Purple College

601 Main Street

Anytown, State Q 12345

Purple College (PC), a two-year, public community college located in
Anytown, State Q, is requesting **\$332,275** from the Department of
Education to begin a High School Equivalency Project to serve **75
participants** (375 over the course of the grant). Purple College has
established four goals with seven supporting objectives for its HEP
project.

GOAL 1: The percentage of PC HEP participants who complete the program
and receive their GED will be high, and will equal or exceed the
percentage achieved each year.

*Objective 1: PC HEP will identify, recruit and select 75 participants
who qualify for HEP services.*

*Objective 2: 70% of PC HEP participants will complete the program and
receive their GED.*

GOAL 2: The percentage of PC HEP participants with a GED who enroll in
postsecondary education programs will either equal or exceed the
percentage achieved the previous year.

Objective 3: 50% of PC HEP participants who have completed their GED
will enroll in a program of postsecondary education.

GOAL 3: The percentage of PC HEP participants who receive a GED will be
placed in career positions or who enter the military service will equal
or exceed the percentage achieved each year.

Objective 4: 50% of PC HEP participants who have completed their GED
will be placed in a career position or will enter the military service.

GOAL 4: PC HEP will implement an effective management plan for the
program so as to ensure the proper and cost effective administration of
the project.

*Objective 5: PC HEP will ensure that 100% of staff will receive
in-service training, cultural sensitivity preparation, and technical
assistance each year.*

*Objective 6: PC HEP will ensure 100% of participants will be afforded
the efficient and effective coordination with other existing programs
that benefit the participants and their families.*

*Objective 7: PC HEP will meet 100% of the administrative requirements.
Participants' records will be maintained and checked. Performance
reports will be completed on time each year. Fiscal records will be
reviewed as part of the college's single unit audit.*

To ensure attainment of the established goals and objectives, PC has
developed a comprehensive plan to: identify, recruit, and select
eligible participants; to fully and adequately assess participant needs;
to provide high quality, accessible educational services; and to ensure
participants enter postsecondary education, a career, and or military
service. Educational service will include: classroom, small group, and
individual instruction; tutoring; learning style assessments; study and
test taking skill workshops; and college entry exam preparation. An
individual Personal Success Plan will be created for each participant
that will outline educational, personal, and professional short and long
term goals, and will establish a plan for achieving those goals.

Four sessions (fall, winter, spring, and summer) both residential and
commuter, on campus and at satellite centers. Each session will provide
adequate hours of instruction (either day or evening) and will be
staffed with sufficient staff to allow for individualized instruction. A
special 4-week, residential summer session will be available for those
students who want to be ready to attend college in the fall.

Personal, vocation, and academic counseling services will assist
participants in making competent and knowledgeable decisions.
Admissions, entry, and financial aid services have been designed that
will lead, not only to placement, but to success in postsecondary
education, as well. Purple college CAMP is committed to recruiting and
serving HEP graduates. Health services will be provided via PC and state
migrant nursing staffs, as well as through contracted care services with
the community health clinics. Participants will be afforded an
opportunity to engage in cultural events, academic programs, and other
educational or cultural learning activities, such as attending plays and
concerts, and visiting colleges and museums. Purple College realizes
that even though all HEP services and activities are without cost to
participants, there are indirect costs that participants will incur;
therefore, the project will provide participants with weekly stipends
and mileage reimbursements to help offset those costs.

An inclusive professional plan allows for equitable hiring of the most
competent and well-trained individuals, and for on-going staff
development to ensure staff are aware of, sensitive to the culture, and
special needs of the migrant farm workers.

Purple College HEP has secured numerous commitments from both the
college and the community to ensure a large support system. Eighteen
individuals who consider themselves stakeholders in this project have
volunteered to serve on the HEP Advisory Council that will meet at least
four times per year to assist the project staff with programmatic
implementation and formative assessment. Currently, there are no other
programs in the target area that provide these services for migrant farm
worker who do not have a high school diploma or its equivalent.

**Introduction**

Purple College (PC), in Anytown, is located in the southwest corner of
State Q, in the foothills. Purple College has been in existence since
1963. Fort Purple, a military base, was built in 1941 and after its
deactivation, the General Services Administration (GSA) gave 500 acres
and a few buildings to the state to begin a community college. Today,
Purple College is the only community college in the 9-county service
area.

The supporting counties are rural and among the poorest in the nation.
One in five school children live below the poverty level, and as one
might expect, this area has low educational attainment with a high
number of at-risk students. One in four students who begin the ninth
grade do not persist to graduation, yet in the past few years, this area
has seen an economic upswing due in large part to the growing
agriculture industry.

The PC HEP target area (Apple, Billows, Capitol and Danberry counties)
is a unique blend of scenery, rural culture, and history. Because
farming and agricultural industries continue to provide the economic
base for this part of the state, this four-county area has witnessed
enormous growth in the population of migrant agricultural workers,
primarily Hispanic, in the past ten years. In Apple and Capitol
counties, agricultural industry is the single most important sector of
the economy (source) and the **Hispanic population has increased 1,677%
since 1990!**

Agricultural businesses in the state include: poultry and dairy farming;
poultry and hog processing; apple and peach orchards; landscape
nurseries; blueberry farms; sod farms; as well as production of
cucumbers, onions, corn, beans, wheat, and some cotton. Much of the work
is seasonal and many of the laborers work with the crops while they are
in season and go indoors to the poultry processing plants before and
after the growing season. In every one of the poultry plants, the
turnover rate is greater than 100% annually (State Migrant Education
Program).

Migrant families, primarily from State X and State Y have moved to this
once homogeneous area, drawn by the demand for agriculture workers.
These agricultural communities now have a new and distinct Latino
flavor. For example, the community of Q has a Latino population of
greater than 50%. Other communities in the area, such as King, Lenox,
Naples, Oppossum, and Pentle, range from 20 to 35% in Latino population.
This phenomena has had a tremendous impact on this traditionally Anglo,
English-speaking region of the state.

This group of people is among the most at risk for not completing high
school\--especially those with poor command of the English language.
According to a recent report by Dr. John Doe, University of State Q, 53%
of Latinos in the southwest state have been here less than 2 years, and
**65% of them do not have a high school diploma or GED.**

This application seeks funds to implement a High School Equivalency
Program (HEP) that will assist eligible migrant and seasonal farm
workers in the southwest part of the state to obtain a General Education
Diploma (GED). Support services such as: academic preparation and
assistance; test taking strategies; academic and career counseling;
occupational education: college entrance and financial aid assistance;
and referrals to other assisting including health services, will be
provided. Upon graduation with a GED, the project will assist these
individuals with the application process and placement in an institution
of higher education or other postsecondary institution, apprenticeship
training, vocational training, the military services, or in employment
that is challenging and aligned with specific career goals.

**A. NEED FOR THE PROJECT**

***(i) The magnitude of the need for the services to be provided or the
activities to be carried out by the proposed project.***

The need for HEP services for the target area is outlined by the
following statistics*.*

-   88% of identified Latino migrant farm workers do not have a high
    school diploma or equivalency

-   71% have low literacy and English language proficiency

-   Few opportunities for migrant youth to access high quality
    educational resources

-   Estimated graduation rates and dropout rates at 50% among migrant
    youth

-   Few educators prepared to work with out of school youth

-   Poverty rates as high as 93% among migrants

State Q is a state that is considered to be part of the Migrant Central
Stream with the majority of its migratory families moving to State Q
from State X and State Y. Increasing numbers are also arriving from
State P, State Z and Central America. Over 90% of these Latino migrant
students and their parents do not speak English. **The number of
Hispanic families in the southwest state has increased 899% in the past
5 years!!** In 1995, there were approximately 112 migrant families in
State Q and in 1999 that number increased to 1,095. The increase in the
number of migrant school children is 81% in some school districts (2000
State Q database of migrant student records 2000). More than 75% of
State Q, Title 1-C Migrant Education Program Students are Hispanic.

  ----------------------------------- -----------------------------------
  **PERCENT INCREASE OF HISPANIC      
  POPULATION FROM 1995-2000 IN        
  SOUTHWEST STATE COUNTIES**          

  *County*                            *Increase of Hispanic Population*

  Capitol                             1,127%

  Danberry                            466%

  Apple                               1,678%

  Billows                             325%

  **Target Area**                     **874%**

  State Average                       91%

  National Average                    58%

  *Source: U.S. Census 2000,          
  Congressional office*               
  ----------------------------------- -----------------------------------

Between 1990 and 1999, the southwest part of the state showed the
**greatest amount of increase in Hispanic population** in the state. Its
growth rate of 874% **is nearly ten times the rate of change in the rest
of the state.** The primary factor influencing this rate of change has
been due to immigration (U.S. Census 2000). Although migrant families in
these counties value education and are supportive of their children's
education, their lack of ability to speak English and their frequent
moves from location to location across the country, looking for work,
has negatively affected their children's success in school. Many of them
get discouraged and drop out of school.

Nearly one in five of our nation's Latinos between the ages of 16 and 24
dropped out of school without a high school diploma or an alternative
certificate such as a GED (U.S. Census 2000). That rate continues to be
higher than any other ethnic group in the country. Consistent with
national statistics, the dropout rate among Latinos in State Q is
greater than 50%. One in four of the target area migrant adults (over
age 25) have less than a 9^th^ grade education - **88% of them do not
have a high school diploma.**

  ----------------------- ----------------- -------------- --------------
  **TARGET AREA                                            
  EDUCATIONAL                                              
  ATTAINMENT**                                             

  **County**              **w/o a HS        **w/o BA       **with
                          diploma**         degree**       graduate
                                                           degree**

  Capitol                 32.6%             91.6%          2.7%

  Danberry                28.8%             86.7%          4.7%

  Apple                   38.3%             91.8%          2.5%

  Billows                 27.2%             85.9%          3.8%

  **Total Target Area**   **31.8%**         **89.0%**      **3.4%**

  **Southwest State       **88%**           **98%**        **2%**
  Hispanic Population**                                    

  My State                14.5%             83.8%          6.1%

  U.S.                    17.9%             75.6%          7.2%

  *Sources: 1990 and 2000                                  
  U.S. Census; Kids                                        
  Count, 2000; Digest of                                   
  Educational Statistics                                   
  1998; 1999-2002 Report                                   
  of the Public Schools                                    
  of* State Q                                              
  ----------------------- ----------------- -------------- --------------

Consistently, it is estimated that the high school dropout rate in the
target area is even greater than the state statistics, but it is
difficult to measure how much greater it truly is, due to the fact that
many high school aged students never enroll in school after moving to
the state. **The educational level of adults is primarily 6^th^ grade or
below (43%).**

The percentage of Hispanics in the target area who have not completed
high school is more than twice that of total target area. This area has
a high rate of non-completion and the Latinos are especially at high
risk. Estimates range as high as 50-60% dropout rate for Latino students
in one southwest part of the state (target area school counselors). The
State Q Migrant Education Program (Q MEP) has identified approximately
5,000 migrant students in grades K-8. Of all the migrant children
identified, **71%** are of **limited English proficiency (LEP)** (2000
State database of migrant student records 2000). Furthermore, only about
24% of the parents of these children have high school diploma or a GED!
They report that 77% of their parents never or seldom attend school
functions and more than half of these children serve as an interpreter
for their parents (Wirth, 2001). When asked who helps them with
homework, only about 10% report their parents do. Understanding that
parental involvement and support is the keystone of academic success for
children, these migrant children are sorely disadvantaged.

**Twenty one percent (21%) of these children do not even plan to
graduate from high school.** Of those who do plan to graduate, about
half (50%) of them report they know what they want to do when they
graduate. Sixty percent of them report that no one at their high school
has ever talked to them about college or scholarships (Wirth, 2001).

The number of risk factors all children in the four county area face
places them among the top **15% of most at-risk in the state** (Kids
Count, 2000). Although all children in these communities face these
risks, **children from migrant families are most negatively affected.**
Approximately **93%** of our migrant children qualify for free and
reduced lunches and **71%** are LEP.

In response to six basic areas of human needs, adult Latinos reported
having either a slight or definite problem in obtaining adequate dental
care (62%), medical care (51%; 62% are not covered by any health
insurance), money (52%), clothing and shoes (35%),
heat/electricity/plumbing (24%-8% have no indoor plumbing), and food
(19%).

The poverty rate among this target population is high. One-fourth of
State Q Hispanics live below the poverty level and nearly eighty percent
of the southwest State Q Latino families have a household income less
than \$25,000. These lower income families are less educated, tend to
not have health insurance, know less English, and have more difficulty
meeting basic needs (housing, health, food, clothing), and feel less
comfortable in a variety of organizational settings in everyday day life
than those families having higher incomes. Financially, 64% of target
area Latino adults are unaware of how to apply for loans and 57% do not
have a checking account (Wirth, 2001).

Seventy-three percent of the adult Latino population in target area
report needing assistance with communication in English. Most of them
feel they cannot speak English well (62%), read English well (66%), or
write English well (71%). They report problems in communicating with
agencies (40%), immigration services (35%), law enforcement (36%),
health and medical areas (34%), utility companies (33%), and with
schools (20%) (Wirth, 2001).

The number of LEP migrant students has more than doubled in the
southwest State Q during the past five years. This has created quite a
change for the school districts in the area. Without exception, the
rural school districts of southwest part of State Q are not adequately
prepared to provide quality education for LEP migrant students. All of
the school districts report they are in dire need of several additional
bilingual and ESL teachers. In an area where the teacher shortage is
already reaching a critical stage, ESL and bilingual teachers are rare.

Unlike communities in State X, State Y, and State Z, where Latinos have
lived for some time, the rural communities in the southwest State Q do
not have a history of diversity. The native residents are not aware of
the differences in cultural and traditions, nor are there longtime
residents who are bilingual. These facts make State Q migrant students
more at risk than in communities where speaking multiple languages and
where cultural diversity is common. Purple College High School
Equivalency Program (PC HEP) will serve to bridge that gap and to
encourage cultural sensitivity and understanding. Through PC HEP, there
will be potential for the phenomena of multiculturalism to be perceived
as an asset rather than a liability.

Over the past few years, State Q Migrant Education Program (Q MEP) has
identified more than 700 of non-high school graduate migrants and more
than half of them are young people between the ages of 16 and 22 in the
PC service area. Many of the youth have chosen to work in the processing
plants and/or in the fields rather than to complete their high school
education. PC HEP will offer them options, which they otherwise will not
receive.

While there is no exact way of knowing how may migrant and seasonal farm
workers come into southwest State Q every year, it is estimated that
more than 75% of them are Latinos. This underserved group of southwest
State Q population is in greatest need of educational and social
support.

***(ii) The extent to which the proposed project will focus on serving
or otherwise address the needs of disadvantaged individuals (i.e.
eligible migrant and seasonal farm workers and their families).***

***(iii) The extent to which specific gaps or weaknesses in services,
infrastructure, or opportunities have been identified and will be
addressed by the proposed project, including the nature and magnitude of
those gaps or weaknesses.***

***Questions (ii) and (iii) will be answered simultaneously in the
following table to eliminate the need for repetition.***

There is a strong need to provide eligible migrant workers and their
families with access to educational opportunities, quality educational
services that are sensitive to the migrant lifestyle, and support and
resources to help them succeed in school and in postsecondary
educational. The U.S. Department of Labor reports that 70% of migrant
and seasonal farm workers live below the poverty level, earning an
average income of less than \$7,500 (USDOL, 1998).

PC HEP provides a clear road to success through direct services and
partnerships that address the individual needs of migrant families to
help them overcome the barriers imposed by poverty, mobility, lack of
English language proficiency, and lack of resources. The following table
recaps the needs of identified HEP students, the services and focus the
project will provide to address the needs, as well as the gaps in
services, infrastructures, and opportunities currently existing.

+----------+-------------------+---------------------+-----------------+
| **       | **Needs of the    | **PC HEP project    | **Current gaps  |
| Services | target area**     | focus**             | or weaknesses** |
| to be    |                   |                     |                 |
| pr       |                   |                     |                 |
| ovided** |                   |                     |                 |
+----------+-------------------+---------------------+-----------------+
| **COMPR  |                   |                     |                 |
| EHENSIVE |                   |                     |                 |
| TABLE OF |                   |                     |                 |
| S        |                   |                     |                 |
| ERVICES, |                   |                     |                 |
| NEEDS,   |                   |                     |                 |
| PROJECT  |                   |                     |                 |
| FOCUS,   |                   |                     |                 |
| AND      |                   |                     |                 |
| GAPS**   |                   |                     |                 |
+----------+-------------------+---------------------+-----------------+
| *Rec     | -   88% of adult  | Specialized         | Currently no    |
| ruitment |     migrants do   | recruiting is       | organization    |
| s        |     not have a    | needed to locate    | specifically    |
| ervices* |     high school   | dropout and         | targets the     |
|          |     diploma or    | non-enrolled        | migrant         |
|          |     GED           | migrants with       | dropouts for    |
|          |                   | cooperation from    | GED services,   |
|          | -   76% of Latino | employers, housing  | or provides the |
|          |     students      | organizations, and  | type of         |
|          |     report        | other related       | supportive      |
|          |     parents have  | contacts.           | services that   |
|          |     less than a   | Recruitment needs   | will be offered |
|          |     high school   | to be sensitive to  | through HEP.    |
|          |     diploma or a  | the migrant         |                 |
|          |     GED           | lifestyle and       |                 |
|          |                   | culture for project |                 |
|          | -   21% of Latino | success. PC HEP     |                 |
|          |     students do   | staff will be       |                 |
|          |     not plan to   | identified and      |                 |
|          |     graduate from | trained to locate   |                 |
|          |     high school   | and enroll eligible |                 |
|          |                   | migrants into the   |                 |
|          | -   53% of        | HEP program         |                 |
|          |     migrant       | throughout the four |                 |
|          |     workers have  | county target area. |                 |
|          |     migrated      |                     |                 |
|          |     within 2      |                     |                 |
|          |     years         |                     |                 |
|          |                   |                     |                 |
|          | -   58 % moved    |                     |                 |
|          |     directly from |                     |                 |
|          |     another       |                     |                 |
|          |     country       |                     |                 |
+----------+-------------------+---------------------+-----------------+
| *Edu     | -   88% of adults | A major reason for  | No organization |
| cational |     do not have a | the high dropout    | is providing    |
| s        |     high school   | rates of migrant    | educational     |
| ervices* |     diploma or    | students, other     | opportunities   |
|          |     GED           | Latinos and         | specifically    |
|          |                   | agricultural        | targeting the   |
|          | -   The average   | workers is the      | needs of out of |
|          |     adult Latino  | shortage of         | school migrants |
|          |     in the target | qualified or        | in southwest    |
|          |     area has a    | sensitive teachers, | State Q.        |
|          |     6^th^ grade   | counselors and      |                 |
|          |     education     | other educators in  |                 |
|          |                   | the schools. Most   |                 |
|          | -   76% of Latino | schools with high   |                 |
|          |     students      | numbers of migrant  |                 |
|          |     report        | students lack       |                 |
|          |     parents have  | counselors and      |                 |
|          |     less than a   | administrators who  |                 |
|          |     high school   | can empathize with  |                 |
|          |     diploma or a  | the migrant         |                 |
|          |     GED           | students or relate  |                 |
|          |                   | to the migrant      |                 |
|          | -   Only about 10 | community. Many     |                 |
|          |     % of Latino   | have to rely on     |                 |
|          |     parents help  | paraprofessionals   |                 |
|          |     their         | and community       |                 |
|          |     children with | liaisons to         |                 |
|          |     homework      | communicate with    |                 |
|          |                   | students and their  |                 |
|          | -   21% of Latino | parents. The PC HEP |                 |
|          |     students do   | proposal will       |                 |
|          |     not plan to   | address the gaps by |                 |
|          |     graduate from | utilizing the       |                 |
|          |     high school   | services of         |                 |
|          |                   | qualified and       |                 |
|          | -   Lack of a     | certified staff     |                 |
|          |     high school   | that can relate to  |                 |
|          |     graduation    | the Latino migrant  |                 |
|          |     diploma or    | families in the     |                 |
|          |     GED           | southwest state     |                 |
|          |     certificate   | area. Students will |                 |
|          |     keeps         | receive educational |                 |
|          |     migrants from | training to prepare |                 |
|          |     finding       | the student to      |                 |
|          |     sufficient    | secure better       |                 |
|          |     paying jobs   | paying careers.     |                 |
|          |     keeping them  |                     |                 |
|          |     from the      |                     |                 |
|          |     poverty level |                     |                 |
+----------+-------------------+---------------------+-----------------+
| *P       | -   Less than 40% | PC HEP project will | What limited    |
| ersonal, |     of Latino     | provide personal,   | services that   |
| voc      |     students know | vocational, and     | are available   |
| ational, |     what they     | academic services   | are not         |
| and      |     want to do    | to meet these       | culturally      |
| academic |     after high    | pressing needs      | sensitive to    |
| co       |     school        | among migrant       | the issues with |
| unseling |                   | dropouts. Career    | which migrants  |
| se       | -   60% of Latino | services will       | face. There are |
| rvices.* |     students have | provide career      | no services     |
|          |     not been      | market training and | that provide    |
|          |     informed of   | skills for          | personal,       |
|          |     college       | obtaining a career. | vocational, and |
|          |     and/or        | Ensuring cultural   | academic        |
|          |     financial aid | sensitivity, the    | counseling      |
|          |     options       | project will also   | services to out |
|          |                   | refer and help      | of school       |
|          | -   62% of        | enroll HEP          | migrants in the |
|          |     Latinos       | graduates into      | target area of  |
|          |     report they   | vocational          | southwest State |
|          |     cannot speak  | programs.           | Q.              |
|          |     English well; |                     |                 |
|          |     and 71%       |                     |                 |
|          |     cannot write  |                     |                 |
|          |     English well. |                     |                 |
+----------+-------------------+---------------------+-----------------+
| *P       | -   Less than 40% | PC HEP will         | College         |
| lacement |     of Latino     | cooperate with area | placement       |
| services |     students know | college recruiters, | services in     |
| designed |     what they     | military            | southwest State |
| to place |     want to do    | recruitment         | Q are not       |
| students |     after high    | agencies, and       | adequately      |
| in a     |     school        | career services     | identifying and |
| uni      |                   | programs to make    | placing         |
| versity, | -   60% of Latino | these services      | eligible        |
| college, |     students have | available to HEP    | migrant         |
| or       |     not been      | students. PC CAMP   | students in     |
| junior   |     informed of   | is committed to     | their colleges. |
| college  |     college       | first recruiting    | There are no    |
| program, |     and/or        | from HEP graduates. | identified      |
| or in    |     financial aid |                     | services for    |
| military |                   |                     | target area out |
| services |                   |                     | of school       |
| or       |                   |                     | migrants like   |
| career   |                   |                     | those HEP would |
| pos      |                   |                     | provide.        |
| itions*. |                   |                     |                 |
+----------+-------------------+---------------------+-----------------+
| *Health  | -   62% have no   | PC HEP will partner | Only the state  |
| s        |     health        | with the nursing    | migrant         |
| ervices* |     insurance     | staffs of the state | programs        |
|          |                   | migrant program and | provide limited |
|          | -   51% need      | identify community  | health services |
|          |     assistance    | clinics or other    | including       |
|          |     with medical  | sources of free or  | instruction and |
|          |     care          | inexpensive primary | referrals for   |
|          |                   | care for HEP        | migrant         |
|          | -   62% need      | participants. PC    | students. There |
|          |     assistance    | HEP will arrange    | are no health   |
|          |     with dental   | for health programs | services        |
|          |     care          | and instruction for | targeting       |
|          |                   | participants.       | dropout migrant |
|          | -   35% need      |                     | students.       |
|          |     assistance    |                     |                 |
|          |     with clothing |                     |                 |
|          |     and shoes     |                     |                 |
|          |                   |                     |                 |
|          | -   24% need      |                     |                 |
|          |     assistance    |                     |                 |
|          |     with          |                     |                 |
|          |     utilities or  |                     |                 |
|          |     food          |                     |                 |
+----------+-------------------+---------------------+-----------------+
| *F       | -   60% of Latino | PC HEP in           | Currently there |
| inancial |     students have | conjunction with    | is no           |
| Aid      |     not been      | Purple CAMP, AEL,   | organization    |
| ass      |     informed of   | Student Support     | nor organized   |
| istance* |     college       | Services, and the   | method to meet  |
|          |     and/or        | PC Financial Aid    | the financial   |
|          |     financial     | office, will        | aid             |
|          |     aid.          | provide financial   | instructional   |
|          |                   | aid workshops,      | needs of out of |
|          | -   93% of        | training and        | school          |
|          |     children      | guidance in         | migrants. PC    |
|          |     qualify for   | obtaining           | HEP will        |
|          |     free and      | appropriate         | institute       |
|          |     reduced       | financial aid.      | organized       |
|          |     lunches       |                     | protocol among  |
|          |                   |                     | the various     |
|          |                   |                     | college         |
|          |                   |                     | entities to     |
|          |                   |                     | meet this need. |
+----------+-------------------+---------------------+-----------------+

