Texas Higher Education Coordinating Board Carl D. Perkins Grants for Program … · 2018-05-18 · Original Application Approved - 8/3/2009 Texas Higher Education Coordinating Board

Original Application Approved - 8/3/2009

Texas Higher Education Coordinating BoardCarl D. Perkins Grants for Program Year 2009-2010

Application Cover Page

Project Title: Basic Grant Category: 42 Basic Grant Classification: Continuation Application Number: 10016

Applicant Institution:

Name: Collin County Community College DistrictFICE Code: 023614 Mailing Address: 4800 Preston Park Blvd. City, State, Zip: Plano, Texas, 75093

Budget Request:

Salaries and Fringe Benefits $ 51,250 Travel (Staff Only) $ 3,260 Capital Outlay/Equipment $ 20,385 Consultant Fees $ 0 Subgrants and Subcontracts $ 0 Miscellaneous $ 54,739 _____________

Subtotal - Direct $ 129,634 Administration $ 4,300 _____________

Total Grant Request $ 133,934

Project Director:

Name: Douglas G. Willis Phone: 972.377.1793 Fax: 972.377.1717 E-mail: [email protected]

Contact Person: Perkins Contact where applicable

Name: Douglas G. WillisPhone: 972.377.1793Fax: 972.377.1717E-mail: [email protected]

We hereby certify that the information contained in this application is, to the best of our knowledge, correct and that the institution named above has authorized us as its representatives to obligate this institution. We further certify that any ensuing program and activity will be conducted in accordance with all applicable Federal and State laws and regulations, applications guidelines and instructions, the Provisions and Assurances, Debarment and Suspension, Lobbying Certifications, Drug-Free Workplace requirements, Special Provisions and Assurances, and the schedules as applicable. It is understood that this application constitutes an offer and, if accepted by the Coordinating Board or renegotiated to acceptance, will form a binding agreement.

Name/Title of Chancellor/President/CEO from Applicant Institution

Cary A. Israel, President

Signature Date

Name/Title of Chief Financial Officer

Ralph G. Hall, Chief Financial Officer

Signature Date

Name/Title of Contact Person (Perkins Contact where applicable)

Douglas G. Willis, Associate Dean of Students-PRC



Local Plan

Application: 10016 - Basic Grant Institution: Collin County Community College District

Local Plan Requirements for 2009-2010

Each postsecondary eligible recipient needs to submit a local plan to qualify to receive Perkins funds. The plan must correspond to the period of September 1, 2009 to August 31, 2010. The local plan must address the 12 specific requirements identified in Section 134(b) of the Perkins IV Law, must describe how these activities address “Closing the Gaps by 2015”, and must document financial or in kind contribution to the One-Stop Centers.

Local Plan Checklist (14 items)

(1) Describe how CTE programs will be carried out.

The following programs of study selected for improvement during the 2009-2010 grant period are:

Computer Science

The Computer Science department will implement the Microsoft IT Academy within its current curriculum. The department will provide Microsoft certified courses that will prepare students to take the corresponding Microsoft Certified examinations that meet industry standards. In order to teach these courses two faculty members have been selected to complete the Microsoft Certification program. They will be granted course release in order to attend the Microsoft training academy and then are required to successfully complete each of the trainer certification exams. The Computer Science department will develop and implement three tracks; Visual Studio 2008 C#, Visual Studio 2008 Basic, and SQL Server 2008 Database Developer.

Division of Health Sciences and Emergency Services

The Division of Health Sciences and Emergency Services will initiate a program for the guidance and counseling of underrepresented and Special Population students seeking entry into the Healthcare Professions programs offered at Collin College. This program will seek to provide academic advising and admission services focusing on individuals that are from underrepresented groups such as gender, racial, ethnic, and special populations. The Division will advertise and hire a part-time academic advisor that will work exclusively within their Division. This position will target admission rates in the health sciences and emergency services degree and certification programs. This position will work with program chairs and faculty to develop new strategies to improve these students successful admission into these programs, assist program chairs in the ranking of qualified applicants, and provide information sessions as requested.

(2) Describe how CTE activities will meet state and local adjusted levels of performance.

Computer Science

Upon completion of the Microsoft IT Academy implementation the department will measure the number of students enrolled in the Computer Science offerings. The expectation is that there will be a substantial increase in the number of program track completers, Marketable Skills Achievement Awards recipients, and certifications awarded. The CTE activity seeks to successfully prepare students to meet industry needs as well as give them the tools for achieving Microsoft Certified IT Professional (MCITP) and Microsoft Certified Technical Specialist (MCTS) certifications. Another intended outcome is to initiate more interest in completion of Computer Science degrees/certifications at Collin.

Division of Health Sciences and Emergency Services

The expected outcomes of the guidance and counseling of underrepresented and special population students CTE activity is the marked improvement in the admission rates of underrepresented students in the Heath Sciences and Emergency Services programs. This CTE activity seeks to also produce applicable strategies for the improvement in the tracking, ranking, and dissemination of admissions information required for successful admissions into these high need and competitive career programs.

(3) Describe how the recipient will -

• Offer the appropriate courses of not less than one of the career and techical programs of study. • Improve the academic and technical skills of students participating in CTE programs through

integration. • Provide students with strong experience in, and understanding of, all aspects of an industry. • Ensure that students who participate in CTE programs are taught to the same coherent and

rigorous content aligned with challenging academic standards as are taught to all other students. • Encourage CTE students at the secondary level to enroll in rigorous and challenging courses in

core academic subjects.

To increase the successful integration of academic and technical skills of students participating in CTE programs, the CTE academic advisors will participate in classroom presentations outlining college services that are available to students to aid in course completion. These services include academic advising, financial aid, math and writing labs, career services and personal counseling. Tutoring services will also be made available to CTE students through the ACCESS office at Collin. Continuing to expand these services by targeting specific CTE courses will ensure that these students are aware of the full array of services that are available at Collin to help them be successful in their coursework. The Computer Science program is seeking to integrate three certified Microsoft courses into the existing program curriculum; Visual Studio 2008 C#, Visual Studio 2008 Basic, and SQL Server 2008 Database Developer. The purpose is to allow students the opportunity to experience industry standard applications while completing their degree/certification.

Students gain experience in a related industry and develop a strong understanding of that industry through the Cooperative Work Experience and Internship program at Collin. The Cooperative Work Experience has selected two programs of study in this year’s grant application to specifically address; Commercial Music and Computer Science. A designated faculty member from each discipline will meet with Co-op staff on a regular basis to cultivate employment relationships that provide excellent opportunities to apply classroom knowledge and prepare students for the workplace. This will include researching companies/job descriptions, contacting employers by phone, e-mail, and on-site visits, as

well as extensive communication with students and employers about prospective Co-op work sites. Students will be encouraged to have a greater degree of involvement and responsibility in their career development by researching work sites and career options via their Co-op employment. In addition, two student assistant positions will be funded during the fall and spring semesters to assist Co-op staff with the tracking and gathering current employer contacts and information related to these two programs of study.

Collin currently offers over 40 Associate of Applied Science degrees as well as numerous certifications and marketable skills awards. AAS degrees are awarded after completion of a prescribed two-year program of study that prepares the student to enter and compete in the present job market. The prescribed program consists of the General Education Core, technical Program Core, major courses and electives. The 16 credit General Education Core required for AAS program includes:

English , 3 credit hours; Speech Communications, 2 credit hours; Mathematics, 3 credit hours; Humanities/Fine Arts, 3 credit hours; Social/Behavioral Science, 3 credit hours; and Physical Education/Dance, 1 credit hour minimum.

