AGENDA 4:45 p.m. - blackhawk.edu · Amy’s retirement plans include spending time with family, quilting, gardening, and working on family genealogy. We wish Amy a long and happy

In compliance with the Americans With Disabilities Act (ADA), all public meetings held by Blackhawk Technical College District are accessible to persons with disabilities. Any person wishing to attend who needs special accommodations should call (608) 757-7772 no less than 24 hours prior to the meeting time.

Blackhawk Technical College Regular District Board Meeting

October 16, 2019

Central Campus – Student Success Center –Room #2201 5:00 PM

AGENDA

4:45 p.m. – Prior to the start of the Board meeting, District Board members will have an opportunity to tour the recently renovated Student Success Center, Room #2200. No business will take place during the tour. 1. Call to Order 2. Public Comment Persons who wish to address the District Board may make a statement as

long as it pertains to a specific agenda item. Persons who raise issues not on the agenda may be invited back to repeat their comments at a later Board meeting when the subject is properly noticed on the agenda. Unless requested by the Board Chair from the audience, regarding a specific agenda topic, public comments or dialogue are not allowed during other portions of the Board meeting and/or discussion.

3. Special Reports Enc. #1 a. Recognition of BTC Retiree Amy Mills (Chairperson Tillman and Dr.

Tracy Pierner) Enc. #2 b. Student Success Story (Discussion – Abraham Riar) c. Student Representative to the Board Report (James Henry) 4. District Board Professional Development Enc. #3 a. Districts Mutual Insurance Overview (Steve Stoeger-Moore, President

& Chief Operating Officer)

5. Information/Discussion Enc. #4 a. Financial Statement and Quarterly Update (Information – Renea

Ranguette) b. President’s Report (Dr. Tracy Pierner) 1. Community Engagement Update

Blackhawk Technical College District Board October 16, 2019 - Agenda Page 2 2. Internal Communications 3. Review of College Events 4. Upcoming Events 5. Other Communications c. Update on Public Safety & Transportation Training Center Project

(Information – Dr. Tracy Pierner)

6. Consent Agenda Consent Agenda items will be approved in one motion; however, any Board

member may ask that any individual item be acted on separately. Enc. #5 a Approval of Minutes of the Regular Meeting of the District Board on

September 18, 2019 (Action) Enc. #6 b. Approval of Current Bills (Action – Renea Ranguette) Enc. #7 c. Approval of Contract Training (Action – Dr. Zahi Atallah) Enc. #8 d. Adoption of Resolution to Designate District Positions Subject to

Wisconsin’s Code of Ethics (Action – Dr. Tracy Pierner) Enc. #9 e. Acceptance of Resignation (Mark Brown) (Action – Brian Gohlke) Enc. #10 f. Confirmation of Instructional Employment Contract Issued for the

Position of IT Networking Specialist Instructor (Ji’Lon Pegeese) (Action – Brian Gohlke)

Enc. #11 g. Confirmation of Administrative Employment Contract Issued for the

Position of Budget & Grants Accountant (Amanda Lagle) (Action – Brian Gohlke)

7. Action Items Enc. #12 a. Approval of Concept Review for Associate of Applied Science

Behavior Technician Program (Action – Dr. Zahi Atallah) Enc. #13 b. Approval of Concept Review for Technical Diploma Central Service

Technician Program (Action – Dr. Zahi Atallah)

Blackhawk Technical College District Board October 16, 2019 - Agenda Page 3 Enc. #14 c. Approval of Concept Review for Associate of Applied Science

Automation Engineering Technology Program (Action – Gary Saganski)

8. Committee Reports Finance Committee Mr. Eric Thornton, Chairperson No September Meeting Held Meeting Scheduled – 10/16/19 – 4:00 p.m. Enc. #15 a. Establishment of Mill Rate and Tax Levy for Fiscal Year 2019-20

(Finance Committee Recommendation – Action) Enc. #16 b. Acceptance of Procurement Annual Report (Finance Committee

Recommendation – Action) Enc. #17 c. Approval of Modifications to the Fiscal Year 2019-20 Budget (Finance

Committee Recommendation – Action) Personnel Committee Mr. Rick Richard, Chairperson No September Meeting Held No October Meeting Scheduled 9. New Business Enc. #18 a. Review of New Board Policy #E-210 – Campus Security (Discussion –

Renea Ranguette) 10. Other Business

a. District Board Association Legal Seminar/Fall Meeting – October 31 –

November 2, Waukesha

11. Future Agenda Items

ENCLOSURE #1

3. Special Reports

a. Recognition of BTC Retiree Amy Mills (Chairperson Tillman and Dr. Tracy Pierner)

Amy Mills, Testing Center Administrative Assistant, will retire on October 31, 2019, after 16 years of service to the College. This is her second employment at the College. Her first employment was from 1975-1986. Initially hired as the College’s first evening switchboard operator, she transitioned to days in that position, then began as the Counseling Administrative Assistant. After taking an 11 year break to stay home with twins, she began in the role of Administrative Assistant in the Counseling/GED area and was a back-up to Financial Aid. She has since worked in Administrative Assistant roles in the Career Center, the Beloit Campus, and now in the Student Success Center in Testing. Amy has indicated she is most proud of the ability to assist the public and our students with the process of obtaining their high school diploma. Being the mobile GED testing person has allowed her to provide services at the Job Center, Monroe Campus, and Beloit Center. Amy’s retirement plans include spending time with family, quilting, gardening, and working on family genealogy. We wish Amy a long and happy retirement and thank her for her dedication to the students and the College – two times. Amy will be present at the meeting to be recognized.

ENCLOSURE #2 3. Special Reports b. Student Success Story (Discussion – Abraham Riar)

Each month, the District Board recognizes a student or group of students who exemplify the values of Blackhawk Technical College. Whenever possible, students’ names and information are released in advance of the monthly meeting. Business Management student Abraham Riar has overcome incredible obstacles to find his way to Blackhawk. Extreme violence in his home country forced him to find refuge apart from his family. Abraham found Blackhawk and hopes to one day bring solutions to end the conflict in his home country. He is a member of Business Professionals Association and is a recipient of Blackhawk Technical College Foundation’s scholarships. Mr. Riar will be at the meeting to share additional information.

ENCLOSURE #3 4. District Board Professional Development

a. Districts Mutual Insurance Overview (Steve Stoeger-Moore, President & Chief Operating Officer)

Districts Mutual Insurance was formed in 2004 to collaboratively manage the unique risk exposures of the Wisconsin Technical Colleges via value-added risk and loss control services, responsive claims management, and comprehensive insurance coverage. In 2009, DMI proactively began offering risk management services to colleges through the addition of consultants who assist the Colleges in developing creative and innovative risk mitigation strategies in areas such as Environmental health and safety, and business continuity and crisis management. DMI’s guidance and support are highly valued within the Colleges. Steve Stoeger-Moore, President & Chief Operating Officer, of Districts Mutual Insurance will be present to provide an overview and update.

2019-20 2019-20 2019-20 2018-19 2018-19COMBINED FUNDS CURRENT ACTUAL PERCENT ACTUAL PERCENT

BUDGET TO DATE INCURRED TO DATE INCURRED

REVENUE & OTHER RESOURCES:

Local Government 15,454,000$ 160,745$ 1.0% 118$ 0.0%

State Aids 15,991,198 1,994,205 12.5% 1,855,936 11.9%

Statutory Program Fees 5,712,200 2,934,971 51.4% 3,005,424 54.5%

Material Fees 392,830 207,414 52.8% 204,757 51.4%

Other Student Fees 942,005 426,947 45.3% 473,665 55.4%

Institutional 2,755,470 309,067 11.2% 206,520 7.8%

Federal 8,511,906 2,095,306 24.6% 2,374,316 28.0%

Other Sources (Bond/Transfer from Other Fund) 4,850,000 3,200,000 66.0% 2,900,000 96.9%

Total Revenue & Other Resources 54,609,609$ 11,328,655$ 20.3% 11,020,736$ 20.4%

EXPENDITURES BY FUNCTION:

Instruction 19,643,982$ 3,623,669$ 18.4% 3,298,619$ 16.2%

Instructional Resources 2,310,377 674,229 29.2% 587,251 24.0%

Student Services 12,758,280 3,540,071 27.7% 3,893,564 31.5%

General Institutional 6,439,088 1,415,414 22.0% 1,385,079 24.0%

Physical Plant 13,743,550 1,423,720 10.4% 2,642,264 20.8%

Auxiliary Services 335,050 214,864 64.1% 205,197 60.2%

Other Uses (Transfer to Other Fund) 150,000 - 0.0% - 0.0%

Total Expenditures & Other Uses 55,380,327$ 10,891,967$ 19.7% 12,011,974$ 22.3%

EXPENDITURES BY FUNDS:

General 28,125,336$ 5,532,123$ 19.7% 5,497,164$ 20.0%

Special Revenue 3,348,156 646,620 19.3% 557,873 15.8%

Capital Projects 5,707,332 1,134,322 19.9% 1,898,829 35.6%

Debt Service 8,309,274 569,223 6.9% 586,869 7.3%

Enterprise 125,050 11,968 9.6% 17,761 13.6%

Internal Service 210,000 202,896 96.6% 187,436 89.3%

Trust & Agency 9,405,179 2,794,815 29.7% 3,266,042 35.4%

Other Uses (Transfer to Other Fund) 150,000 - 0.0% - 0.0%

Total Expenditures 55,380,327$ 10,891,967$ 19.7% 12,011,974$ 22.3%

Fund Balances, Beginning 16,568,727$ 16,568,727$ 18,555,276$

Change in Fund Balance (770,718) 436,688 (991,238) Fund Balances, Ending 15,798,009$ 17,005,415$ 17,564,038$

Debt Service DetailPrincipal Payments 7,285,000 - 0.0% - 0.0%Interest Payments 956,274 533,273 55.8% 553,219 53.5%Other Debt Service Expenses 68,000 35,950 52.9% 33,650 24.9%

Total Debt Service Payments 8,309,274$ 569,223$ 586,869$

BLACKHAWK TECHNICAL COLLEGESummary of Revenue and Expenditures as of September 30, 2019

ENCLOSURE #4

Quarterly Financial Statement Review September 30, 2019 General Fund Revenue Total revenues are up approximately $274,900 (5.7%) from the prior year. This is mainly due to increases of approximately $160,600 (+100%) in Property Taxes and $184,500 (14.8%) in State Aid, offset by decreases of approximately $70,500 (2.3%) in Program Fees and $37,900 (14.2%) in Other Student Fees. The increase in Property Taxes is due to a close out of a TID (Tax Increment District) within the City of Beloit, resulting in a distribution of $152,503 to the College. The decrease in Program Fees is mainly due to a decrease in enrollment (down1.5% from the prior year) and online course fees due to a decrease in flexible class registrations over the prior year. The program fees and online course fees are expected to increase during the semester due to nature of flexible education (open registration). Uses Total uses are up by approximately $35,000 (0.6%) from the prior year. Instructional expenditures account for approximately $90,000 (3.2%) of the total increase, offset by a decrease in General Institutional expenditures of approximately $63,900 (4.7%). The increase in Instructional expenditures is mainly due to an increase in salaries and benefits ($38,370), contracted services ($37,693) and software ($12,269). The decrease in General Institutional expenditures is due to a decrease in software ($100,691), info and promo ($46,869) and advertising ($31,843), offset by an increase in salaries and benefits ($87,117). Special Revenue Fund Revenues are up approximately $88,300 (44.0%) overall compared to the prior year. State Aid is up approximately $54,800 (39.5%) and Institutional Revenue is up $30,000 (100%). The increase in Institutional Revenue is due to the receipt of a grant from DMI related to cyber security. Total expenditures increased by approximately $88,700 (15.9%) over the prior year. Instructional, Instructional Resources and Student Services expenses increased by approximately $76,400 (24.2%), $8,900 (42.0%) and $3,300 (1.5%), respectively. The increase in Instructional expenditures is mainly due to an increase in salaries and benefits ($40,527) and participant support/emergency funding ($51,450). The increase in Instructional Resources is due to contract services ($15,000), offset by decreases in both staff training ($3,290) and salaries and benefits ($2,895). The increase in Student Services is due to an increase in salaries and benefits ($21,772), offset by a decrease in contract services ($17,563).

Capital Projects Fund Revenue is up by approximately $263,300 (8.9%) in the current year compared to the prior year due an increase in the annual capital bond proceeds. In the current year, there was a debt issuance of $3,200,000, compared to $2,900,000 in the prior year. Expenditures decreased by approximately $764,500 (40.3%), due to a decrease in Physical Plant ($1,184,687), offset by increases in Instruction ($159,035), and Student Services ($132,382). Both the increases and decreases are primarily due to the number and size of planned projects and by the timing of annual capital purchases this year compared to last year in each functional area. Other Funds Debt Service Fund revenue for the first quarter is limited to investment income and is less than $5,000 each year, which is expected. This fund is used to account for the accumulation of resources and the payment of principal and interest for general long-term debt and long-term lease purchase debt. The majority of revenue is derived from property taxes, of which an allocation is recorded later in the year to place amounts in this fund. Expenditures are down by approximately $17,600 (3.0%). This decrease is related to a decrease in interest expense ($19,947) offset by an increase in other debt service expense ($2,300). Enterprise Fund revenue increased by approximately $25,200 (61.4%) compared to the prior year. The increase is in Institutional Revenue and relates to higher sales compared to the prior year. Expenditures decreased by approximately $5,800 (32.6%) due to a decrease in salaries and benefits ($2,316) and contracted services ($6,927), offset by an increase in consumable supplies ($5,620). Internal Service Fund revenue is zero for both years. This fund is used to account for district operations where the cost of providing goods or services by one department or unit to other departments or units is recorded on a cost-reimbursement basis. Expenses are up $15,460 (8.2%) due mainly due to an increase in workers’ compensation insurance ($16,570), offset by a decrease in general liability and property insurance ($1,110). Agency Fund revenue increased by approximately $7,900 (3.8%) from the prior year due primarily to an increase in Institutional Revenue ($16,498) offset by a decrease in Other Student Fees ($8,700). The increase in institutional revenue is the result of hosting the WTC Purchasing Consortium’s Coordinator position. The expenses and reimbursement billing related to this position are recorded in the agency fund. The decrease is Other Student Fees is due to the decline in enrollment. Expenses increased approximately $9,700 (23.2%) due to an increase in General Institutional ($24,747) offset by a decrease in Student Services ($15,087). The increase in Institutional Administration is due to the WTC Purchasing Consortium hosted position. The decrease in Student Services is mainly due to a reduced salaries and benefits. Trust Fund revenue decreased by approximately $351,900 (12.7%) in the current year compared to the prior year. This is primarily attributed to decreases of approximately $295,500 (12.8%) in Federal Revenue and $66,800 (15.3%) in State Aid. The decrease in both these areas are due to the timing of revenue received and a decrease in student aid funding from the prior year. Expenses are down approximately $480,900 (14.9%), directly related to the decrease in revenues.

Regular Meeting

of the

Blackhawk Technical College District Board

September 18, 2019

Minutes

The regular meeting of the Blackhawk Technical College Board was held on Wednesday, September 18, 2019, at the Advanced Manufacturing Training Center, 15 Plumb St., Milton, in the Room 219. The following members were present: Barbara Tillman, Chairperson; Eric Thornton, Vice Chairperson; Laverne Hays, Secretary; Rick Richard, Treasurer; Rachel Andres; Rich Deprez; Amy Kenyon. Board members absent: Traci Davis; Steve Pophal. Staff present: Dr. Tracy Pierner; Dr. Zahi Atallah; Brian Gohlke; Renea Ranguette; Tony Landowski; Dr. Jon Tysse; Jackie Pins; Jennifer Thompson; Dr. Melissa Lantta; Megan Wisnowski; Elaine Schultz; Moira Lafayette; Rob Balsamo.

Chairperson Tillman called the meeting to order at 5:00 p.m.

Chairperson Tillman called for Special Reports.

A student success story was shared on Raven Schneeberger, IT-Networking Specialist program student.

Student Representative to the Board James Henry provided a report on student activities.

Chairperson Tillman called for Information/Discussion items.

The August financial statement was reviewed.

Dr. Pierner presented the President’s monthly report. Community engagement included: Executive Team volunteered in the United Way’s Day of Caring; attended Influential Women in Business Luncheon; met with Janesville Innovation Center to position AMTC as a manufacturing maker-space for the community; hosted the Beloit Business Education Summit at Central Campus; met with Berner Foods regarding on-demand education for employees; presented at the GBEDC Board meeting; met with individuals interested in starting a black women’s business incubator in Beloit; and met with several school districts regarding collegiate academies. Internal communications included meetings with ESP leadership, management, staff to discuss a potential dairy/pasteurization incubator in Monroe, and holding the CPI Team Report-outs. One Campus event was noted—an apprenticeship signing for Scot Forge employees, which includes starting the first Fork Lift and Heavy Equipment apprenticeship in the state. Upcoming events: PTA Conference hosted at Central Campus, K-12 Partners Breakfast, ACEN site visit for Nursing program accreditation; Elgin Community College representatives visiting AMTC; delegation from Columbia visiting Central Campus to discuss a potential exchange program; cream puff sales to raise funds for Hurricane Relief efforts; and

ENCLOSURE #5

Blackhawk Technical College District Board Minutes September 18, 2019 Page 2 Manufacturing Days on Oct. 3-4. Additional information shared: The vacated Library space is being re-purposed as Student Union space. The BTC Foundation Board recently approved the purchase of the AMTC land and a financing package. An update was provided on the Public Safety & Transportation Training Center project. The initial estimated project cost is $35 million; work will continue to refine the proposed plan to reduce costs. A project timeline can be developed once this is complete. The Foundation Board has approved hiring a consultant to gauge community support for a referendum, and if that is the direction taken, a consultant to assist with marketing a referendum. Chairperson Tillman called for the Consent Agenda. It was moved by Mr. Richard and seconded by Mr. Thornton to approve the consent agenda, which included the current bills from the month of August – Voucher #00270128 to and including #00270305 and direct deposit expense reimbursements in the total amount of $830,357.81 (includes student related payments), a payroll total for the month of August of $912,974.65, payroll tax wire transfers for the month of August of $260,927.06, other wire transfers for the month of August of $32,595.46, WRS wire transfers for the month of August of $187,277.78, P-card disbursements for the month of August of $167,328.98, a bond payment for the month of August of $0, and a health insurance wire transfer for the month of August of $277,803.38, for a grand total of $2,669,265.12; 13 training contracts negotiated since the last meeting totaling $51,844; acceptance of the resignation of Carol Kaufman, Librarian, effective September 13, 2019.

Motion carried.

Chairperson Tillman called for Action Items.

Mr. Thornton nominated Rick Richard for the 2020 Board Member of the Year award.

Mr. Richard declined the nomination. Mr. Richard nominated Laverne Hays for the 2020 Board Member of the Year award. Mr. Hays declined the nomination. Following discussion, the consensus was to not submit a nomination.

Chairperson Tillman called for Committee Reports. Modifications to the Fiscal Year 2019-20 budget were reviewed. Modification #1

increases fund balance for a CNC instructor, net of adjunct, removed from the budget. Modification #2 records capital carryover for the summer completion of the Monroe Campus construction project. Modification #3 records the carryover of capital funding to support a capital software project. Modifications #4-5 record carryover of prior year unexpended capital carryover funds.

It was moved by Mr. Thornton and seconded by Ms. Andres to approve the attached

modifications to the Fiscal Year 2019-20 budget, as presented.

Motion carried.

Blackhawk Technical College District Board Minutes September 18, 2019 Page 3 Chairperson Tillman called for New Business. A presentation was made on the mental health services available to BTC students. Information was presented on employee turnover. The Fall 2019 Enrollment Report was reviewed. Chairperson Tillman called for Other Business. A brief report was provided on the District Boards Association Planning Meeting held in August and initial information shared on the Association’s Legal Seminar/Fall Meeting scheduled in October. Chairperson Tillman called for Future Agenda Items. There were none. It was moved by Mr. Thornton and seconded by Mr. Richard to adjourn the meeting at 7:37 p.m.

Motion carried. Laverne E. Hays

Secretary

ENCLOSURE #6 6. Consent Agenda b. Approval of Current Bills (Action – Renea Ranguette)

The September bills include Voucher #00270306 to and including #00271425 and direct deposit expense reimbursements in the total amount of $1,278,596.91 (includes student related payments), a payroll total for the month of September of $952,362.37, payroll tax wire transfers for the month of September of $383,781.89, other wire transfers for the month of September of $98,131.86, WRS wire transfers for the month of September of $163,619.23, P-card disbursements for the month of September of $144,788.06, a bond payment for the month of September of $533,272.59, and a health insurance wire transfer for the month of September of $290,332.16, for a grand total of $3,844,885.07.

