1. education

Perkins IV Consortium Application FY13 (2012-2013)
COVER SHEET
St. Paul Consortium
Please complete the following:
CARL PERKINS - Secondary
Contact Person: Kathy Kittel
Address: 345 Plato Blvd E.
St. Paul, MN 55107
Phone: 651-744-1312 FAX: 651-744-1399
E-Mail: [email protected]
CARL PERKINS - Secondary
Fiscal Agency: Saint Paul Public Schools
Business Manager: Margaret Vanderhoff
Address: 360 Colborne St.
St. Paul, MN 55402
Phone: 651-767-8261
FAX: 651-293-5207
E-Mail: [email protected]
*District #625
District Type: 01
(*for electronic payment purposes)
CARL PERKINS - Postsecondary
Contact Person: Margie Tomsic
Address: 235 Marshall Avenue
St. Paul, MN 55102
Phone: 651-846-1316 FAX: 651-846-1451
E-Mail: [email protected]
CARL PERKINS - Postsecondary
Fiscal Agency: Saint Paul College
Business Manager: Shaan Hamilton
Address: 235 Marshall Avenue
Phone: 651-846-1694
FAX: 651-846-1451
E-Mail: [email protected]
District/Agency Name/College Name
Saint Paul Public Schools
Secondary
Type &
Number
01/625
Saint Paul College
(*Use extra rows or sheets if necessary)
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Consortium Plan Narrative
The consortium plan narrative describes how your consortium plans to improve career technical education in your geographic region and address
the required and permissible activities under the Perkins Act. Please respond to each of the following questions.
1. How does your plan support the career technical education programs in your consortium? What initiatives included in your plan support new
or significantly improved CTE programming? Describe how you have selected the programs that will receive support and how the
consortium, as a whole, will benefit from the Perkins expenditures. [Sec.134 (b)(1)]
The St. Paul Consortium supports Career and Technical Education (CTE) programs through the Saint Paul Public Schools (SPPS) and Saint Paul
College Programs of Study (POS) which currently include pathways in therapeutic services, network systems, digital communications, food
beverage/hospitality services, diagnostic services, accounting, business finance, early childhood development and services, construction, and
administrative support services. Eventually, most CTE program offerings will be tied to a POS and offerings not available will be brokered through
articulations with other consortia. Embedded within this model is a Career Pathways Academy (CPA), which currently offers dual credit enrollment to
SPPS high school students in 14 courses within four pathway areas on the Saint Paul College campus, leading to high skill, high wage or high demand
jobs. Articulations between SPPS and Saint Paul College allow students to complete programs within each pathway at a faster rate, transfer to Saint
Paul College to complete a degree, diploma or certificate and be placed in a high wage job or transfer to an articulated program at a four-year
university. Initiatives new to this plan consist of an expansion of the Health Science Pathway by adding a Medical Terminology course. In addition,
two new Business Computer Application courses will be added. This will, in turn, create more options for all students throughout Saint Paul and for
male students who elect to pursue a concentration in the Health Science Pathway, which is nontraditional for their gender. Also new to this plan is the
offering of a newly developed on-line secondary Career Seminar course being developed in FY12 for piloting in FY13.
2. Please describe the process you used to analyze and interpret performance on accountability indicators, and how the expenditure of funds in
your plan support improved performance on negotiated performance targets. [Sec. 134 (b)(2)]
The SPPS CTE teachers analyze and interpret performance on Perkins indicators while participating in specialized building and district-wide data
teams and in comprehensive professional development activities using the 5 Steps to Decision Making Model. CTE teachers implement best practice
strategies in the classroom and share student results within their like content groups. The St. Paul Consortium includes activities in the Perkins Plan to
assist secondary students in attaining the necessary academic and technical skills and to assist the Consortium in meeting its Perkins negotiated state
and local levels of performance. Areas of focus by the St. Paul Consortium are:
1S2 - Academic Attainment-Mathematics, 6S1- Participation in Non-Traditional, 6S2- Completion of Non-Traditional, 1P1 - Degree Completion,
1P2 Technical Skill Attainment, 3P1 - Student Retention or Transfer and 4P1- Student Placement. Examples of activities designed to impact
academic levels at the secondary level include district and building level professional development to review indicator data, and integration of
Common Core Literacy Benchmarks and mathematics standards in curricular planning. Other activities supported by the Consortium include
development of common assessments and the courses specifically designed to improve math and reading in the CTE content areas as well as
providing opportunities for course development to increase Non-Traditional enrollment.
At the postsecondary level, accountability indicators are tracked by cohort and negotiated performance goals are based on current and prior levels of
performance. The Perkins Plan now funds an Academic Success Coordinator and Tutoring Coordinator to help more students complete their
credential, certificate or diploma degrees as measured by 2P1. In addition, funds will be used to increase the numbers of men in the Health Science
Pathway and to promote the access of women in the trade and technical areas through greater promotion of these fields to women, leading to improved
access of persons to careers nontraditional by gender, 5P1.
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3. Describe how you determined that the CTE programs supported in your plan will be of quality and attract sufficient enrollment or meet
regional needs. How have you worked to align the standards in your CTE programs with academic and technical standards recognized at the
state or national level? [Sec. 135 (b)(8)]
The POS process facilitates the intentional planning for and sequencing of courses to increase rigor and technical skill attainment as students enroll in
advanced courses within a career pathway. Courses available through the Career Pathways Academy (CPA) are developed and sequenced to provide
the bridge between secondary and post- secondary CTE programs. For instance, introductory Project Lead the Way (PLTW) courses offered in the
high school can lead to advanced courses available through the CPA. These, in turn, can transfer to pre-engineering and engineering classes.
The St. Paul Consortium ensures CTE programming is of sufficient size, scope and quality to incorporate relevant academic and technical knowledge
that leads to technical skill attainment, industry certification or licensure by connecting CTE programs to program advisory boards from business and
industry with equal representation from secondary and postsecondary partners. Advisory Committee members are directly involved in program
planning and in the continuous quality improvement process made available through the assessment of continuous improvement learning reports for
each CTE program pathway. Program standards are aligned to Board Certification, Program Accreditation, State, National and Regional requirements.
Instructors receive continuous training on ways to assess and incorporate general education competencies into their CTE fields. At the post-secondary
level, general education competencies are infused into the curriculum and required for program admission. (All students who enroll in a CTE program
must first take the Accuplacer Assessment to determine if they are college program ready in reading, math and writing.) Those who are not program
ready must retake the test or successfully complete additional coursework before they are admitted into a CTE program. In this way, equallychallenging academic standards are maintained for all students.
4. Describe how students are provided with strong experience in, and understanding of, all aspects of the industry. [Sec.134 (b)(3)(C)]
The St. Paul Consortium provides a variety of experiences for students to assist them in understanding all aspects of industry. The Consortium
collaborates with community partners, program advisory committees and Work Force Centers to identify high skill, high wage or high demand
occupations. CTE students have opportunities for instruction beyond technical skill attainment to examine how a specific career fits into the larger
system of an industry. Contextual work-based learning is incorporated through career exploration activities, paid and unpaid internships, mentoring
opportunities, and job shadowing. Fieldtrips and tours of specific industries, class presentations by industry speakers and industry tours are also
available.
5. Please describe the consortium’s plan for providing sustained, high-quality professional development and how this plan is supported by
expenditure decisions. [Sec.135 (c)(8)]
SPPS has embarked upon a district-wide comprehensive professional development initiative to improve student learning by focusing on Common Core
Literacy Standards and power standards, within the CTE standards, and writing common formative assessments for use in each course. Emphasis is
given to standards that integrate reading and math into content areas. CTE instructors meet as Professional Learning Teams to review assessment data,
align curricula, write common formative assessments and review student work. This curriculum work continues with an added emphasis on updating
each course syllabi to a web-based curriculum bank.
Participation in professional development continues as colleagues throughout the State convene to review course content and selected Technical Skill
Attainments (TSAs) for State approved POS. At the postsecondary level, the Perkins Plan also provides partial funding for an Associate Dean who
leads current professional development efforts at the College.
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6. How do your consortium members recruit teachers and faculty to fill CTE vacancies? Describe any special efforts to recruit individuals from
business and industry into the teaching profession. [Sec.135 (b)(5)(A-D)]
At the secondary level, the CTE Administrator and Program Manager meet with instructors, district administration, human relations, principals and
financial departments to discuss the need to hire correctly-licensed CTE teachers. Current teachers who do not hold the CTE licensure are highly
encouraged to seek the CTE license. Likewise, Community Experts are often hired from industry. Representatives from Universities with CTE
programs are invited to address teachers, explaining the CTE license process, reviewing transcripts and providing individual consultations with each
instructor. Portfolio rubrics are distributed and technical assistance is provided as needed and requested.
At the postsecondary level, CTE faculty who have the appropriate credentials often bring significant experience and expertise from private industry.
Adjunct faculty, in particular, are often recruited from industry by serving on general advisory boards or through internship opportunities.
7. Beyond technical skill assessments, what other tools and data sources does the consortium use to evaluate student performance? How did this
evaluation influence this plan? [Sec.134 (b)(7)]
Each CTE program is required to assess student learning using direct and indirect measures and to measure the progress of graduates annually
compared to predetermined standards set by industry, licensing boards, accreditation processes and CTE skill attainment measures. Each program is
linked to an advisory board comprised of secondary and postsecondary members, industry, labor and business representatives. Members are directly
involved in performance standards. Based on student results and industry requirements, changes to programs are made on an annual basis, during the
quality review process. Retention, transfer, graduation data and surveys are monitored annually for each program and, based on the results, program
assessment and admission standards are modified accordingly.
8. How have you used the 10 elements of rigorous programs of study (found at
http://www.cte.mnscu.edu/forms/documents/POS_TEN_SUPPORTING_ELEMENTS.docx) to assess your consortium’s efforts? In what
ways did your self-evaluation of the 10 elements of rigorous POS influence the selection of activities and strategies found within this plan?
[Sec. 135 (b)(1)]
Usage of the 10 elements of rigorous POS influenced the development of the FY13 Plan on many levels. The St. Paul Consortium and CPA operate
under the formal contract and are in the process of creating a Memorandum of Understanding in which POS drive the development and future of
program offerings. In the creation of a POS, input is invited and obtained from all partners including secondary, guidance and counseling,
administration, postsecondary instructors and deans, business/industry and community stakeholders. Strategies and methods of assessment, both
formal and informal, along with student surveys are utilized to gather and examine qualitative and quantitative data focused on the effectiveness of
high school to college transitions through POS and that provides the information needed to engage in continuous quality improvement.
The St. Paul Consortium selected and provided the state-approved Technical Skill Attainments for each approved POS where assessments have been
formalized. Innovative instructional approaches through which teachers integrate academic and technical instruction and students apply academic and
technical learning is integrated throughout the St. Paul Consortium Plan and more directly in professional development strategies. POS is a topic at all
CTE Professional Development opportunities, and Counselor trainings are provided yearly. Essential knowledge and skills for college and career
readiness is considered as part of all POS development. During the development of the POS, discussions of the course sequences ensures that students
transition to postsecondary education without duplicating classes or requiring remedial course work through the Dual Credit and Articulated Credit
options as a through transitions options to two year and four year colleges.
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Goal 1: Designing & Implementing Programs of Study: Goals, Objectives and Strategies
Possible topics for inclusion under this goal
Program of Study (POS) Design and Implementation – It is recommended that each
consortia have at least 1 POS in each career field. POS are encouraged to be
developed in high-skill, high-wage, or high-demand occupations [State requirement;
Sec 134 (b) (3) and (b)(8C)]
Secondary teacher and postsecondary faculty and counselor involvement [State
requirement; Sec. 134 (b) (5)]
Opportunities for early college credit [Sec. 135. (c) (10)]
Improvement of academic and technical skills of CTE learners [Sec. 134 (b) (3)
Professional development needs of teachers and faculty in POS as well as other
programs [Sec. 134 (b) (4)]
Assessment of core technical skills across high school and college that use valid
(measures the content) and reliable (consistent over time and among students)
assessments [Sec. 134 (b) (3 B.) and Sec. 135 (c) (19)]
Addressing the needs of adult learners through adult basic education and/or non-credit
training in Adult Career Pathways [State Plan; Sec. 135 (c)]
All Aspects of the Industry included in all POS [Sec. 134 (b) (3 C.)]
