REVIEW CRITERIA COMMUNITY COLLEGE OCCUPATIONAL EDUCATION GRANTS

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1 Page 1 of 18 Fiscal Year REVIEW CRITERIA COMMUNITY COLLEGE OCCUPATIONAL EDUCATION GRANTS GRANT CATEGORIES Occupational Education Program Improvement Activities Community colleges are eligible for funds for the development and implementation of occupational programs on a formula basis. The Carl D. Perkins Vocational and Technical Education Act of 1998 requires the State Board of Education to distribute funds available in any fiscal year for postsecondary and adult occupational education programs to eligible institutions within the state. The funds represent the community colleges' portion of the 85% of the state's base grant for basic programs, Part C, Section 132. Section 132 (a)(2) states: Each eligible institution or consortium of eligible institutions shall be allocated an amount that bears the same relationship to the portion of funds made available under Section 112(a)(1) to carry out this Section for any fiscal year as the sum of the number of individuals who are federal Pell grant recipients and recipients of assistance from the Bureau of Indian Affairs enrolled in programs meeting the requirements of Section 135 offered by such institution or consortium in the preceding fiscal year bears to the sum of the number of such recipients enrolled in such programs within the state for such year.@ Activities will be funded in the student services and program improvement areas listed below. Special Populations categories must be served and have been approved using either federal or local funds. 1. Instruction for Special Populations 2. Pupil Support Services for Special Populations 3. Instructional Support for Special Populations 4. Instructional Supervision for Special Populations 5. Career Guidance, Counseling, and Placement 6. Program Planning and Development 7. Professional Development 8. Developmental Instruction 9. Instructional Equipment 10. Linkages 11. Worksite Instruction 12. Economic Development and Customized Training 13. Contracting for Instruction 14. Administrative Costs (Maximum of 5% of Total Federal Dollars) 15. Integration

2 Page 2 of 18 Community colleges submit a Four-year College Plan. The colleges= assurances and descriptions regarding Perkins funding are considered part of their four-year planning process. Local Leadership Salary and Travel Community colleges are eligible for local leadership and related travel funds on a matching basis through a local application. The purpose of local leadership is to coordinate the priorities of the local college plan in the areas of professional development activities for occupational and general education faculty working with occupational education students; development, dissemination, and field testing of curriculum; assessment of programs; promotion of business and industry partnerships; support for tech prep education; and data collection. Each administrator must meet the criteria for eligibility. Current leadership reimbursement is $17,000 maximum per college. Allowable authorized travel expenses are eligible for reimbursement at the rate of 50% of the total federal expenditure, not to exceed the Perkins grant award. Professional Development and Inservice: Fast Track Community colleges are eligible to compete for funds on a matching basis through an ongoing application process. Grants are designed to assist occupational education faculty by providing support to improve relevant activities designed to upgrade occupational skills. Support includes registration fees, consultation, travel, supplies and materials, and faculty stipend (for workplace experience only). Emerging Technologies Consortia Community colleges are eligible for funds through an ongoing competitive application process when two or more colleges identify a topical area as an emerging occupation or where a unique study is to be conducted for the benefit of community college systems. The grants provide for research and development, special studies, or group dissemination activities. Current projects include partial support for activities such as the TRENDS, Leadership 21, and LAND conferences; the Michigan Developmental Education Consortium (MDEC) Conference; the Connections Conference for community college women leaders; the Perkins in-service for all contact persons; and Project Outreach opinion surveys (both statewide and local college). It is anticipated that 20 grants will be awarded. Data, Evaluation, and Technical Assistance Michigan Community Data and Evaluation Committee The Michigan Community College Data and Evaluation Committee (MCCDEC) was established to assist the community colleges in data collection, data reporting, and in determining evaluation procedures. The system has incorporated both the components for local information as well as for state required information and data. With the advent of the system's development in 1978, a local/state steering committee has been supported to advise in the operation of the system. Supportive materials and services are provided to the colleges annually as determined by this steering committee. Refer to Dean=s Guide Section 3.4 for MCCDEC specifics.

