Perkins IV Consortium Application FY12 (2011-2012) COVER SHEET NORTHEAST METRO Please complete the following: CARL PERKINS - Secondary Contact Person: Deanne DeGraff Address: 3300 Century Ave North CARL PERKINS - Postsecondary Contact Person: Mary Klein Address: 3300 Century Ave. North White Bear Lake, MN 55110 Phone: 651-415-4610 FAX: 651-415-5515 E-Mail: [email protected] White Bear Lake, MN 55110 Phone: 651-779-5790 FAX: 651-415-5779 E-Mail: [email protected] CARL PERKINS - Secondary Fiscal Agency: Northeast Metro 916 Business Manager: Kristine Carr Address: 2540 East County Road F CARL PERKINS - Postsecondary Fiscal Agency: Century College Business Manager: Patrick Opatz Address: 3300 Century Ave. North White Bear Lake, MN 55110 Phone: 651-415-5650 FAX:651-415-5510 E-Mail: [email protected] *District # 916 District Type_________ White Bear Lake, MN 55110 Phone: 651-773-3279FAX:______________ E-Mail: [email protected] (*for electronic payment purposes) District/Agency Name/College Name Secondary Type & Number Century College Centennial Columbia Heights Fridley #12 #13 #14 North Branch #138 St. Anthony #282 Mounds View #621 North Saint Paul #622 South Washington County #833 Stillwater # 834 Spring Lake Park #16 Roseville #623 White Bear Lake #624 Forest Lake #831 Mahtomedi #832 (*Use extra rows or sheets if necessary) Chisago #2144 Northeast Metro Career and Technical Center #916 Paladin Charter School Chisago #2144 Northeast Metro Career and Technical Center #916 Paladin Charter School Consortium Plan Summary Narrative 1. Describe how the career and technical education programs will be carried out with the funds received. [Sec.134 (b)(1)]There will be continued support of state approved programs with appropriately vocationally licensed teachers who are focused on the grant goals. The overall consortium goals and strategies in each major grant goal area will guide individual member district strategies. We have our leaders, a leadership team, and member organization representatives who oversee our programs. The Consortium Leadership Team provides oversight. 2. Describe how career and technical education activities supported by Perkins funds will assist the consortium in meeting State and local adjusted levels of performance. [Sec. 134 (b)(2)] Data indicators and state negotiated targets have been defined with those in need of attention identified and they will be the focus of consortium goals. More discussion, planning and action about the data may affect the results in a positive way. The goals direct consortium initiatives, as well as individual district activities considering the overall consortium data, and individual strengths and weaknesses of programs. 3. Describe how students participating in CTE, are provided programs of sufficient size, scope and quality that include academic and technical education components through a coherent sequence of courses with rigorous content aligned with challenging standards, and that CTE students are taught to the same challenging academic standards expected for all students. [Sec. 135 (b)(8)] The viability of programs with sufficient size and scope has been affected by school budgets and funding. A coherent sequence of courses is enhanced with the programs offered through the Career and Technical Center to its member districts. Quality is being guided by the Program of Study initiatives. Differentiation and accommodations in curriculum address student ability levels and academic standards. Rigorous standards are reinforced with the emphasis on the integrated academics. The Career and Technical Center (CTC) programs have two required advisory meetings per year—usually shared with the college. The consortium has a joint advisory committee that meets twice per year. All approved programs across the member district schools have representation. The committee agendas considers skills certification, standards, and assessments seeking the input of the business and industry members. Some district programs have own advisory committees. All Century CTE programs include an advisory committee which meets a minimum of twice a year. 4. Describe how students are provided with strong experience in, and understanding of, all aspects of the industry. [Sec.134 (b)(3)(C)] The activities of the consortium include all aspects of the industry (AAI)— works skills days, student organizations, fieldtrips, tours, Career Day, community service, and professional development. In addition, as students from both the secondary and post secondary participate in the programs of study, individual planning for the future includes career exploration. This may include utilizing the GPS life plan as an organizing tool for the students’ planning. Exploration also occurs in transition workshops provided at the secondary level. 5. Describe how comprehensive professional development for appropriate personnel promotes integration of standards as described in Item 3, above. [Sec.135 (c)(8)] The professional development activities are planned around the primary goals of the Perkins grant; POS, integration of academics, transition to post secondary or work. There are connections drawn between the activities with reinforcement of the major concepts at all of them. Participants are asked to reflect and engage in the new learning. The emphasis on academic standards has moved to the forefront with the new enhanced focus on the data indicators related to 1S1 and 1S2. The TSA focus enhances the programs of study and helps to validate the integration of standards in the CTE curriculum. Continuous program improvement is supported through the staff development supported activities. 6. Describe efforts to improve the recruitment and retention of technical teachers, faculty, counselors (including individuals in groups underrepresented in the teaching profession) and the transition to teaching from business and industry. [Sec.135 (b)(5)(A-D)] The CTC continues with a district sponsored mentor program that works closely with the CTE teachers for three years. There are also curriculum and staff development specialists who are brought in on a as needed basis to assist teachers with instructional planning and strategies. In addition, professional learning communities (PLC’s) are ongoing to assist with instructional strategies and identification of student learning. The college also has a new faculty institute to help acclimate, and ultimately retain, new faculty. Mentor relationships are set up matching new hires to UFT representatives or department chairs. Recruitment of underrepresented into the teaching profession remains a challenge for both entities. At the college increased efforts are in place to communicate vacant positions to underrepresented populations. Diversity appreciation is part of the orientation for the search committees, and Century has added a welcoming communication on its webpage to encourage diversity of applicants to open positions 7. Describe the data analysis and process that will be used to evaluate student performance and continuously improve programs. List technical skill assessments you have chosen to use for each state-approved program of study for which assessments have been identified. [Sec.134 (b)(7)] The consortium leadership continues to analyze math test data—MCA results, Accuplacer, and math content in CTE programs. A self developed math assessment related to the grad test and Accuplacer is used at the CTC pre and post test to help to validate the math supported in the CTC programs. An online math programs and math lessons is used as a part of an accepted math intervention. The math coach will reach out to the college programs and member district CTE teachers next year. The math initiatives have been secondary/postsecondary collaborative efforts. The TSAs used in FY11 were: AYES-Automotive Technology; NOCTI-Law Enforcement, Medical Careers and Computer and Support Specialist, Accounting (consortium school and Century College). The math coach has spear headed the implementation of the TSA program. We continue to work with our members for better comprehension of the grant indicators. Data analysis takes place with the leadership, at member meetings, and through summer institutes. 8. Describe how evaluation of the POS process affects the planning outcomes. [Sec. 135 (b)(1)] As a result of our POS process, we have a POS coordinator in each member district responsible to build a POS for each pathway from their district courses. The coordinators received training and will continue to update and maintain POS information. This year we will begin to develop our consortium implementation plan for adoption of the POS process. The counselors and career specialists are critical stakeholders in implementing the use of POS among students and parents. The POS development process has led to ongoing communications among postsecondary and secondary staff. It has also led to the expansion of the roles of our advisory committees. Goal 1: Designing & Implementing Programs of Study: Goals, Objectives and Strategies Topics Required for Inclusion 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)] Professional development needs of teachers and faculty in POS as well as other programs [Sec. 134 (b) (4)] Addressing the needs of adult learners through adult basic education and/or noncredit training in Adult Career Pathways [State Plan; Sec. 135 (c)] ACTUAL EXPENDITURES: Secondary $126,745.21, Secondary Reserve $37,819.08 Postsecondary $177,431.12, Postsecondary Reserve $39,777 Opportunities for early college credit [Sec. 135. (c) (10)] Improvement of academic and technical skills of CTE learners [Sec. 134 (b) (3) 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)] All Aspects of the Industry included in all POS [Sec. 134 (b) (3 C.)] Goal 1 Narrative: Through collaboration between secondary and postsecondary the NE Metro Consortium will formally implement the use of POS to provide students information and direction to make sound career and college decisions to attain own career pathways goals. This will include the presentation of adult career pathways. Technical skills attainment will grow with the 2011-12 plan. Research of Best Practices and support for curriculum and professional development will be used to address these goals. Objective(s) 1-1 Every CTE program in the Career and Technical Center (CTC) and member districts has a POS that has been developed, is on the MNPOS website, and aligns with a college POS. Every Career and Technical program in the college has a POS. Strategies 1-1-1 One individual from the CTC and each member district serves as its POS coordinator. 