A

Appendix L FY09 ANNUAL PERFORMANCE REPORT (APR)

For Postsecondary and Secondary Perkins Applications CARL D. PERKINS CAREER and TECHNICAL EDUCATION IMPROVEMENT ACT OF 2006

Due: October 16, 2009

ORGANIZATIONAL INFORMATION: Name and Contact Information

Name of College or Secondary Consortium Minnesota West Carl Perkins Consortium Name of Chief Academic Officer (College only) Diane Graber, Provost Name of Chief Student Affairs Officer (if different from above College Only) Names of Perkins Coordinators Secondary: Gail Polejewski Postsecondary: Diane Graber, Provost

1

Perkins Local Plan for 2008-9 for Career and Technical Education

Goals, Objectives, Strategies, Outcomes, and Budget

1(ii). Designing Programs of Study: Goals, Objectives and Strategies o Program of Study (POS) Implementation

i. Has at least one program of study been identified and ready for implementation beginning in FY10 ii. Did you use the POS organizational framework to determine the POS?

iii. Has a sequence of courses beginning at least in Grade 11 and continuing through at least the second year of college been considered? iv. Has a continuum of education programming and support services to ensure smooth transitions, from secondary into postsecondary education; in and out

of postsecondary education; and, between education and employment been considered?. v. Have secondary teachers and postsecondary faculty within the identified POS been consulted?

vi. Has all relevant and necessary POS documentation been completed? o *Additional Considerations

i. How will college and work readiness standards be communicated to students, parents, teachers, faculty and administrators? ii. How will articulation and dual enrollment be used in implementing the POS?

iii. How will you improve both academic and technical skills of participants the identified POS? iv. How will technical skill attainment within the identified POS be measured? v. How will you address the professional development needs within the identified POS?

vi. How will assure that the identified POS will prepare all students for high skill, high wage, or high demand occupations and lead to self sufficiency? Plan Narrative: The Minnesota West Consortium has taken the strategy to carefully build one Program of Study (Business Administration) before completing additional areas. We want to make sure we can create a model that will successfully impact high school students before investing too much time and resources in other areas. Once we have determined a model that will effectively serve our region we will quickly begin work on the Agriculture and Health Science Technology Programs of Study. One of our most pressing challenges will be to find or develop an electronic means of delivering the Program of Study information to students, parents, and schools in the region. We are hopeful that a revised MCIS system will provide that delivery mechanism. APR: After considering several options, the consortium elected to adopt the MNPOS online system as the means to organize school district and college Programs of Study. We began the process by providing information about the POS model to consortium high schools and college partners. Perkins staff attended training to learn how to input data into the system. A Master Pathway based on Business, Financial Management, and Accounting was developed and submitted to State Perkins leadership. Upon receiving approval of our Master POS, three work sessions were held with counselors, CTE instructors, and principals to input data into the MNPOS online tool. The consortium achieved 100% participation from school districts at the work sessions. Minnesota West Community and Technical College appointed a faculty liaison to facilitate the implementation of Programs of Study.

2

Objective(s) Strategies Outcomes and Measures (FY08) Projected Budget by Objective

Actual Expenditures by Objectives

COLLABORATIVE A. Determine which consortium high schools have approved programs in business education.

1. Develop “Programs of Study” that align high school, 2-year college and 4-year university courses and majors, to provide a seamless progression for students seeking certificates, diplomas, or degrees.

B. Bring high school and college faculty together in September 2008 to gather information about degrees, diplomas, certificates, and course information in the area of Business Administration.

C. Have instructors complete a POS template. D. Explore options for sharing the Business

Administration POS to high school students in an interactive electronic format.

E. Provide a sample format for districts to include POS information in their high school course catalog by December 2008.

F. Connect the POS to the regional www.swmncareers.org website that provides information on high wage, high skill, high demand occupations specific to our region.

G. Utilize the model created for this first POS and apply it to the initiation of POS in the Health Science and Agriculture disciplines by April 2008.

1.a. Establish a regional Program of Study model, beginning in the 9th grade and progressing through the two-and four-year college level, in the area of Business Administration by December 2008 for all consortium schools with an approved business education program. 1a. A master consortium POS was completed in the Business, Financial Management, and Accounting area and submitted to Minnesota Carl Perkins leadership and approved in January 2009. Each of the 40 consortium schools attended POS training and data entry sessions in March and April 2009. All schools with approved business programs entered data into the electronic POS template during those sessions. 1.b. Initiate the planning, in preparation for the 2009-10 school year, of a regional Program of Study in the areas of Health Science Technology and Agriculture and Natural Resources by April 2008. 1.b. While there is still an interest in completing POS in Health Science Technology and Agriculture and Natural Resources, we will focus our attention on completing additional pathways in the Business, Management, and Administration field. A number of schools have begun entering data into several additional pathways at the time of this report.

Secondary 6,000.00

Actual expenditures

will be reported prior

to 12/1/09 upon the

completion of the annual

audit

3

COLLABORATIVE 2. Create a culture in Southwest Minnesota that encourages entrepreneurial thinking and action among k-16 students.

A. Members of the Youth Entrepreneurship Academy will meet by July 2008 to gather data about youth entrepreneurship activities that are occurring in the 18 county service region.

B. Academy members will determine an umbrella structure that includes adults and youth that represent the organizations providing services in the area of youth entrepreneurship.

C. A regional structure will be named by August 2008.

D. Collaborative projects will be determined by September 2008 that will build capacity in delivering free enterprise education to the regions youth.

E. Committee members will search for new funding sources to support students in exploring the establishment and implementation of student-run businesses.