3 Page 3 of 18 REVIEW CRITERIA FY Carl D. Perkins LOCAL ANNUAL APPLICATION and SUPPLEMENTAL APPLICATIONS Local Annual Application..4 Assurances and Certifications 4 Executive Summary Guidelines for Education Advisory Group (EAG) 4 Application for Program Improvement Activities.5 Part 1. Evaluation Schedule and Summary Report for Self-study Evaluation of State-approved Occupational Programs..5 Part 2. Four-year College Plan Amendments.6 Part 3. Activities to Be Funded 11 Part Program Improvement Budget 11 Part 5. Final Reports Supplemental Applications Community College Local Leadership Salary and Travel Reimbursement Postsecondary Travel Reimbursement Professional Development and Inservice: Fast Track Emerging Technologies Consortia New Program Approval Page

4 Page 4 of 18 BACKGROUND The community colleges Four-year College Plan were reviewed by Michigan Department of Career Development for content that outlined the institutional intent to meet requirements in the law, provide services, and implement systems to assure improvement of educational programs. Describing current or proposed methods, processes, outcomes, and programs and/or goals for and next three years was the focus of the plan and the basis for its review. Beginning with fiscal year , colleges were allowed to amend the narratives provided in their Four-Year College Plan , but were still required to provide descriptions of activities and a budget for the funding year. The Local Annual Application will be submitted each year through Colleges do not need to submit a new College Plan for each of those years. FY LOCAL ANNUAL APPLICATION Assurances and Certifications The Department will review the application to determine whether: 1. Were all Civil Rights Assurances checked? 2. Did the college president and occupational contact person sign and date the first Certifications? 3. Did the occupational education contact person sign and date the Instructional Equipment certification? 4. Did the college president, occupational contact person, and special populations contact person sign and date the Local Annual Application and Budget certification? 5. Under Education Advisory Group, dated signature of the education advisory group chairperson is included. Executive Summary Guidelines for the Education Advisory Group Review of the Perkins Application To fulfill the requirement of local Education Advisory Group review of and comment on the Perkins III Local Annual Application, you are asked to provide the following in the form of an executive summary: 1. Summary of major Perkins activities in your plan. 2. Statement of the relationship (or lack of) between Perkins activities and the Workforce Development Board Strategic Plan. 3. Perkins funding allocation and local contribution.

5 Page 5 of 18 Application for Program Improvement Activities Part 1. Evaluation Schedule 1. WAS THE SCHEDULE COMPLETED BY OCTOBER 15? 2. Is the number of programs scheduled for evaluation adequate? 3. Is the year of evaluation indicated? 4. Do all state-approved occupational programs have a schedule date or are they indicated as being Inactive@ or Canceled@? Summary Report for Self-study Evaluation These reports are due June 30 for each occupational program to be reviewed according to the college evaluation schedule. The following will be reviewed upon submission of the evaluation: 1. Demographic Data a. Has demographic data been submitted for each program, even if two or more programs were evaluated together? b. Do the numbers indicate a substantiated program? 2. Summaries a. Are all three Summary of Evaluation Perceptions pages completed with recommendations? b. Area the perceptions directly related to the quality of the program, staff, equipment, facilities, etc.? 3. College Action Plan a. Are the goals/objectives (corrective action) specific and clearly stated? b. Are the goals/objectives reflective of the perceptions and recommendations in the Summaries? c. Is a time frame for action completion indicated? d. Are the resources (including staff) required for corrective action indicated and available?

6 Page 6 of 18 Part 2. Four-Year College Plan Amendments Local Uses Of Funds (Section 135) 1. Strengthen the academic and vocational and technical skills of students participating in vocational and technical education programs by strengthening the academic and vocational and technical components of such programs through the integration of academics with vocational and technical education programs through a coherent sequence of courses to ensure learning in the core academic, and vocational and technical subjects. Please include a copy of your catalog. [Ken Snow ] Did the college include a description of their process for integrating occupational and academic courses? Did the college address how they are currently integrating the courses? Did the college address how they plan to integrate for the planning period? Were specific examples given? Did the college describe how integrating was and will take place through a coherent sequences of courses? Did the college include a copy of the catalogue? 2. Provide students with strong experience in and understanding of all aspects of an industry. [Ken Snow ] Did the college provide the names and descriptions of specific courses required of a student enrolled in a particular course of study that will provide them a strong understanding of the industry in which they strive to gain employment? Did the college provide examples of required internships, externships, and/or job-shadowing experiences? Did the college provide a description of any partnership agreements it has with businesses to provide this experience? Did the college adequately explain how they are providing this experience during ? Did the college adequately explain how they plan to continue or expand upon this for the years ? 3. Develop, improve, or expand the use of technology (not equipment) in occupational and technical education. [Ken Snow ]

