GUIDE FOR APPLICATION OF CTE
(PERKINS AND STRONG WORKFORCE) FUNDING
2020-2021
TABLE OF CONTENTS
***
I. CTE Funding Programs Overview ……………………………………………1
A. Carl D. Perkins Funding
……………………………………………1
B. Strong Workforce Funding ……………………………………………2
II. Completing the Application
……………………………………………3
III. Presentations to the Committee
……………………………………………3
IV. Application Process Timeline
……………………………………………4
V. Rubric for Scoring
……………………………………………5
VI. Next Steps
……………………………………………7
I. CTE FUNDING PROGRAMS OVERVIEW
A. Carl D. Perkins Funding
Overview:
Perkins is dedicated to increasing learner access to high-quality Career Technical Education (CTE) programs of study. With a focus on
systems alignment and program improvement, Perkins is critical to ensuring that programs are prepared to meet the ever-changing
needs of learners and employers. Perkins reflects the 100-year federal commitment to CTE by providing federal support for CTE
programs and focuses on improving the academic and technical achievement of CTE students, strengthening the connections between
secondary and postsecondary education and improving accountability. Perkins affords states and local communities the opportunity to
implement a vision for CTE that uniquely supports the range of educational needs of students – exploration through career preparation
– and balances those student needs with the current and emerging needs of the economy.
The Requirements for Uses of Funds:
1. Strengthen academic and career technical skills of students thru integration
2. Link CTE secondary and postsecondary programs (at least 1 program of study)
3. Provide students with strong experience and understanding in all aspects of an industry Work-Based Learning (WBL)
4. Develop, improve or expand use of technology
5. Professional development
6. Evaluate programs with emphasis on special populations
7. Initiate, improve, expand and modernize quality programs
8. Provide activities, services and be of sufficient, size, scope and quality
9. Prepare special populations for high skill, high wage, or high demand, occupations
The Permissive Uses Funds:
1. Involve parents, business and labor in planning and operation
2. Career guidance and academic counseling
3. Business Partnerships - Work-related experience students & faculty
4. Programs for special populations
5. CTE student organizations
6. Mentoring and support services
7. Upgrading equipment
8. Teacher preparation programs
9. Improving and developing new CTE courses including distance education
10. Assist transition to BA degree programs
11. Support entrepreneurship education
12. Initiatives for secondary students obtaining postsecondary credit to count towards an AA/AS or BA/BS degree
13. Support small CTE learning communities
14. Family and consumer sciences
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15. Adult CTE programs
16. Job placement programs
17. Support nontraditional activities
18. Automotive technologies
19. Pooling funds – Teacher preparation, data and accountability, assessments
20. Support other CTE programs
Eligible Costs:
Administrative Costs (5%) | Personnel Services (time distribution records) | Operating Expenses | Stipends | Consultants | Instructional
Materials | Travel | Instructional Equipment
Ineligible Costs:
Student Expenses or Direct Assistance to Students | Entertainment | Awards and Memorabilia | Individual Memberships |
Membership with Organizations that Lobby | College Tuition, Fees, and Books | Fines and Penalties | Insurance/Self-insurance |
Expenses that Supplant | Audits, except Single Audit | Contributions and Donations | Contingencies | Facilities and Furniture |
General Advertising | Alcohol | Fund Raising | General Administration
B. Strong Workforce Funding
Overview:
To develop more workforce opportunity and lift low-wage workers into living-wage jobs; California took a bold step in 2016 to create
one million more middle-skill workers. At the recommendation of the California Community College Board of Governors, the
Governor and Legislature approved the Strong Workforce Program (SWP), adding a new annual recurring investment of over $200
million to spur career technical education (CTE) in the nation’s largest workforce development system of 114 colleges.
SWP focuses on Seven Areas: targeting student success, career pathways, workforce data and outcomes, curriculum, CTE faculty,
regional coordination and funding, this leading-edge state economic development program is driven by “more and better” CTE. The
“more” is increasing the number of students enrolled in that program.
SWP focuses on data-driven outcomes rather than activities, and emphasizes innovation and risk-taking. In this way, colleges can be
more responsive to labor market conditions and student outcomes. Due to the focus on outcomes, the CCCCO has granted local
control of the funding. Rather than a state approval process, colleges are required to certify that the use of funds will meet the intent
of the legislation which requires SWP investments to accomplish all of the following:
 Increase the number of students in quality CTE courses, programs and pathways that lead to successful workforce outcomes.
 Increase the number of quality CTE courses, programs and pathways that lead to successful workforce outcomes.
