eric · 2014. 5. 5. · document resume. ed 360 005 jc 930 353. title center for consumer home...

DOCUMENT RESUME

ED 360 005 JC 930 353

TITLE Center for Consumer Home Economics Education. ProjectNumber 91-0095 and 91-0095, A-1 and A-2, January 31,1992-June 30, 1993. A Report on Center Operation andActivities Conducted for California Community CollegeHome Economics and Related Professionals.

INSTITUTION fount San Antonio Coll., Walnut, Calif.SPONS AGENCY California Community Colleges, Saciamento. Office of

the Chancellor.PUB DATE 93NOTE 118p.; Project supported by funds from the Carl D.

Perkins Vocational and Applied Technology EducationAct (Title II, Part A and Title III, Part B).

PUB TYPE Reports Descriptive (141)

EDRS PRICE MF01/PC05 Plus Postage.DESCRIPTORS Agency Cooperation; Community Colleges; *Consumer

Education; *Educational Finance; Financial. Support;Grants; *Grantsmanship; *Home Economics Education;Home Economics Teachers; Information Networks;Program Descriptions; *Program Development; ProgramImplementation; Program Proposals; Proposal Writing;School Business Relationship; Shared Resources andServices; Two Year Colleges; Vocational Education

IDENTIFIERS California; *Center for Consumer Home EconomicsEducation CA

ABSTRACT

In an effort to improve community college homeeconomics programs, the Chancellor's Office of the CaliforniaCommunity Colleges established the Center for Consumer Home EconomicsEducation (CCHEE) to provide support services for colleges receivinghome economics MiniGrants, to establish linkages between colleges andthe Chancellor's Office, and to offer assistance in bidding forMiniGrants and other funds. This report describes the goals andactivities of the CCHEE project, and provides sample documents usedin the project. Following introductory remarks and a projectchronology, the report discusses the main objectives of the CCHEEproject and provides a comparative list of anticipated and actualproject outcomes. Next, the major activities undertaken during theproject are discussed, focusing on pre-funding actions andpost-funding actions related to project management, staffing andequipment of the Center office, processing and reporting MiniGrantn,working with the InfoNet electronic network, and the development ofprogram directories and a handbook. Finally, descriptions areprovided of project dissemination and evaluation efforts. Appendixesmaking up half the document provide lists of project advisorycommittee personnel, MiniGrant application forms with instructions, alist of colleges funded from 1990 to 1994 and amounts funded in1991-92, CCHEE facilitator guidelines for providing workshops andsubject area discussion sessions, sample documentation from aworkshop on InfoNet, a sample evaluation of a grant writing session,and a report on a workshop for project directors. (MAB)

CENTER FOR CONSUMER HOMEECONOMICS EDUCATION

Project Number 91-0095 and 91-0095, A-1 and A-2January 31, 1992 June 30, 1993

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

J. Smith

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

A report of Center operation and activitiesconducted for California Community CollegeHome Economics and Related Professionals

Funded by a VATEA grant awarded toMT. SAN ANTONIO COLLEGE by theCHANCELLOR'S OFFICE,CALIFORNIA COMMUNITY COLLEGES

BEST COPY AVAILABLE

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER IERICI

r Th,s document has been reproduced asreceived Ircm the person or organization

voliginatingit

Minor changes have been made to improvereproduction duality

Points& view or ochniOns stated in thisdocumeet do not necessaruy represent officiatOE RI position or polcy

CENTER FOR CONSUMER HOMEECONOMICS EDUCATION

Project Number 91-0095 and 91-0095, A-1, A-2January 31, 1992 - June 30. 1993

Sponsored by:MT. SAN ANTONIO COLLEGEin cooperation with theCHANCELLOR'S OFFICECALIFORNIA COMMUNITY COLLEGES

MT. SAN ANTONIOCOMMUNITY COLLEGE DISTRICT

Project Director:Marjorie Chitwood, Assistant DeanBusiness/Home EconomicsMt. San Antonio College

Project Monitor:Peggy Sprout Olivier, SpecialistCalifornia Community Colleges

Subcontractor and Center Director:Shirley McGillicuddyShirley McGillicuddy & Associates

The Center for Consumer Home Economics Education Project report is made pursuant to contract/agreement number 91-0095 and91-0095 A-1 and A-2. This project was supported by the Carl D. Perkins Vocational and Applied Technology Education Act (TitleII, Part A and Title III Part B) P.L. 98-524, funds administered by the Chancellor's Office, California Community Colleges.

'The activity which is the subject of this report was supported in whole or in part by the U.S. Department of Education. However, theopinions expressed herein do not necessarily reflect the position or policy of the U.S. Department of Education, and no officialendorsement by the U.S. Department of Education should be inferred.'

No person shall, on the grounds of sex, race, color, national origin or handicap, he excluded from participation in, be denied thebenefits of or be subjected to discrimination under this project."

TABLE OF CGNTENTS

Executive Summary 1

Chronology 3

Preface 5

Objectives 7

Objectives, Outcomes, Measurement 9

Major Activities 37

Prior To Funding 37

After Funding 38

Follow-up Activities 46

Schedule of Major Activities 47

Dissemination 48

Evaluation 48

Observations 49

Appendix Index 51

EXECUTIVE SUMMARY

The Center for Consumer Home Economics Education project (ID# 91-0095), A-I and A-2, was designed to provide a variety of activities, services and productswhich would result in community college Home Economics programimprovement.

A Center office was established and equipped on the Mt. San Antonio Collegecampus. Priority project focus was to provide linkage between the COCCC andlocal colleges, support services and assistance particularly in relation to CHEMini Grants, a competitive bid process for awarding VATEA, III,B fur ds. FiveMini Grants funded with 1990-91 funds and 36 with 1991-92 funds werecoordinated from funding approval through final reports and claims. A computerdatabase was designed and installed to provide comprehensive data andinformation to assist the COCCC with accountability and state and federalreports.

The Center provided support in developing the RFA project specifications,application processing and review and Review Panel selection, orientation andresults for 29 1992-93 Mini Grants. 20 projects were funded and an additional six,through a Second Cycle RFA. These 26 projects were entered into the database,files maintained and project directors were trained. The Center generatedcomprehensive reports on Mini Grant trends, issues and progress, which weredistributed to the COCCC, the HEPDC and C/HE State Advisory Committee andto wider audiences through COMPENDIUM.

Other project activities improved the quality of Home Economics useful,occupational and transfer programs. The California Community College HomeEconomics Program Plan, including a Directory of Professional and TradeOrganizations and Directory of Home Economics and Related Program Areas andInstructional Staff, was revised in cooperation with the CHE In Service CurriculumDevelopment project. Center project emphasis was on interdisciplinaryimplications. 43 professionals participated in a Task Force retreat. Revision wasextensive. 700 copies were produced and distributed statewide.

A Partnerships: Teaming Up To Succeed Handbook was developed and produced. Itprovided guidelines to help Home Economics instructional staff plan and establishpartnerships with business and industry. A companion brochure to use withbusiness contacts was developed. To facilitate local college identification, printingmasters were provided. 1,000 copies of the handbook, 5,000 copies of the industrybrochure and 150 printing masters were produced and distributed to 107colleges/71 districts.

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Two issues of COMPENDIUM were produced. The Center provided releases fortwo additional issues. 1,700 to 2,000 copies were produced and distributedstatewide.

A 12 member HEPDC advised on all aspects of project design andimplementation and evaluated activities, products and the overall project. C/HEState Advisory Committee, VATEA special and Tech Prep project directors andother key statewide Home Economics leaders were apprised of project progressand accomplishments.

To facilitate statewide linkages and communication, an 800 number was installedat the Center, support was provided for Info Net operation and two Info Networkshops were conducted.

Grant writing assistance was offered through a break-out session during the CA-HEA Biennial Convention and a four and a half hour workshop for collegeswhich did not have funded Mini Grants.

Greater cost effectiveness and efficiency were realized through closecooperation/collaboration with related projects. The COCCC; contractor, Mt.San Antonio College and subcontractor worked together closely, maintainedcontinued communications and reassessed project priorities frequently. This wascrucial to the conduct of the project which will serve as model for otherdisciplines and support services.

2

July 1991

July 16, 1991

CHRONOLOGY

Proposal for Center for Consumer Home EconomicsEducation developed at the request of the COCCC.

Subcontractor met with Kimberly Perry, projectmonitor designee and Peggy Sprout Olivier who was tobecome the project monito:.. both Specialists, COCCC,to discuss the project proposal. Proposed operationaldates of 9/1/91 to 5/30/92 were changed to an endingdate of 7/30/92 to provide time for processing CHEMini Grant reports and claims and develop thestatewide summary report.

July 18, 1991 An Addendum to the project proposal was sent to theCOCCC with a revised Schedule of Activities.

October-December 1991 Essential services were provided to support CHEJanuary 1992 Mini Grant projects approved for funding, assist

colleges to revise projects to become fundable andworkshops for "Second Chance" applicants at therequest of the COCCC. These activities were supportedby the Consumer and Home Economics InserviceCurriculum Development project also awarded to Mt.San Antonio College and operational during thesemonths.