+----------+-------------------+---------------------+-----------------+
| *S       | -   93% of        | HEP will provide    | There are no    |
| tipends* |     children      | stipends and        | programs in the |
|          |     qualify for   | mileage             | target area     |
|          |     free and      | reimbursements to   | that provides   |
|          |     reduced       | off set the costs   | stipends for    |
|          |     lunches       | associated with     | out of school   |
|          |                   | program             | migrants who    |
|          | -   75% of target | participation.      | are studying    |
|          |     area is low   |                     | for the GED.    |
|          |     income        |                     |                 |
|          |                   |                     |                 |
|          | -   51% need      |                     |                 |
|          |     assistance    |                     |                 |
|          |     with medical  |                     |                 |
|          |     care; 62%     |                     |                 |
|          |     need          |                     |                 |
|          |     assistance    |                     |                 |
|          |     with dental   |                     |                 |
|          |     care; 35%     |                     |                 |
|          |     need          |                     |                 |
|          |     assistance    |                     |                 |
|          |     with clothing |                     |                 |
|          |     and shoes;    |                     |                 |
|          |     24% need      |                     |                 |
|          |     assistance    |                     |                 |
|          |     with          |                     |                 |
|          |     utilities or  |                     |                 |
|          |     food          |                     |                 |
+----------+-------------------+---------------------+-----------------+
| *        | -   Due to sever  | To ensure HEP       | Cultural        |
| Cultural |     poverty,      | students attain     | enrichment has  |
| Events*  |     cultural      | their educational   | been identified |
|          |     experiences   | goals, PC HEP will  | as a means to   |
|          |     are out of    | engage them in      | open students   |
|          |     reach for     | cultural events,    | to greater      |
|          |     most migrant  | academic programs,  | possibilities,  |
|          |     families      | and other           | and there are   |
|          |                   | educational or      | no programs in  |
|          | -   53% of        | cultural learning   | the target area |
|          |     migrants came | activities          | that provide    |
|          |     directly from | generally not       | enrichment      |
|          |     another       | available to these  | opportunities   |
|          |     country       | students. Active    | for migrant     |
|          |                   | participation in    | dropouts.       |
|          | -   Rural         | such activities     |                 |
|          |     isolation of  | will help the       |                 |
|          |     target area   | students become     |                 |
|          |     severely      | familiar with a     |                 |
|          |     limits        | college or          |                 |
|          |     cultural      | university cultural |                 |
|          |     opportunities | setting. It will    |                 |
|          |                   | motivate students   |                 |
|          |                   | to complete their   |                 |
|          |                   | GED and will foster |                 |
|          |                   | enrollment into     |                 |
|          |                   | post-secondary      |                 |
|          |                   | programs.           |                 |
|          |                   |                     |                 |
|          |                   | Transportation      |                 |
|          |                   | assistance and      |                 |
|          |                   | access frees for    |                 |
|          |                   | selected events     |                 |
|          |                   | will be provided.   |                 |
+----------+-------------------+---------------------+-----------------+

The PC HEP program will recruit, provide individualized services while
following a structured GED Curriculum, an provide academic, social, and
career assistance for out of school migrants in southwest State Q. The
program will assist participants in developing academic goals and in
providing the support services that are needed in order for them to
attain their educational plans and goals. PC HEP program will address
regional needs by continuing to assist participants with post secondary
education or training programs, in career positions or in the military.

# 

# PROJECT DESIGN

**(i) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified and measurable.**

Purple college has established four goals with seven corresponding
specific objectives for its HEP project to achieve the purposes of the
program: To help migrant and seasonal farm workers complete high school
and succeed in postsecondary education. To this end, the project goals
and objectives are designed to address the identified needs of the HEP
participants in the target area.

**[GOAL]{.underline}.** The following project goals fulfill the specific
performance indicators, as set forth by HEP regulations and GPRA
(Government Procedures and Results Act of 1994).

***(1) The percentage of HEP participants who complete the program and
receive a GED will continue to remain high, if not increase.***

**PROJECT GOAL: The percentage of PC HEP participants who complete the
program and receive their GED will be high, and will equal or exceed the
percentage achieved each year.**

***(2) The percentage of HEP participants with a GED who enroll in
postsecondary education programs will either equal or exceed the
percentage achieved the previous year.***

**PROJECT GOAL: The percentage of PC HEP participants with a GED will
who enrolls in postsecondary education programs will either equal or
exceed the percentage achieved the previous year.**

***(3) An increasing percentage of HEP participants who receive a GED
will be placed in career positions or enter the military service.***

**PROJECT GOAL: The percentage of PC HEP participants who receive a GED
will be placed in career positions or who enter the military service
will equal or exceed the percentage achieved each year.**

To ensure effective management and administration, the following goal
has been developed.

**PROJECT GOAL: PC HEP will implement an effective management plan for
the program so as to ensure the proper and cost effective administration
of the project.**

The project objectives have been developed to support the project goals.
They include process objectives, which are necessary for the operation
and management of the project and are performance based, and outcome
objective that will show participant academic and career progress. The
objectives are specific and measurable. They are ambitious, given the
needs of the eligible participants, but they are also attainable, given
the time and budget amount provided in this grant proposal.

**[OBJECTIVES]{.underline}.** The project objectives are direct
derivatives of the criteria established by the Secretary in evaluating a
HEP project (δ418A(e)).

***(1)  The extent to which the project's anticipated number of students
were served in the project with a comprehensive array of academic and
support services, and were given access to college or university
activities and facilities, as provided in the approved grant
applications.***

**Objective 1: PC HEP will identify, recruit and select 75 participants
who qualify for HEP services.**

**(2) The extent to which project participants who success fully
completed their specific courses of study, and the number of
participants who passed an examination and obtained a general education
certificate (GED) that meets the guide lines for high school equivalency
established by the state in which the project is located.**

***Objective 2: 70% of PC HEP participants will complete the program and
receive their GED.***

**(3) A HEP project demonstrates that a high percentage of project
participants who received a GED certificates received placement services
and enter colleges, universities, junior colleges, other training or
vocational programs, career positions, or military service.**

**Objective 3: 50% of PC HEP participants who have completed their GED
will enroll in a program of postsecondary education.**

**Objective 4: 50% of PC HEP participants who have completed their GED
will be placed in a career position or will enter the military
service.**

***(4) The extent to which the applicant has implemented an effective
management plan for the program so as to ensure the proper and cost
effective administration of the project as a whole including a) staff
in-service training and technical assistance.***

**Objective 5: PC HEP will ensure that 100% of staff will receive
in-service training, cultural sensitivity preparation, and technical
assistance each year.**

**b) Coordination with other existing programs that benefit the
participating students and their families.**

***Objective 6: PC HEP will ensure 100% of participants will be afforded
the efficient and effective coordination with other existing programs
that benefit the participants and their families.***

***c) The extent to which the applicant has met the administrative
requirements including record keeping, reporting, and financial
accountability.***

***Objective 7: PC HEP will ensure 100% of the administrative
requirements. Participants' records will be maintained and checked.
Performance reports will be completed on time each year. Fiscal records
will be reviewed as part of the college's single unit audit.***

The following comprehensive chart answers questions (i), (ii), (iii),
and (iv) simultaneously to avoid confusion and repetition. Each goal is
followed by the corresponding objectives and outcomes, which are aligned
with the project design appropriateness and linkages with other agencies
for each of the objectives.

+---------------------+---------------------+--------------------------+
| \(i\) The extent to | \(ii\)              | \(iii\) Coordination     |
| which the goals,    | Appropriateness of  | with appropriate         |
| objectives, and     | the Project Design  | community, state, and    |
| outcomes to be      | to successfully     | federal resources; and   |
| achieved by the     | address identified  | (iv) Linkages with other |
| proposed project    | needs.              | appropriate agencies and |
| are clearly         |                     | organizations providing  |
| specified and       |                     | services to the target   |
| measurable.         |                     | population.              |
+---------------------+---------------------+--------------------------+
| *PROJECT GOAL: The  |                     |                          |
| percentage of PC    |                     |                          |
| HEP participants    |                     |                          |
| who complete the    |                     |                          |
| program and receive |                     |                          |
| their GED will be   |                     |                          |
| high, and will      |                     |                          |
| equal or exceed the |                     |                          |
| percentage achieved |                     |                          |
| each year.*         |                     |                          |
+---------------------+---------------------+--------------------------+
| Objective 1: PC HEP | -   There are no    | -   PC-project           |
| will identify,      |     HEP or other    |     oversight, fiscal    |
| recruit, and select |     programs for    |     management, support  |
| 75 participants who |     out-of-school   |     staff, resources,    |
| qualify for HEP     |     migrants in     |     facilities,          |
| services.           |     State Q, State  |     technology,          |
|                     |     L or State K    |     utilities,           |
|                     |                     |     classroom, space,    |
|                     | -   Target area     |     teachers, tutors,    |
|                     |     adult Latinos   |     paraprofessionals,   |
|                     |     average a 6^th^ |     cultural activities  |
|                     |     grade education |                          |
|                     |                     | -   Q                    |
|                     | -   More than 700   |     MEP-transportation,  |
|                     |     out-of-school   |     training,            |
|                     |     migrants have   |     facilities,          |
|                     |     been identified |     technology,          |
|                     |     in southwest    |     identification and   |
|                     |     State Q by      |     recruitment          |
|                     |     (State Q        |                          |
|                     |     Migrant         | -   Adult Education and  |
|                     |     Education       |     literacy             |
|                     |     Program) Q MEP  |                          |
|                     |                     | -   Even Start-resources |
|                     | -   88% of migrant  |     and referrals        |
|                     |     workers in the  |                          |
|                     |     target area do  | -   Head start -         |
|                     |     not have a high |     resources and        |
|                     |     school diploma  |     referrals            |
|                     |     or a GED        |                          |
|                     |                     | -   Area Schools -       |
|                     | -   76% of Latino   |     resources and        |
|                     |     students do not |     referrals            |
|                     |     have either     |                          |
|                     |     parent with a   | -   Area churches -      |
|                     |     high school     |     resources,           |
|                     |     diploma or GED  |     presentations and    |
|                     |                     |     referrals            |
|                     | -   21% of Latino   |                          |
|                     |     students do not |                          |
|                     |     plan to         |                          |
|                     |     graduate from   |                          |
|                     |     high school     |                          |
|                     |                     |                          |
|                     | -   The target area |                          |
|                     |     has a high      |                          |
|                     |     school dropout  |                          |
|                     |     rate of 34%     |                          |
|                     |                     |                          |
|                     | -   53% of migrants |                          |
|                     |     migrated within |                          |
|                     |     the last 2      |                          |
|                     |     years           |                          |
|                     |                     |                          |
|                     | -   16.7% of the    |                          |
|                     |     population and  |                          |
|                     |     22% of the      |                          |
|                     |     children live   |                          |
|                     |     below the       |                          |
|                     |     poverty level   |                          |
|                     |                     |                          |
|                     | -   Area (non-HEP)  |                          |
|                     |     GED programs    |                          |
|                     |     have an average |                          |
|                     |     program and GED |                          |
|                     |     completion rate |                          |
|                     |     of 10%          |                          |
+---------------------+---------------------+--------------------------+
| **Outcomes:**       |                     |                          |
|                     |                     |                          |
| -   375 HEP         |                     |                          |
|     participants    |                     |                          |
|     will be served  |                     |                          |
|     through the     |                     |                          |
|     project         |                     |                          |
|                     |                     |                          |
| -   100% of         |                     |                          |
|     participants    |                     |                          |
|     will be         |                     |                          |
|     assessed and    |                     |                          |
|     placed in an    |                     |                          |
|     appropriate     |                     |                          |
|     level of GED    |                     |                          |
|     study           |                     |                          |
|                     |                     |                          |
| -   100% of         |                     |                          |
|     participants    |                     |                          |
|     will develop a  |                     |                          |
|     Personal        |                     |                          |
|     Success Plan    |                     |                          |
|     (PSP)           |                     |                          |
|                     |                     |                          |
| -   100% of         |                     |                          |
|     participants    |                     |                          |
|     will receive    |                     |                          |
|     the academic    |                     |                          |
|     support         |                     |                          |
|     services        |                     |                          |
|     necessary to    |                     |                          |
|     complete their  |                     |                          |
|     GED             |                     |                          |
|                     |                     |                          |
| -   Each year, at   |                     |                          |
|     least 90% will  |                     |                          |
|     indicate that   |                     |                          |
|     the project     |                     |                          |
|     helped them     |                     |                          |
|     toward their    |                     |                          |
|     educational     |                     |                          |
|     goals           |                     |                          |
+---------------------+---------------------+--------------------------+
| Objective 2: 70% of |                     |                          |
| PC HEP participants |                     |                          |
| will complete the   |                     |                          |
| program and receive |                     |                          |
| their GED.          |                     |                          |
+---------------------+---------------------+--------------------------+
| **Outcomes:**       |                     |                          |
|                     |                     |                          |
| -   Each year, 70%  |                     |                          |
|     of HEP          |                     |                          |
|     participants    |                     |                          |
|     will complete   |                     |                          |
|     the program     |                     |                          |
|                     |                     |                          |
| -   Each year, 70%  |                     |                          |
|     of HEP          |                     |                          |
|     completers will |                     |                          |
|     pass the GED    |                     |                          |
|                     |                     |                          |
| -   Each year, at   |                     |                          |
|     least 90% of    |                     |                          |
|     program         |                     |                          |
|     graduates will  |                     |                          |
|     indicate the    |                     |                          |
|     project help    |                     |                          |
|     them complete   |                     |                          |
|     their GED       |                     |                          |
+---------------------+---------------------+--------------------------+
|                     |                     |                          |
+---------------------+---------------------+--------------------------+
|                     |                     |                          |
+---------------------+---------------------+--------------------------+
|                     |                     |                          |
+---------------------+---------------------+--------------------------+
|                     |                     |                          |
+---------------------+---------------------+--------------------------+

+---------------------+-----------------------+-----------------------+
| *PROJECT GOAL: The  |                       |                       |
| percentage of PC    |                       |                       |
| HEP participants    |                       |                       |
| with a GED who      |                       |                       |
| enroll in           |                       |                       |
| postsecondary       |                       |                       |
| education programs  |                       |                       |
| will either equal   |                       |                       |
| or exceed the       |                       |                       |
| percentage achieve  |                       |                       |
| the previous year.* |                       |                       |
+---------------------+-----------------------+-----------------------+
| Objective 3: 50% of | -   98% of the        | -   PC-CAMP, TRIO,    |
| PC HEP participants |     migrant           |     counselors,       |
| who have completed  |     population does   |     tutors, financial |
| their GED will      |     not have a        |     aid assistance,   |
| enroll in a program |     college degree    |     college           |
| of postsecondary    |                       |     application       |
| education           | -   Less than 40% of  |     assistance        |
|                     |     Latino students   |                       |
|                     |     know what they    | -   ACT Center-Career |
|                     |     want to do after  |     assessments and   |
|                     |     high school       |     exploration       |
|                     |                       |                       |
|                     | -   60% of Latino     | -   AEL-Resource      |
|                     |     students have not |     information, GED  |
|                     |     been informed of  |     instruction,      |
|                     |     college and/or    |     referrals         |
|                     |     financial aid     |                       |
|                     |     opportunities     | -   Area              |
|                     |                       |     Schools-referrals |
|                     | -   The college going |                       |
|                     |     rate for the area | -   Area              |
|                     |     is low---less     |                       |
|                     |     than 50% of high  |   churches-referrals, |
|                     |     school graduates  |     presentations     |
|                     |     enroll in         |                       |
|                     |     postsecondary     | -   Private Industry  |
|                     |     education         |                       |
|                     |                       |  Council---referrals, |
|                     | -   88% of migrant    |     job placement,    |
|                     |     workers in the    |     industry          |
|                     |     target area do    |     contacts.         |
|                     |     not have a high   |                       |
|                     |     school diploma or |                       |
|                     |     GED               |                       |
|                     |                       |                       |
|                     | -   76% of Latino     |                       |
|                     |     students do not   |                       |
|                     |     have either       |                       |
|                     |     parent with a     |                       |
|                     |     high school       |                       |
|                     |     diploma or a GED  |                       |
|                     |                       |                       |
|                     | -   21% of Latino     |                       |
|                     |     students do not   |                       |
|                     |     plan to graduate  |                       |
|                     |     from high school  |                       |
+---------------------+-----------------------+-----------------------+
| *PROJECT GOAL: The  |                       |                       |
| percentage of PC    |                       |                       |
| HEP participants    |                       |                       |
| who receive a GED   |                       |                       |
| will be placed in   |                       |                       |
| career positions or |                       |                       |
| enter the military  |                       |                       |
| service will equal  |                       |                       |
| or exceed the       |                       |                       |
| percentage achieved |                       |                       |
| each year.*         |                       |                       |
+---------------------+-----------------------+-----------------------+
| **Objective 4: 50%  | -   Less than 40% of  | -   PC---counselors,  |
| of PC HEP graduates |     Latino students   |     tutors, CAMP,     |
| will be placed in a |     know what they    |     TRIO, career      |
| career position or  |     want to do after  |     planning and      |
| will enter military |     high school       |     placement,        |
| service.**          |                       |     community events  |
|                     | -   The poverty rate  |     Business training |
|                     |     for the target    |     and development   |
|                     |     area is high      |     center            |
|                     |     (16.7%) and much  |                       |
|                     |     higher form       | -   MS                |
|                     |     migrants (70)     |     MEP-References,   |
|                     |                       |     migrant database, |
|                     | -   Lack of high      |     parent meetings   |
|                     |     school diploma or |                       |
|                     |     GED certificate   | -   Area industries   |
|                     |     keeps migrants    |                       |
|                     |     from getting high | -   Job Service       |
|                     |     paying jobs.      |     Center (Private   |
|                     |                       |     Industry Council) |
|                     |                       |                       |
|                     |                       | -   Workforce         |
|                     |                       |     Investments Board |
|                     |                       |                       |
|                     |                       | -   Chambers of       |
|                     |                       |     Commerce          |
|                     |                       |                       |
|                     |                       | -   Area              |
|                     |                       |     News              |
|                     |                       | papers-dissemination, |
|                     |                       |     articles, field   |
|                     |                       |     trips, speakers.  |
+---------------------+-----------------------+-----------------------+
| **Outcomes:**       |                       |                       |
|                     |                       |                       |
| -   Each year, 50%  |                       |                       |
|     of graduates    |                       |                       |
|     will enter a    |                       |                       |
|     career position |                       |                       |
|     or the military |                       |                       |
|                     |                       |                       |
| -   Each year, 100% |                       |                       |
|     of HEP          |                       |                       |
|     participants    |                       |                       |
|     will gather     |                       |                       |
|     career          |                       |                       |
|     information,    |                       |                       |
|     research        |                       |                       |
|     careers, and    |                       |                       |
|     visit work      |                       |                       |
|     sites           |                       |                       |
|                     |                       |                       |
| -   Each year at    |                       |                       |
|     least 90% of    |                       |                       |
|     participants    |                       |                       |
|     will indicate   |                       |                       |
|     that the        |                       |                       |
|     project helped  |                       |                       |
|     them prepare    |                       |                       |
|     for entering    |                       |                       |
|     careers or the  |                       |                       |
|     military        |                       |                       |
|                     |                       |                       |
| -   Each year, the  |                       |                       |
|     number of PC    |                       |                       |
|     HEP graduates   |                       |                       |
|     in a career     |                       |                       |
|     position or n   |                       |                       |
|     the military    |                       |                       |
|     will increase   |                       |                       |
+---------------------+-----------------------+-----------------------+
| **Objective 5: PC   | -   The target area   | -   PC---bilingual    |
| HEP will ensure     |     does not have     |     staff, CAMP,      |
| that 100% of staff  |     sufficient        |     TRIO, counselors, |
| will receive        |     bilingual staff   |     tutors, in        |
| in-service          |     at schools or     |     service training  |
| training, cultural  |     community         |                       |
| sensitivity         |     agencies that can | -   Q MEP-bilingual   |
| preparation and     |     empathize with    |     staff, resources  |
| technical           |     the migrant       |                       |
| assistance.**       |     students or       | -   National HEP-CAMP |
|                     |     relate to the     |                       |
|                     |     migrant           |  Association-cultural |
|                     |     community.        |     sensitivity       |
|                     |                       |                       |
|                     |                       | -   PC-multicultural  |
|                     |                       |     sensitivity       |
|                     |                       |     training          |
+---------------------+-----------------------+-----------------------+
| **Outcomes:**       |                       |                       |
|                     |                       |                       |
| -   Each HEP staff  |                       |                       |
|     member will     |                       |                       |
|     develop a       |                       |                       |
|     personal        |                       |                       |
|     Professional    |                       |                       |
|     Development     |                       |                       |
|     Plan (PDP)      |                       |                       |
|                     |                       |                       |
| -   Staff will be   |                       |                       |
|     able to relate  |                       |                       |
|     to migrant      |                       |                       |
|     students and    |                       |                       |
|     the migrant     |                       |                       |
|     community.      |                       |                       |
|                     |                       |                       |
| -   Staff will be   |                       |                       |
|     well prepared   |                       |                       |
|     to ensure       |                       |                       |
|     cultural        |                       |                       |
|     sensitivity in  |                       |                       |
|     dealing with    |                       |                       |
|     participants    |                       |                       |
|     and families    |                       |                       |
|                     |                       |                       |
| -   Staff will be   |                       |                       |
|     well trained in |                       |                       |
|     curriculum and  |                       |                       |
|     program         |                       |                       |
|     implementation. |                       |                       |
|                     |                       |                       |
| -   A HEP           |                       |                       |
|                     |                       |                       |
|  retreat/in-service |                       |                       |
|     training will   |                       |                       |
|     be held each    |                       |                       |
|     year prior to   |                       |                       |
|     beginning of    |                       |                       |
|     project year.   |                       |                       |
+---------------------+-----------------------+-----------------------+
| **Objective 6: PC   | -   62% have no       | -   PC-counselors,    |
| HEP will ensure     |     health insurance  |     instructors,      |
| 100% of             |                       |     referrals         |
| participants will   | -   51% need          |                       |
| be afforded the     |     assistance with   | -   Q MEP---family    |
| efficient and       |     medical care      |     liaison,          |
| effective           |                       |     established       |
| coordination with   | -   62% need          |     resources, parent |
| other existing      |     assistance with   |     meetings          |
| programs that       |     dental care       |                       |
| benefit the         |                       | -   Economic          |
| participants and    | -   35% need          |                       |
| their families.**   |     assistance with   |   Security-resources, |
|                     |     clothing and      |     assistance        |
|                     |     shoes             |                       |
|                     |                       | -   County health     |
|                     | -   24% need          |                       |
|                     |     assistance with   | clinics-vaccinations, |
|                     |     utilities or food |     instruction       |
|                     |                       |                       |
|                     |                       | -   Department of     |
|                     |                       |     Family            |
|                     |                       |                       |
|                     |                       | Services---assistance |
+---------------------+-----------------------+-----------------------+
| **Outcomes:**       |                       |                       |
|                     |                       |                       |
| -   Existing        |                       |                       |
|     programs and    |                       |                       |
|     agencies will   |                       |                       |
|     coordinate      |                       |                       |
|     services with   |                       |                       |
|     PC HEP          |                       |                       |
|                     |                       |                       |
| -   HEP             |                       |                       |
|     participants    |                       |                       |
|     will receive    |                       |                       |
|     all available   |                       |                       |
|     assistance      |                       |                       |
+---------------------+-----------------------+-----------------------+
| **Objective 7: PC   | Careful design of the | -                     |
| HEP will meet 100%  | HEP project to carry  |    PC-administration, |
| of the              | out the stated        |     business office,  |
| administrative      | purposed includes a   |     human resources,  |
| requirements.       | comprehensive record  |     student services  |
| Participants'       | keeping and reporting |                       |
| records will be     | system that among     | -   Q MEP - outside   |
| maintained and      | other things will     |     evaluations       |
| checked.            | document              |                       |
| Performance reports | participants'         | -   Office of Migrant |
| will be completed   | academic need,        |     Education         |
| on time each year.  | services provided to  |     guidance and      |
| Fiscal records will | participants and the  |     instruction,      |
| be reviewed as part | performance and       |     performance       |
| of the college's    | progress of           |     reports           |
| single unit         | participants.         |                       |
| audit.**            |                       |                       |
|                     | PC HEP will run an    |                       |
|                     | efficient,            |                       |
|                     | well-managed project  |                       |
|                     | that will enable the  |                       |
|                     | staff to continue to  |                       |
|                     | address the needs of  |                       |
|                     | migrant farm workers  |                       |
|                     | who have not          |                       |
|                     | completed a high      |                       |
|                     | school diploma or its |                       |
|                     | equivalent.           |                       |
+---------------------+-----------------------+-----------------------+
| **Outcomes:**       |                       |                       |
|                     |                       |                       |
| -   All             |                       |                       |
|     administrative  |                       |                       |
|     requirements    |                       |                       |
|     will be met.    |                       |                       |
|                     |                       |                       |
| -   Participants    |                       |                       |
|     records will be |                       |                       |
|     complete and in |                       |                       |
|     order.          |                       |                       |
|                     |                       |                       |
| -   Performance     |                       |                       |
|     reports will be |                       |                       |
|     sent to the     |                       |                       |
|     Department      |                       |                       |
|     according to    |                       |                       |
|     Department      |                       |                       |
|     rules.          |                       |                       |
|                     |                       |                       |
| -   Fiscal records  |                       |                       |
|     will be         |                       |                       |
|     reviewed        |                       |                       |
|     annually.       |                       |                       |
+---------------------+-----------------------+-----------------------+