Blackhawk Technical College

BILL LIST SUMMARYPeriod Ending September, 2019

Starting Check Number 00270306Ending Check Number 00271425 Plus Direct Deposits

PAYROLL TAXESFederal 321,579.77 State 62,202.12

383,781.89 PAYROLL BENEFIT DEDUCTIONS & FRINGE PAYMENTS Retirement -

Health and Dental Insurance 24,604.68 Miscellaneous 12,142.85

36,747.53

STUDENT RELATED PAYMENTS 562,075.81

CURRENT NON CAPITAL EXPENSES 400,134.36 CAPITAL 279,639.21 DEBT -

TOTAL BILL LISTING AND PAYROLL TAXES 1,662,378.80

PAYROLL-NET 952,362.37

SUB TOTAL BILL LISTING AND PAYROLL 2,614,741.17

PLUS OTHER WIRE TRANSFERS 98,131.86 PLUS WRS WIRE TRANSFERS 163,619.23 P-CARD DISBURSEMENTS 144,788.06 WIRE FOR LAND PURCHASE - PLUS BOND PAYMENT 533,272.59 HEALTH INSURANCE WIRES 290,332.16

GRAND TOTAL FOR THE MONTH 3,844,885.07

10/7/2019 1:39 PM Page 1 of 1 G:\Accounting\Controller\Board Report\FY 2019-20\2019-09\Bill List Detail.xlsx

* BTC charges do not meet LAB formula. 1 of 2

10/16/2019

6. Consent Agenda

c. Approval of Contract Training (Action - Dr. Zahi Atallah)

The following training contracts have been negotiated since the last meeting:

Contract # # Served Est. FTEsBTC Cost Formula

LAB Cost Formula

Actual Contract Cost

2020-1132 Blackhawk Community Credit Union 109 0.19 $1,747 $1,143 $1,747Leadership and Computer

2020-1117 Backhawk Transport, Inc. 1 0.00 $1,850 $1,786 $1,85020 Hour CDL Refresh - Technical Assistance

2020-1134 Blackhawk Transport, Inc. 1 0.00 $750 $175 $750Driver Pre-Trip Refresher

2020-1139 GOEX Corporation 1 0.00 $6,050 $4,857 $6,050CDLA Refresh - Technical Assistance

2020-1092 Upper Lakes Foods 2 0.00 $4,600 $1,403 $4,600CDL Driver Refresher - Technical Assistance

Report Subtotal 114 0.19 $14,997 $9,364 $14,997

ENCLOSURE #7

FULL CONTRACT DETAIL INFORMATION

Business/Industry

* BTC charges do not meet LAB formula. 2 of 2

Contract # # Served Est. FTEsBTC Cost Formula

LAB Cost Formula

Actual Contract Cost # Served Est. FTEs

BTC Cost Formul

LAB Cost Formula

Actual Contract Cost

2020-1081 Beloit Health System 60 0.2 $1,564 $764 $391Basic Spanish

--WAT Grant Funding $1,173

2020-1116 NorthStar 20 0.13 $2,265 $1,560 $579Heartsaver First Aid CPR AED

--WAT Grant Funding $1,686

Report Subtotal 80 0.33 $3,829 $2,324 $3,829

REPORT TOTALS 194 0.52 $18,826 $11,688 $18,826

MULTIPLE RECIPEINT, GRANT OR OTHER COMPLEX CONTRACT BREAKDOWN INFORMATION

FULL CONTRACT DETAIL INFORMATION

Business/Industry

Month Month's $ YTD $ Month's $ YTD $ Month's $ YTD $ Month's $ YTD $ Month's $ YTD $July $64,607 $64,607 $17,083 $17,083 $60,763 $60,763 $15,141 $15,141 $306,616 $306,616

August $31,803 $96,410 $1,912,317 $1,929,400 $92,778 $153,541 $265,212 $280,353 $93,966 $400,582September $22,000 $118,410 $373,076 $2,302,476 $355 $153,896 $110,603 $390,956 $51,844 $452,426

October $52,506 $170,916 $210,046 $2,512,522 $83,880 $237,776 $36,363 $427,319 $18,826 $471,252November $622,564 $793,480 $26,617 $2,539,139 $53,542 $291,318 $48,817 $476,136 $471,252December $275,514 $1,068,994 $24,362 $2,563,501 $44,997 $336,315 $67,999 $544,135 $471,252

January $52,828 $1,121,822 $63,520 $2,627,021 $24,683 $360,998 $101,678 $645,813 $471,252February $14,624 $1,136,446 $45,218 $2,672,239 $53,006 $414,004 $56,091 $701,904 $471,252

March $64,158 $1,200,604 $15,257 $2,687,496 $45,199 $459,203 $47,919 $749,823 $471,252April $16,268 $1,216,872 $40,876 $2,728,372 $729,308 $1,188,511 $118,534 $868,357 $471,252May $85,469 $1,302,341 $35,548 $2,763,920 $43,748 $1,232,259 $1,105,126 $1,973,483 $471,252June $6,124 $1,308,465 $150,542 $2,914,462 $134,996 $1,367,255 $70,739 $2,044,222 $471,252

YTD TOTAL $ $1,308,465 $2,914,462 $1,367,255 $2,044,222 $471,252

Historical Reference1. FY 2015-16 - WAT Grant total: $117,606; Transcripted Credit contracts with high schools total: $900,167; HSED contracts with high schools total: $47,4382. FY 2016-17 - WAT Grant total: $147,804; Transcripted Credit contracts with high schools total: $2,408,840; HSED contracts with high schools total: $32,1743. FY 2017-18 - WAT Grant total: $300,167; Transcripted Credit contracts with high schools total: $693,632; HSED contracts with high schools total: $20,240 4. FY 2018-19 - WAT Grant total: $273,707; Transcripted Credit contracts with high schools total: $1,401,292; HSED contracts with high schools total: $23,572 5. FY 2019-20 - WAT Grant total: $26,208 ; Transcripted Credit contracts with high schools total: $341,239 ; HSED contracts with high schools total: $

CONTRACT TRAINING APPROVED BY BTC BOARD

FY 2018-19 FY 2019-20

1st Qtr.

2nd Qtr.

3rd Qtr.

4th Qtr.

FY 2015-16 FY 2016-17 FY 2017-18

ENCLOSURE #8

6. Consent Agenda

d. Adoption of Resolution to Designate District Positions Subject to Wisconsin’s Code of Ethics (Action – Dr. Tracy Pierner)

Annually, the Wisconsin Ethics Commission requests the District Board to reaffirm

its prior designations of positions in the District, appropriately identified as deputy, associate, or assistant district directors. These positions are subject to the Code of Ethics, a requirement of which is that these individuals must file “statements of economic interest.” The Board previously identified the following positions:

President/District Director Vice President, Academic Affairs Vice President, Administrative Services Executive Director, Human Resources Executive Director, Student Services Executive Director, Institutional Research and Effectiveness One additional position is submitted this year for designation to the above list: Executive Director, Marketing & Communications The District Board is requested to confirm the above positions as subject to Wisconsin’s Code of Ethics by adoption of the following resolution which will be communicated to the Ethics Commission:

WHEREAS, technical college district board members, district directors, and other

key administrative staff of technical college districts are subject to the State Code of Ethics.

THEREFORE, BE IT RESOLVED that, for purposes of Wisconsin’s Code of

Ethics for Public Officials and Employees, sec. 19.41 through 19.59, Stats., the Blackhawk Technical College District Board designated the above named positions and indicated its intention that the current occupants of those positions and their successors be subject to the Wisconsin’s Ethics Code.

ENCLOSURE #9 6. Consent Agenda

e. Acceptance of Resignation (Mark Brown) (Action – Brian Gohlke) Mark Brown, Law Enforcement Program Coordinator, has submitted his

resignation, effective October 15, 2019. It is our recommendation you accept the resignation with regret and with best

wishes for future endeavors.


f. Confirmation of Instructional Employment Contract Issued for the Position IT Networking Specialists Instructor (Ji’Lon Pegeese) (Action – Brian Gohlke)

Ji’Lon Pegeese has been issued an instructional employment contract for the

position of IT Networking Specialist Instructor at a salary of $62,000, effective September 30, 2019.

Mr. Pegeese holds an Associate Degree in IT-Network Specialist, with minor in

CSTS/MITS, from Blackhawk Technical College. He has been employed by BTC as an adjunct instructor in IT since January 2019. Occupational experience includes holding the position of IT Support Technician/Analyst at United Alloy, Inc. for the past five years.

Confirmation of Mr. Pegeese’s employment contract is requested.


g. Confirmation of Administrative Employment Contract Issued for the Budget & Grants Accountant (Amanda Lagle) (Action – Brian Gohlke)

Amanda Lagle has been issued an administrative employment contract for the

position of Budget & Grants Accountant at a salary of $69,000, effective October 28, 2019.

Ms. Lagle holds a Bachelors degree in Business Administration from Columbia

College of Missouri, Great Lakes, Illinois. For the past seven years she has held the position of Business Office Manager at the Walworth County Sheriff’s Office. Prior to that, she held the position of Senior Accountant in the Walworth County Finance Department.

Confirmation of Ms. Lagle’s employment contract is requested.

ENCLOSURE #12 7. Action Items

a. Approval of Concept Review for Associate of Applied Science Behavior Technician Program (Action – Dr. Zahi Atallah)

Blackhawk Technical College has explored the need for a Behavior Technician

program in its district. The Behavior Technician program provides a graduate with opportunities in a wide variety of career choices. Employment opportunities are with educational providers or for-profit and non-profit mental health providers. Graduates may also choose to continue their education working towards a four-year degree.

The goal of the AAS degree program is to provide entry-level employment training that support careers related to working with the special needs population that are in daycare/school, living in group-homes, or receiving mental health program support. There are many career options with this degree. The full proposal (attached) addresses program outcomes, curriculum design, industry support, labor market analysis, like programs at other WTCS Colleges, and revenue/cost projections. The College will present the proposal.

Recommended Action: Approval of the Concept Review is the first step in the Wisconsin Technical College System program development process. It is the recommendation of the College Administration that the Blackhawk Technical College District Board approve the Concept Review for a 63-credit Associate of Applied Science Behavior Technician program.


Application for Approval of New Program

Submit a Complete Copy

CONTACT PERSON: Helen Proeber PHONE: 757-7723

EMAIL: [email protected] FAX:

AAS TITLE: Behavior Technician CREDIT

HOURS: 63 CIP

CODE: 21-1093.00

WTCS PROG #:

522 WTCS MAT FEE CODE:

00

AAS TITLE: CREDIT HOURS:

CIP CODE:

25.2000 WTCS PROG #:


00

Technical Diploma: Autism Technician CREDIT HOURS:

30 CIP CODE:

WTCS PROG #:


00

CERTIFICATE TITLE: Autism Certificate CREDIT HOURS:

14 CIP CODE:

WTCS PROG #:


00

CERTIFICATE TITLE: Special Education Certificate CREDIT HOURS:

20 CIP CODE:

WTCS PROG #:


00

PROPOSED IMPLEMENTATION DATE: Fall 2020

SUBMISSION INCLUDES:

Part A: Feasibility, Curriculum Quality and Cost Analysis Part B: Supportive Documentation and Data

Approved by Curriculum Committee on: Executive Council approval is hereby requested:

Required- Chief Academic Officer Signature Date

CURRICULUM INFORMATION

New Program Proposal Manual October 2017

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APPLICATION FOR NEW PROGRAM APPROVAL

INSTRUCTIONS

Deans and Directors are required to submit requests to offer new degrees and certificate programs to the Executive Council (EC) for review and approval. The curriculum approval application includes two parts:

Part A: Feasibility, Curriculum Quality and Cost Analysis. This part of the application is designed to:

1) verify that the program is feasible from a labor market standpoint and solicits convincing evidence

of labor market need, 2) demonstrate the college has developed quality curricula that aligns with federal, state and local

requirements, is responsive to local workforce needs, and will prepare graduates with the appropriate level of skill to meet their educational goals, and

3) verify the program can be delivered in a cost-effective manner.

Part B: Supportive Documentation and Data. This part of the application is designed to document the program-to- occupational demand connection, the college’s projected enrollments, proposed curricular structure, faculty requirements, and fiscal impact.

Approval of Related AAS Degree and Technical Diploma Curricula. When applying for approval of closely related AAS degree, Embedded Technical Diplomas, Pathway Certificates, the Dean or Director should submit a single application that reflects all programs (For example, a Hospitality Management AAS and a related Hospitality Technical Diploma would use a single application). In the application, ensure that information is tailored as needed to each curriculum, as the rationale and supporting information may vary for each program.

Application Submission. Submit a completed copy of the application.

Application Timeline. Requests are reviewed on an ongoing basis. Clarification and/or additional information may be requested by EC if the application is unclear or incomplete. All requests must be reviewed, recommended and approved by EC.


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OCCUPATIONAL CURRICULUM APPROVAL APPLICATION PART A: Feasibility, Curriculum Quality and Cost Analysis

FEASIBILITY 1. Labor Market Need. Verify that the program is feasible from a labor market standpoint and demonstrate convincing evidence of labor market need.

a. Program purpose:

1) The mission and goal of the AAS degree program is to provide entry-level employment training that support careers related to helping and teaching members of society that are still in school, living in group-homes, or receiving mental health program support. People that take this program would typically want to continue their education working towards a four-year degree.

2) The Technical diploma is for the same population only is targeted towards being a Special Education Teaching Assistant and that is not currently planning to continue their education towards an AAS degree or a four-year degree. However, these students could change their minds later and then complete the AAS degree.

3) The certificate is for people that want to work specifically with people that have been identified with ASD

b. Target population.

1) Individuals seeking employment working with the special needs population that can pass the Driver’s License Check and/or Credit Check (for those positions requiring) and Pass the WI Caregiver Background Check and/or IL Health Care Workers Background Check.

2) Existing employees interested in advancement through specialized education and training

3) Students interested in a transfer to 4-year institutions wherever available

4) The short-term certificate program would provide entry-level access opportunities to underserved or underprivileged individuals.

c. Related occupations.

1) Special Education Classroom Assistant - Individual assists classroom teachers with learning activities for students, record keeping, and monitoring students during non-instructional time.

2) Behavior Treatment Technician - As a Behavior Technician, you will interact with children on the autism spectrum, in their own homes utilizing a results-oriented approach called applied behavior analysis, which involves observing how the clients react to their environment and how they respond to people around them.

3) Autism Technician I -providing behavioral services to patients in the autism program. Participates on the treatment team and carries out services as described on the treatment plan

d. Supply-Demand Information.

1) See attachment and the Enrollment Chart (Part B).


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e. Planning and Collaboration. This program was developed to meet the growing special needs population in both Rock and Green counties. This program bridges between the Foundations of Teacher Education, Early Childhood Education, and Human Services programs adding courses targeted more towards working with and supporting the special needs population at all ages. This program allows more options to people wanting to work with the special needs population.

1) Educational & Workforce Partnerships. As shown by the labor market data for BTC’s district, there are 92 annual job openings.

2) Employer Input. Employers from the various Health Systems, Group Homes, and educational institution will be invited to be on the advisory

Related Offerings/Competition:

1. NWTC, WCTC, and FVTC have certificates and/or Technical Diplomas similar to this proposed program (Appendix A)

2. The proposed Behavior Technician Program uses courses found in the following programs a. Foundations of Teacher Education b. Early Childhood Education c. Human Services d. General Education e. This AAS degree utilizes six new courses

i. Autism: Spectrum Disorder 3 credit ii. Autism: Teaching Methods 3 credit

iii. Autism: Transition/Beyond 3 credit iv. Practicum 1 (Group Home) 1 credit v. Practicum 2 (Education Setting) 1 credit

vi. Applied Behavior Strategies, Assessment, & Intervention 3 credits

2. Need Summary See attached Occupational Report CURRICULUM AND COURSE QUALITY

1. Program purpose: Lay people interested in being a special education classroom assistant, or entry-level employment at group homes, or being able to understand, how to work with their own special needs child can take the certificates. The certificate(s) are in the Technical Diploma (TD) and with this TD, a learner can gain entry employment working with the special needs population in both education and group and individual home settings.

a) Catalog description. The Behavior Technician Program prepares the learner to work with the developmental and behavioral needs population. With this degree, a learner can gain employment working with the special needs population in both an educational, group, and individual home settings. With the Behavior Technician AAS degree, a graduate can use this to build on a higher-level degree and certification or gain employment working under a Board Certified Assistant Behavior Analyst (BCaBA) or a Board Certified Behavior Analyst (BCBA). There are many career options with this degree.

b) Provide a description of the program(s) as it will appear in the college’s catalog. (See Appendix B)

c) Curriculum. Complete the Curriculum Chart (Part B) by identifying the program completion requirements related to the following categories: i) the general education, ii) career and technical education, iii) work-based learning, and iv) elective options. Include a Curriculum Chart for each program.

2. Educational alignment: Describe how the proposed program(s) illustrate a Program of Study.


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a) Meta Major. Education

b) Academic/Curricular Alignment. A variety of courses in the Early Childhood Education, Foundations of Teacher Education, and Human Services program along with a variety of General Education Courses are already transcripted or Dual Credit courses.

1) Relationship to existing course curricula at the college: This program and its certificates are part of three different programs at the college and should provide laddering into or attachment to any of these three programs.

c) This program introduces and prepares the learner to working with the special needs population in a group home setting and the other practicum introduces the learner to working with this population in an education setting.

d) Accreditation for Programs. No external approval or accreditation is required other than the WTCS. However, curriculum approval for the Registered Behavior Technician (RBT) has been requested from the Behavior Analyst Certification Board (BACB)


PROGRAM APPROVAL APPLICATION PART B: Supportive Documentation and Data

This part of the application is designed to document the program-to-occupational demand connection, the projected enrollment, proposed curricular structure, faculty requirements, and fiscal support.

OCCUPATIONAL DEMAND

1. a) Labor Market Data. Append the labor market information from current sources (e.g., the Office of Institutional Effectiveness and Research) which represent projected demand/job openings versus existing supply/completers in related programs in the district and region as appropriate supports the need for the proposed program(s).

1. b) Occupational Chart. List occupational titles related to the proposed program(s) and corresponding employment projections and completer data.

Standard Occupational Classification (SOC)* Job Titles & Code Number

Annual Regional Openings*

Starting and Median Hourly Wage

Physical Education Specialist 25-2059.01 92 $19.58 Preschool, Primary, Secondary , and Special Education 25.2000 224 $15.94 21-1021 Child, Family, and School Social Workers 21-1093 Social and Human Service Assistants 25-2011 Preschool Teachers, Except Special Education 25-2051 Special Education Teachers, Preschool 29-2053 Psychiatric Technicians 31-1013 Psychiatric Aides 39-9011 Childcare Workers 39-9021 Personal Care Aides

644 >$23,471

* Locate SOC (Standard Occupational Classification) Job Titles at https://www.bls.gov/soc/major_groups.htm Contact BTC’s Office of Institutional Effectiveness & Research for the Regional Employment Outlook Report.

1. c) Enrollment Chart. Provide an estimate of enrollments and completions over the first three years of the program. Include separate figures for each program (i.e. separate estimates for each degree and/or certificate included in this application).

First Year Second Year Third Year Full-Time Enrollments (Headcount/FTE):

5 10 15

Part-Time Enrollments: (Headcount/FTE)

10 10 15

Retention Rate: 90-100% 90-100% 90-100%

Completions: 0 5 20

https://www.bls.gov/soc/major_groups.htm


SemesterCourse number (w/Aid Code) Course Title Credits A B C D E

Delivery Method (Check all that apply)

Function (WTCS Guide)

1 10-801-136 English Composition 1 3 X Online/MyEdChoice 6AAS1 10-307-151 ECE: Infant & Toddler Dev 3 X Online/MyEdChoice 7AAS1 10-522-107 EDU: Overview of Special Ed 3 X Online/MyEdChoice 7AAS1 10-520-101 Community Resources and Services 3 X Online/MyEdChoice 7AAS1 10-103-138 Word Documents 2 X X Online/MyEdChoice 7AAS2 10-804-134 Mathematical Reasoning 3 X Online/MyEdChoice 6AAS2 10-801-198 Speech 3 X Online/MyEdChoice 6AAS2 10- 522-New Autism: Spectrum Disorder 3 X Online/MyEdChoice 7AAS2 10-307-187 ECE: Children w Diff Abil ities 3 X Online/MyEdChoice 7AAS2 10-809-198 Intro to Psychology 3 X Online/MyEdChoice 6AAS3 10-520-102 Introduction to Gerontology 3 X Online/MyEdChoice 7AAS3 10-522-106 EDU: Child & Adolescent Devel 3 X Online/MyEdChoice 7AAS3 10-103-107 Intermediate Excel 2 X X Online/MyEdChoice 7 AAS3 10-809-172 Intro to Diversity Studies 3 X Online/MyEdChoice 6 AAS3 10- 522-New Autism: Teaching Methods 3 X Online/MyEdChoice 7AAS3 10-520-108 Children and Family Services 3 X Online/MyEdChoice 7AAS3 10- 522-New Practicum 1 (Group Homes) 1 X Practicum 7AAS4 10-520-103 Interviewing Principles & Documentation 3 X Online/MyEdChoice 7AAS4 10-809-188 Developmental Psychology 3 X Online/MyEdChoice 6AAS4 10-522-124 EDU: Support Students w Disab 3 X Online/MyEdChoice 7AAS4 10-522-New Applied Behavior Strategies, Assessment, & Intervention 3 X Online/MyEdChoice 7AAS4 10- 522-New Autism: Transition/Beyond 3 X Online/MyEdChoice 7AAS4 10- 522-New Practicum 2 (Education Setting) 1 X Practicum 7AAS

Total Credits 63

Semester Course number Course Title Credits3 10-522- NEW Practicum 1 (Group Homes) 14 10-522-NEW Practicum 2 ( Education Setting) 1

4221

Total Credits 63

Percentage %66.7%33.3%

Occupational SpecificOccupational Supportive

WTCS Function Code Definitions

Total by Credits (for WTCS use)7 or 1 Technical Studies6 or 2 General Education4 Elective (AAS Only/Rolls up into Supportive)

Technical Diploma Only

Type of Credit:

Which courses in the proposed program are Work-Based Learning Courses (internship, practicum, apprenticeship, etc.)


