CHANCELLOR’S OFFICE
CALIFORNIA COMMUNITY COLLEGES
ECONOMIC DEVELOPMENT AND WORKFORCE PREPARATION DIVISION
CAREER TECHNICAL EDUCATION UNIT
Perkins Title IB Collaborative Project
REQUEST FOR TRANSITION APPLICATIONS
SPECIFICATIONS FOR GRANT RENEWALS
Instructions, Terms and Conditions
Program and Funding Fiscal Year: 2010-2011
Application Deadline: Applications must be received at the Chancellor’s
Office by 5:00 p.m. on Friday, May 21, 2010
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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 21, 2010.
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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………………………………….…..8
Calendar of Key Dates………………………………………………….9
Section III: RFA Application Format, Specifications and Instructions……….10
A. Discipline/Industry Collaboratives……………………………...…..…....11
B. Required Uses of Perkins Funds……………………...………..………..20
C. Instructions……………………………………………………………..….23
Section IV: Reporting Requirements……………………………………………..28
Appendix A
Grant Agreement Face Sheets
Article 1: Division/Program-Specific Provisions
Article II: Standard Terms and Conditions
Certifications Regarding Lobbying, Debarment, Suspension and other
Responsibility Matters; and Drug-Free Workplace Requirements
Appendix B
Application Forms
Appendix C
Reporting Forms
Attachment A
Taxonomy of Program Codes
Attachment B
Articulation Agreements among high schools, ROCPs, adult schools, and
community colleges
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Section I
Application Information and Processes
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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, 20102011, (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;
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5.
Provide technical assistance that
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 highquality 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
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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 continuum, first to awaken in children 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, dual and concurrent
enrollment strategies, “middle” and “early college” high schools.
Systemwide implementation of these strategies is needed.
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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.
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 21st 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
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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. Accountability systems such as the
California Student Information System provide unique identifiers for
k-12/adult students, and Cal-PASS will enable the monitoring of student
progress across schools and segments. These systems must be fully
implemented, with definitions clarified and widely understood. 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 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
010-0157
010-0158
010-0159
010-0160
010-0161
010-0162
010-0163
010-0164
010-0165
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 Community College Districts are eligible to apply.
E.
RFA Clarification
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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.
The contact person for these Instructions is Paul Barth, (916) 323-3895 or via email at pbarth@cccco.edu.
F.
Project Selection
Renewal projects are reviewed and recommended for funding by the
appropriate Project Monitor.
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Section II
Application Submittal Procedure
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Section II: Application Submittal Procedure
a. Submit four (4) copies of the application, four (4) copies with ORIGINAL
SIGNATURES. All signatures must be in an ink color other than black.
Label the outside of the mailing envelope to Career Technical Education Unit,
Chancellor’s Office, California Community Colleges, 1102 Q Street,
Sacramento, CA 95811-6549, Attention:
Career Technical Education
Perkins Title IB Collaborative Project Grant Application Enclosed by 5 p.m.
on Friday, May 21, 2010.
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.)
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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 21, 2010
Deadline for Receipt of Grant Applications
(No later than 5:00 p.m.)
Calendar of Key Dates for New Grants Awarded
July 1, 2010
Projects Operational
October 25, 2010
1st Quarter Year-to-Date Expenditure and Progress
Report Due
January 25, 2011
2nd Quarter Year-to-Date Expenditure and Progress
Report Due
April 25, 2011
3rd Quarter Year-to-Date Expenditure and Progress
Report Due
Last day for amendments
June 30, 2011
All projects completed
July 25, 2011
4th Quarter Year-to-Date Expenditure and Progress
Report Due
August 31, 2011
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.
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Section III A
RFA Specifications and Instructions
Discipline/Industry Collaborative
010-0157 Work- Based Learning
010-0158 Agriculture and Natural Resources
010-0159 Business Education
010-0160 Family and Consumer Sciences
010-0161 Health Occupations
010-0162 Industrial and Technical Education
010-0163 Public Safety Occupations
010-0164 Career Development
010-0165 Special Populations*
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RFA SPECIFICATION - PROJECT OVERVIEW
RFA Specification Number and Title:
Discipline/Industry Collaborative for:
010-0157
Work-Based Learning*
010-0158
Agriculture and Natural Resources
010-0159
Business Education
010-0160
Family and Consumer Sciences
010-0161
Health Occupations
010-0162
Industrial and Technical Education
010-0163
Public Safety Occupations
010-0164
Career Development*
010-0165
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, 2010 through June 30, 2011
$300,000
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 $100,000
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 best 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.
2.
Performance Accountability
Including Research and Assessment
Curriculum Development and Improvement
Including Dissemination and Public Relations
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3.
4.
5.
Professional Development
Student Support Structures
Including Student Leadership, Counseling and Other Support Services
Partnership Development/Improvement
Including Linkages, Public Relations, and Resource Development (Funding)
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;
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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/
tabid/520/Default.aspx
1. Grant Agreement Face Sheet.
a. Place the RFA Specification number in the upper right-hand corner.
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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)
Completion of this form is recommended, but not required.
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.
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CTE is responsive to the needs of new, incumbent, and transitional workers. It
serves as the linchpin for providing business and industry with the curricula
resources needed to educate and prepare their employees to succeed in the global
economy. This linkage occurs by tapping the rich depository of curricula
(academic, career and technical) and the skills of qualified and talented faculty in
partnership with business and industry to tailor-make and deliver effective programs
to meet the needs of students and a wide range of consumer and labor market
needs.
To remain responsive to such a wide range of needs, CTE must continually be
upgraded and improved. Programs must be coordinated among the various workforce
development and workforce preparation agencies and funding sources. This will require
faculty and other educational staff to work with employers, labor and government to
accomplish the objectives.
Instructions
 Identify the scope of the problems or issues in the specification that may be
addressed statewide;
 Describe the problem being addressed and/or the need for the project;
 Address the purpose and the use of the funds as listed above in the Project
Overview;
 Substantiate the need by providing adequate data/documentation including a
review of the literature and research (e.g., labor market studies, multi-region and
state economic development surveys, community development studies). The
statement of need must also relate to regional and statewide trends;
 Support 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
 Provide preparation for nontraditional fields in current or emerging professions,
and other activities that expose students including special population, to high
skill, high wage, or high demand occupations.
Statement of Need, Specific only to Work-Based Learning (0157)
“Work-based Learning” focuses on learning experiences and activities that are
based on and in some type of work setting or simulated work setting. Examples of
work-based learning include internships, mentoring, job shadowing, apprenticeship,
cooperative work experience, or service learning.
For students, the value of work-based learning has been demonstrated in several
areas:
 greater exposure to the world of work, which will lead to the
development of skills necessary to succeed in today's workplace;
 helps students see the relevance of what they are learning and so
they are more motivated to study and work hard;
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