Goal 1 Narrative:
The St. Paul Consortium designs new Programs of Study (POS) by meeting with high level administrators, building principals, college deans, high school and
college faculty, guidance counselors, support staff and other stakeholders to expand on current programming strengths. POS sustain the Consortium’s mission
and vision, aligning high school and college curricula to create dual credit options for high school learners. Such initiatives provide multiple pathways in all
aspects of the industry for high school, college and adult learners, through work-based learning, internships, certifications and licensures. Technical Skill
Attainment (TSA) tests are measured currently in a variety of State approved Career and Technical Education (CTE) pathways (Practical Nursing, Medical
Lab Technician, Accounting, Child Development, and Network Systems). In FY12, members of the St. Paul Consortium participated in two additional
statewide technical skill grant programs, consulting with MDE, MnSCU and other consortia to identify technical skill assessments for pathways in the area of
Construction and Administrative Support Services. POS approved through the Consortium include Network Systems, Digital Communications, Therapeutic
Services, Accounting, Business Finance, Diagnostic Services, Early Childhood Development, Culinary Arts, Administrative Support Services, and
Construction. Planned POS for FY13 include programming in Health Informatics and Facility and Mobile Equipment Maintenance.
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Strategies & Activities
1. Sustain, design and expand
offerings in Career Pathways
Academy (CPA) courses in high
skill, high wage or high demand
occupations.
Outcomes
Measures
1.a. Support the Career Pathways
Academy, providing opportunities
for early college credit and career
exploration.
1.a. One hundred twenty-five students
complete one of more courses through
the Career Pathways Academy earning
high school and college credit.
1.a. End of course grades &
Transcripts.
1.b. Create a new CPA course
and/or expand current sections to
increase opportunities for
nontraditional participation and
completion in courses that attract
high numbers of participants
through collaborations between
the Perkins Coordinators,
Administration, Academic Deans
and Faculty.
1.b. Offer at least two new courses or
expand section for twenty or more
students by Spring 2013.
1.b. End of course grades &
Transcripts.
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Projected Budget by Objective
Objective 1:
Secondary: $208,110.05 (Basic)
$20,127.64 (Reserve)
Strategies & Activities
2. Continue processes to fully
develop Programs of Study (POS)
to include all aspects of industry,
communicating information
consortium-wide.
Outcomes
Measures
2.a. Facilitate Programs of Study
by gathering secondary and
postsecondary partnering
instructors and counselors
together to review and modify
course offerings and to align
curriculum, develop articulations
and design POS. Share POS with
advisory committees.
2.a. Design and implement one new POS
by the end of FY13 in high skill, high
wage and high demand occupations.
2.a. State approved POS posted on
POS website.
2.b. Provide professional
development, in-service days and
training activities for counselors,
CTE teachers, college faculty and
administrators on the POS system
and St. Paul Consortium. Include
adult career pathways training for
adult learners.
2.b. Offer at least three professional
development opportunities for faculty,
staff and administrators.
2.b. Agendas and presentation
materials.
2.c. Provide counselors and CTE
teachers with career exploration
materials and career decision
making tools for students and
parents.
2.c. 100% of the schools provide Iseek or
MCIS, IDEAS, MNCareers, Naviance
and other publications; the Saint Paul
College Career Center provides the
IDEAS Career Inventory and other career
resources for college students who are
undecided.
2.c. Usage logs and purchase orders.
2.d. Provide district-wide surveys
to all graduating seniors to assess
their post-high school plans,
career fields planning to enter and
experiences in planning and
preparing for the future while in
high school.
2.d. All graduating seniors will complete
the on-line or paper assessment. All high
schools and administrators are provided
with copies of district-wide and
individual school results.
2.d. Survey results and letter by
Principal and School Board.
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Projected Budget by Objective
Objective 2:
Secondary: $90,280.00 (Basic)
Strategies & Activities
3. Strengthen the academic and
technical skill attainment of
students participating in career
and technical education.
Outcomes
Measures
3.a. Consult with MDE, MnSCU,
and other Consortia, to plan for
the implementation of relevant
assessment instruments to
measure technical skill
attainment; implement approved
technical skill assessments for
Programs of Study.
3.a. 15% of the CTE programs identify
an assessment tool to utilize as
measurement of technical skills.
3.a. Percentage of programs assigning
a Technical Skill Assessment.
3.b. Bring partnering teams of
CTE teachers and administrators
together to review assessments
and select the measures as part of
the state-wide technical skill
attainment initiative.
3.b. Two CTE curricula areas review
technical skill assessment products and
provide feedback.
3.b. Attendance at Statewide Meeting.
3.c. Administer the Accuplacer
assessment to high school
students and adult learners to
ensure their readiness for college
coursework and to promote
student success.
3.c. 350 high school students and 200
adult learners complete the Accuplacer
assessment.
3.c. Enrollment services
documentation.
3.d. CTE teachers and
administrators participate in
district-wide professional
development and National and
State level conferences to obtain
Best Practices and to improve
academic skills of CTE students.
3.d. Curriculum is revised to include
Common Core Standards and common
formative assessments across CTE
content areas and curriculum is posted to
district curriculum management tool.
3.d. Website reflects revised
curriculum.
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Projected Budget by Objective
Objective 3:
Secondary: $9,000 (Basic)
Postsecondary:
$69,846.00 (Basic)
$15,000 (Reserve)
Strategies & Activities
3.e. Continue the development of
CTE courses that highly integrate
reading and math standards.
Outcomes
3.e. Ten courses meet reading or math
standards in CTE content area; increase
1S1 (reading/language attainment) and
1S2 (mathematics) to meet current
Consortium Negotiated Performance
Targets.
Measures
3.e. Revised curriculum posted on
website and Perkins data for 1SA &
1S2.
3.f. Supervise and administer, in
the Instructional Technology
Center, the TEAS testing of
essential academic skills to the
large number of nursing premajors to facilitate their entry into
the PN program.
3.f. All PN pre-majors take the TEAS for
program entry.
3.f. All PN pre-majors take the TEAS
for program entry,
3.g. Dean and nursing faculty
collaborate with ATI testing
company and the Instructional
Technology Center to provide
ongoing nursing specialty exams
and NCLEX-PN practice exams
to all CTE PN students to increase
technical skills attainment.
3.g. All PN majors participate in ongoing
nursing specialty exams and NCLEX-PN
practice exams. The percentage of first
time students who pass the NCLEX-PN
increases by 5% over the previous year.
3.g. All PN majors participate in
ongoing nursing practice exams.
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Projected Budget by Objective
Strategies & Activities
4. Use systemic needs assessment
to ensure CTE courses offer
relevant and rigorous coursework
for all students at the secondary
and postsecondary level.
Outcomes
Measures
Projected Budget by Objective
Objective 4:
Secondary: $63,955.00 (Basic)
4.a. Develop courses, purchase
materials, equipment and
technology for CTE teachers in
the high schools and Career
Pathways Academy to keep
current with expectations of
industry.
4.a. Three additional CTE courses,
4.a. Articulation Agreements,
including PLTW Digital Electronics,
Technical Skill Assessment and new
offer a certificate, technical assessment or course offerings.
articulation with postsecondary.
4.b. Continue to support the
Agriculture Education program at
Humboldt, Highland, and Gordon
Parks Senior High providing
opportunities for an FFA
organization, articulation with
postsecondary, and research the
CASE curriculum.
4.b. Fifteen students participate in the
FFA organization.
R1 Academic Integration
R2 Programs of Study
R3 All Aspects of an Industry
R4 Develop/Improve/Expand the use of Technology
R5Professional Development
R6 Assessment
R7 Initiate/Improve/Modernize Technology
R8 Size/Scope/Quality
4.b. FFA roster and conference
certificate.
R9 Special Populations
R10 Collaboration
R11 Articulation
P1 Advisory Committees
P2 Counseling
P3 Work-Based Experiences
P4 Additional Special Populations
P5 Student Organizations
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P6 Mentoring/Support Services
P7 Equipment Leasing/Purchasing/Upgrading
P8 Teacher Preparation
P9 Alternative Formats
P10 Student Transition
P11 Entrepreneurship
Goal 2: Effectively Utilize Employer, Community, and Education Partnerships
Possible topics for inclusion under this goal
All Aspects of the Industry, including work-based experiences and
internships [Sec. 134 (b) (3 C.)]
Program advisory committees involved in identifying high-skill, high-wage,
or high-demand occupations within the region [Sec.134. (b)(8 C.)]
Program advisory committees that are involved in continuous program improvement and are
established consortium-wide, where feasible, including movement to joint secondarypostsecondary advisory committees [Sec. 134 (b)(5)]
Partnerships with other initiatives or providers that support transitions for high school and adult
students. Examples: ABE, business, labor, WorkForce Centers, customized training,
programming conducted under NCLB, and alternative high school programs (Area Learning
Centers, alternative high schools, charter schools, etc.) [Sec. 135 (b)(5)]
Collaboration that leads to improving CTE programs (e.g., Work Force
Center, non-profits, service organization, Chambers) [Sec.134. (b) (5)]
Goal 2 Narrative:
The St. Paul Consortium collaborates with community partners, program advisory committees and all aspects of industry to identify high skill, high wage or
high demand educational opportunities and provides contextual work-based learning for all populations through internships, fieldtrips, job shadows and
mentoring experiences. Program advisory committees include representatives from secondary and postsecondary education along with representatives from
business, industry, Chambers and Workforce Centers. Advisory members participate in continuous program improvement to ensure services and activities are
sufficient in size, scope and quality. Recent partnerships have expanded to other providers that support transitions for high school and adult learners to include
Adult Basic Education (ABE), Area Learning Centers and alternative high schools. Saint Paul College currently has two funded Adult Career Pathways
projects with ABE and Goodwill Easter Seals which include adult FastTRAC programs for the areas of Health Information Technology (HIT), Anatomy and
Physiology (A & P) and Child Development.
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Strategies
1. Develop and sustain collaborations
with community partners, program
advisory committees and all aspects of
industry, to identify high skill, high
wage or high demand occupational
opportunities within the region.
Outcomes
Measures
1.a. Collaborate with existing program
advisory committees and expand
current advisory committees to include
secondary and postsecondary
representation.
1.a. 100% of CTE programs are connected
to one or more advisory committees with
secondary and postsecondary
representation.
1.a. Agendas and or minutes of
meetings.
1.b. Involve program advisory
committees in continuous program
improvement by ensuring that services
and activities are of sufficient size,
scope and quality.
1.b. 100% of CTE advisory committees
review program curricula and assessment
of student learning for sufficiency in size,
scope and quality.
1.b. Agendas and or minutes of
meetings.
1.c. Identify, market and provide
opportunities for students contextually
through job shadows, fieldtrips,
internships, mentorships, work-based
learning for all populations including
students at risk, CTO’s and other
opportunities.
1.c. Provide internships and work-based
learning opportunities for students in three
or more career pathways. Maintain the
Perkins Consortium Negotiated
Performance level for 4P1 (student
placement.)
1.c. Program Rosters and
Perkins data 4P1.
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Projected Budget by Objective
Objective 1:
Secondary: $5,112.00 (Basic)
Strategies
2. Create and sustain partnerships with
other providers that support transitions
for high school and adult learners with
collaborations that lead to CTE
program improvements.
Outcomes
Measures
2.a. Implement Adult Career Pathways
FastTRAC programs with ABE and
Goodwill Easter Seals in the areas of
Health Information Technology (HIT),
Anatomy and Physiology (A & P) and
Child Development.