January 31, 1992 Center for Consumer Home Economics Educationproject funding approved and end of operationchanged to October 31, 1992.

April, 1992 Center office at Mt. San Antonio College furnishedequipped and operational.

May, 1992 Augmentation for Transition for Center for ConsumerHome Economics Education application proposaldeveloped and submitted to the COCCC at theirrequest. This was necessitated because the RFP fot theCenter project was not advertised by the COCCC whichmeant there was no provision for continuous operationof the Center to service 1992-93 CHE Mini Grantapplications and projects approved for funding or,because of late funding of 1991-92, provide services andcomplete reports related to those CHE Mini Grants.

3

October, 1992 The COCCC was alerted to the scheduled close-downof the Center October 31, 1992.

October 29, 1992 Notification of funding approval for the Amendmentto the Center project (Augmentation for Transition)and a Budget Revision approval was received.

May 22, 1993 A no-cost increase extension to June 30, 1993 wassubmitted to the COCCC at the request of the projectmonitor. A letter from the project monitorrecommending approval by the COCCC was receivedin May. The final agreement (Amendment Number 2)was received for signature July 26, 1993.

4rt

PREFACE

The establishment of a Center for Consumer Home Economics Education toprovide linkage between the Chancellor's Office, California Community Collegesand local community colleges was a new concept. It was an outgrowth of priorityrecommendations from the Consumer/Home Economics State AdvisoryCommittee to the Chancellor's Office.

Project specifications were developed by the COCCC Specialist, Kimberly Perry,who had responsibility for Home Economics and related program areas.Consumer Home Economics Education (CHE) Mini Grants were a significant partof the project. The awarding of Vocational and Applied Technology Education Act(VATEA) CHE Title III, Part B funds through a competitive bid process was a newapproach. It was an outgrowth of the C/HE State Advisory Committee review ofthe Sierra College study Consumer Homemaking Education in California'sCommunity Colleges: A Description of Uses and Model Program Efforts. Thecompetitive bid process was implemented in 1991 for awarding of 1990-91 and1991-92 funds to local colleges.

There was no past history or experience on which to base Center operation andtime and resource requirements for servicing local college needs and COCCCrequests for assistance. It was an evolving process developed cooperatively by theproject monitor, project director and Center director. Every effort was made toremain responsive to local college requests for assistance with Mini Grant andrelated areas and to COCCC emerging needs for services in the race of limitedstaff and resources. The chart on the following page illustrates the multiplefunctions of the Center as they developed.

In the initial project, professional time for all activities was estimated at 44%. InAmendment Number One, this was increased to 50% which still was notadequate. In the budget revision, professional time was increased to 60% whichstill did not reflect total time spent. The project monitor and director and Centerdirector were sensitive to this problem and continually reassessed priorities andexplored operational refinements.

Future Center operation will require clear definition of essential services andactivities which are attainable within allocated resources.

The team approach to management decisions exercised by the project monitorand director and Center director during this project will continue to be critical toCenter effectiveness and value.

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CENTER INTERRELATIONSHIPS AND LINKAGES

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OBJECTIVES

For clarity and to avoid duplication, objectives of the Center for Consumer HomeEconomics Education project (91-0095) and Amendment Number One (A-1) anddiscussion of outcomes, measurement, activities and related information havebeen clustered. The initial project had four objectives; A-1 had five objectives. Ofthese, nine objectives, one in the initial project and four in the Amendmentrelate specifically to Consumer Home Economics Education (CHE) Mini Grants.The initial project was funded from two sources, VATEA Title II, Part A and TitleIII, Part B and included objectives which supported Home Economicsoccupational programs. A-1 was funded entirely by Title III, Part B, andconsequently did not include occupational program objectives. A-1 was designedspecifically to maintain continuous operation of the Center to service CHEMini Grants, provide support and assistance to colleges and respond to requestsfrom the Chancellor's Office, California Community Colleges (COCCC).

Equip, staff and operate a Center for Home Economics to provide:

Linkage between the Chancellor's Office, California Community Colleges and40 to 50 local colleges awarded CHE Mini Grants for 1991-92.

Technical assistance and serve as a resourc, to colleges in Mini Grantimplementation, documentation and claims.

Provide operational staff augmentation for the COCCC vocational unit inprocessing, selecting and awarding Mini Grant applications within the specifiedtime frame.

Log and prescreen 60 to 70 Mini Grant applications to determine eligibility forreview.

Select, convene and train a Mini Grant Application review panel.

Provide COCCC with Notice of Intent to Award Mini Grants and letters to mailto all applicants.

Prepare contracts for processing/distribution by COCCC.

Improve the quality of Mini Grant projects and accessibility for target populationsthrough providing technical assistance and consultation for local colleges inimplementing Mini Grants and improving communications convenience/response including:

7

One Mini Grant training/orientation workshop for 50 to 60 projectcoordinators.

One Info Net training workshop for 50 to 60 project coordinators and follow-up technical assistance.

One workshop for Mini Grant applicants denied funding.

One special issue of COMPENDIUM showcasing Mini Grant innovations,successes and obstacles mailed to 107 community colleges/71 districts.Particular emphasis will be on collaborative efforts with the Gender EquityCoordinator and retention and academic advancement for specialpopulations.

Maintain records/reports for COCCC to insure compliance with the Carl PerkinsVATEA, III,B funds and identify innovations and enrichment data which canlead to increased effectiveness.

Orient and train new Center for Consumer Home Economics Education staffand provide for a smooth and orderly transition.

Utilize a 12-member Home Economics Professional Development Committee toadvise on project operation. Interface with and provide data to the CaliforniaDepartment of Education, the Consumer/Home Economics State AdvisoryCommittee and directors of Home Economics special projects.

Strengthen Consumer Home Economics and Occupational Home Economicscurriculum and teaching strategies through convening a Task Force of aminimum of 25 professionals from home economics and support disciplines toreview and revise the CCC Home Economics Program Plan to includeinterdisciplinary courses. Distribute 700 copies to 107 community colleges.

Develop, produce and distribute 700 copies of a directory of professional/tradeassociations related to Consumer Home Economics and Occupational HomeEconomics education for insertion into copies of the Home Economics ProgramPlan.

Design, produce and distribute 1,000 copies of a handbook providing strategiesand techniques for developing partnerships between Home Economics educationand business and industry.

OBJECTIVES OUTCOMES MEASUREMENT

Equip, staff and operate a Center for Home Economics to provide:

Linkage between the Chancellor's Office, California CommunityColleges and 40 to 50 local colleges awarded CHE Mini Grants for1991-92;Technical assistance and serve as a resource to colleges inMini Grant implementation, documentation and claims.

Anticipated Outcomes

A fully equipped Center officelocated on the Mt. San AntonioCollege campus.

Determine policy, procedures andfunction for Center operation, datacollection, reporting and claimscompliance and enrichmentrequirements.

Actual Outcomes

Mt. San Antonio College providedoffice space in the Home Economicsbuilding and furniture at no cost.The college arranged for purchasingand installing equipment includingtwo telephone lines - oneconnection through the collegeswitchboard and one 800 number -a modem for connection withInfo Net, a Macintosh computer andprinter, software, a photocopier andcart and a calculator.

Policy, procedures and function forCenter operation were determinedby the project monitor and directorand Center director. As experienceaccrued and additional needssurfaced, modifications were madeto keep Center services responsive.

Procedures and forms for CHEMini Grants were developed, approvedby the COCCC am' implemented.These are shown as Appendix C andinclude: Status Summary Report,Progress Report, Revised BudgetSummary form instructions, FinalClaim form Instructions, CHEMini Grant Final Report and StatewideSummary report.


A part-time hourly clerk trained tomaintain computer and hard copyfiles on CHE Mini Grant projects,perform clerical duties forapproximately ten hours per week.

Computer files maintained on 40 to50 CHE Mini Grants. Consolidatedprogress summaries provided toproject monitor and director.

Quarterly Progress Reports receivedon schedule, inputted into computerfile, exceptions noted.

A CHE Mini Grant Writing Work-shop conducted in conjunctionwith the October 1991 CCC CHE/ECE statewide conference in cooper-ation with the CHE Inservice/Curriculum Development project.

Actual Outcomes

A part-time hourly clerk, LauraForney, was hired and trained.Under general supervision from theCenter Director ShirleyMcGillicuddy, Computer SystemsAdministrator John Johnson andAdministrative Secretary MaryForney, she inputted data into thecomputer files for each Mini Grantproject, generated reports, main-tained hard-copy files andperformed general clerical duties.

Computer files were maintained for5 Mini Grants funded with 1990-91moneys and 36 Mini Grants fundedwith 1991-92 moneys.

Quarterly Progress Reports receivedwere confirmed with Mini GrantProject Directors, colleges not filingProgress Reports were notified theywere overdue. Project modificationsand Budget Revisions wereprocessed, entered into databaseand approved or appropriate actionwas recommended to the COCCC.