The computer literacy requirement is met through each AAS degree, either by integrating the competencies throughout the program’s curriculum or by requiring a separate computer science course within the program’s curriculum.

Course sequencing and pre-requisites are developed upon course levels of competency to be acquired. Also, some academic courses are pre-requisites for occupational courses, i.e., mathematics for engineering or psychology for nursing, further integrating and sequenced so that at the end of the certificate requirements, the student has technical skills for entry into the workforce or may move directly into a degree program if they so desire.

The CTE recruiter for Collin will partner with the Plano ISD School Age Parent Program to present a motivational and informational dinner workshop. This workshop is designed to address the need for secondary level student to enroll in rigorous and challenging courses in order to be successful in any of Collin’s CTE programs and challenging academic standards.

(4) Describe how comprehensive professional development (including initial teacher preparation) for CTE, academic, guidance and administrative personnel will be provided that promotes the integration of coherent and rigorous content aligned with challenging academic standards and relevant CTE (including curriculum development).

Collin offers a selection of both informal and structured professional development opportunities for faculty and staff. They include: 1. Tuition reimbursement: Full-time staff and faculty members are eligible to receive $400 annually for courses that are directly related to their current or prospective job duties. 2. Continuing Education: Appropriate continuing education courses are covered at 100% for full-time faculty and staff through the college's Professional Development Program. 3. Excellence funds: Faculty members may apply for up to $1,200 to attend a conference or other professional development activity. They may apply for up to $1,500 to present at a conference or conduct a professional development activity. 4. Professional Development funds: Individual departmental budgets provide funds for professional development activities. 5. Collin provides on-site faculty development opportunities on the use of state-of-the-art technology through the Teaching Learning Center (TLC), which is staffed by education professionals. The TLC provides individual consultations with doctoral and Master’s level instructional designers and educators who train faculty in using distance education technologies, on-line curriculum development using the WebCT course management system as well as video tapes and CDs on teaching learning topics and a comprehensive Web site with self-instructional modules. The college's

Continuing Education Division also provides training for faculty and staff in specific technologies, such as programming languages and Web design.

6. New Faculty Institute: In an effort to improve our professional development efforts for new college faculty Collin is implementing the New Faculty Institute (NFI) beginning in the fall semester. The NFI provides opportunities for new faculty to become immersed into the Collin College culture with a focus on innovation and professional growth in a supportive and encouraging environment. An initial two-day Orientation session for new faculty will introduce them to the Collin organizational structure, core values, employee benefits, their mentor, as well as provide social interaction and pedagogical resources. Bi-monthly sessions (total of eight) will follow throughout the semester. The NFI will be offered each long semester. Part of the NFI experience is a mentoring component. Every new faculty member will be paired with a mentor. Mentors will be seasoned faculty members who can offer the new faculty member advice, support, information, and encouragement. Mentors will be selected by the “Director” of the NFI, culled from recommendations by respective campus Deans, and will be paired based on campus and discipline. NFI participants will be required to meet with their mentors face-to-face twice per month. The intended outcomes for the NFI are: Faculty will prepare to meet information technology expectations through improved understanding and application of technology. Faculty will interact with key Collin personnel mentors, faculty and staff. NFI workshops will create an awareness of Collin opportunities for participants to become engaged faculty members with follow-up evaluation during the second year of employment. Faculty will be provided with information tools to begin the semester (Turn Key Kit). Faculty will identify and develop “3” short term goals for their professional development plan. The NFI will pair new faculty with seasoned faculty to provide a mentoring relationship and will conduct follow-up evaluation of mentoring relationship.

(5) Describe how a wide variety of stakeholders are involved in the development, implementation and evaluation of CTE programs, and how such individuals and entities are informed about, and assisted in understanding, the requirements of Perkins, including CTE programs of study.

Instructional areas in each CTE program area use Program Advisory Boards for program development, evaluation, long-range planning, development of employment opportunities for graduates, and other program issues. These committees provide an essential link between the education institution and the business community to ensure that graduates are adequately prepared for employment. Members of the advisory committees are selected from related industry, prospective employers, and other knowledgeable community representatives.

The Program Advisory Boards also provide an avenue for individuals to be involved in the development, implementation and evaluation of technical programs. They may also participate in program and service evaluations by serving on an external review task force. In the case of vocational/technical programs, the evaluation task force is comprised of the discipline coordinator, one or two faculty members from outside the discipline, one faculty member from within the discipline, two non-instructional staff members, a current student, a former student, and a community member. Persons desiring program/service evaluation information are encouraged to contact the Coordinator of Evaluation in Collin's Institutional Research Office.

The Perkins Basic Grant Coordinator will initiate quarterly meetings aligned with the new quarterly reporting periods of this grant. The intended outcome is to better facilitate communication between grant participants, program chairs, deans, and CTE Program Advisory Boards. These meetings will also be utilized to assist in identifying new strategies for improving CTE programs and projects at the college.

(6) Provide assurances that programs are of such size, scope and quality to bring about improvement in the quality of CTE.

Both of the programs of study targeted for improvement through our 2009-2010 Perkins Basic Grant Allocation (Division of Health Sciences and Emergency Services and Computer Sciences) lead to careers in high-wage, high-skill occupations.

Supplementary services will also be provided via the Perkins Allocation that are intended to improve Collin's performance in meeting district and program level performance measures by increasing student success. These services include advising, career counseling, and sign-language interpreting for deaf/hard of hearing CTE students. Students will also be made aware of other services that are provided by the college, including tutoring, financial aid, math and writing labs, and personal counseling. These are all proven methods for improving student achievement.

(7) Describe the process that will be used to evaluate and continuously improve performance.

The District uses a strategic planning process as a major component of its overall performance evaluation. District-wide strategic goals are updated every three years. Annual operational plans based on the District's overarching strategic goals are developed at the District, division, and departmental levels and include the development of objectives, timelines, and milestones, and outcomes/improvements for each District strategic goal. In addition to strategic planning, Collin's institutional level evaluation also includes the following components: SACS Reaffirmation Review (Ten Year Cycle), THECB Review (Five Year Cycle), Community Survey (Biennial), LBB Performance Measures (Annual), Financial Audit (Annual), Student Satisfaction Inventory (Annual), Completer Survey (Annual), and Employer Satisfaction Survey (Biennial). All instructional programs and support units are evaluated at least once every five years, based on the concept of continuous improvement. The evaluations result in identifying each unit's strengths and areas for improvement, formulation of recommendations based on areas needing improvement, development of a quality enhancement plan based on the recommendations, and follow-up based on the quality enhancement plan.

(8) Describe how the recipient will review CTE programs, identify and adopt strategies to overcome barriers that result in lower access or success for special populations, provide programs that enable special populations to meet local performance levels, and provide activities to prepare special populations, including single parents and displaced homemakers, for high-skill, high-wage or high-demand occupations that will lead to self-sufficiency.

The PROMISE Program is offered through Collin's Counseling Services to provide additional support and guidance to students who meet the definition of special populations. This definition includes: single parents, including single pregnant women; displaced homemakers; limited English proficient students; the physically or mentally disabled; non-traditional students; and mature adults returning to college and in life transition. The program assists special populations students who are coping with major life transitions by providing access to career guidance, personal counseling, life skills development, and community referrals. The PROMISE Program's comprehensive support services help the transitioning students to re-enter the workforce and to contribute fully to the well being of their family and community. CTE recruitment workshops and presentations will be offered on an ongoing basis targeting special populations audiences at schools and organizations. In these venues, information is provided regarding CTE careers and “College 101” topics such as college admissions, financial aid, and reasons for going to college. Points of contact at the schools and organizations refer students specifically to the CTE Recruiter

who will assist them individually in the enrollment and orientation process.