2.a. At least nine students are on track to
complete a certificate or higher in the
areas of HIT, A & P or Child
Development.
2.a. Student Records.
2.b. Implement CTE career fairs
throughout the St. Paul Consortium
2.b. 1,000 students will participate in CTE
career fairs.
2.b. Attendance Rosters.
2.c. Partner with other providers that
support transitions for high school and
adult learners to credit-based programs
through outreach and services at
community events, open houses, area
learning centers, nonprofits, Workforce
Centers, ABE and area high schools.
2.c. Preside at twenty or more agencies or
community events
2.c. Agency Rosters.
Projected Budget by Objective
Objective 2:
No Secondary Budget
Postsecondary:
$13,644.00 (Basic)
$5000 (Reserve)
Use of Funds: Highlight or Bold the required and permissible activities addressed above (“R” for required and “P” for permissible).
R1 Academic Integration
R9 Special Populations
R2 Programs of Study
R10 Collaboration
P6 Mentoring/Support Services
R3 All Aspects of an Industry
R11 Articulation
P7 Equipment Leasing/Purchasing/Upgrading
R4 Develop/Improve/Expand the use of Technology
P1 Advisory Committees
P8 Teacher Preparation
R5Professional Development
P2 Counseling
P9 Alternative Formats
R6 Assessment
P3 Work-Based Experiences
P10 Student Transition
R7 Initiate/Improve/Modernize Technology
P4 Additional Special Populations
P11 Entrepreneurship
R8 Size/Scope/Quality
P5 Student Organizations
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Goal 3: Improve Service to Special Populations
Possible topics for inclusion under this goal
Access to and success of students in programs of study nontraditional by gender [Sec. 134
(b) (10)]
Identification and adoption of strategies and outcomes to overcome barriers for special
populations and increase rates of access and success in CTE programs. [Sec. 134 (b) (8 A.)
and [Sec. 134 (b) (8 B.)]
High-Skill, High-Wage or High-Demand occupations that lead to self-sufficiency [Sec.
134 (b) (8 C.)]
Plan showing connections to local, regional and state wide initiatives that
support special populations, e.g. STEM Equity Pipeline, Employment First, etc.
Sec.134 (b) (3) (8A &B)]
Description of how individuals in special populations will not be discriminated
against based upon their status. [Sec. 134 (b) (9)]
Plan showing that expectations are consistent for all learners in high school and
college including members of special populations [Sec. 134 (b) (3)]
Goal 3 Narrative:
The St. Paul Consortium provides access to rigorous CTE courses and programs of study, requiring consistent expectations for all learners in high school and
college, including members of special populations. The Saint Paul College Early Alert Referral System, in combination with Academic Success Coordinators,
tutoring services, the Power of YOU (POY) Director and POY Recruitment Specialist, assists members of at-risk populations in overcoming barriers to
successful program completion. Secondary students with special needs receive comprehensive work-based learning, career exploration, assessment and
evaluation opportunities with the extended potential to practice skills gained within their work-based learning courses.
The St. Paul Consortium makes every effort to market and increase gender equity within programs of study and participates in the STEM Pipeline project
intended to increase the number of female students who enroll in an engineering course during high school. The Consortium will host a STEM Pipeline camp
at Saint Paul College in Summer FY13.
Saint Paul Schools will further develop a K-16 engineering initiative where-by elementary students are exposed to engineering studies through speakers, field
trips and Project Lead the Way (PLTW) classes. The PLTW Gateway program will expand in middle schools. All high schools will offer at least one PLTW
class, along with the St. Paul Consortium’s Career Pathways Academy (CPA), offering dual credit for pre-engineering classes which articulate to a recently
approved new Pre-Engineering Program.
New CPA courses will be offered that will increase male student opportunities for non-traditional concentration in pathways in Business and Therapeutic
Services. Agriculture courses will expand courses to include Gordon Parks, Highland as well as Humboldt senior high schools increasing the options for nontraditional females to concentrate. The consortium will also explore options in developing a male or “fathers” child development course or summer career
exploration course.
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Strategies
1. Show connections to local, regional
and statewide initiatives to provide
access and success for special
populations and participants
nontraditional by gender.
Outcomes
Measures
1.a. Continue activities approved under
participation in the STEM Equity
Pipeline Project.
1.a. Thirty female middle school students
attend CPA and successfully complete the
program.
1.a. Class Roster.
1.b. Provide activities and resources to
recruit nontraditional students into CTE
Programs using multiple methods of
engagement. Offer role models and
speakers from business, tours incentives
and internships.
1.b. Increase Consortium Negotiated
Performance levels for Nontraditional
Participation and Nontraditional
Completion (6S1, 6S2, 5P1, 5P2).
1.b. Perkins data 6S1, 6S2, 5P1 &
5P2.
15
Projected Budget by Objective
Objective 1:
Secondary: $865.00 (Basic)
Postsecondary:
S58,903.00 (Basic)
2. Identify and adopt strategies to
Objective 2:
Secondary: $1,431.00 (Basic)
overcome barriers for special
populations to increase access and
success to CTE programs that lead to
high skill, high wage or high demand
occupations for self-sufficiency.
2.a. Provide specialized activities, equal
opportunities and accommodations for
Special Populations including career
and college assessments, tours and a
Career Day event. Increase access to
students at risk through the POY
program.
2.a. Sixty students participate in a career
skills event, take the Accuplacer
assessment, and attend a tour of Saint
Paul College.
2.a. Attendance Roster.
2.b. Integrate curriculum and instruction
using a collaborative teaching model to
increase special education and ELL
students’ success in CTE.
2.b. Two CTE courses offer collaborative
and team teaching model to deliver CTE
credit. Ten special needs transition
students participate in an Urban Boat
Builders course to measure vocational
readiness and employability skills while
developing carpentry skills.
2.b. Class Roster and course
syllabi.
2.c. Offer a summer camp for Summer
2012 students with emphasis on
retaining nontraditional engineering
students in High School Project Lead
the Way (PLTW) programs.
2.c. Increase High School nontraditional
enrollment in PLTW by 5%. Forty
students participate in PLTW Gateway
camp and complete “end of course
survey”.
2.c. Class Roster and Surveys.
2.d. Provide after-school opportunities
for student engagement and enrichment
in Student run Organizations ie. Real
World Design Challenge,
FIRSTRobotic, etc.
2.d. Forty students participate in the
summer camp experience and complete
an “end of course survey”. Forty students
participate and enter Regional
competitions.
2.d. Class Rosters and
Competition materials.
16
3. Maintain consistent expectations and
retention goals for all students at risk
and for all learners in high school and
college.
Objective 3:
No Secondary Budget
Postsecondary:
$67,086 (Basic)
$5,000 (Reserve)
3.a. Coordinate and provide reasonable
accommodations to students with
disabilities to ensure equal access to
programs and services.
3.a. All students with documented
disabilities are provided reasonable
accommodations.
3a. Records.
3.b. Coordinate and provide tutoring
assistance to students in need of
support, including students supported
through the College Learning Center.
3.b. At least 1,500 students are provided
services through the Academic Support
Center.
3b. Records.
3.c. Use the Early Alert Referral System
(EARS) to connect with students
experiencing difficulties, to provide
support and offer remediation to all
students, including those enrolled
through the College Learning Center
and Power of YOU (POY) programs.
3.c. 1,500 students are provided with
proactive assistance through EARS;
increase the Perkins 3P1 (student
retention or transfer) to the Consortium
Negotiated Performance level.
3c. EARS Records.
3.d. Develop learning communities and
coordinate success strategies for
students to maintain or increase fall
retention rates while enrolled in the
POY program.
3.d. Power of YOU (POY) students
maintain a Fall to Spring retention rate of
75%.
3.d. Retention Records.
Use of Funds: Highlight or Bold the required and permissible activities addressed above ( “R” for required and “P” for permissible).
R1 Academic Integration
R9 Special Populations
R2 Programs of Study
R10 Collaboration
P6 Mentoring/Support Services
R3 All Aspects of an Industry
R11 Articulation
P7 Equipment Leasing/Purchasing/Upgrading
R4 Develop/Improve/Expand the use of Technology
P1 Advisory Committees
P8 Teacher Preparation
R5Professional Development
P2 Counseling
P9 Alternative Formats
R6 Assessment
P3 Work-Based Experiences
P10 Student Transition
R7 Initiate/Improve/Modernize Technology
P4 Additional Special Populations
P11 Entrepreneurship
R8 Size/Scope/Quality
P5 Student Organizations
17
Goal 4: Provide a Continuum of Service Provision for Enabling Student Transitions
Possible topics for inclusion under this goal
Flexibility in scheduling and formats that provide access for students [Sec. 135 (c)
(9)]
Student services that enhance student transition [State Plan]
Continuum of Service Provisions/Brokering with other consortia [State Plan]
Implementation of CSP relative to (a) programs of study; (b) early college credit
opportunities [Sec. 135 (c) (10)]
Transition of adult learners into the workforce [Sec. 135 (c) (9)]
Improvement of enrollment, retention and completion for military veterans,
underemployed, and unemployed adults [Sec. 135 (c) (9)]
Goal 4 Narrative:
The Consortium offers a Continuum of Service Provisions, allowing students to move smoothly within a Program of Study (POS) through multiple entrance
and exit points. Transfer, Enrollment, Transitions Specialists and High School Counselors guide learners through program options regardless of their initial
intent, position or time of entry within an established career pathway. Local, regional, statewide articulations and brokering processes establish learner access
to POS external to the St. Paul Consortium for programs that are unavailable or not fully developed. Such processes open opportunities for high school and
adult learners to acquire college credit through flexible programming options readily available through the MnPOS web site. The Consortium’s renewed focus
on job placement includes enhanced support for resume writing, employment search and interviewing skills along with increased interactions between
graduating students, instructors and employers.
18
Strategies
Outcomes
Measures
1. Provide services to enhance local
and statewide learner transitions from
high school to college, university and
the workforce.
Projected Budget by Objective
Objective 1:
Secondary: $11,157.54 (Basic)
Postsecondary:
$77,934.00 (Basic)
1.a. Provide transition agreements and
student services to enhance learner
transitions from other colleges to
private and public universities.
Collaborate with the Career Center to
transition learners into the workforce.
Work with CPA (Career Pathways
Academy) students to promote college
transfer.
1.a. Increase the percentage of students who
transfer to other institutions by 1%. All
articulation agreements are reviewed and
updated.
1.a. Transfer Records.
1.b. Supervise the enrollment of high
school students through the CPA and
the College Learning Center.
1.b. At least one hundred twenty-five students
are enrolled for college credits.
1.b. Transcript list.
1.c. Expand current placement
processes through enhanced support
for resume writing, employment
search and interviewing skills.
Increase the potential for interactions
between graduating students,
instructors and employers. Provide
greater visibility of the Career and
Placement Center to students and
faculty, including class interactions
with faculty and students to emphasize
the importance of accurate reporting
on the graduate placement follow-up
survey as well as the importance of
beginning the job search well before
graduation.
1.c. Increase the numbers of classroom
placement visits by 20% above that of the
previous year; increase the Saint Paul College
job placement rate for FY11 by 2% above that
of FY10.
1.c. Placement Visit
Records.
19
Strategies
Outcomes
Measures
2. Improve enrollment, retention and
completion for underemployed and
unemployed adults.
Objective 2:
No Secondary Budget
Postsecondary:
$43,112.00 (Basic)
2.a. Supervise the enrollment and
transition of students in CTE
programs with large numbers of
students.
2.a. Maintain the enrollment of CTE students
in healthcare, business and trade & technical
programs.
2.a. Registration Records.
2.b. Improve the enrollment, retention
and completion of
underemployed/unemployed adults.
2.b. Increase the number of college readiness
adults who are admitted to the major by 1%
over the previous year.
2.b. Enrollment Records.
3. Increase flexibility in scheduling
and formats to provide greater access
for secondary and postsecondary
students and other adult learners.