**(ii) Appropriateness of the Project Design to successfully address
identified needs.**

The PC HEP project is designed to address the identified needs of the
target population. The objectives are an outcome of the purposes of the
HEP project and the needs of the target area. The objectives address
existing documented needs. Planned services are designed to address the
problems of high drop out rates among migrant workers, especially the
Hispanic population, lack of bilingual counselors, lack of basic skills,
lack of educational modeling, lack of financial resources, problems
associated with motivating migrant workers to continue their education,
and lack of financial aid and college admissions information.

PC HEP will provide integrated services to migrant workers and/or their
family members who wish to complete high school, undertake the GED
completion, enter postsecondary education, start a career, or enter the
military. PC HEP will organize year-round information dissemination and
services. The project will serve eligible participants without the
regard to race, color, national origin, gender, or disability (The
Department of Education's General Education Provisions Act of
1994---GEPA). Additionally, Spanish-speaking families will be served
with regard to American culture and protocol and all promotional
information will be delivered in both English and Spanish to accommodate
those with Limited English Proficiency (LEP).

PC HEP full time staff will be comprised of a Project Director, two
Educational Advisors, and a Project Secretary. The part time staff will
include instructors, tutors, and residential advisors.

INFORM. The Project Director will provide community organizations and
agencies with the eligibility requirements, objectives, session
dates/times, and services of the project. Referral lists will be
electronically generated, as a means of identifying potentially eligible
participants, and will be used for mailings, recruiting, and information
dissemination. The Project Director and/or the Educational Advisors will
contact 100% of the appropriate community agencies and organizations
each year to describe project objectives, services, and session
dates/times. Contact agencies include the Southwest State Q Migrant
Center, Division of Family Services, Economic Security Corporation,
Private Industry Council, Head Start Centers, family YMCAs, career
centers, chambers of commerce, agriculture industries, banks, hospitals,
churches (especially those with bilingual services), schools, and local
television, radio, and print media outlets. Project staff will present
PC HEP purpose, services, and eligibility requirements to parent groups,
migrant groups, and churches, in both English and Spanish. Project staff
will also present PC HEP purpose, services and groups, and churches,
both English and Spanish. Project staff will also present PC HEP
purpose, services and eligibility requirements to migrant centers, local
service clubs, county health officials, ministerial alliances, and
others that are likely to have contact with eligible applicants.

IDENTIFY. Potential participants will be identified first through the
vast referral network in place. Once referred, the contact information
will be placed in the PC HEP information system. The high schools and
postsecondary institution will provide weekly referrals so the Project
Director and the Educational Advisors may immediately contact referrals
as soon as the drop out has occurred. The high schools, Adult Education
and Family Literacy, and the Migrant Center will provide weekly
referrals so the Project Staff may immediately contact referrals as soon
as the drop has occurred. Other agencies will provide monthly referrals
with most referring at least twice per month. All eligible referrals
will immediately begin receiving monthly PC HEP mailings and receiving
follow up phone calls from the project staff.

The extensive publicity and public relations campaigns will generate
numbers of self-referrals, applicants at area agencies, and walk-in
office visits at the Purple campus. Each referral will receive a packet
of information containing a brochure, application self-needs assessment,
information release, and a return address, stamped envelope. Each
mailing will be followed up by a phone call or a personal visit by HEP
staff. Applications will also be available at numerous other sites
including Adult Education and Family Literacy centers the Southwest
State Q Migrant Center, Head Start Centers, Even Start Centers, Early
Start Centers, Private Industry Council, Economic Security Corporation,
ACT Center, Educare, United Way, YMCA, Workforce Investment Board
churches public libraries, the employment office, childcare providers,
homeless shelters, etc. where they will be collected weekly by PC HEP
staff.

RECRUIT. PC HEP has designed a Comprehensive Recruiting Strategy to
address the needs of the out of school migrant farm workers. The
following chart lists recruiting

strategies, staff responsible, and a time line for accomplishing.

  ---------------------------------------- --------------- --------------
  Specific Recruitment Strategies                          

  Strategy                                 Person(s)       Timeline
                                           responsible     

  Meet with the PC Public Relations        Project         Onset of grant
  Director to develop comprehensive plan   Director (PD)   

  Announcement of grant award              PD              Onset of grant

  Announce class times and sites           PD              Onset of grant

  Public Service Announcements             PD and PC PR    Monthly
                                           Director        

  Informational tables at local events     Project staff   Ongoing
                                           (HS)            

  Printed material distributed to local    HS              August 2002
  businesses, agencies, churches, and                      and ongoing
  other high traffic areas                                 thereafter

  Radio announcements                      PD              Ongoing

  Update web page                          PD and          Ongoing
                                           Educational     
                                           Advisors (EA)   

  Presentations at cooperation agencies    PD, EA, and AEL Ongoing
                                           Instructors     

  Newsletters to area agencies, businesses PD, PC PR       Monthly
  and schools                              Director        

  Appearances on local television stations PD, EA          Once a year

  Distribution of printed announcements    Instructional   Ongoing
                                           staff           

  Develop distribution list of agencies,   PD, EA          Updated
  organizations, and schools                               monthly

  Develop list of potential clients        PD, EA          Updated twice
                                                           per month

  Mail additional brochures, fliers, and   Project         Monthly
  reminder cards to both lists             Secretary (PS)  

  Distribute bilingual materials to        HS              Monthly
  appropriate agencies, organizations,                     
  schools, and churches                                    

  Bilingual presentations to agencies,     HS              Twice per year
  organizations and churches                               

  Contact high school counselors for drop  PD, EA          Monthly
  out list                                                 

  HEP Advisory Board meeting               PD              Quarterly

  Site Open House                          HS and AEL      One week prior
                                           Instructors     to beginning
                                                           of Session
  ---------------------------------------- --------------- --------------

SELECT. Participants will be selected based on 1) Federal Regulation
criteria as set forth by the HEP Program statute (Title IV, δ418A of the
Higher Education Act, Subpart 5, δ418A (b)); 2) degree of need; and 3)
motivation and ability to pursue and complete a GED and enter
postsecondary education, training, military service, and /or a career
position.

Each applicant will complete a simple, one-page, confidential,
application, used to determine eligibility, document contact information
and educational attainment, and provide a self needs assessment.
Applicants who do not have a Certificate of Eligibility (COE) will be
referred to the State Q Migrant Title 1-C Education Program to evaluate
eligibility and establish a QAD (Qualifying Arrival Date) or its
equivalent. The application will include: date, social security number,
address, age, gender, ethnicity, marital status, veteran status,
birthday, citizenship status, educational status, parent's educational
attainment, taxable income, disability status, employment, family size,
and public assistance status. Educational information will include:
highest grade completed, high school attended, reason for leaving,
current enrollment, intention for GED completion and postsecondary plans
and goals.

The applicant will be asked to certify the information by signing and
dating the form and signing an additional brief statement, consistent
with the Buckley Amendment on confidentiality, allowing HEP to access
their academic records. HEP staff will sign the form as a witness,
confirm applicant eligibility, and immediately conduct an intake
interview, completing the intake form, to further evaluate the
participants and his/her needs. HEP project staff will create a
participant folder (including the one-page application and the intake
form). Participant records, consistent with college protocol and
procedures, will be confidential and secure. The plan to identify and
select participants without regard to gender, race, national origin,
color, disability, age, and/or religion is well developed,
comprehensive, and of high quality.

Once the application is completed, PC HEP Project Director and the
Educational Advisors will review and assess the applicant's eligibility
criteria, academic needs, social barriers, the potential to complete the
GED, interest in postsecondary education, training, or the military, and
the ability to benefit from PC HEP services. If there are more eligible
applicants that can be served, applications will be ranked and selected
according to a standardized scoring sheet, in order to determine which
applicants are most in need. The top ranked applicants will be
interviewed by PC HEP Project Director and the Educational Advisors to
determine interest, motivation and the capacity to pursue academic
programs are examined along with other factors affecting the degree of
need. Applicants, who are not selected, will be placed on a waiting list
until the next available opening or referred to another PC HEP site.

ASSESS PARTICIPANTS. Each participant will be closely assessed and
evaluated through the intake process. This will include the
participant's self assessment of basic skills levels, study skills,
career knowledge and interests, time managements, stress management,
personal issues, social issues, knowledge of financial aid and college
opportunities, and other appropriate areas. Based on the participant's
responses, the Project Director or an Educational Advisor will be able
to ascertain the needs of the participant in the development of the
Personal Success Plan (PSP).

The participants' academic history information will facilitate the
initial assessment of level of basic skills and academic progress.
Dialogue between Educational Advisors and participants will help to
assess barriers to postsecondary education and the depth of need for
academic and/or personal counseling, financial aid options, financial
aid or college application assistance, tutoring, mentoring, career
counseling, job training opportunities, and information about additional
opportunities in higher education.

+-------------+--------------------------------------------------------+
| AVAILABLE   |                                                        |
| ASSESSMENTS |                                                        |
| FOR PC HEP  |                                                        |
| P           |                                                        |
| ARTICIPANTS |                                                        |
+-------------+--------------------------------------------------------+
| Personal    | -   HEP Project Director, Educational Advisor, and     |
| counseling  |     Purple College counselor with counselor            |
|             |     certification                                      |
|             |                                                        |
|             | -   Stress Indicator                                   |
|             |                                                        |
|             | -   Myers-Briggs Type Indicator (self-report           |
|             |     questionnaire that identifies personal growth      |
|             |     areas)                                             |
+-------------+--------------------------------------------------------+
| College     | -   Compass test (college placement)                   |
| Selection   |                                                        |
| and         | -   ACT/SAT pre/practice-test                          |
| Admissions  |                                                        |
|             | -   Peterson.com and Collegequest.com (free, on-line   |
|             |     searches)                                          |
|             |                                                        |
|             | -   Peterson's Guide to 2 and 4-year Colleges and      |
|             |     Universities                                       |
+-------------+--------------------------------------------------------+
| AEL Classes | -   TABE (Test for Adult Basic Education)              |
| and         |                                                        |
| Assessments | -   Official Practice (GED Test (Paper and pencil)     |
|             |                                                        |
|             | -   CASAS (Comprehensive Adult Student Assessment      |
|             |     System)                                            |
+-------------+--------------------------------------------------------+

+-------------+--------------------------------------------------------+
| Financial   | -   Free Application for Federal Student Aid (FAFSA)   |
| Aid         |     pencil and paper or on-line                        |
|             |                                                        |
|             | -   AWARE (Department of Education financial aid       |
|             |     estimator                                          |
|             |                                                        |
|             | -   Fastwed.com (free, on-line scholarship search)     |
+-------------+--------------------------------------------------------+
| Career      | -   Forte (pencil and paper workplace communication    |
| Counseling  |     assessment)                                        |
|             |                                                        |
|             | -   Career Assessment Inventory Profile                |
|             |                                                        |
|             | -   CAPS. COPS. COPES (measurement of abilities and    |
|             |     interest correlated to the Dictionary of           |
|             |     Occupational Titles (DOT)                          |
|             |                                                        |
|             | -   Holland Self-Directed Search                       |
|             |                                                        |
|             | -   Bridges (career planning software)                 |
+-------------+--------------------------------------------------------+
| Job         | -   ACT job training assessment                        |
| Training    |                                                        |
|             | -   Firo B                                             |
|             |                                                        |
|             | -   Stats.bls.gov (free, on-line occupational outlook  |
|             |     handbook)                                          |
|             |                                                        |
|             | -   Resume Express (computerized resume tutorial)      |
+-------------+--------------------------------------------------------+
| Academic    | -   LASSI (Learning and Study Styles Inventory)        |
| Assistance  |                                                        |
|             | -   MILS (Max Inventory of Learning Styles)            |
+-------------+--------------------------------------------------------+

The plan to holistically assess and address the needs of each
participant will be accomplished through a series of non-academic and
academic needs assessments done prior to the beginning of each session.
The PSP will be developed after the needs assessments are completed and
will address knowledge of postsecondary opportunities, career goals,
military knowledge, college readiness levels, college entrance
requirements/costs, and goals. The PSP will require the participant to
identify every area in which there may be potential or actual problems,
and develop strategies to address each of these.

Participants will be academically assessed using the TABE 9&10, Level D
and /or M and students who are LEP will be assessed with the TABE 9&10 D
or the CASAS. Participants will also be assessed with the Official GED
Practice Test to assist the Educational Advisors in preparing the
Personal Success Plan for each participant. Educational Advisors,
Instructors, and participants will have a variety of assessments
available depending on appropriateness and needs.

PLAN FOR SERVICES. Eight-week, day time, campus and off campus sessions
will be offered 5 times per year; Three, evening, 16-week classes will
be offered at the off campus sites; and a 4-week, intensive residential
session (on the Purple campus will be offered each winter. The 8-week
sessions will be held in Apple, Billows, Capitol, and Danberry (Purple
College). They will offer 30 hours of instruction per week in time
frames appropriate for the region. The evening sessions will offer 16
hours per week of instruction. There will be adequate day and evening
hours (a minimum of 15 hours of each) to accommodate the various work
schedules of participants. The following chart lines out the four
sessions and sites with number of participants, duration, and hours of
instruction.

+------------+----------------+-------------+------+----------------+
| CLASS      |                |             |      |                |
| SCHEDULE   |                |             |      |                |
| PLAN       |                |             |      |                |
+------------+----------------+-------------+------+----------------+
| *Session*  | *Location*     | *\# of      | *D   | *Hours of      |
|            |                | pa          | urat | Instruction*   |
|            |                | rticipants* | ion* |                |
+------------+----------------+-------------+------+----------------+
| Session 1  | Billows        | 10          | 8    | 8:00 am --     |
| (Fall)     | (Purple        |             | w    | 3:00 pm M-Th;  |
|            | College)       |             | eeks |                |
|            |                |             |      | 6:00 pm --     |
|            |                |             |      | 10:00 pm M-Th  |
+------------+----------------+-------------+------+----------------+
|            | Apple (Housing | 10          | 16   | 6:00 pm --     |
|            | Authority)     |             | w    | 10:00 pm M-Th  |
|            |                |             | eeks |                |
+------------+----------------+-------------+------+----------------+
|            | Capitol        | 8           | 16   | 6:00 pm --     |
|            | (Purple        |             | w    | 10:00 pm M-Th  |
|            | College That   |             | eeks |                |
|            | Center)        |             |      |                |
+------------+----------------+-------------+------+----------------+
| Session 2  | Billows        | 10          | 8    | 8:00 am --     |
| (Winter)   | (Purple        |             | w    | 3:00 pm M-Th;  |
|            | College)       |             | eeks |                |
|            |                |             |      | 6:00 pm --     |
|            |                |             |      | 10:00 pm M-Th  |
+------------+----------------+-------------+------+----------------+
|            | Danberry       | 10          | 8    | 6:00 pm --     |
|            | (Migrant       |             | w    | 10:00 pm M-Th  |
|            | Center)        |             | eeks |                |
+------------+----------------+-------------+------+----------------+
| Session 3  | Billows        | 10          | 8    | 8:00 am --     |
| (Spring)   | (Purple        |             | w    | 3:00 pm M-Th;  |
|            | College)       |             | eeks |                |
|            |                |             |      | 6:00 pm --     |
|            |                |             |      | 10:00 pm M-Th  |
+------------+----------------+-------------+------+----------------+
|            | Apple (One     | 8           | 16   | 6:00 pm --     |
|            | Stop Center)   |             | w    | 10:00 pm M-Th  |
|            |                |             | eeks |                |
+------------+----------------+-------------+------+----------------+
| Session 4  | Billows        | 9           | 4    | 8:00 am --     |
| (Summer)   | (Purple        |             | w    | 5:00 pm M-Th;  |
|            | College)       |             | eeks |                |
+------------+----------------+-------------+------+----------------+
| ## T       |                |             |      |                |
| otal Parti |                |             |      |                |
| cipants 75 |                |             |      |                |
+------------+----------------+-------------+------+----------------+

Curriculum will include general education development where the academic
instruction will include study in all areas required to pass the GED,
including mathematics, science, reading, writing, and social studies.
Because acquisition of competencies in the core subject areas allows for
delivery of the curriculum in a variety of platforms (including
individualized, small groups, computer assisted, etc.) student may
choose to attend several of the instructional content sessions offered
during each week. Others may choose to focus on several subject areas
within a setting similar to a traditional learning lab. This flexibility
will allow students to adjust their program schedules around changing
work schedules and other commitments and still maintain continuity in
the program.

Classes will be conducted in English with additional assistance provided
in the classroom for LEP learners. For those participants whose English
skills are very low, access will be provided to Spanish versions of
study material. Additionally, reasonable accommodations, necessary for
program participation and success, will be made for any participants
with disabilities. Participants who are interested in pursuing
postsecondary education will have an opportunity to prepare for the ACT.

***(iii) Coordination with appropriate community, state, and federal
resources;***

(***iv) Linkages with other appropriate agencies and organizations
providing services to the target population.***

The PC HEP project has well-established pathways of coordination and
collaboration at Purple College as evidenced by the following table of
commitments.