Specialized orientation sessions have been developed for special populations CTE students in order to address their particular needs and concerns. Such sessions can be offered at off site locations to provide more convenient access. Follow up contact will be conducted to promote persistence and retention.

The CTE recruiter, ACCESS Office, and other Student Development area will present a regional Veteran’s Education workshop designed to identify barriers faced by veterans and their families when attempting to seek admissions to college. The program will also focus on identifying and developing integration strategies for assessing previous military training into CTE program curriculum.

(9) Describe how individuals who are members of special populations will not be discriminated against based on this status.

Collin County is an Affirmative Action/Equal Opportunity Institution that does not discriminate on the basis of race, color, religion, sex, national origin, age, disability, or veteran status. In accordance with the Americans with Disabilities Act of 1990 and Section 504 of the Vocational Rehabilitation Act of 1973, Collin provides accommodations as required by law to afford equal educational opportunities to all people.

(10) Describe how funds will be used to promote preparation for nontraditional fields.

Collin will utilize approximately twenty-seven percent of the total annual allocation of fund for promoting the preparation for non-traditional fields. The CTE Recruiter will partner with Plano ISD School Age Parent to host a dinner workshop aimed at promote nontraditional fields among school age student. Various departments within the Student Development area will develop and present a regional workshop for integrating military training received by veterans in to CTE programs. The Career Services and Student Employment department along with the college recruiting office will be evaluating all CTE promotional brochures in order to target student interested in nontraditional fields. The Division of Health Sciences and Emergency Services will hire a part-time CTE advisor specifically address underrepresented groups for admission into nontraditional fields of study.

(11) Describe how career guidance and academic conseling will be provided to CTE students, including linkages to future education and training opportunities.

The grant will provide for three academic advisors to assist students in CTE Programs. These advisors will meet regularly with program chairs and deans to help identify students needing assistance with study skills other areas involving academic success. The will seek to develop strategies for improving those same skills needed to achieve successful completion of the CTE Program. Career Services and Co-op staff meet with CTE Program chairs, deans and faculty in the evaluation of CTE course requirements in order to provide for the most effective job matching for students. Student will also have access to other full time content advisors on each campus to gain proper guidance as they progress through their respective CTE program degree/certifications. There are Career Service centers on each of the three main campuses that provide career research, skills and personality testing, resumes development, and interview training for CTE students. There is several baccalaureate degree programs in Texas into which the AAS degree, certificate and/or workforce courses transfer. The most common are the Bachelor of

Applied Science (BAAS), Bachelor of Applied Technology (BAT) and the Bachelor of Science in Nursing (BSN). In addition, through the Texas Two-Step Projects at the University of Texas at Arlington, University of Texas Brownsville and Texas A&M Commerce, workforce/technical students can transfer select workforce/technical credit hours into a BA or BS degree. The following colleges and universities offer BAAS, BAT, and BST degrees for Collin students: Midwestern State University, Sam Houston State University, Southeastern Oklahoma State University, Stephen F. Austin State University, Tarleton State University, Texas A&M University-Commerce, Texas State University, University of North Texas, University of Texas – Arlington, Texas Two-Step, University of Texas – Brownsville, Texas Southernmost College, and the University of Texas-Permian Basin A transfer articulation agreement is also in place between Collin and Texas Woman's University (TWU) that guarantees course transfer between the two institutions for students who are pursuing the Interpreter Preparation Program/Deaf Associate of Applied Science at Collin with the intent to apply to the Bachelor of Science in Communication Studies program at TWU. TWU will transfer a maximum of 72 hours from Collin.

(12) Describe efforts to improve the recruitment and retention of CTE teachers, faculty, and career guidance and academic counselors, including underrepresented groups; and the transition to teaching from business and industry.

Collin College adheres to the policy that no discrimination on the basis of race, color, religion, gender, national origin, age, disability or veteran status will exist in any area of employment practices at Collin College. Efforts and programs are directed toward expanding employment opportunities for individuals in protected groups, and preventing the development of policies and practices which may exclude or limit employment of individuals belonging to statutorily protected groups. The district is committed to advertising nationally to attract a broad spectrum of qualified candidates for key faculty and administrative positions. To enhance the effectiveness of our advertising efforts, the district’s public relations office has developed advertisements that include pictures of faculty members who represent the diversity of the district. Position announcements for faculty, administrative and professional staff positions are sent to several colleges and universities within the Southern United States with substantial minority enrollment, as well as to local minority organizations, including minority chambers of commerce, and the Texas Workforce Commission. Collin is also an active participant in the Texas Association for Access and Equity. This is an organization whose goals include enhancing communication and the sharing of information to enhance diversity programs at most of the public colleges, universities and medical schools from across Texas.

(13) Describe how the activities in the local plan meet the goals of Closing the Gaps by 2015.

Several of the initiatives to be implemented with this grant application will address the first goal of increasing the over all participation rates of college students. The CTE activities cited within the Computer Science, Commercial Music, Biotechnology, and Health Sciences / Emergency Services Division are aimed at addressing barriers to admission to each of these programs. These initiatives will seek to identify and develop strategies for providing seamless transition and integration between secondary, post-secondary, and workforce populations. The implementation of the Microsoft IT Academy within the Computer Science program will offer student more opportunities and incentives to complete their degree, certificate, or Marketable Skills Achievement Awards. This program will allow Collin Computer Science faculty to offer certified Microsoft courses leading to the completion of Microsoft Certified IT Professional (MCITP) and Microsoft Certified Technical Specialist (MCTS) certifications addressing Goal #2 for increasing the number of successful completers in high quality programs.

(14) Describe and document in-kind and/or financial contributions to the One-Stop Centers.

Collin College recognizes the impact its services and programs has on the surrounding community and routinely offers its staff expertise and time; printed materials (handouts, packets) and access to online career exploration tools. In addition, many of the college’s resources such as the learning resource Centers are open to the general public. Adopting the concept of a “one-stop center” concept Collin College has reorganized the Student Development area on each of its three main campuses. This is in an effort to provide for more efficient delivery of student support services. The Career Services & Student Employment office provides services to the community at-large in the following areas:

For community members seeking a career change: •Career exploration resources in three campus career centers. •Career/personal assessment with career counseling. •Job search support programs, i.e. seminars in job search planning, resume writing, interviewing, researching the job market. •Job search assistance, i.e. resume critique, mock interviews

For community members/students who have been laid off from their jobs: •Packet of information designed to jump start the job search process for unemployed due to lay offs, including a list of area job search support groups. •Provided a job fair 4/1/09 for community and students with 27 employers present and hiring, estimated 200 community members attending. •Provided a job search strategies seminar open to the public 5/1/09. Planning a job search series of seminars in the Career Services (summer 2009) professional development seminar schedule to include: job search strategies, networking techniques, resume writing, and interviewing. •Accept referrals from the Texas Workforce Commission to help with job search processes; meet with Commission representatives as requested to help promote activities. •Coordinating with the Counseling Center in providing group orientation sessions related to career planning, career counseling and job search assistance with referral to the appropriate services.



Evaluation Plan


For each goal identified for your Evaluation Plan, explain the activities/strategies (including timelines) to be employed to achieve it. Goal: 01. (required goal) Improve student achievement on technical skill assessments.

Measure: Perkins IV Core Indicator 1P1: Technical Skill Attainment - Student attainment of challenging career and technical skill proficiencies, including student achievement on technical assessment, that are aligned with industry-recognized standards, if available and appropriate. Numerator: Number of CTE concentrators who passed technical skill assessments that are aligned with industry-recognized standards, if available and appropriate, during the reporting year. Denominator: Number of CTE concentrators who took technical skill assessments during the reporting year.