 Address recommendations from the Strong Workforce Task Force (Link)
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Allowable Uses of Funding:
SWP funding may be used to support a wide range of activities. However, the central purpose of any SWP activity must be “more and
better” CTE, and activities should be designed with the goal of increasing enrollments, completions, transfers, employment, or wages
for students.
Unallowable Use of Funds:
SWP projects/investments may not supplant existing funding for CTE, nor be used for entertainment, alcoholic beverages, rainy day
funds, personal use, lobbying, charitable donations, or fundraising activities.
Selection Criteria:
At minimum, applications for Local Share funding must (a) demonstrate that the project/investment is supported by labor market data
or other evidence of demand, and (b) meet the legislative intent of SWP.
II. COMPLETING THE APPLICATION
Fill out part one of the CTE Instructional Funding Request form (attached) and submit it by Friday, January 31, 2020 to Zachary Zweigle.
This form uses information that is useful for both Perkins and Strong Workforce funding initiatives. It asks you to answer some basic
questions about the request and requires a description of the proposed project and a budget with estimated costs. Note: Please ensure that your
proposed project is included in your Annual Area Plan.
When completing “II. Project Information”, on the form please provide a brief description of about 150-250 words explaining the project,
purpose of the project, and how it addresses the following:
A. Perkins must address gaps in Core Indicators
B. Strong Workforce should focus on the seven areas and the data-driven outcomes.
Please include at least one quote within your budget, this will demonstrate to the committee that you have a realistic cost/scope of your
project.
Data: Perkins applications will exclusively use EDD data and Strong Workforce applications will use Centers of Excellence (COE) data.
III. PRESENTATIONS TO THE COMMITTEE
Once you have submitted the application, plan to give a timed oral presentation to the CTE Committee on Friday, February 7, 2020. This
helps the CTE Committee better understand the project and they will then recommend that you complete a full application for 1) Perkins
funding; 2) Strong Workforce funding; or 3) other (including possibly some combination of both or some other funding resource, if more
appropriate). Oral presentations can be a simple overview of the project, include a PowerPoint or other visual aid, or not, but the time limit is
firm. The Committee may have questions afterwards, not included in the time limit. The exact time of meeting and length of presentations
will be based on the total number of applications, but it will be that afternoon, between 2:00 and 4:30 p.m.
Note: faculty should closely adhere to the scoring rubric when completing the application and preparing their oral presentations.
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IV. APPLICATION PROCESS TIMELINE
Each year, the CTE Committee meets to select initiatives for funding from Perkins, Strong Workforce, and potentially other CTE funds. The Committee
meets monthly, from September through May for regular business. The table below outlines the general scheduling for the project selection process.
Month
November
December
Committee
 Materials are reviewed, timeline is established, and deadlines are set
(usually early February).
 No Committee meeting held. Applications sent out in early December.
January
 Committee reviews criteria and evaluation process and sets date for
presentations.
February
 Committee receives Part 1 of applications.
 Committee holds presentations and issue guidance to applicants on funds to
apply for (Perkins, Strong Workforce, Other).
 Committee receives Part 2 of applications and ranks applications for
available funding. Applicants notified of ranking.
 For 2020-2021, rankings are due March 27 to CTE Dean. Dean’s staff
compiles individual rankings and prepares final rankings.
 Chancellor’s Office notifies campuses of allocation amount and opens up
Official Campus Application (online).
 Committee reviews and approves final ranking.
 For 2020-2021, approval is April 3rd
 Author of Perkins application (CTE Dean) prepares District application
(online).
 Strong Workforce rankings are submitted to EWD Dean
 Perkins application submitted to President for approval.
 Perkins application due to Chancellor’s Office (typically May 15).
 Chancellor’s Office sends certification of application received.
 No Committee meeting held.
 No Committee meeting held.
March
April
May
June
July
Applicants
Applicants enter any initiatives into their Area Plans
which they wish to propose for CTE/Perkins funding.
Applicants/CTE Deans consult regarding proposed
projects.
Applicants begin working on Part 1 of Application.
Applications Part 1 section due.
For 2020-2021, January 31.
Short presentations scheduled and conducted –
February 7.
Applications Part 2 section due.
For 2020-2021, due March 6.
Applicants remain available to assist CTE Dean with
further details for official application to Chancellor’s
Office.
July 1, applicants may begin spending on approved
proposals.