PROGRAM STRUCTURE – Technical Diploma- Autism Technician

Program TitleMeta Major:




1 10-801-136 English Composition 1 3 X Online / MyEdChoice 6AAS1 10-522-107 EDU: Overview of Special Ed 3 X Online / MyEdChoice 7AAS1 10-103-138 Word Documents 2 X X Online / MyEdChoice 7AAS

2 10-804-134 Mathematical Reasoning 3 X Online / MyEdChoice 6AAS2 10- 522-New Autism: Spectrum Disorder 3 X Online / MyEdChoice 7AAS2 10-809-188 Developmentla Psychology 3 X Online / MyEdChoice 6AAS

3 10- 522-New Autism: Teaching Methods 3 X Online / MyEdChoice 7AAS3 10- 522-New Practicum 1 (Group Homes) 1 X Practicum 7AAS3 10-103-107 Intermediate Excel 2 X X Online / MyEdChoice 7AAS

4 10-522-124 EDU: Support Students w Disab 3 X Online / MyEdChoice 7AAS4 10- 522-New Autism: Transition/Beyond 3 X Online / MyEdChoice 7AAS4 10- 522-New Practicum 2 (Education Setting) 1 X Practicum 7AAS

Total Credits 30

Semester Course number Course Title Credits3 10-522-NEW Practicum 1 (Group Home) 14 10-522-NEW Practicum 2 ( Education Setting) 1

249

Total Credits 30


2. a.) Program Proposed Curricula. List all program related courses, included program specific and program supportive courses as well as General Education Courses. Place an Asterick (*) behind course titles with pre or co-requisites; courses that are new to the program/college place in BOLD letters.

Autism Technician TechnicalDiplomaEducation

Type of Credit:



Technical Diploma OnlyOccupational SpecificOccupational Supportive


PROGRAM STRUCTURE – Autism Certificate Program TitleMeta Major:




1 10-801-136 English Composition 3 X Online/MyEdChoice 6AAS1 10-103-138 Word Documents 2 X X Online/MyEdChoice 7AAS

2 10- 522-New Autism: Spectrum Disorder 3 X Online/MyEdChoice 7AAS

3 10- 522-New Autism: Teaching Methods 3 X Online/MyEdChoice 7AAS

4 10- 522-New Autism: Transition/Beyond 3 X Online/MyEdChoice 7AAS

Total Credits 14

Semester Course number Course Title Credits

113

Total Credits 14


2. a.) Program Proposed Curricula. List all program related courses, included program specific and program supportive courses as well as General Education Courses. Place an Asterick (*) behind course titles with pre or co-requisites; courses that are new to the program/college place in BOLD letters.

Autism CertificateEducation

Type of Credit:






PROGRAM STRUCTURE – Special Education Certificate





1 10-801-136 English Composition 1 3 X Online/MyEdChoice 6 AAS1 10-103-138 Word Documents 2 X X Online/MyEdChoice 7AAS1 10-522-107 EDU: Overview of Special Ed 3 X Online/MyEdChoice 7AAS1 10-522-111 EDU: Guiding & Managing Behavior 3 X Online/MyEdChoice 7AAS2 10-809-188 Developmental Pschychology 3 X Online/MyEdChoice AAS3 10-522-124 EDU: Support Students w Disab 3 X Online/MyEdChoice 7AAS4 10-522-139 EDU: Support Students with Medical/Mental Health Needs 3 X Online/MyEdChoice 7AAS

Total Credits 20

Semester Course number Course Title Credits

146

Total Credits 20





Asterick (*) behind course titles with pre or co-requisites; courses that are new to the program/college place in BOLD letters.

Special Education CertificateEducation

Type of Credit:



2. b) Course Curriculum Sequence. Provide a copy of the term-by-term sequence of courses required to complete the program on a full-time and part-time enrolled basis as it will appear in the catalog.

2. c) Append the list of work-based learning sites to be used for internship, career exploration, job shadowing, clinical practicum, or apprenticeship coursework.

FACULTY REQUIREMENTS

3. a) Faculty Qualifications. Cite the minimum qualifications for new and existing faculty.

Degree Field Credential Years of Related Occupational

Experience

Years of Teaching Experience

MS Degree Special Education 2 2

MS Degree Psychology 2 2

MS Degree Board Certified Behavior Analyst® (BCBA®)

2 2

3. b) Faculty Needs. Cite the number of faculty, including new and existing faculty that the program will need for each of the first three years noting if they will serve as full-time faculty or part-time. If existing faculty will be reassigned, indicate whether the former position will need to be filled.

First Year Second Year Third Year Full-Time Part-time Full-Time Part-time Full-Time Part-time

# of New Faculty

0 1 1

# of Existing Faculty

1 1 1

# Existing to be replaced

3. c) Faculty Release. List the purpose and hours for release time for the proposed program.


New Faculty

Existing Faculty Curriculum Development Time– Five Courses


ADMINISTRATION AND SUPPORT PERSONNEL REQUIREMENTS

4. a) Administrative/Support Qualifications. Cite the minimum qualifications for new and existing administrative and/or support personnel needed to support the proposed program.

Position Title Indicate whether

Administrative (A) or Support (S)

Field Credential Years of Related Experience

NA

4. b) Administrative/Support Needs. Cite the number of administrative and support personnel, including new and existing positions that the program will need for each of the first three years noting if they will serve as full-time or part-time. If existing personnel will be reassigned, indicate whether the former position will need to be filled.


# New Administrative

NA NA

# Existing Administrative

NA NA

# of Existing Admin to be replaced

NA NA

# New Support

# Existing Support

# Existing Support to be replaced


FISCAL SUPPORT

4. a) Equipment. If necessary, append to Part B a list of new (new to the institution or program) equipment to be purchased, shared, or leased to implement the curriculum. Include donations of equipment.

4. b) Finance Chart. Identify projected new direct costs and revenues for the proposed program.

First Year AY:

Second Year AY:

Third Year AY:

Faculty Costs $13,082 (includes funds to develop 6 courses)

13,082 13,082

Administrative Personnel Costs

0 0 0

Support Personnel costs

0 0 0

Consumable Materials and Supplies

$500 $500 $500

Equipment Costs (minor and capital)

0 0 0

Library/LRC Costs 0 0 0

Facility Costs 0 0 0

Other (specify) 0 0 0

TOTAL NEW COSTS $13,582 $13,582 $13,582

Tuition 6,399 23,463 34,412

Material Fees 68

135 135

Grant Funding 0 0 0

Other (Identify) 0 0 0

TOTAL NEW REVENUES $6,467 $23,598 $34,547

NET POSITION (REVENUE MINUS COSTS)

($7,115) $10,016 $20,965


Appendix A

Tech Colleges w/Related Behavior Technician Programs NWTC Autism Technical Diploma 31 Credit Program Code: 315223 Students following the study plan below will complete the Autism Technician Technical Diploma in the number of semesters shown. Courses are offered online, and may be taken in any order as long as prerequisites are met. Below is a suggested timeline: FIRST SEMESTER 10-890-101College 101 1 10-307-200Autism: Spectrum Disorder 3 10-307-201Autism: Teaching Methods 3 10-522-104IA: Technology/Media Resources 3 10-522-101IA: Teamwork in School Setting 3 10-522-135Autism Technician Internship 3 SECOND SEMESTER 10-307-171ECE: Behavior/Emotional Chall 3 10-307-202Autism: Transition/Beyond 3 10-522-124IA: Support Students W Disab 3 10-522-136Autism Technician Advanced 3 10-804-134Mathematical Reasoning 3

Autism Certificate 9 Credits Program Code: 9030713 The Autism Certificate is designed for childcare teachers, paraeducators, teachers, parents, relatives and caregivers to learn how to support individuals with autism spectrum disorder. Learn strategies and techniques to promote educational and social success in individuals who have been diagnosed with a Pervasive Developmental Disorder such as autism. 10-307-200Autism: Spectrum Disorder3 10-307-201Autism: Teaching Methods3 10-307-202Autism: Transition/Beyond3

Special Education Certificate Program Code: 905224 The Special Education Certificate is a twelve-credit certificate designed in conjunction with the Paraeducator Associate Degree. The Special Education certificate is applicable for both new learners and people currently working in the field with persons with exceptionalities. Courses provide an overview to special education and persons with exceptionalities, practical classroom strategies to support learning for a variety of disability areas as well as techniques for guiding and managing behavior. Courses are delivered online. 10-522-107IA: Overview of Special Educat3 10-522-109IA: Special Education, Educati3 10-522-111IA: Guiding and Managing Behav3


10-522-124IA: Support Students with Disa3

FVTC UNDERSTANDING AUTISM SPECTRUM DISORDER 20-307-6Certificate 6 Cr This program is designed for teachers, parents of children with autism, paraprofessionals working with students who have special needs, and social workers, nurses and child development specialists. You will develop skills, strategies and techniques to help promote educational and social success in individuals diagnosed with autism spectrum disorder. You will learn about the impact of early intervention, strategies to reduce negative behaviors, and how to foster play and friendship. Autism Spectrum Disorder (ASD) - Introduction 10-307-130 - 1 credit Autism Spectrum Disorder, Social Integration 10-307-131 - 2 credits Autism Spectrum Disorder, Teaching Methods 10-307-132 - 3 credits

WCTC Developmental Disabilities 12-CREDIT TECHNICAL CERTIFICATE Develop skills to work with individuals with developmental disabilities and prepare for entry-level jobs as residential counselors, group home managers, shelter workshop assistants and other direct care workers. Gain familiarity in counseling techniques; better understand the types of disabilities, services available and health issues individuals with developmental disabilities face; and develop skills that incorporate behavior modification techniques.

• Upon the successful completion of this certificate, possess the skills necessary to work with children and adults with physical, mental and emotional disabilities in a variety of settings.

• Some credits earned in this short-term certificate program may be applied toward degree and diploma programs within WCTC’s School of Protective & Human Services.

• This certificate complements some degree and diploma programs within WCTC’s School of Protective & Human Services.

FIRST SEMESTER 520-180 Developmental Disabilities 3 520-104 Behavior Management 3 SECOND SEMESTER 520-102 Basic Counsel Skills Practice 3 520-103 Case Management & Documentation 3


APPENDIX B

Course Descriptions 10-307-151 ECE: Infant & Toddler Dev In this 3-credit course you will study infant and toddler development as it applies to an early childhood education setting. Course competencies include: integrate strategies that support diversity and anti-bias perspectives; analyze development of infants and toddlers (conception to three years); correlate prenatal and postnatal conditions with development; summarize child development theories; analyze the role of heredity and the environment; examine culturally and developmentally appropriate environments for infants and toddlers, examine the role of brain development in early learning (conception through age three); examine caregiving routines as curriculum. 10-522-106 EDU: Child & Adolescent Development This course provides a student with an overview of physical, motor, perceptual, cognitive, social/emotional and growth and development birth through adolescence. Student analyzes social, parental, cultural, brain, and economic influences on development. 520-102 Introduction to Gerontology The learner will identify basic theories and facts about the aging process and will analyze the psychological and sociological experience of the older adult population. Learners will be able to apply this knowledge towards methods and techniques for serving the aged. 10-522-107 EDU: Overview of Special Education This course provides an overview of the special education law. Special education categories under IDEA and associated causes and characteristics will be analyzed as well as state and federal qualification criteria will be examined. Societal responses to students with disabilities as well as the impact of a student with disabilities on family dynamics will also be analyzed in this course. 10-522-124 EDU: Supporting Students with Disabilities This course focuses on examining how a continuum of service is delivered to students with special education needs including in the inclusive classroom setting and through supportive and related services. A review of the law will be provided as it relates to special education, and the individual educational program (IEP), assessment and planning process through transition. Based on the premise that all children can learn, students will examine factors, which enhance learning through a study of various classroom accommodations and instructional formats such as direct instruction, strategy instruction and task analysis. Students will engage in simulated classroom activities to explore and practice incorporating a wide array of research-based interventions and instructional techniques and programs used to support students with disabilities in all major curricular areas and to help students develop effective study skills. Students will practice monitoring and recording child and youth behavior. Techniques used to support students with medically fragile needs will be explored. Students will develop a philosophy related to responsible inclusion. Pre-requisites: (522-107) 10-520-101 Community Resources and Services This course will introduce the learner to a wide variety of community agencies, resources, and programs. The functions, funding, clients served, eligibility requirements, and referral procedures of the agency will be explored. Learners will have a chance to participate in site visits and learn about various agencies through guest speakers. 10-520-103 Interviewing Principles & Documentation The learner develops techniques for interviewing and applies record-keeping skills as practiced in human services agencies. Skills to be practiced include social history and summary recording, case assessment and management, as well as intervention plan development.


10-520-108 Children and Family Services This course introduces the learner to the human service professional's role when working with children, families and groups. Issues impacting the family system will be analyzed, including child abuse, divorce, mental health, juvenile delinquency, bereavement and physical health problems. 10-103-138 Word Documents Credits: 2 This course introduces the learner to the core competencies of MS Word and PowerPoint. Using Word, learn to enter, edit, and format text, save documents in various formats, move and copy data, create/ modify tables, insert and modify graphics, proof and print documents. Using PowerPoint, learn to create new presentation, format slides, use drawn objects, work with graphics, use tables and charts, modify presentation, work with the slide masters, and proof and deliver a presentation. 10-103-107 Intermediate Excel Credits: 2 This course introduces intermediate level features of Microsoft Excel that allows students to advance their skill set by learning to work with advanced formulas, lists, and illustrations and to use spreadsheets to compile, analyze and present data for problem solving and decision making within organizations. 10-522-NEW AUTISM: SPECTRUM DISORDER Provides an overview of Autism Spectrum Disorder (ASD) and information to support individuals of the ASD. Focuses on ASD and how individuals and families may be impacted, and differentiates between typical development and atypical development associated with ASD. Identifies social skill issues; facilitate play skills; monitor behaviors; and create supportive learning and play environments for children with Autism Spectrum Disorder (ASD). 10-522-NEW AUTISM: TEACHING METHODS Familiarizes the learner with evidence based practices for working with children with ASD. Students will collect, record, and apply data; implement behavior plans; utilize technology to support instruction; facilitate development of basic life skills; and communicate effectively with families, professionals, and others in the community. 10-522-NEW AUTISM: TRANSITION & BEYOND Transition planning from secondary education is critical for young people with autism spectrum disorders to be successful. Learners will develop individual vocational support and functional living skills plans and methods for supporting adults with ASD. 10-522-NEW Practicum 1 (Group Home) Career preparation and interviewing, employment orientation and training, shadowing senior therapists as well as supervised practical hands-on experience applying skills developed in the program at an approved Group Home site. 10-522-NEW Practicum 2 (Education Setting) Career preparation and interviewing, employment orientation and training, shadowing senior therapists as well as supervised practical hands-on experience applying skills developed in the program at an approved Education site. 10-522-NEW Applied Behavior Strategies, Assessment & Intervention In this capstone course, learners are presented with real-life case studies and are tasked with developing detailed strategies, assessments and intervention plans that fit the unique person’s situation and/or condition.

General Education 10-809-198 Introduction to Psychology This introductory course in psychology is a survey of the multiple aspects of human behavior. It involves a survey of the theoretical foundations of human functioning in such areas as learning, motivation, emotions, personality, deviance and pathology, physiological factors, and social influences. It directs the student to an insightful understanding of the complexities of human relationships in personal, social, and vocational settings.


10-809-159 Abnormal Psychology The course in Abnormal Psychology surveys the essential features, possible causes, and assessment and treatment of the various types of abnormal behavior from the viewpoint of the major theoretical perspectives in the field of abnormal psychology. Students will be introduced to the diagnosis system of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV). In addition, the history of the psychology of abnormality will be traced. Cultural and social perspectives in understanding and responding to abnormal behavior will be explored as well as current topics and issues within abnormal psychology. 10-809-196 Introduction to Sociology Introduces students to the basic concepts of sociology: culture, socialization, social stratification, multi-culturalism, and the five institutions, including family, government, economics, religion, and education. Other topics include demography, deviance, technology, environment, social issues, social change, social organization, and workplace issues. 10-801-195 Written Communication Develops writing skills which include prewriting, drafting, revising, and editing. A variety of writing assignments is designed to help the learner analyze audience and purpose, research and organize ideas, and format and design documents based on subject matter and content. Also develops critical reading and thinking skills through the analysis of a variety of written documents. 10-801-198 Speech Explores the fundamentals of effective oral presentation to small and large groups. Topic selection, audience analysis, methods of organization, research, structuring evidence and support, delivery techniques, and other essential elements of speaking successfully, including the listening process, form the basis of the course.

10-809-188 Developmental Psychology This course is designed to provide an introduction to exceptional persons. Topics studied include cognitive disability, giftedness, learning disabilities, emotional disorders, visual impairments, hearing impairments and various physical disabilities. Learning activities focus on educational, legal, and personal life issues 10-804-134 Mathematical Reasoning Credits: 3 All college students, regardless of their college major, need to be able to make reasonable decisions about fiscal, environmental, and health issues that require quantitative reasoning skills. An activity based approach is used to explore numerical relationships, graphs, proportional relationships, algebraic reasoning, and problem solving using linear, exponential and other mathematical models. Students will develop conceptual and procedural tools that support the use of key mathematical concepts in a variety of contexts. Or 10-804-118 Intermediate Algebra with Applications Credits: 4 This course offers algebra content with applications. Topics include properties of real numbers, order of operations, algebraic solution for linear equations and inequalities, operations with polynomial and rational expressions, operations with rational exponents and radicals, algebra of inverse, logarithmic and exponential functions.

Occupa on Snapshot Report

8 Occupa onsin Rock/Green coun es

Southwest Wisconsin Workforce Development Board

1370 N Water Street

Pla eville, Wisconsin 53818

Emsi Q3 2019 Data Set | www.economicmodeling.com



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Contents

What is Emsi Data?

Report Parameters

Workforce Map

Execu ve Summary

Supply (Jobs)

Demographic Details

Compensa on

Demand

Graduate Pipeline



What is Emsi Data?

Emsi data is a hybrid dataset derived from official government sources such as the US Census Bureau, Bureau of

Economic Analysis, and Bureau of Labor Sta s cs. Leveraging the unique strengths of each source, our data

modeling team creates an authorita ve dataset that captures more than 99% of all workers in the United States.

This core offering is then enriched with data from online social profiles, resumes, and job pos ngs to give you a

complete view of the workforce.

Emsi data is frequently cited in major publica ons such as The Atlan c, Forbes, Harvard Business Review, The New

York Times, The Wall Street Journal, and USA Today .


Emsi Q3 2019 Data Set | www.economicmodeling.com 1

8 Occupa ons

2 Coun es

Class of Worker

QCEW Employees, Non-QCEW Employees, and Self-Employed

The informa on in this report pertains to the chosen occupa ons and geographical areas.

Report Parameters

21-1021 Child, Family, and School Social Workers

21-1093 Social and Human Service Assistants

25-2011 Preschool Teachers, Except Special Educa on…

25-2051 Special Educa on Teachers, Preschool

29-2053 Psychiatric Technicians

31-1013 Psychiatric Aides

39-9011 Childcare Workers

39-9021 Personal Care Aides

55045 Green County, WI 55105 Rock County, WI



Workforce Map



Your area is not a hotspot for this

kind of talent. The na onal average

for an area this size is 2,858*

employees, while there are 2,459

here.