+------------------+---------------------------------------------------+
| **Purple College |                                                   |
| Commitments.**   |                                                   |
+------------------+---------------------------------------------------+
| -   Office of    | The college president expresses full support to   |
|     the          | ensure the success of the project including the   |
|     President    | listed institutional commitments including the    |
|                  | motor pool; janitorial and security services;     |
|                  | email, voice mail, and fax mail accounts; staff   |
|                  | development opportunities every other Friday; and |
|                  | full access to food services.                     |
+------------------+---------------------------------------------------+
| -   Dean of      | The support and involvement of the Financial Aid  |
|     Student      | Office, the Admission Office, the Records Office, |
|     Services     | Title III, as well as space and resources. As     |
|                  | direct supervisor of this project, she commits 5% |
|                  | of her time to ensuring the successful            |
|                  | implementation of services and activities.        |
+------------------+---------------------------------------------------+
| -   Dean of      | The business office and accounting systems to     |
|     Business and | serve as the fiscal agent for the grant. The      |
|     Support      | business office will have the HEP accounts        |
|     Services     | audited as part of the yearly college audit. GED  |
|                  | full tuition scholarships from participants who   |
|                  | score a 2900 (90%) or better.                     |
+------------------+---------------------------------------------------+
| -   Purple       | HEP scholarships for participants who choose to   |
|     College      | attend Purple College after GED completion.       |
|     Foundation   |                                                   |
+------------------+---------------------------------------------------+
| -   Associate of | Space, the ACT Center, the ropes course and ropes |
|     Dean of      | course trainers, and use of business training and |
|     Business     | development staff for workshops and staff         |
|     Development  | development.                                      |
+------------------+---------------------------------------------------+
| -   Associate    | Computer technology support; assistance in        |
|     Dean of      | wiring, networking, upgrading, and maintaining    |
|     Information  | all HEP computer systems; email accounts and      |
|     Technology   | internet access for staff and participants;       |
|                  | telephone systems; staff for in service and       |
|                  | participant workshops in the areas of basic       |
|                  | computer and Internet use.                        |
+------------------+---------------------------------------------------+
| -   Adult        | Space; Assistance with GED preparation,           |
|     Education    | instruction, curriculum, assessments, and GED     |
|     and Family   | testing; ESL instruction; referrals; information  |
|                  | dissemination, and use of office equipment        |
|    Literacy/Even |                                                   |
|     Start        |                                                   |
|     Program      |                                                   |
|     Manager      |                                                   |
+------------------+---------------------------------------------------+
| -   Financial    | Assistance for participants with FAFSA forms,     |
|     Aid Director | work-study paperwork and loan information; will   |
|                  | ensure FAFSA forms are readily available; staff   |
|                  | for financial aid workshops.                      |
+------------------+---------------------------------------------------+
| -   CAMP         | Providing HEP GED graduates will receive priority |
|     Director     | admission into the CAMP program. The HEP CAMP     |
|                  | Association offers scholarships to HEP graduates  |
|                  | who enter into the CAMP program. HEP and CAMP are |
|                  | closely related to Office of Migrant Education    |
|                  | grants; resources are naturally shared. CAMP      |
|                  | Director will assist with hiring HEP staff and    |
|                  | provide guidance in grant implementation.         |
+------------------+---------------------------------------------------+
| -   TRIO         | Providing staff, space, resources, equipment, and |
|     Director     | assistance from all TRIO staff, including         |
|                  | workshops and materials, assessments and          |
|                  | interpreting results, coordination of tutoring    |
|                  | activities, cultural trips, and campus visits.    |
+------------------+---------------------------------------------------+
| -   Grants       | Assistance with matters of compliance to federal, |
|     Officer      | state, and institutional regulations; gather      |
|                  | regional, state, and national data; act as a      |
|                  | clearing house for HEP grant reports,             |
|                  | modification, and correspondence; keep the        |
|                  | Project Director abreast of new additional        |
|                  | funding opportunities; and assist with grant      |
|                  | preparation                                       |
+------------------+---------------------------------------------------+
| -   Student      | Ensuring SSS staff will provide assistance with   |
|     Support      | workshops and training, provide computer lab      |
|     Services     | space, and use of audio/visual equipment when not |
|     Director     | in use                                            |
+------------------+---------------------------------------------------+
| -   Upward Bound | Providing UB staff to assist with workshops,      |
|     Director     | referrals, and information distribution in target |
|                  | area schools                                      |
+------------------+---------------------------------------------------+
| -   Director of  | Providing space at off campus sites; assistance   |
|     Off Campus   | with recruiting, workshops, and participant;      |
|     Programs     | computer access, office and classroom space,      |
|                  | clerical functions, job shadowing, career         |
|                  | counseling; staff for workshop and information    |
|                  | dissemination.                                    |
+------------------+---------------------------------------------------+
| -   Job          | Providing HEP participants with current labor     |
|     Placement    | market information, PESCO career testing, resume  |
|     Coordinator  | assistance, workshop facilitation, and lessons in |
|                  | interviewing techniques; assistance in securing   |
|                  | work study and other on campus positions, as well |
|                  | as post graduation placement                      |
+------------------+---------------------------------------------------+
| -   Print Shop   | Assistance with advertising materials, including  |
|     Director     | posters, brochures, flyers, and postcards; paper  |
|                  | for copy machines, as well as resume quality      |
|                  | paper for participants                            |
+------------------+---------------------------------------------------+
| -   Public       | Preparation of all community press releases, and  |
|     Information  | bids; will highlight HEP in the weekly email      |
|     Director     | newsletters as appropriate                        |
+------------------+---------------------------------------------------+
| -   Admissions   | Providing college information to participants;    |
|     Coordinator  | give campus tours; present workshops on preparing |
|                  | for higher education                              |
+------------------+---------------------------------------------------+
| -                | Assistance with demographic profiles and tracking |
|    Institutional | of participants; collection of target are         |
|     Research     | demographics and data for project evaluation      |
|     Director     |                                                   |
+------------------+---------------------------------------------------+
| -   Human        | Maintaining all HEP employee personnel files,     |
|     Resources    | insurance, and benefit information; assist in     |
|     Director     | pre-screening applicants for positions and will   |
|                  | ensure that all GEPA laws are adhered to; staff   |
|                  | development activities twice per month            |
+------------------+---------------------------------------------------+
| -   ACT Center   | Assisting with referrals, present workshops on    |
|     Coordinator  | the use of various computer programs; share       |
|                  | space; assistance with ACT preparation and/or     |
|                  | entry                                             |
+------------------+---------------------------------------------------+
| -   Title III    | Providing tutors, assessment, and placement       |
|     Activity     | assistance; materials for college preparation an  |
|     Director     | developmental coursework assistance               |
+------------------+---------------------------------------------------+
| -   Maintenance  | Providing janitorial services, maintenance and    |
|     and Repair   | repairs for college building, furniture, and      |
|     Director     | equipment; access to college motor pool           |
+------------------+---------------------------------------------------+

PC HEP will be located and managed with CAMP in the Student Services
office on the second floor of Battle Hall. HEP participants who choose
to attend Purple College will be eligible for both Purple College
Foundation and GED scholarships and will be accepted directly into
Purple's CAMP program. The CAMP advisor and tutor/mentors are available
to assist those previous HEP participants through advising/counseling
and general academic assistance. The CAMP staff coordinates area college
and university trips as well as in-service activities. The HEP staff
will work closely with the CAMP Director and Coordinator in recruiting,
training, and supervising tutor/mentors. Purple HEP/CAMP projects will
make efficient and cost effective use of common equipment, such as a
copy machine and color printer, and cooperatively buy supplies in bulk,
including copier paper, toner, and ink.

The HEP Director will report to the Dean of Students. Through that close
affiliation, the director will be privy to policy considerations that
directly affect participants. The Director will also work closely with
other college programs such as the Student Support Services, Upward
Bound, Adult Educational and Family Literacy, and Even Start.

CAMP currently works very closely with the Upward Bound Bridge
participants, English Language Institute students and with Student
Support Services (SSS) in providing academic assistance for participants
and will work very closely with HEP staff and participants. Adult
Education and Family Literacy (AEL) provides academic assistance for
persons who do not have a high school diploma or who graduated more than
two years previous and do not have the skills to enter postsecondary
work. AEL also offers some ESL/LEP classes for persons who do not have a
spoken or written command of the English language. The PC HEP project
will work very closely with the AEL project that has agreed to provide
space for HEP staff to meet participants at all seven PC AEL sites. In
addition, AEL will act as one, if not the largest referral source, to
the HEP project. HEP staff will also refer participants to AEL for
ESL/LEP instruction and intensive academic remediation. AEL and HEP
staff will coordinate to provide interactive workshops and efficiently
use resources.

The Even Start Project serves low-income parents of preschool children
who are in need of AEL service and classes. Even Start works in
conjunction with AEL to provide classes for the preschoolers, and
classes for parents and children, as well as meals for the families
while at the center. Even Start has offered HEP staff space at all sites
to meet with participants and provide workshops. Even Start will act as
a large referral agency, and will also work with the children of HEP
participants. Efficient coordination of resources and staff will offer
entire families the opportunity to receive services---benefiting all age
groups at one time at one location.

The Purple College HEP staff will network extensively with other
HEP/CAMP project staff at annual state conferences; this is an important
resource. The National Migrant Conference, and other training
opportunities at the national and regional levels, affords the Purple
College CAMP staff, and the proposed HEP staff, a perfect opportunity to
share information/strategies, enhance cultural sensitivity, and to
develop professional relationships with colleagues.

PC HEP will routinely coordinate with community, state, and federal
agencies to leverage resources. The following table lists examples of
the commitments PC HEP has been able to secure.

  -------------------------------------------------- -------------- --- --- --- --- --- ---
  **Other Coordinating Community, State, and Federal                                    
  Resources and Appropriate agencies and                                                
  Organizations**                                                                       

  Entity                                             *Commitments                       
                                                     \*(see key                         
                                                     below)*                            

                                                     1              2   3   4   5   6   7

  Purple College Foundation                                                 X           X

  State Q Migrant Education Center                   X              X   X   X   X   X   X

  Head Start Center                                  X              X       X           X

  Private Industry Council                           X              X       X   X       X

  Economic Security Corporation                      X              X       X   X   X   X

  Educare                                            X              X       X           

  United Way                                         X              X   X   X       X   X

  YMCA                                               X              X                   

  Workforce Investment Board                         X              X       X   X       X

  Islip Schools                                      X              X       X           

  Billows Schools                                    X              X       X           X

  Rollings Schools                                   X              X       X           

  King Schools                                       X              X       X           

  Temple Schools                                     X              X       X           

  Lenox Schools                                      X              X       X           

  Naples Schools                                     X              X       X           

  Jackson Schools                                    X              X       X           

  Ministerial Alliance                               X              X       X       X   X

  Southwest State Catholic Dais                      X              X       X       X   X

  Vida Abundante, State Q                            X              X   X   X       X   

  Hispania Immanuel, State Q                         X              X       X       X   

  La Iglesia State Q                                 X              X   X   X       X   

  Catholic Church, State M                           X              X       X       X   X

  County Health Departments of Billows, Apple,       X              X       X           
  Capitol and Danberry Counties                                                         

  Employment Offices of Billows, Apple, Capitol and  X              X       X   X       
  Danberry Counties                                                                     

  Career Center of Billows County                    X              X       X   X       X

  Neighborhood One Stop Center, Apple County         X              X       X   X       X

  Family Services Billows County                     X              X       X   X       X

  Family Services Capitol County                     X              X       X   X       X

  Family Services Danberry County                    X              X       X   X       X

  Islip Chamber of Commerce                          X              X       X   X       

  Lenox Chamber of Commerce                          X              X       X   X       

  Pentle Chamber of Commerce                         X              X       X   X       

  Jackson Chamber of Commerce                        X              X       X           X

  Area Newspapers                                    X              X           X       

  Spanish radio station                              X              X           X       

  \*1 = Identification and Recruitment; 2 =                                             
  Information Dissemination; 3 = Transportation; 4 =                                    
  Resources; 5 = Job Placement Assistance; 6 = Basic                                    
  needs assistance; 7 = Advisory Council Member                                         
  -------------------------------------------------- -------------- --- --- --- --- --- ---

The PC HEP Advisory Council will meet four times per year and will be
open to community partners, migrant and farm worker advocacy groups,
educators, and parents. The purpose of the meeting will be to present
program success, raise issues of concern, respond to students'
presentation, and identify collaborative partnerships to provide
services beyond the scope of HEP.

**[Community]{.underline}.** Communities in State Q are the lifelines
for HEP participants because they provide the resources needed for
learning success in local schools, transitions to postsecondary
education and meaningful employment, and social/emotional/cultural well
being. The following will be accessed to assist HEP participants in
maximizing the available resources: county health departments, county
library systems, area schools, area churches, United Way, Educare,
chambers of commerce, and local Workforce Investment boards.

**[State]{.underline}.** The following departments or services will be
accessed to support the PC HEP Project: Department of Labor, Department
of Education, Purple College - and through it other community college
systems, state university systems, and adult education
programs-statewide migrant councils, state migrant education programs,
Emergency Immigration Education Program, Immigration and Naturalization
Services.

**[Federal]{.underline}.** Examples of federal agencies that PC HEP will
collaborate with include the U.S. Department of Education (Office of
Migrant Education, Title I, Title IV, Title VII, and other programs
funded under the ESEA; Office of Higher Education Programs, TRIO
Programs); Migrant and Seasonal Farm Worker's programs, The National
HEP-CAMP Association, the Housing Assistance Council, National
Association of Community Health Centers, LULAC and National Council of
La Raza for public information and positive images of Hispanics in the
media; Rural Community Assistance Program; and the U.S. Department of
Agriculture.

# C. QUALITY OF THE MANAGEMENT PLAN

\(i\) The adequacy of the management plan to achieve the objectives of
the proposed project on time and within budget, including clearly
defined responsibilities, timelines, and milestones for accomplishing
project tasks.

The PC HEP management plan clearly communicates the intent of the
project to focus the human and fiscal resources on the delivery of
services to those eligible out-of-school migrant farm workers who have
the greatest needs. The management plan has a structure the supports the
participants through reconnecting them with agencies that will provide
the services they need to successfully complete a high school
equivalency certificate, enter postsecondary education, and/or be placed
in career or military positions.

The following chart illustrates the adequacy of the management plan to
achieve the objectives on time, and within budget, as well as providing
clearly defined responsibilities, timelines, and milestones. Based on
the project evaluation and recommendations from project staff, partners,
and collaborators, modifications will be made for subsequent years of
the project.

+--------------------+--------+--------------+--------+--------------+
| **Comprehensive    |        |              |        |              |
| Management Plan**  |        |              |        |              |
|                    |        |              |        |              |
| **Objective 1: PC  |        |              |        |              |
| HEP will identify, |        |              |        |              |
| recruit, and       |        |              |        |              |
| select 75          |        |              |        |              |
| participants who   |        |              |        |              |
| qualify for HEP    |        |              |        |              |
| services.**        |        |              |        |              |
+--------------------+--------+--------------+--------+--------------+
| *Activity/Task*    | *Tim   | *Budge       | *Per   | *Milestones* |
|                    | eline* | t/Resources* | son(s) |              |
|                    |        |              | Respon |              |
|                    |        |              | sible* |              |
+--------------------+--------+--------------+--------+--------------+
| Develop marketing  | Onset  | PC PR        | PD     | Marketing    |
| plan with PR       | of     | Director     | (P     | plan         |
| Director           | grant  | Marketing    | roject | developed    |
|                    |        | resources    | Dir    |              |
|                    |        |              | ector) |              |
+--------------------+--------+--------------+--------+--------------+
| Develop program    | Onset  | PC Print     | PD     | Brochure and |
| brochures/fliers   | of     | Shop Manager |        | fliers       |
|                    | grant; | Computer,    |        | developed    |
|                    | update | Printing     |        |              |
|                    | as     |              |        |              |
|                    | nec    |              |        |              |
|                    | essary |              |        |              |
+--------------------+--------+--------------+--------+--------------+
| Develop program    | First  | PC Human     | PD     | Program      |
| manual that        | month; | Resources    |        | manual       |
| describes all      | update | Director,    |        | developed    |
| aspects of project | as     | Computer,    |        |              |
| staff and campus   | nec    | printing     |        |              |
| partners           | essary |              |        |              |
+--------------------+--------+--------------+--------+--------------+
| Contact            | Onset  | Mileage,     | PD     | O            |
| appropriate        | of     | telephone,   |        | rganizations |
| agencies and       | grant  | mailings     |        | and agencies |
| organizations to   | and    |              |        | are informed |
| inform them about  | each   |              |        | about HEP    |
| PC HEP             | year   |              |        |              |
|                    | ther   |              |        |              |
|                    | eafter |              |        |              |
+--------------------+--------+--------------+--------+--------------+
| Develop a network  | Onset  | Mileage,     | PD     | Network      |
| referral system    | of     | telephone,   |        | referrals    |
| and establish a    | grant  | mailings,    |        | system in    |
| contact person at  |        | referrals    |        | place        |
| each appropriate   |        | forms        |        |              |
| agency,            |        |              |        |              |
| organization,      |        |              |        |              |
| school, and church |        |              |        |              |
+--------------------+--------+--------------+--------+--------------+
| Develop initial    | Onset  | Computer,    | PS     | Referral     |
| referral directory | of     | database     | (P     | directory in |
|                    | grant; |              | roject | place        |
|                    | u      |              | Secr   |              |
|                    | pdated |              | etary) |              |
|                    | m      |              |        |              |
|                    | onthly |              |        |              |
+--------------------+--------+--------------+--------+--------------+
| Make PC HEP        | Twice  | Mileage,     | PD EA  | 20 HEP       |
| presentations to   | per    | brochures    | (educa | p            |
| appropriate        | year;  |              | tional | resentations |
| personnel at       | and as |              | ad     | made each    |
| schools, agencies, | nec    |              | visor) | year         |
| other community    | essary |              |        |              |
| organizations,     |        |              |        |              |
| media, and public  |        |              |        |              |
| events, explaining |        |              |        |              |
| services           |        |              |        |              |
+--------------------+--------+--------------+--------+--------------+
| Provide project    | Onset  | PC PR        | PD     | Newspapers,  |
| information to     | of     | Director     |        | radio, and   |
| community          | grant; | News         |        | newsletters  |
| newspapers, radio  | two    | releases,    |        | contain      |
| stations, and      | weeks  | mailing,     |        | information  |
| newsletters        | prior  | telephone    |        | about PC HEP |
|                    | to     |              |        |              |
|                    | beg    |              |        |              |
|                    | inning |              |        |              |
|                    | of     |              |        |              |
|                    | each   |              |        |              |
|                    | s      |              |        |              |
|                    | ession |              |        |              |
+--------------------+--------+--------------+--------+--------------+
| Develop all        | Onset  | PC Print     | PD     | Appropriate  |
| appropriate forms  | of     | Shop         |        | forms are    |
| including          | grant; | Director     |        | developed    |
| applications,      | u      | Computer,    |        |              |
| release forms,     | pdated | printing     |        |              |
| etc.               | as     |              |        |              |
|                    | nec    |              |        |              |
|                    | essary |              |        |              |
+--------------------+--------+--------------+--------+--------------+
| Recruit potential  | O      | Recruiting   | EA     | Applicants   |
| participants       | ngoing | materials,   |        | are secured  |
|                    |        | mileage      |        |              |
+--------------------+--------+--------------+--------+--------------+
| Collect and review | As     | Application  | PD     | Eligible     |
| applications for   | re     | rating       |        | applicants   |
| eligibility and    | ceived | sheets       |        | are accepted |
| acceptance         |        |              |        | to project   |
+--------------------+--------+--------------+--------+--------------+
| Develop a schedule | Onset  | Activity     | PD     | Yearly       |
| of activities      | of     | list         |        | schedule of  |
|                    | grant; |              | EA     | activities   |
|                    | Update |              |        |              |
|                    | yearly |              |        |              |
+--------------------+--------+--------------+--------+--------------+

