Required and Permissive Use of Funds

San Diego City College


Each proposal must describe in form Section II (instructional programs) or Section III (across programs) how it will fulfill the Required Uses of Funds stated here.  If the program has not completed all the Required Uses since 2006 through a previous Perkins/CTEA grant, they must accomplish all nine during the grant year.

  1. Strengthen academic and career and technical skills of students

·         Develop coherent series of courses based on industry needs

·         Consult with English faculty for assistance in integrating written and oral communications into technical curriculum.

·         Consult with Math faculty as appropriate in integrating basic math skill into technical curriculum

·         Make students aware of support services on campus and encourage their use

  1. Link secondary and postsecondary programs

·         Build a Program of Study (secondary classes formally linked to postsecondary program)

·         Pursue articulation agreements with local high schools and universities

·         Connect to high school teachers to strengthen students pre-college knowledge/skills

  1. Provide students with strong experience and understanding of all aspects of the industry including work-based learning experiences

·         Invite industry professionals to speak on a particular phase of that technology

·         Set up internships, externships, work-based learning or job shadowing with local business/industry.

·         Make Labor Market Information on job availability and career options available to students

·         Create a career information website linked to the program’s City College website

  1. Develop, improve and expand use of technology

·         Purchase state-of-the-art equipment for program lab

·         Adapt curriculum for online delivery

·         Consider need for adaptive equipment for students with disabilities

  1. Professional development for secondary and/or postsecondary faculty, administrators,  career guidance and academic counselors

·         Provide training for faculty to become current in technology and program updates

·         Attend program subject conference of one day or more

·         Train academic counselors on updated aspects of instructional program

·         Train counselors to assist special population students in gaining access to career and technical education with particular emphasis on non-traditional student participation and retention in programs.

·         Provide funds for faculty to job shadow in their industry.

  1. Evaluate programs with emphasis on special populations

·         Track your program numbers in order to prove your program success

·         Develop and use simple evaluation processes and instruments

·         Use Core Indicator trends to inform program decisions

·         Assess how needs of special populations are being met in your program

  1. Initiate, improve, expand and modernize quality programs

·         Consult with industry advisory board and instructors from other colleges on program needs

·         Purchase equipment and software for program improvement

·         Work with other technical faculty to develop new certificates that enhance job skills

·         Analyze various Labor Market Information (LMI) for new course development

·         Enhance existing programs to include new job opportunities

  1. Be of sufficient, size, scope and quality to be effective

·         Make courses available in multiple formats: self-paced, on-line, traditional classroom

·         Work with Outreach to recruit special populations and all students in programs with low enrollment

·         Develop and use an Advisory Board with industry partners to produce solutions to workforce development needs and support equipment and supply purchases.

  1. Prepare special populations for high skill, high wage or high demand occupations

·         Implement innovative outreach programs to special programs on campus, to secondary and to the general community

·         Provide activities in program targeted at special populations

·         Enhance support systems for special populations in CTE programs



The state wants to see at least one of these along with the Required Uses to address your program needs.  If an activity fits one of these categories and a required use, reference the Required Use activity in the Permissible Uses section that applies.

1.      Involve parents, business and labor in planning & operation

2.      Career guidance & academic counseling

3.      Business Partnerships - Work-related experience students & faculty

4.      Programs for special populations.

5.      CTE student organizations

6.      Mentoring & support services

7.      Leasing, purchasing, upgrading or adapting equipment

8.      Teacher preparation programs

9.      Improving and developing new CTE courses including distance education

10.  Assist transition to BA degree programs

11.  Support entrepreneurship education

12.  Improving or developing new CTE courses including Programs of Study

13.  Support small CTE learning communities

14.  Support for family & consumer sciences

15.  CTE programs for adults or drop-outs to complete secondary education

16.  Assist CTE students to continue education or get a job

17.  Support training and activities in Non-Traditional fields

18.  Automotive technologies support

19.  Pooling funds for innovative projects

20.  Support other CTE activities consistent with CTEA