Data: Source: Perkins Data Resources, Self-Evaluation State Standard: 82.65% Distict Value: 85.22%

Activities/Strategies Timeline Planned

01.01. Provide course release for two Computer Science faculty members to complete the Microsoft IT Academy. This will allow the department to provide certified Microsoft courses while preparing students to complete Microsoft Certified examinations that meet industry standards.

9/1/2009 - 8/31/2010

Goal: 02. (required goal) Increase the number of CTE completers.

Measure: Perkins IV Core Indicator 2P1: Credential, Certificate, or Diploma - Student attainment of an industry-recognized credential, a certificate, or a degree. Numerator: Number of CTE concentrators who received an industry-recognized credential, a certificate, or a degree during the reporting year. Denominator: Number of CTE concentrators who left postsecondary education during the reporting year.



02.01. Implementation of the Microsoft IT Academy within the Computer Science program. Two Computer Science department faculty members will begin and complete the requirements to become Microsoft IT certified instructors for Collin College.

9/1/2009 - 8/1/2010

02.02 Complete a survey measuring the number of students enrolled in Computer Science offerings, track completers, and Marketable Skills Achievement Awards and certificates awarded during the initial implementation.

6/1/2010 - 8/31/2010

02.03. Develop and present a CTE Education Fair designed at promoting all CTE programs at Collin College.

3/1/2010 - 5/31/2010

Goal: 03. (required goal) Increase the number of CTE students retained at institution or transferred to other postsecondary institutions.

Measure: Perkins IV Core Indicator 3P1: Student Retention or Transfer - Student retention in postsecondary education or transfer to a baccalaureate degree program. Numerator: Number of CTE concentrators who remained enrolled in their original postsecondary institution or transferred to another 2- or 4-year postsecondary institution during the reporting year and who were enrolled in postsecondary education in the fall of the previous reporting year. Denominator: Number of CTE concentrators who were enrolled in postsecondary education in the fall of the previous reporting year and who did not earn an industry-recognized credential, a certificate, or a degree in the previous reporting year.



03.01. The Computer Science program will offer three new curriculum tracks that will allow students the opportunity to prepare to take corresponding Microsoft Certified exams; Visual Studio 2008 C#, Visual Studio 2008 Visual Basic, and SQL Server 2008 Database Development

12/1/2009 - 8/31/2010

03.02. Conduct a regional Veteran's Educational workshop on identifying barriers to admissions into CTE programs and integration of previous military training with CTE program curriculum.

9/1/2009 - 11/30/2009

03.03. CTE advisors will identify Computer Science students to notify them when they are nearing completion of a CTE degree or certificate.

9/1/2009 - 5/31/2010

Goal: 04. (required goal) Increase the number of CTE placements in employment.

Measure: Perkins IV Core Indicator 4P1: Student Placement - Student placement in military service or apprenticeship programs or placement or retention in employment, including placement in high skill, high wage or high demand occupations or professions.Numerator: Number of CTE concentrators who were placed or retained in employment, or placed in military service or apprenticeship programs in the 2nd quarter following the program year in which they left postsecondary education (i.e., unduplicated placement status for CTE concentrators who graduated by June 30, 2007 would be assessed between October 1, 2007 and December 31, 2007). Denominator: Number of CTE concentrators who left postsecondary education during the reporting year.



04.01. Co-op and Career Services staff will work with CTE Progam chairs and dean and public relations to design and develop promotional materials specific to co-ops/internships for greater employment marketability after graduation.

9/1/2009 - 11/30/2009

04.02. Career Services staff will develop employer brochures and packets designed to better promote the advantages of hiring Co-op/Intern students for distribution within the business community.

3/1/2010 - 5/31/2010

04.03. Career Services staff will continue to meet with the CTE dean, program chairs, and faculty to review and evaluation Co-op courses related to current degree and certification course requirements in order to provide for the most effective Co-op job matching.

9/1/2009 - 8/31/2010

04.04. Work in tandem with faculty members from the Commercial Music and Computer Sciences programs to increase Co-op enrollment in these programs.

9/1/2009 - 8/31/2010

Goal: 05. (required goal) Increase the number of students from underrepresented gender groups who participate in non-traditional fields.

Measure: Perkins IV Core Indicator 5P1: Nontraditional Participation - Student participation in CTE programs in nontraditional fields. Numerator: Number of CTE participants from underrepresented gender groups who participated in a program that leads to employment in nontraditional fields during the reporting year. Denominator: Number of CTE participants who participated in a program that leads to employment in nontraditional fields during the reporting year.



05.01. Advertise and hire a part-time academic advisor to address guidance and counseling issues for underrepresented gender students desiring entry into healthcare programs. This position will seek to increase the admission rate in health sciences and emergency services degree and certificate programs.

9/1/2009 - 11/30/2009

05.02. College information programs will conducted by the CTE Recruiter with community groups and local high schools highlighting CTE careers and programs offered by the college.

9/1/2009 - 5/31/2010

05.03. The Health Sciences and Emergency Services academic advisor will advise potential applicants, work with the tracking of application documentation, and assist the program chairs in the ranking of applicants into the various programs.

9/1/2009 - 5/31/2010

Goal: 06. (required goal) Increase the number of students from underrepresented gender groups who complete a credential, certificate or degree in a nontraditional field.

Measure: Perkins IV Core Indicator 5P2: Nontraditional Completion - Student completion of CTE programs in nontraditional fields. Numerator: Number of CTE concentrators from underrepresented gender groups who completed a program that leads to employment in nontraditional fields during the reporting year. Denominator: Number of CTE concentrators who completed a program that leads to employment in nontraditional fields during the reporting year.



06.01. The part-time CTE academic advisors will meet with CTE program chairs and deans to help identify students needing assistance with study skills and develop strategies for improving those skills and achieving a successful completion of their program goals.

9/1/2009 - 5/31/2010

Goal: 07. (required goal) Increase the enrollment of students from underrepresented racial and ethnic groups and special populations in CTE programs.

Measure: Institutional Effecitveness Measure IE1: Access and Equity of Women, Minorities and Special Populations Measure: Workforce education and overall college enrollment by gender, ethnicity and special populations Standard: Proportion of women, minorities and special populations in all workforce education enrollment is comparable (+/- 5 percent) to overall college enrollment or shows improvement compared to overall college enrollment.

Data: Source: Perkins Data Resources, Self-Evaluation


07.01. Advertise and hire a part-time academic advisor to address guidance and counseling issues for underrepresented racial, ethnic, and special population students desiring entry into healthcare programs. This position will seek to increase the admission rate in health sciences and emergency services degree and certificate programs.

9/1/2009 - 11/30/2009

07.02. The CTE Recruiter will partner with the Plano ISD School Age Parent Program to host a motivational and informational dinner workshop to address concerns of attending college and completing a CTE degree or certificate.

9/1/2009 - 11/30/2009

07.03. Provide individual and group tutoring for all students in certificate and AAS degree programs in an effort to improve success and increase retention rates.

9/1/2009 - 5/31/2010

07.04. Provide interpreting services for students enrolled in CTE programs who are deaf and hard of hearing for equal access through effective communication.

9/1/2009 - 8/31/2010

Goal: 08. (required goal) Improve the quality of CTE programs.

Measure: Institutional Effecitveness Measure IE2: Program Quality - Degrees and Certificates Awarded Measure: Number of workforce education program degrees and certificates awarded over 3-year period. Standard: Workforce education program generates 15 awards over 3-year period (except new programs which received CB approval or were first offered within last 3 years). Institutional Effecitveness Measure IE3: Program Quality - Employment and Education Outcomes Measure: Average placement rate (as described in standard) of workforce education program completers over 3-year period. Standard: 85 percent of workforce education program completers (3-year average) are employed or pursuing additional education within one year of graduation (except new programs which received CB approval or were first offered within last 3 years).