The CHE Inservice/CurriculumDevelopment Project was amendedto support this activity and "secondchance" workshops when theCenter project had not been funded.This action was taken at the requestof the COCCC to respond to thecritical need for assistance to localcolleges based on the low percent ofprojects which scored sufficientpoints for funding approval (59project applications received, 16scored 80.0 points or above). Sixtyparticipants attended the post-conference no cost workshop. Four

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Anticipated Outcomes Actual Outcomes

regional "second chance" workshopswere cosponsored with GenderEquity/Single Parent COCCC staffduring Fall 1991.

Provide local colleges with Center response to requests forassistance on request. Enter requests assistance were timely, tailored tointo database. individual needs and logged into

the database. Requests werefrequent, varied and not exclusiveto CHE Mini Grants. The volume ofrequests for information, resourcesand assistance was not anticipated.

Process final reports and claims for Claims for funds, form VEA 4 andfunds. Recommend appropriate 5, were verified, follow-up contactaction to the COCCC. was made to initiate correction

where warranted. Final reports werereviewed, logged into the databaseand filed. Expenses were verified tomake sure a minimum of 1/3 offunds were spent for residents ofEconomically Depressed Areas.Claims were forwarded to theCOCCC either approved forpayment or recommending pendingor follow-up action, e.g. RevisedBudget approval. Colleges notsubmitting Claims and reports bythe deadline of 30 days followingend of funding were notified.Colleges which did not providedocumentation were notifiedpayment of the final claim andretention of the 75% initialallocation were in jeopardy.Appendix G profiles 1990-91, 1991-92 CHE Mini Grants funds awarded,funds claimed and unclaimed,percentage claimed and percentagespent for EDA.

e1-1.iJ


Innovative strategies/practicesidentified; sites visited to collectenrichmert data; innovationsprofiled in COMPENDIUM.

A statewide report summarizingCHE Mini Grant quantitative andqualitative data and meeting statecompliance requirements forreporting VATEA, III, B fund use.

Distribution of statewide summaryreport to 107 colleges including:designated Home Economicscontact, CHE Mini Grant projectdirectors, instructional and voca-tional deans.

Actual Outcomes

Progress and Final Reports werereviewed to determine innovations/exemplary projects for showcasing.Successes were highlighted inCOMPENDIUM, will continue to befeatured in the newsletter and willbe described in the statewide report.Site visits were not conductedbecause of time constraints and theydid not seem to be an essentialrequirement.

A draft statewide report has beensubmitted to the project monitor forapproval. Reports of 1990-91 and1991-92 funds use will be completedin accord with COCCCrecommendations.

Subject to approval by the COCCC,a CHE Mini Grant statewide sum-mary report will be distributed asprescribed and in addition, to theHome Economics ProfessionalDevelopment Committee and theC/HE State Advisory Committee.

Measurement: The project monitor and director and Center directorand project staff continually assessed the effectiveness of the Centeroperation and policies and procedures. Modifications were made asprocesses evolved. The HEPDC and C/HE State Advisory Committeereceived progress reports and provided input and advisement. CHEMini Grants provided quarterly progress reports and a final report of actualoutcomes as compared with those anticipated. Results were impressiveconsidering the shortened operational period for Mini Grants five to sevenmonths. One measure of success was whether greater impact was realizedthrough CHE III, B funds, if larger amounts were awarded through thecompetitive bid approach and if fewer dollars were released. The table onthe next page profiles 1990-91 and 1991-92 CHE Mini Grants use of funds.

12

1. 7

Measurement: continuedNo.ofProjects

Amt.Awarded

Amt.Claimed/%

Amt.Unclaimed Range Average

1990-91 5 $59,500 $59,446 (99.9%) $54 (.1%) $5,436 to $11,900$20,000

1991-92 36 $579,451 $533,782 (95.6%) $25,669 (4.4%) $3,261* to $15,383$20,000

* Does not reflect accurate picture, Skyline College's Mini Grant which wasthe least amount claimed, was funded through both 1990-91 and 1991-92moneys.

Out of the 42 projects, only two spent the minimum requirement of onethird of the funds for target populations from Economically DepressedAreas.

Feedback from Mini Grant project directors led to refinement in Centerservices and procedures. Overall reaction to the value of the Center as aresource for assistance and advisement was positive.

Comparison: Actual and Anticipated Outcomes compare favorablyconsidering the delay in funding (September 1, 1991 anticipated, January31, 1992 actual), and the fact this was an evolving process which tookshape as experience was gained.

1 3 -1 0

Provide operational staff augmentation for the COCCC vocationalunit in processing, selecting and awarding Mini Grant applicationswithin the specified time frame.


60 to 70 CHE Mini Grant applica-tions reviewed for compliance withproject specifications andappropriate use of CHE III, B fundsprior to Review Panel assessment.

Select, convene and train aMini Grant Application ReviewPanel.

Actual Outcomes

29 CHE Mini Grant applicationswere screened against a set Jfcriteria to ensure compliance withproject specifications, applicationrequirements and intended use ofCHE III, B funds. Exceptions/concerns were noted and discussedwith the project monitor and notedfor Review Panel consideration.

Review Panel composition definedto include two CCC HE representa-tives, one program coordinator/department chair conversant withall five program areas and one fromLifespan (Child Development,Family Studies, Gerontology) andone business/industry representative.Names and contact information forcandidates in each category wereidentified and provided to theCOCCC (See Appendix E). Projectstaff provided assistance incontacting candidates and alternatesfor three and a back-up fourthpanel.

Based on the number of CHEMini Grant and VATEA HomeEconomics special projects threepanels were formed. Assignments ofprojects to be reviewed wereorganized to ensure no panelistwould review a project submitted bytheir college or a college withintheir own community collegedistrict.

14


Orient and train panelists to thereview process, project specifica-tions, rating sheets and proceduresfor completion.

A tabulation of panel ratingssummarized and identifyingprojects eligible for funding andthose which were not. Panel Reviewrating forms prepared for reviewacid distribution to applicants.

Provide COCCC with Notice ofIntent to Award Mini Grants andletters to mail to all applicants.

Actual Outcomes

Three panels of three members eachwere briefed on CHE Mini Grantapplications and exceptions to beattentive to, review process andprocedures and rating sheetcompletion. Policy was establishedto ensure consistency/fairness inrating, e.g. points to be deducted forproject narrative exceeding sixpages, failure to follow prescribedformat and forms. Review Panelratings were checked for accuracy ofpoints awarded and clarity ofcomments.

A summary report of projectsreviewed, total and average pointsawarded, those recommended forfunding, projects recommended forfunding at a reduced level (1),projects subject to negotiation/resubmission and those whichclearly did not meet compliance/specification requirements. Thissummary (See Appendix F) wasprovided to the COCCC. Reviewpanelist forms were checked toverify points awarded and clarity ofcomments to ensure their value forapplicants.

Summary prepared for COCCCdefined fundable projects. COCCCpolicy determined letters andagreements would be prepared in-house.

15 e-4., o


Agreements prepared for processing/distribution by the COCCC.

Computer and hard copy filesestablished for funded projects.

Actual Outcomes

Projects recommended for fundingwere listed in COMPENDIUM andprovided the HEPDC and C/HEState Advisory Committee.

Second cycle of RFAs wereadvertised in an effort to awardunallocated III B funds. The Centersent a letter to Mini Grant applicantswith unfunded projects and tocommunity clleges which did nothave CHE Mini Grants announcingthe Second Cycle RFAs. Consul-tation assistance was provided toapplicants on request. Four of ninecolleges denied funding submittedapplications; three were recom-mended for funding and one ispending. Applications were screenedfor compliance and appropriatenessto III B funds and summarized forCOCCC. A list of potential ReviewPanelists was provided to theCOCCC. A Comparison of CHEMini Grant applications and fundingwas revised to reflect each fundingcycle (See Appendix D).

The COCCC sent letters authorizingexpenditure of funds. Agreements asof July 1993 are pending.

26 1992-93 projects were enteredinto the database and hard copyfiles.

16

Measurement: Project monitor and director and Center director andstaff assessed the process for submitting and reviewing CHE Mini Grantapplications and recommendations for improvement. The process wasconsiderably improved over that experienced with 1990-91/1991-92 funds.Based on data available for that cycle, 59 applications were received, 17(32.2%) scored within the fundable range of 80 to 100 points. Totalapplications received for 1992-93 funds was 29, 20 (68.9%) scored within afundable range. Second Cycle total applications received was ten, (70%)scored within a fundable range. This demonstrates a progression ofimprovement.

Review panelists critiqued the process and procedures and provided verbaland written input to recommendations for improvement. HEPDC and C/HEState Advisory Committee members reviewed data and results and expressedpositive response to the impressive improvement in success ratios.

IComparison: Anticipated and Actual results compare favorablyrecognizing the newness of the process for all participants - local colleges,the COCCC, Review Panelists and the Center. Continued emphasis must beplaced upon evolving to a consistent, "user friendly" system which iscompatible with COCCC policy and procedures for awarding VATEA fundsand does not impose unrealistic expectations upon local CHE Mini Grantapplications and projects.

