/1.04) = indirect administrative costs
For example: $100,000 – ($100,000/1.04) = $3,846
Total grant =$100,000 i.e., $96,154 + $3,846
c. Supervision/Administration costs (not directly involved in the day-to-day ongoing
activities) cannot exceed five percent (5%).
d. Equipment cost is allowable for Perkins IV Title I-B funds. However, a
justification is required. If projects are planning to request funds for equipment,
then they must identify the item(s) and the cost. The request must support one
of the following; curriculum development, professional development,
partnerships, accountability, or student support structures. All equipment
requests will require Project Monitor’s approval.
e. The district/college Chief Business Officer's original signature is required on at
least four copies of each Application Budget Summary. (All signatures must
be an ink color other than black.)
f. For Travel (Object 5000), district travel and reimbursement policies apply. Only
travel necessary to the project is allowed. List travel purpose and estimated
cost. Any out-of-state travel requires pre-approval of the Project Monitor.
Forms for submitting out-of-state travel requests are available on the career
technical education unit web site, along with a Q & A information sheet.
g. See Grant Agreement Article I (Appendix A) for budget change instructions.
CTE RFA 11-12
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11. Dissemination
a. Project staff are required to disseminate their findings and work products
throughout the State utilizing regional conferences which may include meetings
of the Community College League of California, the Academic Senate, the
California Community Colleges Association of Occupational Educators, the
Chancellor's Office Annual Conference or other annual meetings.
b. Documents, reports, materials or grant products produced as a result of the
grant are public documents and should be disseminated to other community
colleges. Describe how grant materials or products will be distributed to other
community colleges, resource libraries, or other organizations. Indicate if
electronic forms of dissemination will be used. The Chancellor's Office Project
Monitor must review and approve final products, materials, or documents
before dissemination.
c. Products shall contain a notation of the source of funds and disclaimer (Article II,
#13).
12. Certifications
Certifications Regarding Lobbying; Debarment, Suspension and Other
Responsibility Matters; and Drug-Free Workplace Requirements must be signed by
the Chief Executive Officer (or Authorized Designee). All four (4) copies MUST
have ORIGINAL SIGNATURES. (All signatures must be an ink color other
than black.)
CTE RFA 11-12
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Section IV:
Reporting Requirements
Reporting requirements for funded activities consist of quarterly year-to-date reports of
expenditures and the final performance reports.
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
partners, their titles the organization they represent, (2) copies of meeting minutes,
(3) evidence that awardees met with the Statewide Advisory Committees and
Regional Consortia as designated by the Chancellor’s Office. A minimum of
meetings was anticipated; meetings may be held by teleconference.
and
and
the
two
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 project.
CTE RFA 11-12
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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 2011-2012 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 to: Career
Technical Education Unit, Chancellor’s Office, California Community Colleges,
1102 Q Street, Sacramento, CA 95811-6549, Attention: CTE Title IB
Collaborative Project Final Report Enclosed by 5 p.m. August 31, 2012.
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:
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.
CTE RFA 11-12
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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, and cite your sources.
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 leaderships 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 supplemental
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 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.
CTE RFA 11-12
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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.
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, 2011 through June
30, 2012. 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-degree-applicable 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 Technical Education Unit
Chancellor’s Office California Community Colleges
1102 Q Street,
Sacramento, CA 95811-6549
Questions: Contact –Your project monitor
Or - Paul Barth, Perkins IB Lead at: 916-323-3865, email: pbarth@cccco.edu
CTE RFA 11-12
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