greater knowledge about the career opportunities that exist, helping
the selection of a career path to follow;
experiences assist in transitioning into high-skill, high-wage jobs.
This project is to address several of California’s statewide needs in the area of
work-based learning in community college programs.
These needs include:



Expanding the access of students to all types of work-based learning
opportunities,
Providing high-quality work-based learning opportunities to all students,
especially in industries that offer high skill, high pay, high employment
opportunities positions.
Providing work-based learning opportunities that assist in clarifying career
goals for students, especially work-based learning opportunities that can serve
as gate ways to occupational programs for students in “undeclared” or liberal
arts areas of study.
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 maximum 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.
2. These activities or products shall result from system wide intensive, collaborative
statewide planning efforts, which include VTEA 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
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The application must:






Describe the project’s response to the identified need. This section of the
application should describe the proposed purpose, objectives, and/or solutions
for addressing the need;
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 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.
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.
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 (OneStop Shops) and make recommendations for guidelines for implementation at
the local level;
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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:


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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.
18
j.
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 Consortia
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 link to share information about the project, including products
and professional development activities. An Internet web site
designated by the Chancellor's Office and noticed to all community
college discipline/industry cluster administrators shall be utilized.
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
 Tech Prep projects related to the discipline
 Workforce Investment Act/One-Stop-Centers
 Other Perkins State Leadership Projects
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 convene and
facilitate these meetings.
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
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State Leadership Activities
Required 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 short-term 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
(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
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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, highwage, 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 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:
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
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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.
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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.

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.
b. 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.
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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
Specification
Address the requirements for the project management plan in narrative as outlined
below. This section must clearly describe the capacity of the college to attain the
desired outcomes of the project and address how the college will make the project
fully functional. Update or provide a copy of the previous management plan.
Instructions
a. Provide an organizational chart for the project.
b. Provide a management plan for operating the project.
c. Show evidence of the commitment of project staff, describing their
responsibilities and the amount of time to be devoted to project activities.
Provide a summary of each individual’s’ experience (no more than two pages
total). Those who will implement the project should be involved in the
planning. If not, and if the key personnel are to be chosen later, include a
complete 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.
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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 three 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.
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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.)
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Section IV
RFA
Reporting Requirements
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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 consortia 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 the project.
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.
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Final Report of Expenditures by Source of Funds
Complete the 2010-2011 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. Three copies of the final
report must be submitted; all three (3) of the copies must have original signatures
(all signatures must be an ink color other than black).
Submit the three (3) 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, 2011.
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.
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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.
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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 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 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, 2010 through
June 30, 2011. 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.
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