+--------------------+--------+---+--------------+--------+--------------+
| Establish baseline | Beg    | C |              | PD     | Baseline     |
| information        | inning | o |              |        | established  |
|                    | of     | m |              | EA     |              |
|                    | first  | p |              |        |              |
|                    | s      | u |              | PS     |              |
|                    | ession | t |              |        |              |
|                    | and    | e |              |        |              |
|                    | each   | r |              |        |              |
|                    | s      | , |              |        |              |
|                    | ession | p |              |        |              |
|                    | ther   | a |              |        |              |
|                    | eafter | r |              |        |              |
|                    |        | t |              |        |              |
|                    |        | i |              |        |              |
|                    |        | c |              |        |              |
|                    |        | i |              |        |              |
|                    |        | p |              |        |              |
|                    |        | a |              |        |              |
|                    |        | n |              |        |              |
|                    |        | t |              |        |              |
|                    |        | a |              |        |              |
|                    |        | s |              |        |              |
|                    |        | s |              |        |              |
|                    |        | e |              |        |              |
|                    |        | s |              |        |              |
|                    |        | s |              |        |              |
|                    |        | m |              |        |              |
|                    |        | e |              |        |              |
|                    |        | n |              |        |              |
|                    |        | t |              |        |              |
|                    |        | s |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| Convene the PC HEP | During | T |              | PD     | Advisory     |
| Advisory Council   | first  | e |              |        | Council      |
|                    | se     | l |              |        | convened     |
|                    | ssion, | e |              |        |              |
|                    | and    | p |              |        |              |
|                    | qua    | h |              |        |              |
|                    | rterly | o |              |        |              |
|                    | ther   | n |              |        |              |
|                    | eafter | e |              |        |              |
|                    |        | , |              |        |              |
|                    |        | M |              |        |              |
|                    |        | a |              |        |              |
|                    |        | i |              |        |              |
|                    |        | l |              |        |              |
|                    |        | i |              |        |              |
|                    |        | n |              |        |              |
|                    |        | g |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| #                  |        |   |              |        |              |
| ## Objective 2: 70 |        |   |              |        |              |
| % of PC HEP partic |        |   |              |        |              |
| ipants will comple |        |   |              |        |              |
| te the program and |        |   |              |        |              |
|  receive their GED |        |   |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| Activity/Task      | Ti     | B |              | Per    | Milestones   |
|                    | meline | u |              | son(s) |              |
|                    |        | d |              | Respo  |              |
|                    |        | g |              | nsible |              |
|                    |        | e |              |        |              |
|                    |        | t |              |        |              |
|                    |        | / |              |        |              |
|                    |        | R |              |        |              |
|                    |        | e |              |        |              |
|                    |        | s |              |        |              |
|                    |        | o |              |        |              |
|                    |        | u |              |        |              |
|                    |        | r |              |        |              |
|                    |        | c |              |        |              |
|                    |        | e |              |        |              |
|                    |        | s |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| Coordinate with    | Prior  | A |              | EA     | Curriculum   |
| AEL to ensure      | to the | E |              |        | aligned with |
| curriculum is      | beg    | L |              |        | state        |
| aligned with state | inning | P |              |        | standards    |
| standards          | of the | r |              |        |              |
|                    | first  | o |              |        |              |
|                    | s      | g |              |        |              |
|                    | ession | r |              |        |              |
|                    |        | a |              |        |              |
|                    |        | m |              |        |              |
|                    |        | M |              |        |              |
|                    |        | a |              |        |              |
|                    |        | n |              |        |              |
|                    |        | a |              |        |              |
|                    |        | g |              |        |              |
|                    |        | e |              |        |              |
|                    |        | r |              |        |              |
|                    |        | C |              |        |              |
|                    |        | u |              |        |              |
|                    |        | r |              |        |              |
|                    |        | r |              |        |              |
|                    |        | i |              |        |              |
|                    |        | c |              |        |              |
|                    |        | u |              |        |              |
|                    |        | l |              |        |              |
|                    |        | u |              |        |              |
|                    |        | m |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| Assess             | Within | A |              | PD     | PSPs         |
| participants and   | 10     | s |              |        | developed    |
| use assessment     | days   | s |              | EA     | for all      |
| results to develop | of     | e |              |        | participants |
| PSPs               | acce   | s |              |        |              |
|                    | ptance | s |              |        |              |
|                    | into   | m |              |        |              |
|                    | the    | e |              |        |              |
|                    | p      | n |              |        |              |
|                    | roject | t |              |        |              |
|                    |        | s |              |        |              |
|                    |        | , |              |        |              |
|                    |        | P |              |        |              |
|                    |        | S |              |        |              |
|                    |        | P |              |        |              |
|                    |        | f |              |        |              |
|                    |        | o |              |        |              |
|                    |        | r |              |        |              |
|                    |        | m |              |        |              |
|                    |        | s |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| Establish baseline | Within | A |              | PD     | Baseline     |
| information of     | 10     | s |              |        | established  |
| student skills and | days   | s |              | EA     |              |
| abilities          | of     | e |              |        |              |
|                    | acce   | s |              | PS     |              |
|                    | ptance | s |              |        |              |
|                    | into   | m |              |        |              |
|                    | p      | e |              |        |              |
|                    | roject | n |              |        |              |
|                    |        | t |              |        |              |
|                    |        | r |              |        |              |
|                    |        | e |              |        |              |
|                    |        | s |              |        |              |
|                    |        | u |              |        |              |
|                    |        | l |              |        |              |
|                    |        | t |              |        |              |
|                    |        | s |              |        |              |
|                    |        | , |              |        |              |
|                    |        | C |              |        |              |
|                    |        | o |              |        |              |
|                    |        | m |              |        |              |
|                    |        | p |              |        |              |
|                    |        | u |              |        |              |
|                    |        | t |              |        |              |
|                    |        | e |              |        |              |
|                    |        | r |              |        |              |
|                    |        | d |              |        |              |
|                    |        | a |              |        |              |
|                    |        | t |              |        |              |
|                    |        | a |              |        |              |
|                    |        | b |              |        |              |
|                    |        | a |              |        |              |
|                    |        | s |              |        |              |
|                    |        | e |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| Provide academic   | O      | A |              | PD     | All          |
| and career         | ngoing | s |              |        | participants |
| advising to all    |        | s |              | EA     | receive      |
| participants       |        | e |              |        | academic and |
|                    |        | s |              | PS     | career       |
|                    |        | s |              |        | advising     |
|                    |        | m |              |        |              |
|                    |        | e |              |        |              |
|                    |        | n |              |        |              |
|                    |        | t |              |        |              |
|                    |        | r |              |        |              |
|                    |        | e |              |        |              |
|                    |        | s |              |        |              |
|                    |        | u |              |        |              |
|                    |        | l |              |        |              |
|                    |        | t |              |        |              |
|                    |        | s |              |        |              |
|                    |        | , |              |        |              |
|                    |        | C |              |        |              |
|                    |        | a |              |        |              |
|                    |        | r |              |        |              |
|                    |        | e |              |        |              |
|                    |        | e |              |        |              |
|                    |        | r |              |        |              |
|                    |        | / |              |        |              |
|                    |        | A |              |        |              |
|                    |        | p |              |        |              |
|                    |        | t |              |        |              |
|                    |        | i |              |        |              |
|                    |        | t |              |        |              |
|                    |        | u |              |        |              |
|                    |        | d |              |        |              |
|                    |        | e |              |        |              |
|                    |        | a |              |        |              |
|                    |        | s |              |        |              |
|                    |        | s |              |        |              |
|                    |        | e |              |        |              |
|                    |        | s |              |        |              |
|                    |        | s |              |        |              |
|                    |        | m |              |        |              |
|                    |        | e |              |        |              |
|                    |        | n |              |        |              |
|                    |        | t |              |        |              |
|                    |        | s |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| Provide            | O      | P |              | PD     | All          |
| participants with  | ngoing | C |              |        | participants |
| individualized     |        | A |              | EA     | receive      |
| attention and      |        | c |              |        | instruction  |
| intensive          |        | a |              | IN     | and if       |
| instruction        |        | d |              | (      | necessary,   |
|                    |        | e |              | Instru | tutoring, to |
|                    |        | m |              | ctors) | prepare for  |
|                    |        | i |              | TU     | GED          |
|                    |        | c |              | (T     |              |
|                    |        | s |              | utors) |              |
|                    |        | u |              |        |              |
|                    |        | p |              |        |              |
|                    |        | p |              |        |              |
|                    |        | o |              |        |              |
|                    |        | r |              |        |              |
|                    |        | t |              |        |              |
|                    |        | s |              |        |              |
|                    |        | t |              |        |              |
|                    |        | a |              |        |              |
|                    |        | f |              |        |              |
|                    |        | f |              |        |              |
|                    |        | , |              |        |              |
|                    |        | C |              |        |              |
|                    |        | u |              |        |              |
|                    |        | r |              |        |              |
|                    |        | r |              |        |              |
|                    |        | i |              |        |              |
|                    |        | c |              |        |              |
|                    |        | u |              |        |              |
|                    |        | l |              |        |              |
|                    |        | u |              |        |              |
|                    |        | m |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| Provide            | Once   | T |              | PD     | All          |
| participants with  | per    | r |              |        | participants |
| exposure to        | s      | a |              | EA     | are exposed  |
| cultural events    | ession | n |              |        | to cultural  |
|                    |        | s |              |        | events       |
|                    |        | p |              |        |              |
|                    |        | o |              |        |              |
|                    |        | r |              |        |              |
|                    |        | t |              |        |              |
|                    |        | a |              |        |              |
|                    |        | t |              |        |              |
|                    |        | i |              |        |              |
|                    |        | o |              |        |              |
|                    |        | n |              |        |              |
|                    |        | , |              |        |              |
|                    |        | t |              |        |              |
|                    |        | i |              |        |              |
|                    |        | c |              |        |              |
|                    |        | k |              |        |              |
|                    |        | e |              |        |              |
|                    |        | t |              |        |              |
|                    |        | s |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| Provide            | Weekly | S |              | PD     | All          |
| participants with  | during | t |              |        | participants |
| stipend to help    | s      | i |              | PS     | receive      |
| cover cost of      | ession | p |              |        | stipends     |
| participation      |        | e |              |        |              |
|                    |        | n |              |        |              |
|                    |        | d |              |        |              |
|                    |        | s |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| Provide            | During | R |              | PD\    | Residential  |
| residential        | resid  | o |              | PS     | participants |
| participants with  | ential | o |              |        | receive room |
| room and board     | se     | m |              |        | and board    |
|                    | ssions | a |              |        |              |
|                    |        | n |              |        |              |
|                    |        | d |              |        |              |
|                    |        | b |              |        |              |
|                    |        | o |              |        |              |
|                    |        | a |              |        |              |
|                    |        | r |              |        |              |
|                    |        | d |              |        |              |
|                    |        | e |              |        |              |
|                    |        | x |              |        |              |
|                    |        | p |              |        |              |
|                    |        | e |              |        |              |
|                    |        | n |              |        |              |
|                    |        | s |              |        |              |
|                    |        | e |              |        |              |
|                    |        | s |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| Implement GED      | Twice  | C |              | PD\    | Completers   |
| graduation         | per    | a |              | EA\    | will have an |
| ceremony           | year   | p |              | PS     | opportunity  |
|                    |        | s |              |        | for a        |
|                    |        | a |              |        | graduation   |
|                    |        | n |              |        | ceremony     |
|                    |        | d |              |        | with family  |
|                    |        | G |              |        | and friends  |
|                    |        | o |              |        | in           |
|                    |        | w |              |        | attendance   |
|                    |        | n |              |        |              |
|                    |        | s |              |        |              |
|                    |        | , |              |        |              |
|                    |        | d |              |        |              |
|                    |        | e |              |        |              |
|                    |        | c |              |        |              |
|                    |        | o |              |        |              |
|                    |        | r |              |        |              |
|                    |        | a |              |        |              |
|                    |        | t |              |        |              |
|                    |        | i |              |        |              |
|                    |        | o |              |        |              |
|                    |        | n |              |        |              |
|                    |        | s |              |        |              |
|                    |        | , |              |        |              |
|                    |        | r |              |        |              |
|                    |        | e |              |        |              |
|                    |        | f |              |        |              |
|                    |        | r |              |        |              |
|                    |        | e |              |        |              |
|                    |        | s |              |        |              |
|                    |        | h |              |        |              |
|                    |        | m |              |        |              |
|                    |        | e |              |        |              |
|                    |        | n |              |        |              |
|                    |        | t |              |        |              |
|                    |        | s |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| Provide individual | O      | T |              | TU     | Participants |
| and group tutoring | ngoing | u |              |        | will receive |
| for participants   |        | t |              |        | the          |
| who are in need    |        | o |              |        | in           |
| of, or request     |        | r |              |        | dividualized |
| additional         |        | i |              |        | and          |
| assistance         |        | n |              |        | supplemental |
|                    |        | g |              |        | instruction  |
|                    |        | m |              |        | necessary    |
|                    |        | a |              |        | for          |
|                    |        | t |              |        | successful   |
|                    |        | e |              |        | completion   |
|                    |        | r |              |        | of the GED.  |
|                    |        | i |              |        |              |
|                    |        | a |              |        |              |
|                    |        | l |              |        |              |
|                    |        | s |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| Evaluate           | At the |   | Baseline     | PD     | Program is   |
| effectiveness,     | conc   |   | data, Data   |        | evaluated    |
| appropriateness,   | lusion |   | base,        | EA     | for          |
| and usefulness of  | of     |   | participant  |        | e            |
| the project for    | each   |   | surveys,     | PS     | ffectiveness |
| helping            | s      |   | participant  |        |              |
| participants       | ession |   | GED scores   |        |              |
| obtain a GED       | and at |   |              |        |              |
|                    | the    |   |              |        |              |
|                    | end of |   |              |        |              |
|                    | each   |   |              |        |              |
|                    | grant  |   |              |        |              |
|                    | year   |   |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| ***Objective 3:    |        |   |              |        |              |
| 50% of PC HEP      |        |   |              |        |              |
| participants who   |        |   |              |        |              |
| have completed     |        |   |              |        |              |
| their GED will     |        |   |              |        |              |
| enroll in a        |        |   |              |        |              |
| program of         |        |   |              |        |              |
| postsecondary      |        |   |              |        |              |
| educations.***     |        |   |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| **Activity/Task**  | **Time | * |              | **Per  | **           |
|                    | line** | * |              | son(s) | Milestones** |
|                    |        | B |              | r      |              |
|                    |        | u |              | espons |              |
|                    |        | d |              | ible** |              |
|                    |        | g |              |        |              |
|                    |        | e |              |        |              |
|                    |        | t |              |        |              |
|                    |        | / |              |        |              |
|                    |        | R |              |        |              |
|                    |        | e |              |        |              |
|                    |        | s |              |        |              |
|                    |        | o |              |        |              |
|                    |        | u |              |        |              |
|                    |        | r |              |        |              |
|                    |        | c |              |        |              |
|                    |        | e |              |        |              |
|                    |        | s |              |        |              |
|                    |        | * |              |        |              |
|                    |        | * |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| Provide SAT/ACT    | At the | S |              | EA,    | Participants |
| preparation        | end of | A |              | IN, TU | have an      |
| assistance         | each   | T |              |        | opportunity  |
|                    | s      | / |              |        | to study for |
|                    | ession | A |              |        | the ACT      |
|                    |        | C |              |        |              |
|                    |        | T |              |        |              |
|                    |        | p |              |        |              |
|                    |        | r |              |        |              |
|                    |        | e |              |        |              |
|                    |        | p |              |        |              |
|                    |        | m |              |        |              |
|                    |        | a |              |        |              |
|                    |        | t |              |        |              |
|                    |        | e |              |        |              |
|                    |        | r |              |        |              |
|                    |        | i |              |        |              |
|                    |        | a |              |        |              |
|                    |        | l |              |        |              |
|                    |        | s |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| Provide college    | At the | P |              | EA,    | Participants |
| application        | end of | C |              | IN, TU | apply for    |
| assistance         | each   | A |              |        | college      |
|                    | s      | d |              |        |              |
|                    | ession | m |              |        |              |
|                    |        | i |              |        |              |
|                    |        | s |              |        |              |
|                    |        | s |              |        |              |
|                    |        | i |              |        |              |
|                    |        | o |              |        |              |
|                    |        | n |              |        |              |
|                    |        | s |              |        |              |
|                    |        | D |              |        |              |
|                    |        | i |              |        |              |
|                    |        | r |              |        |              |
|                    |        | e |              |        |              |
|                    |        | c |              |        |              |
|                    |        | t |              |        |              |
|                    |        | o |              |        |              |
|                    |        | r |              |        |              |
|                    |        | C |              |        |              |
|                    |        | o |              |        |              |
|                    |        | l |              |        |              |
|                    |        | l |              |        |              |
|                    |        | e |              |        |              |
|                    |        | g |              |        |              |
|                    |        | e |              |        |              |
|                    |        | a |              |        |              |
|                    |        | p |              |        |              |
|                    |        | p |              |        |              |
|                    |        | l |              |        |              |
|                    |        | i |              |        |              |
|                    |        | c |              |        |              |
|                    |        | a |              |        |              |
|                    |        | t |              |        |              |
|                    |        | i |              |        |              |
|                    |        | o |              |        |              |
|                    |        | n |              |        |              |
|                    |        | , |              |        |              |
|                    |        | p |              |        |              |
|                    |        | o |              |        |              |
|                    |        | s |              |        |              |
|                    |        | t |              |        |              |
|                    |        | a |              |        |              |
|                    |        | g |              |        |              |
|                    |        | e |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| Provide financial  | At the | P |              | EA     | Participants |
| aid assistance     | end of | C |              |        | apply for    |
|                    | each   | f |              | IN     | financial    |
|                    | s      | i |              |        | aid          |
|                    | ession | n |              | TU     |              |
|                    |        | a |              |        |              |
|                    |        | n |              |        |              |
|                    |        | c |              |        |              |
|                    |        | i |              |        |              |
|                    |        | a |              |        |              |
|                    |        | l |              |        |              |
|                    |        | A |              |        |              |
|                    |        | i |              |        |              |
|                    |        | d |              |        |              |
|                    |        | D |              |        |              |
|                    |        | i |              |        |              |
|                    |        | r |              |        |              |
|                    |        | e |              |        |              |
|                    |        | c |              |        |              |
|                    |        | t |              |        |              |
|                    |        | o |              |        |              |
|                    |        | r |              |        |              |
|                    |        | , |              |        |              |
|                    |        | F |              |        |              |
|                    |        | A |              |        |              |
|                    |        | F |              |        |              |
|                    |        | S |              |        |              |
|                    |        | A |              |        |              |
|                    |        | , |              |        |              |
|                    |        | C |              |        |              |
|                    |        | o |              |        |              |
|                    |        | m |              |        |              |
|                    |        | p |              |        |              |
|                    |        | u |              |        |              |
|                    |        | t |              |        |              |
|                    |        | e |              |        |              |
|                    |        | r |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| Provide            | During | A |              | EA     | Participants |
| participants with  | each   | c |              |        | are equipped |
| transitional       | s      | a |              | IN     | for college  |
| skills for success | ession | d |              |        | success      |
| in postsecondary   |        | e |              | TU     |              |
| education          |        | m |              |        |              |
|                    |        | i |              |        |              |
|                    |        | c |              |        |              |
|                    |        | S |              |        |              |
|                    |        | u |              |        |              |
|                    |        | p |              |        |              |
|                    |        | p |              |        |              |
|                    |        | o |              |        |              |
|                    |        | r |              |        |              |
|                    |        | t |              |        |              |
|                    |        | P |              |        |              |
|                    |        | e |              |        |              |
|                    |        | r |              |        |              |
|                    |        | s |              |        |              |
|                    |        | o |              |        |              |
|                    |        | n |              |        |              |
|                    |        | n |              |        |              |
|                    |        | e |              |        |              |
|                    |        | l |              |        |              |
|                    |        | , |              |        |              |
|                    |        | C |              |        |              |
|                    |        | o |              |        |              |
|                    |        | l |              |        |              |
|                    |        | l |              |        |              |
|                    |        | e |              |        |              |
|                    |        | g |              |        |              |
|                    |        | e |              |        |              |
|                    |        | s |              |        |              |
|                    |        | u |              |        |              |
|                    |        | c |              |        |              |
|                    |        | c |              |        |              |
|                    |        | e |              |        |              |
|                    |        | s |              |        |              |
|                    |        | s |              |        |              |
|                    |        | m |              |        |              |
|                    |        | a |              |        |              |
|                    |        | t |              |        |              |
|                    |        | e |              |        |              |
|                    |        | r |              |        |              |
|                    |        | i |              |        |              |
|                    |        | a |              |        |              |
|                    |        | l |              |        |              |
|                    |        | s |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| Host HEP/CAMP      | Mid-s  | C |              | PD     | Participants |
| reception          | ession | A |              |        | meet CAMP    |
|                    |        | M |              |        | staff and    |
|                    |        | P |              |        | participants |
|                    |        | s |              |        |              |
|                    |        | t |              |        |              |
|                    |        | a |              |        |              |
|                    |        | f |              |        |              |
|                    |        | f |              |        |              |
|                    |        | a |              |        |              |
|                    |        | n |              |        |              |
|                    |        | d |              |        |              |
|                    |        | p |              |        |              |
|                    |        | a |              |        |              |
|                    |        | r |              |        |              |
|                    |        | t |              |        |              |
|                    |        | i |              |        |              |
|                    |        | c |              |        |              |
|                    |        | i |              |        |              |
|                    |        | p |              |        |              |
|                    |        | a |              |        |              |
|                    |        | n |              |        |              |
|                    |        | t |              |        |              |
|                    |        | s |              |        |              |
|                    |        | , |              |        |              |
|                    |        | R |              |        |              |
|                    |        | e |              |        |              |
|                    |        | f |              |        |              |
|                    |        | r |              |        |              |
|                    |        | e |              |        |              |
|                    |        | s |              |        |              |
|                    |        | h |              |        |              |
|                    |        | m |              |        |              |
|                    |        | e |              |        |              |
|                    |        | n |              |        |              |
|                    |        | t |              |        |              |
|                    |        | s |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| Provide college    | During | T |              | PD     | Participants |
| visits             | each   | r |              |        | have an      |
|                    | s      | a |              |        | opportunity  |
|                    | ession | n |              |        | to visit     |
|                    |        | s |              |        | p            |
|                    |        | p |              |        | ostsecondary |
|                    |        | o |              |        | institutions |
|                    |        | r |              |        |              |
|                    |        | t |              |        |              |
|                    |        | a |              |        |              |
|                    |        | t |              |        |              |
|                    |        | i |              |        |              |
|                    |        | o |              |        |              |
|                    |        | n |              |        |              |
|                    |        | , |              |        |              |
|                    |        | m |              |        |              |
|                    |        | e |              |        |              |
|                    |        | a |              |        |              |
|                    |        | l |              |        |              |
|                    |        | s |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| Evaluate           | At the | B |              | PD     | Program is   |
| effectiveness,     | conc   | a |              |        | evaluated    |
| appropriateness,   | lusion | s |              | EA     | for          |
| and usefulness of  | of     | e |              |        | e            |
| the project for    | each   | l |              | PS     | ffectiveness |
| helping            | s      | i |              |        |              |
| participants enter | ession | n |              |        |              |
| postsecondary      | and at | e |              |        |              |
| education          | the    | d |              |        |              |
|                    | end of | a |              |        |              |
|                    | each   | t |              |        |              |
|                    | grant  | a |              |        |              |
|                    | year   | , |              |        |              |
|                    |        | D |              |        |              |
|                    |        | a |              |        |              |
|                    |        | t |              |        |              |
|                    |        | a |              |        |              |
|                    |        | b |              |        |              |
|                    |        | a |              |        |              |
|                    |        | s |              |        |              |
|                    |        | e |              |        |              |
|                    |        | , |              |        |              |
|                    |        | p |              |        |              |
|                    |        | a |              |        |              |
|                    |        | r |              |        |              |
|                    |        | t |              |        |              |
|                    |        | i |              |        |              |
|                    |        | c |              |        |              |
|                    |        | i |              |        |              |
|                    |        | p |              |        |              |
|                    |        | a |              |        |              |
|                    |        | n |              |        |              |
|                    |        | t |              |        |              |
|                    |        | s |              |        |              |
|                    |        | u |              |        |              |
|                    |        | r |              |        |              |
|                    |        | v |              |        |              |
|                    |        | e |              |        |              |
|                    |        | y |              |        |              |
|                    |        | s |              |        |              |
|                    |        | , |              |        |              |
|                    |        | p |              |        |              |
|                    |        | a |              |        |              |
|                    |        | r |              |        |              |
|                    |        | t |              |        |              |
|                    |        | i |              |        |              |
|                    |        | c |              |        |              |
|                    |        | i |              |        |              |
|                    |        | p |              |        |              |
|                    |        | a |              |        |              |
|                    |        | n |              |        |              |
|                    |        | t |              |        |              |
|                    |        | G |              |        |              |
|                    |        | E |              |        |              |
|                    |        | D |              |        |              |
|                    |        | s |              |        |              |
|                    |        | c |              |        |              |
|                    |        | o |              |        |              |
|                    |        | r |              |        |              |
|                    |        | e |              |        |              |
|                    |        | s |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| ***Objective 4:    |        |   |              |        |              |
| 50% of PC HEP      |        |   |              |        |              |
| participants who   |        |   |              |        |              |
| have completed     |        |   |              |        |              |
| their GED will be  |        |   |              |        |              |
| placed in a career |        |   |              |        |              |
| position or will   |        |   |              |        |              |
| enter the military |        |   |              |        |              |
| service***         |        |   |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| **Activity/Task**  | **Time | * |              | **Per  | **           |
|                    | line** | * |              | son(s) | Milestones** |
|                    |        | B |              | r      |              |
|                    |        | u |              | espons |              |
|                    |        | d |              | ible** |              |
|                    |        | g |              |        |              |
|                    |        | e |              |        |              |
|                    |        | t |              |        |              |
|                    |        | / |              |        |              |
|                    |        | R |              |        |              |
|                    |        | e |              |        |              |
|                    |        | s |              |        |              |
|                    |        | o |              |        |              |
|                    |        | u |              |        |              |
|                    |        | r |              |        |              |
|                    |        | c |              |        |              |
|                    |        | e |              |        |              |
|                    |        | s |              |        |              |
|                    |        | * |              |        |              |
|                    |        | * |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| Establish baseline | During | C |              | PD     | Baseline is  |
| data on            | each   | o |              |        | established  |
| participant        | s      | m |              | PS     |              |
| knowledge and      | ession | p |              |        |              |
| skills related to  |        | u |              |        |              |
| e                  |        | t |              |        |              |
| mployment/military |        | e |              |        |              |
| readiness          |        | r |              |        |              |
|                    |        | , |              |        |              |
|                    |        | d |              |        |              |
|                    |        | a |              |        |              |
|                    |        | t |              |        |              |
|                    |        | a |              |        |              |
|                    |        | b |              |        |              |
|                    |        | a |              |        |              |
|                    |        | s |              |        |              |
|                    |        | e |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| Using              | During | A |              | PD     | Career goals |
| career/aptitude    | each   | s |              |        | are          |
| assessments,       | s      | s |              | EA     | established  |
| develop career     | ession | e |              |        | for all      |
| goals for          |        | s |              |        | participants |
| participants       |        | s |              |        |              |
|                    |        | m |              |        |              |
|                    |        | e |              |        |              |
|                    |        | n |              |        |              |
|                    |        | t |              |        |              |
|                    |        | s |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| Provide career     | During | C |              | EA     | Participants |
| counseling and     | the    | a |              |        | receive      |
| resume building    | second | r |              | IN     | individual   |
| for participants   | half   | e |              |        | career       |
|                    | of the | e |              |        | counseling   |
|                    | s      | r |              |        | and develop  |
|                    | ession | P |              |        | a resume     |
|                    |        | l |              |        |              |
|                    |        | a |              |        |              |
|                    |        | n |              |        |              |
|                    |        | n |              |        |              |
|                    |        | i |              |        |              |
|                    |        | n |              |        |              |
|                    |        | g |              |        |              |
|                    |        | a |              |        |              |
|                    |        | n |              |        |              |
|                    |        | d |              |        |              |
|                    |        | P |              |        |              |
|                    |        | l |              |        |              |
|                    |        | a |              |        |              |
|                    |        | c |              |        |              |
|                    |        | e |              |        |              |
|                    |        | m |              |        |              |
|                    |        | e |              |        |              |
|                    |        | n |              |        |              |
|                    |        | t |              |        |              |
|                    |        | D |              |        |              |
|                    |        | i |              |        |              |
|                    |        | r |              |        |              |
|                    |        | e |              |        |              |
|                    |        | c |              |        |              |
|                    |        | t |              |        |              |
|                    |        | o |              |        |              |
|                    |        | r |              |        |              |
|                    |        | , |              |        |              |
|                    |        | C |              |        |              |
|                    |        | a |              |        |              |
|                    |        | r |              |        |              |
|                    |        | e |              |        |              |
|                    |        | e |              |        |              |
|                    |        | r |              |        |              |
|                    |        | a |              |        |              |
|                    |        | s |              |        |              |
|                    |        | s |              |        |              |
|                    |        | e |              |        |              |
|                    |        | s |              |        |              |
|                    |        | s |              |        |              |
|                    |        | m |              |        |              |
|                    |        | e |              |        |              |
|                    |        | n |              |        |              |
|                    |        | t |              |        |              |
|                    |        | r |              |        |              |
|                    |        | e |              |        |              |
|                    |        | s |              |        |              |
|                    |        | u |              |        |              |
|                    |        | l |              |        |              |
|                    |        | t |              |        |              |
|                    |        | s |              |        |              |
|                    |        | C |              |        |              |
|                    |        | o |              |        |              |
|                    |        | m |              |        |              |
|                    |        | p |              |        |              |
|                    |        | u |              |        |              |
|                    |        | t |              |        |              |
|                    |        | e |              |        |              |
|                    |        | r |              |        |              |
|                    |        | , |              |        |              |
|                    |        | p |              |        |              |
|                    |        | r |              |        |              |
|                    |        | i |              |        |              |
|                    |        | n |              |        |              |
|                    |        | t |              |        |              |
|                    |        | e |              |        |              |
|                    |        | r |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| Provide life       | During | S |              | PD\    | Participants |
| skills training on | each   | t |              | EA\    | receive life |
| financial          | s      | u |              | IN\    | skills       |
| management, credit | ession | d |              | TU     | training for |
| information,       |        | e |              |        | success in a |
| punctuality,       |        | n |              |        | career       |
| etiquette,         |        | t |              |        |              |
| appropriate dress  |        | S |              |        |              |
| and language,      |        | u |              |        |              |
| protocol, positive |        | p |              |        |              |
| attitude, and      |        | p |              |        |              |
| behavior           |        | o |              |        |              |
|                    |        | r |              |        |              |
|                    |        | t |              |        |              |
|                    |        | S |              |        |              |
|                    |        | e |              |        |              |
|                    |        | r |              |        |              |
|                    |        | v |              |        |              |
|                    |        | i |              |        |              |
|                    |        | c |              |        |              |
|                    |        | e |              |        |              |
|                    |        | s |              |        |              |
|                    |        | S |              |        |              |
|                    |        | t |              |        |              |
|                    |        | a |              |        |              |
|                    |        | f |              |        |              |
|                    |        | f |              |        |              |
|                    |        | , |              |        |              |
|                    |        | L |              |        |              |
|                    |        | i |              |        |              |
|                    |        | f |              |        |              |
|                    |        | e |              |        |              |
|                    |        | s |              |        |              |
|                    |        | k |              |        |              |
|                    |        | i |              |        |              |
|                    |        | l |              |        |              |
|                    |        | l |              |        |              |
|                    |        | s |              |        |              |
|                    |        | m |              |        |              |
|                    |        | a |              |        |              |
|                    |        | t |              |        |              |
|                    |        | e |              |        |              |
|                    |        | r |              |        |              |
|                    |        | i |              |        |              |
|                    |        | a |              |        |              |
|                    |        | l |              |        |              |
|                    |        | s |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| Provide students   | During | T |              | PD     | Participants |
| with field trips   | the    | r |              |        | receive      |
| and job shadowing  | second | a |              | EA     | exposure to  |
| at area            | half   | n |              |        | career       |
| businesses,        | of the | s |              |        | p            |
| industries, and    | s      | p |              |        | rofessionals |
| military           | ession | o |              |        |              |
| recruiters         |        | r |              |        |              |
|                    |        | t |              |        |              |
|                    |        | a |              |        |              |
|                    |        | t |              |        |              |
|                    |        | i |              |        |              |
|                    |        | o |              |        |              |
|                    |        | n |              |        |              |
|                    |        | , |              |        |              |
|                    |        | m |              |        |              |
|                    |        | e |              |        |              |
|                    |        | a |              |        |              |
|                    |        | l |              |        |              |
|                    |        | s |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| Evaluate           | At the | B |              | PD\    | Program is   |
| effectiveness,     | conc   | a |              | EA\    | evaluated    |
| appropriateness,   | lusion | s |              | PS     | for          |
| and usefulness of  | of     | e |              |        | e            |
| the project for    | each   | l |              |        | ffectiveness |
| helping            | s      | i |              |        |              |
| participants enter | ession | n |              |        |              |
| a career or the    | and at | e |              |        |              |
| military           | the    | d |              |        |              |
|                    | end of | a |              |        |              |
|                    | each   | t |              |        |              |
|                    | grant  | a |              |        |              |
|                    | year   | , |              |        |              |
|                    |        | D |              |        |              |
|                    |        | a |              |        |              |
|                    |        | t |              |        |              |
|                    |        | a |              |        |              |
|                    |        | b |              |        |              |
|                    |        | a |              |        |              |
|                    |        | s |              |        |              |
|                    |        | e |              |        |              |
|                    |        | , |              |        |              |
|                    |        | p |              |        |              |
|                    |        | a |              |        |              |
|                    |        | r |              |        |              |
|                    |        | t |              |        |              |
|                    |        | i |              |        |              |
|                    |        | c |              |        |              |
|                    |        | i |              |        |              |
|                    |        | p |              |        |              |
|                    |        | a |              |        |              |
|                    |        | n |              |        |              |
|                    |        | t |              |        |              |
|                    |        | s |              |        |              |
|                    |        | u |              |        |              |
|                    |        | r |              |        |              |
|                    |        | v |              |        |              |
|                    |        | e |              |        |              |
|                    |        | y |              |        |              |
|                    |        | s |              |        |              |
|                    |        | , |              |        |              |
|                    |        | p |              |        |              |
|                    |        | a |              |        |              |
|                    |        | r |              |        |              |
|                    |        | t |              |        |              |
|                    |        | i |              |        |              |
|                    |        | c |              |        |              |
|                    |        | i |              |        |              |
|                    |        | p |              |        |              |
|                    |        | a |              |        |              |
|                    |        | n |              |        |              |
|                    |        | t |              |        |              |
|                    |        | G |              |        |              |
|                    |        | E |              |        |              |
|                    |        | D |              |        |              |
|                    |        | s |              |        |              |
|                    |        | c |              |        |              |
|                    |        | o |              |        |              |
|                    |        | r |              |        |              |
|                    |        | e |              |        |              |
|                    |        | s |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| ####               |        |   |              |        |              |
| Objective 5: PC HE |        |   |              |        |              |
| P will ensure that |        |   |              |        |              |
|  100% of staff wil |        |   |              |        |              |
| l receive in-servi |        |   |              |        |              |
| ce training and te |        |   |              |        |              |
| chnical assistance |        |   |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| **Activity/Task**  | **Time | * |              | **Per  | **           |
|                    | line** | * |              | son(s) | Milestones** |
|                    |        | B |              | r      |              |
|                    |        | u |              | espons |              |
|                    |        | d |              | ible** |              |
|                    |        | g |              |        |              |
|                    |        | e |              |        |              |
|                    |        | t |              |        |              |
|                    |        | / |              |        |              |
|                    |        | R |              |        |              |
|                    |        | e |              |        |              |
|                    |        | s |              |        |              |
|                    |        | o |              |        |              |
|                    |        | u |              |        |              |
|                    |        | r |              |        |              |
|                    |        | c |              |        |              |
|                    |        | e |              |        |              |
|                    |        | s |              |        |              |
|                    |        | * |              |        |              |
|                    |        | * |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| Develop a PDP      | At the | P |              | Dean   | PDPs are     |
| (Professional      | start  | D |              | of     | developed    |
| Development Plan)  | of     | P |              | Stu    | for each HEP |
| for each HEP staff | each   | f |              | dents, | staff person |
| member             | p      | o |              | PD     |              |
|                    | roject | r |              |        |              |
|                    | year   | m |              |        |              |
|                    |        | s |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| HEP-CAMP New       | Onset  | T |              | Office | Director     |
| Director's         | of     | r |              | of     | trained      |
| Training           | grant  | a |              | m      |              |
|                    |        | v |              | igrant |              |
|                    |        | e |              | educ   |              |
|                    |        | l |              | ation, |              |
|                    |        | b |              | PD     |              |
|                    |        | u |              |        |              |
|                    |        | d |              |        |              |
|                    |        | g |              |        |              |
|                    |        | e |              |        |              |
|                    |        | t |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| Annual HEP-CAMP    | Yearly | T |              | Office | Meetings     |
| Director's Meeting |        | r |              | of     | attended,    |
|                    |        | a |              | M      | training     |
|                    |        | v |              | igrant | provided     |
|                    |        | e |              | Educ   |              |
|                    |        | l |              | ation, |              |
|                    |        | b |              | PD     |              |
|                    |        | u |              |        |              |
|                    |        | d |              |        |              |
|                    |        | g |              |        |              |
|                    |        | e |              |        |              |
|                    |        | t |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| National Migrant   | Yearly | T |              | Office | Meetings     |
| Education          |        | r |              | of     | attended,    |
| Conference         |        | a |              | M      | training     |
|                    |        | v |              | igrant | provided     |
|                    |        | e |              | Educ   |              |
|                    |        | l |              | ation, |              |
|                    |        | b |              | PD     |              |
|                    |        | u |              |        |              |
|                    |        | d |              |        |              |
|                    |        | g |              |        |              |
|                    |        | e |              |        |              |
|                    |        | t |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| Purple College     | 16     | H |              | PC HR  | Professional |
| Professional       | times  | R |              | Di     | development  |
| Development        | thro   | D |              | rector | and          |
|                    | ughout | i |              | PD     | in-service   |
|                    | the    | r |              |        | training     |
|                    | ac     | e |              |        | completed    |
|                    | ademic | c |              |        |              |
|                    | year   | t |              |        |              |
|                    |        | o |              |        |              |
|                    |        | r |              |        |              |
|                    |        | , |              |        |              |
|                    |        | P |              |        |              |
|                    |        | C |              |        |              |
|                    |        | P |              |        |              |
|                    |        | r |              |        |              |
|                    |        | o |              |        |              |
|                    |        | f |              |        |              |
|                    |        | e |              |        |              |
|                    |        | s |              |        |              |
|                    |        | s |              |        |              |
|                    |        | i |              |        |              |
|                    |        | o |              |        |              |
|                    |        | n |              |        |              |
|                    |        | a |              |        |              |
|                    |        | l |              |        |              |
|                    |        | D |              |        |              |
|                    |        | e |              |        |              |
|                    |        | v |              |        |              |
|                    |        | e |              |        |              |
|                    |        | l |              |        |              |
|                    |        | o |              |        |              |
|                    |        | p |              |        |              |
|                    |        | m |              |        |              |
|                    |        | e |              |        |              |
|                    |        | n |              |        |              |
|                    |        | t |              |        |              |
|                    |        | S |              |        |              |
|                    |        | c |              |        |              |
|                    |        | h |              |        |              |
|                    |        | e |              |        |              |
|                    |        | d |              |        |              |
|                    |        | u |              |        |              |
|                    |        | l |              |        |              |
|                    |        | e |              |        |              |
|                    |        | , |              |        |              |
|                    |        | m |              |        |              |
|                    |        | a |              |        |              |
|                    |        | t |              |        |              |
|                    |        | e |              |        |              |
|                    |        | r |              |        |              |
|                    |        | i |              |        |              |
|                    |        | a |              |        |              |
|                    |        | l |              |        |              |
|                    |        | s |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| Purple HEP-CAMP    | Onset  | M |              | HE     | Shared       |
| Staff Development  | of     | a |              | P-CAMP | resources    |
|                    | grant, | t |              | PDs    | and efforts, |
|                    | m      | e |              |        | increased    |
|                    | onthly | r |              |        | production   |
|                    | ther   | i |              |        |              |
|                    | eafter | a |              |        |              |
|                    |        | l |              |        |              |
|                    |        | s |              |        |              |
|                    |        | R |              |        |              |
|                    |        | e |              |        |              |
|                    |        | s |              |        |              |
|                    |        | o |              |        |              |
|                    |        | u |              |        |              |
|                    |        | r |              |        |              |
|                    |        | c |              |        |              |
|                    |        | e |              |        |              |
|                    |        | s |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| ***Objective 6: PC |        |   |              |        |              |
| HEP will ensure    |        |   |              |        |              |
| 100% of            |        |   |              |        |              |
| participants will  |        |   |              |        |              |
| be afforded the    |        |   |              |        |              |
| efficient and      |        |   |              |        |              |
| effective          |        |   |              |        |              |
| coordination with  |        |   |              |        |              |
| other existing     |        |   |              |        |              |
| programs that      |        |   |              |        |              |
| benefit the        |        |   |              |        |              |
| participants and   |        |   |              |        |              |
| their families**.* |        |   |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| **Activity/Task**  | **Time | * |              | **Per  | **           |
|                    | line** | * |              | son(s) | Milestones** |
|                    |        | B |              | r      |              |
|                    |        | u |              | espons |              |
|                    |        | d |              | ible** |              |
|                    |        | g |              |        |              |
|                    |        | e |              |        |              |
|                    |        | t |              |        |              |
|                    |        | / |              |        |              |
|                    |        | R |              |        |              |
|                    |        | e |              |        |              |
|                    |        | s |              |        |              |
|                    |        | o |              |        |              |
|                    |        | u |              |        |              |
|                    |        | r |              |        |              |
|                    |        | c |              |        |              |
|                    |        | e |              |        |              |
|                    |        | s |              |        |              |
|                    |        | * |              |        |              |
|                    |        | * |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| Develop memorandum | Onset  | A |              | PD     | Completed    |
| of agreement with  | of     | g |              |        | agreement    |
| Q MEP for health   | grant  | r |              |        |              |
| services           |        | e |              |        |              |
|                    |        | e |              |        |              |
|                    |        | m |              |        |              |
|                    |        | e |              |        |              |
|                    |        | n |              |        |              |
|                    |        | t |              |        |              |
|                    |        | , |              |        |              |
|                    |        | m |              |        |              |
|                    |        | i |              |        |              |
|                    |        | l |              |        |              |
|                    |        | e |              |        |              |
|                    |        | a |              |        |              |
|                    |        | g |              |        |              |
|                    |        | e |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| Develop agreement  | Onset  | A |              | PD     | Completed    |
| with a community   | of     | g |              |        | agreement,   |
| health clinic      | grant  | r |              |        | services     |
|                    |        | e |              |        | provided     |
|                    |        | e |              |        |              |
|                    |        | m |              |        |              |
|                    |        | e |              |        |              |
|                    |        | n |              |        |              |
|                    |        | t |              |        |              |
|                    |        | , |              |        |              |
|                    |        | m |              |        |              |
|                    |        | i |              |        |              |
|                    |        | l |              |        |              |
|                    |        | e |              |        |              |
|                    |        | a |              |        |              |
|                    |        | g |              |        |              |
|                    |        | e |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| Coordinate         | Beg    | P |              | PD     | Services     |
| Purple's Career    | inning | C |              |        | provided     |
| Services with HEP  | of     | C |              | EA     |              |
| participants       | each   | a |              |        |              |
|                    | class  | r |              |        |              |
|                    | cycle  | e |              |        |              |
|                    |        | e |              |        |              |
|                    |        | r |              |        |              |
|                    |        | C |              |        |              |
|                    |        | e |              |        |              |
|                    |        | n |              |        |              |
|                    |        | t |              |        |              |
|                    |        | e |              |        |              |
|                    |        | r |              |        |              |
|                    |        | D |              |        |              |
|                    |        | i |              |        |              |
|                    |        | r |              |        |              |
|                    |        | e |              |        |              |
|                    |        | c |              |        |              |
|                    |        | t |              |        |              |
|                    |        | o |              |        |              |
|                    |        | r |              |        |              |
|                    |        | , |              |        |              |
|                    |        | C |              |        |              |
|                    |        | a |              |        |              |
|                    |        | r |              |        |              |
|                    |        | e |              |        |              |
|                    |        | e |              |        |              |
|                    |        | r |              |        |              |
|                    |        | p |              |        |              |
|                    |        | l |              |        |              |
|                    |        | a |              |        |              |
|                    |        | n |              |        |              |
|                    |        | n |              |        |              |
|                    |        | i |              |        |              |
|                    |        | n |              |        |              |
|                    |        | g |              |        |              |
|                    |        | r |              |        |              |
|                    |        | e |              |        |              |
|                    |        | s |              |        |              |
|                    |        | o |              |        |              |
|                    |        | u |              |        |              |
|                    |        | r |              |        |              |
|                    |        | c |              |        |              |
|                    |        | e |              |        |              |
|                    |        | s |              |        |              |
|                    |        | , |              |        |              |
|                    |        | r |              |        |              |
|                    |        | e |              |        |              |
|                    |        | s |              |        |              |
|                    |        | u |              |        |              |
|                    |        | m |              |        |              |
|                    |        | e |              |        |              |
|                    |        | p |              |        |              |
|                    |        | a |              |        |              |
|                    |        | p |              |        |              |
|                    |        | e |              |        |              |
|                    |        | r |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| Coordinate         | Beg    | M |              | PD     | Services     |
| military services  | inning | i |              |        | provided     |
| with HEP           | of     | l |              | EA     |              |
| Participants       | each   | i |              |        |              |
|                    | class  | t |              |        |              |
|                    | cycle  | a |              |        |              |
|                    |        | r |              |        |              |
|                    |        | y |              |        |              |
|                    |        | r |              |        |              |
|                    |        | e |              |        |              |
|                    |        | c |              |        |              |
|                    |        | r |              |        |              |
|                    |        | u |              |        |              |
|                    |        | i |              |        |              |
|                    |        | t |              |        |              |
|                    |        | i |              |        |              |
|                    |        | n |              |        |              |
|                    |        | g |              |        |              |
|                    |        | m |              |        |              |
|                    |        | a |              |        |              |
|                    |        | t |              |        |              |
|                    |        | e |              |        |              |
|                    |        | r |              |        |              |
|                    |        | i |              |        |              |
|                    |        | a |              |        |              |
|                    |        | l |              |        |              |
|                    |        | s |              |        |              |
|                    |        | , |              |        |              |
|                    |        | M |              |        |              |
|                    |        | i |              |        |              |
|                    |        | l |              |        |              |
|                    |        | e |              |        |              |
|                    |        | a |              |        |              |
|                    |        | g |              |        |              |
|                    |        | e |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| Develop agreements | Onset  | M |              | PD     | Agreements   |
| with local         | of     | i |              |        | procured     |
| businesses to hire | grant  | l |              | EA     |              |
| HEP students       |        | e |              |        |              |
|                    |        | a |              |        |              |
|                    |        | g |              |        |              |
|                    |        | e |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| Develop memorandum | Onset  | P |              | PD     | Completed    |
| of agreement with  | of     | C |              |        | agreement    |
| Purple CAMP to     | grant  | C |              | EA     |              |
| accept HEP         |        | A |              |        |              |
| graduates          |        | M |              |        |              |
|                    |        | P |              |        |              |
|                    |        | D |              |        |              |
|                    |        | i |              |        |              |
|                    |        | r |              |        |              |
|                    |        | e |              |        |              |
|                    |        | c |              |        |              |
|                    |        | t |              |        |              |
|                    |        | o |              |        |              |
|                    |        | r |              |        |              |
|                    |        | , |              |        |              |
|                    |        | M |              |        |              |
|                    |        | i |              |        |              |
|                    |        | l |              |        |              |
|                    |        | e |              |        |              |
|                    |        | a |              |        |              |
|                    |        | g |              |        |              |
|                    |        | e |              |        |              |
|                    |        | , |              |        |              |
|                    |        | a |              |        |              |
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|                    |        | e |              |        |              |
|                    |        | n |              |        |              |
|                    |        | t |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| ***Objective 7: PC |        |   |              |        |              |
| HEP will meet 100% |        |   |              |        |              |
| of the             |        |   |              |        |              |
| administrative     |        |   |              |        |              |
| requirements.      |        |   |              |        |              |
| Participants'      |        |   |              |        |              |
| records will be    |        |   |              |        |              |
| maintained and     |        |   |              |        |              |
| checked.           |        |   |              |        |              |
| Performance        |        |   |              |        |              |
| reports will be    |        |   |              |        |              |
| completed on time  |        |   |              |        |              |
| each year. Fiscal  |        |   |              |        |              |
| records will be    |        |   |              |        |              |
| reviewed as part   |        |   |              |        |              |
| of the college's   |        |   |              |        |              |
| single unit        |        |   |              |        |              |
| audit.***          |        |   |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| *                  | **     | * |              | ***Per | ***M         |
| **Activity/Task*** | *Timel | * |              | son(s) | ilestones*** |
|                    | ine*** | * |              | re     |              |
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|                    |        | * |              |        |              |
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|                    |        | * |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| Implement and      | Onset  | C |              | PD     | Record       |
| maintain an        | of     | o |              |        | keeping      |
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| keeping system for |        | p |              |        | place        |
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+--------------------+--------+---+--------------+--------+--------------+
| Ensure review and  | M      | B |              | PD     | Fiscal       |
| audit of fiscal    | onthly | u |              |        | records are  |
| records and submit | and at | d |              | PS     | reviewed and |
| annual financial   | the    | g |              |        | audited      |
| report             | end of | e |              |        |              |
|                    | each   | t |              |        |              |
|                    | grant  | s |              |        |              |
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|                    |        | d |              |        |              |
|                    |        | i |              |        |              |
|                    |        | t |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+
| Ensure participant | M      | P |              | PD\    | Participants |
| records are        | onthly | a |              | PS     | records are  |
| maintained and     |        | r |              |        | current and  |
| periodically       |        | t |              |        | complete     |
| checked            |        | i |              |        |              |
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|                    |        | t |              |        |              |
+--------------------+--------+---+--------------+--------+--------------+

