annual update plan 2017 2018 for student services … · annual update plan 2017‐2018 for student...

For questions about the Program Review Annual Update Planning process, contact the Office of Institutional Effectiveness and Advancement: (323) 415-4152 OR [email protected].

Annual Update Plan 2017‐2018 for Student Services and related Programs of Service Unit/Program Name: CAREER & JOB SERVICES

Section I. Program Plan Complete Program Plan table: a. Briefly state goals linked to Student Services Outcomes (SSOs) first and then state remaining goals based on the data in the upcoming

sections. Incorporate goals from the comprehensive Program Review Self‐Evaluation and the Annual Update. Identify the programs involved, whether the goals are linked to an SSO improvement plan, and indicate alignment to a strategic planning objective. Additional goals may be added if desired.

b. Briefly describe progress on your unit goals, i.e., activity completed up to September 2016. c. Briefly describe the anticipated measurable outcomes from the implementation of your unit goals in 2017‐2018.

# Unit/Program Goal List Programs Involved

Based on/ Connected to

SSO Improvement

Plan Y/N

Plan Alignment (Enter code from “Plan Alignment”

sheet)

CURRENTProgress to date

Description of Previous or Ongoing activities

FUTUREDescription of Anticipated Measurable Outcome of

Unit/Program Goal

Additional Resources Required in 2017‐2018 for unit goal

Brief description of resources required to accomplish goal. Justification is also required on Budget Augmentation Request

1 Establish and expand South Gate Career Services

CJS, South Gate CJS, Counseling

Yes Goal 1 On-Going

1.0 FTE Limited Career Counselor assignment ended.

216 student appointments-20 workshops. 1st SG Career & Job Fair-20 employers tabled, due to limited space, others were turned away. Close to 100 students attended.

1.0 FTE SG Career Counselor interview is set for Fall 2016.

Opening consistent hours. Establish permanent Office Staff to increase Career Counseling appointments. Utilizing 2015-2016 baseline data of 282 students, 15% increase in workshop attendance. Baseline of 100 students Job Fair attencance, 10% increase in student participation.

-Augmentation of Career Services budget to include Southgate. -Hire 2 Student Worker (1 day, 1 evening) -Hire Hourly Career Counelsor to grow services. -Move Career Services and Career Counselor office to new location for privacy.

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SSO Improvement

Plan Y/N


sheet)




Unit/Program Goal



2 Increase employment (preparation) services and promote more work experience and volunteeer opportunities…

CJS, Welcome Center, Transfer Center, Counseling, CTE

Yes Goal 1 On-Going

1st Student Services/ Student Worker Training implented Summer 2016. 50 attended. Sessions repeat Fall 2016.

SFP CTE Job Developer hired Fall 2016- liaison between CTE, employers, and CJS. Assignement end Summer 2016. He contacted 37 employer & 216 students.

Office Assistant reclassified.

Increase student attendance for job related workshops (ie resume writing, interviewing, job/internship search) by 15%. Create partnerships with private, public, and nonprofit sectors to increase job and internship leads by 15%.

-Augment budget to include Student Worker Training Session. Augment budget to include student worker and CGCA as a line item. Hire 2 Job Developer

3 Expand career assesements on personal skills.

CSJ, SG CJS

Yes Goal 1 On-Going

Fall 2015 started new campaign to offer career services and career assessments to Foster Youth.

Connect with academic dept. to create workshop series to tailor career services to each academic disipline.

Increase the number of career assessments taken by 20%. Connect with academic departments to increase student contacts by 20%.

Purchase career assessments.

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SSO Improvement

Plan Y/N


sheet)




Unit/Program Goal



4

Assist students to identify their "program of study" by 15 semester units….

CJS, South Gate, Veterans, Counseling, CTE

Yes Goal 1 New

'Declare by 15 Committee' formed, CJS as lead to meet mandate. Process of creating ELAC Campuswide Major's Fair- Fall 2016. Meetings set for Counseling & Academic Dept., ie English to create new Career Marketing Campaign.

Currently process of hiring 1.0 FTE Limited Main Campus Career Counselor.

Adjust office hours to accommodate additional students to increase career counseling appointments and student contacts by 25%. Decrease 12,063 undeclared students at 31.7% of the ELAC population.

-Hire 2.0 FTE Career Counselor -Request funding for Major's Fair

5 Enhance capacity to provide job placement, and supportive services.

CJS, South Gate, CTE, Welcome Center Outreach, Adult Ed

Yes Goal 1 New

Strengthen capacity of the career center to bring on full time Job Developers to identify employment opportunities for students.

Coordinate with CTE departments to increase job placements when student completes training (certificate) Coordinate with Industry partners to identify internship, apprenticeship and career opportunities.

Hire 2.0 FTE Job Developers Hire 10 CGCA Increase Hourly Assignment for Career Counselors

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SSO Improvement

Plan Y/N


sheet)




Unit/Program Goal



6 Provide career awareness, prep, exploration & planning; CTE pathway & education planning; workplace‐readiness skills;

CJS, South Gate, Counseling, CTE, Outreach, Transfer Center, Adult Ed

Yes Goal 1 New

Activity will support the Declare by 15 campaign.

Provide career services to High School (DE), Adult Ed, CTE and Community College student

Connect with regional efforts on best practices of career planing and LMI information.