Data: Source: Perkins Data Resources, Self-Evaluation, IE Data for New Workforce Ed Program Applications Identify specific programs selected for improvement.


08.01. Implementation of the Microsoft IT Academy within the Computer Sciences program.

9/1/2009 - 8/31/2010

08.02. Development and integration of three new Microsoft curriculum tracks into the current Computer Science program: Visual Studio 2008 C#, Visual Studio 2008 Basic, and SQL Server 2008 Database Development.

1/1/2010 - 8/31/2010

08.03. The development of a minimum of one lab experiment / course will be developed incorporating the NMR spectrometer in order to expose Biotechnology students to modern spectroscopic methods used in this industry.

6/1/2010 - 8/31/2010

08.04. Purchase of Carbon and Nuclei accessories used with the Anasazi EFT-60 NMR Spectrometer for the Biotechnology program.

1/1/2010 - 5/31/2010



Self-Evaluation - District-Level


Response Summary for District-Level Measures023614, Collin County Community College District

Perkins Core Indicators IE Measures

1P1 met? 2P1 met? 3P1 met? 4P1 met? 5P1 met? 5P2 met? IE1 met?

Yes No Yes Yes No No No

Perkins Core Indicators (Perkins measures for district-level assessment)

1P1: Technical Skill Attainment Student attainment of challenging career and technical skill proficiencies, including student achievement on technical assessment, that are aligned with industry-recognized standards, if available and appropriate.

Numerator: Number of CTE concentrators who passed technical skill assessments that are aligned with industry-recognized standards, if available and appropriate, during the reporting year.

Denominator: Number of CTE concentrators who took technical skill assessments during the reporting year. State Standard: 82.65% District Standard:

State standard unless otherwise negotiated.

Percentage of Taking CTE Concentrators Passing Technical Skills Assessments [1]

Institution 2007-2008

Passed Assessments Took Assessments Percent

Collin County Community College District 2820 3309 85.22%

Statewide Summary 152237 184955 82.31%

[1] Source: CBM001, CBM002. Indicator measures percentage of CTE concentrators that earned a GPA>2.0 in the program year.

A review of the appropriate data indicates that the standard has been met: Yes

Comments (identify strategies to be implemented in the evaluation plan):

2P1: Credential, Certificate, or DiplomaStudent attainment of an industry-recognized credential, a certificate, or a degree.

Numerator: Number of CTE concentrators who received an industry-recognized credential, a certificate, or a degree during the reporting year.

Denominator: Number of CTE concentrators who left postsecondary education during the reporting year. State Standard: 26.40% District Standard:


Percentage of Leaving CTE Concentrators Receiving Awards [1]


Received Award Left Postsecondary Percent



[1] Source: CBM001, CBM002, CBM009

A review of the appropriate data indicates that the standard has been met: No


3P1: Student Retention or Transfer Student retention in postsecondary education or transfer to a baccalaureate degree program.

Numerator: Number of CTE concentrators who remained enrolled in their original postsecondary institution or transferred to another 2- or 4-year postsecondary institution during the reporting year and who were enrolled in postsecondary education in the fall of the previous reporting year.

Denominator: Number of CTE concentrators who were enrolled in postsecondary education in the fall of the previous reporting year and who did not earn an industry-recognized credential, a certificate, or a degree in the previous reporting year.

State Standard: 62.16% District Standard:


Percentage of Non-Completing CTE Concentrators Remaining or Transferring [1]

Institution

2007-2008

Remained or Transferred Enrolled and No Award Percent






4P1: Student Placement Student placement in military service or apprenticeship programs or placement or retention in employment, including placement in high skill, high wage or high demand occupations or professions.

Numerator: Number of CTE concentrators who were placed or retained in employment, or placed in military service or apprenticeship programs in the 2nd quarter following the program year in which they left postsecondary education (i.e.,unduplicated placement status for CTE concentrators who graduated by June 30, 2007 would be assessed between October 1, 2007 and December 31, 2007).

Denominator: Number of CTE concentrators who left postsecondary education during the reporting year. State Standard: 73.80% District Standard:


Percentage of Leaving CTE Concentrators Placed or Retained [1]


Placed or Retained Left Postsecondary Percent



[1] Source: CBM001, CBM002, CBM009, UI Wage Records



5P1: Nontraditional Participation Student participation in CTE programs in nontraditional fields.

Numerator: Number of CTE participants from underrepresented gender groups who participated in a program that leads to employment in nontraditional fields during the reporting year.

Denominator: Number of CTE participants who participated in a program that leads to employment in nontraditional fields during the reporting year.



Percentage of Underrepresented CTE Participants in Nontraditional Programs [1]

Institution

2007-2008

Underrepresented Participants Total Participants Percent



[1] Source: CBM001, CBM002



5P2: Nontraditional Completion Student completion of CTE programs in nontraditional fields.

Numerator: Number of CTE concentrators from underrepresented gender groups who completed a program that leads to employment in nontraditional fields during the reporting year.

Denominator: Number of CTE concentrators who completed a program that leads to employment in nontraditional fields during the reporting year.



Percentage of Underrepresented CTE Concentrators Completing Nontraditional Programs [1]

Institution

2007-2008

Underrepresented Completers Total Completers Percent






Institutional Effectiveness Measures (Additional measures provided for addressing some Local Plan requirements)

IE1: Access and Equity of Women, Minorities and Special Populations Measure:

Workforce education and overall college enrollment by gender, ethnicity and special populations

Standard:

Proportion of women, minorities and special populations in all workforce education enrollment is comparable (+/- 5 percent) to overall college enrollment or shows improvement compared to overall college enrollment.

Annual Enrollment and Proportions by Type and Category over 2-Year Period [1]

Category 2006-2007 2007-2008

Coll % WE % Coll % WE %

Total - Collin County Community College District 41726 17136 42875 16656

Male 18983 45% 7924 46% 19241 45% 7375 44%

Female 22743 55% 9212 54% 23634 55% 9281 56%

White 27634 66% 11309 66% 26722 62% 9943 60%

African-American 3225 8% 1200 7% 3485 8% 1133 7%

Hispanic 4536 11% 1987 12% 4746 11% 1937 12%

Asian 4348 10% 2034 12% 4602 11% 2061 12%

Native-American 275 1% 114 1% 290 1% 109 1%

International 1310 3% 337 2% 1354 3% 324 2%

Unknown 398 1% 155 1% 1676 4% 1149 7%

Individuals with Disabilities 1735 4% 774 5% 1443 3% 586 4%

Economically Disadvantaged 2878 7% 810 5% 2948 7% 781 5%

Single Parents 289 1% 276 2% 257 1% 245 1%

Displaced Homemakers 54 <1% 35 <1% 15 <1% 3 <1%

Limited English Proficiency 1794 4% 1540 9% 1819 4% 1539 9%

[1] Source: CBM001, CBM00A





Self-Evaluation - Program-Level


Response Summary for Program-Level Measures and Programs Selected for Improvement023614, Collin County Community College District

Program

Perkins Core Indicators

IE Measures

Overall Program Rating *

Selected for

Improvement?5P1

met?5P2

met?IE2

met?IE3

met?