Objective 3:
Secondary: $698.00 (Basic)
Postsecondary:
$46,319.00 (Basic)
$3000 (Reserve)
3.a. Design alternative formats to
teaching CTE courses.
3.a. Develop two alternative scheduling CTE
courses: schedule an additional time to offer
CTE courses to students.
3.a. Course listings.
3.b. Expand the use of technology to
administer technical skill assessments
to adult learners.
3.b. Administer technical skill assessments in
Basic Accounting using online NOCTI
competency tests.
3.b. Assessment results.
4. Sustain a continuum of service
provisions (CSP) for secondary and
post-secondary learners to access
programs of study and early college
credit outside the consortium.
4.a. Pursue opportunities for students
to earn early college credit outside of
the Consortium.
Projected Budget by Objective
Objective 4:
Secondary: $465.00 (Basic)
Postsecondary:
$47,590.00 (Basic)
4.a. Renew and revise current articulations and
develop new articulations outside the
Consortium. Sustain articulation agreements
with Metaverse programming between Saint
Paul College and the Minneapolis Public
Schools.
20
4.a. Articulation listings.
Use of Funds: Highlight or Bold the required and permissible activities addressed above (“R” for required and “P” for permissible).
R1 Academic Integration
R9 Special Populations
R2 Programs of Study
R10 Collaboration
P6 Mentoring/Support Services
R3 All Aspects of an Industry
R11 Articulation
P7 Equipment Leasing/Purchasing/Upgrading
R4 Develop/Improve/Expand the use of Technology
P1 Advisory Committees
P8 Teacher Preparation
R5Professional Development
P2 Counseling
P9 Alternative Formats
R6 Assessment
P3 Work-Based Experiences
P10 Student Transition
R7 Initiate/Improve/Modernize Technology
P4 Additional Special Populations
P11 Entrepreneurship
R8 Size/Scope/Quality
P5 Student Organizations
21
Goal 5: Sustain the Consortium of Secondary and Postsecondary Institutions
Possible topics for inclusion under this goal
Self-assessment of consortium systems and operations, including fiscal and
administration [Sec 135 (c) (20)
Shared responsibility among all partners for collaboration and accountability for
success [State Plan]
Collaborative initiatives between the consortium and stakeholders [Sec. 134 (b) (5)]
Use of data for evaluation of student success and continuous program improvement
[Sec. 134 (b) (2 & 7) and Sec.135 (c) (19)]
Collaborative budget development [State Plan]
Promotion of consortium CTE vision [State Plan]
Goal 5 Narrative:
The St. Paul Consortium uses a collaborative leadership structure to promote shared decision-making between the Saint Paul Public Schools and Saint Paul
College. Joint budget development, goal setting, mission enhancement and curriculum alignment are actively advanced through advisory committee meetings,
comprised of top level administrators, college and high school faculty and student support staff, with input from deans, building principals, students, parents
and other stakeholders.
Consortium activities support the Career and Technical Education (CTE) mission and vision of the region by sustaining a Career Pathways Academy (CPA)
which offers dual credit programs to high school students, leading to high skill, high wage or high demand occupations. The Academy offers a fast track option
for secondary students to access postsecondary training through CTE fields. Student data are analyzed regularly for continuous quality improvement within a
transparent accountability framework.
Strategies
1. Promote the consortium’s CTE
vision to internal and external
stakeholders.
Outcomes
Measures
1.a. Explore, plan for, and provide
informational materials and training
on the St Paul Consortium and
Career Pathways Academy (CPA) to
internal and external stakeholders.
1.a. 100% of the Secondary Counselors are
provided informational materials, attend
trainings and/or counselor events to make them
aware of the opportunities available for students
at the CPA. Provide new brochures to promote
the CPA.
1.a. Purchase order forms and
documented minutes from
meetings.
1.b. Market new CPA courses with
increased emphasis on nontraditional
programs to students, parents and
counselors.
1.b. Attend career fairs, assemblies, and provide
presentations to 10th and 11th grade students,
marketing CPA in 100% of the Saint Paul High
Schools. Presentations will focus on increasing
the numbers of students who are nontraditional
by gender.
1.b. Presentation schedule.
22
Projected Budget by Objective
Objective 1:
Secondary: $100.00 (Basic)
Postsecondary:
$1000 (Reserve)
Strategies
2. Sustain the consortium through
collaborative decision-making and
shared responsibility for success.
Outcomes
Measures
2.a. Use data to evaluate student
success and continuous program
improvement. Involve advisory
committees in CTE programming.
2.a. Analyze end-of-course survey and student
data and incorporate results into continuous
program improvement efforts.
2.a. Survey results.
2.b. Work with advisory committee
to design collaborative budgets,
assessing systems and operations.
Evaluate the success of current
operations at least twice a year.
2.b. Publish results of advisory committees;
review and assess systems and operations at
least four times a year to make changes as
needed.
2.b. Minutes & agendas.
Projected Budget by Objective
Objective 2:
Secondary: $124,471.54 (Basic)
Postsecondary:
$60,932.00 (Basic)
Use of Funds: Highlight or Bold the required and permissible activities addressed above (“R” for required and “P” for permissible).
R1 Academic Integration
R9 Special Populations
R2 Programs of Study
R10 Collaboration
P6 Mentoring/Support Services
R3 All Aspects of an Industry
R11 Articulation
P7 Equipment Leasing/Purchasing/Upgrading
R4 Develop/Improve/Expand the use of Technology
P1 Advisory Committees
P8 Teacher Preparation
R5Professional Development
P2 Counseling
P9 Alternative Formats
R6 Assessment
P3 Work-Based Experiences
P10 Student Transition
R7 Initiate/Improve/Modernize Technology
P4 Additional Special Populations
P11 Entrepreneurship
R8 Size/Scope/Quality
P5 Student Organizations
23
SUMMARY FOR PERKINS-FUNDED POSITIONS
Complete the space below as it pertains to individuals whose salaries are being paid in part or wholly by
federal Perkins dollars. If no dollars are used for salaries, just indicate on the line below and submit with
your local application.
Secondary: $339,330
Postsecondary: $529, 047
The following are Perkins-funded positions and require Personnel Activity Report(s) to be
completed:
Name
Position
Kathy Kittel
Mary Toner
Stacey Kappes
Jill Johnson
Dina Funk
To Be Determ
Shelley Bibeau
Renee Esparza
Dan Thompson
David Mogren
Michelle Britton
1.0 FTE
1.0 FTE
.6 FTE
.7 FTE
.5 FTE
.5 FTE
.5 FTE
.3FTE
.1FTE
.2FTE
.7FTE
Kathleen Gordon
Amanda Miklik
Mee Yang
Clinton Bueling
Sarah Carrico
Dan Thompson
Ger Vue
Margie Tomsic
.6FTE
.5FTE
.6FTE
.5FTE
.4FTE
.9FTE
1.0 FTE
.5FTE
Program Manager
CPA Business Teacher
Counselor
CPA English Teacher
Accounting Clerk
CPA Health Careers
Associate Dean
Laboratory Assistant
Laboratory Assistant
Recruiter
Academic Success
Coordinator
Director, POY
Tutoring Coordinator
Recruiter
Director, Transitions
Director, Enrollment
Laboratory Assistant
Transfer Specialist
Dean, Perkins Coor.
File Folder #
(secondary)
320127
269011
379162
404963
346829
Amount
$98,700.00
$85,000.00
$59,600.00
$54,000.00
$22,000.00
$20,000.00
$45,634.00
$18,950.00
$ 5,262.00
$13,644.00
$43,681.00
$58,903.00
$27,648.00
$39,438.00
$47,590.00
$45,634.00
$46,319.00
$77, 934.00
$60, 932.00
STATE-APPROVED PROGRAMS OF STUDY AND
SELECTED TECHNICAL SKILL ASSESSMENTS
SECONDARY AND POSTSECONDARY
By FY12, all consortia were to have at least seven (7) state-approved programs of study and, where
applicable*, were to identify and implement an appropriate state-approved technical skill assessment in the
associated pathway at the secondary and postsecondary levels. Please identify at least seven (7) programs
of study you wish to have the state consider for accountability purposes, the technical skill assessment
chosen at both secondary and post-secondary for the program of study, the school or college where the
assessment is given and the course in which the assessment is given.
*Refer to “MDE/MnSCU Position on Technical Skill Assessment Implementation 11/9/11 for further information. Found at http://www.cte.mnscu.edu/programs/mntsa.html
24
State-approved Program
of Study
1 Network Systems
In which CTE Program?
Information
Technology
At which High School?
College?
Harding at CPA
Which State-approved
Technical Skill Assessment is
administered?
Certiport
Certiport MTA
2 Therapeutic
Services
CPA Medical Careers
Harding at CPA
National C.N.A.
Certification Exam
NCLEX-PN
3 Early Childhood
Development
FACS
Harding
FCCLA
NOCTI Basic
4 Accounting
Business
Como
NOCTI
NOCTI Basic
5 Restaurant Food
Beverage
7 Construction
FACS
Harding
TBD
Construction Careers
CPA
TBD
8 Production
Manufacturing
Careers and
Communications
Johnson at CPA
PLTW
9 Administrative
Support
Business
Como at CPA
TBD
10 Web and Digital
Communications
Harding at CPA
TBD
11 Diagnostic
Services
Medical Careers
Harding at CPA
NOCTI
12 Business Finance
Business
Como
NAACLS Exam
TBD
25
In which course (use
course code) or at what
time in the program?
At completion of CPA
Computer Repair
course T535211
Networking
Fundamentals
At completion of CPA
Medical Careers
course C531511
At completion of
Practical Nursing
Program
At completion of
Child Care Assistant
F405201
At completion of
Practicum II
At Completion of
Honors Accounting
B432122
At completion of
Principles of
Accounting
At Completion of
Culinary 2 F402321
At Completion of
T534531
At Completion of
Computer Integrated
Manufacturing
T531711
At Completion of Intro
to Business and
Business
Communication
B538212
At Completion of
CPA Web Design
T537231
At Completion of
C531511
At Completion of
Medical Lab
Technician Program
At Completion of
Banking and Credit
B402301
Programs of Study Status Report
Please attach a current status report of the approved (or in progress) programs of study from the MnPOS
web site.
Reviewed by State TOTALS
TOTAL Reviewed
Tier: 1) Program of Study TOTALS
Tier: 2) Career Field Introduction TOTALS
Tier: 3) Career Field Academic Beginning TOTALS
2
2
2
1
0
Health Science Technology
In Progress TOTALS
Ready for Review TOTALS
Reviewed by Consortium TOTALS
Reviewed by State TOTALS
TOTAL Reviewed
Tier: 1) Program of Study TOTALS
Tier: 2) Career Field Introduction TOTALS
Tier: 3) Career Field Academic Beginning TOTALS
1
0
0
2
2
3
0
0
Human Services
In Progress TOTALS
Ready for Review TOTALS
Reviewed by Consortium TOTALS
Reviewed by State TOTALS
TOTAL Reviewed
Tier: 1) Program of Study TOTALS
Tier: 2) Career Field Introduction TOTALS
Tier: 3) Career Field Academic Beginning TOTALS
1
0
0
1
1
1
1
0
Consortium TOTALS
In Progress TOTALS
Ready for Review TOTALS
Reviewed by Consortium TOTALS
Reviewed by State TOTALS
TOTAL Reviewed
Tier: 1) Program of Study TOTALS
Tier: 2) Career Field Introduction TOTALS
Tier: 3) Career Field Academic Beginning TOTALS
9
0
0
11
11
11
6
0
Report TOTALS
In Progress TOTALS
Ready for Review TOTALS
9
0
Reviewed by Consortium TOTALS
0
26
Reviewed by State TOTALS
TOTAL Reviewed
Tier: 1) Program of Study TOTALS
Tier: 2) Career Field Introduction TOTALS
Tier: 3) Career Field Academic Beginning TOTALS
11
11
11
6
0
27
Perkins IV Local Improvement Report
Consortium Name: Saint Paul
A. Complete for
REPORT & PLAN
Indicator Not Met:
1S2 Math
Negotiated Performance:
32.82%
Actual Performance:
23.06%
General strategies planned to improve performance:
Saint Paul Schools CTE students have increased performance from the previous year by 6.64%. Since the below strategies have yielded positive results we look forward to
continuing our momentum by focusing our efforts on:
Strengthening Curriculum and Instruction PreK-12 through a Partnership with the Leadership and Learning Center
The Leadership and Learning Center (LLC) partnership is the core element of the district’s reform plan. The LLC will assist the district in reformation of the following
fundamental practices across the preK-12 spectrum: multi-tiered systems of support, implementing strong utilization of Priority Standards, creation and use of engaging
classroom assessments, and an emphasis on nonfiction writing across the content areas.
Improving Reading and Mathematics Instruction in Secondary Schools
The work with the LLC to focus on Priority Standards across the content areas has laid the foundation for a more strategic approach to instruction in the Saint Paul Public
Schools. Emphasizing the most important standards in the content areas and ensuring mastery of these standards by students will promote skills across all secondary schools
and will lead to improvements across the district. Priority (power) standards which reflect the importance of "leverage" (MCA requirements) will also help infuse and
reinforce reading, writing and Math mathematical skills across subject areas. Being able to concentrate on depth of instruction, ensuring higher order thinking and sharing
comment formative assessments with colleagues incorporate many of the research-documented effective strategies of schools which have beaten the odds.
To support students who have struggled with reading, writing and mathematics, the secondary schools in Saint Paul have applied a multilayered approach. Pyramids of
Intervention for Literacy and Mathematics have created curriculum based support for striving Students with significantly behind grade level proficiency are able to receive
double doses of alternative instruction to accelerate their progress. Differentiation within the classroom based on common formative assessments (see above) are being
introduced. Across district and within building PLCs are structured to provide collegial conversations about what's working with groups of students and foster professional
development. Implementation of the AVID Program at the secondary level is an additional method to support students attempting more rigorous classes. In some schools,
community tutors work one on one with seniors preparing to retake GRAD assessments.
Saint Paul Public Schools also provides:
 Pacific Education Group Beyond Diversity Racial Equity Training for all staff
 5 Easy Steps to Math integration in all Secondary Schools
 Extended Day and Saturday enrichment courses
 Common Core Literacy Standards and Math MCA concepts embedded in CTE courses
 School Based Data Teams, Equity Teams and School Comprehensive Improvement Plans
 Instructional Coaching provided to all Instructors by reading specialist in all secondary schools
Comments or context for actual performance (optional): Our urban population is highly mobile and many are English Language Learners and students of color.
Currently 69.5% of district12th graders graduating in 2012 are on track to graduate which means they have passed all GRAD tests or have been exempt for ELL or Special
Education. 52.5% of all 11th graders are on track which means they have passed both Writing and Reading GRAD tests but still need to take the GRAD Math in 2012. We
believe that many of these students on track for graduation are also in the CTE population so we assume that our CTE students are on track, have passed their tests and can
graduate on time. In addition, students that have not passed GRAD, must take remediation GRAD classes during the school day. This in turn, does not allow them room in
their schedules to take electives such as CTE and severely impacts the CTE Concentrator Data.
28
Perkins IV Local Improvement Plan
Sub-populations or
groups where gap exists
(could be by demographic
characteristic, school, program,
other)
Black, nonHispanic
9.17%
concentrators
passed (22
students)
White, nonHispanic
34.56%
concentrators
passed (47
students)
8.85%
concentrators
passed (17
students)
Action steps to improve the performance
B. Complete for
IMPROVEMENT PLAN ONLY
Describe any contextual factors that might contribute to this gap.
Disabilities
Identify the strategies/activities that will be taken to achieve the specified goal
and improve the quality of CTE programs and core indicator performance
Review data reporting process to ensure the CTE concentrators are being
reported correctly
This Assessment is given in the 11th grade to CTE concentrators; however students are able
to re-take the assessment until they pass in 12th grade. This is a non high stakes assessment
as students do not need to pass it to graduate.
CTE is encouraged at the 11th and 12th grade levels. This one time 11th grade assessment
does not capture the actual performance of the majority of the CTE concentrator students.
Person(s) Responsible
How will progress be
Identify the person(s) who
documented?
will oversee implementation
Resources Needed
MDE Data/Mars
Reporting Person/
Accountability
Department
Timeline
Ongoing
CTE Staff Development activities in Math and Common Core Reading in CTE
Perkins and District
funds
Summer 2011
Common Assessments and Engaging Classroom Assessments
District Funds
Ongoing
of strategies and who
determines or communicates
significant dates or
achievement points
throughout the year
Kathy Kittel, in
conjunction with:
Darlene Fry, Mark
Moody, Evelyn Belton
Kocher
Kathy Kittel in
conjunction with
Darlene Fry and
Michelle Bierman
Kathy Kittel, in
conjunction with
Michelle Bierman and
Darlene Fry
Identify how the strategies or
activities will be evaluated to
measure progress. These
measures should be observable
or quantifiable.
All submissions reviewed
30% of CTE teachers receive
training in proven methods to
increase MCA Reading
Each CTE course has 3
Engaging Classroom
Assessment
Describe stakeholders involved, process and sources of data used to determine strategies/action steps listed above:
CTE Department and Teachers, Accountability Department, Professional Development and Curriculum Departments, Parents, Students and Advisory Committees.
Included in this Plan are references from Saint Paul Public Schools District-level Improvement Plan.
29
Perkins IV Local Improvement Report
Consortium Name: Saint Paul
Indicator Not Met: 6S1
Negotiated Performance:
51.26%
Actual Performance:
25.05%
Complete for
REPORT & PLAN
General strategies planned to improve performance:
Saint Paul Public Schools CTE Department has implemented a Career Pathways Academy, Junior High PLTW Gateway Camps, STEM Pipeline event for Junior
High Students as well as added a CTE Ag Ed program at Humboldt, Highland and Gordon Parks, in efforts to increase the number of Non-Traditional participation
and completion rates. Also added is a Business Medical Terminology course as well as some advanced computer applications courses, which offer more
opportunities to increase male participation and completion in the business classrooms.
CTE teachers in Saint Paul analyze the Perkins data by using the 5 Step Method to program improvement as part of their PLC and Professional Development days.
Saint Paul School District has established a Racial Equity district-wide Plan which addresses systemic transformation of institutional policies, practices and systems
in order to eliminate racial disparities and racial predictability.
Racial Equity Goals:
 Systemic transformation of institutional policies, practices, and systems.
 Continue development of the district’s equity plan.
 Leadership and equity teams in schools examining the school policy practices and systems that transform school culture and reduce racial disparities.
 Understanding and practicing the Four Agreements, the Six Conditions, the Compass and the Five aspects of Critical Race Theory.
Comments or context for actual performance (optional):
We are confident that we are increasing our numbers of non-traditional however our data does not reflect the actual participation. In analyzing the Table C and our
data, we have determined Keyboarding 1 is not being counted as non-traditional on the Table C of the FY10 Perkins Data. This course usually is comprised of 50%
male students. This has drastically decreased our nontraditional participation and completion rates as this was the first course taken in the Business Pathway and
often a pre requisite to advanced courses.
Due to district-wide budget cuts, our Business programs are only available at 2 secondary schools. In addition to our one district-wide Career Pathways Academy
Certified Nursing Assistant program, this is our only program where we are able to serve males as non-traditional.
Coupled with the limited availability of CTE elective courses designated as Male non-traditional, is the issue of the number of curricular required courses at the
State and district level and remedial courses that are edging out opportunities for students to concentrate in a CTE area.
30
Perkins IV Local Improvement Plan
Sub-populations or
groups where gap exists
(could be by demographic
characteristic, school, program,
other)
Male
Female
142 males
participated
in
nontradition
al out of
3,464 at
4.10%
1,036
females out
of 1,239
participated
at 83.62%
Describe any contextual factors that might contribute to this gap.
SPPS has embarked on additional initiatives to increase the number of female in
nontraditional courses of study including the STEM Pipeline project, Career Pathways
Academy and the Ag Ed program at Humboldt, Gordon Parks and Highland High
Schools, all geared at increasing the numbers of females in nontraditional careers. Our
focus on females in non-traditional have resulted in tremendous growth to over 83%.
We would like assistance from the State in helping us code courses and methods to
increase male participation and completion in non-traditional.
Person(s) Responsible
How will progress be
Complete for
IMPROVEMENT PLAN ONLY
Action steps to improve the performance
Identify the strategies/activities that will be taken to achieve the specified goal
and improve the quality of CTE programs and core indicator performance
Resources Needed
Use District Staff Development Days to analyze the Perkins Data and use
the 5 Step Method to implement change in instruction.
Timeline
Spring 2012
and 2013
Teachers meet regularly with like content teachers in building and district
Professional Learning Communities.
On going
MDE and SPPS review the data retrieval system to determine accurate
data is being collected.
Participation in the STEM Pipeline Project
Identify the person(s) who
will oversee implementation
of strategies and who
determines or communicates
significant dates or
achievement points
throughout the year
Kathy Kittel, in
conjunction with:
Darlene Fry,
Kathy Kittel, in
conjunction with:
Darlene Fry
MDE support
Summer 2012
Kathy Kittel, in
conjunction with:
Darlene Fry, Mark
Moody, Evelyn Belton
Kocher and MDE
Grant
May 2011
Saint Paul Consortium
documented?
Identify how the strategies or
activities will be evaluated to
measure progress. These
measures should be observable
or quantifiable.
All submissions reviewed
50% of CTE teachers
receive training in proven
methods to attract NonTraditional enrollment as
well as receive the Cultural
Proficiency training
All submissions reviewed
Successful STEM Pipeline
Event
Describe stakeholders involved, process and sources of data used to determine strategies/action steps listed above:
CTE Department and Teachers, Accountability Department, Professional Development and Curriculum Departments, Parents, Students and Advisory Committees.
Included in this Plan are references from Saint Paul Public Schools District-level Improvement Plan
31
Perkins IV Local Improvement Report
Consortium Name: Saint Paul
Indicator Not Met:
6S2 Non Trad
Comp
Negotiated Performance:
38%
Actual Performance:
9.97%
Complete for
REPORT & PLAN
General strategies planned to improve performance:
Saint Paul Public Schools CTE Department has implemented a Career Pathways Academy, Junior High PLTW Gateway Camps, STEM Pipeline event for Junior
High Students as well as added a CTE Ag Ed program at Humboldt, Highland and Gordon Parks, in efforts to increase the number of Non-Traditional participation
and completion rates. This year we also added a Business Medical Terminology course as well as some advanced computer applications courses, which offer more
opportunities to increase male participation and completion in the business classrooms.
CTE teachers in Saint Paul analyze the Perkins data and use the 5 Step Method to program improvement as part of their PLC and Professional Development days.
Saint Paul School District has established a Racial Equity district-wide Plan which addresses systemic transformation of institutional policies, practices and systems
in order to eliminate racial disparities and racial predictability.
Racial Equity Goals:
 Systemic transformation of institutional policies, practices, and systems.
 Continue development of the district’s equity plan
 Leadership and equity teams in schools examining the school policy practices and systems that transform school culture and reduce racial disparities
Understanding and practicing the Four Agreements, the Six Conditions, the Compass and the Five aspects of Critical Race Theory.
Comments or context for actual performance (optional):
We are confident that we are increasing our numbers of non-traditional however our data does not reflect the actual participation. In analyzing the Table C and our
data we have determined Keyboarding 1 is not being counted as non-traditional on the Table C of the FY10 Perkins Data. This course usually is comprised of 50%
male students. This has drastically decreased our nontraditional participation and completion rates as this was the first course taken in the Business Pathway and
often a pre requisite to advanced courses.
Due to district-wide budget cuts, our Business programs are only available at 2 secondary schools. In addition to our one district-wide Career Pathways Academy
Certified Nursing Assistant program, this is our only program where we are able to serve males as non-traditional.
Coupled with the limited availability of CTE elective courses designated as Male non-traditional is the issue of the number of curricular required courses at the State
and district level and remedial courses that are edging out opportunities for students to concentrate in a CTE area.
32
Perkins IV Local Improvement Plan
Male
Complete for IMPROVEMENT PLAN ONLY
Sub-populations or
groups where gap exists
(could be by demographic
characteristic, school, program,
other)
Female
Data reflects 0
out of 612
males
Data reflect
completing non- 70 out of 90
traditional. I
completed.
question the
accuracy of this.
SPPS has embarked on additional initiatives to increase the number of female in
nontraditional courses of study including the STEM Pipeline project, Career Pathways
Academy and the Ag Ed program at Humboldt, Gordon Parks and Highland High
Schools, all geared at increasing the numbers of females in nontraditional careers.
We cannot account for 0 males completing in nontraditional. We would like assistance
from the State in determining the reason for none of our male students being reflected
in the data collection in programs such as Certified Nursing Assistant or Keyboarding.
Person(s) Responsible
Action steps to improve the performance
Identify the strategies/activities that will be taken to achieve the specified goal
and improve the quality of CTE programs and core indicator performance
Resources Needed
Use District Staff Development Days to analyze the Perkins Data and use
the 5 Step Method to implement change in instruction.
Timeline
Spring 2012
and 2013
Teachers meet regularly with like content teachers in building and district
Professional Learning Communities.
On going
MDE and SPPS review the data retrieval system to determine accurate data
is being collected.
Participation in the STEM Pipeline Project
Identify the person(s) who
will oversee implementation
of strategies and who
determines or communicates
significant dates or
achievement points
throughout the year
Kathy Kittel, in
conjunction with
Darlene Fry
How will progress be
documented?
Identify how the strategies or
activities will be evaluated to
measure progress. These
measures should be observable
or quantifiable.
All submissions reviewed
50% of CTE teachers receive
training in proven methods
Kathy Kittel, in
to attract Non-Traditional
conjunction with Darlene
enrollment as well as receive
Fry
the Cultural Proficiency
training
MDE support
Summer 2012
Kathy Kittel, in
conjunction with:
Darlene Fry, Mark
Moody, Evelyn Belton
Kocher and MDE
Grant
May 2012
Saint Paul Consortium
All submissions reviewed
Successful STEM Pipeline
Event
Describe stakeholders involved, process and sources of data used to determine strategies/action steps listed above:
CTE Department and Teachers, Accountability Department, Professional Development and Curriculum Departments, Parents, Students and Advisory Committees.
Included in this Plan are references from Saint Paul Public Schools District-level Improvement Plan
33
Complete for
REPORT & PLAN
Perkins IV Local Improvement Report
Consortium Name: Saint Paul
Indicator Not Met: 2P1
Negotiated Performance:
45.45%
Actual Performance:
42.71%
General strategies planned to improve performance:
Student Success Coordinators and a Tutoring Coordinator from Student Support Services are implementing a new student retention plan along with an
Early Alert System to work closely with students to ensure greater completion of degree programs.
Perkins IV Local Improvement Report
Consortium Name: Saint Paul
Indicator Not Met:
5P1
Negotiated Performance:
19.08%
Actual Performance:
17.88%
General strategies planned to improve performance:
The College is implementing a new CPA program to encourage young men to participate in health care programs. In addition, new efforts are being made to
encourage more women to participate in electrician programs through new marketing strategies.
34
STATEMENT OF ASSURANCES
&
CERTIFICATIONS
1. The eligible sub-recipient shall make this application and Personnel Activity Reports (PAR) available
for review and comment by all appropriate parties as outlined in the Carl D. Perkins Career and
Technical Education Act of 2006.
2. None of the funds expended under this Act shall be used to purchase equipment (including computer
software) in any instance in which such acquisition results in a direct financial benefit to any
organization representing the interests of the purchasing entity or its employees or any affiliate of
such an organization.
3. Funds made available under this Act cannot be used: (1) to require any secondary school student to
choose or pursue a specific career path or major; or (2) to mandate that any individual participate in
a career and technical education program, including a career and technical education program that
requires the attainment of a federally funded skill level, standard, or certificate of mastery.
4. Federal career and technical education funds shall be used to supplement state and local funds for
career and technical education, and in no case to supplant (replace) such state or local funds.
5. The eligible sub-recipient shall comply with all requirements imposed by the grantor agency
concerning special legal requirements, program requirements, and other administrative requirements
including the completion of Personnel Activity Reports.
6. The eligible sub-recipient shall comply with all regulations, policies, guidelines, and requirements
included in the Education Division General Administrative Regulations (EDGAR) as they relate to
the application, acceptance and use of federal funds for this project.
7. The eligible sub-recipient shall comply with the Vocational Education Guidelines for eliminating
discrimination and denial of services on the basis of race, color, national origin, sex and handicap (45
CFR, Part 80) issued by the Bureau of Occupational and Adult Education, Department of Education
and the Office of Civil Rights, March 21, 1979.
8. The eligible sub-recipient shall comply with requirements of the provisions of the Uniform Relocation
Assistance and Real Property Acquisitions Act of 1970 (P.L. 91-646) which provides for fair and
equitable treatment of persons displaced as a result of federal land federally assisted programs.
9. The eligible sub-recipient shall comply with the minimum wage and maximum hour provisions of the
Federal Fair Labor Standards Act, as they apply to hospital and educational institution employees of
state and local governments.
10. The eligible sub-recipient shall establish safeguards to prohibit employees from using their positions
for a purpose that is, or gives the appearance of being, motivated by a desire for private gain for
themselves or others, particularly those with whom they have family, business, or other ties.
35
Carl D. Perkins Education Act - Basic Grant - Budget Summary 2012-2013
Consortium Name:
Secondary Fiscal Agent District Number and Type:
Consortium Secondary Basic Allocation:
Consortium Secondary Reserve Allocation:
Consortium Secondary Reallocation:
Line No.
UFARS Obj.
Code
01
02
03
04
110
140
141
143
05
06
144
145
07
08
09
146
154
155
10
11
12
13
14
15
16
17
161
162
164
165
168
170
172
185
18
19
20
199
21
22
23
24
25
26
214
218
220
230
235
240
27
250
28
251
29
30
31
32
252
270
280
299
33
303
34
304
35
36
37
38
316
320
329
330
210
Budget Item
Administration/Supervision
Licensed Classroom Teacher
Non-Licensed Classroom Personnel
Licensed Instructional Support Personnel
Non-Licensed Instructional Support
Personnel
Substitute Teacher Salaries
Substitute Non-Licensed
Classroom/Instructional Salaries
School Nurse
Licensed Nursing Services
Certified Paraprofessional and Personal
Care Assistant
Certified One-to-one Paraprofessional
Interpreter for the Deaf
School Counselor
Security Specialist
Non-Instructional Support
Physician (evaluation only)
Other Salary Payments
Salary Adjustments - Full Cafeteria
Plans/Cash in Lieu of Benefits
TOTAL 100 SERIES
FICA/Medicare
PERA (Public Employees Retirement
Association)
TRA (Teachers Retirement Association)
Health Insurance
Life Insurance
Dental Insurance
Long Term Disability Insurance
Tax Sheltered Annuities/Minnesota
Deferred Compensation Plan
Employer-Sponsored Health
Reimbursement Arrangements (HRA)
Other Post-Employment Benefits (Up to or
equal to the Annual Required Contribution
(ARC))
Workers Compensation
Unemployment Compensation
Other Employee Benefits
Federal Subawards and Subcontracts Amount up to $25,000
Federal Subawards and Subcontracts Amount over $25,000
Data Processing Services (Other
Educational Agencies)
Communication Services
Postage and Parcel Services
Utility Services
Saint Paul
0625-01
542,706.22
21,186.98
************** FIN 428 *************
Application Budget
- Required
(FIN 428, Crs 000)
Administration
Budget (May not
exceed 5% of
Basic Allocation)
159,000.00
98,700.00
-
2,300.00
-
-
Entered by
MDE
UFARS Object Codes must be used and the expenditures must be directly related to needs identified in your application.
******** FIN 475 ********
Application Budget
- Reserve
(FIN 475)
17,000.00
-
Administration
Budget (May not
exceed 5% of
Reserve
Allocation)
Reallocated Funds
(FIN 428, Crs 011)
Total Budget
Expenditures
through December
2012
-
-
176,000.00
98,700.00
-
-
-
-
2,300.00
-
-
-
-
-
-
-
59,688.00
13,738.00
1,600.00
-
-
7,000.00
-
328,026.00
24,025.00
7,000.00
536.00
17,000.00
1,301.00
-
-
352,026.00
25,862.00
-
566.00
26,398.00
40,270.13
-
509.00
2,809.12
-
1,460.00
366.64
-
423.34
-
-
1,075.00
27,858.00
43,869.23
-
-
30.00
-
-
-
-
30.00
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
1,150.00
CPA Teachers Mary 1.0, Jill .70, Renee .5
Kathy
-
59,688.00
6,738.00
1,600.00
1,150.00
Budget Narrative: Description of expenditure for each line item
-
Stacey POS/CPA
Dina
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
350 Repairs and Maintenance Services
Transportation Contracts With Private or
Public Carriers (including federal up to
360 $25,000)
Transportation Contracts With Private or
364 Public Carriers federal funds over $25,000
Interdepartmental Transportation
365 (Allocation)
366 Travel, Conventions and Conferences
368 Out-Of-State Travel, Federal Reimbursed
369 Entry Fees/Student Travel Allowances
370 Operating Leases or Rentals
401 Supplies and Materials - Non Instructional
Supplies and Materials - Non430 Individualized Instructional
Supplies and Materials - Individualized
433 Instruction
440 Fuels
460 Textbooks and Workbooks
461 Standardized Tests
470 Media Resources
490 Food
491 Commodities
495 Milk
Dues, Membership, Licenses and Certain
820 Fees
TOTAL NON-SALARY
530 Other Equipment Purchased
531 Depreciation Expense
535 Capital Leases
555 Technology Equipment
590 Other Capital Expenditures
Federal and Nonpublic Indirect Cost
895 (Chargeback)
TOTAL
Unbudgeted amount
-
-
-
-
-
-
-
-
-
-
-
-
-
4,050.00
6,000.00
-
-
-
-
-
4,050.00
6,000.00
-
-
7,355.78
-
-
-
-
7,355.78
-
36,400.00
-
-
-
-
36,400.00
-
2,000.00
600.00
-
-
-
-
-
2,000.00
600.00
-
-
4,700.00
-
-
4,700.00
-
-
-
34,000.00
187,544.91
-
3,854.12
-
3,127.64
-
423.34
-
-
34,000.00
194,950.01
-
-
515,570.91
16,281.19
27,135.31
20,127.64
636.00
1,059.34
-
16,917.19
563,893.20
-
-
-
-
-
An Expenditure Detail report showing expenditures by UFARS must accompany the final Budget Summary and should match the expenditures listed above.
The final Budget Summary, Equipment Inventory, and Expenditure Detail Report must be submitted for final release of funds.