Review course and workshop offerings to promote career services

Identify target number of students in the following groups to be provided service; community college, CTE and adult education students (High School students who are participating in dual enrollment).

Hire 2.0 FTE Career Counselors Hire 2.0 FTE Job Developers Hire 10 CGCA Increase Hourly Assignment for Career Counselors

7 Develop & coordinate work‐based learning opportunities, service learning, internships and apprenticeships

CJS, South Gate, Counseling, CTE, Outreach, Transfer Center, ASU, Adult Ed

Yes Goal 1 New Work with industry partners, labor, community service agencies and workforce boards to establish opportunties for community college students (HS Students, Adult Education and CTE)

Hire 2.0 FTE Job Developers Hire 10 CGCA Increase Hourly Assignment for Career Counselors

8

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Section II. Program Review Response Complete Table by:

a. Reporting progress on program review recommendations b. Stating the anticipated outcomes and progress to date

# Recommendation Progress to Date Briefly explain previous or ongoing activities,

including if and how unit/program has completed a goal.

Anticipated Outcome of Unit/Program Goal

1 That the program expand its services to include interaction with local businesses, development of job and internship opportunities for students, and job placement services. These expansion should occur in collaboration with CTE programs and advisory boards.

SFP- CTE Job Developer hired mid-Fall 2015, assignment ends Summer 2016, but extend until beginning of Fall 2016. SFP Technician part of advisory boards and made connections with 27 Worksource Centers/ America's Job Centers and table 16 events on weekdays and weekends. List includes Advisory Boards, Leardership Board

Continually build partnerships with local bussiness and increase job/ internshi leads. To continue with efforts. Submit request to hire 2 job developers.

2 That the program expand their cycle of outreach to other departments and units to ensure that they are aware of the services available to students.

Declare by 15 Committee- collaborating with Academic Dept & CTE to create ELAC's 1st Majors Fair. Hired 1.0 FTE Ltd SG Career Counselor. Collaboration with SG faculty was a success, 25 classroom presentations conducted. Child Development, AJ, English and Psychology requested CJS services. Partnership built- Adelante, Financial Wellnes, academic dept for career workshop series.

Anticipating stability in the capability of our services and expand awarness of our services. Currently hiring 1.0 Limited FTE Main Campus Career Counselor. Currently hiring 1.0 FTE Southgate Career Counselor.

3

4

5

6

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# Recommendation Progress to Date Briefly explain previous or ongoing activities,

including if and how unit/program has completed a goal.

Anticipated Outcome of Unit/Program Goal

7

8

9

10

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Section III. Program Description College Mission: East Los Angeles College empowers students to achieve their educational goals, to expand their individual potential, and to successfully pursue their aspirations for a better future for themselves, their community and the world. Goal 1: Increasing student success and academic excellence through student‐centered instruction, student‐centered support services, and dynamic technologies. Goal 2: Increasing equity in successful outcomes by analyzing gaps in student achievement and using this to identify and implement effective models and programming to remedy these gaps. Goal 3: Sustaining community‐centered access, participation, and preparation that improves the college's presence in the community, maximizes access to higher education and provides outlets for artistic, civic, cultural, scientific and social expression as well as environmental awareness. Goal 4: Ensuring institutional effectiveness and accountability through data‐driven decision‐making as well as evaluation and improvement of all college programs and governance structures. In collaboration with the District’s Mission, ELAC is committed to advancement in student learning and student achievement that prepares students to transfer, successfully complete workforce development programs, earn associate degrees, and pursue opportunities for lifelong learning and civic engagement.

1. If applicable, please update your program description in light of the College Mission. Consider any changes to your program(s) of service since the completion of your previous program review annual update. For example, you may describe trends, recent events, or activities that have impacted your program(s) ability to meet your goals and/or pertain to resource requests.

Since the last program review there have been administrative, structural, unit & state mandated changes that will impact CJS in a positive way and will expand the vision, growth, positivity, and forward movement that aligns with Career & Job Service’s goals.

Having 1.0 FTE Limited Southgate Career Counselor allowed us to meet Goal 1 of increasing student success. SGEC has a Career & Job Services center that increased career appointments to close to 320 students; close to 900 students were informed through classroom presentations. Workshop topics such as, 'Got a Major, Career Exploration, Job Fair Prep, & Resume & Interviewing' were requested by SG instructors. Close to 250 students were serviced in these workshops.

1st Annual Southgate Career & Job Fair was creted with a little under 20 employers tabled and close to 100 students attended. It was such a success that will continue next year.

With the support of CTE, hiring a SFP allows for CJS to meet Goal 3 of being inclusive to the community. The SFP Technician has created bridges to community based partners, 27 Worksource Centers and America's Job Centers.

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Section IV. Program Assessment The College Mission has broad planning goals that are the basis for all other college planning documents and unit plans. Together these four goals provide a foundation for building a true agenda of student success. Goal 1: Increasing student success and academic excellence through student‐centered instruction, student‐centered support services, and dynamic technologies. Goal 2: Increasing equity in successful outcomes by analyzing gaps in student achievement and using this, to identify and implement effective models and programming to remedy these gaps. Goal 3: Sustaining community‐centered access, participation, and preparation that improves the college's presence in the community, maximizes access to higher education and provides outlets for artistic, civic, cultural, scientific and social expression as well as environmental awareness.