10030000-Graphic Communications No No Yes No NR No

11010000-Computer and Information Sciences, General Yes Yes Yes No NR No

11020000-Computer Programming Yes No No Yes NR No

11080000-Computer Software and Media Applications N/A N/A Yes Yes NR No

11090000-Computer Systems Networking and Telecommunications

No No Yes Yes NR No

11100000-Computer/Information Technology Administration and Managemen

No No No Yes NR No

12050000-Cooking and Related Culinary Arts, General No No No No NR * No

15030000-Electrical and Electronic Engineering Technologies/Technicia

No Yes Yes Yes NR No

15130000-Drafting/Design Engineering Technologies/Technicians

No No Yes Yes NR No

16160000-American Sign Language N/A N/A Yes Yes NR No

19070000-Human Development, Family Studies, and Related Services

No No Yes Yes NR No

22030000-Legal Support Services No No Yes Yes NR No

41010000-Biology Technician/Biotechnology Laboratory Technician

N/A N/A Yes Yes NR No

43010700-Criminal Justice/Police Science No No No No NR * No

43020000-Fire Protection No No Yes Yes NR No

43020300-Fire Science/Firefighting No No Yes Yes NR No

47010000-Electrical/Electronics Maintenance and Repair Technology

No No Yes Yes NR No

50040000-Design and Applied Arts No No Yes Yes NR No

50040800-Interior Design N/A N/A Yes No NR No

50090000-Music N/A N/A Yes Yes NR No

51060000-Dental Support Services and Allied Professions

No No Yes Yes NR No

51070000-Health and Medical Administrative Services No No No No NR * No

51090400-Emergency Medical Technology/Technician (EMT Paramedic)

N/A N/A No Yes NR No

51090800-Respiratory Care Therapy/Therapist N/A N/A Yes Yes NR No

51090900-Surgical Technology/Technologist No No No No NR * No

51160000-Nursing No No Yes Yes NR No

52020000-Business Administration, Management and Operations

Yes Yes Yes Yes NR No

52040000-Business Operations Support and Assistant Services

No No Yes Yes NR No

52090000-Hospitality Administration/Management N/A N/A Yes Yes NR No

52150000-Real Estate N/A N/A Yes Yes NR No

52180000-General Sales, Merchandising and Related Marketing Operation

N/A N/A Yes Yes NR No

* 2 or more measures are not met for a program that is rated to continue (for Coordinating Board use only).

Perkins Core Indicators(Perkins measures for program-level assessment)

5P1: Nontraditional Participation Student participation in CTE programs in nontraditional fields.

Numerator: Number of CTE participants from underrepresented gender groups who participated in a program that leads to employment in nontraditional fields during the reporting year.

Denominator: Number of CTE participants who participated in a program that leads to employment in nontraditional fields during the reporting year.



5P2: Nontraditional Completion Student completion of CTE programs in nontraditional fields.

Numerator: Number of CTE concentrators from underrepresented gender groups who completed a program that leads to employment in nontraditional fields during the reporting year.

Denominator: Number of CTE concentrators who completed a program that leads to employment in nontraditional fields during the reporting year.



Institutional Effectiveness Measures (Additional measures provided for addressing some Local Plan requirements)

IE2: Program Quality - Degrees and Certificates Awarded Measure: Number of workforce education program degrees and certificates awarded over 3-year period. Standard:

Workforce education program generates 15 awards over 3-year period (except new programs which received CB approval or were first offered within last 3 years).

IE3: Program Quality - Employment and Education Outcomes

Measure:

Average placement rate (as described in standard) of workforce education program completers over 3-year period.

Standard:

85 percent of workforce education program completers (3-year average) are employed or pursuing additional education within one year of graduation (except new programs which received CB approval or were first offered within last 3 years).

Overall Program Rating CI Continue with Improvement CO Continue CR Continue with Revision DE Deactivate CL Close

Program: 10030000 - Graphic Communications023614, Collin County Community College District

5P1: Nontraditional Participation


Institution Nontraditional

Gender

2007-2008 Underrepresented

Participants Total Participants Percent

Collin County Community College District Both 0 0 N/A

Statewide Summary Both 343 711 48.24%


Does this program meet the standard? No

5P2: Nontraditional Completion



Gender


Completers Total Completers Percent





IE2: Program Quality - Degrees and Certificates Awarded

Number of Program Awards over 3-Year Period [1]

2005-2006 2006-2007 2007-2008 3-Year Total

3 7 10 20 [1] Source: CBM009

Does this program meet the standard? Yes


Placement Rate of Program Completers over 3-Year Period [1]

2004-2005 2005-2006 2006-2007 3-Year Average

Placed Cmpltrs Percent Placed Cmpltrs Percent Placed Cmpltrs Percent Placed Cmpltrs Percent

1 1 100.00% 1 2 50.00% 4 6 66.67% 6 9 66.67%

[1] Source: Automated Student and Adult Learner Follow-Up System and CB116 Supplemental Follow-Up



Overall Program Rating Selected for Improvement?

NR Not yet rated No

Program: 11010000 - Computer and Information Sciences, General 023614, Collin County Community College District




Gender



Collin County Community College District Female 32 81 39.51%

Statewide Summary Female 1290 3531 36.53%






Gender









2005-2006 2006-2007 2007-2008 3-Year Total

8 9 3 20

[1] Source: CBM009




2004-2005 2005-2006 2006-2007 3-Year Average


9 11 81.82% 5 6 83.33% 7 9 77.78% 21 26 80.77%





NR Not yet rated No

Program: 11020000 - Computer Programming023614, Collin County Community College District




Gender










Gender









2005-2006 2006-2007 2007-2008 3-Year Total

3 3 1 7 [1] Source: CBM009





2004-2005 2005-2006 2006-2007 3-Year Average


0 0 N/A 2 2 100.00% 3 3 100.00% 5 5 100.00%




NR Not yet rated No

Program: 11080000 - Computer Software and Media Applications 023614, Collin County Community College District




Gender



Collin County Community College District N/A

Statewide Summary N/A


Does this program meet the standard? N/A




Gender









2005-2006 2006-2007 2007-2008 3-Year Total

19 4 2 25 [1] Source: CBM009




2004-2005 2005-2006 2006-2007 3-Year Average


9 10 90.00% 7 8 87.50% 4 4 100.00% 20 22 90.91%




NR Not yet rated No

Program: 11090000 - Computer Systems Networking and Telecommunications023614, Collin County Community College District




Gender










Gender

2007-2008 Underrepresented Total Completers Percent

Completers







2005-2006 2006-2007 2007-2008 3-Year Total

16 9 11 36 [1] Source: CBM009




2004-2005 2005-2006 2006-2007 3-Year Average


27 30 90.00% 13 16 81.25% 7 7 100.00% 47 53 88.68%




NR Not yet rated No

Program: 11100000 - Computer/Information Technology Administration and Managemen023614, Collin County Community College District




Gender










Gender









2005-2006 2006-2007 2007-2008 3-Year Total

0 1 2 3 [1] Source: CBM009





2004-2005 2005-2006 2006-2007 3-Year Average


0 0 N/A 0 0 N/A 1 1 100.00% 1 1 100.00%




NR Not yet rated No

Program: 12050000 - Cooking and Related Culinary Arts, General 023614, Collin County Community College District




Gender










Gender









2005-2006 2006-2007 2007-2008 3-Year Total

0 0 0 0 [1] Source: CBM009





2004-2005 2005-2006 2006-2007 3-Year Average


0 0 N/A 0 0 N/A 0 0 N/A 0 0 N/A





NR Not yet rated No

Program: 15030000 - Electrical and Electronic Engineering Technologies/Technicia023614, Collin County Community College District