The cost for talent is low in your

area. The na onal median salary for

your occupa ons is $25,277, while

you'll pay $23,471 here.

Compe on from online job

pos ngs is high in your area. The

na onal average for an area this

size is 74* job pos ngs/mo, while

there are 108 here.

Execu ve Summary

Aggressive Hiring Compe on Over a Thin Supply of Regional Talent

*Na onal average values are derived by taking the na onal value for your occupa ons and scaling it down to account for the difference in

overall workforce size between the na on and your area. In other words, the values represent the na onal average adjusted for region size.

2,459

Supply (Jobs)

$23,471

Compensa on

108

Demand (Job Pos ngs)



Supply (Jobs)

Supply Is Lower Than the Na onal Average

The regional vs. na onal average employment helps you understand if the supply of your occupa ons is a strength or weakness

for your area, and how it is changing rela ve to the na on. An average area of this size would have 2,857* employees, while there

are 2,459 here. This lower than expected supply may make it more difficult to find candidates. The gap between expected and

actual employment is expected to increase over the next 5 years.

16% Past Growth (2013 - 2018) 7% Projected Growth (2018 - 2023)





Most Jobs are Found in the Individual and Family Services Industry Sector

Industry% of Occupa on in

Industry (2018)

A Individual and Family Services 22.7%

A Child Day Care Services 22.6%

ACon nuing Care Re rement Communi es and Assisted LivingFacili es for the Elderly

9.7%

AResiden al Intellectual and Developmental Disability, MentalHealth, and Substance Abuse Facili es

6.3%

A Home Health Care Services 6.1%

A Local Government, Excluding Educa on and Hospitals 4.5%

A Other 28.1%



Where Talent Works Where Talent Lives

Place of Work vs Place of Residence

Understanding where talent in the region currently works compared to where talent lives can help you op mize site decisions. For

example, the #1 ranked ZIP for employment ranks #2 for resident workers. The top ZIP for resident workers is 53511.

53546 Janesville, WI (in Rock county)… 500


53511 Beloit, WI (in Rock county)… 425

53566 Monroe, WI (in Green county)… 266


ZIP Name2018

Employment

53511 Beloit, WI (in Rock county)… 622




53566 Monroe, WI (in Green county)… 234

ZIP Name2018

Workers



Re rement risk is low in your area.

The na onal average for an area

this size is 743* employees 55 or

older, while there are 644 here.

Racial diversity is low in your area.

The na onal average for an area

this size is 1,430* racially diverse

employees, while there are 430

here.

Gender diversity is low in your

area. The na onal average for an

area this size is 2,439* female

employees, while there are 2,185

here.

Re rement Risk Is Low, While Overall Diversity Is Low



644

Re ring Soon

430

Racial Diversity

2,185

Gender Diversity



Demographic Details

Occupa on Age Breakdown

Occupa on Race/Ethnicity Breakdown

% of Jobs Jobs

A 14-18 1.6% 39

A 19-24 12.4% 306

A 25-34 20.5% 503

A 35-44 20.0% 493

A 45-54 19.3% 474

A 55-64 19.0% 466

A 65+ 7.3% 178

% of Jobs Jobs

A White 82.5% 2,029

A Black or African American 9.3% 228

A Hispanic or La no 4.7% 115

A Asian 1.7% 42

A Two or More Races 1.1% 27

A American Indian or Alaska Na ve 0.6% 15

A Na ve Hawaiian or Other Pacific Islander 0.1% 2



Occupa on Gender Breakdown

% of Jobs Jobs

A Males 11.2% 275

A Females 88.8% 2,185



Compensa on

Talent Is 7% Cheaper, While the Cost of Living May Make A rac on Difficult

In 2018, the median compensa on for your occupa ons in your area is $23,471. Based on the na onal median wage of $25,277

for this posi on, this means you will spend about 7% less to employ your occupa ons here. However, their actual purchasing

power will be 6% less than the na onal median when we adjust for regional cost of living (which is 1% lower than average). This

may make it harder to a ract talent to the region at this price.



Demand

152 Employers Compe ng

All employers in the region who posted for

this job during the last 12 months.

1,292 Unique Job Pos ngs

The number of unique pos ngs for this job

over the last 12 months.

27 Days Median Pos ngDura on

Pos ng dura on is 2 days shorter than the

regional median.

*A hire is reported by the Quarterly Workforce Indicators when an individual's Social Security Number appears on a company's payroll and was

not there the quarter before. Emsi uses proprietary industry staffing pa erns and extrapola on to es mate hires at the occupa on level and

below.



CareInHomes.com 234

Teach For America, Inc. 93

Home Instead Senior Care 67

Rock County 51

Crea ve Community Living Services, Incorporated… 35

Top Companies Unique Pos ngs

Caregivers (Personal Care and Service)… 263

Teacher Assistants 59

Personal Care Aides 42

Maintenance Managers (Installa on, Maintenance, and Repair)… 38

Child Care Teachers 37

Top Job Titles Unique Pos ngs



Graduate Pipeline

3 Programs

37 programs can train for this job, while only 3

programs have produced completers in this

region.

42 Comple ons (2017)

The comple ons from all regional ins tu ons

for all degree types.

385 Openings (2017)

The average number of openings for an

occupa on in the region is 16.

Early Childhood Educa on and Teaching… 24

Educa on, General 18

Top Programs Comple ons (2017)

Blackhawk Technical College 24

Beloit College 18

Top Schools Comple ons (2017)




b. Approval of Concept Review for Technical Diploma Central Service Technician Program (Action – Dr. Zahi Atallah)

Blackhawk Technical College has explored the need for the Central Service

Technician (CST) program in its district. Employment opportunities are with for hospitals, surgery centers, medical facilities or medical supply companies. Through this diploma program, students will learn to clean, sterilize, and assemble surgical instruments, equipment, and supplies for use in operating rooms and other medical and surgical facilities. The program includes instruction in sterilization; infection control; decontamination; and surgical instrumentation processing, distribution, and record-keeping. Students are expected to complete 400 hours in a clinical practicum. This program prepares students to take the Certified Registered Central Service Technician (CRCST) exam.

The full proposal (attached) addresses program outcomes, curriculum design, industry support, labor market analysis, like programs at other WTCS Colleges, and revenue/cost projections. The College will present the proposal. Recommended Action: Approval of the Concept Review is the first step in the Wisconsin Technical College System program development process. It is the recommendation of the College Administration that the Blackhawk Technical College District Board approve the Concept Review for a 10-credit Technical Diploma Central Service Technician program.




CONTACT PERSON: Moira Lafayette PHONE: 757-7750

EMAIL: [email protected] FAX:

AAS TITLE: CREDIT

HOURS: CIP

CODE: WTCS

PROG #: WTCS MAT

FEE CODE:


CIP CODE:

WTCS PROG #:

WTCS MAT FEE CODE:

Technical Diploma Title:

Central Service Technician CREDIT HOURS:10

CIP CODE:51.1012

WTCS PROG #:30-534-1

WTCS MAT FEE CODE:

CERTIFICATE TITLE: CREDIT HOURS:

CIP CODE:

WTCS PROG #:

WTCS MAT FEE CODE:

PROPOSED IMPLEMENTATION DATE: Fall 2020







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INSTRUCTIONS












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a. Program purpose: Briefly describe the mission and goal of the program. Central Service Technicians are the key persons responsible for maintaining the quality of medical products that are processed, packaged and sterilized by a hospital. This program will prepare individuals to clean, sterilize and assemble surgical instruments, equipment and supplies for use in operating rooms and other medical and surgical facilities. The content includes instruction in sterilization, infection control, decontamination, and surgical instrumentation processing, distribution and record keeping.

b. Target population. The target populations for this program are individuals seeking an entry level position in the central sterile processing department. Individuals with high-school education or seeking to advance in an allied health program are the target population.

c. Related occupations. This program prepares students for a career as a central service technician and follows a similar career path with related occupations including: Sterilization Technician, Medical Supply Technician, and Surgical Technician.

d. Describe the types of jobs for which the program(s) will train graduates (i.e. specific occupational titles and/or multiple jobs within a Career Cluster/Pathway(s) and specify cluster). See http://adults.wicareerpathways.org/ for more information on Career Clusters and Programs

e. Supply-Demand Information. Append in Part B labor market information from current sources (i.e., the Office of Institutional Effectiveness and Research) which represent projected demand/job openings versus existing supply/completers in related programs in the district and region as appropriate. For comparison purposes you may want to include statewide data and/or regional data. Regional proposals should include data reflective of the areas to be served. It is also recommended to address the demand for workers with 1-, 2- or 4-year education, in addition to any short-term training or certifications. Complete the Enrollment Chart (Part B).

See Occupational Overview for Medical Equipment Preparers, Emsi Q3 2019 Data Set generated July 2019.

f. Alternate Documentation. If labor market data is not applicable (such as with some new and emerging occupations), or not available (such as for the district) provide alternate documentation of program need. This might include survey data, local classified /online advertisements for related occupations, or job outlook information from reputable sources. Append to Part B of this application.

g. Planning and Collaboration. Describe how the proposed curriculum fits into the colleges overall plans and goals to meet career and technical education/workforce preparation needs within the district/region.

1) Educational & Workforce Partnerships. Address how the program meets priority needs, and describe steps taken to plan and deliver the curriculum in collaboration with others, such as the Program Advisory Committee, Secondary institutions, Baccalaureate Institutions, Local Workforce Boards, Labor Councils and other appropriate partners.

The Surgical Technology Advisory Committee was convened on August 21, 2019 to discuss the need for the Central Service Technician program and the proposed curriculum and program structure.

http://adults.wicareerpathways.org/


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Strong interest in hiring credentialed CST workers was expressed. The health systems represented were able to give input on the program structure and agreed with the proposed curriculum courses.

Employer Input. Append employer survey information and other pertinent documents to reflect the private sector input obtained in the development of the proposed curriculum. Include the list of employers who will serve on the Program Advisory Committee.

h. Related Offerings/Competition: Describe what similar programs are being offered by the college and other training providers within your district. Include information on neighboring districts or border state providers as appropriate. Provide an analysis of the strengths and weaknesses of those programs in contrast to this proposed program. Please include a listing of present courses that may be shared with existing programs .

The Surgical Technology Program 10-512-1 would share courses, lab space, supplies and instrumentation. The clinical sites would be with the major health systems partners that are engaged with the Surgical Technology program as well as other allied health programs. The proposed curriculum would share three of the courses already included in Surgical Technology: Medical Terminology, Microbiology and Speech. The remaining two courses in the technical program would be unique to the Central Service Technician. The proposed number of credits is 15.

Five other Wisconsin Technical College System (WTCS) districts currently offer the Central Service Technician program – 30-534-1 and include:

Milwaukee Area Technical College (MATC), Mid-state Technical College (MSTC), Chippewa Valley Technical College (CVTC), Waukesha County Technical College (WCTC), and Western Technical College (WTC). The curriculum varies by district ranging from 11 – 18 credits. BTC’s program is structured to comply with the accreditation requirements of the International Association of Healthcare Central Service Material Management (IAHCSMM) which is the credentialing association providing certification for Central Service and Sterile Processing professionals. BTC’s healthcare partners have expressed a desire to hire students eligible to attain this credential and this would be a strength of BTC’s program. In addition, the general education courses could be taken as transcripted/dual credit. The remaining two (2) occupational specific course would be offered online, and as a practicum so that students could potentially complete the required online course and 400 hours of clinical requirement within a semester. A strength in the BTC program would be in seeking IAHCSMM accreditation.


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2. Need Summary. Provide a brief summary of your findings which support the need to develop and offer the proposed program(s). Include any additional information not already reported that illustrates demand for the program(s)

A survey was sent out to the members of the newly formed Surgical Technology Advisory Committee on July 25th and closed on August 9, 2019. A total of 14 health system surgery department directors were contacted with 7 responding for a 50% response rate. The survey results indicate that 71% of the health systems partners responding were likely to hire someone with a Central Service Technician diploma, and 57% indicated the job outlook for employees with that credential was good –to-excellent for current and future hires. Strong demand for this job role has been expressed by all the key health systems in the BTC district and service area. CURRICULUM AND COURSE QUALITY 1. Curriculum Information. Demonstrate quality curricula has been developed that aligns with federal, state and local requirements, is responsive to local workforce needs, and will prepare graduates with the appropriate level of skill to meet their educational and employment goals.

a) Program purpose: Describe the goal for individuals completing this program(s) in terms of gaining employment and continuing their education. If submitting a degree and certificate together, delineate the level of education, skill and employment for each.

1) Catalog description. Provide a description of the program(s) as it will appear in the college’s catalog. This instructional program prepares individuals to clean, sterilize, and assemble surgical instruments, equipment, and supplies for use in operating rooms and other medical and surgical facilities. Includes instruction in sterilization; infection control; decontamination; and surgical instrumentation processing, distribution, and record-keeping

2) Curriculum. Complete the Curriculum Chart (Part B) by identifying the program completion requirements related to the following categories: i) the general education, ii) career and technical education, iii) work-based learning, and iv) elective options. Include a Curriculum Chart for each program. See Chart below.

b) Educational alignment: Describe how the proposed program(s) illustrate a Program of Study.

• Meta Major. Identify the meta-major to which these programs will align. The allied health meta major includes:

1. Medical Terminology

2. General Anatomy and Physiology

3. Speech and/or English Composition.

4. Intro to Psychology

1) Academic/Curricular Alignment. Describe the alignment of content between high school and college coursework and curricula. Include opportunities for dual credit or articulated credit in both academic and career/technical areas between high school and community college. How will the college ensure a smooth transition for students entering the program, whether from high school,


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adult education, or other workforce training pipelines?

District high schools offer health academies with opportunities for students to earn dual credit for the following course that would be offered as dual or transcripted credit:

• Medical Terminology

2) Relationship to existing course curricula at the college: Indicate how this program(s) may provide educational laddering opportunities between technical diploma, certificates and AAS degrees, and other curricula.

The CST program shares one course with Surgical Technology program: Medical Terminology, and will instruments, equipment, lab space and many of the same clinical sites. This overlap will give students exposure to the Surgical Technician job role.

3) Articulation. Specify how the program is structured or articulated to provide educational opportunities for students beyond the college. Include information on the specific programs and baccalaureate institutions with which the college has been working towards articulation. This program results in an industry recognized credential. Students may decide to pursue the Surgical Technology program credential which is an associate degree.

4) Academic & Technical Skill Requirements. Describe how the proposed curricula will provide needed education and skills for the occupation and will meet program objectives by addressing the following:

(a) Academic Entry Skills: Describe the reading, writing, math and/or science knowledge/skill requirements for students to enter and be successful in the proposed program. What effective student support services do you foresee needing to ensure success (e.g. through Academic Support Services or developmental education)?

(b) General Education: Describe how the general education requirements support the technical skill requirements of the proposed program. Do each of the courses in Math, Communication, Science, etc. support the level of technical skill required to complete the program and obtain employment?

(c) Technical Skills: Describe what industry skill standards have been set for related occupations and what professional credentialing (licensure, certification, registration, etc...) is required or optional to students, when and through what agency/entity? Is it optional or required (i.e., is licensure or certification required or optional for job entry?) What steps will be taken to ensure that students will learn the skills required to obtain the necessary licensure or certification?

5) Career Development. Describe how career information, resume building and job search activities are incorporated into the curriculum.

6) Course Syllabi. Append in Part B the appropriate course forms and course syllabi for new courses or any existing courses that are being modified significantly for the proposed curricula.

c) Work-Based Learning. Describe how work-based learning will be incorporated into the curricula. Append to Part B a list of work-based learning sites to be used for internship, career exploration, job shadowing, clinical practicum, or apprenticeship coursework.


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d) Accreditation for Programs. Describe what external approval or accreditation is required and/or optional for this program, when and through what agency/entity it is available. (i.e., is program approval/accreditation by a regulatory agency or industry-related entity required prior to enrolling students or graduates earning their licensure/certification? What steps have been taken to obtain that approval/accreditation?)

e) Assessment of Student Learning: Describe how you will ensure students will meet the learning outcomes for this program through evaluation of knowledge and skills at the course and program levels.

1) Student Learning Objectives. Describe or list the program and course level learning outcomes that a student is expected to measurability know or be able to perform upon completion of each program related to:

The Program Outcomes are: (a) Apply principles of infection control in the role of the Central Service Technician. (b) Decontaminate instruments and equipment. (c) Prepare instruments, equipment and supplies. (d) Apply sterilization techniques. (e) Perform inventory control and distribute (f) Function as an ethical, legal and professional member of the healthcare team.

2) Assessment of Course Competencies and Learning Objectives. Describe the overall course-level assessment method(s) to be used, and the end-of-program assessment method(s) the college will use to ensure that students demonstrate these competencies and learning objectives just prior to program completion. (i.e., assessment though portfolio review, cumulative course completion, team project, comprehensive written/performance test, or industry/state pre-certification/licensure examination).

A WCTS Technical Skills Attainment (TSA) Scoring Guide is in place for the Central Service Technician Program 30-534-1. Six (6) program outcomes are identified which will be used to develop course outcomes and assessments in the technical courses of the program. The course competencies and learning objectives will be aligned with IAHCSMM accreditation standards, which are necessary for successful employment as a CST.

f) Continuous Quality Improvement. 1) Describe the continuous quality improvement methodology to ensure the curriculum remains

relevant and that outcome assessment plans are established and completed. Follow BTC Program Review guidelines.

2) Describe how the assessment of student learning outcome data will be used to improve the course curricula and maintain the currency of learning objectives and program level learning outcomes. Follow continuous quality improvement process.

3) Include a list of educational, business and community partners that will participate in the improvement process. Surgical Technology/Central Service Technician Advisory Committee members that represent the key health system partners in the economic service area and district.

2. Unique or noteworthy features of the program. Describe how the proposed program(s) stands apart from other programs similar in nature. Include Information on instructional delivery method(s). (i.e., classroom only, online only, hybrid, distance learning, flex lab, etc.). All courses, except the clinical practicum, could be delivered online.


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The Central Service Fundamentals course will be developed for online delivery.

3. Faculty Requirements. Describe the number of faculty, existing and new, that will be required to implement and support the program. The initial launch of the program would require at least an adjunct to teach the two occupational courses. The clinical placement will need to be coordinated and this could be combined with the clinical coordinator role for the Surgical Technology program. Once both programs are established, it is conceivable to have a total of two (2) FTE faculty that teach in both Surgical Technology and CST. The CST faculty would serve as the clinical coordinator for Surgical Technology and would need to have their surgical technology credential.

a) Faculty Qualifications. Complete the Faculty Qualifications Chart (Part B). Include general minimum qualifications and those credentials that are specific to instructors in the proposed field of study.

b) Faculty Needs. Complete the Faculty Needs Chart (Part B) to specify the number of full- and part-time faculty the program will need for each of the first three years, including new and existing faculty. For existing faculty assigned to the proposed program, indicate whether the former position will require filling.

c) Faculty Release. Complete the Faculty Release Chart (Part B) to specify the purpose and hours for release time for the proposed program.

4. Administration/Support Requirements. Describe the number of administrative and/or support, existing and new that will be required to implement and support the program.

a) Qualifications. Complete the Administration/Support Qualifications Chart (Part B). Include general minimum qualifications and credentials required to support the proposed field of study.

b) Administration/Support Needs. Complete the Administration/Support Needs Chart (Part B) to specify the number of full- and part-time administrative and support personnel the program will need for each of the first three years, including new and existing personnel. For existing personnel assigned to the proposed program, indicate whether the former position will require filling.

5. Institutional and Extramural Relationships. Describe the institutional units with direct relations with the program, including student services, faculty, and program content and quality.

a) Internal Oversight. Indicate what department and staff are responsible for maintaining the academic integrity of the program.

b) Contractual/Cooperative Agreements. Append to Part B a copy of the contractual or cooperative agreement to the application if another entity is involved in the delivery of the program. This includes any partnership agreement with another college, university, the regional consortia, an apprenticeship or labor organization, a private institution, business, or other outside entity.

COST ANALYSIS Verify the fiscal resources necessary to support the program in a cost-effective manner. Document the financial feasibility of the proposed program.

1. Source of Funds. Specify the source of funds to support the proposed program and note what portion of funds will come from reallocation of existing resources as compared to new resources. Indicate how this program(s) will share resources (i.e. faculty, facilities, etc…) with existing programs. Include grant resources and amounts (i.e. Postsecondary Perkins, $5,000 for program development; or USDOL Grant, $10,000 for equipment). New tuition and consumable supply revenue will go towards supporting the cost of supplies and instructional personnel.


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2. Equipment. If necessary, append to Part B of the application a list of new (new to the institution or program) equipment to be purchased, shared, or leased to implement the curriculum. Include donations of equipment.

Existing instrument sets that are part of the Surgical Technology program will be used.