1. Please visit the following link to find your previous AUP and review the efforts your unit/program reported for these three strategic goals.

http://www.elac.edu/facultyStaff/oie/annualupdates2016.htm

2. Has your unit/program had notable achievements or progress related to these three goals (student success, equity, or access) since the last AUP was submitted? If yes, please describe.

Yes, currenlty in the process of hiring 1.0 FTE Tenure Track Southgate Career Counselor to continue efforts for Declare by 15 Campaign in assisting Southgate students to decalre a major through platforms such as workshops, appointments, and Job Fairs.

1.0 Ltd Main Campus Career Counselor as well as 3 Hourly Career Counselors will be hired. Robust outreach effort will be in effect to collaboration with academic dept. to create workshops series tailored to their student needs.

Collaboration with Career & Job Services as the lead, Welcome Center, Transfer Center, and Counseling Dept., the Student Services Worker Training Session was held in the Summer 2016, with 50 student attended. They were taught how to be successful as a student worker and as an ELAC student; received Student Worker Handbook, learned about soft skills, customer service skills, career counseling information, and academic information. Fall 2016 the sessions will repeat so additional student worker can attend.

3. After reflecting on progress noted in #2, how have professional development activities helped to advance these efforts?

New Faculty Institute included Career & Job Service on their new faculty hire tour to inform them of our services.

4. Are there additional professional development resources that would help your unit/program to further these goals (student success, equity, or access)?

For next year, planning to have a stronger connection with Professional Development to address the 15 Unit Mandate.

Goal 4: Ensuring institutional effectiveness and accountability through data‐driven decision‐making as well as evaluation and improvement of all college programs and governance structures.

5. Please provide an update on progress in your Student Services Outcome (SSO) assessment work. This may include success stories about the impacts of SSO practices on student learning achievement or unit effectiveness.

In touch with the SSO coordinator and in the process of transistioning to eLumen.

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APPENDIX “A”

Purpose of the Program Review and Annual Update Process The purpose of Program Review is to provide a venue through which the college can evaluate its programs in relationship to the College Mission and its Strategic Goals and priorities. The program review process promotes a self‐reflective evaluation of programs in a manner in which faculty can identify programmatic successes within their disciplines, identify areas in need of improvement and establish departmental goals for enhanced programmatic and student success. Each unit completes an annual update of their efforts. This update is used to provide the college with an indication of improvement in student learning and the resources needs for each program. The Annual Update serves as the central planning document for requesting and prioritizing resources.

The values of program review:

Strengthening of programs through faculty led self‐evaluation and goal setting; Fostering inter‐departmental cooperation and communication; Stimulating dialog on student success and programmatic improvements; Evaluating each programs unique contribution to the College’s Mission and

Strategic Goals; Promotion of long‐term planning focused on the use of data; Ensuring that curriculum and offerings meet student needs and promote student

progression; Providing a venue to justify programmatic augmentation and to connect program

needs to resource allocations. Enhance transparency about college programs to the broader community.

The value of self‐evaluation is enhanced with the broad inclusion of individuals contributing to your unit/program. We recommend taking all efforts to include all faculty, staff and administration within the each unit/program. Each unit/program may include additional information in their Annual Update Plan (AUP) as needed to fully describe their department. The Office of Institutional Effectiveness and Advancement is available to assist each unit/program in their efforts to complete their AUP.

In order to streamline the submission and distribution process, the Annual Update Plan MUST be submitted by email in its original format to the Office of Institutional Effectiveness and Advancement to ensure a digital record of your completed work. No hard copies will be accepted. Please submit your completed Annual Update Plan and attachments by Friday, September 30, 2016, 12:00 noon to Maribel Carbajal‐Garcia at [email protected]. ALL full‐time members in the unit/program must be cc’d on the email.

This document includes the official application for the staff Human Resources Committee. Requests for Counselor positions must be submitted through the Counseling Department AUP. There is a separate AUP Budget Augmentation Request form that is due September 30 with the AUP. Late or incomplete applications will not be considered for resource allocations, though updated information will be allowed. There will also be a Perkins Request form. Units/programs will be notified regarding budget and resource requests in the spring, following receipt of budget projections from the District Office.

For questions about Program Review Annual Update Planning process, contact the Office of Institutional Effectiveness and Advancement, 323-415-4152 OR [email protected].

Request for Non-Faculty Positions Informational Worksheet Used for HR Plan 2017‐2018

Position Title: SFP Office Assistant

Cluster: SG ☒

Main Campus ☒

Salary + Benefits: $59,000.00 Impact on

unrestricted funds: Yes ☐ No ☒

Program Review/AUP – Page # (0‐5 points):

Please refer to pg. 1 of Unit/ Program Goal #1 "to Establish and expand South Gate Career Services" and page 4 for Recommendations of "expanding interaction with local business…"

Justification (include or attach data) to be completed by Cluster VP (0‐5 points):

For Use By HR Committee:


Classified Hiring Justification of Needs

Check all Applicable Items

☒ College Goals & Objectives

☐ Changing/Updating Technological Needs

☐ Increased FTES and FTEF

☐ Expansion and/or Remodeling of College Facilities

☒ Support for Student Learning Outcomes

☒ Staff Ability to Complete Assigned Workload

☒ Staff Working Beyond Assigned Hours or Scope of Duties

☒ How Position Affects Performance of Other Staff

☒ Reference Program Reviews/AUP

☐ Changing Job Functions

☐ Positions Previously Grant Funded (SFP)