7 Page 7 of 18 Did the college provide an explanation of how it currently trains occupational education personnel in the use of the state-of-the art technology (e.g. distance learning)? Did the college explain how it plans to expand upon this endeavor during ? Did the college explain how it uses distance learning (e.g. the internet, open entry/open exit, online delivery) or other types of technology to offer courses? Did the college describe how it provides occupational students with the academic and occupational technical skills that lead to entry into high tech and telecommunication fields? Did the college explain how it plans to improve and expand upon this during ? Did the college demonstrate how it works with high tech industries to offer internships and mentoring programs? Did the college demonstrate how it plans to expand upon this during ? 4. Provide comprehensive professional development programs to occupational, academic, guidance, and administrative personnel, including teachers, counselors, and administrators. [Mel France, ] Did the college describe their requirements and procedures in place to provide professional development for occupational, academic, guidance, and administrative personnel? Did the college describe professional development activities/events provided for occupational, academic, guidance, and administrative personnel? 5. Develop and implement evaluations of the vocational and technical education programs carried out with funds under this title, including an assessment of how the needs of special populations are being met. Describe the process you will use to independently evaluate and continuously improve the performance of the occupational program. [Mel France, ] Did the college describe its evaluation process, including a description of the evaluation instruments (i.e., PROE) and involvement of advisory committees, faculty, administrators, and students? Did the college adequately describe how and when it implements evaluations (e.g. Summative and formative)? Did the college describe how it measures the needs of special populations and how those needs are being met? Did the college describe how it responds to input from evaluations to institute change as a result of evaluations results? Did the college provide specific examples? Did the college address how it expects to improve upon its evaluation process during the years ? Have Self-study reports been completed as per the local evaluation schedule?

8 Page 8 of Initiate, improve, expand, and modernize quality vocational and technical education programs. [Ken Snow ] Did the college explain how the market, environmental scanning, employment, and economics influence its decision as to which occupational programs it should offer, discontinue, expand and/or modernize? Did the college adequately describe its continuous improvement strategies for the occupational programs offered? Did the college describe how its equipment purchases help to improve and modernize its programs? Did the college describe any relationships with businesses that provide input into providing quality occupational programs (e.g. advisory committee membership)? 7. Provide services and activities that are of sufficient size, scope, and quality to be effective. [Ken Snow ] Did the college describe which services (e.g. support services) and activities are offered and how they help students succeed (e.g. academically successful, retention, job placement)? Did they provide specific examples? Did the college provide the number served during the year and the expected number to be served during ? Did the college provide a description of how it publicizes its student services (e.g. tutoring, structured learning assistance, mentoring, note taking) to reach the greatest number of students? 8. Link secondary vocational and technical education and postsecondary vocational and technical education, including implementing tech-prep programs. [Ken Snow ] Did the college provide examples of current linkages with secondary occupational education programs? Did the college describe the process they go through in establishing relationships with secondary partners? Did the college explain how it plans to establish more relationships during ? If the college participates in tech prep, did the college describe its role in tech-prep and how it plans to expand its participation in the future?

9 Page 9 of 18 Local Plan (Section 134) 1. Ensure that students who participate in such occupational education programs are taught to the same challenging academic proficiencies as are taught for all other students. [Ken Snow ] Did the college describe the type of system it will use to ensure that occupational students will be taught to the same academic proficiencies as all other students during the planning period? Did the college address how it expects to maintain or improve upon this for the years ? 2. Describe how students, teachers, representatives of business and industry, labor organizations, representatives of special populations, and other interested individuals will be: [Mel France, ] a. Involved in the development, implementation, and evaluation of occupational education programs assisted under this title. Did the college explain how it selects members for its advisory committee and how it will ensure that membership from special populations is maintained during the planning period? Did the college include representation from each of the above-mentioned groups on their advisory committee? Did the college explain how input from each of the represented groups will be used in to help them decide which programs to offer, discontinue, and/or modify? b. Effectively informed about and assisted in understanding the requirements of Perkins III. Did the college adequately describe the process it will use during to inform advisory committee members about the requirements of Perkins III? 3. Describe how you incorporate and strengthen your partnerships with business and industry. [Ken Snow ] Did the college describe the types of partnerships it plans to have with business and industry (e.g. customized training, mentoring programs, internships, special programs) during ? Did the college adequately explain how these partnerships would work? Did the college describe how it expects to expand its partnerships with business and industry during the years ?