3. Facilities. Verify the facility requirements (i.e. classroom or laboratory space) to implement and support the program. Include plans for utilizing facilities through partners (i.e. local businesses, labor councils, community organizations, etc…) to deliver the program accordingly. Also describe any new costs associated with renovation or development of facilities.

The Surgical Technology program space has a decontamination area as well as an instrument sterilization and wrapping area that will be used by the CST program. Most of the experiential learning will happen at the clinical sites.

4. Finance. Complete the Finance Chart (Part B) to identify new direct costs and revenues associated with establishing the program over the next three years.




OCCUPATIONAL DEMAND






31-9093 10 $15.25/$17.57




10 15 15


Retention Rate: 8 12 12

Completions: 8 12 12

It is possible for students to have completed the general education courses in advance of enrolling in the CST program. The Central Service Technician Fundamentals course would be taught online and the student could be working at the health care facility while completing the clinical course. This program would seek accreditation because that is what our advisory committee requested. The only limitation to program growth is clinical sites. With the online option, we could accept students from out-of-district who plan to complete their clinical practicum outside of the BTC district which would allow us to accept more students if they had a clinical placement or clinical employer already.



PROGRAM STRUCTURE


2. a.) Program Proposed Curricula. List all program related courses, included program specific and program supportive courses as well as General Education Courses. Place an Asterick (*) behind course titles with pre or co-requisites; courses that are new to the program/college place in BOLD letters. Program Title Surgical Technology Meta Major: Type of Credit:

Semester Course number (w/Aid Code) Course Title Credits A B C D E

Delivery Method (Check all

that apply) Function

(WTCS Guide) 1 1 10-501-101 Medical Terminology 3 X Flex 1 1 30-534-302 Central Srv Fundamentals 5 X Online 1 1 30-534-303 Central Srv Clinical 2 X Clinical 1

Total Credits 10


Semester Course number (w/Aid Code) Course Title Credits

1 30-534-303 Central Srv Clinical 2


Total by Credits (for WTCS use) 7 or 1 Technical Studies 10 6 or 2 General Education 0 4 Elective (AAS Only/Rolls up into Supportive) Total Credits 9 Technical Diploma Only Percentage % Occupational Specific 100 Occupational Supportive 0

WTCS Function Code Definitions

1 TD Techinical Diploma program occupational specific

2 TD Techinical Diploma program occupational supportive

4 AAS Associate in Applied Science degree program elective

6 AAS Associate in Applied Science degree program general

studies

7 AAS Associate in Applied Science degree program technical

studies







Experience


AAS Surgical Technology CAAHEP 5 0-2



# of New Faculty

1


0 0 1 1 1 1




New Faculty

Existing Faculty











.15 .15 .15


# New Support

# Existing Support



FISCAL SUPPORT



First Year AY:

Second Year AY:

Third Year AY:

Faculty Costs $18,000 $12500




$780 $1170


Library/LRC Costs

Facility Costs

Other (specify) travel and training

$1000 $500

TOTAL NEW COSTS $19,780 $14,170 $

Tuition $13,650 $20,475

Material Fees $780 $1,170

Grant Funding

Other (Identify)

TOTAL NEW REVENUES $14,430 $21,645 $


$(5,350) $7,475 $

*FTE faculty shared between Surgical Technology Program and CST. If students enroll from out-of-district they could find a practicum site in their area which would allow us to enroll more students into the program.

Occupa on Overview

Emsi Q3 2019 Data Set

July 2019

Southwest Wisconsin Workforce Development Board

1370 N Water StreetPla eville, Wisconsin 53818

608.342.4222

Emsi Q3 2019 Data Set | www.economicmodeling.com Page 1/11

Parameters

Occupa ons

Regions

Timeframe2017 - 2018

Datarun2019.3 – QCEW Employees, Non-QCEW Employees, and Self-Employed

31-9093 Medical Equipment Preparers

Code Descrip on

17177 Stephenson County, IL

17201 Winnebago County, IL

55025 Dane County, WI

55045 Green County, WI

55055 Jefferson County, WI

55065 Lafaye e County, WI

55105 Rock County, WI

55127 Walworth County, WI

Code Descrip on


Medical Equipment Preparers (SOC 31-9093):

Prepare, sterilize, install, or clean laboratory or healthcare equipment. May perform rou ne laboratory tasks and operate or inspectequipment.

Sample of Reported Job Titles:Steriliza on TechnicianSterile Processing TechnicianSterile Processing and Distribu on Technician (SPD Technician)Sterile Prepara on TechnicianMedical Supply TechnicianInstrument TechnicianCer fied Registered Central Service Technician (CRCST)Central Sterile TechnicianCentral Sterile Supply Technician (CSS Technician)Surgical TechnicianRelated O*NET Occupa on:Medical Equipment Preparers (31-9093.00)

Medical Equipment Preparers in BTC EESA

Occupa on Summary for Medical Equipment Preparers

270 +3.7% $17.57/hrJobs (2017) % Change (2017-2018) Median Hourly Earnings

10% above Na onal average Na on: +3.2% Na on: $17.42/hr


Growth for Medical Equipment Preparers (31-9093)

270 280 10 3.7%2017 Jobs 2018 Jobs Change (2017-2018) % Change (2017-2018)

Percen le Earnings for Medical Equipment Preparers (31-9093)

$15.25/hr $17.57/hr $19.81/hr25th Percen le Earnings Median Earnings 75th Percen le Earnings


Regional Trends

A Region 270 280 10 3.7%

B Rock/Green coun es 45 46 1 2.2%

C BTC ESA 261 271 10 3.8%

D State 3,476 3,571 95 2.7%

E Na on 56,788 58,603 1,815 3.2%

Region 2017Jobs

2018Jobs Change %

Change


Regional Breakdown

Dane County, WI 148

Winnebago County, IL 68

Rock County, WI 38

Green County, WI <10

Stephenson County, IL <10

County 2018 Jobs


Job Pos ngs Summary

There were 1,598 total job pos ngs for your selec on from January 2017 to December 2018, of which 330 were unique. Thesenumbers give us a Pos ng Intensity of 5-to-1, meaning that for every 5 pos ngs there is 1 unique job pos ng.

This is higher than the Pos ng Intensity for all other occupa ons and companies in the region (4-to-1), indica ng that they may betrying harder to hire for this posi on.

Job Pos ngs vs. Hires

In an average month, there were 32 ac ve job pos ngs for Medical Equipment Preparers, and 8 actually hired. This means there wasapproximately 1 hire for every 4 ac ve job pos ngs for Medical Equipment Preparers.

330 5 : 1 26 daysUnique Pos ngs Pos ng Intensity Median Pos ng Dura on

1,598 Total Pos ngs Regional Average: 30 daysRegional Average: 4 : 1

32 8Avg. Monthly Pos ngs (Jan 2017 - Dec 2018) Avg. Monthly Hires (Jan 2017 - Dec 2018)

Medical Equipment Preparers 32 8

Occupa on Avg Monthly Pos ngs (Jan 2017 - Dec 2018) Avg Monthly Hires (Jan 2017 - Dec 2018)


Occupa on Gender Breakdown

Occupa on Age Breakdown

Occupa on Race/Ethnicity Breakdown

A Males 50 17.8%

A Females 230 82.2%

Gender 2018Jobs

2018Percent

A 14-18 4 1.3%

A 19-24 43 15.4%

A 25-34 65 23.3%

A 35-44 53 18.8%

A 45-54 56 20.0%

A 55-64 48 17.3%

A 65+ 11 3.8%

Age 2018 Jobs 2018Percent

A White 226 81.0%

A Black or African American 24 8.7%

A Hispanic or La no 17 5.9%

A Asian 9 3.0%

A Two or More Races 3 1.1%

A American Indian or Alaska Na ve 1 0.2%

ANa ve Hawaiian or Other PacificIslander 0 0.1%

Race/Ethnicity 2018Jobs

2018Percent


Na onal Educa onal A ainment

Occupa onal Programs

A Less than high school diploma 8.6%

A High school diploma or equivalent 36.9%

A Some college, no degree 28.0%

A Associate's degree 12.0%

A Bachelor's degree 11.4%

A Master's degree 2.2%

A Doctoral or professional degree 0.9%

Educa on Level 2018 Percent

3 358 43Programs (2017) Comple ons (2017) Openings (2017)

51.0801 Medical/Clinical Assistant 357

51.0000 Health Services/Allied Health/Health Sciences, General 1

51.0899 Allied Health and Medical Assis ng Services, Other 0

CIP Code Program Comple ons (2017)


Industries Employing Medical Equipment Preparers

General Medical and Surgical Hospitals 158 56.5% 0.8%

Hospitals (State Government) 32 11.5% 0.3%

Offices of Den sts 18 6.3% 0.4%

Offices of Physicians (except Mental Health Specialists) 16 5.9% 0.1%

Colleges, Universi es, and Professional Schools (State Government) <10 2.3% 0.0%

IndustryOccupa on

Jobs inIndustry

(2018)

% ofOccupa on in

Industry(2018)

% of TotalJobs in

Industry(2018)


Appendix A - Data Sources and Calcula ons

Loca on Quo entLoca on quo ent (LQ) is a way of quan fying how concentrated a par cular industry, cluster, occupa on, or demographic group isin a region as compared to the na on. It can reveal what makes a par cular region unique in comparison to the na onal average.

Occupa on DataEmsi occupa on employment data are based on final Emsi industry data and final Emsi staffing pa erns. Wage es mates are basedon Occupa onal Employment Sta s cs (QCEW and Non-QCEW Employees classes of worker) and the American CommunitySurvey (Self-Employed and Extended Proprietors). Occupa onal wage es mates also affected by county-level Emsi earnings byindustry.

Emsi Job Pos ngsJob pos ngs are collected from various sources and processed/enriched to provide informa on such as standardized companyname, occupa on, skills, and geography.

Ins tu on DataThe ins tu on data in this report is taken directly from the na onal IPEDS database published by the U.S. Department ofEduca on's Na onal Center for Educa on Sta s cs.

State Data SourcesThis report uses state data from the following agencies: Illinois Department of Employment Security, Employment Projec ons; IowaWorkforce Development; Minnesota Department of Employment and Economic Development; Wisconsin Department ofWorkforce Development, Bureau of Workforce Informa on



c. Approval of Concept Review for Associate of Applied Science Automation Engineering Technology Program (Action – Gary Saganski)

Blackhawk Technical College has explored the need for Automation Engineering Technology in its district. The Automation Engineering Technology program provides a graduate with opportunities in a wide variety of career choices. Employment opportunities are available in all types of manufacturing. Regional manufacturing sectors include plastic and composite products, food, ethanol, chemical, metal products, and paper products. A graduate may work as an automation technician, controls technician, controls designer, engineering technician, or automation engineer in training. In addition, advanced careers in engineering and plant operations management require applied systems knowledge for purposes ranging from quality improvement to supply chain management. Through this degree program, a graduate will learn the entry-level technician skills needed to work with integrated machine systems involving industrial automation, robotics, mechanical systems, computer integration, and networking. The full proposal (attached) addresses program outcomes, curriculum design, industry support, labor market analysis, like programs at other WTCS Colleges, and revenue/cost projections. The College will present the proposal. Recommendation to Approve Approval of the Concept Review is the first step in the Wisconsin Technical College System program development process. It is the recommendation of the College Administration that the Blackhawk Technical College District Board approve the Concept Review for a 63-credit Associate of Applied Science Automation Engineering Technology program.




CONTACT PERSON: Gary Saganski PHONE: (608) 757-7727

EMAIL: [email protected] FAX: (608) 755-6887

AAS TITLE: Automation Engineering Technology CREDIT

HOURS: 63 CIP

CODE: WTCS

PROG #: 10-664-1

WTCS MAT FEE CODE:


CIP CODE:

WTCS PROG #:

WTCS MAT FEE CODE:


CIP CODE:

WTCS PROG #:

WTCS MAT FEE CODE:


CIP CODE:

WTCS PROG #:

WTCS MAT FEE CODE:

PROPOSED IMPLEMENTATION DATE: August 2020






New Program Proposal Manual

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INSTRUCTIONS












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a. Program purpose: Briefly describe the mission and goal of the program. (i.e. “….to provide entry-level employment training or support the pursuance of advancement opportunities”.) If more than one program is included in the application, delineate the purpose for each program.

To provide the entry-level technician skills needed to work with integrated machine systems involving industrial automation, robotics, mechanical systems, and networking.

b. Target population. Describe the target audience for the proposed program. Indicate whether this program is intended for different populations, such as: i) individuals seeking employment; ii) existing employees interested in advancement through specialized education and training; or iii) students interested in a transfer to 4-year institutions wherever available. Describe how the proposed program will provide access opportunities to underserved or underprivileged individuals.

This program is for individuals seeking employment or improving their employment status. This includes incumbent workers in all types of manufacturing, or those seeking to develop new skills in multiple technological disciplines. It is also intended for Secondary Education students through CTE or Dual credit that are interested in advanced technological careers and occupations, including multiple Engineering Technology manufacturing clusters. It is also intended for those in our community seeking further applied technological higher education studies such as Mechatronic and Engineering Technology bachelor’s degrees, et al.

c. Related occupations. Describe the types of jobs for which the program(s) will train graduates (i.e. specific occupational titles and/or multiple jobs within a Career Cluster/Pathway(s) and specify cluster). See http://adults.wicareerpathways.org/ for more information on Career Clusters and Programs

Career opportunities include integrated system maintenance technician, automation technician, controls technician, engineering technician, controls designer, controls engineer in training, and automation engineer in training. Various regional manufacturing sectors include plastic and composite products, food, ethanol, chemical, metal products, paper products. In addition, advanced careers in engineering and plant operations management require applied systems knowledge for purposes ranging from quality improvement to supply chain management.

d. Supply-Demand Information. Append in Part B labor market information from current sources (i.e., the Office of Institutional Effectiveness and Research) which represent projected demand/job openings versus existing supply/completers in related programs in the district and region as appropriate. For comparison purposes you may want to include statewide data and/or regional data. Regional proposals should include data reflective of the areas to be served. It is also recommended to address the demand for workers with 1-, 2- or 4-year education, in addition to any short-term training or certifications. Complete the Enrollment Chart (Part B).

See Part B for Labor Market data developed by BTC Institutional Research on Manufacturing Maintenance Worker and Electrician occupational areas.

e. Alternate Documentation. If labor market data is not applicable (such as with some new and emerging

http://adults.wicareerpathways.org/


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occupations), or not available (such as for the district) provide alternate documentation of program need. This might include survey data, local classified /online advertisements for related occupations, or job outlook information from reputable sources. Append to Part B of this application.

Please see attached memo on local industry research.

f. Planning and Collaboration. Describe how the proposed curriculum fits into the colleges overall plans and goals to meet career and technical education/workforce preparation needs within the district/region.

1) Educational & Workforce Partnerships. Address how the program meets priority needs, and describe steps taken to plan and deliver the curriculum in collaboration with others, such as the Program Advisory Committee, Secondary institutions, Baccalaureate Institutions, Local Workforce Boards, Labor Councils and other appropriate partners.

Industry Partners: This program is based upon strong employer demand for advanced technological skills. In today’s manufacturing organizations, the skill set associated with Mechatronics is too broad to be fully covered in BTC’s existing Electro-Mechanical Technology program. See further discussion in section (g) below regarding the complimentary offerings of the Electro-Mechanical Technology and Automation Engineering Technology programs.

Secondary Institutions: BTC staff and faculty have met with local high schools to explore opportunities for stronger Career & Technical Education (CTE) partnerships related to high-demand Manufacturing and STEM career clusters. The Automation Engineering Technology program aligns well with pre-engineering initiatives in Secondary Education such as Project Lead The Way. In addition, one credit competency-based courses at BTC offer flexibility to Secondary Education partners. Efforts to align high school courses with college level assessment criteria will enable students to accrue college credits while still in high school.

Baccalaureate Institutions: The proposed AAS degree also presents opportunities for college to college program articulation so that BTC students can explore educational pathways such as Engineering Technology baccalaureate degrees. Similar transfer agreements are already in place elsewhere in Wisconsin. For example, NWTC students can apply all credits from an AAS in Automation Engineering Technology toward a BS in Electrical Engineering Technology at UW Green Bay and UW Oshkosh. Similar partnerships are being explored for the new AAS program at BTC. New industry-workforce board-college partnerships will emerge as companies recognize that BTC is their partner in the development of the regional skilled manufacturing workforce. This proposed degree will offer the specialty skill set for complex system troubleshooting AND the broad technological background of today’s manufacturing systems. And for the many labor organizations and trade councils that are struggling to find credible new membership and apprentices, a new option for prepared candidates can be developed. This will take significant work by BTC, but with a well-coordinated effort over time, BTC will become the State Line source for advanced manufacturing talent development.


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2) Employer Input. Append employer survey information and other pertinent documents to reflect the private sector input obtained in the development of the proposed curriculum. Include the list of employers who will serve on the Program Advisory Committee.

See the memoranda attached on Employer Research.

An Advisory Committee is already in place for the Electro-mechanical Technology program, and a joint Advisory Committee is recommended for both programs (Electro-mechanical Technology and Automation Engineering Technology) going forward. The Advisory Committee will be made up of company representatives that have been part of the discussions to date. They represent multiple types of manufacturing including process-based and “sequential” manufacturing such as parts manufacturing.

In addition, as apprenticeship is developing across the division, there may be a need for an apprenticeship advisory committee. Companies that have been part of the first cohort of Mechatronic Apprentices will be invited.

g. Related Offerings/Competition: Describe what similar programs are being offered by the college and other training providers within your district. Include information on neighboring districts or border state providers as appropriate. Provide an analysis of the strengths and weaknesses of those programs in contrast to this proposed program. Please include a listing of present courses that may be shared with existing programs.

Currently BTC offers a one-year technical diploma in Industrial Maintenance, which can be rolled into a two-year associate’s degree in Electro-Mechanical Technology. These programs have historically offered the foundational skills for advanced manufacturing maintenance occupations. But as today’s manufacturing technology continues to evolve, additional skill development topics and pathways are needed. The proposed program compliments the existing programs and will share close to 75% of its existing courses. The Electro-Mechanical Technology program will be significantly revised to provide more focus on the mechanical skills that today’s technicians need, while the Automation Engineering Technology program will focus more heavily on automated controls. Together, these two complimentary programs will provide greater opportunities for skill development in the design, installation, and maintenance of integrated systems in modern manufacturing facilities. Learning outcomes of these courses will be continually refreshed and expanded based on industry-defined Performance Based Objectives, which drive project-based learning instructional and assessment strategies of the FLEX approach.

The development of the roughly 700 skills-focused Performance Based Objectives that were defined by major U.S. manufacturers in a national TAACCCT program in manufacturing provide the core data for the new hands-on learning model. The process of their utilization is as follows: 1. BTC faculty and staff research the manufacturing products and processes of local and regional companies. 2. Specific areas of the PBO database are selected and offered to the company to review. 3. Companies select from and modify the list to create a clear picture of their specific skills and skill needs. 4. These new lists of local skill needs are utilized by BTC faculty in the creation of new learning content. 5. This content is assessed as to its relevance as potential new “core” instructional content in existing programs and courses, or is considered as stand-alone content needed by that company only. To date the vast majority, if not all, of the content developed is being inserted within the existing programs as new core content.

Unique to the new program is the addition of the Integrated Manufacturing system. This is essentially a new era manufacturing system designed for the college lab or industry training center. It is contained within a 10’ by 10’ footprint and is within the equipment standards of the AMTC in terms of height, weight, electrical power and energy requirements. This system, and the componentry, programming, database resources, and online learning tools reflect the core operations and maintenance functions of advanced manufacturing. This


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unit was designed in a collaboration between the Ford Motor Company, Toyota, General Motors and BMW. It has been licensed to FANUC as a worldwide systems trainer and training tool. It has been purchased by multiple advanced manufacturers including those mentioned above, as well as FIAT Chrysler, Nissan Motors, Boeing and can also be found in more than 13 State public-private advanced technology training centers from Illinois to Texas.

This unit is housed in the AMTC. It will be incorporated into coursework and lab assignments for first-semester students, not only in the new Automation program, but also in the current Industrial Maintenance and Electro-Mechanical programs. This first-semester course on the Integrated System has already been piloted with industry to validate the Performance Based Objectives of the course. In addition, Automation Engineering Technology students will complete advanced troubleshooting tasks on the Integrated System during the final semester of their program.


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2. Need Summary. Provide a brief summary of your findings which support the need to develop and offer the proposed program(s). Include any additional information not already reported that illustrates demand for the program(s).

The proposed BTC program content areas have been determined by industry partners in several national, state and local initiatives that span the manufacturing spectrum. Companies involved with this effort include Toyota, Chrysler, Nissan, General Motors and Ford Motor Company. It also includes the tier manufacturers in automotive and aerospace. See the attached DACUM of Mechatronics developed through the National Science Foundation, originally in 2008 and renewed in 2015.