1-1-2 Provide a coordinator of the Consortium POS system. 1-1-3 Support curriculum development for POS that address Perkins indicators and goals for Outcomes and Measures (FY12) 1-1-1 Five of 16 POS coordinators complete a POS for all pathways. All member districts have completed a POS for every pathways for which they have a CTE respective course. 1-1-2 All CTC programs are included in member district POS’s on the MNPOS website Programs of study have been completed in member schools in 100% of situations where applicable CTE courses exist. 1-1-3 18 participants are supported by the consortium to attend these national events. Projected Budget by Objective Secondary $155,811.62 Actual Secondary Goal 1 $126,745.21 Secondary Reserve: $39,606.00 Secondary Reserve $37,819.02 integration of academics and CTE through professional development opportunities (NTPN, Careers Conference, SREB, ACTE, state organizational meetings/conferences). Secondary staff participated in the following national conferences: 19 SREB High Schools That Work 2 NCPN National Career Pathways Network 2 Wisconsin Careers Conference 8 ACTE Members of the secondary/postsecondary Perkins Leadership Team attended the Perkins webinars as a group in September and October. The joint attendance, with several new members, provided an opportunity to clarify concepts. Klein, Castillo, Gross, Rystrom, DeGraff, and Sowles attended the state CTE leadership meeting in November. Klein, Ruhland, and McBride Bibby attended the Technical Skills Assessment meeting in St. Cloud in February. A post-secondary team of Klein, McBride-Bibby, and Castillo attended the National Career Cluster Institute in June in Washington DC. 1-1-4 Formalize the process of updating and publishing the POS for Century programs. 1-1-4 The process of collecting and keeping current the POS at the college level will be documented. Perkins was represented with two members of Century’s Program Information Group (PIG Committee). This group re-designed the program guides for each program so each one has a consistent look and content. A Model Course Sequence for every award as been created. The course offerings catalog is being developed and will be published in fall 2013. 1-1-5 POS include the appropriate articulation agreements through the highest possible educational level in the field. 1-1-5 All programs will include the POS within the student success plans. The Model Course Sequences were published on Century’s website in June 2012. A link to the documents in placed on each program’s website. 1-1-6 Integrate the college POS within the coursework and student success plans of each program. 1-1-6 MnSCU website reflects current, relevant, articulation agreements. The agreements are on the MnSCU websites and are Post Secondary Reserve $39,777 Post Secondary Reserve $39777 Post Secondary $142,680 Post Secondary $142,680 Lehet present at NCPN on math being extensively used in ITT 1020, MKT Principles, OFFT- CAPL, VCT, and ENGR 1020. 1-1-7 Math presentation submitted for presentation at NCPN. 1-1-7 Presentation at NCPN. The Consortium math coach and collaboration coordinator presented at the NCPN Conference on the identification and integration of math competencies in CTE programs. 1-1-8 Involve business in the development and maintenance of POS through advisory committee. 1-1-8 A minimum of one meeting per career field area is held. Each program at the Career and Technical Center has 2 advisory meetings per year. Several of the programs in member districts have individual advisory committees that meet at least 2 times per year. The Consortium has a joint advisory committee that meets 2 times per year. Over 150 people attended joint advisory meetings. POS are an agenda item at each advisory meeting. Century utilizes its advisory committees to ensure alignment with employers’ needs for competent, high-performing employees who enter the workforce with both technical expertise and fundamental jobsuccess knowledge. The advisory committees are active and engaged. Many of the programs consult the advisory committee members outside of meetings as well. 1-1-9 Utilize the business and industry review of POS to identify gaps in offerings at the course or program level. Inclusion of all aspects of the industry is essential. 1-1-9 New courses and/or programs are developed as identified. A new PLTW program with a STEM focus was established in White Bear Lake. The Perkins Consortium supported the effort with grants and advisory capacity. Century’s program advisory committees review the POS’s and make recommendations for curriculum updates annually. Based on worker need information, Century designed an HIT Program, but it was denied. Century worked to unite the Law Enforcement Community in Minnesota, creating a panel of experts to take part in the DACUM process. Century hosted a successful DACUM, which reviewed and updated the core competencies by completing a comprehensive Task Analysis for Law Enforcement. The Law Enforcement Program at Century is working with Peggy Strand and Neil Melton (POST Board) and Mylan Masson (Hennepin Tech Skills) to plan and execute a three phase process: o Phase I: Complete a comprehensive Task Analysis for Law Enforcement. (Completed in FY12) o Phase 2: Review and revise learning objectives that can be measured through skill attainment and have statewide applicability .(Planned for FY13.) o Phase 3: Develop rubrics to help with the measureable part of the objectives and also create opportunities for curriculum development and instructor training. A committee was formed to re-design Century’s Public Safety Program. The results of the work will be submitted to the Academic Affairs and Standards Committee in Fall 2012. Digital photography has become increasingly complex in regards to equipment and post processing. Century’s VCT department compiled a panel of experts and hosted a DACUM, in partnership with Hennepin Tech, and completed a comprehensive Task Analysis for a Digital Technologist. The AST and Welding instructor collaborated to develop a revised version of the course: Introduction to Oxyacetylene Welding. Within the Crime Analysis Certificate Program, (NEW- CIP created in 2010), a faculty member is delivering the courses both live and via Adobe Connect. Many people that take this program are from small LE offices around the state. They are currently administrators or dispatchers, but can do this work if they have the education. As a result of an iPad trial, the EMS advisory committee approved requiring iPads for the program commencing Fall 2012. The paramedic faculty supported the advisory Committee’s recommendation. 1-1-10 Continue annual articulated college credit meetings 1-1-10 Increase the participation in POS meetings by 10% (FY11=49). 48 staff participated in articulation and POS meetings in fy12. Two meetings were held to review and update articulation agreements. 1-1-11 All member districts develop and enhance Programs of Study for all of the Pathways. 1-1-11 15 Member districts have completed their initial development of POS for all Pathways. All member districts have completed their development of POS’s. All have either been entered into the MnSCU website, or were ready for uploading at the time the site was closed. 1-2 Secondary teachers, postsecondary faculty, and counselors collaborate in the development of an implementation model to promote utilization of POS. 1-2-1 Develop a model with strategies, timeline and tools to promote the use of POS; consider current practices. 1-2-1 List of current practices of POS use. The Consortium supported the implementation of POS through inclusion in the registration process in the member schools. Best practices in the use of POS are shared at the Consortium representative meetings. 1-2-2 Develop and provide training tools to facilitate the use of POS with counselors and CTE teachers. 1-2-2 Meetings occur to allow for input and understanding of POS model. 22 Consortium meetings were held with various stakeholders during the year. Articulation meetings are joint meetings of secondary and postsecondary. 1-2-3 Develop a timeline with stages of implementation expectations for POS use. 1-2-3 Training for member district Perkins representatives and college support services is delivered and evaluated. Each member district has a Perkins representative and a POS coordinator. The representatives meet 4 times per year. The coordinators meet as a group once per year, and then as needed with the Perkins collaboration coordinator. 1-2-4 Encourage and support POS related best practice projects and dissemination. 1-2-4 Record each district’s progress on implementation timeline. Time is allocated at each Perkins representatives meeting for presentations and discussion of best practices taking place within the Consortium. Examples of presentations fy12 are the White Bear Lake PLTW program, Irondale HS work readiness program, Apprenticeship Exploration at Oak Grove, and Building Skills USA at Mounds View. Such exemplary programs are recognized and provided support for dissemination across the Consortium. 1-2-5 Integrate the POS into the College’s student success initiatives for new students. 