Gender










Gender









2005-2006 2006-2007 2007-2008 3-Year Total

9 12 14 35 [1] Source: CBM009




2004-2005 2005-2006 2006-2007 3-Year Average


14 14 100.00% 8 8 100.00% 9 9 100.00% 31 31 100.00%




NR Not yet rated No

Program: 15130000 - Drafting/Design Engineering Technologies/Technicians 023614, Collin County Community College District




Gender










Gender









2005-2006 2006-2007 2007-2008 3-Year Total

8 3 13 24 [1] Source: CBM009




2004-2005 2005-2006 2006-2007 3-Year Average


12 13 92.31% 7 7 100.00% 3 3 100.00% 22 23 95.65%




NR Not yet rated No

Program: 16160000 - American Sign Language023614, Collin County Community College District




Gender










Gender









2005-2006 2006-2007 2007-2008 3-Year Total

12 12 7 31 [1] Source: CBM009




2004-2005 2005-2006 2006-2007 3-Year Average


7 7 100.00% 11 11 100.00% 11 12 91.67% 29 30 96.67%




NR Not yet rated No

Program: 19070000 - Human Development, Family Studies, and Related Services023614, Collin County Community College District




Gender



Collin County Community College District Male 4 42 9.52%

Statewide Summary Male 102 2413 4.23%






Gender









2005-2006 2006-2007 2007-2008 3-Year Total

15 16 12 43 [1] Source: CBM009




2004-2005 2005-2006 2006-2007 3-Year Average


7 7 100.00% 10 10 100.00% 10 12 83.33% 27 29 93.10%




NR Not yet rated No

Program: 22030000 - Legal Support Services023614, Collin County Community College District




Gender










Gender









2005-2006 2006-2007 2007-2008 3-Year Total

41 21 26 88 [1] Source: CBM009




2004-2005 2005-2006 2006-2007 3-Year Average


30 33 90.91% 31 32 96.88% 17 18 94.44% 78 83 93.98%




NR Not yet rated No

Program: 41010000 - Biology Technician/Biotechnology Laboratory Technician023614, Collin County Community College District




Gender










Gender









2005-2006 2006-2007 2007-2008 3-Year Total

8 4 7 19 [1] Source: CBM009




2004-2005 2005-2006 2006-2007 3-Year Average


5 5 100.00% 7 7 100.00% 4 4 100.00% 16 16 100.00%




NR Not yet rated No

Program: 43010700 - Criminal Justice/Police Science 023614, Collin County Community College District




Gender



Collin County Community College District Female 0 0 N/A







Gender









2005-2006 2006-2007 2007-2008 3-Year Total

0 0 0 0 [1] Source: CBM009





2004-2005 2005-2006 2006-2007 3-Year Average


0 0 N/A 0 0 N/A 0 0 N/A 0 0 N/A





NR Not yet rated No

Program: 43020000 - Fire Protection023614, Collin County Community College District




Gender










Gender









2005-2006 2006-2007 2007-2008 3-Year Total

17 8 19 44 [1] Source: CBM009




2004-2005 2005-2006 2006-2007 3-Year Average


8 8 100.00% 16 16 100.00% 8 8 100.00% 32 32 100.00%




NR Not yet rated No

Program: 43020300 - Fire Science/Firefighting023614, Collin County Community College District




Gender










Gender









2005-2006 2006-2007 2007-2008 3-Year Total

49 76 50 175 [1] Source: CBM009




2004-2005 2005-2006 2006-2007 3-Year Average


57 59 96.61% 44 48 91.67% 68 74 91.89% 169 181 93.37%




NR Not yet rated No

Program: 47010000 - Electrical/Electronics Maintenance and Repair Technology023614, Collin County Community College District




Gender










Gender









2005-2006 2006-2007 2007-2008 3-Year Total

6 7 3 16 [1] Source: CBM009




2004-2005 2005-2006 2006-2007 3-Year Average


3 3 100.00% 5 5 100.00% 6 6 100.00% 14 14 100.00%




NR Not yet rated No

Program: 50040000 - Design and Applied Arts023614, Collin County Community College District




Gender










Gender


Completers







2005-2006 2006-2007 2007-2008 3-Year Total

28 14 10 52 [1] Source: CBM009




2004-2005 2005-2006 2006-2007 3-Year Average


22 24 91.67% 21 24 87.50% 12 14 85.71% 55 62 88.71%




NR Not yet rated No

Program: 50040800 - Interior Design023614, Collin County Community College District




Gender










Gender









2005-2006 2006-2007 2007-2008 3-Year Total

4 5 6 15 [1] Source: CBM009




2004-2005 2005-2006 2006-2007 3-Year Average


4 4 100.00% 3 3 100.00% 0 3 0.00% 7 10 70.00%





NR Not yet rated No

Program: 50090000 - Music023614, Collin County Community College District




Gender










Gender









2005-2006 2006-2007 2007-2008 3-Year Total

10 12 24 46 [1] Source: CBM009




2004-2005 2005-2006 2006-2007 3-Year Average


15 16 93.75% 7 8 87.50% 10 10 100.00% 32 34 94.12%




NR Not yet rated No

Program: 51060000 - Dental Support Services and Allied Professions 023614, Collin County Community College District




Gender










Gender









2005-2006 2006-2007 2007-2008 3-Year Total

16 16 16 48 [1] Source: CBM009




2004-2005 2005-2006 2006-2007 3-Year Average


15 16 93.75% 16 16 100.00% 16 16 100.00% 47 48 97.92%




NR Not yet rated No

Program: 51070000 - Health and Medical Administrative Services 023614, Collin County Community College District




Gender

2007-2008 Underrepresented Total Participants Percent

Participants








Gender



Collin County Community College District Male 0 0 N/A






2005-2006 2006-2007 2007-2008 3-Year Total

0 0 2 2 [1] Source: CBM009





2004-2005 2005-2006 2006-2007 3-Year Average


0 0 N/A 0 0 N/A 0 0 N/A 0 0 N/A





NR Not yet rated No

Program: 51090400 - Emergency Medical Technology/Technician (EMT Paramedic)023614, Collin County Community College District




Gender










Gender









2005-2006 2006-2007 2007-2008 3-Year Total

1 0 13 14 [1] Source: CBM009





2004-2005 2005-2006 2006-2007 3-Year Average


0 0 N/A 1 1 100.00% 0 0 N/A 1 1 100.00%




NR Not yet rated No

Program: 51090800 - Respiratory Care Therapy/Therapist 023614, Collin County Community College District




Gender










Gender









2005-2006 2006-2007 2007-2008 3-Year Total

23 21 17 61 [1] Source: CBM009




2004-2005 2005-2006 2006-2007 3-Year Average


21 21 100.00% 19 23 82.61% 21 21 100.00% 61 65 93.85%




NR Not yet rated No

Program: 51090900 - Surgical Technology/Technologist 023614, Collin County Community College District




Gender










Gender



Collin County Community College District Male 0 0 N/A






2005-2006 2006-2007 2007-2008 3-Year Total

0 0 0 0 [1] Source: CBM009





2004-2005 2005-2006 2006-2007 3-Year Average


0 0 N/A 0 0 N/A 0 0 N/A 0 0 N/A





NR Not yet rated No

Program: 51160000 - Nursing023614, Collin County Community College District




Gender










Gender









2005-2006 2006-2007 2007-2008 3-Year Total

43 58 65 166 [1] Source: CBM009




2004-2005 2005-2006 2006-2007 3-Year Average


46 47 97.87% 43 43 100.00% 57 57 100.00% 146 147 99.32%




NR Not yet rated No

Program: 52020000 - Business Administration, Management and Operations 023614, Collin County Community College District