10 Page 10 of 18 Did the college describe how it will annually review the needs of business and industry and respond to such needs during the years ? 4. Describe how you will: a. Review occupational education programs and identify and adopt strategies to overcome barriers that result in lowering rates of access to or lowering success in programs for special populations to meet the state adjusted levels of performance. [Mel France, ] Did the college describe the barriers specific to their institution that result in lower success rates for special populations students? Did the college explain specifically the steps it plans to take during to eliminate these barriers in order to help students achieve the state adjusted levels of performance? b. Provide programs that are designed to enable the special populations to meet the state adjusted levels of performance. [Mel France, ] Did the college describe the support services it plans to offer during ? Did the college explain how these services are intended to work so as to enable special populations students to meet the state adjusted levels of performance? 5. Describe how the college will provide support services that promote inclusion and eliminate discrimination of individuals who are members of special populations. [Mel France, ] Did the college describe its non-discrimination policy and how this relates to special populations students? Did the college explain what steps it plans to take to ensure that special populations students are not discriminated against during ? Were the steps described specific? 6. Describe how funds will be used to promote preparation for nontraditional training and employment. [Mel France, ] Did the college describe the type of outreach activities they will utilize in order to inform students about nontraditional training and employment opportunities during ? Did the college provide an estimate of the amount of funds (local and/or federal) they will use over the planning year for outreach activities?

11 Page 11 of 18 Part 3. Activities To Be Funded 1. Were the following completed: a. CIP Code? b. Program Name? c. CORE PERFORMANCE INDICATOR(S) AND PERFORMANCE LEVELS? d. LOCAL USES OF FUNDS AND LOCAL PLAN? e. Menu Activity Function Code? f. Federal and Local Funds? 2. Do activity descriptions PROPOSED ACTIVITIES address the rationale CORE PERFORMANCE INDICATOR(S) selected? 3. Did the college provide an explanation as to why they selected the activities they did on the application for the year ? 4. Was there an explanation as to how the Anticipated Outcomes will help students meet the state adjusted levels of performance for ? 5. Are the activities realistic so that the services to be provided can be realized for ? 5. Are the equipment items to be purchased described, along with how they will improve the occupational program and student success? Part Program Improvement Budget 1. Have the college president, occupational education contact person, and special populations contact person signed and dated the Local Annual Application and Budget section of the Assurances and Certifications? 2. Have all planned program improvement activities been accurately reflected on the budget page? 3. Are all totals accurate? Part 5. Final Reports 1. HAS THE COLLEGE SUBMITTED THE PROGRAM IMPROVEMENT FINAL NARRATIVE REPORT? 2. Does the report include an assurance that all federal funds were expended and/or encumbered during the grant period per the approved budget?

12 Page 12 of Does the narrative describe what was accomplished by the expenditure of federal funds? 4. If federal dollars were been spent for equipment, did the college submit the Final Report for Approved Postsecondary Occupational Education Equipment? 5. Has the college submitted a DS-4044 Final Expenditure Report? APPLICATION FOR COMMUNITY COLLEGE LOCAL LEADERSHIP SALARY AND TRAVEL The Department reviews the application and determines if the appointee is qualified for salary reimbursement. If the appointee is not qualified for salary reimbursement, he/she may serve as liaison and receive reimbursement for travel costs only. In this case, the appointee should fill out the Application for Postsecondary Travel Reimbursement. See Section 1.0 of Dean=s Guide. Presidents of community colleges that meet the minimum $50,000 Title I grant allocation and whose proposed appointees possess the qualifications listed below may apply for salary reimbursement at the rate of 50% of the annual contracted salary (not to exceed $17,000) and travel reimbursement at the rate of 50% of the allowable authorized travel expenditures. Position Information 1. Is the position title of the proposed appointee stated? 2. Is the name of the proposed appointee stated? 3. Are employment dates, beginning and ending, stated? 4. Have transcripts been sent to the Michigan Department of Career Development verifying that the appointee meets the qualifications outlined in Section 1.0 of the Deans Guide? Specifically: a. Attainment of a Masters degree b. Coursework completed in administration, supervision, and organization of occupational education programs c. Two years of work experience in an occupational program area d. Three years of experience in administration and/or teaching in an approved occupational program