☐ Number of Students Served by Proposed Position

☐ Reinstating Positions Eliminated Due to Budget Cuts

☐ State, Federal, and Other Regulatory Mandates (Categorical)

☐ Health and Safety Issues

☐ Use of Temporary Hourly Employees

☒ Services or Learning Opportunities Will Be Improved

☒ Needs of Students & Institution Will Be Met

☒ Position Cost (Including Salary & Benefits)



Position Title: Job Developer

(2 of 2) Cluster:

SG ☒

Main Campus ☒




Please refer to pg. 2 of Unit/ Program Goal #2 "to increase employment services…" and page 4 for Recommendations of "expanding interaction with local business…"












☐ Staff Working Beyond Assigned Hours or Scope of Duties

☐ How Position Affects Performance of Other Staff














Position Title: Job Developer

(1 of 2) Cluster:

SG ☒

Main Campus ☒




Please refer to pg. 2 of Unit/ Program Goal #2 "to increase employment services…" and page 4 for Recommendations of "expanding interaction with local business…"












☐ Staff Working Beyond Assigned Hours or Scope of Duties

☐ How Position Affects Performance of Other Staff












ANNUAL UPDATE PLAN AUGMENTATION REQUEST 2017‐2018Department: Career & Job ServicesChair/Coordinator: Chris Garcia/ Janet HuangDean: Dr. Laura Cantu

Category(Choose one from dropdown menu)

Detailed Description One‐time or ongoing

Estimated Cost Alignment (Check all that apply)

Expected Outcome (Please describe the measurable outcome)

General Supplies South Gate $ 5,000.00

There will be adaquate supplies ie, paper and ink to print computer generated career assessment results.

Hardware Computers, printer, and tablet $ 17,500.00

Computers will be utilized for career research, assessment completion for undecided students, and to create and update resume and cover letters.

Other Career Assessments $ 120,000.00

Career Assessment will be purchased for South Gate students and the number of assessments will be measured to include FYE, Adelante, Counseling Courses, Veterans, Non Traditional and traditional students

OtherMain Campus and Southg Gate2 student Worker & 10 CGCAs $ 125,000.00

Hours increase to include service for day and evening students.

Outside PrintingMarketing Materials Promote Degree by 15 and Choosing a Major Campaign $ 25,000.00

To increase student awareness on Career & Job Services and to address 15 Unit Mandate

Subtotal Page 1: $ 292,500.00

AUP Goals

Strategic Plan GoalsEducational Plan GoalsCLO Improvement Plan

PLO Improvement Plan

AUP Goals

Strategic Plan GoalsEducational Plan GoalsCLO Improvement PlanPLO Improvement Plan

AUP Goals


AUP Goals


AUP Goals


One-time

Ongoing

One-time

Ongoing

One-time

Ongoing

One-time

Ongoing

One-time

Ongoing

06/17/2016For questions about this AUP Budget Augmentation Request Form, please contact the Office of Institutional Effectiveness at (323) 415‐4152 or your Dean. PAGE 1 OF 2

ANNUAL UPDATE PLAN AUGMENTATION REQUEST 2017‐2018Department: Career & Job ServicesChair/Coordinator: Chris Garcia/ Janet HuangDean: Dr. Laura Cantu

Category(Choose one from dropdown menu)

Detailed Description One‐time or ongoing

Estimated Cost Alignment (Check all that apply)

Expected Outcome (Please describe the measurable outcome)

Events South Gate Job Fair $ 5,000.00

SG jobs and internship opportunities will be provided for students. Employers will be on‐campus to recruit students.

Events Majors Fair $ 10,000.00

Academic & CTE departments, Student Services will be provide info regardings majors, related careers and services to students.

Other Job Developer $ 85,500.00 Job & internship opportunities will be created for students.

Other Office Assistant (Southgate) $ 59,000.00

Clerical staff will market career services, collect data, book student appointment, and inform students about services.

OtherStudent Support Materials and Career Portfolios $ 50,000.00

Students, staff, faculty will receive career information.

Subtotal Page 1: $ 292,500.00

Total: $ 502,000.00

AUP Goals

Strategic Plan Goals

Educational Plan GoalsCLO Improvement PlanPLO Improvement Plan

AUP Goals



AUP Goals



AUP Goals


AUP Goals


One-time

Ongoing

One-time

Ongoing

One-time

Ongoing

One-time

Ongoing

One-time

Ongoing

06/17/2016For questions about this AUP Budget Augmentation Request Form, please contact the Office of Institutional Effectiveness at (323) 415‐4152 or your Dean. PAGE 2 OF 2

Perkins Application by TOP Code pg. 1

Perkins Application by TOP Code

Program Title: Career & Job Services TOP Code: Across CTE

Briefly describe program improvement issue(s) concerning this TOP code and include specific examples.