Improve the quality of Mini Grant projects and accessibility for targetpopulations through providing technical assistance and consultationfor local colleges in implementing Mini Grants and improvingcommunications convenience/response including:

One Mini Grant training/orientation workshop for 50 to 60 projectcoordinators.

One Info Net training workshop for 50 to 60 project coordinatorsand follow-up technical assistance.

One workshop for Mini Grant applicants denied funding.

One special issue of COMPENDIUM showcasing Mini Grantinnovations, successes and obstacles mailed to 107 communitycolleges/71 districts. Particular emphasis will be on collaborativeefforts with the Gender Equity Coordinator and retention andacademic advancement for special populations.


Assistance provided to local collegesto improve the quality of the use ofCHE Title III, B funds andaccessibility for target populations.

One Mini Grant workshop for 50-60project coordinators.

Actual Outcomes

Individual counseling and responseto concerns was provided on anongoing basis and addressed suchissues as: lack of an agreement fromthe COCCC, project time line andbudget modifications, appropriate-ness of activities to funding sourceand related concerns. These werelogged into the project data base.

A Mini Grant workshop wascompleted for 1992-93 fundedprojects. 23 of the 26 projectdirectors attended. In addition, arepresentative from one pendingproject was present. Informationwas mailed to those projects notrepresented. The Center project paidfor travel and meeting expenses.Content included reporting/sharingof each Mini Grant project, targetpopulations and strategies;procedures and reporting

18


requirements and common andunique concerns. Project Directorswere enthusiastic, believed thesession was extremely beneficial andexpressed positive reaction to theworkshop in terms of: understand-ing the requirements for projectsperformance, bonding with relatedprojects and a clear definition ofprocedures, forms and the rationale.

Questions/problems/exceptionswere noted and documented. Formswere revised and will be submittedto the COCCC for review andimplementation by subsequentCenter projects.

Info Net Workshop for 50 to 60 Info Net workshops were held MarchMiniGrant project directors 31, south and April 19, north. See

Appendix I for workshops Abstractand Report. In accord with HEPDCrecommendations the focus was ontraining statewide leaders: HEPDCand C' /HE State Advisory Committeemembers, VATEA Home EconomicsSpecial Project Directors and theDelta Sierra Tech Prep projectdirector.

Hands-on InfoNet workshops wereconducted by the project ComputerSystems Administrator John Johnsonand Rick Ida, member of the C/HEState Advisory Committee who wasa frequent InfoNet user. Thesetrainers were recommended bySandy Bucknell, Center liaison withModesto Junior College InfoNet inlieu of the availability of a CHEInfoNet Secretary from Modesto. 15individuals were trained/retrained.

19 r)

.Anticipated Outcomes

One Mini Grant writing workshopfor applicants denied funding.

One special issue of COMPENDIUMshowcasing CHE Mini Grantinnovations, successes and obstaclesmailed to 107 community colleges/71 districts. Emphasis placed oncollaborative efforts with GenderEquity Coordinator and retentionand academic advance-ment fortarget special populations.

Actual Outcomes

One grant writing break-out session,Agony and Ecstasy was conductedby the project director and Centerdirector in conjunction with theCalifornia Home EconomicsAssociation (CA-HEA) BiennialConvention, March 20, Sacramentofor 35 participants (See Appendix Jfor evaication summary).

One 4 1/2 hour CHE Mini GrantWriting Workshop was conductedby the project director and Centerdirector April 21, San Franciscoairport for 10 participants from 9colleges.

COMPENDIUM featured Mini Grantstatistics, information and strategies.After the COCCC has approved thestatewide summarizing report, afuture issue of COMPENDIUM willfocus on CHE Mini Grant innova-tions, successes and obstacles,Gender Equity collaboration andretention and academic advance-ment of target special populations.Mini Grant Final Reports and thestatewide summary report weredesigned to collect this information.The Center produced, at fieldrequest, a summary of all Mini-Grants which included a parentingcomponent which was distributedto all Mini Grant project directors.

20

Measurement: The project monitor and director and Center Directorassessed progress and continuing problems with Mini Grant projectapplication and design, implementation success/obstacles and other factorSof influence on a continuing basis. Input was collected from Mini Grantproject directors, Review Panelists and applicants. Deterrents to successwere a lack of consistency in application and review procedures and delaysin funding and the issuance of signed agreements. Some districts wouldnot approve project start-up based on a letter of authorization. Applicationsi!ccess rates are one indicator of improvement although other variablesmust also be considered. In 1990-91, 91-92 59 applications receivedexperienced a 32% funding rate, in 1992-93 29 applications realized a 68.9%funding rate, in 1992-93 10 applications - 70% success rate and 1993-94 38applications - 76% success rate (a compliance review has not beenconducted on these projects). Response to the Mini Grant Project DirectorsWorkshop was extremely positive and was assessed as providing practicalhands-on help and an opportunity for interactive exchange. Panelistsrecruited for 1992-93 project review provided suggestions andrecommendations for process improvement. Info Net training effectivenessis best judged through use. There is some indication of small strides beingmade. The inability to recruit a CHE Administrative Secretary for Info Nethad some negative impact on maintaining current information on theBulletin Board and public announcements.

Comparison: Anticipated and Actual Outcomes compare favorablyconsidering delays and modification necessitated by late funding for boththe Center project and for CHE Mini Grants.

21

Maintain records/reports for COCCC to insure compliance with theCarl Perkins VATEA, III, B funds anc: identify innovations andenrichment data which can lead to increased effectiveness.Anticipated Outcomes

Computer and hard copy filesestablished and maintained forindividual Mini Grants

Progress Reports (December, March,June) processed, entered intodatabase and confirmed.

Project modifications, e.g. personnelchanges, time-line and budgetrevisions processed and approved orforwarded to COCCC withrecommended action.

Innovations in CHE Mini Grantstrategies and implementationactivities identified.

Actual Outcomes

Data available was entered into1992-93 CHE Mini Grant computerfiles. Hard copy files were estab-lished for individual Mini Grants as aback-up for computer files. Thesoftware program was updated toexpand the retrieval capability.

Progress Reports (March and June1992-93 and June for second cycleMini Grants) were processed, enteredinto the database and confirmedwith project directors.

Project modifications were processedand required action taken. Changeswere entered into the database andhard copy files. Follow-up, wherewarranted, for clarification,compliance, etc., was initiated withMini Grant Project directors.Changes requiring COCCC atten-tion were forwarded to the projectmonitor with recommended action.

Innovations were not sufficientlyapparent because of the lag inimplementation caused by fundingdelay and the absence of signedagreements.

Measurement: Currency and completeness of computer and hard copyfiles, timely action on project modifications, response to project directorsrequests for assistance and information.

22

Measurement and Comparison are not relevant since the objective couldnot be implemented.

Comparison: Anticipated Outcomes exceed Actual primarily becauseof late funding and the delay in issuance of agreements. Project directorsmost frequent requests related to implementation guidance in relation to areduced operational period and an anticipated date when signed agreementswould be issued . InfoNet has not been utilized to publish Progress Reportdue dates since CHE MiniGrant project directors were not trained on systemuse. However, the announcement could be placed on InfoNet and this useshould be corrected in future projects..

Orient and train new Center for Consumer Home EconomicsEducation staff and provide for a smooth and orderly transition.


Selection of a new Center contractorthrough competitive bid and panelreview/rating of applicationssubmitted.

Orientation/training of newcontractor and staff in policies,procedures, processes. Transferequipment, files, software etc. tonew Center location.

Actual Outcomes

The RFP was not advertised forCenter operation, 1992-93. Noapplications were submitted inresponse to the RFP, IdentificationNumber 93-0081, 1993-94.

Orientation/training was unneces-sary since there was no new Centercontractor.

23 ,1'

Utilize a 12-member Home Economics Professional DevelopmentCommittee to advise on project operation. Interface with and providedata to the California Department of Education, the Consumer/HomeEconomics State Advisory Committee and directors of HomeEconomics special projects.


A representative statewide advisorycommittee to advise on Center andproject operation and modification.New appointment made to fillvacancies by October 1, 1992.

Convene committee by December1992 to advise on Mini Grantprogress, Info Net usage/trainingresults, COMPENDIUM, transitionactivities to facilitate transfer to anew Center contractor.

Actual Outcomes

The initial project did not includean HEPDC objective since thecommittee was supported throughthe Consumer & Home EconomicsIn-Service/Curriculum Developmentproject (ID# 90-0412). A-1 includedsupport for the HEPDC to advise onthe project. New appointments weremade during the fall of 1992: part-time hourly instructor Louise Mast,Mt. San Antonio College; CaliforniaCommunity College Association ofOccupational Education (CCCAOE)representative Nicholas Kremer,Dean, Economic Development,Irvine Valley College and StaffDevelopment Chairperson for theCCCAOE. See Appendix A forHEPDC roster.