1-2-5 Document the distribution of the POS as part of the new student initiatives. The first phase of the POS implementations was the creation of a uniform program guide for each program. This was done in conjunction with Century’s Program Information Group whose members were drawn from Counseling and Advising, ITS, Marketing Department, and Postsecondary Perkins. In FY12, a Model Course Sequence was designed and completed in conjunction with the program faculty, for each CTE award at Century. These were published on the website in June 2012. Over the summer and this fall, the course offerings document has been created for each program and will be published in late fall. 1-2-5 College programs provide evidence of the integration. It used extensively in ITT 1020, MKT Principles, OFFT-CAPL, VCT, and ENGR 1020, having been integrated into the syllabi of these courses. 1-3 CTE curriculum projects are reviewed and developed to encourage POS and integration of academic into t he classroom 1-3-1POS coordinators continue to support POS development in the districts. 1-3-1 5 POS coordinators complete a POS for all pathways. All schools have developed POSs where applicable courses exist. 1-3-2 District projects develop POS utilization and implementation. 1-3-2 A consortium best practices showcase of the exemplary programming is offered as an Institute during summer 2012. Presenters are invited to apply for additional initiative funding for 2013. 35 CTE staff participated in a two-day Institute that was offered this summer. Best practices were a highlight of the Institute. Three presentations of products of our mini grants were shared. Member district staffs are encouraged/ supported by the Consortium to replicate successful projects. An RFP has gone out to persons interested in taking their programs to the next level. 1-3-3 Professional development (such as Perkins Summit and Nat. Career Cluster) highlights Best Practice for integration of POS plans into coursework and college programs. 1-3-3 College programs provide evidence of the integration of POS. At the postsecondary this is a major part of the content of the annual Perkins Summit, as it is for the secondary Perkins Institute. 1-3-4 Professional development such as Perkins Summit includes sharing of Best Practice regarding the identification and implementation of new technology- appropriate to the career field and to education. 1-3-4 Best Practices are shared within the consortium community. 1-3-4 Integration plans are published and presented. The Perkins Summit was held this year on May15 and 16. 21 Postsecondary faculty, 6 Perkins staff and 3 CTE academic deans attended. Presentations and sharing of Best Practices included: The Northeast Perkins Consortium Prezi. Introduction of the NE Perkins Consortium Team, with each staff member introducing themselves to the faculty and talking about what they offer for CTE students. Data Driven Decisions presentation by Debra Hsu. Report out from the iPad Project-what we learned and sharing of Best Practices. Perkins impact – Performance Indicators, TLC funding, Conferences, DACUM projects, and Softchalk support. D2L update – new tools for faculty Adobe Connect Project – Intelligence and Crime Analysis Certificate Program Best Practice – Work Keys in OFF- impact and applications to other programs Best Practice - Erick the Math Guy-contextual math in CTE – services available to CTE programs Best Practice – The new and improved eFolio and GPS Lifeplan Scott Simenson – ITT Program Chair – “The New Normal” - where technology is going. 1-4 Technical skill attainment (TSA) and academic integration are the major focuses for curriculum and staff development for the Perkins year. 1-4-1 Technical Skill assessment is incorporated in consortium CTE programs and continued at the CTC including assessment of basic technologies essential to the Career Field. 1-4-1 Three CTC programs use TSA and report results and three consortium programs implement TSA. The following CTC programs offered technical skills assessments: Medical Careers Foods Auto Technology Child Development EMT Law Enforcement Computer Design 1-4-2 Approved POS stakeholders decide on the implementation of TSA to CTE concentrators. 1-4-2 Instrument, process, and timeline are documented for TSA. A process for TSA implementation has been initiated for member district high schools. It was implemented by two schools: Tartan HS Accounting Irondale HS Work Readiness 1-4-3 Develop a TSA implementation plan for each member district for each of the MnSCU approved TSA areas. 1-4-3 15 member district TSA implementation plans are approved by the consortium. TSA’s are administered to concentrators in applicable program areas. The plan had been put on hold with the emphasis placed on the completion of POSs. 1-4-4 The TSA implementation plan extends to the appropriate college programs. 1-4-4 Implementation of the TSA tests are administered, results reviewed, and recommended changes made. A CTEDDI initiated plan between the VCT college course and the Design CTC course entailed the piloting of Adobe certification tests resulting in the awarding of credit. 4 secondary students completed the test & 1 passed. 1-5 Communications within the 15 member districts and with the college is improved regarding CTE issues, i.e. licensure, standards, curriculum and program review to ensure programs are in compliance with state regulations and recommendations, and data reporting programs. 1-5-1 Provide CTE program leadership throughout the Consortium to ensure that Perkins and state CTE rules and regulations are met. 1-5-1 All member districts will have regular representation at Perkins consortium meetings, including SRC meetings for members of the Intermediate, to be considered for access to leadership funds. Participation in Perkins activities give member districts/schools head-up on the design and support for development of initiative grants. We have had 90% member district attendance at Perkins representative meetings. 1-5-2 Establish and maintain a collegial team approach among member district representatives for shared consideration of CTE issues and initiatives. 1-5-2 16 of 16 district member representatives attend 100% of consortium meetings. There has been an effort to involve all member districts in consortium meetings. We have averaged 85% attendance at representative meetings. 1-5-3 Establish core teacher/faculty/staff group as advisors to the program leadership team. 1-5-4 Establish a communication plan including technology as a resource to provide access to both internal and external stakeholders. 1-5-3 Meeting minutes will be available. Staff members have been used in an advisory capacity to Consortium initiatives, such as network planning, advisory committee meeting planning, student organization retreat development, and professional development workshop design. A survey was conducted of professional development offerings this summer. 1-5-4 Brief survey pre and post to determine the utilization and satisfaction with the communication plan. Preliminary development of a website took place. However, it was not completed, nor launched. Monthly Northeast Metro Perkins Team meetings were held throughout the school year. Minutes are available. A Perkins Prezi was created and presented to the Vice Presidents and Deans at the college. Use of Funds: Highlight or Bold the required and permissible activities addressed above ( “R” for required and “P” for permissible). Required R1 Academic Integration R9 Special Populations P4 Additional Special Populations R2 Programs of Study R10 Collaboration P5 Student Organizations R3 All Aspects of an Industry R11 Articulation P6 Mentoring/Support Services R4 Develop/Improve/Expand the use of Technology P7 Equipment Leasing/Purchasing/Upgrading R5 Professional Development Permitted P8 Teacher Preparation R6 Assessment P1 Advisory Committees P9 Alternative Formats R7 Initiate/Improve/Modernize Technology P2 Counseling P10 Student Transition R8 Size/Scope/Quality P3 Work-Based Experiences P11 Entrepreneurship Goal 2: Effectively Utilize Employer, Community, and Education Partnerships 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 highdemand 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 secondary-postsecondary 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, nonprofits, service organization, Chambers) [Sec.134. (b) (5)] ACTUAL EXPENDITURES: Secondary $145,994.37 Postsecondary $110,335.62 Goal 2 Narrative: The consortium will continue to build on the effectiveness of the advisory committee structure as directed by the new state framework. Through the advisory committees and student organizations, the consortium will provide opportunities for students and faculty to become involved in contextual workplace activities, business/industry practice, and with other external stakeholder groups regarding technical skills, standards, and opportunities. Objective(s) Strategies Outcomes and Measures (FY12) Projected Budget by Objective 2-1 Contextual learning experiences in CTE classes are increased by enhancing the knowledge and skills of staff through opportunities to become involved in contextual workplace activities. 2-1-1 Provide resources and professional development for a CTE curriculum plan for each member district which is built around the local standards that have been adopted. 2-1-1 25 member district staff participate in the summer institute. 35 CTE staff members participated in the 2-day summer institute. 2-1-1 100 staff participate in the educator industry tours. 112 staff participated in Industry Tours for Educators. 2-1-1 Five teachers participate in regional, state, and national professional development activities. 600 students are affected in the programs for which the teachers are trained. #4 & #5 The Consortium sponsored the attendance of 31 staff to national conferences, excluding attendance at national student youth organization conferences. 54 staff participated in state conferences, excluding the state Pathways conference. 