(Limited to 2,000 characters, or approximately ½ page of text.) Program improvements must address core indicator below the state-negotiated levels. Core indicator reports: https://misweb.cccco.edu/perkins/Core_Indicator_Reports/Default.aspx Example A: Briefly describe program improvement issue(s) concerning this TOP code and include specific examples. Core Indicators 2, 3, and 5P1 are below the state-negotiated levels. These outcomes indicate that this program needs to focus completion, retention, and nontraditional recruitment. The Perkins district planning team has asked the district to provide for employment data of Auto Tech students and non-traditional/special population students. Completing Auto Tech students frequently asked faculty about internships that may lead to employment opportunities. However, local employers have related that many of our Auto Tech students lack the “soft skills” that would make them more competitive. Example B: Briefly describe program improvement issue(s) concerning this TOP code and include specific examples.

1. Facilities for EMT’s & Paramedics need to be improved. The classroom, restrooms, lab and storage space provided are extremely inadequate.

2. Out -dated equipment needs to be replaced with current industry standard equipment. 3. EMT and Paramedic faculty need to stay current in the field. 4. Attracting and retaining nontraditional populations to CTE programs is an overall goal. Female enrollment in the program

has decreased. Bringing female numbers up needs to be a priority. 5. Program and course SLOs and assessments are not in place and need to be developed to increase student learning

feedback loops. Career Counselor with CTE Focus-To address all Core Indicators, need to expand on CTE students educational needs by meeting their multiple educational goals from obtaining a Certificate, Degree completion, and/ or transfer. Strong Workforce has several key elements that include not only career exploration but also focsed on career and employment placements. Job Developer- To address Core Indicator #4 & #5, and need for program unmet. There is currently, no job developer to service Main Campus and South Gate Educational Site to connect CTE students to employment after they have finished a CTE certificate or program of studey. Career & Job Services will guide the job developer to support students with specialized employment needs that fed currently involved or completing their CTE program oof study and by doing so weill also forge a stronger link with industry partners. South Gate Educational Site Services- To address all Core Indicators, need to expand Career & Job Services to SGES with a focus on CTE programs of study. Currently, there is no Clerical Staff at Southgate Career & Job Services to market CTE services, inform students of CTE pathways, and to assist in efforts for workshops, appointments, and events. CFES Career Fair-Core indicators under Training Leading to Non-Traditional Employment, Participation (5a) & Completion (5b) are below the state-negotiated levels. These results indicate that the program needs to focus on employment opportunities in the Early Childhood Education (ECE) workforce in various programs, agencies, and positions. To close the employment gap the CFES program, in collaboration with the Career Center, must focus on providing opportunities where students will be exposed to different job opportunities within the field, along with the development of employability skills such as: interviewing strategies, construction of resumes, dress attrire, and professional portfolios.

Briefly describe how the issue(s) will be addressed.


(Limited to 2,000 characters, or approximately ½ page of text.) Example A: Briefly describe how the issue(s) will be addressed. The district will 1) gather region-wide effective strategies/practices on improving retention, completion and nontraditional recruitment in Auto Tech programs, 2) continue to work on improving its data collection methods, 3) increase effort to work with local firms to place more Auto Tech students in internships, and 4) integrate “soft skills” into the curriculum to increase employment potential. Example B: Briefly describe how the issue(s) will be addressed.

1. Funding from the recently approved bond measure will provide construction funding for new classroom and lab space. Perkins funds will be used to purchase and install new and existing equipment in the new facilities.

2. Industry advisory committee members recommend partnering with an industry equipment manufacturer to replace outdated networking equipment. They also suggest seeking private sector donations to expand tech equipment to accommodate increasing student. Perkins funds will be used to leverage industry contributions.

3. EMT/Paramedic faculty will be encouraged to participate in industry training workshops and other related professional development opportunities using Perkins funds. Faculty will also be encouraged to attend training specifically directed to better serve nontraditional career technical students.

4. Increase efforts to find a part time EMT/Paramedic female instructor, or at a minimum as a guest lecturer, to serve as a role model and implement best practices in recruiting and retaining nontraditional students

5. Staff and faculty will work with members of the advisory committee to develop SLOs and a plan and timeline for implementation.

Career Counselor with a CTE Focus-Submit request to hire CTE Career Counselor. Job Developer- Submit request to hire a CTE Job Developer that will focus on industries connected to campus CTE pathways. South Gate Educational Site Services- To hire a SFP Office Assistant. CFES Career Fair-Career & Job Services has demonstrated success in providing guidance where students are exposed to different job opportunities in a variety of fields and training in employability skills. The CFES department will partner with the CJS to host a career and job event. The event will consist of two stages: Stage 1) Training focused on, but limited on the following topic- interviewing strategies, construction of resumes, dress attrire, and professional portfolios and Stage 2) career and job fair within the family and educational fields. This event will expose students to traditional and non-traditional employment opportunities such as early childhood educators, management & administrative positions, family child care, special grant programs (i.e. literacy), case management, service coordinators, youth programs, interships and before & after school programs. Members of the advisory committee will participate in this event.

Below are the nine §135(b) Requirements for Uses of Funds. Programs receiving these funds must meet these requirements. Indicate with a check mark those requirements that the program currently meets (met). Any remaining unmet requirement(s) must be addressed with completed or ongoing activities by June 30 for reporting in the final report. Note: All nine required uses of funds must be met by the end of the Act or each year until reauthorization. Funds may also be used for the permissive activities specified in number 10.

Indicate with a check mark which requirements have

been met, below.