13 Page 13 of 18 Line-Staff Relationships 1. Is a description of the appointee s position and line of authority to the chief administrative officer stated in the application? 2. Is a description of the appointee s position in relation to other administrators stated in the application? 3. Is a description of the appointee s position in relation to occupational instructors stated in the application? Duties and Responsibilities 1. Are the following position responsibilities, including planning and supervisory duties, stated in terms of general goal statements? a. Inter-agency Communication and Coordination b. Intra-agency Communication and Coordination c. Planning and Financial Management d. Assessment and Evaluation, including Data Collection for the Perkins Core Indicators e. Personnel Supervision f. Professional Development g. Curriculum Development 2. Does each of these goal statements incorporate clear, specific, and measurable performance objectives that are projected for one year? Request for Reimbursement Is the college requesting reimbursement? Budget Is the budget accurate? Certification Has the president signed and dated the application?

14 Page 14 of 18 APPLICATION FOR POSTSECONDARY TRAVEL REIMBURSEMENT Community colleges that do not meet the minimum $50,000 Title I grant allocation may submit the Application for Postsecondary Travel Reimbursement. Eligible universities employing an administrator who possesses the qualifications listed above and performs the duties of occupational administrator for the college may apply for reimbursement of travel expenses. Allowable authorized travel expenses are eligible for reimbursement at the rate of 50% of the total federal expenditure, not to exceed the Perkins grant award. POSITION INFORMATION 1. IS THE POSITION TITLE OF THE PROPOSED APPOINTEE STATED? 2. IS THE NAME OF THE PROPOSED APPOINTEE STATED? 3. ARE EMPLOYMENT DATES, BEGINNING AND ENDING, STATED? LINE-STAFF RELATIONSHIPS 1. IS A DESCRIPTION OF THE APPOINTEE S POSITION AND LINE OF AUTHORITY TO THE CHIEF ADMINISTRATIVE OFFICER STATED IN THE APPLICATION? 2. IS A DESCRIPTION OF THE APPOINTEE S POSITION IN RELATION TO OTHER ADMINISTRATORS STATED IN THE APPLICATION? 3. IS A DESCRIPTION OF THE APPOINTEE S POSITION IN RELATION TO OCCUPATIONAL INSTRUCTORS STATED IN THE APPLICATION? APPLICATION FOR PROFESSIONAL DEVELOPMENT AND IN-SERVICE: FAST TRACK Professional staff of the Department of Career Development will review Fast Track applications. All applications will be evaluated on the basis of the review criteria provided below. Also see Section 17.0 of the Dean's Guide. Submission of Application 1. Was the application submitted prior to the beginning date of the event? 2. Was the published vendor information verifying dates, locations, activities, and costs attached? 3. Does the application contain all of the required signatures?

15 Page 15 of 18 Plan and Intent of the Project 1. Were all required items completed? 2. Is the occupational program indicated state-approved or are the courses indicated occupational specialty courses, general occupational courses, or part of apprenticeship instruction? 3. Do the cognitive occupational skills and knowledge to be acquired relate to updating skills for the purpose of revising the curriculum? 4. Do a majority of conference sessions relate directly to curriculum revision? 5. Is the event extemporaneous? 6. Have changes occurring in the curriculum as a result of the Fast Track activities been identified? 7. Have anticipated benefits to students as a result of the course(s) changes been identified? 8. If appropriate, have complete Work Place Experience contracts and Visit Plans been attached? 9. Is the work place experience two weeks (80 hours) or less? Evaluation Plan Has a method of assessing results and assuring that students benefit from the Fast Track activity been identified? Budget 1. Are allowable expenses only being requested? 2. Has a 50% local match been indicated? 3. Is the budget consistent with published vendor information? APPLICATION FOR EMERGING TECHNOLOGIES CONSORTIA All applications will be evaluated on the basis of the review criteria provided below. Funding will be subject to approval by the Department Of Career Development. All applicants will be notified immediately of the Department s action. In addition to the criteria listed below, the Department of Career Development may apply other factors in making decisions to fund proposals, such as: (1) duplication of effort, (2) duplication of funding, (3) geographical distribution, or (4) evidence that an applicant has performed satisfactorily on previous projects. The maximum score for the following criteria is 100 points. 1. Need (15 Points)