The Committee was convened andprovided Center project advisementas follows:

April 1992 in conjunction withthe California CommunityCollege Home Economics Pro-gram Plan Revision Task Force(supported by the In-Service/Curriculum DevelopmentProjeL L).January 1993April 1993

24


The Committee advised on allaspects of the Center projectincluding recommendations forredirected/new activities as a resultof funding delay for this and theConsumer Home Economics Profes-sional Development Project (alsobased at Mt. San Antonio College).Project implementation was guidedby HEPDC recommendations asfollows:- Publish an April/May issue of

COMPENDIUM through theCenter to allow adherence to aregular publication schedule for1993-94 through the ProfessionalDevelopment Project once it isfunded.

- Distribution should be contin-ued to college/district presidents,instructional and vocationaldeans, Academic Senate Presidents,staff development officers and inquantity to cover C/HE andrelated instructors to the desig-nated Home Economics Contactat each college.

- Mini Grant training should beprovided to coordinators forprojects funded and to appli-cants for non-funded projects.Materials and guidelines shouldbe provided to Mini Grantcoordinators for Business Officestaff to clarify the fiscal end oftracking and reporting.

- Opportunities for advanceplanning/preparation for subjectarea workshops should beexplored and where possiblelinked with other meetings, e.g.ASID, June, Asilomar; July

25


Inform C/HE State AdvisoryCommittee (See Appendix B forRoster), VATEA Special Projects andDelta Sierra Tech Prep ProjectDirectors, CDE and other keyindividuals/agencies of Mini Grantprogress and other significantinformation.

Actual Outcomes

summer market for Fashion.- Info Net - continued emphasis

should be placed on collectinghard data on users, obstacles andeffectiveness. Workshops shouldbe designed for leaders, e.g.HEPDC, C/HE State AdvisoryCommittee, C/HE VATEA SpecialProject coordinators. Mini GrantCoordinators should not be afocus at this time.

The project was modified to reflectHEPDC recommendations.

The project director, who served asliaison with the C/HE State AdvisoryCommittee, and/or the Centerdirector attended State AdvisoryCommittee meetings reporting onCenter project and CHE Mini Grantprojects progress, trends andconcerns. CDE, Home EconomicsDivision was represented on thecommittee as were some of theVATEA special and Delta Sierra TechPrep project. Individuals/agencieswere mailed COMPENDIUM andother statewide mailings and wereoffered Info Net training.

26

Measurement: Participation levels and advisement were key indicatorof success. The HEPDC and the C/HE State Advisory Committee became fullpartners in Center project implementation, modification and results. TheHEPDC took a leadership role in assuming responsibility for advisement onthe Center and the Professional Development projects. This dualresponsibility resulted in stronger linkages and increased cost effectivenessfor both projects. The roles for both committees became more clearlydelineated and defined. Both committees participated in activities,especially the CCC Home Economics Program Plan Task Force and inproject product advisement/development, e.g. Directory of Professional andTrade Organizations and the Partnerships Handbook and companionindustry brochure. Related projects, agencies and individuals were kept fullyinformed of Center activities and CHE Mini Grant progress. Directors fromthree special projects participated in Info Net training/retraining.

Comparison: Actual Outcomes e.Kceeded those Anticipated. This isattributable to the strong commitment and active participation ofindividual members of both Statewide Committees to the project, tohelping define a new concept of a Center to provide linkage between theCOCCC with local colleges and to all activities and products.

27

Strengthen Consumer Home Economics and Occupational HomeEconomics curriculum and teaching strategies through convening aTask Force of a minimum of 25 professionals from home economicsand support disciplines to review and revise the CCC Home EconomicsProgram Plan to include interdisciplinary courses. Distribute 700copies to 107 community colleges.Anticipated Outcomes

Coordinate Program Plan revisionand Task Force activity with parallelobjective in the Consumer & HomeEconomics In-Service/CurriculumDevelopment project designed tofocus revision on minimumqualifications guidelines for HomeEconomics and related instructors.

Consumer Home EconemicsEducation Center - Focus: Inter-disciplinary implications for homeeconomics programs/courses/instruction.

Background review informationprepared for Task Force advancepreparation.

A 25 member representative TaskForce convened to review and revisethe CCC Home Economics ProgramPlan including 19-20 communitycollge instructors/coordinatorsfrom each Home Economicsprogram area and mission/orientation and 12 to 15 frominterdisciplinary areas and five

Actual Outcomes

The revision priorities for eachproject were coordinated:Consumer/ Home EconomicsInService Curriculum Development- Minimum Qualification guidelinesfor home economics and relatedinstructors. Consumer EducationHome Economics Center -Interdisciplinary implications forhome economics programs/courses/instruction.

Subject area sessions during theOctober 1992 conference focused onMinimum Qualifications for HomeEconomics and related instructorsand Interdisciplinary coursecontent/curriculum. These wererecorded and provided to Task Forcemembers and are shown asAppendix H-5. Advance preparationinformational packets weredistributed to Task Force members.

Task Force members included: Ninefrom HEPDC, seven from C/HEState Advisory Committee, one eachfrom Articulation/Liaison, :.:CCECEBoard and InfoNet, five frominterdisciplinary subjects/areas. Sixgroups were formed: Mission,InfoNet, Articulation; five programareas - Fashion, Interiors, Life

28


business/industry representatives.

Task Force members include at least50% from each section of the Planwho served on the pervious TaskForce to provide for continuity, andnew members to provide freshnessof approach

Revised, edit and publish theCommunity College HomeEconomics Program Plan andDirectory and distribute to 107colleges/71 districts, four-yearcollege/university Home EconomicsDepartments, the State Departmentof Education Home Economics Unitand related projects, committeesand agencies.


Management, Lifespan andNutrition and Food. Each group wasled by a trained Facilitatorexperienced with Program Planrevision and included members whowere previous participants and newto the process. A total of 43participants and 3 staff attended.See Appendix H for Task Forcemembers.

Facilitators were trained/oriented tothe process the afternoon prior to theTask Force meeting. See Appendix Hfor Facilitator Guidelines.

Task Force members were convenedThursday, April 23 and Friday, April24. Packets/resource materials wereprepared. The schedule for the TaskForce meeting is shown as AppendixH-3. Project staff, John Johnson andKerri Visser, inputted revisions asthey were developed and providedeach work group with hard copy forreview.

Draft copy was edited following themeeting for consistency/clarity byProject director Marjorie Chitwood,corrected and distributed toparticipants and professionalswilling to review the draft with areply deadline of June 24 to thegroup Facilitator and June 30 to theCenter. 700 copies of the revisedprogram plan were producedthrough the Center project anddistributed to: Chief InstructionalOfficers, Chief Vocational EducationAdministrators, Directors of

29


Promote familiarity and utilizationof the Program Plan throughCOMPENDIUM and other commu-nication vehicles.


Counseling and Designated HomeEconomics Contacts. The latterreceived sufficient numbers ofcopies to cover each program areaoffered by the college. Copies werealso distributed to CCC ECEpresident; CDE, Home EconomicsEducation Unit including RegionalSupervisors; four-year colleges/university Home Economics depart-ment chairs and/or teachereducators; Task Force; HEPDC andC/HE State Advisory Committeemembers and key Home Economicsand related program area keyleaders. A supply was also placedwith the COCCC project monitorand in the Center to fill futureorders. A master list of orders filledwas maintained.

The May 1992 COMPENDIUMfeatured the Program Plan revisionsprocess and invited communitycollege home economics and relatedprofessionals to submit comments/suggestions to the appropriateFacilitator, the Project director,subcontractor or the Center director.

The September 1992 issue featuredthe benefits of the Program Plan andthe value for program improvement.Program Area Forums scheduled inSeptember/October 1993 willinclude innovations and strategiesin Program Plan implementation.

30


Coordinate publication anddistribution of California Comm-unity College Home EconomicsProgram Plan 1992 including Directoryof Professional Trade Organizations(See objective on page 33) andDirectory of Home Economics andRelated Program Areas andInstructional Staff

Update Directory of full and parttime Home Economics and relatedsubject matter instructors thoughInfoNet and the COMPENDIUM.

Actual Outcomes

The revised CCC Home EconomicsDirectory was distributed with theProgram Plan through the Centerproject in September 1992.

Continual efforts were made to keepthe Directory updated and currentincluding:

Entry of changes collected atGranlibakken Retreat, April 1992A statewide mailing to 107 collegesenclosing their Directory page tocorrect and/or verify.Review/revision by October 1992conference participantsReminders/requests to sendrevisions on InfoNet and inCOMPENDIUM.

Measurement: Participation level in the Program Plan revision processand the quality of the outcomes are the most positive indicators ofeffectiveness. Due to delayed funding for the Center, the Task Force retreatwas scheduled three times and twice canceled. When the Center was finallyfunded, timing was short and scheduling was difficult because of Easterbreak. There was no alternative but to proceed if any activity was to becompleted by the May 30 end of funding for the CHE InService/CurriculumDevelopment project. The results from the Task Force efforts was impressive.Revision recommendations were completed in the scheduled two-days. Thedraft review was mailed with sufficient lead time for thoughtful analysis andcomments. Field feedback has been positive. The emulation of the ProgramPlan by other disciplines and support service areas is a strong indicator ofthe value. The final measure of effectiveness is the implementation levelwhich will be more definitively assessed through the fall 1993 forums andthe resulting indication of program improvement.