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V. RUBRIC FOR SCORING
CTE/Perkins Proposal Scoring Rubric (2019-2020)
Program Improvement - Applies to all CTE Proposals
Scale
Low (1)
Average (2)
Program Goals: Addresses
explicit program goals,
including Institutional
Goals, Strategic Objectives
and/or SLOs
Criteria/Category
Lacking (0)
Plan does not identify
goals, objectives,
and/or SLOs
Plan defines
educational gap,
such as a course goal
or outcome, but has
no measures from an
SLO or assessment
and therefore makes
weak connection
Plan identifies one or
more
goals/SLOs/objectives as
well as data indicating
gaps in student
performance and
initiative seems to have a
moderate chance to
improve the outcome
The proposed initiative is
clearly linked to objective
measures of SLOs, which
contribute to students'
success in meeting the
course and program goals
as well as the college's
strategic objectives
Strong (3)
Plan identifies two or more
goals/SLOs/objectives with a
strong connection to achieving
the outcome
Excellent (4)
Innovation & Currency:
uses technology,
innovations, or industry
standards to enhance,
expand, or support student
success
Plan does not identify
how proposed
initiative will improve
the program
Proposed initiative
has a weak
connection to
program
improvement and/or
no evidence of
advisory
board/industry
support
Proposed initiative is
moderately linked to at
least program
improvement. Proposal
includes evidence of
advisory board/industry
support. Outcomes seem
realistic and appropriate.
Proposed initiative clearly
brings program up-to-date,
provides students with
appropriate learning
activities, will likely produce
the expected outcomes,
and enjoys strong advisory
council/industry support.
Proposed innovation has
produced positive results at other
institutions, the reported
outcomes demonstrate
improvements in student
learning, access, retention, or
other area. Advisory
Board/industry has strongly
endorsed this approach.
Career Pathway: proposal
supports career path to
certificate/degree, leading
to likely success for
employment, greater
responsibility on job, and
higher wage opportunities,
No identified career
path
Career pathway is
identified, but
proposal relationship
to career path is
unclear
Career Pathway is
identified and proposal
supports development of
experience, training, or
leads to industry
recognized credential for
advancement.
Career Pathway includes
appropriate coursework,
industry recognized
credentials and other
factors.
A few regional employers
agree to employ qualified
graduates and agree that
promotional path is open to
Shasta College completers.
Career Pathway includes
appropriate coursework, industry
recognized credentials and other
factors.
Several employers describe
difficulty in hiring qualified
individuals and agree to employ
qualified graduates and place
them on a promotional track.
Evidence of past student success.
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Labor and Wage Support - Applies to all CTE Proposals
Labor Market: leads to
employment
Note: Data provided by
California EDD
Program can provide
additional info/data that
challenges LMI data, such
as local need, input by
advisory council, etc.
Wages: employment at a
living wage: Program can
provide additional info/data
regarding local wage levels.
No evidence of
employer demand in
jobs (0% or negative
growth)
LMI shows low
demand in jobs (0.01
- 1.3%). Not clear
that there will be
adequate employer
demand.
LMI shows medium
demand in jobs (1.4% 2.5%). Connection made
between proposal and
employer demands for
skills.
LMI shows stronger
demand in jobs (2.6% 5.5%). Proposal links
increased student success
and strong employer
demand.
LMI shows high demand in jobs
(Over 5.6%).
Proposal demonstrates strong
connection between planned
improvements, student success,
and employer demand.
Employment leads to
wages below or at
$11/hr
Employment leads to
wages between
$11.01/hr and
$15/hr.
Employment leads to
wages between
$15.01/hr and $20/hr.
Employment leads to wages
between $20.01/hr and
$25/hr.
Employment leads to wages over
$25.01/hr.
Subtotal Score for General CTE Proposal (Max of 20):
Perkins Core Indicators
Scale
Criteria/Category
Core Indicators: success,
completion, skills building,
special populations
No (0)
Plan does not identify
core indicator
Weak (1)
Plan identifies core
indicator gap(s), but
with a weak
connection to
improvement
Strong (2)
Plan identifies core
indicator gap(s), is clearly
linked to improving core
indicators and lists
specific outcome(s)
Subtotal Score for Perkins Core Indicators (Max. of 2):
TOTAL SCORE (Max. of 22)
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VI. NEXT STEPS
After presenting to the CTE committee and based on the recommendations of the Committee, you will submit a final application for the
appropriate fund(s) on the appropriate date. The final application will use the information from the initial application, and require
additional details on the budget and metrics (which are different for the two types of funding).
Note: If a faculty member wishes to submit funding for multiple individual projects, they may do so, but will still be given a limited time to present,
so will need to either choose to highlight one project or to give more condensed information about each project.
For additional information on Perkins Funding, please contact:


Zachary Zweigle zzweigle@shastacollege.edu
Leimone Waite lwaite@shastacollege.edu
For additional information on Strong Workforce Funding, please contact:

Sara Holmes sholmes@shastacollege.edu.
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