CURRICULUM AND COURSE QUALITY 1. Curriculum Information. Demonstrate quality curricula has been developed that aligns with federal, state and local requirements, is responsive to local workforce needs, and will prepare graduates with the appropriate level of skill to meet their educational and employment goals.

a) Program purpose: Describe the goal for individuals completing this program(s) in terms of gaining employment and continuing their education. If submitting a degree and certificate together, delineate the level of education, skill and employment for each.

1) Catalog description. Provide a description of the program(s) as it will appear in the college’s catalog.

As a graduate of the Automation Engineering Technology associate’s degree program, you’ll be prepared to design, program, and troubleshoot integrated manufacturing machinery, components and systems used in the growing field of advanced manufacturing and industrial controls. Students in this program work with integrated systems that include industrial automation, robotics, mechanical systems, computer integration, and industrial communications. Potential career opportunities include automation technician, controls technician, controls designer, mechatronic/integrated manufacturing maintenance technician and engineering technician. Note: Refer to Attachment in Part B for the revised catalogue descriptions recommended for alignment of related Mechatronics programs (Industrial Maintenance Mechanic and Electro-Mechanical Technology).

1) Curriculum. Complete the Curriculum Chart (Part B) by identifying the program completion requirements related to the following categories: i) the general education, ii) career and technical education, iii) work-based learning, and iv)elective options. Include a Curriculum Chart for each program.

b) Educational alignment: Describe how the proposed program(s) illustrate a Program of Study.

1) Meta Major. Identify the meta-major to which these programs will align.

Automation Engineering Technology and Electro-Mechanical Technology are complimentary AAS programs. Together they provide the foundational Mechatronics courses needed to meet the expanding needs of modern manufacturing. A student who completes an AAS degree in one of these programs would need approximately 16-18 additional credits to complete the remaining requirements of the complimentary program..

2) Academic/Curricular Alignment. Describe the alignment of content between high school and college coursework and curricula. Include opportunities for dual credit or articulated credit in both


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academic and career/technical areas between high school and community college. How will the college ensure a smooth transition for students entering the program, whether from high school, adult education, or other workforce training pipelines?

Dual credit agreements are currently being developed for PLTW engineering courses at Milton HS. In the FLEX delivery structure of MATT programs, ample opportunity exists to align 1,2, 3 credits of college course work with additional high school CTE and “College Prep” course experiences. In the new degree program much greater flexibility exists by virtue of the broad range of technical disciplines in the program. So there can be multiple types of courses – from Design to Robotics to the applied science to engage high schools through.

3) Relationship to existing course curricula at the college: Indicate how this program(s) may provide educational laddering opportunities between technical diploma, certificates and AAS degrees, and other curricula.

Graduates of the Industrial Maintenance Mechanic technical diploma have the option to complete roughly 35 additional credits to achieve an AAS degree in Automation Engineering Technology. In addition, there are multiple opportunities for short certificates in FLEX organized curriculum related to industry recognized skills that can be determined from the courses of the program. The possibility of short local certificates in Hydraulics/Pneumatics, Metal Working Skills, Integrated Systems, and Process Industry Technician are examples of 6-9 credit certificates with “job-impact”. Longer certificates of approximately 15 credit hours in Controllers, Robotics or Motors and Drives can also be created for job advancement. As a result technical diplomas can be enriched with college level and industry recognized certifiable skills. And incumbent workers can improve their job relevant skill sets in either company-sponsored or individually paid for programs.

4) Articulation. Specify how the program is structured or articulated to provide educational opportunities for students beyond the college. Include information on the specific programs and baccalaureate institutions with which the college has been working towards articulation.

The Automation Engineering Technology program is already active at other WTCS colleges with AAS/BS transfer agreements in place (e.g. NWTC AAS and UW-GB BS in Electrical Engineering Technology). Other states articulate to university programs in Engineering Technology as well. Similar agreements will be pursued at BTC.

5) Academic & Technical Skill Requirements. Describe how the proposed curricula will provide needed education and skills for the occupation and will meet program objectives by addressing the following:

(a) Academic Entry Skills: Describe the reading, writing, math and/or science knowledge/skill requirements for students to enter and be successful in the proposed program. What effective student support services do you foresee needing to ensure success (e.g. through Academic Support Services or developmental education)?

Interested students will be encouraged to enroll in program technology courses where their learning skills can be assessed. Developmental/remedial educators in Communications and Shop Math are working directly with program faculty to provide short courses and “Just-in-time” remediation opportunities for MATT students. The Gen Ed courses selected for the degree represent the functional skill level needed across the program courses. It cannot be emphasized enough that our hopes as program educators is to create opportunities for students to learn the skills they need to learn as they need them. This will require additional collaboration with other BTC departments.


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(b) General Education: Describe how the general education requirements support the technical skill requirements of the proposed program. Do each of the courses in Math, Communication, Science, etc. support the level of technical skill required to complete the program and obtain employment?

Yes. But much work needs to be done to infuse program faculty teaching with well defined Learning Skills educational tools. National research in this arena points to strategies such as “I-Best” where the integration of learning skills is entirely aligned with program content and learning objectives.

(c) Technical Skills: Describe what industry skill standards have been set for related occupations and what professional credentialing (licensure, certification, registration, etc...) is required or optional to students, when and through what agency/entity? Is it optional or required (i.e., is licensure or certification required or optional for job entry?) What steps will be taken to ensure that students will learn the skills required to obtain the necessary licensure or certification?

The best aligned industry recognized skill standard for Integrated Systems-Mechatronic maintenance industrial skills are the course tests and national Multi-skilled (Mechatronics) maintenance occupation exams offered by NOCTI. These assessment tools were developed by the National Science Foundation - Advanced Technology Education National Center in Manufacturing - the Automotive Manufacturing Technical Education Collaborative (AMTEC). Most of the disciplines within the new program are aligned to these 3rd party course exams by way of the common DACUM used in our curriculum design and the development of the AMTEC based NOCTI testing. In addition specific industry skills based certifications (e.g. SACA Industry 4.0 certifications) may become useful to students in the program and will be assessed as the program matures.

6) Career Development. Describe how career information, resume building and job search activities are incorporated into the curriculum.

BTC Core Ability outcomes are being used in course learning strategies that are being developed by MATT faculty. Through this focus program students will be encouraged to fulfill outcomes through work in the larger community where possible. Internships, encouraging early hire through mechanisms such as Blackhawk Scholars will provide additional opportunities (under development). In addition program faculty are planning to develop periodic program assessment activities, either within or outside of specific courses, that can offer industry opportunities to assess and review students and their capabilities. Many examples of these kinds of activities, known as Mecha-Practicum activities, can be found at Skills Commons and can be used from the first semester to the fourth semester of the program.

7) Course Syllabi. Append in Part B the appropriate course forms and course syllabi for new courses or any existing courses that are being modified significantly for the proposed curricula.

Attachment in Part B provides course descriptions for all courses in the new Automation Engineering Technology program and the revised Electro-Mechanical Technology program.

c) Work-Based Learning. Describe how work-based learning will be incorporated into the curricula. Append to Part B a list of work-based learning sites to be used for internship, career exploration, job shadowing, clinical practicum, or apprenticeship coursework.

By utilizing the national mechatronic DACUM, TAACCCT developed PBOs (validated by local industry), and the


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3rd party assessment tools of NOCTI recognized by nationally known manufacturers, in the creation of the BTC program, our students will have ample records and documentation to create new internship and career exploration opportunities. See attached list

d) Accreditation for Programs. Describe what external approval or accreditation is required and/or optional for this program, when and through what agency/entity it is available. (i.e., is program approval/accreditation by a regulatory agency or industry-related entity required prior to enrolling students or graduates earning their licensure/certification? What steps have been taken to obtain that approval/accreditation?)

Only WCTS is needed for approval.

e) Assessment of Student Learning: Describe how you will ensure students will meet the learning outcomes for this program through evaluation of knowledge and skills at the course and program levels.

1) Student Learning Objectives. Describe or list the program and course level learning outcomes that a student is expected to measurability know or be able to perform upon completion of each program related to:

• the general education component of the curriculum • the career and technical education component of the curriculum.

1. Perform work safely Summative Assessment Strategies 1.1. Oral, written, or skills assessment Criteria 1.1. Follow established safety policies and practices (e.g. OSHA, MSHA, Arc Flash, site specific) 1.2. Employ proper job specific Personal Protective Equipment 1.3. Apply safety procedures, tools, and instruments based on specific situations 1.4. Follow Lock-out/Tag-out procedures 2. Troubleshoot electrical and mechanical systems and devices Summative Assessment Strategies 2.1. Oral, written, or skills assessment Criteria 2.1. Follow logical troubleshooting practices 2.2. Utilize appropriate test equipment 2.3. Use appropriate documentation to troubleshoot situations 2.4. Determine corrective action 3. Communicate technical information Summative Assessment Strategies 3.1. Oral, written, or skills assessment Criteria 3.1. Interpret documentation of automation control systems 3.2. Create electrical diagrams and mechanical drawings, and control documentation for

automation control systems 3.3. Revise electrical diagrams and mechanical drawings, and control documentation for automation

control systems 3.4. Document problems and solutions 4. Integrate automation and mechanical control systems Summative Assessment Strategies 4.1. Oral, written, or skills assessment Criteria


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4.1. Integrate industrial devices utilizing communication protocols 4.2. Modify designs as needed to build integrated systems 4.3. Integrate an industrial controller with at least two automated components (e.g. sensors, PLCS,

HMI, fluid power, actuators, industrial robotics, vision systems, electrical control, electrical safety systems, industrial communication systems, motors/controls)

4.4. Select industrial component(s) for application

2) Assessment of Course Competencies and Learning Objectives. Describe the overall course-level assessment method(s) to be used, and the end-of-program assessment method(s) the college will use to ensure that students demonstrate these competencies and learning objectives just prior to program completion. (i.e., assessment though portfolio review, cumulative course completion, team project, comprehensive written/performance test, or industry/state pre-certification/licensure examination).

Course level assessment will be based upon a common rubric of assessment metrics developed by faculty for both hands-on and digital learning. This will include the many course projects assessed by faculty in the FLEX lab environment. As a result cumulative course completion will be a primary assessment requirement of the program. In addition, the periodic “Mechpractica” assessment activities, described in #6 under “Educational Alignment”, will provide more inter-disciplinary “real world” demonstrations of competence. Further, as courses within specific technical disciplines are completed, students will be encouraged to take the 3rd party exams offered through NOCTI, ($25) per disciplinary exam. This will supplement their student competency portfolio.

f) Continuous Quality Improvement. 1) Describe the continuous quality improvement methodology to ensure the curriculum remains

relevant and that outcome assessment plans are established and completed. In the FLEX lab environment the curricula, instructional materials, and assessments are shared within the faculty and the College. There are multiple processes, already initiated within the MATT faculty that lead to continuous program and course improvement. Outcomes assessments will be developed by faculty, and will become a part of the program activity.

2) Describe how the assessment of student learning outcome data will be used to improve the course curricula and maintain the currency of learning objectives and program level learning outcomes.

Student performance will be central in the new FLEX delivery approach to education. “Authentic evaluation” or evaluation centered on the individual’s learning experience is central to the approach. Faculty will work in teams to assess the outcomes of student performance during and upon completion of courses and through the program.

3) Include a list of educational, business and community partners that will participate in the improvement process.

See attached list of companies.

2. Unique or noteworthy features of the program. Describe how the proposed program(s) stands apart from other


13 | P a g e

programs similar in nature. Include Information on instructional delivery method(s). (i.e., classroom only, online only, hybrid, distance learning, flex lab, etc.).

This program is essential in the development of BTC becoming a recognized regional technological higher education resource for manufacturing. Delivering the model in the open FLEX lab environment, primarily through project based learning student activities, and working with industry and industry level/recognized equipment and projects, will make this a regional flagship program.. At the core of our model is the Subject Matter Expert faculty, high quality labs, equipment and student projects.

3. Faculty Requirements. Describe the number of faculty, existing and new, that will be required to implement and support the program.

a) Faculty Qualifications. Complete the Faculty Qualifications Chart (Part B). Include general minimum qualifications and those credentials that are specific to instructors in the proposed field of study.

b) Faculty Needs. Complete the Faculty Needs Chart (Part B) to specify the number of full- and part-time faculty the program will need for each of the first three years, including new and existing faculty. For existing faculty assigned to the proposed program, indicate whether the former position will require filling.

c) Faculty Release. Complete the Faculty Release Chart (Part B) to specify the purpose and hours for release time for the proposed program.

4. Administration/Support Requirements. Describe the number of administrative and/or support, existing and new that will be required to implement and support the program.

a) Qualifications. Complete the Administration/Support Qualifications Chart (Part B). Include general minimum qualifications and credentials required to support the proposed field of study.

b) Administration/Support Needs. Complete the Administration/Support Needs Chart (Part B) to specify the number of full- and part-time administrative and support personnel the program will need for each of the first three years, including new and existing personnel. For existing personnel assigned to the proposed program, indicate whether the former position will require filling.

5. Institutional and Extramural Relationships. Describe the institutional units with direct relations with the program, including student services, faculty, and program content and quality.

a) Internal Oversight. Indicate what department and staff are responsible for maintaining the academic integrity of the program.

b) Contractual/Cooperative Agreements. Append to Part B a copy of the contractual or cooperative agreement to the application if another entity is involved in the delivery of the program. This includes any partnership agreement with another college, university, the regional consortia, an apprenticeship or labor organization, a private institution, business, or other outside entity.

COST ANALYSIS Verify the fiscal resources necessary to support the program in a cost-effective manner. Document the financial feasibility of the proposed program.

1. Source of Funds. Specify the source of funds to support the proposed program and note what portion of funds will come from reallocation of existing resources as compared to new resources. Indicate how this program(s) will share resources (i.e. faculty, facilities, etc…) with existing programs. Include grant resources and amounts (i.e. Postsecondary Perkins, $5,000 for program development; or USDOL Grant, $10,000 for equipment).


14 | P a g e

2. Equipment. If necessary, append to Part B of the application a list of new (new to the institution or program) equipment to be purchased, shared, or leased to implement the curriculum. Include donations of equipment.

3. Facilities. Verify the facility requirements (i.e. classroom or laboratory space) to implement and support the program. Include plans for utilizing facilities through partners (i.e. local businesses, labor councils, community organizations, etc…) to deliver the program accordingly. Also describe any new costs associated with renovation or development of facilities.

4. Finance. Complete the Finance Chart (Part B) to identify new direct costs and revenues associated with establishing the program over the next three years.




OCCUPATIONAL DEMAND






Maintenance Workers, Machinery (49-9043) 510 $1814.02 / $$23.42 Electrical and Electronics Engineering Technicians (17-3023) 297 $18.32 / $30.93 Electro-Mechanical Technicians (17-3024) 34 $17.83 / $27.78 Industrial Engineering Technicians (17-3026) 184 $16.79 / $26.66 Engineering Technicians, except drafters, all other (17-3029) 484 $17.36 / $30.33 Electrical and Electronics Repairers, Commercial and Industrial Equipment (49-2094)

167 $17.22 / $27.94

Helpers—Installation, Maintenance, and Repair Workers (49-9098)

360 $10 / $12.60 $15.09




5-degree bound 10-cert.s

5-degree 10-cert.s

5-degree bound 10-cert.s

5-degree 10-cert.s

10-degree 15-cert.s

5-degree 10 certs


5-degree bound 5 certs

10 certs

10-degree 10 certs

5-degree 10 certs

10-degree 10 certs

5-degree 10 certs

Retention Rate: 70% 70% 75%

Completions: 25 certifications 50 degrees & certifications 50 degrees and certifications



PROGRAM STRUCTURE



Delivery Method (Check all


1 10-620-NEW Mechanics of Learning 1 Technical Studies1 10-620-164 Safety 1 1 Technical Studies

1 10-620-NEWTroubleshooting Integrated Manufacturing Systems 1 1 Technical Studies

1 10-620-173Blueprint Reading for Machine Prints 1 Technical Studies

1 10-620-146 Mechanics 1 1 Technical Studies1 10-620-147 Mechanics 2 1 Technical Studies1 10-620-109 Relay Logic* 1 Technical Studies1 10-620-116 Fluid Power 1: Basic 1 Technical Studies1 10-620-117 Fluid Power 2: Basic 1 Technical Studies1 10-620-101 Fundamentals of DC Circuits 1 Technical Studies1 10-620-102 Fundamentals of DC Circuits 1 Technical Studies1 10-620-106 Electric Motors 1* 1 Technical Studies

1 10-804-113College Technical Mathematics 1A 3 General Education

2 10-444-124Basic CAD - Solidworks and AutoCAD 1 Technical Studies

2 10-664-NEW CAD - Electrical Design* 1 Technical Studies2 10-620-113 Fundamentals of AC Circuits 1 Technical Studies2 10-620-114 Fundamentals of AC Circuits 1 Technical Studies2 10-664-NEW Electric Motors 2* 1 Technical Studies2 10-620-107 Variable Speed Drives 1 1 Technical Studies

2 10-620-124Programmable Logic Controllers - PLCs* 1 Technical Studies

2 10-620-134 Smart Sensors* 1 Technical Studies2 10-620-111 Programming Fundamentals 1 Technical Studies2 10-620-112 Programming Fundamentals 1 Technical Studies

2 10-804-114College Technical Mathematics 1B* 2 General Education

2 10-801-136 English Composition 1 3 General Education3 10-620-131 Solid State Devices 1* 1 Technical Studies3 10-620-132 Solid State Devices 2* 1 Technical Studies

3 10-620-121PAC 1: Programmable Automation Controllers* 1 Technical Studies

3 10-620-122PAC 2: Programmable Automation Controllers* 1 Technical Studies

3 10-664-NEW Variable Speed Drives 2* 1 Technical Studies3 10-664-NEW Variable Speed Drives 3* 1 Technical Studies3 10-620-141 Process Control 1* 1 Technical Studies3 10-620-142 Process Control 2* 1 Technical Studies3 10-620-175 Servomechanisms 1* 1 Technical Studies3 10-664-NEW Servomechanisms 2* 1 Technical Studies3 10-801-197 Technical Reporting 3 General Education3 10-809-196 Introduction to Sociology 3 General Education4 10-620-126 Robotics 1* 1 Technical Studies4 10-664-NEW Machine Vision Systems* 1 Technical Studies4 10-620-127 Robotics 2* 1 Technical Studies

4 10-620-144HMI 1: Human Machine Interfaces* 1 Technical Studies

4 10-664-NEWSupervisory Control and Data Acquisition (SCADA)* 1 Technical Studies

4 10-664-NEW Industrial Networks* 1 Technical Studies4 10-620-NEW Maintenance Management 1 Technical Studies4 10-620-NEW Lean Manufacturing 1 Technical Studies

4 10-620-148Automation Systems Integration* 1 Technical Studies

4 10-664-NEWTroubleshooting Integrated Manufacturing Systems 2* 2 Technical Studies

4 10-806-TBD Physics 3 General Education4 10-809-198 Introduction to Psychology 3 General Education

Total Credits 63

2. a.) Program Proposed Curricula. List all program related courses, included program specific and program supportive courses as well as General Education Courses. Place an Asterick (*) behind course titles with pre or co-requisites; courses that are new to the

Automated Engineering Technology

Type of Credit:








Experience


Bachelors Science or Engineering EE, ME, Manu E Five 0

NA Technical Discipline Journeyman Five 0



# of New Faculty

0 0 0 0 0 0


0 0 0 0 0 0


0 0 0 0 0 0



New Faculty 0 0 0 0 0 0

Existing Faculty 0 0 0 0 0 0







MATT Dean --- --- 5




0 0 0 0 0 0


3 3 3 3 3 3


0 0 0 0 0 0

# New Support

0 0 0 0 0 0

# Existing Support

0 0 0 0 0 0


0 0 0 0 0 0


FISCAL SUPPORT



First Year AY:

Second Year AY:

Third Year AY:

Faculty Costs $0 0 0


0 0 0


0 0 0


0 0 0


0 0 0

Library/LRC Costs 0 0 0

Facility Costs 0 0 0

Other (specify)

TOTAL NEW COSTS $ $ $

Tuition

Material Fees

Grant Funding

Other (Identify)

TOTAL NEW REVENUES $ $ $


$ $ $


Revised Catalogue Descriptions for Mechatronics programs in Fall 2020 Industrial Maintenance, Electro-Mechanical Technology, Automation Engineering Technology

Industrial Maintenance Mechanic Electro-Mechanical Technology Automation Engineering Technology 31-462-2 Technical Diploma (33 cr.) 10-620-1 AAS 10-664-1 AAS This career field offers plenty of opportunity to problem solve and work with your hands. You’ll gain a high level of technical skills to prepare you for an entry-level position working with industrial machinery. Your training will include an introduction to industrial safety, mechanics, rigging, welding, electric motors, and fluid power. You’ll get hands-on experience applying what you’ve learned in the machine shop. After receiving your technical diploma, you have the opportunity to continue your education to receive an associate’s degree in either Electro-Mechanical Technology or Automation Engineering Technology.