Gender










Gender









2005-2006 2006-2007 2007-2008 3-Year Total

24 18 12 54 [1] Source: CBM009




2004-2005 2005-2006 2006-2007 3-Year Average


24 24 100.00% 12 12 100.00% 13 14 92.86% 49 50 98.00%




NR Not yet rated No

Program: 52040000 - Business Operations Support and Assistant Services 023614, Collin County Community College District




Gender










Gender









2005-2006 2006-2007 2007-2008 3-Year Total

32 31 30 93 [1] Source: CBM009




2004-2005 2005-2006 2006-2007 3-Year Average


29 31 93.55% 22 27 81.48% 23 27 85.19% 74 85 87.06%




NR Not yet rated No

Program: 52090000 - Hospitality Administration/Management 023614, Collin County Community College District




Gender










Gender









2005-2006 2006-2007 2007-2008 3-Year Total

15 28 19 62 [1] Source: CBM009




2004-2005 2005-2006 2006-2007 3-Year Average


14 15 93.33% 14 15 93.33% 20 23 86.96% 48 53 90.57%




NR Not yet rated No

Program: 52150000 - Real Estate023614, Collin County Community College District




Gender










Gender


Completers







2005-2006 2006-2007 2007-2008 3-Year Total

70 37 17 124 [1] Source: CBM009




2004-2005 2005-2006 2006-2007 3-Year Average


60 63 95.24% 60 64 93.75% 32 34 94.12% 152 161 94.41%




NR Not yet rated No

Program: 52180000 - General Sales, Merchandising and Related Marketing Operation023614, Collin County Community College District




Gender










Gender









2005-2006 2006-2007 2007-2008 3-Year Total

18 3 8 29 [1] Source: CBM009




2004-2005 2005-2006 2006-2007 3-Year Average


8 8 100.00% 11 11 100.00% 2 3 66.67% 21 22 95.45%




NR Not yet rated No



Cost Category Schedule A: Salaries and Fringe Benefits


I. Activity (Basic Grant

Only) II. Title/Position

III. % of Time

on Project IV. Amount

Other Three Part-Time CTE Academic Advisors (TBD) 100 % $ 31,350

Special Populations

Lloyd Spence - CTE Recruiter - 50% of salary and benefits

50 % $ 19,900

Total $ 51,250



Cost Category Schedule B: Travel (Staff Only)



Only) II. Title/Position III. Purpose IV. Amount

Professional Development

Lloyd Spence - CTE Recruiter

In-state professional development activities

$ 1,000


Part-Time CTE Academic Advisors (TBD)

In-State professional development activities

$ 1,000


Elaine Stewart - Coordinator of Job Location & Development

National Student Employment Association, Orlando, FA

$ 1,260

Total $ 3,260



Cost Category Schedule C: Capital Outlay/Equipment



Only) II. Description III. Amount

Instructional Equipment

Anasazi EFT-60 NMR Spectrometer Nuclei Accessory for Biotechnology Program

$ 12,300

Instructional Equipment

Anasazi EFT-60 NMR Spectrometer Carbon Accessory for Biotechnology Program

$ 8,085

Total $ 20,385



Cost Category Schedule D: Consultant Fees



Only) II. Individual or Firm III. Purpose IV. Amount

Other type here $ 0

Total $ 0



Cost Category Schedule E: Subgrants and Subcontracts



Only) II. Recipient III. Purpose IV. Amount

Other type here $ 0

Total $ 0



Cost Category Schedule F: Miscellaneous



Only) II. Description III. Amount

Guidance and Counseling

NSEE Conference, Oct. 28-30, 2009, Dallas, TX, registration Fee: two Co-op Staff (Sonya Flaming and Larry Maughan) and two faculty (TBD).

$ 1,880

Special Populations

Sign Language Interpreting Services for CTE Students $ 30,340

Special Populations

Tutoring Services for CTE Students $ 2,000

Other Prepare print materials to promote Co-op & Internship opportunities and services to potential students, displaced workers and employers.

$ 1,650

Other Single course release for Computer Science faculty (C. Braun & S. Mahon) to complete Microsoft IT Academy to allow Computer Science program to teach Microsoft Certified courses and offer

$ 10,051

students the opportunity to complete Microsoft certifications.

Upgrade Curriculum

Microsoft Trainer kits required for Microsoft Certified courses. $ 1,100

Upgrade Curriculum

Course fees required to offer Microsoft Certified curriculum and instructors.

$ 600

Other Printing and publicity materials for CTE Education Fair $ 508

Other Review and revision of all CTE promotional materials for better inclusion of underrepresented gender, racial, and ethnic groups in non-traditional fields.

$ 1,150

Other A regional Veteran integration workshop for colleges to identify and address barriers faced by veterans attempting to re-integrate into the local workforce, especially as it relates CTE degree and certification programs.

$ 3,000

Other Two (2) student assistant positions within the Co-op services used to maintain current employer information and follow-up materials for the Commercial Music and Computer Science program.

$ 2,460

Total $ 54,739



Cost Category Schedule G: Administration


I. Description II. Amount

Indirect Cost $ 4,300

Total $ 4,300



CB-100: Budget Summary Page


COST CATEGORY

(A)

OriginalBudget

(B)

CumulativeBudget

RevisionsRequested

(C)

Revised Total

Budget

(D)Actual

CumulativeExpenditures

Through:

1. Salaries and Fringe Benefits (Schedule A) $ 51,250

2. Travel (Staff Only) (Schedule B) $ 3,260

3. Capital Outlay/Equipment (Schedule C) $ 20,385

4. Consultant Fees (Schedule D) $ 0

5. Subgrants and Subcontracts (Schedule E) $ 0

6. Miscellaneous (Schedule F) $ 54,739

7. SUBTOTAL - DIRECT (Lines 1-6) $ 129,634

8. Administration (Schedule G) $ 4,300

9. TOTAL (Line 7 plus Line 8) $ 133,934

10. LAST EXPENDITURE REIMBURSEMENT REQUEST TOTAL (Line 9 Column D on prior request)

11. TOTAL REIMBURSEMENT FOR THIS REQUEST (Line 9 minus Line 10)

Name/Title of Chief Financial Officer Ralph G. Hall Chief Financial Officer

Signature

Electronic Submission Authorized by Financial Identification Number (FIN)

Phone/FAX/E-mail

972.758.3831 [email protected]

CB-1002/00



CB-320: Budget Summary by Activity


ACTIVITY

COST BY CATEGORY

Salaries (Schedule

A)

Travel (Staff Only)

(Schedule B)

Capital Outlay/

Equipment(Schedule

C)

ConsultantFees

(Schedule D)

Subgrants and

Subcontracts(Schedule E)

Miscellaneous (Schedule F)

Total

Activity Budget - Sum of

SchedulesA through F

1. Upgrade Curriculum $ 1,700 $ 1,700

2. Professional Development $ 3,260 $ 3,260

3. Guidance and Counseling $ 1,880 $ 1,880

4. Instructional Equipment $ 20,385 $ 20,385

5. Special Populations $ 19,900 $ 32,340 $ 52,240

6. Tech-Prep

7. Other $ 31,350 $ 0 $ 0 $ 18,819 $ 50,169

8. One-Stop Shops

9. SUBTOTAL (Lines 1-8) $ 51,250 $ 3,260 $ 20,385 $ 0 $ 0 $ 54,739 $

129,634

10. Administration (Schedule G)** $ 4,300

11. TOTAL $ 133,934

** Federal Expenditures reported on Administration line, total column cannot exceed 5% of the total approved federal allocation for the program year.

CB-3202/00

Documents

Texas Higher Education Coordinating Board Carl D. Perkins Grants for Program … · 2018-05-18 · Original Application Approved - 8/3/2009 Texas Higher Education Coordinating Board