Requirements for Uses of Funds MET UNMET

1. Strengthening the academic, and career and technical skills of students participating in CTE programs through the integration of academics with CTE programs. [§135(b)(1)]

2. Link CTE at the secondary and the postsecondary levels, including by offering elements of not less than one program of study described in §122(c)(1)(A). [§135(b)(2)]

3. Provide students with strong experience in and understanding of all aspects of an industry, which may include work-based learning experiences. [§135(b)(3)]

4. Develop, improve, or expand the use of technology in CTE, which may include training to use technology, providing students with the skills needed to enter technology fields, and encouraging schools to collaborate with technology industries to offer internships and mentoring programs. [§135(b)(4)]


5. Provide in-service and pre-service professional development programs to faculty, administrators, and career guidance and academic counselors involved in integrated CTE programs, on topics including effective integration of academics and CTE, effective teaching skills based on research, effective practices to improve parental and community involvement, effective use of scientifically based research and data to improve instruction. Professional development should also ensure that faculty and personnel stay current with all aspects of an industry; involve internship programs that provide relevant business experience; and train faculty in the effective use and application of technology. [§135(b)(5)]

6. Develop and implement evaluations of the CTE programs carried out with Perkins funds, including an assessment of how the needs of special populations are being met. [§135(b)(6)]

7. Initiate, improve, expand and modernize quality CTE programs, including relevant technology. [§135(b)(7)]

8. Provide services and activities that are of sufficient size, scope and quality to be effective. [§135(b)(8)]

9. Provide activities to prepare special populations, including single parents and displaced homemakers enrolled in CTE programs, for high-skill, high-wage or high-demand occupations that will lead to self-sufficiency. [§135(b)(9)]

FOR THOSE REQUIREMENT(S) LISTED ABOVE AS “UNMET:” Describe specific activity(ies) intended to address the unmet requirement(s). (Limited to 2,000 characters, or approximately ½ page of text.) Example A: Provide faculty training in test plan preparation and curriculum to meet Requirement #5. Example B: No unmet requirements, therefore no response required. UNMET- #3 Hire a job developer focused on identifying empoyment opportunitites for CTE studnts in programs of study UNMET-#1-3, #4-9 Hire a Career Counselor focused on suporting students in the CTE programs of study. UNMET-#1, #7, & #8 Develop South Gate Educational Site to support studtns and the expansion of CTE opportunities for students and Hire an SFP Office Assistant UNMET- #3 the CJS & FCS will provide a job and career fair for students in the fields of child, family and education.


10. Permissive Uses Per Section 135(c) (check activities to be funded with CTE funds)

1. Involve parents, businesses, and labor organizations, in the design, implementation and evaluation of CTE programs. [§135(c)(1)] 2. Provide career guidance and academic counseling for students participating in CTE programs, that improves graduation rates and provides

information on postsecondary and career options, and provides assistance for postsecondary students and adults, [§135(c)(2)] 3. Local education and business partnerships, including work-related experiences for students, adjunct faculty arrangements for qualified industry

professionals and industry experience for teachers and faculty. [§135(c)(3)] 4. Provide programs for special populations. [§135(c)(4)] 5. Assisting career and technical student organizations. [§135(c)(5)] 6. Mentoring and support services. [§135(c)(6)] 7. Leasing, purchasing, upgrading or adapting equipment, including instructional aides and publications (including support for library resources)

designed to strengthen and support academic and technical skill achievement. [§135(c)(7)] 8. Teacher preparation programs that address the integration of academic and CTE and that assist individuals who are interested in becoming CTE

faculty, including individuals with experience in business and industry. [§135(c)(8)] 9. Developing and expanding postsecondary program offerings at times and in formats that are accessible for all students, including through the use of

distance education. [§135(c)(9)] 10. Developing initiatives that facilitate the transition of sub-baccalaureate CTE students into baccalaureate degree programs, including articulation

agreements, dual enrollment programs, academic and financial aid counseling and other initiatives to overcome barriers and encourage enrollment and completion. [§135(c)(10)]

11. Providing activities to support entrepreneurship education and training. [§135(c)(11)] 12. Improving or developing new CTE courses, including the development of programs of study for consideration by the state and courses that prepare

individuals academically and technically for high-skill, high-wage or high-demand occupations and dual or concurrent enrollment opportunities. [§135(c)(12)]

13. Developing and supporting small, personalized career-themed learning communities. [§135(c)(13)] 14. Providing support for family and consumer sciences programs. [§135(c)(14)] 15. Providing CTE programs for adults and school dropouts to complete secondary education or dropouts to complete secondary education or upgrade

technical skills. [§135(c)(15)] 16. Providing assistance to individuals who have participated in services and activities under this Act in continuing their education or training or finding

an appropriate job. [§135(c)(16)] 17. Supporting training and activities (such as mentoring and outreach) in nontraditional fields. [§135(c)(17)] 18. Providing support for training programs in automotive technologies. [§135(c)(18)] 19. Pooling a portion of such funds with a portion of funds available to other recipients for innovative initiatives. [§135(c)(19)] 20. Supporting other CTE activities consistent with the purposes of the Act. [§135(c)(20)]

Check all types of activities to be funded with Perkins Funds:

Professional Dev. (including stipends)

Instructional Equipment Purchase/Replacement

Facility Rental/Lease (off-campus location)

Curriculum Development

Program Marketing and Outreach

Other (specify) Hiring Counseling Faculty and

Classified Staff

Instructional Materials Purchase/Replacement (including software)

Project Administration

Programs/Services for Special Populations

Consultants or Other Contracted Services

Check one: UNMET REQUIREMENTS WILL BE ADDRESSED:

Entirely with Perkins Funds

Entirely with Other Funding Sources

Using Both Perkins and Other Funding Sources

Perkins Application Across CTE Programs pg. 5

Perkins Application Across CTE Programs

Program Title: Career & Job Services

Briefly describe the across CTE program improvement issue(s) that require funding.