Students who complete the Electro-Mechanical Technology associate’s degree will be ready to install, maintain, and repair integrated machine systems. This associate’s degree program includes coursework in basic mechanics, fluid power, welding, industrial electrical systems, automation controls, and integrated manufacturing systems. Potential career opportunities include maintenance technician, automation technician, installation technician, field service technician, and related professions in the field of mechatronics.

As a graduate of the Automation Engineering Technology associate’s degree program, you’ll be prepared to design, program, and troubleshoot integrated machine systems used in the growing field of advanced manufacturing and industrial controls. Students in this program work with integrated systems that include industrial automation, robotics, mechanical systems, computer integration, and industrial communications. Potential career opportunities include automation technician, controls technician, controls designer, and engineering technician.

Previous catalogue description for Electro-Mechanical Technology (due to the lack of a separate automation program): “Working in Wisconsin’s finest advanced manufacturing training center, this associate degree will teach you how to design, construct and support a wide range of automated equipment and robotics systems.”


Proposed course list for Fall 2020 Industrial Maintenance, Electro-Mechanical Technology, Automation Engineering Technology

Table sorted by course title

Semester Number Title Cr. Pre-req Coreq Course Description IM EM AET

620-148 Automation Systems Integration

1 PAC2 Robotics 2

Students analyze the interconnection and communication of industrial devices in this course. Discrete and network I/O communication is examined using Robots and PLCs. Students create a basic system comprised of various industrial devices.

N/A NA 4

444-124 Basic CAD - Solidworks and AutoCAD

1 In this course students will demonstrate the use of CAD software to create blueprints for the manufacturing sector. SolidWorks and AutoCad will be used.

N/A N/A 2

620-173 Blueprint Reading for Machine Prints

1

This course is designed to demonstrate the basics of machine print reading. Students will be able to analyze and recognize unique features of machining assembly prints. The student will interpret orthographic projection drawings including sectional, auxiliary views, threads, surface finishes, geometric dimensions, and tolerances.

1 1 1

664-NEW CAD - Electrical Design 1 Basic

CAD

In this course students will demonstrate the use of CAD software to create electrical schematics, bills of material, and panel layouts

N/A N/A 2

804-113 College Technical Mathematics 1A

3

Topics include: solving linear, quadratic, and rational equations; graphing; formula rearrangement; solving systems of equations; percent; proportions; measurement systems; computational geometry; right and oblique triangle trigonometry; trigonometric functions on the unit circle; and operations on polynomials. Emphasis will be on the application of skills to technical problems.

N/A 1 1

804-114 College Technical Mathematics 1B

2

This is a continuation of College Tech math 1A. Topics include: solving linear, quadratic, and rational equations; graphing; formula rearrangement; solving systems of equations; percent; proportions; measurement systems; computational geometry; right and oblique triangle trigonometry; trigonometric functions on the unit circle; and operations on polynomials. Emphasis will be on the application of skills to technical problems.

N/A 2 2


Semester Number Title Cr. Pre-req Coreq Course Description IM EM AET 801-311 Communication 2 Refer to Gen Ed course description 1 N/A N/A

620-166 Conveyor Systems 1 1

In this course, students examine multiple facets of different conveyor systems, components and operation. Students analyze the different aspects of a conveyor system and demonstrate proper fittings for components and operational procedures.

2 3 N/A

620-167 Conveyor Systems 2 1

In this course, students examine multiple facets of different conveyor systems, including the screw, flat belt, and roller conveyors. While incorporating conveyors safety procedures, students will analyze the different systems used to make up an effective belt conveyor and be able to apply standard applications, preventive maintenance, and repair principles when working with various types of conveyors.

2 3 N/A

620-106 Electric Motors 1 1 DC 1

The students perform, through lab activities, the basics of Motor & DC Permanent Magnet Theory and solid state DC Drives. The student will connect and operate DC Series, Shunt and Compound motors.

1 1 1

664-NEW Electric Motors 2 1 Motors 1

In this course, students examine single and 3-phase AC induction motor performance and operating characteristics, and three-phase power systems

N/A N/A 2

801-136 English Composition 1 3 Refer to Gen Ed course description N/A 2 2

620-116 Fluid Power 1: Basic Pneumatics

1

This course will introduce the student to pneumatics. Students will define the differences between hydraulics and pneumatics through observation of various circuit behavior. Hands-on learning will emphasize control theory of linear and rotary actuators and Vacuum technology will be examined.

1 1 1

620-117 Fluid Power 2: Basic Hydraulics 1 Fluid

Power 1

This course is an introduction to Hydraulics. Students will examine the physical principles of confined fluids under pressure in both static and dynamic states. Hands-on learning will allow the student an opportunity to interpret hydraulic schematics and put together all of the components that comprise a hydraulic system.

1 1 1

620-118 Fluid Power 3: Intermediate Pneumatics

1 Fluid Power 2

This course continues the study of pneumatics. Emphasis is placed on the electrical controls of pneumatic circuits while students analyze the operation of sequencing circuits and apply troubleshooting principles to identify faulted components.

2 3 N/A



620-NEW Fluid Power 4: Intermediate Hydraulics

1 Fluid Power 2

This course continues the study of hydraulics. Students will analyze the design and function of hydraulic pumps, flow control valves, and actuators.

N/A 4 N/A

620-NEW Fluid Power 5: Advanced Hydraulics

1 Fluid Power 4

In this course, students examine characteristics of fluid conductors, selection of hydraulic fluids, troubleshooting of hydraulic systems, and repair of hydraulic components.

N/A 4 N/A

620-113 Fundamentals of AC Circuits 1 1 DC 1

Students explore the theory of alternating voltage and current, the sine wave and transformers. Students measure these values with meters and oscilloscopes in relation to reactance, impedance and phase differences.

2 2 2

620-114 Fundamentals of AC Circuits 2 1 AC 1

This course is a continuation of AC circuits 1. Students analyze capacitive and inductive reactance, impedance and phase properties of AC waveforms. Students will examine basic RL, RC and RLC circuits, as well as basic 3 phase voltage measurement.

N/A 2 2

620-101 Fundamentals of DC Circuits 1 1

This course is a study of the basic theories, concepts, elements, and principles of DC circuits. The student investigates voltage, current, resistance and power, and will measure these values. Topics covered include Ohm's Law, meter use and basic series circuits.

1 1 1

620-102 Fundamentals of DC Circuits 2 1 DC 1

This course is a continuation of DC circuits 1. Students advance their knowledge and skill using series to parallel circuits and complex (series-parallel and parallel-series) circuits.

1 1 1

620-144 Human Machine Interfaces (HMI) 1 Proc Ctrl 1

This course analyzes the configuring and programming of Human Machine Interface (HMI) devices such as Panel View touch screens. Students will work with Allen Bradley FactoryTalk View software to display and manipulate HMI screen objects.

N/A 4 4

620-171 Human Relations in the Industrial Setting

2

This course is designed to give students insight into how an individual’s behaviors and abilities affect their relationships with others at work and with customers. Areas stressed include presenting a professional image in seeking employment, developing a positive work attitude, reliability on the job and an awareness of personal adjustments required for gainful employment.

2 4 N/A



664-NEW Industrial Networks 1

In this course, students examine networks used in advanced manufacturing to transmit data between field devices, processors, and data acquisition systems. Topics include network topologies, Fieldbus technologies, Industrial Ethernet, proper system hardware, and the configuration of data acquisition systems to monitor production metrics from programmable controllers.

N/A N/A 4

809-198 Introduction to Psychology 3 Refer to Gen Ed course description N/A 4 4

809-196 Introduction to Sociology 3 Refer to Gen Ed course description N/A 3 3

442-318 Introduction to Welding 1

The introduction to welding course will introduce students to the history of welding, basic metallurgy, weld defects and discontinuities, codes and standards and common welding processes and practices.

1 3 N/A

620-168 Lathes 1

This course examines the basics of lathe fabrication processes that are common to the Electro Mechanical and Industrial Maintenance field. Students will demonstrate the basics of metal turning techniques.

2 2 N/A

620-NEW Lean Manufacturing 1

This course introduces students to basic Lean Manufacturing principles with an emphasis on quality control of maintenance operations. Students identify eight types of waste in manufacturing, perform a 5S process, and utilize Total Productive Maintenance (TPM) methodologies to monitor and improve overall equipment effectiveness (OEE).

N/A 4 4

620-172 Machine Setup & Installation 1 1

This course examines standard applications of rigging, machine leveling, and alignment of shafts, couplings, and bearings. Students will be able to identify types of rigging equipment, estimate loads, and demonstrate proper construction of ropes and slings while practicing standard safety procedures.

2 4 N/A

620-NEW Machine Setup & Installation 2 1

This course is a continuation of Machine Setup & Installation 1. By the end of this course, students will be able to move a load with a crane, level and align equipment, and set anchoring devices. Emphasis is place on standard safety procedures for all machine setup operations.

N/A 4 N/A



664-NEW Machine Vision Systems 1 Robotics 1

This course introduces students to the application of machine vision technology in industrial automation systems. Students examine vision system components and demonstrate proper set up procedures including camera calibration, programming for object identification, and PAC integration

N/A N/A 4

620-NEW Maintenance Management 1

This course explores basic principles of maintenance management, including preventive maintenance, predictive maintenance, work order management, and project management.. Students perform the duties of scheduling, purchasing, inventory management, and stakeholder communication with internal and external customers.

N/A 4 4

620-174 Mechanical Power Transmission

1

This course engages students in the application of gears, belts, bearings, chain drives, and lubrication processes used in industry. Students will interpret and apply the basic industry standard principles of operation, installation, preventative maintenance, and repair procedures.

2 3 N/A

620-146 Mechanics 1 1

This course will examine the proper use of basic hand and power tools. Drilling, tapping, saw use, and semi-precision measurement are demonstrated and performed by the student. Fastener types and specifications are explored. Students analyze and operate simple machines such as levers and pulleys, as well as gears and linkages.

1 1 1

620-147 Mechanics 2 1

This course is a continuation of Mechanics 1. Students engage in further shop practices, such as precision measurement, precision drilling, and basic manual milling operations. Students will examine basic print reading and design.

1 1 1



620-NEW Mechanics of Learning 1

This course is designed for students enrolled in industrial maintenance, electro-mechanical technology, and automation technology programs at BTC. Students explore strategies to develop study skills for success in their programs. Through hands-on experience, learners apply study skills, learn how to think critically, and use information resources and technology. Focus will be on the use of college resources, goal setting, time management, flexible learning success strategies, and Flex Lab processes and procedures at the Advanced Manufacturing Training Center. Students will complete this course prior to starting other courses in their program.

1 1 1

806-118 Metal Science 3

This one semester course in basic physics principles and material science for CNC Technicians, Electro-Mechanical Technicians, and other Machine Operator students. This course covers: accuracy and precision of measurements, calculations with units, conversions within and between systems of measurements, formula rearranging, and applications to problem solving are reviewed. Basic physics and material topics such as properties of matter, metallurgy mechanical principles of force, motion (linear and circular), energy, power and machines, heat, electricity, and magnetism are also studied. Emphasis is placed on the applications of the laws and principles of physics to practical problems. The use of vectors is demonstrated in forces and velocities.

N/A 2 N/A

620-169 Mills 1

This course is designed to outline for students the basics of milling fabrication processes that are common to the Electro-Mechanical and Industrial Maintenance field. Through demonstration and practice, students will be able to identify machine parts, analyze their function, and perform simple milling operations. Students will be able to demonstrate the basic use of mills, related safety, maintenance, metal cutting theory, cutting tools, and work holding for the mill.

2 2 N/A



620-121

PAC 1: Programmable Automation Controllers

1 PLC's

This course is a continuation of the Programmable Logic Controllers course. Introduction to PACs is defined, including Creating Tags & Bit Level Instructions, PAC operation of Timers & Counters, Program Control, Project Organization & Documentation Arrays. Students engage in hands on activities to apply the aforementioned concepts.

N/A N/A 3

620-122

PAC 2: Programmable Automation Controllers

1 PAC 1

This course is a continuation of PACs 1 with further exploration into Analog Inputs/Outputs, connecting Math theories, comparisons, move instructions and data manipulation. Students engage in hands-on lab activities with the aforementioned concepts as well as Interface Wiring.

N/A N/A 3

806-TBD Physics 3

This course is designed to acquaint the students with basic concepts of physics and their applications. Topics covered include algebra (a review), measurement, motion, forces, work, energy, power, simple machines, heat, and electricity. Laboratory exercises are designed to expand upon and reinforce lecture material.

N/A N/A 4

620-141 Process Control 1 1 PAC 2

This course introduces students to process control concepts through Open Loop Discrete Control, PID function, and Temperature Control activities performed in the lab.

N/A 4 3

620-142 Process Control 2 1 Proc Cntrl

1

This course is a continuation of Process Control 1. Students explore PID tuning, process control via PLC function block progamming, and additional process control applications such as level, flow, and pressure control.

N/A NA 3

620-124 Programmable Logic Controllers – PLCs

1 Relay Logic

This course is an introduction to PLCs. Students will learn the parts and operation of a Programmable Logic Controller. They will apply basic ladder logic programming and transfer programs from the PC to the PLC. Students explore tart stop circuits, timers and counters as they relate to the aforementioned concepts.

2 2 2

620-111 Programming Fundamentals 1 1 PLC's

This course introduces students to the basics of programming fundamentals. Students analyze the fundamentals of computer operations, programming and logic principles, and empirical program design. Students will employ programming language to program microprocessors and other devices.

N/A 3 2



620-112 Programming Fundamentals 2 1 Prog Fund

1

This is a continuation of Programming Fundamentals 1. Students advance their knowledge and skill with instructions and data manipulation. In a hands-on laboratory environment, language and instruction sets will be defined and used to control devices with a special emphasis on industrial applications.

N/A 3 2

620-109 Relay Logic 1 DC 1

Students analyze relay theory and operation and apply this to hardwired AND & OR circuits, as well as start/stop circuits using relays. Relay ladder diagrams and motor starter circuits are defined.

1 1 1

620-126 Robotics 1 1 Prog Fund 2

The students are introduced to the basics of robotics in this course. This includes defining specific terminology, types, configurations, specifications and application characteristics of robots. The student examines the basic parts of the robot and demonstrates their knowledge through the operation of these systems in laboratory exercises.

N/A 4 4

620-127 Robotics 2 1 Robotics 1

This course is a continuation of Robotics 1. Student engage in more advanced programming, using subroutines, Inputs and outputs, as well as data manipulation. Students are exposed to and use schematics as well as examine robotic troubleshooting.

N/A NA 4

620-164 Safety 1 1

This course focuses on workplace safety, health and inspections. OSHA standards are introduced. Topics include hazard identification and risk mitigation, personal protective equipment (PPE), Safety Data Sheets (SDS), fire and emergency preparedness, hand and power tool safety, electrical safety, logout/tagout procedures, ergonomics, and bloodborne pathogen precautions.

1 1 1

620-175 Servo-mechanisms 1 1 PAC 1

Servomechanisms employ closed-loop feedback to improve control of various automated systems. In this course, students analyze principles of open and closed-loop systems, including the fundamental coverage of PID control modes. Feedback sensing devices such as encoders, tachometers, resolvers and LVDTs are examined, and the operation of position and velocity control systems is demonstrated in the lab. Experiments are conducted on DC motors, AC motors, stepper motors, and hydraulic servo control systems.

N/A 4 3



664-NEW Servo-mechanisms 2 1 Servo 1

This course is a continuation of Servomechanisms 1. Students build servo systems from schematics, demonstrate calibration and span procedures for instrumentation, and program servo motion systems to complete basic motion tasks.

N/A N/A 3

442-143 Shielded Metal Arc Welding 1 1

This course examines the theory and operation of Shielded Metal Arc Welding (SMAW). Safety protocols are reviewed and practiced. Proper machine settings and common filler metals are used to produce flat position welds on carbon steel.

2 3 N/A

804-306 Shop Mathematics I 2 Refer to Gen Ed course description 1 N/A N/A

804-308 Shop Mathematics II 2 Refer to Gen Ed course description 2 N/A N/A

620-134 Smart Sensors 1 PLC's

Students examine various types of sensors used in industrial operations such as inductive and capacitive proximity detectors, Hall-effect devices and various optical sensing modes. In addition, students identify Industrial Internet of Things (IIoT) components, and describe various types of smart sensors and automatic identification used in IIoT.

2 2 2

620-131 Solid State Devices 1 1 AC 2

This course introduces the student to semiconductor materials, the operation of diodes, Zener diodes and the construction of rectifier and filter circuits. Students perform laboratory experiments that include fundamental transistor construction and switching operation in order to verify the theory.

N/A NA 3

620-132 Solid State Devices 2 1 Solid

State 1

This course is a continuation of Solid State Devices 1. Students examine BJT amplifier circuits. JFETs and MOSFETs as well as their uses application in industry. Specifications and schematics of all devices are analyzed.

N/A NA 3

664-NEW

Supervisory Control and Data Acquisition (SCADA)

1 HMI 1

Students identify the basic components of Supervisory Control and Data Acquisition (SCADA). Allen Bradley FactoryTalk View software is used to monitor and operate servo controllers and PID controllers from an HMI screen. In addition, students create and configure data trending tools and run-time files.

N/A N/A 4

801-197 Technical Reporting 3 Refer to Gen Ed course description N/A 3 3



620-NEW

Troubleshooting Integrated Manufacturing Systems 1

1

This course is an introduction to Integrated Manufacturing System, providing context for future coursework in maintenance and automation programs. Students analyze the sequence of operations in a manufacturing system, explore fundamentals of PLC programming, and apply a troubleshooting methodology that can be used to solve approximately 80% of the maintenance problems faced in manufacturing plants that use sequencing machines.

1 1 1

664-NEW

Troubleshooting Integrated Manufacturing Systems 2

2 PAC2 Robotics 2

This capstone course challenges students to apply the full range of their Automation Engineering Technology skills in order to perform advanced troubleshooting and repair of various faults in a fully integrated manufacturing system. Students must be proficient in electrical, hydraulic and pneumatic systems, as well as PLC programming and robot control.

N/A N/A 4

620-170 Valves, Gaskets and Seals 1

Students will examine and demonstrate standard procedures related to installing, maintaining, and replacing valves, gaskets, and seals in industrial applications.

2 3 N/A

620-107 Variable Speed Drives 1 1

This course introduces students to the application of variable speed drives (VSD's). Students examine traditional and current methods of motor control in DC and AC drive installations. Topics include power and control circuitry, troubleshooting principles, and programming of Variable Frequency Drives (VFDs) to control AC motors.

2 2 2

664-NEW Variable Speed Drives 2 1 VSD 1

In this course, students build on skills obtained in Variable Speed Drives 1 to program and troubleshoot <make/model> AC drives.

N/A N/A 3

664-NEW Variable Speed Drives 3 1 VSD 2

This course provides students an opportunity to explore peer-to-peer AC drive communication and integration of AC drives into PLC systems, utilizing both hardwired PLC I/O control and direct Ethernet control.

N/A N/A 3


Memorandum TO: Zahi Attallah

FROM: Gary Saganski

SUBJECT: Industry Feedback on Regional Manufacturing Skill Needs

DATE: September 13, 2019

CC: Greg Phillips, Jaye Jackson, Bill Lobenstein, Sean Fahy, Bryan Coddington

In September 2017 I began to attend meetings with regional manufacturers concerning their labor market skills gap. This dialogue began at site visit meetings and campus visits with the multiple manufacturers. Beginning January of 2018 meetings occurred with the management, HR and Operations staff of Pratt Industries, MPC, ANGI Energy Systems, Scott Forge, Berner Food & Beverage and multiple other companies attending BTC sponsored meetings at the AMTC. While these meetings included an overview of staffing needs and issues, they also included many “drill-down” meetings and discussions, where employers would provide feedback on the specific skill sets needed by their workforce. Consistently these employers spoke of the maintenance staff workforce and skill gaps they each experienced.

This process continued with additional meetings at/with Hormel, Frito-Lay, IPEC (Integrated Process Engineers & Construction, Inc.) and at Gateway College with FoxConn staff. In addition BTC MATT faculty attended many of these meetings, and these visits were often followed by discussions with faculty concerning the short and longterm build out of curricula needed to address these company needs. At State and regional meetings attended by faculty the BTC faculty concurred that the current Electro-Mechanical program offerings did not fully address the skill development needs of the contemporary advanced manufacturing maintenance worker, with a particular need to fill the gap of Integrated Systems skills development. Further, the group agreed that the move to the FLEX delivery model in all MATT programs could be enhanced by utilizing some of the tools developed in other national Mechatronic Maintenance programs, including the NSF sponsored Automotive Manufacturing Technical Education Collaborative, aka AMTEC.