31

Comparison: Anticipated and Actual Outcomes compare exceedinglyfavorably. The carefully planned process helped activities proceed within theextremely limited available time period. Cost effectiveness and efficiencywere increased through coordination with the In Service/CurriculumDevelopment project and previous projects. Home Economics specialprojects have maintained continuity and coordination through the twovery active advisory committees: HEPDC and C/HE State AdvisoryCommittee which has added strength and a results orientation to allprojects.

Program Plan Revision: The Curriculum Development Component ofthe Project

The proposed emphasis for the Center project was on interdisciplinaryimplications for Home Economics curriculum, courses and programs. However, acareful analysis and review of the Plan couldn't be accomplished in a narrowconfine. All areas of Home Economics programs, curriculum, instruction, coursecontent, instructional resources, etc. were scrutinized as a part of the process.

There was a logical progression of activity leading up to the revision. Mostimportant was the coordinated collection of field input carefully orchestratedduring the October 1991 conference, the use of the same facilitators for thosesessions and Task Force work groups and the consideration given to allsuggestions.

What will result will impact the quality of what is ultimately provided to studentsand how that information will be delivered more effectively. Statewide impactwill be realized as the Program Plan is reviewed and implemented locally. Theimpact will be further measured through the consistency of instructional contentfor students regardless of which college they may attend.

Fall 1993 program area forums will more definitely assess implementation,innovations and strategies as well as areas of vulnerability. VATEA special projects,based on priorities established by the C/HE State Advisory Committee, willfurther enhance the Program Plan through curriculum development projects.See Appendix K for a chart of CHE Special Projects over a six-year period.

32

Develop, produce and distribute 700 copies of a directory ofprofessional/trade associations related to Consumer Home Economicsand Occupational Home Economics education for insertion intocopies of the Home Economics Program Plan.


A listing of professional/tradeorganizations, contact informationand a brief description as a valuableresource for CCC Home EconomicsPrograms and the five program areasof: Fashion, Interiors(Environment,Design, Merchandising), LifeManagement, Lifespan (ChildDevelopment, Family Studies,Gerontology), Nutrition and Food.

Publish as a separate directoryincluded with the CCC HomeEconomics Program Plan anddistribute to 107 colleges/71 districtsin accord with Program Plandistribution.

Actual Outcomes

A Directory of Professional and TradeOrganizations was developedutilizing the Glossary of the 1990revised Program Plan and CCCHome Economics Program PlanRevision Task Force members as aresource. Requests for listinginformation were mailed toprospective organizations. SeeAppendix K. Approximately 70organizations/ agencies are listed.

700 copies of the directory werepublished as a separate documentand distributed with the ProgramPlan in accord with the distributionschedule. (See discussion of previousobjective.)

Measurement: Accuracy of contact and descriptive information was Iverified by organizations/agencies listed. The directory expands/augmentsthe professional organizations identified in each program area chapter. Thedirectory was identified as a need by the C/HE State Advisory Committee.The HEPDC and Revision Task Force supported the need and providedinput. This was the first issue of a resource directory, consequently, there isno history of value and frequency of use. There has been no feedback aboutthe Directory of Professional and Trade Organizations.

Comparison: Anticipated and Actual Outcomes compare favorably.There was no projection of the number of agencies/organizations whichwould be listed, 70 would appear to be a significant number, although itdoes not reflect a 100% response rate to the query le..ters.

33

3,3

Design, produce and distribute 1,000 copies of a handbook providingstrategies and techniques for developing partnerships between homeeconomics education and business and industry.


A handbook, based on C/HE StateAdvisory Committee guidelines,providing strategies and techniquesfor forming essential partnershipsbetween CCC Consumer HomeEconomics Education with business/industry.

Developed utilizing the StateAdvisory Committee business/industry members as a resource.

Reviewed extensively prior to finalpublication and distribution toensure relevance and value.

Publish and distribute 1,000 copiesof the handbook, as approved, to107 colleges/71 districts, keysecondary and four-year college/university professionals, relatedindividuals and organizations andHEPDC and C/HE State AdvisoryCommittee.

Actual Outcomes

The professional staff memberSharon Smith, responsible formanaging the design of thehandbook utilized the guidelinesdeveloped by the C/HE StateAdvisory Committee as a base forcontent and design.

Close contact was maintained withthe business/industry members toensure relevance to the businesscommunity. Program Plan TaskForce members provided input tohandbook content and design. ThePartnerships: Teaming Up ToSucceed logo developed for the 1989CCC CHE/ECE state wide confer-ence was utilized to build onestablished identity and recognition.

In addition to those listed above,the draft publications were reviewedby the C/HE State AdvisoryCommittee, the HEPDC and weremailed with a Feedback Form to 107colleges with Program Plandistribution. Suggestions wereincorporated.

A handbook and companionbrochure for use with business/industry contacts was approved bythe project director and monitor.Review included a distribution planand a proposed cover letter. 1,000copies of the handbook, 5,000copies of the industry brochuredesigned for adding local collegeidentification and 150 printing

34


masters were distributed statewidein July 1993. Home EconomicsDesignated Contacts received oneprinting master and five industrybrochures to each handbook insufficient quantities to coverprogram areas offered by thecollege. Individual sets weredistributed to Chief InstructionalOfficers, Chief Vocational EducationAdministrators and to designatedcommittees, agencies/institutionsand key statewide Home Economicsleaders. Sufficient copies wereproduced for distribution anddiscussion of implementationstrategies during the five programarea forums scheduled forSeptember and October 1993.

The cover letter was co-signed by Dr.Phoebe K. Helm, Vice Chancellor,Economic Development andVocational Education and PeggySprout Olivier, Program Coord-inator, COCCC.

35

1

Measurement: Design and content of Partnerships: Teaming Up ToSucceed, A Handbook for Connecting Consumer Home Economics Education withBusiness and Industry and the companion brochure for industry weremonitored ?.nd evaluated continually and extensively. Participants in thatprocess included: the project monitor and through her to other COCCCstaff, the project director and staff, the HEPDC, C/HE State AdvisoryCommittee and especially the business/industry representatives and HomeEconomic faculty at 107 community colleges. All comments andsuggestions were carefully reviewed and reflected in the final product. Onemajor redirection was the addition of a companion brochure to be used inbusiness/industry calls and designed to be localized through adding collegeidentification. To facilitate that process at low cost to local colleges, aprinting master was provided each college. Feedback from statewidedistribution of the handbook and brochure, though limited within the timeframe was positive. Sufficient quantities were produced to distribute copiesof both publications at the September/October 1993 program area forumsduring which implementation strategies will be discussed. The statewide useof a common logo and message provides impact for and identification ofcommunity college Home Economics programs with crucialbusiness/industry partners. Expanded collaboration with Californiaindustries and businesses will be the most revealing measure ofeffectiveness. However, this is contingent upon local college facultyimplementation of the handbook.

Comparison: Actual Outcomes exceeded those Anticipated in terms ofthe production of two brochures. 1,000 handbooks, as projected, wereproduced. 5,000 companion brochures designed for placement withbusiness/industry and 150 printing masters were produced and distributedbut not projected. Distribution was projected for April 1992, Funding delayuntil January 31, 1992 made this deadline impossible because of thesequence of activities essential to completion, re-prioritizing and schedulingof activities to address critical needs, budget revision and approval tosupport printing costs due to unit costs for printing the CCC HomeEconomics Program Plan 1992 including two directories which had beenbudgeted to provide insertion pages and directories rather than productionof the total document. Program Plan unit costs were $15.16 plus mailing. Allredirection/modification was made after careful consultation between theproject monitor, director and subcontractor and staff.

36

ACTIVITIES

Prior to Funding

Partnerships handbook consultant met with C/HE State Advisory Committeebusiness/industry members to gain input and advisement on the content,design and business orientation of the publication.

Focus and direction for project activities was recommended by the HEPDCand the C/HE State Advisory Committee as a high priority for funding.Elements to be included in the project were identified.

Kimberly Perry requested that Mt. San Antonio College develop the project tobe sole sourced to the district. The funding level was $60,000, $30,000 eachfrom II,A and III,B funds.

Kimberly Perry requested that Mt. San Antonio College and the subcontractordevelop a budget for reviewing, coordinating and reporting of CHEMini Grants as a guide for retaining III,B funds at the state level. The budget,based on estimates only, since there was no past experience on which tobuild, was $19,590.

The project application was developed and discussed with Kimberly Perry andPeggy Sprout Olivier who was designated to become program coordinator forHome Economics. As noted in the chronology section of this report the dateswere extended.(See page 3)

2he project subcontractor designee served as Review Panelist for CHEMini Grant applications in July of 1991 which provided a hands-on experiencewith the new competitive bid process for awarding III,B funds as well as localcollege successes and difficulties.