(Limited to 2,000 characters, or approximately ½ page of text.) Example A: Briefly describe the across CTE program improvement issue(s) that require funding. Students enrolled in one of eight (or more) career technical education (CTE) programs will receive comprehensive student support services from a part-time counselor with specialized information gathered from faculty in the appropriate discipline. Career Counselor with CTE Focus- All CTE students will have access to a career counselor familiar with CTE pathways. They will identify students in need of early intervention, conduct prior learning assessments, and promotes program awareness. CTE Job Developer- All CTE students will have access to a CTE Job Developer that is familiar with CTE pathways, industry, and employment opportunities. They will promote program awareness, provide job technique & strategies in employment search services, work-based learning opportunities, and expand internship and employment opportunities. South Gate Educational Site Services- An SFP Office Assistant can assist to promote program awareness and assist to coordinate events, develop marketing materials and assist in the implementation of marketing strategies, provides fiscal, purchasing, record keeping and compliance support, assist with CTE resources, contracts, grants, assist and promote CTE workshops and CTE job fairs, assist with connection with SGES CTE faculty.

Briefly describe how the issue(s) will be addressed.

(Limited to 2,000 characters, or approximately ½ page of text.) Example A: Briefly describe how the issue(s) will be addressed. Expected outcomes include: Course requirements for a minimum of eight different CTE programs and related certificates will be communicated to prospective students in the form of pre-enrollment outreach materials for use at events and by outreach personnel. Orientation sessions and one-on-one counseling sessions will be conducted throughout the year. Currently enrolled students will have a student education plan that supports their educational goals at the certificate, degree, and transfer levels as a result of at least one session with the specialized part-time counselor. Students completing their student education plan will have a specialized counselor, familiar with their course of study and educational goals, to provide guidance related to academic and financial supports necessary for student persistence, retention, and completion. Participation and support of common CTE areas, i.e., participation in related advisory councils, communication of curriculum changes related to CTE Transitions/Career Pathways and participation in secondary events, and areas of core indicator deficiencies needing systemic solutions (employment, nontraditional participation and completions).


Career Counselor with a CTE Focus-expected outcomes will be to hold individual career counseling sessions, administer career assessments & inventories, be involved in large-scale campus CTE events. CTE students will have a specialized counselor that will assist to create their career plans to ensure their educational goals are met. Participate and support in these areas (participate in Advisory meetings, communicate of curriculum changes related to CTE, and other areas of core indicator deficiencies needing systemic solutions, ie. Employment, non-traditional participation and completions, network with industry partners, and conducts certificate and degree audits. Job Developer for CTE patways- expected outcomes will be to coordinate Work-based Learning Opportunities, provide employment referrals, participate in Advisory meeting and network with industry partners, be a liaison with CTE, the career counselor, and industry partners, conduct Certificate and Degree audits. For the students, the expected outcome will be to provide job prep techniques such as resume and cover letter writing services and interview skills preparation. Creating of CTE job fairs will also be expected. South Gate Educational Site Services- An SFP Office Assistant will promote program awareness of CTE certificates, inform students of CTE services, process professional development requests, keep data, statistics, and surveys. Book CTE student appointments an assist with CTE workshops and CTE job and career fairs and events. Process Skill-builder Certificates. And assist and be the link between the CTE Career Counselor, CTE Job Developer and CTE SGES faculty.

Below are the nine §135(b) Requirements for Uses of Funds. Programs receiving these funds must meet these requirements. Indicate with a check mark those requirement(s) that will be strengthened through the activities funded across CTE programs.

Requirements for Uses of Funds Check each that apply to this funding

11. Strengthening the academic, and career and technical skills of students participating in CTE programs through the integration of academics with CTE programs. [§135(b)(1)]

12. Link CTE at the secondary and the postsecondary levels, including by offering elements of not less than one program of study described in §122(c)(1)(A). [§135(b)(2)]

13. Provide students with strong experience in and understanding of all aspects of an industry, which may include work-based learning experiences. [§135(b)(3)]

14. Develop, improve, or expand the use of technology in CTE, which may include training to use technology, providing students with the skills needed to enter technology fields, and encouraging schools to collaborate with technology industries to offer internships and mentoring programs. [§135(b)(4)]

15. Provide in-service and pre-service professional development programs to faculty, administrators, and career guidance and academic counselors involved in integrated CTE programs, on topics including effective integration of academics and CTE, effective teaching skills based on research, effective practices to improve parental and community involvement, effective use of scientifically based research and data to improve instruction. Professional development should also ensure that faculty and personnel stay current with all aspects of an industry; involve internship programs that provide relevant business experience; and train faculty in the effective use and application of technology. [§135(b)(5)]