16 Page 16 of 18 The Department reviews each application to determine the need and soundness of the rationale for the project. In making this determination, the Department looks for: a. An identification and description of the specific problem to be addressed and the target groups that will be affected. b. A description of previous actions taken by the applicant that relate to the issue. c. A clear statement of the educational approach being planned and how it will address the need and benefit the target group. 2. Plan of Operation (25 Points) The Department reviews each application for information that shows the thoroughness of the plan of operation. In making this determination, the Department looks for: a. A clear statement of the purpose, the proposed efforts, and the expected outcomes. b. Goals and objectives to be met by project activities. c. The scope of activities and a time line for their completion. d. A management plan and staff responsibilities. e. A plan to involve appropriate groups in planning and implementation. f. Flyers, agendas, registration forms, etc., for statewide conferences and meetings indicating ACosponsorship by Michigan Department of Career Development.@ (See Section 3.1 of the Dean=s Guide.) g. Specific Statement of Co-sponsorship@ language on the printed agenda for statewide meetings or conferences. (See Section 3.1 of the Dean=s Guide for specific language.) 3. Qualification of Key Personnel (15 Points) The Department reviews each application for information that shows the qualifications of the key project personnel. The Department looks at: a. The qualifications of the project director and other key personnel to be used in the project. b. The time that each of the above persons will commit to the project. c. The extent to which the applicant will give preference to groups that have been traditionally under represented, such as disabled persons, women, the elderly, and members of racial or ethnic minority groups. 4. Evaluation Plan (15 Points) The Department reviews each application to determine the quality of the plan for evaluating the success

17 Page 17 of 18 of the project. In making this determination, the Department looks for: a. Project objectives that are stated in measurable terms and are capable of being achieved within the project period. b. The applicant's plan for collecting and analyzing data related to each objective, including the timetable for collecting and analyzing the data, and the person who will do the evaluation. c. How well the evaluation will measure the project's effectiveness in meeting each objective. 5. Applicant's Commitment and Capacity (10 Points) The Department reviews each application for information that shows that the applicant is committed to and capable of the successful implementation and continuation of the project. In making this determination the Department looks at: a. Whether the applicant will make direct or in-kind financial contribution to the implementation of the project. b. Whether the applicant will continue all or part of the project after the termination of the project funding. 6. Budget (10 Points) The Department reviews each application for information that shows the project has an appropriate budget for the scope of the work and is cost-effective. Budgetary detail for estimated expenditures must be provided. In making this determination, the Department looks at: a. How the budget relates to the proposed activities and various program components. b. Whether the estimated costs are reasonable and justified. 7. Overall Proposal Merit (10 Points) The Department reviews each application with respect to the overall merit of the proposal. In making this determination, the Department looks at: a. How the project is likely to make a substantial qualitative contribution towards addressing state educational needs. b. How the project is likely to serve as a model for colleges and universities throughout the state with similar education needs.

18 Page 18 of 18 APPLICATION FOR NEW PROGRAM APPROVAL Specific definitions, guidelines, program components, and reporting requirements related to this approval can be found in Chapter 4 of the Occupational Program Development Process: A Handbook available through the Michigan Department of Career Development, Community College Services Unit. Recommendations for program approval will be submitted to the Director of the Michigan Department of Career Development throughout the year. The following are required: 1. Results from a Needs Study (if program is new or less than three years old). 2. The latest PROE (Program Review of Occupational Education) evaluation (or other approved local evaluation) if the program has been in existence for more than three years. 3. If PROE is substituted for the Needs Study, a Statement of Need must be included in order to demonstrate that there are employment opportunities for those being trained. This must be supported by data and all sources documented. (Such information may come from the Michigan Department of Consumer and Industry Services.) If the Statement of Need does not sufficiently address the issue of employment opportunities, a formal Needs Study may be required. 4. Program description. 5. A list of occupations for which the student completing the program will be qualified. The specifics about the occupation should also be discussed, e.g. special skills and knowledge required via formal education, employment opportunities (current and future). 6. Articulation. 7. A description of the facilities in which the program will be housed. 8. The status of the recognition, accreditation, or licensing application by external agencies, if applicable. 9. The status of the review and approval by the college curriculum committee, faculty, administrators and board. 10. The program courses in sequence by semester in which they are to be taken by the student. 11. The catalog description for each specialty and supportive course(s) required for the program. 12. The names, titles, and organizational affiliation of members of the advisory committee which has been selected to advise the college on the development and implementation of this occupational program. 13. A brief description of the evaluation process and time schedule for performing the evaluation. 14. Recommendations for program implementation as well as a management plan for implementation and operation should be placed in this section. C:\My Files\02-03 Perkins\Dean's Guide\Sec3_2A.doc.2/12/02.rs