Carl D. Perkins Education Act - Basic Grant - Goal 1 Secondary Budget 2012-2013
Goal 1: Designing Programs of Study
Consortium Name:
Column total
Objective #
Item
CPA Teacher Salary New
1 Duties
Saint Paul
371,345.83
Amount
20,127.64
Reserve Amount
Reallocated
Amount
UFARS
Object Code
UFARS Object Description
Notes
Jill .7 (New Digital Electronics CPA
Course)
140
210
218
220
Licensed Classroom Teacher
140
210
220
218
Licensed Classroom Teacher
85000
6503
11348
7302
500
140
210
220
218
366
Licensed Classroom Teacher
1000
86
185
214
Other Salary Payments
59688
3573
5402
4012
250
30
75
165
210
220
218
366
250
School Counselor
Career Planning Software
Career Planning Material
Senior Survey
15000
1100
1150
820
430
303
Dues, Membership, Licenses and Certain Fees
3 Technical Skill Attainment
2000
461
Standardized Tests
CPA C N A Teacher new
1 Duties in Perkins Grant
CPA Business Teacher New to
1 Perkins Grant
CPA Recuitment and
Enrollment
CPA Counselor and POS
2 Coordinator
2 Pos Counselor Trainng
54000
4131
4639
6151
-
20000
1530
4202.05
1718
17,000.00
1,301.00
366.64
1,460.00
FICA/Medicare
TRA (Teachers Retirement Association)
Health Insurance
Renee .5
FICA/Medicare
Health Insurance
TRA (Teachers Retirement Association)
Mary 1.0 (new courses this year)
FICA/Medicare
Health Insurance
TRA (Teachers Retirement Association)
Travel, Conventions and Conferences
PERA (Public Employees Retirement Association)
FICA/Medicare
Health Insurance
TRA (Teachers Retirement Association)
Travel, Conventions and Conferences
Tax Sheltered Annuities/Minnesota Deferred Compensation Plan
Supplies and Materials - Non-Individualized Instructional
Federal Subawards and Subcontracts - Amount up to $25,000
Expenditures
through
December 31
500
4000
2500
820
368
366
Dues, Membership, Licenses and Certain Fees
800
2000
800
18000
7355.78
35000
360
368
366
820
401
430
Transportation Contracts With Private or Public Carriers (including federal up to $25,000)
Out-Of-State Travel, Federal Reimbursed
Travel, Conventions and Conferences
Rigorous and Relevant
4 Courses
Field Trips and Events
Ag, PLTW Teacher Training
In State Trainings
Software PLTW
Update Materials
Update Computers
Out-Of-State Travel, Federal Reimbursed
Travel, Conventions and Conferences
Dues, Membership, Licenses and Certain Fees
Supplies and Materials - Non Instructional
Supplies and Materials - Non-Individualized Instructional
#REF!
#REF!
Carl D. Perkins Education Act - Basic Grant - Goal 2 Secondary Budget 2012-2013
Goal 2: Effectively Utilize Employer, Community and Education Partnership
Consortium Name:
Saint Paul
Column total
Objective #
Item
5,112.00
Amount
Develop and Sustain
1 Community Partnership
Partnerships with other
2 Providers
Reserve Amount
Reallocated
Amount
UFARS
Object Code
UFARS Object Description
Notes
Budgeted in goal 1
185
145
210
218
490
360
820
Other Salary Payments
500
38
43
350
1500
500
1000
500
38
43
600
360
145
210
218
360
Transportation Contracts With Private or Public Carriers (including federal up to $25,000)
Substitute Teacher Salaries
FICA/Medicare
TRA (Teachers Retirement Association)
Food
Transportation Contracts With Private or Public Carriers (including federal up to $25,000)
Dues, Membership, Licenses and Certain Fees
Substitute Teacher Salaries
FICA/Medicare
TRA (Teachers Retirement Association)
Transportation Contracts With Private or Public Carriers (including federal up to $25,000)
Expenditures
through
December 31
Carl D. Perkins Education Act - Basic Grant - Goal 3 Secondary Budget 2012-2013
Goal 3: Improve Service to Special Populations
Consortium Name:
Saint Paul
Column total
Objective #
Item
Connections to initiatives to
provide access and success
1 for special pops
Strategies to overcome
2 barriers
3 SPC bugets
2,296.00
Amount
Reserve Amount
Reallocated
Amount
UFARS
Object Code
UFARS Object Description
Notes
400.00
400.00
31.00
34.00
360
145
210
218
Transportation Contracts With Private or Public Carriers (including federal up to $25,000)
400.00
500.00
38.00
43.00
150.00
300.00
360
145
210
218
490
430
Transportation Contracts With Private or Public Carriers (including federal up to $25,000)
Substitute Teacher Salaries
FICA/Medicare
TRA (Teachers Retirement Association)
Substitute Teacher Salaries
FICA/Medicare
TRA (Teachers Retirement Association)
Food
Supplies and Materials - Non-Individualized Instructional
Expenditures
through
December 31
Carl D. Perkins Education Act - Basic Grant - Goal 4 Secondary Budget 2012-2013
Goal 4: Provide a Continuum of Service Provision for Enabling Student Transitions
Consortium Name:
Saint Paul
Column total
Objective #
Item
Services to Enhance
1 Transitions
12,320.54
Amount
Reserve Amount
Reallocated
Amount
UFARS
Object Code
UFARS Object Description
6,738.00
515.00
480.00
3,424.54
170
210
214
220
Non-Instructional Support
600.00
46.00
52.00
185
210
218
Other Salary Payments
Continuum of service
4 provisions
400.00
31.00
34.00
145
210
218
Substitute Teacher Salaries
Dina
FICA/Medicare
PERA (Public Employees Retirement Association)
Health Insurance
Improve enrollment retention &
completion - no secondary
2 expenses
3 Flexibility in Scheduling
Notes
FICA/Medicare
TRA (Teachers Retirement Association)
FICA/Medicare
TRA (Teachers Retirement Association)
Expenditures
through
December 31
Carl D. Perkins Education Act - Basic Grant - Goal 5 Secondary Budget 2012-2013
Goal 5: Sustain the Consortium of Secondary and Postsecondary Institutions
Consortium Name:
Saint Paul
Column total
Objective #
Item
124,571.54
Amount
1 Promote consortium
2 Sustain the consortium
Reserve Amount
Reallocated
Amount
UFARS
Object Code
UFARS Object Description
Notes
Budgeted in Goal 1
Other Salary Payments
100.00
185
490
98,700.00
7,551.00
8,478.00
9,742.54
143
210
218
220
Licensed Instructional Support PersonneKathy
Food
FICA/Medicare
TRA (Teachers Retirement Association)
Health Insurance
1.0
Expenditures
through
December 31
Carl D. Perkins Education Act - Basic Grant - Secondary Administration Budget 2012-2013
Administrative Activities: Managing the resources, managing the data
Consortium Name:
Consortium name
Budget not to exceed:
27,135.31
Column Total:
27,135.31
Item
Indirect
Admin Support
Amount
FIN 428
16,281.19
7,000.00
536.00
509.00
2,809.12
1,059.34
1,059.34
Reserve Amount
UFARS
FIN 475
Object Code
UFARS Object Description
Notes
636.00
895
Federal and Nonpublic Indirect Cost (Chargeback)
Non-Instructional Support
423.34
170
210
214
220
Dina also in goal 4
FICA/Medicare
PERA (Public Employees Retirement Association)
Health Insurance
Expenditures
through
December 31
UFARS CODE
Rest.
Grid Code
Y
110
Y
140
Y
141
Y
143
Y
144
Y
145
Y
146
Y
154
Y
155
Y
161
Y
162
Y
164
Y
165
Y
168
Y
170
Y
172
Y
185
Y
199
Y
210
Y
214
Y
218
Y
220
Y
230
Y
235
Y
240
Y
250
Y
251
Y
252
Y
270
Y
280
Y
299
Y
303
Y
304
Y
316
Y
320
Y
329
Y
330
Y
350
Y
360
Y
364
Y
365
Y
366
Y
368
Y
369
Y
370
Y
401
Y
430
Y
433
Y
440
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
460
461
470
490
491
495
530
531
535
555
590
820
895
ES - OBJECT DIMENSION
Title
Administration/Supervision
Licensed Classroom Teacher
Non-Licensed Classroom Personnel
Licensed Instructional Support Personnel
Non-Licensed Instructional Support Personnel
Substitute Teacher Salaries
Substitute Non-Licensed Classroom/Instructional Salaries
School Nurse
Licensed Nursing Services
Certified Paraprofessional and Personal Care Assistant
Certified One-to-one Paraprofessional
Interpreter for the Deaf
School Counselor
Security Specialist
Non-Instructional Support
Physician (evaluation only)
Other Salary Payments
Salary Adjustments - Full Cafeteria Plans/Cash in Lieu of Benefits
FICA/Medicare
PERA (Public Employees Retirement Association)
TRA (Teachers Retirement Association)
Health Insurance
Life Insurance
Dental Insurance
Long Term Disability Insurance
Tax Sheltered Annuities/Minnesota Deferred Compensation Plan
Employer-Sponsored Health Reimbursement Arrangements (HRA)
Other Post-Employment Benefits (Up to or equal to the Annual Required Contribution (ARC))
Workers Compensation
Unemployment Compensation
Other Employee Benefits
Federal Subawards and Subcontracts - Amount up to $25,000
Federal Subawards and Subcontracts - Amount over $25,000
Data Processing Services (Other Educational Agencies)
Communication Services
Postage and Parcel Services
Utility Services
Repairs and Maintenance Services
Transportation Contracts With Private or Public Carriers (including federal up to $25,000)
Transportation Contracts With Private or Public Carriers federal funds over $25,000
Interdepartmental Transportation (Allocation)
Travel, Conventions and Conferences
Out-Of-State Travel, Federal Reimbursed
Entry Fees/Student Travel Allowances
Operating Leases or Rentals
Supplies and Materials - Non Instructional
Supplies and Materials - Non-Individualized Instructional
Supplies and Materials - Individualized Instruction
Fuels
Textbooks and Workbooks
Standardized Tests
Media Resources
Food
Commodities
Milk
Other Equipment Purchased
Depreciation Expense
Capital Leases
Technology Equipment
Other Capital Expenditures
Dues, Membership, Licenses and Certain Fees
Federal and Nonpublic Indirect Cost (Chargeback)
INSTRUCTIONS: Please complete the salmon colored cells of this budget summary for Perkins funds used in postsecondary
programs within your consortium as outlined in the FY13 application.
POSTSECONDARY BUDGET
FY13 (July 1, 2012 - June 30, 2013)*
Summary of Funds Designated for Specific Uses
*The Grantee shall not expend more than 15% of the grant dollars between July 1 & September 30 of the budget year. The Federal fiscal year does not begin until October 1 of any given year.
Enter Consortium Name: Saint Paul Consortium
Federal/State Uses of Funds
Goal
1
2
3
4
5
Refer ro the listing of required and permissible local uses of funds
Programs of Study
Employer, Community and education partnerships
Service to Special Populations
Continuum of Service Provision (Brokering)
Sustaining Consortium
Subtotals for each column
Administration not to exceed 5% (fiscal and data services)
Total Perkins Postsecondary budget
Required
Activities (GL
384131)
69,846.00
13,644
169,670
167,365
60,932
Additional information Requested:
1. Coordination time for Perkins Grant (included in Goals 1-5 above)
Total percentage of time for Coodinators of Perkins (this includes coodinator
salary, benefits, and oversight of contracted staff and planned expenditures)
2. Perkins Grant Collaboration with WorkForce Centers for FY13
A. Total Perkins funds (in dollars) used in collaboration with WorkForce Centers
$481,457
26,301
$507,758
Projected Budget FY13
Permissible
Activities Reserve (GL Reallocation
(GL 384131)
384132)
(GL 384135)
0
15,000
0
5,000
0
5,000
47,590
3,000
0
1,000
Total
Budget
84,846.00
18,644
174,670
217,955
61,932
$47,590
$29,000
$558,047
$47,590
$29,000
$558,047
% of Total Time
Coordinator Budget
50%
B. Estimated expenditures/in-kind contributions used in collaboration with WorkForce Centers
Perkins budget spent in collaboration with WorkForce Centers for FY13 (Total of A + B)
$60,932
$25,000
$25,000
$50,000
INSTRUCTIONS: Please complete the light green colored cells of this budget summary for Perkins funds used in secondary
programs within your consortium as outlined in the FY12 application.