The project monitor, director and subcontractor carefully scrutinized andreviewed the Mini Grant process, application guidelines and panel reviewprocedures to determine strategies to pursue to meet the priority of placing asmuch of the funds as possible at the local college level. The success rate of32% fundable projects form the 59 submitted was disappointing for localcolleges and the state. Assistance was provided in review of "Second Chance"RFA forms and procedures and suggestions for improvement. CHE Mini Grantassistance was provided through a revision of the CHE In Service/CurriculumDevelopment project (ID# 90-0412) at the request of the COCCC andincluded: a CHE Mini Grant Writing workshop and handouts following the1991 CCC CHE/ECE Statewide Conference for 60 participants, four regional"Second Chance" workshops in cooperation with Gender Equity/Single Parent

37 4.-i

to provide assistance with preparing projects for submission/re-submission,individual assistance and support on request.

Collection of input for Program Plan revision to reflect interdisciplinary issues,trends and implication of Home Economics curriculum courses instructioncollected during subject matter break-out sessions during the 1991 statewideconference.

Selection of members and preliminary scheduling, twice, of Program PlanRevision Task Force retreat in anticipation of funding of the Center project.

After Funding

Project Management, Implementation and Strategies

Prior to funding, immediately following funding approval date of January 31,1992 and throughout the operational period the project monitor, directorand subcontractor maintained close contact, consulting on project problems,budget, scheduling of activities, field request/responses and additionalactivities and needs essential for the COCCC and local colleges. A teammanagement approach was characteristic of project implementation.

Flexibility characterized implementation throughout the life of the project. Anevaluation process, without the benefit of a past history meant prioritiesneeded constant reassessment to be responsive to statewide and local collegeurgencies. Reassessment, redirection and adaptability were essential andconsiderations common to all implementation activities.

The end of project funding, extended to October 31, 1992, did not providecontinuation of services to 1990-91 and 1991-92 funded CHE MiniGrants. Toprovide for uninterrupted services and completion of processing of claimsand final reports, the COCCC requested an application for an augmentationof funds. This was necessary because the RFP designed to provide continuedservices was not advertised by the COCCC. 1990-91 MiniGrants were fundedthrough May 30, 1992 and 1991-92 projects were funded through December31, 1992. Several projects received an extension to March 31, 1993. TheCenter project was not funded to cover this cycle.

COCCC unanticipated requests were extensive and essential because oflimited staff and resources. Each request was explored to determine thepracticability within project resources, the priority within the spectrum ofplanned project objectives and activities and the attainability within theCenter staff capability.

38

Communications, letters, faxes, computer printouts and the myriad of reportsgenerated became unmanageable for the project monitor and director. Varioussystems and approaches were initiated. Satisfactory resolution was notachieved but was continually addressed in an effort to simplify and summarizeinto a manageable format.

Product review requirements and approval were extensive with the complexityof the project. Interactive discussion and review was intensive, frequent anddemanding. The project monitor, director and subcontractor were committedto this process, spent endless hours reaching resolution and wereconscientious about preserving the integrity of the COCCC and local colleges.

Active participation of the HEPDC and the C/HE State Advisory Committeewas enlisted and an essential ingredient of project management andimplementation. Background reports and charts were provided to committeemembers for all meetings and between to facilitate theirdecision/recommending role.

Center Office, Staffing/Equipment

Mt. San Antonio College dedicated an area for a Center office and providedoffice furniture and ancillary services and supplies. Purchase orders weredeveloped for a computer, software, printer, modem and a photocopier andstand. Telephone lines and phones including through the college switchboardand an 800 number were installed. The Center paid for 800 number calls. Itwas not possible for the college to bill for outside calls placed through theregular college telephone service.

The Center office,was equipped and operational by April 1, 1992.

A part-time hourly clerk, Laura Forney was hired and trained to maintainCenter records and files and especially the CHE Mini Grant data base for 1990-91 and 1991-92 projects.

The Center remained operational through July 30, 1993.

CHE Mini Grant Processing, Monitoring and Reporting

A computer program was designed and installed to maintain a cumulativehistory of each project and retrieve data for the statewide report and for otherindividual special requests. As specific requests were made, modifications tothe database were incorporated to improve the flexibility to generate reports,form letters and manage the history of each community college's Mini Grants.The database was updated to reflect changed information from thecommunity colleges.

394

Report forms were developed utilizing existing state forms where possible. AStatus Summary noted project revisions received from Mini Grant projectdirectors. It was used to verify accuracy of Center files with those of eachcollege. The Progress Report was designed to provide necessary informationand to be easy to complete. The existing COCCC VEA Revised BudgetSummary form was used. A sample form provided completion instructions.The Claim for Funds, Form VEA-5 and Schedule of Expenditures, VEA-4 asthey appeared in the Project Director Instructions were used. Sample formsprovided completion instructions. A CHE Mini Grant (VATEA, III,B) StatewideReport outline was developed. Quantitative and qualitative informationrequired was critical to the design of college reporting and claim forms andthe database. All forms were approved by the COCCC prior to fieldimplementation. Forms are included in Appendix C.

Based on experience with 1990-91, 91-92 and 92-93 projects, forms have beenrevised and subject to COCCC approval, will be implemented through thesubsequent Center project.

Individual compuier and hard copy files were maintained on each Mini Grantproject. Project directors were kept apprised of completeness of their file.Revision requests, e.g. personnel, time line, budget were processed accordingto policy established by the COCCC. Follow-up contacts were made to correcterrors or to clarify. Requests requiring COCCC approval were reviewed andforwarded with recommended action.

Five 1990-91 and 36 1991-92 Mini Grants were serviced and tracked throughto completion - filing of Claim for Funds and Schedule of Expenditure and theFinal Report. Extensive time was spent negotiating with project directorsand/or Business Office accounting personnel to arrive at a claim which couldbe approved for payment. Summaries of these projects and their fundingpattern is shown as Appendix G. Projects which had not filed claims andreports by the deadline date were notified in writing they were out ofcompliance. A second letter to those who still had not responded indicatedthe funds were in jeopardy. Final reports were reviewed for completeness andclarity. Particular emphasis was given the indication of the amount of fundsspent in or for residents of Economically Depressed Areas (EDA). This is acompliance issue. Legislation requires at least one-third of the funds be usedfor EDA. This issue also became time consuming to follow-up and resolve,particularly in the case of those projects which resisted/questioned theappropriateness of providing such information.

Individual consultation and requests from Mini Grant directors and theCOCCC were processed within a short turn-around period and were variedand significant in relation to time demands on project staff.

40el 5

Summaries of progress, trends, issues for Mini Grants were provided to theproject monitor and director, the HEPDC and C/HE State Advisory Cornmii.teeand were profiled in COMPENDIUM.

The Statewide summary reports are in process, have been submitted to theCOCCC for approval and will be completed as a follow-up activity. Onceapproved, detailed reports will be provided to the COCCC to meet federalgovernment reporting requirements for use of VATEA CHE III,B funds. Acondensed version will be produced and distributed to 107 colleges/71districts.

Mini Grant Protect Improvement

The Center Director provided assistance to the COCCC project monitor in thedevelopment of CHE Mini Grant and Home Economics VATEA Special Projectspecifications for 1992-93 funds. Efforts were made to simplify and clarifythe application guidelines and construction; maintain consistency andcompatibility with special project guidelines, instructions and forms overalland provide an understandable and easily implemented guide for localcolleges.

29 projects applications 1992-93 and ten "Second Cycle" 1992-93 werereviewed for compliance with project specifications, application procedures,appropriateness to CHE III,B funds and discussed with the project monitor.Issues, concerns and compliance violations were covered with Review Panel.

Review Panel composition and potential candidates were provided to theCOCCC with ample lead time for forming panels, (See Appendix E). A delay inissuance of invitations to serve made it difficult to fill panels as prescribed. Theproject staff provided support to the COCCC through telephone calls torecruit panelist.

Review Panel procedures and instructions were developed to provideorientation specific for CHE Mini Grants. Three panels of three members eachwere oriented to project specifications, the process and the importance ofthorough completion of rating forms and reviewer comments with theobjective of providing valuable learning information for funded and non-funded applications. The Center director coordinated forms and requestedadditional information where warranted and moderated policy discussion toreach consistency/consensus on scoring, e.g. points deducted for excessivelength of narrative, failure to use rec._ Aired forms, lack of signature.

Review Panel results were tallied to check total points, summarized andprovided to the COCCC for producing letters of intent to award or denyfunds. The summary report is shown as Appendix F. Panelists provided verbal

and/or written comments suggesting modifications and changes for allaspects of the CHE Mini Grant process form project specifications andadvertising, through review. These were recorded and filed for refinement offuture CHE Mini Grant competitive bid processes.

Letters were sent by the Center to non-funded applicants and colleges whichdid not have Mini Grants reinforcing "Second Cycle" applications advertisedby the COCCC and offering assistance on Mini Grant RFA project proposals.Advisement was provided upon request.

A project directors workshop was planned, scheduled and completed, April 19,1993, for 26 1992-93 funded Mini Grants. 23 of 26 projects were represented.In addition , one project representative for which funding was pendingattended. The workshop focused on sharing project concept, approach, targetaudiences; reporting requirements and project procedures; procedures forproject revisions and claims for funds. The Center paid for travel andexpenses.