2-1-2 Develop and expand staff opportunities for increasing technical skills and industry knowledge through CTE professional development conferences and experiences. 2-1-2 Three staff per member high school will attend the state Best Practices Conference. 51 Consortium members participated in the Conference. 2-1-3 Provide funds for Perkins leadership to attend CTE and Perkins related conferences and to join professional associations. 2-1-3 Consortium is represented at all MDE/MnSCU Perkins/CTE conferences and meetings. The Consortium was represented by at least 2 leadership staff at all MDE/MnSCU called events. In addition it was represented at MACTA and MnACTE meetings. Members of the Perkins Team attended the Perkins webinars together as a group in September and October. Klein, Castillo, Gross, Rystrom, DeGraff, and Sowles attended the State CTE Meeting in November. Sec. $161,058.60 Secondary $145,994.37 Post SEC $113,376 Post Sec. Actual: $110,335.62 2-1-4 Develop a program guide for member district use in developing work-based learning options using our extensive advisory committee structure. Klein, Ruhland, and McBride Bibby attended the Technical Skills Assessment meeting in St. Cloud in February. A postsecondary team of Klein, McBrideBibby, and Castillo attended the National Career Cluster Institute. 2-1-4 Work-based learning staff meet at least twice per year to network in the implementation of the guide. Each of the 15 districts has appointed a representative to the planning committee. The work-based network met once during the year. The Consortium facilitates the first meeting per year of the networks and then relies on the to call any additional meetings. 14 coordinators participated in the initial meeting. 2-2 Advisory committees, formed to gain input on business and industry technology and work behavior needs in the CTE program areas, are expanded to a collaborative model with sources in and outside the CTE system including but not limited to: parents, students, district staff and administration, Business and Industry, labor, and special populations. 2-2-1 Review CTE approved course curriculum to recommend upgrades and/or purchase of industry-standard software, equipment and instructional materials. 2-2-1 Equipment purchases recorded on a district inventory and tagged as Perkins Grant purchased. All equipment that is purchased has received prior approval and must meet criteria of being CTE specific and not supplanting. Upon receipt all equipment is permanently marked as being purchased with Perkins funds. In addition, it must appear on both the Consortium and district inventories. 2-2-2 Organize a consortia-wide advisory committee with broad representation of labor and business organizations. 2-2-2 Minimum of 2 meetings per year with at least 50% of membership outside of education. 2 joint advisory committee meetings are held. There is a planning committee that guides the development of the agenda. Every CTE licensed staff person is required to put 2 community members on the advisory committee. Although we strive for at least a 50/50 split of staff/business attendance, we are experiencing approximately 67/33. We continue to work on our business representative attendance. We also give a significant role in the advisory meetingst to our student organization leadership. 2-2-3 Support CTC program participation with college advisory committees. 2-2-3 100% of CTC programs participate in Century advisory committee meetings. #1 All 10 CTC programs with parallel college programs attend their respective college advisory committees. Two other CTC programs attend other college committees. 100% of the committees have business industry representatives. 2-2-4 Advisory committee training is provided at the 2-day summer Institutes. The state Advisory Committee Manual is distributed to all committees and is used in training. 2-2-4 Provide training for advisory committee staff and coordinators 2-3 Transitions for high school and adult students are created through collaboration and partnerships with such organizations as Workforce Centers, Chambers of Commerce, ABE, ALC’s, and charter schools. 2-2-5 Create business and industry partnerships in member districts. Support partnerships with resources for their meetings. 2-2-5 Five member districts create partnerships that have met at least twice and have submitted an action plan to the consortium. 8 districts had programs with individual advisory committees in addition to the Consortium Joint Advisory Committee. 2-3-1 Coordinate a Career Day for member district sophomore students. 2-3-1 650 students participate in a Career Day. Approximately 1,200 students participated in Career Days activities—either in the Day sponsored by the Consortium or those in their districts. 2-3-2 Support service learning projects in CTE programs. 2-3-2 Establish baseline data on number of projects and participants. 238 projects took place in the member schools. 2-3-3 Expose all transition students to employers and transition activities through participation in Work Skills Days. Provide transition services for all students. 2-3-3 300 students participate in Work Skills Days. Ten career specialists have developed and implemented transition services for all seniors in their high schools. All students receiving special education services have completed transition plans. 2-3-4 Participate in Workforce Investment Act/DEED and local area Chamber of Commerce committees. 2-3-4 Consortium representatives to the WIB’s Education Committee and local chambers will attend meetings and report back to the Leadership Group. The secondary Perkins director and the postsecondary Perkins grant director belong on the Washington County and Ramsey County education committees of their WIBs. 2-4 All Aspects of Industry activities will be infused into learner experiences to enhance student understanding. 2-4-1Provide funds for fieldtrips, work experiences and student organizations to increase students’ experiences and understanding of AAI. 2-4-1 100% of member organizations provide opportunity for students to learn about AAI through community-based experiences, including student organization activities, fieldtrips and shadowing. 31 member student organizations are supported in the Consortium. 660 students participate in those organizations. AAI is a part of the curriculum in all of the program related classes. 63 career fieldtrips took place—2,657 students participated. 711 students participated in a job shadow. 2-4-2 College field trips, service learning opportunities and internships will be expanded specifically in POS areas. 2-4-2 Participants from three career fields avail themselves of these experiences. AST--auto students toured Lexus in White Bear Lake. Lexus approves of our curriculum and likes our graduates. A number of students were able to obtain part-time work experience as they completed their program. Interior Design imbeds a Service Learning Assignment within INTD 2030 Design Sales. The student puts in 16 hours at Bridging Inc., a resource for underprivileged people to furnish her homes. Students help them make the best decisions possible, acting as their personal shopper to help them select large and small furniture pieces. They may be working with clients who cannot speak English, can’t make up their mind, or have just had a bad day, just like real clients. It is an excellent experience in determination, creativity and problem solving. OFFT – Medical Office Assistant – HSCI 1000 – Introduction to Medical Careers – Service Learning is imbedded as an assignment. Student must perform 20 hours in a volunteer setting in places like the American Red Cross, Hospitals, or respite care. Thompson-Reuters was on campus to promote internships in 5 specialties as part of the UNITE Program. 2-4-2 Develop consistent process for service learning and internship experiences 2-4-3 Facilitate additional interactions between students and industry such as ITT panel, VCT lecture series 2-5 Communications within the 15 member districts and with the college is improved regarding CTE issues, i.e. licensure, standards, curriculum and program review to ensure programs are in compliance with state regulations and recommendations, and data reporting programs. 2-5-1 Provide CTE program leadership throughout the Consortium to ensure that Perkins and state CTE rules and regulations are met. 2-4-2 Process documentation and suggested forms will be available. During program visits,Perkins Coordinator discussed service learning and internship experiences with program faculty. A list of opportunities for students will be generated from these meetings as a starting point to the process. 2-4-3 Satisfaction surveys regarding the interactions An ITT event was planned for June 2012, but had to be moved to September 2012 because of conflicts. 2-5-1 All member districts will have regular representation at Perkins consortium meetings, including SRC meetings for members of the Intermediate, to be considered for access to leadership funds. Participation in Perkins activities give districts/schools head-up on the design and support for development of initiative grants. 2-5-2 Establish and maintain a collegial team approach among member district representatives for shared consideration of CTE issues and initiatives. 2-5-2 16 of 16 district member representatives attend 100% of consortium meetings. There has been an effort to involve all member districts in consortium meetings. We have averaged 85% attendance at representative meetings. 2-5-3 Establish core teacher/faculty/staff group as advisors to the program leadership team. 2-5-3 Meeting minutes will be available. Meeting minutes are prepared for all Perkins meetings. Use of Funds: Highlight or Bold the required and permissible activities addressed above ( “R” for required and “P” for permissible). Required R1 Academic Integration R9 Special Populations P4 Additional Special Populations R2 Programs of Study R10 Collaboration P5 Student Organizations R3 All Aspects of an Industry R11 Articulation P6 Mentoring/Support Services R4 Develop/Improve/Expand the use of Technology P7 Equipment Leasing/Purchasing/Upgrading R5 Professional Development Permitted P8 Teacher Preparation R6 Assessment P1 Advisory Committees P9 Alternative Formats R7 Initiate/Improve/Modernize Technology P2 Counseling P10 Student Transition R8 Size/Scope/Quality P3 Work-Based Experiences P11 Entrepreneurship Goal 3: Improve Service to Special Populations Topics Required for Inclusion 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.)] ACTUAL EXPENDITURES: Secondary $49,679.16 Postsecondary $96,620.40 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 consortium will continue to emphasize access to and success of students in nontraditional programs, special populations, and underserved students through curriculum modifications and accommodations, direct services including individual completion of POS, and events such as Career Days, Young Women’s Conference, and STEM events. Objective(s) Strategies Outcomes and Measures (FY12) Projected Budget by Objective 3-1 Special population students are provided opportunities for career exploration and technical skill training with equipment and materials in CTE programs are modified as appropriate to allow participation of learners with disabilities. 3-1-1 Provide programs for special needs students with curriculum modification, accommodations, equipment/materials and support services. 3-1-1 25 staff participate in a summer institute where curriculum modification and best practices are addressed. 35 staff participated in the summer institute. Best practices were shared. Topics of the 2-day event included discussion of student organization development for special needs programs. Nontraditional programming was discussed in terms of the Consortium’s need to develop and improvement plan. Other topics included CTEDDI, POS, TSAs, legislation, and MCIS/GPS. One-on-one resume help at Century: Fy11 166 Fy12 270 Career Sevices provides presentations such as resumes, teamwork, interviewing, and various GPS topics, as well as working with individual students on resumes, job applications and job searches.In addition she runs and participates in a number of career-related events. Visited 33 classrooms, presenting to 497 students. Presented 11 GPS workshops to 64 students 270 individual appointments with students Presented 8 Student Success Day Workshops to 123 students Presented 3 workshops at Welcome Days to 36 students Presented at Young Women’s and Young Men’s events Presented at Century Open House Planned and executed the Business Etiquette Dinner – 51 students Co-chair of Career Day (Century/916 CTC). Managed Industry Career Exhibit (38 industry professionals– 400+ high school sophomores from NE Metro consortium attended.) Partner in MnSCU Job Fair – 40 Century students attended Secondary $55,269.20 Secondary Actual: $49,679.16 Post SEC $110,824 Post Secondary Actual: $96,620.40 3-1-2 Expose students to employers and transition activities through participation in Work Skills Day. 3-1-2 300 students participate in Work Skill Days. Three Work Skills Days were held. All member districts participated with the exception of four in the northwest quadrant of the Counsortium. Approximately 250 students participated. 3-1-3 Include special populations in career development activities that are created for all students, including career plan development. 3-1-3 All special population students have completed a career plan utilizing MCIS and Naviance as resources. MCIS and GPS are available to all member districts without cost. Naviance is utilized by 11 member districts in their career planning. 3-1-4 Implementation of POS system will include special population students. 3-1-4 Special population transition plans include POS for potential career exploration. All students receiving special education services have a transition plan that includes POS. 3-1-5 Provide opportunities for special population students to explore careers through work-based learning options. 3-1-5 Special population students in ten member districts have career plans that specify workbased learning students have had and are planned. All member districts have transtion plans, including career planning, for special education students. 3-2 Assist special populations, including adult learners, in their transition from classroom to career. 3-2-1 Provide direct services to students in the areas of resume and cover letter development, job search resources and interviewing skills. 3-2-1 Establish baseline data regarding number of students served. Increase the number of students served by 10% over the baseline. Approximately 250 students were engaged in programs which provide job seeking/keeping skills as a part of their work experience classes. 3-2-2 Partner with outside agencies including area workforce centers and community work readiness programs to offer placement, industry information and resources to students through functioning career centers. 3-2-2 Establish baseline data regarding number of students served. Increase the number of served through these partnerships by 10% over the baseline. Career specialists document specific strategies that are provided to special population students. 3-2-3 Partner with Workforce Centers to explore Work Keys certification as part of the transition planning using office technology as a pilot. 3-2-3 Pilot group of students completes coursework and WorkKeys certification The Work Keys Certification test was administered to the OFFT Capstone class in the spring. The program chair presented the process and results to Century CTE faculty at the Perkins Summit in May 2012. The NOCTI Work Readiness assessment was used at Irondale HS. 3-2-4 Increase the Etiquette Dinner’s(or similar initiative) impact to assist special populations in their transitions through the expansion of opportunities to the CTE H. S. seniors and partnering with area businesses. 3-2-4 Increase number of students served by 10% and area business representation by 25%. Increase the ratio of secondary to postsecondary participants. Six CTC students were given the opportunity to attend as a reward for volunteering at the Young Women’s Conference and Career Day. Fy11 – 55 students, 4 businesses Fy12 – 51 students, 5 businesses Increase in student attendance not accomplished. This was due to amount of money allocated for the event. 3-3 Students are provided with exposure to non-traditional training and employment information as a part of each school’s career development curriculum and services and encouraged to participate in nontraditional CTE programs. 3-3-1 Provide resources for CTE staff and advisors with professional development opportunities regarding the participation in nontraditional programs. 3-3-1 The Perkins rep and one other participant from each member district will attend a one-day workshop provided by the consortium on gender equity. College staff will participate in professional development specific to gender equity. Several members of the Northeast Metro Consortium Leadership team participated in the webinar “How Gender Stereotypes Influence Emerging Career Aspirations.” Then at the Perkins Team Meeting on January 30, 2012, the webinar information was shared and discussed. 3-3-2 Infuse awareness activities within the curriculum (fieldtrips, job shadows, career fair, and class speakers) and in program registration recruitment. 3-3-2 Increase the number of non-traditional participants in CTE classes to 60% (6S1). Number actually decreased. We are developing interventions to remediate. 3-3-2 6S1 Non-traditional consortium score will increase by 5%. Not accomplished. 3-3-3 Capitalize on NorthSTAR STEM and other STEM initiatives to promote nontraditional career with emphasis on adults. 3-3-3 Document resources utilized in STEM and other non-traditional initiatives including student satisfaction. Dean Bell did a held an Allied Health Event in June 2012 for the Latino Community. Dean Bell did a presentation at Scrubs Camp at Augsburg College in June. EMS career event for Hispanic Community. 3-3-3 Promote non-traditional with conferences such as Young Women’s Conference and a Young Men’s Activity. 3-3-3 Increase non-traditional career options at the Young Women’s Conference. Increase diversity of participants. A strategic plan was put in place to increase nontraditional participation (economically disadvantaged and students of color) for the Young Women’s Event. Offer fee-waivers to qualified students(those eligible for free and reduced school lunches). Target schools that have college readiness programs in place, specifically utilizing the list of career specialists in the consortium high schools.) Research educational equity offices and programs within our consortium. Prioritize registration for new attendees. To increase and diversify non-traditional career options: Worked with institutional research to collect data during the registration process Redid the conference schedule to make it more presenter friendly The session offerings were revised, and 7 of the 25 sessions offered were new. Over 200 girls attended. 25 students from the Dental Assisting Program at Century and 6 secondary students from the Career and Tech Center, served as student volunteers guiding the groups from session to session. The keynote speakers were carefully chosen with a focus on non-traditional students who described their journey to successful degree completion. 3-3-4 Conduct staff development regarding the implementation of non-traditional courses and services for the Perkins representatives. 3-3-4 Increase the non-traditional data elements. Non-traditional strategies for programming and content were a major agenda for the Perkins Institute that attracted 35 participants. 3-3-5 Develop strategies that enable all students to choose to access non-traditional career exploration activities. 