16. Develop and implement evaluations of the CTE programs carried out with Perkins funds, including an assessment of how the needs of special populations are being met. [§135(b)(6)]

17. Initiate, improve, expand and modernize quality CTE programs, including relevant technology. [§135(b)(7)]

18. Provide services and activities that are of sufficient size, scope and quality to be effective. [§135(b)(8)]

19. Provide activities to prepare special populations, including single parents and displaced homemakers enrolled in CTE programs, for high-skill, high-wage or high-demand occupations that will lead to self-sufficiency. [§135(b)(9)]

Permissive Uses Per Section 135(c) (check activities to be funded with CTE funds) 21. Involve parents, businesses, and labor organizations, in the design, implementation and evaluation of CTE programs. [§135(c)(1)] 22. Provide career guidance and academic counseling for students participating in CTE programs, that improves graduation rates and provides information

on postsecondary and career options, and provides assistance for postsecondary students and adults, [§135(c)(2)] 23. Local education and business partnerships, including work-related experiences for students, adjunct faculty arrangements for qualified industry

professionals and industry experience for teachers and faculty. [§135(c)(3)] 24. Provide programs for special populations. [§135(c)(4)] 25. Assisting career and technical student organizations. [§135(c)(5)] 26. Mentoring and support services. [§135(c)(6)] 27. Leasing, purchasing, upgrading or adapting equipment, including instructional aides and publications (including support for library resources)

designed to strengthen and support academic and technical skill achievement. [§135(c)(7)] 28. Teacher preparation programs that address the integration of academic and CTE and that assist individuals who are interested in becoming CTE

faculty, including individuals with experience in business and industry. [§135(c)(8)] 29. Developing and expanding postsecondary program offerings at times and in formats that are accessible for all students, including through the use of

distance education. [§135(c)(9)] 30. Developing initiatives that facilitate the transition of sub-baccalaureate CTE students into baccalaureate degree programs, including articulation

agreements, dual enrollment programs, academic and financial aid counseling and other initiatives to overcome barriers and encourage enrollment and completion. [§135(c)(10)]

31. Providing activities to support entrepreneurship education and training. [§135(c)(11)] 32. Improving or developing new CTE courses, including the development of programs of study for consideration by the state and courses that prepare

individuals academically and technically for high-skill, high-wage or high-demand occupations and dual or concurrent enrollment opportunities. [§135(c)(12)]

33. Developing and supporting small, personalized career-themed learning communities. [§135(c)(13)] 34. Providing support for family and consumer sciences programs. [§135(c)(14)] 35. Providing CTE programs for adults and school dropouts to complete secondary education or dropouts to complete secondary education or upgrade

technical skills. [§135(c)(15)] 36. Providing assistance to individuals who have participated in services and activities under this Act in continuing their education or training or finding

an appropriate job. [§135(c)(16)] 37. Supporting training and activities (such as mentoring and outreach) in nontraditional fields. [§135(c)(17)] 38. Providing support for training programs in automotive technologies. [§135(c)(18)] 39. Pooling a portion of such funds with a portion of funds available to other recipients for innovative initiatives. [§135(c)(19)] 40. Supporting other CTE activities consistent with the purposes of the Act. [§135(c)(20)]

Check all types of activities to be funded with Perkins Funds:

Professional Dev. (including stipends)

Instructional Equipment Purchase/Replacement

Facility Rental/Lease (off-campus location)

Curriculum Development

Program Marketing and Outreach

Other (specify)Hiring Counseling Faculty and

Classified Staff

Instructional Materials Purchase/Replacement (including software)

Project Administration

Programs/Services for Special Populations

Consultants or Other Contracted Services

Perkins Funds Campus Application‐ Budget Summary pg. 8

Perkins Funds Campus Application

Budget Summary Proposal TitleCareer & Job Services Date September 23, 2016

Proposal Director/Designee Janet Huang

Department/Area Career & Job Services

(Each participating Department/Area must complete a separate form)

Anticipated

Completion Date

Object code: Amount Subtotal

5/17/2017 1000 Certificated Salaries (hourly instruction) $5000

0808 Non teaching $ 5000

$

$

8/17/2017 2000 Classified Salaries (professional expert, instructional aides, tutors, clerical/ student help)

$137000

SFP Office Assistaqnt Job Code 5999 (GL 213100) $ 41500

Job Developer Job Code 5998 (GL 213100) $ 59000

Student Worker Job Code 8221 (GL 239200) $ 36500

8/17/2017 3000 Benefits for permanent certificated and classified employees

$44000

SFP Office Assistant Job Code 5999 (GL 395000) $17500

Job Developer Job Code 5998 (GL 395000) $26500

8/17/2017 4000 Materials & Supplies (books, media, software1, printing)

$3000

Printing & Marketing Materials (GL 453100) $2000

Supplies (GL 452100) $1000

$

5000 Operating Expenses (contract consultants, lecturers, conferences, postage, mileage, travel, advertising)

$

$

$

$

6000 Capital Outlay (facilities modifications, equipment, computers)

$

$

$

$

7000 Other (student grants, student travel) $

$

$

$

Total Requested $189000 1 Less than $200, considered supply; otherwise considered equipment Total $189000

Perkins Funds Campus Application‐ Budget Summary pg. 9

annual update plan 2017 2018 for student services … · annual update plan 2017‐2018 for student...

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