More recently over the summer of 2019 MATT faculty met with representatives from the National Center for Supply Chain Automation including Elaine Gartner, chief education liaison, about the need for Integrated Systems maintenance technicians. This group represents major distribution efforts by Amazon, Wal-Mart, Target, UPS and others. A review of their recommended training and skills research corroborates that the BTC findings concerning Automation Technician skills are identical in this industry as well. Also in 2019 BTC reviewed the Kentucky FAME program (Federation of Advanced Manufacturing Education), and their work in developing new pipelines for manufacturing maintenance talent through the technical colleges. There is a national labor market


shortage in this arena, and BTC’s proposed program can offer the solution for our Region’s businesses.


Potential Integrated System – Mechatronic Student Work Experience Locations and Companies Participating in Program Evaluation

Baker Manufacturing Co.

Debbie Schilling [email protected]

Ball Corporation Melissa Benson [email protected] Charter NEX Films Mariah Miller [email protected] Chicago Fittings Corporation Diane Thomas [email protected] Cotta Transmission Co Kelly Garcia [email protected] Edgerton Gear, Inc. Dave Hataj [email protected]

Frito Lay Rob Hendrickson [email protected]

GOEX Corporation Dana Neal [email protected] Impact Confections, Inc. Billie Babcock [email protected] Lanair Products, LLC Barry Brandt [email protected] MPC Inc. Dave Gaspar [email protected] North American Pipe Corp Jeff Vosters [email protected]

Orchid International Mary Backenger [email protected]

Pratt Industries Abbigail San Soucie [email protected]

Precision Plus Sue Hall [email protected] Prent Amanda Pellizzi [email protected] Regal Beloit Amy Santas [email protected] Scot Forge Company Kelly Crosby [email protected] Seneca Foods Corp Candace Lynch [email protected] SSI Technologies, Inc. Jean Randles [email protected] Tigre USA Malik Surani [email protected]

Toledo Molding & Die Barbara Vannetter [email protected]

ENCLOSURE #15 8. Committee Reports a. Establishment of Mill Rate and Tax Levy for Fiscal Year 2019-2020 (Finance

Committee Recommendation - Action)

Section 38.16 of the Wisconsin Statutes provides for the following: "(1) Annually, by October 31st, or within 10 days after receipt of the equalized valuations from the Department of Revenue, whichever is later, the District Board may levy a tax on the full value of the taxable property of the District, for the purposes of making capital improvements, acquiring equipment, operating and maintaining the schools of the District, and paying principal and interest on valid bonds and notes now or hereafter outstanding as provided in Section 67.035 (debt service fund).” The Wisconsin Statute §38.16 define the revenue limits applicable to District operations. The operational levy increase is limited by net new construction in the District. The valuation factor for net new construction in the District is applied to total revenue which, for this purpose, is defined in statute as the total tax levy (net of debt service) from the previous year plus the property tax relief aid (PTRA) received in the previous year. The District’s 2019 valuation factor is 1.64794% for an operational levy increase of $279,552 which is attributed to net new construction in the District. The operational revenue limit was further amended (§38.16(3)(bg) Wis. Stats) to authorize the District to increase its total revenue by an amount equal to any refunded or rescinded property taxes paid by the District in the year of the levy. The Department of Revenue reported the District’s total refunded or rescinded in the 2018 levy was $6,107. Additionally, the 2017 Wisconsin Act 59 exempted certain personal property from the levy. Beginning in 2019, §79.096 Wis. Stats requires the State to pay to the District an amount equal to the property taxes levied on these items of personal property. The District will receive $86,120 in fiscal year 2019-20 due to the personal property tax exemption. The District’s 2019 operational levy limit is $7,365,881. For purposes of establishing the mill rate, we use the District equalized values excluding Tax Incremental Districts (TID) and exempt personal property. The 2019 equalized valuation for the District is $14,026,990,474 (excluding the equalized value of Tax

Incremental Districts and exempt personal property). This is an increase of $1,006,080,580 or 7.73% higher than last year. Administration recommends the operational levy of $7,365,881, with an operational mill rate of 0.52512, and the debt service levy of $8,241,000, with a debt service mill rate of .58751. The total levy proposed is $15,606,881 with a total mill rate of 1.11263 per $1,000 equalized valuation. The State requires the reporting of a total levy which includes the value of personal property that is exempt from the local tax levy. Including the value of exempt personal property brings the BTC total tax levy to $15,754,895 for 2019-20. However, the local (actual) tax levy for 2019-20 will be $15,606,881 as noted above since BTC will receive state aid in lieu of local property taxes for exempt personal property. For information purposes, the following items have been attached:

• Tax Levy History and Analysis • Mill Rate History and Analysis

The District Board is recommended to authorize a $15,606,881 tax levy of 1.11263 mills (including debt service) on $14,026,990,474 of equalized value, and that the clerks of the various taxing entities be properly informed of their appropriate share of the District’s levy. The Finance Committee will provide its recommendation to the Board.

Blackhawk Technical College Tax Levy History

Debt DebtFiscal Equalized Operational Service Total Equalized Operational Service TotalYear Valuations Levy Levy Levy Valuations Levy Levy Levy

1996-97 6,343,862,895 8,426,885 1,820,625 10,247,5101997-98 6,850,932,323 7,926,029 1,961,921 9,887,950 8.0% -5.9% 7.8% -3.5%1998-99 7,236,371,866 8,665,010 2,023,869 10,688,879 5.6% 9.3% 3.2% 8.1%1999-00 7,567,481,867 9,696,609 2,199,975 11,896,584 4.6% 11.9% 8.7% 11.3%2000-01 7,930,633,427 10,511,385 2,530,121 13,041,506 4.8% 8.4% 15.0% 9.6%2001-02 8,250,713,736 11,312,594 2,632,101 13,944,695 4.0% 7.6% 4.0% 6.9%2002-03 8,605,885,415 11,799,544 2,976,612 14,776,156 4.3% 4.3% 13.1% 6.0%2003-04 8,914,744,300 12,223,044 3,965,840 16,188,884 3.6% 3.6% 33.2% 9.6%2004-05 9,471,022,002 12,912,595 3,669,520 16,582,115 6.2% 5.6% -7.5% 2.4%2005-06 10,214,313,441 13,629,288 3,956,149 17,585,437 7.8% 5.6% 7.8% 6.1%2006-07 11,003,525,696 14,115,009 4,261,673 18,376,682 7.7% 3.6% 7.7% 4.5%2007-08 11,597,147,342 15,109,593 4,552,457 19,662,050 5.4% 7.0% 6.8% 7.0%2008-09 12,097,837,981 15,925,359 4,700,131 20,625,490 4.3% 5.4% 3.2% 4.9%2009-10 11,998,810,726 16,031,971 4,717,332 20,749,303 -0.8% 0.7% 0.4% 0.6%2010-11 11,501,174,128 15,888,757 3,999,993 19,888,750 -4.1% -0.9% -15.2% -4.1%2011-12 11,229,423,995 15,888,757 4,148,765 20,037,522 -2.4% 0.0% 3.7% 0.7%2012-13 11,048,410,836 15,888,757 4,533,000 20,421,757 -1.6% 0.0% 9.3% 1.9%2013-14 10,779,158,932 16,004,740 4,743,100 20,747,840 -2.4% 0.7% 4.6% 1.6%2014-15 11,192,317,904 6,332,599 6,105,000 12,437,599 3.8% -60.4% 28.7% -40.1%2015-16 11,400,609,427 6,481,601 7,188,785 13,670,386 1.9% 2.4% 17.8% 9.9%2016-17 11,717,072,877 6,687,768 7,522,075 14,209,843 2.8% 3.2% 4.6% 3.9%2017-18 12,329,756,115 6,955,491 7,874,179 14,829,670 5.2% 4.0% 4.7% 4.4%2018-19 13,020,909,894 7,065,104 7,816,858 14,881,962 5.6% 1.6% -0.7% 0.4%2019-20 14,026,990,474 7,365,881 8,241,000 15,606,881 7.7% 4.3% 5.4% 4.9%

Actual % Change from prior year

9/27/2019 Page 1 of 2 Tax Levy History 2019

Blackhawk Technical College Tax Levy History

Debt DebtOperational Service Total Operational Service Total

Fiscal Equalized Mill Mill Mill Equalized Mill Mill MillYear Valuations Rate Rate Rate Valuations Rate Rate Rate

1996-97 6,343,862,895 1.32830 0.28700 1.615301997-98 6,850,932,323 1.15693 0.28637 1.44330 8.0% -12.9% -0.2% -10.6%1998-99 7,236,371,866 1.19742 0.27968 1.47710 5.6% 3.5% -2.3% 2.3%1999-00 7,567,481,867 1.28135 0.29071 1.57206 4.6% 7.0% 3.9% 6.4%2000-01 7,930,633,427 1.32542 0.31903 1.64445 4.8% 3.4% 9.7% 4.6%2001-02 8,250,713,736 1.37110 0.31901 1.69011 4.0% 3.4% 0.0% 2.8%2002-03 8,605,885,415 1.37110 0.34588 1.71698 4.3% 0.0% 8.4% 1.6%2003-04 8,914,744,300 1.37110 0.44487 1.81597 3.6% 0.0% 28.6% 5.8%2004-05 9,471,022,002 1.36338 0.38745 1.75083 6.2% -0.6% -12.9% -3.6%2005-06 10,214,313,441 1.33433 0.38731 1.72164 7.8% -2.1% 0.0% -1.7%2006-07 11,003,525,696 1.28277 0.38730 1.67007 7.7% -3.9% 0.0% -3.0%2007-08 11,597,147,342 1.30287 0.39255 1.69542 5.4% 1.6% 1.4% 1.5%2008-09 12,097,837,981 1.31638 0.38851 1.70489 4.3% 1.0% -1.0% 0.6%2009-10 11,998,810,726 1.33613 0.39315 1.72928 -0.8% 1.5% 1.2% 1.4%2010-11 11,501,174,128 1.38149 0.34779 1.72928 -4.1% 3.4% -11.5% 0.0%2011-12 11,229,423,995 1.41492 0.36946 1.78438 -2.4% 2.4% 6.2% 3.2%2012-13 11,048,410,839 1.43810 0.41029 1.84839 -1.6% 1.6% 11.1% 3.6%2013-14 10,779,158,932 1.48479 0.44003 1.92482 -2.4% 3.2% 7.2% 4.1%2014-15 11,192,317,904 0.56580 0.54546 1.11126 3.8% -61.9% 24.0% -42.3%2015-16 11,400,609,427 0.56853 0.63056 1.19909 1.9% 0.5% 15.6% 7.9%2016-17 11,717,072,877 0.57077 0.64198 1.21275 2.8% 0.4% 1.8% 1.1%2017-18 12,329,756,115 0.56412 0.63863 1.20275 5.2% -1.2% -0.5% -0.8%2018-19 13,020,909,894 0.54260 0.60033 1.14293 5.6% -3.8% -6.0% -5.0%2019-20 14,026,990,474 0.52512 0.58751 1.11263 7.7% -3.2% -2.1% -2.7%

Actual % Change from prior year

9/27/2019 Page 2 of 2 Tax Levy History 2019

ENCLOSURE #16 8. Committee Reports b. Acceptance of Procurement Annual Report (Finance Committee Recommendation

- Action)

Wisconsin Technical College System (WTCS) procurement rules require each district to review purchases of similar goods, supplies, or services each year to determine if more competitive process should be used in the future. The WTCS Financial Accounting Manual specifies that the district review vendors who annual purchases exceed $50,000. The findings of the review are to be communicated to the District Board each year by October 31. The Fiscal Year 2018-19 report is attached. The Finance Committee will present its recommendation.

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2018-2019 Annual Procurement Report For the Fiscal Year 2018-2019, 47 vendors were each paid a total of $50,000 or more. These vendors are categorized as outlined in the following table:

ID Category Spend Amount # of Vendors % A Payroll* $ 11,178,209.97 9 40.7% B Debt Service $ 8,286,884.59 1 30.2% C Maintenance/Building $ 2,391,794.79 7 8.7% D Other $ 1,624,835.85 5 5.9% E Information Technology/Copiers $ 1,890,460.88 10 6.8% F Instructional Materials $ 708,667.50 7 2.6% G Utilities/Postage $ 658,849.68 2 2.4% H Governmental $ 252,641.36 2 0.9% I Legal, Financial & Insurance $ 183,790.50 1 0.7% J Office Supplies/Furniture $ 224,793.56 2 0.8% K Marketing $ 85,190.00 1 0.3% Total $ 27,486,118.68 47 100%

* excludes employee net pay

*A description of each category is provided at the end of this report.

A41%

B30%

C9%

D6%

E7%

F2%

G2%

H1%

I1%

J1%

K0%

2 of 3

Of the above vendors, 44 fell clearly into one of the following categories:

• Approved Cooperative contract (i.e. State contract, UW contract, GSA, etc.) • Properly bid by College and/or under a current contract or lease. • Not required to use competitive procurement procedures for payroll,

intergovernmental purchases, natural gas, electricity, water services, and WTCS cooperative activities.

The expenditure detail was reviewed for the three remaining vendors who did not fall clearly into one of the categories listed above, with a summary of findings provided. Exceptions: For the following vendors, BTC did not issue a RFP or RFB nor used an approved cooperative contract for the purchases made in fiscal year 2018-2019.

1. Cummins Inc ($106,800.00): This was the purchase of brand specific equipment for which there is limited competition. Pricing proposals were obtained from two vendors. Required Action: None at this time.

2. Morningstar Media ($85,190.00) – After research, these are non-serial purchases made at different times throughout the year. Required Action: Determine annual plan and conduct RFP/RFB for annual volume of services to be purchased.

3. Purple Communications ($55,704.58) – These we’re multiple under $50,000 purchases made through the appropriate competitive procurement processes required for their associated dollar amounts. Required Action: None at this time.

Purchasing Card Usage: BTC’s purchasing card purchases decreased this fiscal year resulting in a rebate to Blackhawk Technical College of $44,106.53 from purchases made between 7/1/18 – 6/30/19. This amount is reduction to what Blackhawk Technical College received in Fiscal Year 2017-2018 ($46,885.97). We continue to see a decline in utilizing purchasing cards for large ticket items such as capital as more vendors are applying a transaction fee to cover the credit card processing expense. Conclusion:

The Purchasing Department is undergoing a change in staffing due to the former manager’s acceptance of a position with the WTCS Purchasing Consortium. Michael Howell, new purchasing manager, joined the team in September 2019. His initial focus is onboarding to BTC and the WTCS.

As the Manager becomes acclimated to this role, additional areas of focus this fiscal year include restructuring the College’s purchasing card program to improve internal controls and reduce risk associated with a p-card program. Primary changes will impact the purchase approval process and centralize division/department purchases.

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Description of Procurement Categories:

• Debt Service: Payment of interest, principal and other debt service costs relating to long-term note and bond borrowings

• Governmental: Payments made to other technical colleges for cooperative projects, WTCS System Office, and other governmental agencies not reported in another category

• Information Technology/Copiers: Include IT consultants, purchases of new computers, servers, computer-related equipment, and copier lease payments

• Instructional Materials: Items specific to a particular program or class • Legal, Financial & Insurance: Legal counsel, bond counsel, and property and liability insurance • Maintenance/Building: Vendors providing construction and maintenance supplies and services

(e.g. cleaning services/supplies, facility improvements, painting, plumbing) • Marketing: Advertisements, promotional materials, high-end printing • Office Supplies/Furniture: Paper, office supplies, and furniture • Other: Bookstore, cafeteria, advertising, publishing legal notices, facilities rental, and other

activities not reported under another category • Payroll: Payments made to other for employee benefits and deductions (e.g. taxes, health

insurance, retirement accounts and annuities) • Utilities/Postage: Includes electricity, gas, telecommunications and postage

ENCLOSURE #17 8. Committee Reports c. Approval of Modifications to the Fiscal Year 2019-20 (Finance Committee

Recommendation - Action)

As stated in the Wisconsin Technical College System Financial Accounting manual and in accordance with Wisconsin State Statute 65.90 (5), any modification to an adopted budget by fund type or function within a fund type is required to be approved by the district board. At least two-thirds of the full district board membership must approve the modification for it to take effect. Proposed modifications to the 2019-20 Budget are attached. The Finance Committee will present its recommendation.

Expenditures Revenues

1Adjust special revenue fund to recognize workforce advancement training (WAT) grant awards

Increase Function 1 Instructional Expenditures 12,518 - Increase State Aid - 12,518

Total - Amendment 1 12,518 12,518

2Establish carry-over budget for WISCaregiver grant

Increase Function 7 Physical Plant Expenditures 6,593 - Increase Federal Revenue - 6,593


3 Adjust budgets for non-WTCS state grants (Motorcycle Safety, RECAP, and Wisconsin Fast Forward-actual budgets lower than estimated)Decrease Function 1 Instructional Expenditures (134,098) - Decrease State Aid - (129,078) Decrease Material Fee Revenue - (251) Decrease Other Student Fees Revenue - (4,769)

Total - Amendment 3 (134,098) (134,098)

4 Establish budget for new Perkins Equity and Inclusion grant

Increase Function 3 Student Services Expenditures 19,729 - Increase Federal Revenue 19,729


5 Adjust WTCS Emergency Funds grant to reflect increased grant award and utilization of fund balanceIncrease Function 3 Student Services Expenditures 5,974 - Increase Transfers from Reserves and Designated Fund Balances - 974 Increase State Aid - 5,000


Capital Projects Fund

6 Record capital carryover for Year 3 of Blackboard WTCS Consortium

Increase Function 2 Instructional Support Expenditures 33,440 - Increase Transfers from Reserves and Designated Fund Balances - 33,440

33,440 33,440

Agency Fund

7 Allocate student club funds revenue and expense budgets

Increase Function 3 Student Services Expenditures 106,095 - Increase Institutional Revenue - 23,225 Increase Transfers from Reserves and Designated Fund Balances - 82,870

106,095 106,095

Proposed Modifications to the FY 2019-20 Budget

Special Revenue Fund

ENCLOSURE #18 9. New Business a. Review of New Board Policy #E-210 – Campus Security (Discussion – Renea

Ranguette)

Administration is proposing a new Board policy for consideration - #E-210 – Campus Security. Based on input received, action to approve the policy would be scheduled for the November Board meeting. Renea Ranguette, Vice President-Administrative Services, will be present to answer any questions.

CAMPUS SECURITY E-210

_____________________________________________________________Page 1 of 1 Blackhawk Technical College District 6004 S. County Road G, P.O. Box 5009 Janesville, WI 53547-5009

The Blackhawk Technical College District is committed to providing a safe learning environment for our students, faculty, and staff. The Office of Campus Security exists to promote and support this commitment. Campus security utilizes multiple levels of staffing to accomplish its mission. Student Guard - a BTC student enrolled in criminal justice or corrections program

who works under the direction of a security officer and provides basic security services (door lock/unlock, patrols, disabled vehicle assist, basic life support, etc.)

Security Officer – an individual, experienced in public safety or criminal justice,

employed by the District to provide general security duties, assist with District wide safety initiatives, and coordinate programs to proactively reduce/suppress crime.

Armed Security Officer – an individual, experienced in public safety or criminal

justice who meets qualification for arming, employed by the District to provide general security duties, assist with District wide safety initiatives, coordinate programs to proactively reduce/suppress crime, and engage with an active threat to reduce harm to the college community.

A Security Officer must meet one (1) of the following qualifications in order to serve as an Armed Security Officer:

• Is a qualified active law enforcement officer that has sworn authority as defined by the State of Wisconsin Department of Justice, Training and Standards Bureau or the federal Uniform Code of Military Justice;

• Is a “qualified retired law enforcement officer” who is supported by their home department to meet the requirements under the Federal Standard of HR218 the “Law Enforcement Officers Safety Act”; or

• Is a certified and credentialed firearms instructor under the State of Wisconsin, Law Enforcement Standards Board (LESB).

The District will comply with all local, state, and federal laws concerning weapons and/or potentially dangerous devices. The District will provide security officers with the appropriate equipment necessary to perform their duties. Security officers will deploy the “use of force continuum” as defined in the department’s regulation.

CAMPUS SECURITY E-210

_____________________________________________________________Page 1 of 1 Blackhawk Technical College District 6004 S. County Road G, P.O. Box 5009 Janesville, WI 53547-5009

The Manager of Campus Safety and Preparedness is responsible for development, implementation, and maintenance of department regulations regarding officer training in the use of force and firearms, and ensuring officer compliance with these regulations. District Board Policy Adopted: