Total 100% As part of the RFA evaluation process, the Evaluation Team may use the following information to further define criteria used to evaluate proposals. The extent to which the eligible recipient meets or exceeds current Perkins-related student performance levels OR presents strategies in the grant application to address deficiencies in student performance levels. Student performance levels should be monitored in four key areas: Student attainment technical skill proficiencies; Student attainment of college credential; Student retention or transfer; Student placement in advanced training, military service, and/or qualified employment; and student participation in and completion of Career and Technical Education programs that lead to nontraditional training and employment. Addressing deficiencies should be done by: Presenting strategies for strengthening student performance levels for each sub-indicator(s) that fall below targeted performance levels; Tying outcome data for student performance levels to a specific strategy; and Tracking used to strengthen student performance levels in the grant budget pages and when applicable, documenting additional funds used to support student performance in the grant application. The extent to which the eligible recipient presents measurable objectives and indicators of progress that support strategies identified in the Delaware State Plan for Career and Technical Education that support students and special populations. Specifically, applications should emphasize goals that: Strengthen the academic, and career and technical skills of students as part of a Program of Study that articulates with related high school CTE pathways; Provide students with strong experience in and understanding all aspects of an industry; Develop, improve or expand the use of technology in career and technical programs; Provide professional career and technical in-service to teachers and professional staff; Evaluate career and technical programs; Initiate, improve, expand, or modernize career and technical programs; and Support related articulations agreements, dual enrollment opportunities, and applicable pathway assessment connecting post-secondary programs to related secondary CTE pathways. The extent to which the eligible recipient uses the self-examination data collected during their annual Career and Technical Education program review process to facilitate continuous improvement, i.e. the improved delivery of instruction and services to students as well as demonstrated student performance. How well the proposed activities reflect appropriate and necessary strategies to accomplish the proposed objectives and the extent to which the size, scope, and sequence of the activities proposed in the application will be able to bring about improvement in the quality of the firm’s existing and/or proposed Career and Technical Education programs. Whether and to what extent the proposed budget reflects a prudent and appropriate use of project Whether the application is concise, logical, and understandable.
Total 100% As part of the RFA evaluation process, the Evaluation Team may use the following information to further define criteria used to evaluate proposals. The extent to which the eligible recipient meets or exceeds current Perkins-related student performance levels OR presents strategies in the grant application to address deficiencies in student performance levels. Student performance levels should be monitored in four key areas: Student attainment technical skill proficiencies; Student attainment of college credential; Student retention or transfer; Student placement in advanced training, military service, and/or qualified employment; and student participation in and completion of Career and Technical Education programs that lead to nontraditional training and employment. Addressing deficiencies should be done by: Presenting strategies for strengthening student performance levels for each sub-indicator(s) that fall below targeted performance levels; Tying outcome data for student performance levels to a specific strategy; and Tracking used to strengthen student performance levels in the grant budget pages and when applicable, documenting additional funds used to support student performance in the grant application. The extent to which the eligible recipient presents measurable objectives and indicators of progress that support strategies identified in the Delaware State Plan for Career and Technical Education that support students and special populations. Specifically, applications should emphasize goals that: Strengthen the academic, and career and technical skills of students as part of a Program of Study that articulates with related high school CTE pathways; Provide students with strong experience in and understanding all aspects of an industry; Develop, improve or expand the use of technology in career and technical programs; Provide professional career and technical in-service to teachers and professional staff; Evaluate career and technical programs; Initiate, improve, expand, or modernize career and technical programs; and Support related articulations agreements, dual enrollment opportunities, and applicable assessment connecting post-secondary programs to related secondary CTE pathways. The extent to which the eligible recipient uses the self-examination data collected during their annual Career and Technical Education program review process to facilitate continuous improvement, i.e. the improved delivery of instruction and services to students as well as demonstrated student performance. How well the proposed activities reflect appropriate and necessary strategies to accomplish the proposed objectives and the extent to which the size, scope, and sequence of the activities proposed in the application will be able to bring about improvement in the quality of the firm’s existing and/or proposed Career and Technical Education programs. Whether and to what extent the proposed budget reflects a prudent and appropriate use of project Whether the application is concise, logical, and understandable. pathway