+--------------------+--------+--------------+--------+--------------+
| Complete           | Mi     | Project      | PD     | ED reports   |
| performance        | d-year | records,     |        | are          |
| reports for the    | and    | database     | PS     | completed    |
| Department of      | year   |              |        | and          |
| Education          | end    |              |        | submitted on |
|                    | perfo  |              |        | time         |
|                    | rmance |              |        |              |
|                    | report |              |        |              |
+--------------------+--------+--------------+--------+--------------+
| Ensure staff       | As     | PC Human     | PD     | Staff        |
| recruitment and    | needed | Resources    |        | recruitment  |
| hiring practices   |        | Director     |        | and hiring   |
| are consistent     |        |              |        | adheres to   |
| with college       |        |              |        | guidelines   |
| policies           |        |              |        |              |
+--------------------+--------+--------------+--------+--------------+
| Participant        | O      | Id           | PD     | Applicants   |
| identification and | ngoing | entification |        | are ensured  |
| selection          |        | and          |        | equal access |
| practices provide  |        | selection    |        | and          |
| equal access and   |        | practices,   |        | opportunity  |
| opportunity to the |        | Participant  |        |              |
| underserved        |        | selection    |        |              |
| migrant population |        | criteria     |        |              |
+--------------------+--------+--------------+--------+--------------+
| Ensure that        | O      | Staff        | PD     | Effective    |
| effective          | ngoing | evaluations  |        | c            |
| communication is   |        |              |        | ommunication |
| maintained         |        |              |        | is           |
|                    |        |              |        | maintained   |
+--------------------+--------+--------------+--------+--------------+
| Implement and      | O      | Evaluation   | PD     | Evaluation   |
| monitor evaluation | ngoing | plan and     |        | plan is      |
| plan               |        | reports      |        | effective    |
|                    |        |              |        | and up to    |
|                    |        |              |        | date         |
+--------------------+--------+--------------+--------+--------------+
| Ensure all         | O      | Budget       | PD     | Budget is    |
| expenditures are   | ngoing | Spreadsheet, |        | well         |
| justified and      |        | purchase     | PS     | maintained   |
| consistent with    |        | order forms  |        |              |
| project budget;    |        |              |        |              |
| maintain a         |        |              |        |              |
| purchase order     |        |              |        |              |
| system             |        |              |        |              |
+--------------------+--------+--------------+--------+--------------+

\(ii\) The adequacy of the procedures for ensuring feedback and
continuous improvement in the operation of the project.