Grant writing assistance was planned, scheduled and completed: March 20,1993, a Grant Writing: Agony Sr Ecstasy break-out session at the CA-HEABiennial Convention for 35 participants was provided by the project directorand Center director. Colleges submitting CHE Mini Grant applications notfunded in 1992-93 and those which currently did not have fundedMini Grants were invited to participate in an April workshop. Ten participantsrepresenting nine colleges attended the four and one-half hour workshop.The Center paid for travel and expenses.

To facilitate communications and to encourage replication of successfulstrategies an 800 number was installed at the Center, Info Net operation wassupported by the project, COMPENDIUM featured Mini Grant information, aprint-out of all Mini Grants with parenting components was complied anddistributed to all project directors and individual consultation assistance wasprovided. Requests for advisement increased during periods of time whenRFAs were advertised.

1993-94 application procedures were carefully analyzed and reviewed. A verbaldiscussion and a follow-up written analysis was provided the COCCC toidentify areas of confusion and conflict with previous CHE MiniGrantspecifications and application procedures. Over the period of the cyclestarting with 1990-91 and 91-92 funds, each subsequent RFA requireddifferent procedures. This included 1991-92 Second Chance, 1992-93 and 92-93Second Cycle and 1993-94. It was difficult to maintain consistency inadvisement assistance and of greatest importance, confusing for local colleges.The intent to keep procedures simple and tailored to small localized projectsof $5,000 to $20,000 was challenging to meet. This was especially evident

42. .

through the many calls to the Center requesting clarification and guidance inthe preparation of 1993-94 Mini Grant applications.

Info Net

Modesto Junior College CHE Info Net liaison, Sandy Bucknell, was contactedfor assistance in designating a CHE Info Net secretary to be paid by the Center.Job specifications were developed to clarify responsibilities. An individual wasidentified who was conversant with Info Net and already at the college.Unfortunately, the individual was unable to meet the commitment.

Info Net use was promoted through COMPENDIUM.

In accord with HEPDC recommendations, statewide CCC Home Economicsleaders were offered Info Net training. Those included were: HEPDC and C/HEState Advisory Committee members, VATEA Home Economics special projectdirectors and the Delta Sierra Tech Prep project director. Two workshops, onesouth in conjunction with a C/HE State Advisory Committee meeting and onenorth in conjunction with an HEPDC meeting, were held. Fifteen individualswere trained/retrained. Project Computer Systems Analyst , John Johnson andState Advisory Committee member, Rick Ida, conducted training to providehands-on assistance with IBM and Macintosh computers.

Info Net use was increased by some users. The Agenda for an August HEPDCmeeting was placed on Info Net. Info Net liaison, Sandy Bucknell was provideda list of workshop participants.

Program Plan Revision and Directory of Professional and TradeOrganizations

Program Plan revision to reflect interdisciplinary implications for HomeEconomics courses, programs and instruction was coordinated with the C/HEIn Service/Curriculum Development project. The latter focused on minimumqualifications guicelines for Home Economics instructional staff.

Task Force members were identified and retreats scheduled twice inanticipation of Center project funding. Both were cancelled. The Task Forcewas convened April 24-25 which was not the most convenient schedule sinceit was spring break for some colleges. In Service project funding ended May 30,1992, so there was no option.

Facilitators were trained the day prior to the Task Force session and most werethe same professionals who facilitated subject area sessions during the October1991 statewide conference which collected information for Program Planrevision. Six work groups were formed: Mission/Articulation/InfoNet and the

43

five program areas of: Fashion, Interiors, Life Management, Lifespan andNutrition and Food. See Appendixes H for Task Force details.

43 Task Force members and three project staff participated. On site computerinput facilitated the process. John Johnson and Kerri Visser input revisions asthey were developed and produced hard copy for work group use. First draftrevisions were completed in the two days.

Project director, Margie Chitwood edited the draft for consistency prior todistribution to Task Force members for review. Facilitators compiled commentsfor their own section.

Final editing and review was completed by the project monitor and directorand project staff over the summer.

A list of prospective agencies/organizations for inclusion in a Directory ofProfessional and Trade Organizations was reviewed and expanded by Task Forcemembers. Project staff professional Sharon Smith mailed letters and a replyform to potential organizations (Appendix K).

Replies were edited for consistency and formatted into a final Directory fordistribution with the Program Plan.

The Program Plan and two directories were produced for ease of use andincluded color coded tabbed sections and card-stock covers for the ProgramPlan and each directory. 700 copies were produced at a unit cost of $15.16.Single unit mailing costs for the shrink wrapped packets was $2.90.Distribution was to 106 colleges to: Instructional Deans, Chief VocationalAdministrators, Counseling Directors and Designated Home EconomicsContact. The latter received sufficient copies to cover each program areaoffered by the college. A letter suggested implementation planning meetingsbe held by program area. In addition, Program Plans were mailed to TaskForce, HEPDC and C/HE State Advisory Committee members; the CDE, HomeEconomics Education Unit; four-year college and university Home EconomicsDepartment chairs and other key statewide leaders.

The project monitor and director met with CDE, Home Economics EducationUnit staff to discuss the CCC Home Economics Program Plan relationship tosecondary, ROC/P and adult programs and the articulation potential.

COMPENDIUM invited field input to the Program Plan revision during thedevelopmental process and a follow-up feature after distribution highlightedfacilitator observations on the value and new direction for the Program Plan.

44

Innovations and strategies in Program Plan implementation will be one focusfor the subject area forums scheduled for September and October 1993.

Partnerships Handbook

As noted in discussion of activities conducted prior to funding, staffprofessional, Sharon Smith, met with the C/HE State Advisory Committee togain input for the handbook which was an out growth of previous efforts ofthe business/industry r.lembers of the committee.

Draft publications, one a handbook providing guidelines for communitycollege instructional staff use in developing partnerships withbusiness/industry and a companion brochure to orient business contacts toopportunities and benefits of forming partnerships with education werereviewed by both state advisory committees and Task Force members.

13 aft publications and feedback forms were mailed to Designated HomeEconomics Contacts with the Program Plan. Special emphasis was placed oncollecting feedback from business representatives on college advisorycommittees.

Publications were revised to reflect field input. Production was delayedbecause of C/HE State Advisory Committee confusion between thepartnerships package and a Performance Report of California Community CollegeConsumer Education and Home Economics produced for statewide distributionby that committee.

Final Editing and approval was provided by the project monitor and directorand Center director. 1,000 copies of the handbook and 5,000 copies of thebusiness brochure were produced and distributed to the same audiences whichhad received copies of the Program Plan with the exception of CounselingDirectors. A printing master was provided to the Designated Home EconomicsContact for adding college identification. Sufficient copies were produced fordistribution and implementation discussion during the September/Octoberprogram area forums.

Home Economics Professional Development Committee.

New appointments were made to the HEPDC (See Appendix A for roster).Background information was prepared and the committee was convened inJanuary and April.

The committee also provided recommendations for the Center project duringmeetings sponsored by the InService Curriculum Development project.

45ro

HEPDC became active partners in Center project implementation andactivities. Committee members were kept informed of progress.

Committee activities were featured in COMPENDIUM.

The project director was liai. pri with the C/HE State Advisory Committee,the Center director was an ex-officio member. Reports and operationsummaries were provided to the committee.

Interactive/communications activities were conducted with VATEA specialproject directors, the Delta Sierra Tech Prep project the CDE, Home EconomicsEducation Unit and the CA-HEA. All projects, committees and organizationswere invited to submit articles for COMPENDIUM.

A revised HEPDC composition plan was designed to provide representation foremerging/expanding Center responsibilities.

A Scheduled of Major Activities as conducted through the project appears on thefollowing page.

FOLLOW-UP ACTIVITY

Once approved by the COCCC, produce:

Statewide report of use of VATEA, CHE III,B funds to meet federal reportingrequirements.

Summarizing CHE MiniGrant Report for distribution to 107 colleges/71districts to: Chief Instructional Officers, Chief Vocational EducationAdministrators, Designated Home Economics Contacts, CHE MiniGrantProject Directors and other key individuals included in COMPENDIUMmailings.

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SCHEDULE OF MAJOR ACTIVITIESCenter for Consumer Home Economics Education

1992 1993

Feb Mar Apr )Way Aug Sep Oct Nov Dec Jan ireb Mar Apr May Jun JulPlan project strategy, establish policy &operating procedures with COCCC & project staff X X,Set up and equip Center office X-7 XPrepare background information for Committees,Task Force X- XSynthesize program plan revision recommendationscollected during 10/91 conference XConvene HEPDC & orient C/HESAC to projectprogress X X X X X XSelect members & schedule Task Force retreat X-Set up computer files on 42 90/92 and 26 92/93MiniGran; enter agreement changes/programs/data

X X,

Provide MiniGrantMiniGrant technical assistance.Process reports Sr claims X XDevelop, edit, produce & distribute PartnershipsHandbook X X,Convene Program Plan Task Force, publish draft X XDevelop Professional/Trade Organization Directory X XCoordinate RFA Review for 92/93 MiniGrants,Special Projects X - X

.I

Edit & refine Program Plan & Directories, Distribute X--XProduce & Distribute

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