3-3-5 Through a survey of career planning activities conducted by career specialists, 75% of seniors indicate that they had an opportunity to explore non-traditional career areas. 120 students reported having had non-traditional career explorations through shadowings and fieldtrips. 3-4 Academic and technical support is provided for special population students, both in the classroom and in a work-based learning environment. 3-4-1 Access vocational evaluation in the NEMetro 916’s SERVE program for special population learners. 3-4-1 All 916 member districts address access to 916 SERVE in their local plans. The 916 SERVE program has been replaced with PAES. Some of the districts conduct their own PAES programs, and thus, don’t access 916. 3-4-2 Provide classroom support to assist special population students in achieving program expectations that are set for all students. 3-4-2 All CTC programs have access to education assistants to assist in serving special population students. General education CTE staff participate in professional development that addresses modification and accommodation to meet special needs. Three education assistants are assigned to serve special needs students at the CTC. Inservice topics includes accommodations and modifications. 3-4-3 Develop/Improve/Expand the use of Technology to supplement support for special population students. 3-4-3 In collaboration with the College Access Center, document students use of technology and satisfaction as appropriate. iPads are used in PAES and have been introduced in Construction Occupations where they are used for onsite visual instruction and math assistance. The new CTE Career Specialist, whose focus is students with disabilities worked to get an overview of our assistive equipment inventory, on both West Campus, in the College Access Center and on East Campus in the East Academic Support Center. To give students on East (CTE students) access to assistive equipment on this campus, two Copies of Read: OutLoud 6 were purchased and installed in the East Academic Support. This software has textto-speech and other study support features. Two noise reduction headphone sets were purchase for use with the software. In addition, a 27-inch 3-5 CTE staff are aware of resources beyond the school that are available to support special population student career development. 3-5-1 Expose Perkins reps and faculty to resources that are available through local, regional and state initiatives, such as STEM Equity Pipeline, Employment First, Workforce Centers, etc. computer monitor for the accessible computer station was purchase, making it easier for student using magnification features. Three Live Scribe Pens and three packets of LiveScribe notebooks were also purchased. The CTC specialist is preparing a survey for students with disabilities to learn more about the assistive technologies that students are using here and at home. 3-5-1 One of the respective entities is introduced at each of the bi-monthly Perkins representative meetings. STEM Equity was presented at the summer institute. Workforce projects are brought to the meetings. 3-5-1 Develop a resource directory for Perkins reps and faculty. Was not completed. 3-5-2 Partner with outside agencies including area workforce centers and community work readiness programs to offer placement, industry information and resources to students. 3-5-2 Local plans show evidence of access to resources available beyond the schools. A large number of outside resources not only participate in the 3 Work Skills Day, but provide a leadership role in the planning and implementation of the Days. 3-5-3 Provide access to mainstream student organizations for students with special needs. 3-5-3 Each student organization will submit an annual report of participants and activities as a requirement of receiving consortium grants. Reports describe increasing levels of involvement by students with special needs. Student organization grant awardees are required to participate in a spring session where the year’s activities are assessed and input to the next year’s planning is gathered. This is followed by a daylong retreat of student organization advisors who submit grant applications for the next school year. 690 students participated in student organizations. 3-6 Communications within the 15 member districts is improved regarding CTE issues, i.e. licensure, standards, curriculum and program review to ensure programs are in compliance with state regulations and recommendations, and data reporting programs. 3-6-1 Provide CTE program leadership throughout the Consortium to ensure that Perkins and state CTE rules and regulations are met. 3-6-1 All member districts will have regular representation at Perkins consortium meetings 16 of 16 district member representatives attend 100% of consortium meetings, including SRC meetings for members of the Intermediate—considered for access to leadership funds. Participation in Perkins activities give districts/schools head-up on the design and support for development of initiative grants. 3-6-2 Establish and maintain a collegial team approach among member district representatives for shared consideration of CTE issues and initiatives. 1-5-2 16 of 16 district member representatives attend 100% of consortium meetings. There has been an effort to involve all member districts in consortium meetings. We have averaged 85% attendance at representative meetings. Use of Funds: Highlight or Bold the required and permissible activities addressed above ( “R” for required and “P” for permissible). Required R1 Academic Integration R9 Special Populations P4 Additional Special Populations R2 Programs of Study R10 Collaboration P5 Student Organizations R3 All Aspects of an Industry R11 Articulation P6 Mentoring/Support Services R4 Develop/Improve/Expand the use of Technology P7 Equipment Leasing/Purchasing/Upgrading R5 Professional Development Permitted P8 Teacher Preparation R6 Assessment P1 Advisory Committees P9 Alternative Formats R7 Initiate/Improve/Modernize Technology P2 Counseling P10 Student Transition R8 Size/Scope/Quality P3 Work-Based Experiences P11 Entrepreneurship Goal 4: Provide a Continuum of Service Provision for Enabling Student Transitions Topics Required for Inclusion Flexibility in scheduling and formats that provide access for students [Sec. 135 © (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 © (9)] Improvement of enrollment, retention and completion for military veterans, underemployed, and unemployed adults [Sec. 135 © (9)] ACTUAL EXPENDITURES: Secondary $116,677.34 Postsecondary $90,461.03, Postsecondary Reserve $11,924 Goal 4 Narrative: Continue consortium work with the established collaborative to expand, strengthen and document the continuum of services which will promote smooth student transitions. College readiness will be a focus of the programming activities which will encourage and develop district programs and promote partnerships between districts. Objective(s) Strategies Outcomes and Measures (FY12) Projected Budget by Objective 4-1 Academics in the CTE curriculum, both secondary and post secondary is a key to the success of students as they transition to their next career level. 4-1-1Secondary and post secondary CTE instructors will review math standards and identify them in their curriculum. 4-1-2 Math coach provides data to validate the feasibility for math credit to be given for CTC program. 4-1-1 One meeting will be coordinated to review math standards and discuss a process for identification. Three meetings were conducted by the math coach to evaluate how math standards are imbedded in CTE curriculum. These led to the development of strategies that have been shared across the Consortium. The math coach has also consulted to several of the member district schools. 4-1-2 One school agrees to give math credit for participation in the CTC programs. Information was presented to the 916 School Relations Committee (SRC) that shows other similar sites that do give academic credit and where is falls in the courses. It has been difficult to break historic practices against CTE offering core credits. The math coach is currently allowed to present math intervention through CTE programs for one member high school. 4.1.3 Math coach guides college faculty through math concept identification and program enhancement exercises. The co-funded (secondary/postsecondary) math coach is beginning to work with college faculty on the identification and integration of math skills into curriculum. 4.1.4 The development of math enhancement in the consortium district CTE programs will be initiated. 4.1.4 1S2 Academic Attainment Math consortium score will increase by 5%. Two member school districts worked with the math coach in the integration of curriculum. The member districts are working with the Consortium in the identification of math in CTE. Member schools have reported having done an assessment for math in 210 courses. Baseline data are being gathered. Secondary $145,260.31 Secondary Actual: $116,677.34 Post Secondary $124,528 Post Secondary Actual: $90,461.03 Post Secondary Reserve: $11,924 Reserve Actual: $11,924 4-1-5 STEM and PLTW initiative is enhances with POS sequence from high school to CTC to College programs. 4-1-5 Two programs develop the STEM POS to include the CTC and Century college. Math enhanced activities have been incorporated into CTE curriculum in two member school districts. WBL has fully developed the STEM POS and is partnering with Century Fab Lab and Engineering program. Mahtomedi has on site college related courses. Work continues to build this area. 4-1-6 Increase the amount of academy core curriculum that is imbedded in member district CTE coursework. 4-1-6 Assessments are developed and implemented to periodically measure the levels of academics in CTE content. Base level data are established. Not developed. \ 4.2. Students are given the opportunity to earn college credit between secondary and postsecondary career and technical education programs in consortium and central regional consortia through Articulated College Credit agreements, concurrent enrollment and other options. 