Procedures are in place for ensuring continuous feedback an improvement,
including formative and summative evaluation activities. Specific means
for ensuring continuous feedback and improvement include the following:

-   A management by objectives model;

-   Weekly staff meetings;

-   Partnerships with organization;

-   Relationships with other programs with similar missions;

-   A systematic evaluation process;

-   An annual evaluation report; and

-   Participants retained, completing, and entering postsecondary, a
    career, and/or the military

A management by objectives model (MBO) will be used to incorporate high
quality and comprehensive methods of evaluation. MBO provides for
evaluation of each objective and each activity for the total project.
The evaluations criteria have been written for each that accurately
assess the actual accomplishment of objectives against objective and
quantifiable standards. The record keeping system of the project will
provide for the collection of data for the evaluation measures. A
comprehensive computerized database will facilitate rapid and accurate
compilation of project statistics monthly, quarterly, and annually to
track progress in achieving objectives clearly. Data accumulated through
this process will provide information for further strengthening of
performance, or, if the established performance standard is not
achieved, a basis for examining the reasons for this shortfall, and the
programmatic changes that must be made to services provided to
participants to meet the original objective.

Weekly face-to-face or technology based staff meetings will incorporate
discussion focusing on: 1) project implantation activities and barriers
to successful implementation; 2) project successes and outcomes; and 3)
the allocation of resources to support the project. Appropriate staff
assignments and steps will be taken to make necessary modification based
on the discussions.

The close coordination between the Project Director and staff with the
community agencies and organizations, especially those providing
education and support services directly to HEP participants, will allow
for continuous feedback, reactions, and assessment of project services
and activities. This feedback will yield valuable information that will
be used to modify and improve delivery methods. Relationships with other
programs that have demonstrated their success in meeting the educational
needs of migrant families and out of school farm workers and/or youth
will likewise provide valuable assistance and feedback to the project
staff.

The systematic evaluation process will involve all staff in the
reporting and feedback loop and features an Evaluation Planning Team
with key staff and the external evaluator examining the project
implementation and outcome data on an annual basis. An experienced
external evaluator will write an annual evaluation report that will be
reviewed by the project director and staff, along with the Dean of
Students. These reports will contain a data summary, conclusions,
commendations, and recommendations that will be discussed and analyzed
at subsequent staff meetings.

The PC HEP's evaluation plan is designed to accommodate unexpected
outcomes and to gather qualitative data. The project staff will listen
to participants, parents, school counselors, partners, the Advisory
Council and others to gather this qualitative data. The staff will
document these insights, comments, and interactions. This unanticipated
information will provide a healthy basis from which to assess the
success of the project components and the overall project.

\(iii\) The adequacy of the mechanisms for ensuring high-quality
products and services from the proposed project.

The PC HEP Project will engage a number of mechanisms to help us meet
our objectives to ensure that our services produce results including
high quality products and services. The mechanisms include: a) the
coordination activities described in *Section (c) (ii)* above; b) the
evaluation activities described in *Section (g) (ii)* and *(g) (iii);*
3) weekly staff meetings; 4) the PC HEP Advisory Council discussed in
*Section (c) (v);* 5) a project objectives/activities/outcomes chart
that is used by the project coordinator and external evaluator to
monitor and document project implementation progress and the
accomplishment of project deliverables, products, and services; and 6)
an [annual evaluation report]{.underline} summarizing progress toward
meeting project objectives and a summary of project outcomes.

Examples of the high quality products and services to be provided
through the PC HEP Project include the following:

-   [High quality training packages including presenter's guides,
    handouts, and overheads]{.underline} for professional development;

-   PC HEP [policies and procedures]{.underline} manual describing the
    project; defining eligibility and recruiting information; providing
    information on the project purpose, staff responsibilities, and job
    descriptions; providing resources for parent/community involvement;
    describing program services such as academic and health, life
    skills, and career opportunities; listing connections and contact
    information for HEP staff and partners; and providing
    accountability, program management, assessment, and evaluation
    tools.

-   PC HEP [tri-fold brochure]{.underline} describing the project and
    providing contact information;

-   PC HEP [poster]{.underline} to be used for outreach and recruitment;

-   PC HEP camera-ready [public service announcements;]{.underline}

-   PC HEP annual [evaluation reports]{.underline} that include
    conclusions, commendations, recommendations;

-   PC HEP [web page]{.underline} linked with the homepage of Purple
    College, the State Q Migrant Education Program and other state and
    federal migrant agencies; and

-   PC HEP [PowerPoint computer projector presentations]{.underline}
    suitable for regional and national conference dissemination.

***(iv) The extent to which the time commitments of the project director
and other key project personnel are appropriate and adequate to meet the
objectives of the proposed project*.**

It has been determined by the project planning team composed of a
broad-based constituency of migrant educator and administrators, staff
from community-based organizations, and parents that the design of the
PC HEP Project and the time commitments of the project staff are both
appropriate and adequate to carry out the project objectives and
activities. The following table provides the specific time commitments
of all project staff.

+---------------------------------+-------------------------------------+
| # Time commitment of P          |                                     |
| roject Director and Other Staff |                                     |
+---------------------------------+-------------------------------------+
| Full-Time Personnel             |                                     |
+---------------------------------+-------------------------------------+
| Project Director                | 100% 12 months                      |
+---------------------------------+-------------------------------------+
| Educational Advisors (2)        | 100% 12 months                      |
+---------------------------------+-------------------------------------+
| Project Secretary               | 100% 12 months                      |
+---------------------------------+-------------------------------------+
| Part-Time Personnel             |                                     |
+---------------------------------+-------------------------------------+
| Instructors (4)                 | 8 sessions x 30 hrs/session         |
+---------------------------------+-------------------------------------+
| Tutors (4)                      | 8 sessions x 15 hrs/session         |
+---------------------------------+-------------------------------------+
| Residential Hall Assistants (2) | 12 weeks                            |
+---------------------------------+-------------------------------------+

The following chart outlines how PC HEP fits into the organizational
structure of the college.

![](media/image1.wmf)

***(v) How the applicant will ensure that a diversity of perspectives
are brought to bear in the operation of the proposed project, including
those of parents, teachers, the business community, a variety of
disciplinary and professionals fields, recipients or beneficiaries of
services, or others, as appropriate.***

To ensure that diverse perspectives are brought to bear in the operation
of the PC HEP Project, an array of mechanisms has been put into place
for participants and their families, teachers, the business community,
and collaborating partners working with the project. PC HEP will take a
four-fold approach to gather the broad base of perspectives: 1) HEP
Advisory Council; 2) Participants Advisory Group; 3) Parent/Family
Support Group; and Teacher/Educators Feedback.

PC HEP will form an Advisory council comprised of business,
organization, and community representatives that will meet quarterly to
discuss the project outcomes, identify resources, and suggest ways to
improve the project. This board will be responsible for reviewing and
recommending that all services offered by PC HEP. This broad based team
will lend it important perspective to help ensure success.

PC HEP will form a participant advisory group that will meet at the
college to act as program advisors and as a support group for each
other. Another support is ongoing contact with parents and family
members of participating students. The Educational Advisors, who will
offer direct contact with all families, will facilitate this. The
Educational Advisors will meet individually or in groups with the family
members to discuss and clarify the HEP program goals, objectives, and
activities, and to answer any questions or concerns that family members
might have.

Teachers and educators working with the PC HEP Project will be surveyed
each semester and during the summer program to obtain their suggestions
on how to improve the project. In addition, they will participant in
focus groups that concentrate on a specific topic related to increasing
student success. Those businesses connected with the HEP project will be
contacted for suggestions about ways to improve the program to better
prepare students for the world of work.

> **D. QUALITY OF PROJECT SERVICES**

***(i) The quality and sufficiency of strategies for ensuring equal
access and treatment for eligible project participants who are members
of groups that have traditionally been underrepresented based on race,
color, national origin, gender, age, or disability.***

High quality services provided through the PC HEP Project will be
ensured by putting systems in place for communicating, monitoring, and
off-site planning and sharing of effective strategies for providing
services to out-of-school migrant farm workers/youth and their families.
In order to ensure equal access for eligible project participants who
traditionally have been under-represented, PC HEP is prepared to remove
all barriers that may prevent participation.

PC and other agencies participating in the HEP project have in place
safeguards to ensure equal educational opportunities and affirmative
action regardless of gender, race, color, religion, origin, marital
status, age, or disabling condition and have written statements stating
this position. PC has a Human Resources Director who is responsible for
addressing inquires regarding compliance with Title VI of the Civil
Rights Act of 1964, Title IX of the Education Amendments of 1972, δ504
of the Rehabilitation Act of 1973, The Age Discrimination Act of 1975,
the Individuals with Disabilities Education Act (IDEA), the Americans
with Disabilities Act of 1990, other Federal or state
anti-discrimination laws, and laws or regulations concerning other
issues of equity and discrimination.

As the lead agency for the PC HEP Project, PC will ensure equal access
for eligible project participants who traditionally have been
underrepresented by providing print materials in English and the
language(s) spoken by all potential participants and their families, and
offering or referring potential participants to Adult Education and
Family Literacy ESL classes as needed to remove language barriers. In
addition, translation and interpretation services will be offered, and
transportation provided to ensure equal access by all participants.

To ensure equity in participation, PC has solicited partnerships with
several state agencies and businesses to focus on removing barriers to
participation (see chart on pages 31-32). These agencies have agreed to
assist the PC HEP Project with transportation, resources, identification
and recruitment, and referrals. Equal access for project participants
who traditionally have been underrepresented has been a high priority in
project planning. PC HEP is committed to gathering feedback on how to
improve the system to ensure equity through discussions about equal
access with participants, parents and educators at conferences and
professional development sessions. In addition, PC HEP staff will
receive in depth information on equal access during professional
development activities scheduled for the first two months of the project
each year.

***(ii) The extent to which the training or professional development
services to be provided by the proposed project are of sufficient
quality, intensity, and duration to lead to improvements in practices
among the recipients of those services.***

Professional development, as designed by the PC HEP project will lead to
improvements in practices and procedures among project staff and
collaborating partners. The PC HEP project is based on best practices
and research that shows how good mentoring, teaching, and support
services can affect student achievement and the completion of a high
school diploma or equivalent. Experience shows that students have the
greatest chance for success if they are in environments that support
high standards with appropriate resources, and high quality, appropriate
professional development.

Professional development will be implemented to help build the capacity
to ensure professionals that serve out-of-school farm worker/youth are
knowledgeable about resources and effective practices to help their
students reach their educational and career goals as documented in their
PSP (Personal Success Plan). These systems include:

-   Attendance at state and national conferences related to HEP;

-   Adult and family Literacy Education;

-   ESL/bilingual education;

-   Migrant education, and technical assistance meetings;

-   Participation in the PC twice per month staff development
    activities;

-   Participation in weekly HEP staff meetings; and

-   Attendance at an annual professional development institute where
    staff and partners get to share successes, discuss how barriers to
    implementation were overcome, brainstorm ideas for improving the
    project, and identify ways to make the most of the project
    resources.

In addition, HEP staff will participate in technical assistance meetings
with the CAMP staff at least twice during each of the program years.
Cross training by HEP staff and partners on eligibility, guidelines, and
services to be provided will be offered. Finally, a manual for all
personnel about migrant education, HEP and the PC HEP Project will be
developed for project staff. Contents of the manual will include
information on recruitment and eligibility, area support services,
samples of required forms; and HEP job descriptions, program goals and
objectives, roles of partnering agencies, and migrant hotline services.

Each staff member will complete a Professional Development Plan (PDP) to
identify learning needs, purposes, and goals for professional
development, as well as the human and material resources needed to
accomplish their goals. Based on the professional development needs
identified by PC HEP staff and partners, monthly

training sessions will occur to help staff improve their understanding
and knowledge about how to meet the unique academic, personal, and
social needs of migrant students.

***(iii) The likelihood that the services to be provided by the proposed
project will lead to improvements in the skills necessary to gain
employment.***

PC HEP Project participants will have completed either a GED or a high
school diploma, enrolled in postsecondary education, or be placed in a
career track position, or the military. To make sure planning to reach
these goals is adequate, all project participants will complete career
interest and aptitude inventories, explore career opportunities, set
personal goals with the assistance of PC HEP project personnel, take
field trips, and experience job-shadowing or work experience.

Students completing the PC HEP project will develop the life skills and
job maturity skills necessary to gain and maintain employment and become
lifelong learners. Weekly contact with their Educational Advisor and
other HEP staff will provide the support necessary to improve student
self-esteem, competence to meet the requirements of the job, and
appropriate social skills in school and work. Further, HEP staff and
collaborating partners will provide new information to students on
college funding and assistance, study an organizational skills,
workplace social skills and strategies, and ways to access resources and
solve problems.

Student learning and performance will be assessed using performance
standards and portfolios, skills/knowledge testing, demonstrations,
exhibitions, and other workplace competency-based assessments such as
those identified by our community/business partners.

***(iv) The extent to which the services to be provided by the proposed
project are focused on those with greatest needs.***

Those most at risk of failing to meet the state's content and
performance standards and/or those whose education has been interrupted
during the school year reflect the statute for priority for receipt of
migrant education program services under δ1304(d) of the Improving
America's Schools Act of 1994 (IASA). All students in the target
population have great needs. However, PC HEP will rank students as
having greater need if: 1) they were previously identified through Q
MEP; 2) indicate a high interest in participating in the project; 3)
have a history of failing to meet academic standards; and 4) have a
history of unemployment or difficulty in obtaining employment or exhibit
other at-risk behaviors.

Upon project award, HEP staff will spend considerable time in locating
and retrieving out-of-school farm workers and youth who exhibit the
greatest need based on the above-mentioned criteria. Recruiting efforts
will use the results of the migrant program industrial surveys. In
addition, PC HEP program bookmarks and posters will be distributed for
display by local businesses and industry. Finally, Even Start, Head
Start, and Adult Education and Family Literacy project staff in the
target area will be briefed on eligibility information and program
services information for HEP to enable them to be better prepared to
refer students as appropriate.

> **E. QUALITY OF PROJECT PERSONNEL**

***(i) The qualifications, including relevant training and experience of
the project director.***

> **PROJECT DIRECTOR**

**Minimum Qualifications**

-   Master's degree in education, counseling, higher education, or
    related field

-   3 years experience developing and administering educational programs
    for migrant and/or disadvantaged persons required; teaching
    experience preferred

-   Demonstrated ability in managing substantial budgets

-   Demonstrated ability to communicate effectively in both written and
    oral forms

-   Demonstrated fluency of the Spanish language required

-   Demonstrated sensitivity to the needs of migrant and economically
    and educationally disadvantaged persons

-   Demonstrated ability to teach workshops for project and agency staff
    and participants

-   Training or experience in assessment required

-   Freedom from racial and ethnic biases

-   Prefer background similar to that of the target population

**Job Description:** The Project Director will be 100% HEP and full-time
and will be responsible for meeting the objectives of the HEP project.
S/he will be responsible for all aspects of the project and will report
directly to the Dean of Students who will ensure the project is properly
integrated with other support services of the college, including CAMP,
Student Support Services project, Division of Student Services,
Financial Aid, and Academic Assessment. The Project Director will be
responsible for developing policies and procedures that ensure
compliance with all project guidelines, supervising all project
personnel, maintaining appropriate records, and approving all
expenditures of grant funds. S/he will implement the activities that
support the objectives of the project. The Project Director will also
maintain close working relationships with residents, schools, and
community organizations. The Project Director will be responsible for
developing and implementing all project activities.

##### Job Responsibilities:

1.  Implement all facets of the HEP project under the direction of the
    Dean of Student Services;

2.  Direct all activities to identify and document eligible
    participant's needs and eligibility for HEP project services and
    oversee these selection process;

3.  Establish and maintain close working relationships with PC
    employees, area residents, schools, and community organizations;

4.  Maintain cooperative relationships with all area social service
    agencies and community groups;

5.  Disseminate project information to residents, schools, and community
    groups;

6.  Prepare and submit all necessary U.S. Department of Education
    reports;

7.  Design and direct project activities throughout the project year;

8.  Establish and maintain liaison with the PC financial aid,
    admissions, and advising/counseling offices;

9.  Develop and conduct orientation (in-service) for staff, HEP
    participants, and their families;

10. Represent the program at all appropriate meetings on and off campus;

11. Establish policies and procedures for participant needs assessment;

12. Establish, evaluate, and revise information and reporting systems;

13. Recruit, hire, train, supervise, and evaluate project staff;

14. Develop and manage budge-authorize expenditures of federal funds;

15. Assist in providing workshops and training sessions for
    participants, residents, school staff, and community organizations
    staff;

16. Develop methods to document participant success and attainment of
    project objectives;

17. Supervise the needs assessment of participants;

18. Conduct orientation and training sessions on policies and
    procedures;

19. Coordinate process of identifying and selecting eligible
    participants; and

20. Consult with other college counselors, financial aid directors, and
    area agencies on behalf of participants.

***(ii) The qualifications, including relevant training and experience
of key project personnel***

######### 

######### Full-Time Staff

###### EDUCATIONAL ADVISOR: Minimum Qualifications

-   Bachelor's degree in education, guidance counseling, or a related
    field is required

-   Conversational command of the Spanish language required

-   Strong interpersonal, communication, and organizational skills
    required

-   Demonstrated ability to communicate effectively in both written and
    oral forms

-   Demonstrated sensitivity to the needs of economically and
    educationally disadvantaged persons

-   Demonstrated ability to teach workshops for project and agency staff
    and participants

-   Genuine concern for migrant, low-income, and academically
    disadvantaged participants required

-   Freedom from racial and ethnic biases

-   Prefer background similar to that of the target population

**Job Description:** Each Educational Advisor will be responsible for
project activities which take place at the college, off campus class
sites, community agencies, churches, businesses and community
organizations, including recruitment, instruction, workshops, individual
and group advising, career development activities, information on
postsecondary opportunities, field trips, assisting participants in
completing postsecondary admissions applications and financial aid
forms, and tutoring for college entrance exams.

**Job Responsibilities:**

1.  Manage project activities at office location and community outreach
    sites

2.  Conduct HEP orientation workshops for agency staff and prospective
    participants

3.  Assess participants' potential for postsecondary educational
    training, tutorial needs, and career-related needs

4.  Maintain individual participant records

5.  Assist participants with exploring career fields, choosing career
    goals, selecting college majors, and scheduling courses

6.  Assist participants in choosing a postsecondary institution to
    attend

7.  Provide technical assistance to participants in completing financial
    aid and college applications

8.  Conduct workshops for participants on topics related to success in
    postsecondary education

9.  Identify and recruit eligible secondary school dropouts, college
    stop outs, and post high school graduates

10. Develop and disseminate HEP publicity information on a regular basis

11. Supervise the project Tutors or the project Residential Hall
    Advisers

###### SECRETARY: Minimum Qualifications

-   High school diploma required and Associate of Arts or Associate of
    Science in office administration or related field preferred

-   One year of office experience or technical training required

-   Conversational command of the Spanish language required

-   Demonstrated competency in filing and bookkeeping procedures

-   Effective oral communication skills

-   Demonstrated ability to relate to economically and educationally
    disadvantaged persons

-   Knowledge and skills in basic computer applications, including word
    processing, databases, and spreadsheets

-   Strong English language skills, including vocabulary, spelling,
    usage, and meaning

-   Proficient at typing and word processing (minimum rate of 50 words
    per minute)

-   Demonstrated ability to enter data and generate reports from
    computer databases

-   Preferably from a background similar to the target population

**Job Description:** The secretary will be responsible for the clerical,
secretarial, and data entry duties for the entire project staff. The
12-month position is full time.

**Job Responsibilities:**

1.  Serve as receptionist in the HEP project staff

2.  Answer incoming telephone calls and take messages;

3.  Supervise work-study students;

4.  Handle routine correspondence and mailings;

5.  Type all reports and other documents necessary for the project;

6.  Assist in maintaining updated information in both current and
    inactive project participant files;

7.  Assist in collecting HEP data;

8.  Photocopy all workshop and project staff materials;

9.  Provide project information to those who inquire by phone, mail, or
    in person;

10. Assist in the implementation of participant computerized database
    and tracking systems;

11. Input all participant data into computerized database, tracking
    system, and electronic participant files;

12. Maintain fiscal records and reports;

13. Keep minutes and other documentation required for project
    administration;

14. Prepare and distribute manuals developed for project implementation;

15. Purchase and maintain adequate office supplies;

16. Assist the Project Director in carrying out the activities necessary
    to reach project objectives.

####### Part-Time Staff

**[Instructors]{.underline}.** Instructional staff will have bachelor's
degree or higher in education or a related field. They will be required
to have at least two years teaching experience and will be on track to
gain state certification. They will need to have a conversational
command of the Spanish language and be sensitive to the needs of the
migrant, disadvantaged target population.

**[Tutors]{.underline}.** The tutors will have completed at least 30
credit hours of higher education with a minimum 3.0 GPA. They will be
required complete 16 hours of tutor training and demonstrate a mastery
of the content. Preference will be given to applicants who have a
conversational command of the Spanish language and sensitivity to the
needs of the migrant, disadvantaged target population.

**[Residential Hall Advisors]{.underline}.** The Residence Advisors
(RSs) will be full time during the residential sessions. Their major
responsibilities will be to ensure the safety of the residential
participants and to promote and facilitate a positive academic
environment. Each will be assigned to a dormitory unit and will act as a
mentor and, if necessary, tutor, to his/her assigned participants. S/he
will be responsible for the conduct of assigned participants during
residential hours.

