Perkins IV Consortium Application FY13 (2012-2013) COVER SHEET St. Paul Consortium
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) 1 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. 2 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. 3 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. 4 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. 5 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. 6 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. 7 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. 8 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. 9 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 10 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. 11 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. 12 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 13 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. 14 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
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