4-2-1 College in the schools is investigated for addition to the CTC. 4-2-1 Process is reviewed for potential program offering for FY13 The CIS process is completed for Law and EMT. The two were offered for Fy13 as CIS. Unfortunately, there were no enrollments. 4-2-2 Coordination of an annual POS/articulation meeting including promotion of regional/brokered agreements with Regional Consortium and provision of an opportunity for postsecondary and secondary career and technical education instructors to align curriculum and standards. 4-2-2 Increase attendance of secondary and post secondary instructors at annual meeting by 10% (FY10 – 49). 50 secondary staff attended. 4-2-3 Training and requirement for use of resources on the website is reinforced. 4.2.3 Track the number of hits on the pages of the website resources The new pilot for students to print their own certificates from the TechPrep website was initiated. There were problem with the site and with people following the procedure. 4-2-4 A new procedure for Articulated College Credit (ACC) dissemination will be implemented 4.2.4 Baseline established for number of ACC requests by students The new process was explained at the annual meeting and in an email later in the year. 4-2-5 Promote postsecondary CTE options that are created within the NE Metro Perkins Consortium. Prepare a guidebook that identifies options and the means of accessing them. 4-2-5 A guidebook of options is distributed among member schools. Career specialists are involved in the development of the guide and in getting the information out to students and parents. Baseline data are established to measure growth for this longer term goal area. The guidebook concept was changed after the Perkins Coordinator attended the National Career Clusters Conference in Atlanta, GA in June 2012. Rather than a book, this tool will be patterned after a piece created by the Georgia Department of Education. 4-3 Secondary career and technical education students enrolled at the Career and Technical Center take steps in their transition from secondary to postsecondary programs through a partnership between Century College and the NE Metro Intermediate Consortium High Schools. 4-3-1 Complete transition career plans to postsecondary CTE programs or other options for senior CTC students. 4-3-1 100% of senior students complete transitions plans with the assistance of Education Assistants at CTC. All CTC seniors have transition plans. Approximately 150 students with disabilities in member schools have transition plans. 4-3-2 Follow-up on Century College enrollment and postsecondary attendance of CTC students using new MARSS system 4-3-2 Baseline established for number of CTC students who attend Century College . Although transition plans inquire regarding plans to attend Century, there is no formal tracking system that has been implemented. 4-3-3 Incorporate college readiness groups to impart information for transition planning—both at the CTC and in member schools. 4-3-3 Increase the number of participants in college readiness groups at CTC by 10% 09-10 - total 1124 duplicated student 09-10 total 631 unduplicated— FY12 CTC students were required to participate in at least 2 of the 4 college readiness sessions, number of participants – 100% of CTC students 850-900 4-3-4 Offer Accuplacer preparation and testing at CTC and member districts when requested. 4-3-4 students who meet college cut scores on one test improves by 10%. 426 students completed 1612 Accuplacer tests administered at CTC. 72% passed subject area test & 8% improved math scores 4-3-5 GPS Lifeplan is incorporated in monthly group sessions 4-3-5 Four of eight monthly sessions include information on GPS. 4 sessions were offered with GPS mentioned at all 4 and used as a content for the Reality Check session 4-3-6 Century in a Day is offered at the CTC 4-3-6 Baseline number of applications completed Century in a Day produced 27 applications May 2012 Transition Plan self-report – 84 applications for Century –and 98 applications for 4 year college and 91 applications for 2 year or technical college 4-4 Secondary education students are provided career planning activities and programs of study to assist in their transition from secondary to post-secondary programs. 4-4-1 Support and encourage career planning services, such as annual career plan development and modification, industry tours, fieldtrips, and shadowing; use career planning process to promote attainment of high school diploma, associate-level degree, professional certification, and work readiness for transfer to further learning. 4-4-1 All students in grades 9-12 participate in an annual review and/or creation of an individual career plan. It was reported that all students have a plan that is visited annually during the scheduling process. Some schools provide more guidance with this process. Activities that are provided include: field trip, job shadows, elective classes, career fairs, etc. 6 districts report sponsorship of a Career Fair. 9 reported having a Career Class. 4-4-1 Number high schools who program Career Fair. Several of the schools participate in career fairs, in addition to the Consortium fair. One has a full Career Fair on its own. 4-4-2 Support career planning process and POS with Web based systems (MCIS, Naviance, Efolio, GPS, etc.), career development resources and portfolios for continuous career planning. Number of high schools who provide Career Classes. 2/3 of the districts offer a Career Class for students. For most, it is an elective. In addition, most high schools offer career development activities delivered by career specialist or counselors. 4-4-2 100% of districts have a MCIS license. The Consortium pays for a site license for each member high school. Districts are encouraged to purchase supplemental resources, as well as to equip their middle schools and alternative programs. Best practices use of the tool and training are offered. Career specialists meet 3 times per year, each for a half day and at one of high school career centers. The CTC Law, Design, and Education & Human Services students complete portfolios. 4-4-3 Provide information on articulated college credit as part of the communication to parents, students, career advisors, counselors and especially to adult learners. 4-4-3 Include the articulation website on all Perkins marketing communications. This information was distributed through the CTE teachers who have articulation agreements. No formal marketing occurred. 4-4-5 Provide resources to assist counselors, deans and career specialists in accessing POS in the consortium, or absent from the consortium through MnPOS. 4-4-5 one half day training on MNPOS is provided. MNPOS was presented at consortium meetings. There were 2 meetings to work on the MNPOS templates directly on the website. 4-4-6 There were 5 Visitor Days for students to explore the programs at the CTC with 195 students participating. 4-4-6 CTC Visitor Day is offered to high school students 4-5 Postsecondary students are provided student success planning activities including programs of study, inescapable interactions with faculty regarding progress, and timelines to review own progress to assist the students own enrollment management efforts 4-5-1 Provide professional development opportunities regarding student success strategies using the Achieving the Dream initiative of the college as the backbone. 4-5-1 Increase the number of career and technical faculty participating in the student success initiatives. 100% of CTE faculty participated in Student Success Initiatives. 4-5-2 Integrate the programs of study as part of the student advising resources. 4-5-2 Web presence documents 100% of programs of study for the college. The Model Course Sequences were completed in Spring 2012, validated by faculty and published on the program pages of Century’s website in June 2012. 4-5-3 Publish Best Practices of integrated planning activities within programs. 4-5-3 Best Practice Show Case for integrated planning becomes part of the Perkins Summit. See Goal 1-3-4 for description of Perkins Summit. 4-5-4 Require students to formulate their own plan academic plan. 4-5-4 All new students participate in development of an individual academic plan. Academic planning has been integrated into the New Student Seminar. 4-5-5 Formalize the sequence of review of student majors and provisions for changes 4-5-5 Publish procedure for validation of students’ majors and provisions for changes. Tutors linked to classes were expanded to CTE, focusing on the gateway classes that students are often not successful in. 4-5-6 Integrate general education and career technical supplemental strategies in high attrition courses 4-5-6 Monitor success initiatives and record progress. A combined Secondary/Post-secondary workshop is planned for FY13. This will be open to Secondary and post-secondary advisors and college admissions staff. The focus will be career pathways, programs of study and CTE advising. 4-6 Communications within the 15 member districts and with the college is improved regarding CTE issues, i.e. licensure, standards, curriculum and program review to ensure programs are in compliance with state regulations and recommendations, and data reporting programs. 4-6-1 Provide CTE program leadership throughout the Consortium to ensure that Perkins and state CTE rules and regulations are met. 4-6-1 All member districts will have regular representation at Perkins consortium meetings. 16 of 16 district member representatives attend 100% of consortium meetings, including SRC meetings for members of the Intermediate to be considered for access to leadership funds. We have experienced 90% attendance by the member district representatives at their meetings. 4-6-2 Establish and maintain a collegial team approach among member district representatives for shared consideration of CTE issues and initiatives. 