SECONDARY BUDGET
FY13 (July 1, 2012 - June 30, 2013)*
Summary of Funds Designated for Specific Uses
*The Grantee shall not expend more than 15% of the grant dollars between July 1 & September 30 of the budget year. The Federal fiscal year does not begin until October 1 of any given year.
Enter Consortium Name:
Projected Budget FY13
Required Permissible
Reallocation
Refer ro the listing of required and permissible local uses of Activities Activities
Reserve
funds
(FIN428)
(FIN428)
(FIN475)
Total Budget
Programs of Study
371,271.03
20,127.64
391398.67
Employer, Community and education partnerships
5,112
5112
Service to Special Populations
2,296
2296
Continuum of Service Provision (Brokering)
12,320.54
12320.54
Sustaining Consortium
124,571.54
124571.54
Subtotals for each column
$515,571
$0
$20,128
$535,699
Administration not to exceed 5% (fiscal and data services) 27,135.31
1,059.34
28,194.65
Total Perkins Postsecondary budget
$542,706
$0
$21,187
$563,893
Federal/State Uses of Funds
Goal
1
2
3
4
5
Additional information Requested:
% of Total Time
Total percentage of time for Coodinators of Perkins (this includes
100%
2. Perkins Grant Collaboration with WorkForce Centers for FY13
A. Total Perkins funds (in dollars) used in collaboration with WorkForce Centers
B. Estimated expenditures/in-kind contributions used in collaboration with WorkForce Centers
Perkins budget spent in collaboration with WorkForce Centers for FY13 (Total of A + B)
1. Coordination time for Perkins Grant (included in Goals 1-5 above)
Coordinator Budget
$2,600
$2,600
INSTRUCTIONS: Please complete the yellow sections of this Consortium budget summary. Figures from the Postsecondary and Secondary budget summaries will be prefilled with data entered on the other two
pages (tabs) of this worksheet.
Budget for Each
Broad Goal
Description
(Include information on salary, staff development, supplies and other relevant
expenditures – How was the expenditure calculated?)
SECONDARY: Obj.1: All salaries based on projected salaries. Current CPA
instructor salaries and benefits .7 position ($68,921). Additional Business
Programs of Study
Instructor 1.0 ($110,653). C N A Instructor salary and benefits ($27,450.05 basic
and $20,127.64 reserve). CPA Recruitment other salary and benefit ($1,086).
SECONDARY Obj.1: Advisory Committee meetings and Field Trips ($2,931).
Employer,
POST
Community and Obj.2: Career Fair expenses including bus, subs ($2,181).
SECONDARY: Obj2: Salary plus benefits Recruiter .9 position ($15,644),
Education
Reserve ($5,000)
Partnerships
SECONDARY Obj.1: Special Population Feild trips and Career Fairs ($865).
Service to Special Obj.2: Career Skills Day recognition of Special Needs students including
transportation, materials, subs ($1,431). POST SECONDARY: Obj.1. Includes
Populations
salaries plus benefits: POY Director .6 position ($58,903) Obj.3. Includes
SECONDARY Obj.1: Instructional Support (also in Admin): Articuluation and
Continuum of
Senior Survey coordination and reporting.($11,157.54). Obj.2: No Cost. Obj.3:
Service Provision
Online course development PD ($698). Obj.4: Articulation meets outside SPC
(Brokering)
($465). POST SECONDARY: Obj.1. Includes salaries plus benefits: Transfer
SECONDARY Obj.1: Also in Goal 1, food for promotion of consortium ($100).
Obj.2: CTE Program Manager projected salary and benefits ($124,471.54).
Sustaining the
POST SECONDARY: Obj.1: Brochures, Marketing Reserve ($1,000), Obj.2:
Consortium
Includes salary plus benefits: .5 position ($60,932).
Total All Goals
List any other relevant information not specified above here:
Secondary
Budget
Secondary
Reserve
Postsecondary
Budget
Postsecondary
Reserve
Secondary
Reallocation
Postsecondary
Reallocation
Total Budget
$371,271
$20,128
$69,846
$15,000
$0
$0
$476,245
$5,112
$0
$13,644
$5,000
$0
$0
$23,756
$2,296
$0
$169,670
$5,000
$0
$0
$176,966
$12,321
$0
$214,955
$3,000
$0
$0
$230,276
$124,572
$0
$60,932
$1,000
$0
$0
$186,504
$515,571
$20,128
$529,047
$29,000
$0
$0
$1,093,746
St. Paul Consortium FY13
STATE-APPROVED PROGRAMS OF STUDY AND
SELECTED TECHNICAL SKILL ASSESSMENTS
SECONDARY AND POSTSECONDARY
By FY12, all consortia were to have at least seven (7) state-approved programs of study and, where
applicable*, were to identify and implement an appropriate state-approved technical skill assessment in the
associated pathway at the secondary and postsecondary levels. Please identify at least seven (7) programs
of study you wish to have the state consider for accountability purposes, the technical skill assessment
chosen at both secondary and post-secondary for the program of study, the school or college where the
assessment is given and the course in which the assessment is given.
*Refer to “MDE/MnSCU Position on Technical Skill Assessment Implementation 11/9/11 for further information. Found at http://www.cte.mnscu.edu/programs/mntsa.html
24
State-approved Program
of Study
1 Network Systems
In which CTE Program?
Information
Technology
At which High School?
College?
Harding at CPA
Which State-approved
Technical Skill Assessment is
administered?
Certiport
Certiport MTA
2 Therapeutic
Services
CPA Medical Careers
Harding at CPA
National C.N.A.
Certification Exam
NCLEX-PN
3 Early Childhood
Development
FACS
Harding
FCCLA
NOCTI Basic
4 Accounting
Business
Como
NOCTI
NOCTI Basic
5 Restaurant Food
Beverage
7 Construction
FACS
Harding
TBD
Construction Careers
CPA
TBD
8 Production
Manufacturing
Careers and
Communications
Johnson at CPA
PLTW
9 Administrative
Support
Business
Como at CPA
TBD
10 Web and Digital
Communications
Harding at CPA
TBD
In which course (use
course code) or at what
time in the program?
At completion of CPA
Computer Repair
course T535211
Networking
Fundamentals
At completion of CPA
Medical Careers
course C531511
At completion of
Practical Nursing
Program
At completion of
Child Care Assistant
F405201
At completion of
Practicum II
At Completion of
Honors Accounting
B432122
At completion of
Principles of
Accounting
At Completion of
Culinary 2 F402321
At Completion of
T534531
At Completion of
Computer Integrated
Manufacturing
T531711
At Completion of Intro
to Business and
Business
Communication
B538212
At Completion of
CPA Web Design
T537231
11 Diagnostic
Services
Medical Careers
Harding at CPA
NOCTI
NAACLS Exam
12 Business Finance
Business
Como
TBD
At Completion of
C531511
At Completion of
Medical Lab
Technician Program
At Completion of
Banking and Credit
B402301
25
Programs of Study Status Report
Please attach a current status report of the approved (or in progress) programs of study from the MnPOS
web site.
Reviewed by State TOTALS
TOTAL Reviewed
Tier: 1) Program of Study TOTALS
Tier: 2) Career Field Introduction TOTALS
Tier: 3) Career Field Academic Beginning TOTALS
2
2
2
1
0
Health Science Technology
In Progress TOTALS
Ready for Review TOTALS
Reviewed by Consortium TOTALS
Reviewed by State TOTALS
TOTAL Reviewed
Tier: 1) Program of Study TOTALS
Tier: 2) Career Field Introduction TOTALS
Tier: 3) Career Field Academic Beginning TOTALS
1
0
0
2
2
3
0
0
Human Services
In Progress TOTALS
Ready for Review TOTALS
Reviewed by Consortium TOTALS
Reviewed by State TOTALS
TOTAL Reviewed
Tier: 1) Program of Study TOTALS
Tier: 2) Career Field Introduction TOTALS
Tier: 3) Career Field Academic Beginning TOTALS
1
0
0
1
1
1
1
0
Consortium TOTALS
In Progress TOTALS
Ready for Review TOTALS
Reviewed by Consortium TOTALS
Reviewed by State TOTALS
TOTAL Reviewed
Tier: 1) Program of Study TOTALS
Tier: 2) Career Field Introduction TOTALS
Tier: 3) Career Field Academic Beginning TOTALS
9
0
0
11
11
11
6
0
Report TOTALS
In Progress TOTALS
Ready for Review TOTALS
9
0
Reviewed by Consortium TOTALS
0
26
Reviewed by State TOTALS
11
TOTAL Reviewed
11
Tier: 1) Program of Study TOTALS
11
Tier: 2) Career Field Introduction TOTALS
6
Tier: 3) Career Field Academic Beginning TOTALS
0
STATEMENT OF ASSURANCES
&
CERTIFICATIONS
1. The eligible sub-recipient shall make this application and Personnel Activity Reports (PAR)
available for review and comment by all appropriate parties as outlined in the Carl D. Perkins Career
and Technical Education Act of 2006.
2. None of the funds expended under this Act shall be used to purchase equipment (including
computer software) in any instance in which such acquisition results in a direct financial benefit to
any organization representing the interests of the purchasing entity or its employees or any affiliate of
such an organization.
3. Funds made available under this Act cannot be used: (1) to require any secondary school student
to choose or pursue a specific career path or major; or (2) to mandate that any individual participate
in a career and technical education program, including a career and technical education program that
requires the attainment of a federally funded skill level, standard, or certificate of mastery.
4. Federal career and technical education funds shall be used to supplement state and local funds
for career and technical education, and in no case to supplant (replace) such state or local funds.
5. The eligible sub-recipient shall comply with all requirements imposed by the grantor agency
concerning special legal requirements, program requirements, and other administrative requirements
including the completion of Personnel Activity Reports.
6. The eligible sub-recipient shall comply with all regulations, policies, guidelines, and
requirements included in the Education Division General Administrative Regulations (EDGAR) as
they relate to the application, acceptance and use of federal funds for this project.
7. The eligible sub-recipient shall comply with the Vocational Education Guidelines for eliminating
discrimination and denial of services on the basis of race, color, national origin, sex and handicap (45
CFR, Part 80) issued by the Bureau of Occupational and Adult Education, Department of Education
and the Office of Civil Rights, March 21, 1979.
8. The eligible sub-recipient shall comply with requirements of the provisions of the Uniform
Relocation Assistance and Real Property Acquisitions Act of 1970 (P.L. 91-646) which provides for fair
and equitable treatment of persons displaced as a result of federal land federally assisted programs.
9. The eligible sub-recipient shall comply with the minimum wage and maximum hour provisions of
the Federal Fair Labor Standards Act, as they apply to hospital and educational institution employees
of state and local governments.
10. The eligible sub-recipient shall establish safeguards to prohibit employees from using their
positions for a purpose that is, or gives the appearance of being, motivated by a desire for private
gain for themselves or others, particularly those with whom they have family, business, or other ties.
35
11. The eligible sub-recipient shall give the grantor agency or the Comptroller General through
any responsible authority access and the right to examine all records, books, papers, or
documents related to the awarding of these funds.
12. The consortium district and college administration assure that programs of study have been
designed according to the process and document requirements and will serve all populations of
learners.
1/we hereby certify that the information provided in this local application is true and correct to the best of
my/our knowledge, information, and belief, and that the required assurances are given. All approved
programs, services, and activities shall be conducted in accordance with state and federal laws, rules and
regulations; and in accordance with the Minnesota Department of Education and the Minnesota State
Colleges and Universities polices and program standards.
ALL STATEMENT OF ASSURANCES AND CERTIFICATIONS MUST BE
SIGNED:
Consortium Name: Saint Paul
College President Name: Rassoul Dastmozd
Date
College President E-mail:
[email protected] u
College President Phone Number:
651-846-1335
District Name: Saint Paul Public Schools
Superintendent Name: Valeria S. Silva
Superintendent Phone Number: 651-767-8152
District Number/Type: '625