***(iii) The qualifications, including relevant training and experience
of project consultants or subcontractors.***

PC HEP will procure the services of an outside evaluator. Necessary
qualifications will include:

-   Master's degree (or higher) in education or a related field

-   Minimum of 10 years experience with Migrant Education Programs

-   Extensive experience with U.S. Department of Education grants,
    including implementation, management, monitoring, regulations, and
    reporting

-   Experience in analyzing and evaluating Federal Programs

-   Demonstrated ability to write an evaluation report with data
    summary, conclusions, commendations, and recommendation for program
    improvement

**[SUMMARY.]{.underline}** Persons who accept the responsibility of
working with HEP participants must be able to strike a delicate balance.
They must understand and empathize with participants as persons whose
environment - one not of their own choosing - has hindered or entirely
prevented them from developing the characteristics and traits of
students who pursue and succeed in higher education. This requires the
ability to visualize and empathize with, without judgment, the life
histories, and lifestyles of participants and their families. At the
same time, HEP staff must be able to advise, encourage, and counsel
participants without making them feel inferior or alienated - feelings
that can be detrimental to the total teaching/learning process.

The ideal HEP staff member will be committed to inclusiveness, to
creating opportunity, and to teaching. S/he must be willing to adapt
his/her behavior to effect positive changes in out of school migrant
workers. S/he must seek to provide relevant educational experiences for
such students and must constantly look for new, innovative ways to
improve the confidence, abilities, and skills participants. The ultimate
goal of every HEP staff member must be to equip and empower participants
to succeed in both the academic arena and in life.

The Purple College plan for employing HEP personnel is sound, high
quality, and will result in the very best possible staff. The
professional HEP staff will have the qualifications, experience, and
training to ensure that the project objectives will be met, and
guarantee a premium HEP project.

# F. ADEQUACY OF RESOURCES

\(i\) The adequacy of support, including facilities, equipment,
supplies, and other resources, from the applicant organization

Purple College is committed to the success of this HEP Project. They
will provide the project with space, furniture, equipment, supplies, as
well as access to facilities, staff, and faculty time for the project.

**FACILITIES.** The main PC HEP office will be located in Battle Hall,
in Student Services, along with all other student services, including
admissions, advising, registration, assessment, and student assistance.
Battle Hall also houses the office of the president, the business
offices, the cafeteria, the library, student services, the student
assistance center, the CAMP project, and TRIO projects. Because it is
the main entrance to the campus, the PC HEP offices will be well
situated for easy access and high visibility for participants. Adequate
office space will be provided for the PC HEP project, including a
private office for confidential meetings with participants, student
computer space, secretarial space, and rooms for workshops and classes.
In addition, exterior ramps, handicap accessible exterior doors, and
interior elevators make the building accessible to individuals with
disabilities.

The Purple-based classroom for HEP will be located near the HEP offices.
The college will also provide appropriate space to PC HEP for large
events such as banquets, receptions, and workshops. The college will
also provide PC HEP with adequate laboratory facilities (biology,
chemistry, physics, computer, and journalism), library resources,
Student Center, Library, and recreational facilities. The college
cafeteria, also located in Battle Hall, will serve PC HEP meals and
snacks.

The Billows County-based session will meet in the Housing Authority
classroom, next to the ABE classroom. This location is well placed in an
area of high concentration of migrant workers. The classroom is
spacious, well lit, and easily accessible. The Housing Authority has
committed to sharing a copy machine, telephones, fax machine, computers,
and other necessary resources.

The Naples County class will be in the Purple College Blue Center. The
newly remodeled facility has several classrooms, computer labs,
laboratories, and offices. A full staff of student services personnel is
located there as well, to assist the instructor and the participants.

The Lenox County class will be located at the State Q Migrant Education
Center. ESL classes, as well as other Migrant Education activities are
located there. The classroom is large and open to a computer lab and an
extensive library. All resources (including copy machine, telephones,
fax machines, and computers) at the center have been committed to
ensuring the success of the HEP classes located there.

The Pentle County class will be held at the One Stop Center, which
houses six agencies including Private Industry Council, Workforce
Investment Board, Head Start, Economic Security, Division of Family
Services and Adult Education and Family Literacy Center. Three large
offices, located near the entrance and reception are that are
approximately 600 sq. ft. each are well equipped. One room will serve as
an office for the Educational Advisor. There are several common rooms in
the Neighborhood Center that EOC will have full use of including
conference room, playroom for children, and workroom with fax and
copier.

A new YMCA is located on the Purple Campus. The YMCA, complete with
swimming pool, racquetball courts, exercise and weight rooms, as well as
a gymnasium is available to all dorm students. PC HEP participants will
have Y memberships as part of their participation in the project.

A computerized English classroom and newly renovated "Smart" classrooms
will be accessible for PC HEP. Other rooms that are available for use by
PC HEP are located in the Second to None Community Center, which
contains the theater, Smith Museum, music rooms, and classrooms.

**FURNITURE AND DEQUIPMENT.** Purple College has committed to supplying
all needed office furniture necessary for project staff and for HEP
participant activities. Purple College uses Compaq Prolient servers 4500
and 5000 to operate and manage its computer network and information
system. This administrative computer system has nearly 1,500 terminals
and 100 printers located in computer labs and offices across Purples'
main campus and are available to the PC HEP project and its
participants. The system uses the Novel Intranet ware multi-user
operating system and provides electronic mail and database functions to
its users. Fiber optic lines provide Internet access campus wide.

PC HEP offices will be fully furnished in-kind by the college with
desks, file cabinets, chairs, tables, telephone equipment, and
bookshelves. Space for classrooms, workshops, tutoring study, and
computer use for participants will be equipped with in-kind desks,
chairs, tables, bookcases, and chalkboards.

The PC HEP project, under the auspices of the Division of Student
Services, will have the advantage of accessing existing equipments and
supplies currently housed in the newly renovated Student Support
Services computer lab-another example of cooperation with Purple's Title
IV Projects. The most recent definition of "equipment" provided by the
Office of Budget and Management (OMB Circular A-21) refers to any
article of non-expendable, tangible personal property having a useful
life of more than one year and an acquisition cost which equals or
exceeds the lesser of the capitalization level established by the
organization for financial statement purposes, or \$5,000. Specifically,
Purple College has committed its support to HEP by furnishing providing
access to the following equipment that meet this definition:

-   Multimedia presentation equipment (\$9,500)

-   Video taping and editing equipment (\$5,500)

-   Scanning equipment (\$5,000)

-   Copy machines (\$7,000)

-   Print shop equipment (\$25,000)

-   DOS based computers (PCs)(50@ \$2,000=\$100,000)

PC HEP will not be purchasing any equipment with project funds.

**SUPPLIES.** In addition to the aforementioned equipment, Purple
College has committed to supplying or providing access to many of the
necessary supplies for HEP. Within the computer lab are housed tutoring
materials, developmental software, career exploration guides, SAT/ACT
prep materials, TV/VCR equipment, and hard copy study aids. Purple
College is committed to furnishing the following supplies.

-   Networked Computers ([15 @ \$2,000](mailto:15@$2,000))

-   Microscopes (30 @ \$1,500=\$45,000)

-   Laser printers (2)

-   Fax machines (2)

-   Telephones (6)

-   Individual telephone and fax numbers for all full time staff (6)

-   TV/VCR equipment (3)

-   Overhead projectors (each classroom)

-   ½ of copy supplies (paper, toner, etc)

-   3 hole punches

-   2 hole punches

-   Recreational Equipment

Additional supplies will need to be purchased, especially computers and
related equipment. The Project Director, Education Advisers, and
Secretary will need updated computers to allow for complete participant
date management, tracking, assessments, word processing, desktop
publishing, and budgeting. Specifically, needed new supply purchases
will include:

-   Data collection computer for the Secretary to be used for mailing
    lists, participant data bases, budgets, and desktop publishing

-   Laptop computers for the Educational Advisors to use on-site with
    participants at the target schools in assessments, data collection,
    and basic skills software. Four are requested in the budget over the
    next five years

-   Computer for the Project Director to carry out assigned activities
    as outlined in the Plan of Operation

-   Printers (two over the next five years)

-   ACT/SAT preparation, grammar, reading, writing

The following consumable supplies also need to be purchased and are
requested in the budget: Assessment tools, ½ of copy supplies (toner,
etc); Brochure paper; Stationary (letterhead and envelopes); Printer
ink; Printer cartridges; Staplers and staples; Self-inking stamps; Tape
and tape dispensers; Binders; File folders; Bracket fasteners; Labels;
Post-it notes; Scissors; Calculators; Pens and pencils; Legal pads;
Floppy disks; Paper clips; Name tags; File trays; and other consumable
supplies as needed.

***(ii) The relevance and demonstrated commitment of each partner in the
proposed project to the implementation and success of the project.***

PC's strong history of collaboration among community based agencies,
educational agencies, and service agencies in the communities involved
in this project is considerable. Purple College coordinates with several
agencies to provide academic and financial support for disadvantaged
individuals. These programs may assist with a variety of needs including
tuition, books, transportation, childcare, and emergencies such as home
utility and gasoline money. Purple College has a strong, long standing
relationship with the target schools and community agencies. When
approached about committing resources to the PC HEP project, all
contacts responded enthusiastically and were eager to work toward the
successful implementation of the project. Assurances have been generous
and easily obtained.

PC HEP is assured of adequate space at the institution, as well as the
off campus sites, and at area churches, community agencies, and
businesses. These same entities will make equipment generously available
to PC HEP, including copy machines, fax machines, telephones, TV/VCRs,
and computer equipment. Several community organizations have committed
to donating their services as volunteers, for support services, and in
counseling and consultation services. Many also have committed to
donating their individual talents and volunteering to host various
workshops. Many target area professionals have volunteered their time to
serve as role models to participants and to provide shadowing
experiences and/or mentoring during their professional day. Various
music and theater groups will donate tickets to PC HEP participants, and
area colleges and universities have agreed to work closely with the HEP
staff to offer special tours and orientations to participants.

**[Apple County­]{.underline}:** The Housing Authority will donate by the
One Stop Neighborhood Center and office space in Mantle. The
Neighborhood Center is centrally located in the rural town of Passgap.
The six coordinating agencies at the Neighborhood Center (Private
Industry Council, Workforce Investment Board, Head Start, Economic
Security, Division of Family Services and Adult Education and Family
Literacy Center) have generously committed to assist HEP staff with
referrals, volunteers for workshops, meeting areas, workshop space, and
even space for children while meeting with adults in the class room.
Three large offices, near the main entrance and reception areas, have
been reserved for the HEP project. The Housing Authority also has a
large classroom reserved for the HEP project. Partners at both of the
Apple County sites have committed use of office equipment including the
fax machine and copier.

**[Capitol County]{.underline}:** Purple College's extension campus, the
Blue Center, is located in Blue; at the heart of Capitol County just off
the town square and just blocks from the Blue schools, library, jail,
and community center. Once again, Purple College has obligated rent-free
office and classroom space in support of the HEP proposal. One large
workshop area/classroom (1,120 sq. ft.) is directly connected to the
office with several additional meeting spaces and classrooms found
within close proximity. HEP staff will have absolute use of all space
and equipment including phones, fax machine, copier, TV/VCR, and
Internet-connected computers.

**[Danberry County]{.underline}:** The State Q Migrant Education Program
has generously committed sufficient classroom and office space for the
HEP project. Like the other partners, Q MEP has use of all supplies,
resources, and equipment including phones; fax machine, copier, TV/VCR,
and Internet-connected computers.

Several community organizations have committed their services as
volunteers, for support services, and in counseling and consultation
services. Many have also promised to donate their individual talents and
volunteer to host various workshops. Assorted businesses will assist HEP
participants with financial assistance, such as scholarships. Many
target area professionals have volunteered their time to serve as role
models to participants and provide shadowing experiences during their
professional days. Various music and theater groups donate tickets to
the PC Title IV participants, and area colleges and universities offer
special campus tours and orientations to PC HEP participants interested
in attending those schools.

A listing of commitments of support is found in the chart in δ B
(Project Design) and in the **APPENDIX.**

***(iii) The extent to which the budget is adequate to support the
proposed project; and***

***(iv) The extent to which the costs are reasonable in relation to the
number of persons to be served and to the anticipated results and
benefits***

The budget for the PC HEP project was carefully prepared to adequately
support the instructional and support activities of the project as
presented in this proposal. The budget request is realistic and cost
effective, and is based on actual costs. Funding is requested only for
items that are not available through college and community support. This
budget is based on past years of experience with Title IV projects,
including CAMP, and is designed to carry out the project activities
effectively, but by no means extravagantly. PC has always operated its
federal budgets on a cost effective basis, and will continue to do so
with this project. In light of budget limitation of the Department of
Education, PC has requested a realistic award. Combined with support
from the college, this budget would enable the project to effectively
serve 75 participants at a cost of \$4,430 per participant. This is a
reasonable amount, especially when compared to the average cost to
educate students in State Q public schools (\$6,796 per pupil, *Q DESE
Report of School Data, 2001*). The overall benefit to migrant farm
workers/youth will be to raise their earning potential, once they
achieve their GED and increase their marketable skills. For this target
area, that raise in earnings includes an increase in the tax base.

For the first time, support to out of school migrant farm workers in
rural southwest State Q will take the form of an integrated system of
services to help them complete high school and succeed in postsecondary
education and career choices. The PC HEP project will marshal community
resources that exist and expand them into a comprehensive system that is
coordinated through PC. HEP staff will be supported through project
sponsored and self-directed professional development activities designed
to expand their skills to promote student learning and achievement. They
will be connected by the project both electronically and through
face-to-face sharing and networking with other educators, content area
resource, counselors, and career specialists.

***(v) The potential for the incorporation of project purposes,
activities, or benefits into the ongoing program of the agency or
organization at the end of Federal funding.***

In previous sections in this proposal the commitments of the partners
has been discussed at length. Each of the partners and cooperating
agencies and organizations are committed to ensuring that the project
becomes a reality and each of the partners recognizes how this
opportunity will have a significant impact on improving educational
opportunities for the target area. Through cooperation, collaboration,
and resource sharing involved with PC HEP project, new pathways between
existing community resources and a new range of services and ways of
doing business for a previous under served population.

The potential for the continued support of the PC HEP project should
grant funds expire, is substantial. Because this program will be closely
aligned with the other Title IV programs (CAMP, Student Support
Services, Upward Bound); with the Adult Education and Family Literacy
Project; and with PC's curriculum and coursework, the potential for
continuation is strong. Personnel from PC will have the system in place
for service referral and delivery. In addition, once the population is
identified and entered in the national migrant program count, the
Migrant Education Program in State Q will be responsible for outreach
and services to the identified potential participants.

In kind, contributions to this proposal amount to more than 50% of the
required costs and PC HEP staff will be committed to seeking outside
sources of funding through adult education, literacy funds, and
foundations to help ensure that services continue to meet the needs of
the out of school migrant farm workers/youth in the target area.

By signing on the PC HEP project, each partner has committed to bring to
bear the full response of its respective agency to support the
objectives and activities of the project. By this commitment, the
potential for the continuation of the project is high- especially given
the anticipated success that will result from the project. Upon
termination of grant funds, the infrastructure will be in place for
continued support along with the patterns of communications,
collaboration, and working together toward the common goals of helping
student to complete high school or its equivalent and succeed in
postsecondary education and their chosen career path.

**G. PROJET EVALUATION**

***(i) The extent to which the methods of evaluation are appropriate to
the context within which the project operates***

PC recognizes that the Department of Education needs objective and
quantifiable data to verify the degree to which funded projects are
successful in meeting program goals and objectives. PC HEP is committed
to verifying achievement of project objectives and the impact on
participants. This verification is important not only to comply with the
federal requirements, but also to increase the impact of the project
participants. Therefore, the HEP evaluation plan will strongly support
the collection of adequate, appropriate data for verification purposes.
Each HEP Staff member will have a computer that will be used to track
individual participants and enter data to document participant progress.
Participant data will be entered daily, compiled weekly, and reviewed at
each weekly staff meeting. The Project Director will take particular
care to document, quantify, and verify reported achievements and monitor
the project activities carefully.

**[GEPA]{.underline}**. PC HEP will be in complete compliance with
section 427 of the Department of Education's General Education
Provisions Act of 1994 (GEPA) that states that the project will provide
equitable access to, and participation in, the HEP project for all
students, teachers, and other project beneficiaries. PC HEP will not
allow gender, race, national origin, color, disability, and/or age to
impede students, participants, teachers, or others to take full benefit
of project activities and services.

Some of the specific items to be used to provide for formative
evaluation will include:

-   Participant eligibility criteria

-   Participant ethnicity, gender, educational status

-   Results of needs assessments

-   Instructional services (subjects, attendance records, pre-and
    post-test scores)

-   Number of tutors, number of participants assigned to each, number of
    hours spent training tutors.

-   Number of parents/family members who attend HEP sponsored events,
    parent assessment of each event

-   Types of workshops and other services provided (type, time, number
    of times, provider)

-   Number of participants receiving early intervention strategies,
    levels at the start of and following each intervention, number of
    contact hours of participation

-   Services provided to each participant, type of service, amount of
    time for each service, number of times each service is provided

-   Log of presentations and media releases about HEP

-   Log of referrals made to HEP, by whom, how many, when, and why

-   Names of postsecondary institutions applied to, accepted to, and
    enrolled in

-   Participants entering the job force, including what, when, and where

-   Participants entering the military, which branch and when

A Comprehensive Management Plan is included in δ(c)(ii). The
Comprehensive Evaluation Plan specifies clearly for each objective the
evaluation criteria, data source and personnel responsible, and the
frequency of data collection. This evaluation method will lead to
accurate, appropriate, objective, and quantifiable outcomes for each.

***(ii) The extent to which the methods of evaluation provide for
examining the effectiveness of project implementation strategies***

PC HEP will take a comprehensive approach to evaluating project
services, activities, and progress toward achievement of objectives. A
number of the PC HEP activities will be provided in either traditional
settings or in workshop, group, or individual settings. To be
successful, the project must determine effective and ineffective
components and procedures as quickly as possible so they can be modified
to enhance the achievement of the objectives. Therefore, continuous
monitoring will require a variety of assessment instruments, including
formal instructional assessment, structured and non-structured
interviews, satisfaction scales, career inventories, measures of
academic and study skills, study strategies, and the time management
strategies.

Evaluating the effectiveness of progress in meeting the PC HEP
objectives using the data collected and evaluated on a continuous basis
throughout the year will provide the basis for the summative evaluation.
Because formative evaluation methodologies will allow PC HEP to
accurately and in a timely manner make additions, eliminations, and
modifications in the project's objectives, activities, and procedures;
accurate, current, and valid information will be readily available to
evaluate the success of PC HEP in achieving its objectives at the end of
each year.

Some specific data gathered to evaluate PC HEP at the end of each
project year include:

-   Number of participants served each year

-   Eligibility status/numbers of participants each year

-   Acceptance date, exit date, and reasons

-   Dates of needs assessments plus name and interpretation of each
    instrument used

-   Dates of PSP development plus changes and modifications

-   Number of participants taking and passing the GED

-   Number of college-ready participants

-   Number of college-ready participants applying for and receiving
    financial aid

-   Number of college-ready participants applying for, accepted to, and
    enrolled in postsecondary education

-   Participants retained in the project

-   Number of participants who enter the workforce

-   Times and number of participants attending PC HEP co-curricular
    functions

-   Number of participants who enter the workforce

-   Number of participants who demonstrate computer literacy

The data appropriate for the summative evaluation will be collected on a
weekly, monthly, and quarterly basis and entered into the project
database. Whenever reports show evidence of problems with objectives or
activities, appropriate alternatives will be explored and changes made
accordingly. The PC HEP project's Department of Education program
officer will approve changes to objectives.

***(iii) The extent to which the methods of evaluation will provide
performance feedback and permit periodic assessment of progress toward
achieving intended outcomes***

The PC HEP project will use the same model of evaluation methodologies
for its formative evaluation that will use for its summative evaluation.
The formative evaluation will require methodologies that attempt to
determine how well the objectives are being met. The methodologies will
provide feedback, yielding information that will be used to modify and
improve existing services and activities. It will use evaluations to
help decide on the needed changes and modification in services to
facilitate participant learning and personal growth. The evaluation
methodologies utilized by PC HEP will provide a basis to determine
modifications and help each PC HEP staff member determine if he or she
has been successful.

Data for the formative evaluation will be gathered on a daily basis,
compiled on a weekly basis, and added to the database. Reports will be
generated monthly, quarterly, and annually. The results of the reports
will be discussed at weekly staff meetings. Appropriate staff
assignments and steps will be taken to make necessary modifications
because of these reports. The following [example]{.underline} will help
to illustrate and clarify the specific steps in the evaluation process.

**[Step 1: Define the Process or Performance Objective]{.underline}:**
Objective 2 is a performance objective that at least 70% of the
participants will complete the program and receive their GED. This
defines the objective (participants completing and passing) and the
quantifiable measure that will be used to determine success in meeting
this objective (70%).

**[Step 2: Establish the Baseline]{.underline}:** Each year the number
of participants completing the program and passing the GED will be
documented. This will form the baseline against which performance can be
measured.

**[Step 3: Procedures:]{.underline}** Needs assessment data will be
recorded and a PSP developed for each participant. The PSP will identify
present academic performance levels; specific services needed; a plan
for providing tutoring, cultural exposure, and advising or counseling
services (including financial aid and PSE exploration and application
assistance); projected date for services to begin, anticipated duration
and completion of services; and formative and evaluative criteria
against which progress will be evaluated.

**[Step 4: Evaluation]{.underline}**: A comparison will be made between
the baseline number of participants who begin the program, with the
number who completed and passed the GED. Assessment of individual
services provided, as specified in the Comprehensive Management Plan,
will help identify the effectiveness of services and activities, and
will provide a documented basis for continuing, strengthening, or
modifying services as needed to contribute to participant success and
successful achievement of project objectives.

Application of this four-step evaluation process will ensure that all
appropriate data needed for comprehensive and effective evaluation are
gathered, recorded, reviewed, analyzed, and reported, both within the
institution and with the Department. Direct comparison of baseline data
(participants beginning) against outcomes data (participants completing
and passing the GED) will be made with specific, quantifiable data to
determine whether the performance standard (70%) is achieved. Data
accumulated through this process will provide information for further
strengthening of performance or, if the established performance standard
is not achieved, a basis for examining the reasons for this shortfall,
and the programmatic changes that must be made to services provided to
participants to meet the original objective.

In summary, the PC HEP project is proposing a comprehensive, well
thought out approach for evaluation of the project, its objectives, and
the success of its participants. The methodologies are appropriate, they
yield formative, as well as summative evaluation, and provide for
modification of project activities, services, procedures, and objectives
based on valid information. Finally, evaluation is a continuous process
carried on throughout the project's entire funding cycle. Using feedback
provided by evaluation results, the staff adds, modifies, or deletes as
appropriate all components. By analyzing the objectives that have been
achieved and the participants who have achieved them, these evaluation
methodologies will paint a true picture of what participants can be
expected to achieve. This analysis, then, can lead to appropriate
revisions of the objectives.