4-6-2 16 of 16 district member representatives attend 100% of consortium meetings. Attendance was 90% for Fy12. 4-6-3 Increase communication through district representative to interested and affected stakeholders in the high schools. 4-6-3 Survey of CTE teachers and faculty on Perkins events A survey was conducted of those who participated in our summer professional development activities. 4-6-4 CTC Career Specialist connects with districts. 4-6-4 67% of consortium high schools are visited. The consortium College and Career Specialist visited 84% districts. 4-6-1 See 1-5-1 for results 4-6-2 See 1-5-1 for results 4-6-5 College faculty and advisors connect with districts. Use of Funds: Highlight or Bold the required and permissible activities addressed above ( “R” for required and “P” for permissible). Required R1 Academic Integration R9 Special Populations P4 Additional Special Populations R2 Programs of Study R10 Collaboration P5 Student Organizations R3 All Aspects of an Industry R11 Articulation P6 Mentoring/Support Services R4 Develop/Improve/Expand the use of Technology P7 Equipment Leasing/Purchasing/Upgrading R5 Professional Development Permitted P8 Teacher Preparation R6 Assessment P1 Advisory Committees P8 Alternative Formats R7 Initiate/Improve/Modernize Technology P2 Counseling P10 Student Transition R8 Size/Scope/Quality P3 Work-Based Experiences P11 Entrepreneurship Goal 5: Sustain the Consortium of Secondary and Postsecondary Institutions Topics Required for Inclusion 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)] ACTUAL EXPENDITURES: Secondary $10,634.08 Postsecondary $25,944.81 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: Utilize the organizational structure to continue to enhance programs and services for CTE students. The current practice of having K-12 and college students currently enrolled in classes at colocated facilities will be further used to its greatest advantage in bringing consortium members together— administration, faculty, and students. Projected Objective(s) Strategies Outcomes and Measures (FY12) 5-1 The Northeast Metro Perkins consortium develops and implements a communication plan with all stakeholders. 5-1-1 Identify the stakeholders. 5-1-2 Create the process for information dissemination among the stakeholders 5-1-1 Schedule of activities, meeting agenda and minutes and participation numbers. The Consortium maintains an annual calendar of meetings and activities. Agendas and minutes are available. The partnership secondary/postsecondary team meets monthly. Agendas include collaborative projects, updates on individual secondary and postsecondary initiatives, new tools, and team building. 5-1-2 A minimum of one formal interaction with each of the identified stakeholder groups takes place. The Leadership Team created a Prezi. We are also working on an efolio site. Information is disseminated at the postsecondary Perkins Summit and the secondary Institute. Secondary networks meet in four curriculum areas. Advisory committees are the responsibility of all program areas. They meet a minimum of twice per year. 43 Budget by Objective Secondary $16,803.20 Secondary actual: $10,634.08 Post SEC $35,000 Post Secondary Actual: $25,944.81 \ 5-1-3 Periodic newsletters are prepared for print and web distribution. The D21 site is used to disseminate information. A website is being developed for the Consortium. 5-1-4 Brief annual report is published. Annual participate information is provided to the member districts in an attempt to promote greater involvement in Perkins activities across the Consortium. Each district completes a report on their data that supports the grant goals. This is shared at an end of the year wrap-up meeting. 5-2 Connections among all of the partners advance the goals of the Perkins Consortium plan. 5-2-1 Plan collaborative activities and events focused on grant goals— POS, Career Days, Work Skills Days, summits, professional development, and advisory committees. 5-3 Perkins leadership collaborate to establish and strengthen the bridge of transition from secondary to postsecondary and beyond! 5-3-1 Provide college readiness programming services at CTC and to member districts. 5-3-2 Provide career readiness services. 44 5-2-1 Student career plans show evidence of influence of these events. All 9-12 students in member students develop and/or modify their career plans at least annually. 5-2-2 Surveys of event participants indicate value of the collaborative strategies that we used. The survey of professional development activities provides direction for staff needs and future programming. 5-3-1 A College and Career Readiness Specialist connects with students, CTC, member high schools, and the College on transition activities. Various activites throughout the grant support this goal. Goal 4 is very specific to the role of this position. Data is shared under that goal. Valerie and Shelli collaborated to redesign and present the college readiness series. Group presentations and meetings with individuals on college transitions are presented by all three Career and Technical Education Specialists. 5-4 The Consortium Perkins vision reflects promotion and support of student success through CTE programs and services. 5-4-1 Utilized broad-based stakeholder input and leadership in the development of a vision statement. 5-5 Consortium success is monitored through several vehicles—student surveys, member district data 5-5-1 Evaluate the responses and collected data to inform the development of the annual plan. 45 Career Services provides presentations such as resumes, teamwork, interviewing, and various GPS topics, as well as working with individual students on resumes, job applications and job searches.In addition she runs and participates in a number of career-related events. Visited 33 classrooms, presenting to 497 students. Presented 11 GPS workshops to 64 students Had 270 individual appointments with students Presented 8 Student Success Day Workshops to 123 students Presented 3 workshops at Welcome Days to 36 students Presented at Young Women’s and Young Men’s events Presented at Century Open House Planned and executed the Business Etiquette Dinner – 51 students Co-chair of Career Day (Century/916 CTC). Managed Industry Career Exhibit (38 industry professionals– 400+ high school sophomores from NE Metro consortium attended. Partner in MnSCU Job Fair – 40 Century students attended 5-4-1 The vision is shared with all stakeholders. The vision of the Consortium is discuss and shaped at Consortium Leadership Team (monthly) and Representative meetings (4 per year). The overarching goal is the expansion of CTE program options for learners. 5-5-1 State indicators on local and consortium data are used to assess progress on the annual plan and reflect future direction. collection, stakeholder input, participant evaluations, etc. 5-6 Provide professional development opportunities for administration, faculty, staff, and external constituents regarding state and national trends Consortium data is reviewed at each representative meeting to build awareness and ownership. Based on the Performance Indicators released last year, and with the advent of some retirements, the East Academic Support Center (serving CTE students at Century) was reorganized and restructured. All three CTE Specialist positions have been filled. These positions are focused on increasing student success in CTE, as described in Goals 3 and 4. 5-6-1 Host speaker/best practice opportunities to raise the profile of the K-16 efforts and the career and technical education issues 5-5-2 Perkins member district representatives meet annually to report local plan data and cooperatively assess the consortium plan. Each member district completes and annual report of their data that support the grant goals. This is shared at the year-end wrap-up meeting. 5-6-1 Continue to develop the host speaker program. Document increased participation. A major initiative of our career centers is scheduling career speakers, either from postsecondary institutions or business. Ofter students visit with speakers during lunches. We are in the process of developing directories of shadowing and fieldtrip opportunities. At the postsecondary the following resources have been provided for students: Amy Lindgren: Launching a Successful Job Search in Challenging Times. VCT Lecture Series Community Speaker Series 5-6-1 Schedule of activities, meeting agenda and minutes and participation numbers. A schedule of our Perkins activities, notes are kept, and 46 5-7 Build on strength of shared campus; secondary with post secondary. 5-7-1 Increase faculty to faculty interactions by development of workplan of shared ownership. 5-7-2 Increase staff interactions especially regarding services provided to support student transitions participation data are maintained and disseminated. 5-6-1 Action plan implementation documentation. The Consortium Perkins plan is disseminated and the basis of our funded activities. 5-7-1 A record of activities completed from the workplan. Such a record is maintained (see above) with a purpose of sharing and increasing participation. Use of Funds: Highlight or Bold the required and permissible activities addressed above ( “R” for required and “P” for permissible). Required R1 Academic Integration R9 Special Populations P4 Additional Special Populations R2 Programs of Study R10 Collaboration P5 Student Organizations R3 All Aspects of an Industry R11 Articulation P6 Mentoring/Support Services R4 Develop/Improve/Expand the use of Technology P7 Equipment Leasing/Purchasing/Upgrading R5 Professional Development Permitted P8 Teacher Preparation R6 Assessment P1 Advisory Committees P9 Alternative Formats R7 Initiate/Improve/Modernize Technology P2 Counseling P10 Student Transition R8 Size/Scope/Quality P3 Work-Based Experiences P11 Entrepreneurship 47
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