F. Committee members will meet at least quarterly to provide direction for the new regional structure.

2.a. By January of 2009 a regional umbrella structure/organization will be established, with a focus on youth entrepreneurship, which encourages collaboration between Business Professionals of America, Family Career and Community Leaders of America, FFA, Students in Free Enterprise, Junior Achievement, Southwest Initiative Foundation, Minnesota Inventors Congress, Private Industry Council, school districts, colleges, agencies, and private businesses. 2.a. A number of regional organizations that focus on youth development, business education, economic development, and entrepreneurship worked together to develop a website that serves as a resource for all entrepreneurs. The website is www.swmncore.com. 2.b. Free enterprise education will be delivered to 5,050 students in 260 classrooms using 280 volunteers through Junior Achievement and Students in Free Enterprise curriculum during the 2008-09 school year. 2.b. 4,478 students in 28 schools received economic education through Junior Achievement activities. An additional 50 high school students were trained by Southwest Minnesota State University Students in Free Enterprise (SIFE) members in a pilot project to educate more middle school students in concepts such as market economics, entrepreneurships, and business ethics. 2.c. New funding sources will be located to support the establishment of student-run

Secondary 4,000.00

Actual expenditures

will be reported prior

to 12/1/09 upon the

completion of the annual

audit

4

businesses by May 2009. 2.c. A pilot project was initiated in 2 consortium schools (Westbrook-Walnut Grove, Fairmont) where high school business students delivered “Let’s Get to Business” curriculum to junior high students within their school. Instead of using regional funds to support the business start-up, local funds within each community were leveraged by the students starting the business. 2.d. Grant money will be secured through joint efforts with CORE and SW/WC Cooperative to serve students. 2.d. Letters of inquiry were sent to a number of foundations in the spring of 2009. While none of those letters resulted in additional grant dollars, several regional businesses and organizations did provide sponsorship dollars to support student programs. 2.e. By 2009-10 thirty students will be served in Minnesota West Community College SIFE Chapter. 2.e. Participation numbers have been low (11 students) in the Minnesota West SIFE chapter. Minnesota West has added Entrepreneurism to their academic catalog beginning Spring 2009. 7 students registered for the class. SIFE activities and recruitment of students has continued since 2008-09.

SECONDARY 3. High school students in the Business Administration POS will demonstrate technical skill attainment through student

A. Approved business programs will be supported through consortium Carl Perkins funding.

B. Approved programs will complete an application for funds by November 2008 to make improvements to their programs.

3.a. 100 secondary BPA teams/individuals (duplicated count) will place in the top ten of the State BPA competition in 2008-09. 3.a. Consortium schools will be completing local applications and data collection sheets

Secondary 33,000.00

Actual expenditures

will be reported prior

to 12/1/09 upon the

5

organization participation.

C. Approved programs can apply for funds for new equipment, technology, curriculum supplements (under some circumstances), and certain student organization expenses.

D. Those approved programs that are associated with student organizations will report participation levels and competition results each year as part of the Perkins application process.

E. Each spring our consortium will contact the State student organization director to get a summary of state competition results.

beginning September 2009. Complete data regarding this measure will be available in November 2009. 3.b. 220 secondary students will participate in consortium BPA chapters at the secondary level in 2008-09. 3.b. 225 students participated in high school BPA chapters throughout the consortium in 2008-09.

completion of the annual

audit

6

POST-SECONDARY 4. Minnesota West Community & Technical College students will demonstrate technical skill attainment in all technical program areas.

National Skill Standards and/or established business and industry standards will be exceeded in skill testing and certification qualifications. The following will apply to Business: • POS – NOCTI – Accounting and Business. Other testing and certification includes: • ASE – Auto Mechanics • NOCTI – Electrician • HESI – Nursing • PAS – Post Secondary Agriculture • Minnesota West Community & Technical

College will establish a SIFE chapter to serve students with entrepreneurial backgrounds or interest.

4.a. 10 postsecondary BPA teams/individuals will place at the state level on skills tests and 2 at the national level. 4.a. 19 students in BPA placed at state level, 4 students placed at national level on skills test. (exceeded goal) 4.b. All Minnesota West students enrolled in accounting and administrative assistant programs will perform above the national average on the NOCTI skills tests. 4.b. This goal was expanded to 18 skill tests in technical areas. Results of testing in individual programs: • Accounting – Granite Falls – 4 students

took NOCTI and the combined average score was above national average.

• Auto – Canby – 18 students took NATEF certification test – no national average available. However, in the eight categories of the test, 5 categories the students scored above 75%, 1 above 100% and two above 50% in each category. All passed.

• Electrician – Canby – 8 students took the test and the average was above state and national levels.

• HVAC – Pipestone – 10 students took the ESCO test and 50% passed. 7 passed the EPA certification refrigeration test.

• Fluid Power – Granite Falls – 4 students took Hydraulics Specialist test and passed. Student have competed in the International Fluid Power Society Competition since 1998 of the top 60 places MnWest students have taken 27 of the places.

• Plumbing – Pipestone – 13 students

Post-Secondary$2,000

$5,000 travel

$500

Materials

Actual Expenditures

$700.00 $4,602.59

$0.00

7

took NOCTI test – average above state and national results.

• Diesel – Canby – 9 students took NOCTI and group average was above state and national average.

• Cosmetology – Pipestone – 4 students took NOCTI and the average above state and national averages.

• Electrician – Jackson – 8 students took NOCTI and average was higher than state and national average.

• Carpentry – Pipestone – 4 students took test and group average was equal to state/national average.

• Auto – Jackson – NATEF tests taken by 9 students and 51 out of 72 passed.

• Cosmetology – Jackson – 8 students took state board practical tests and 8 passed first time in 9 categories.

• Industrial Motor Control – one student took 3rd place in 2009 Skills USA competition.

Minnesota West established a SIFE Chapter. Participation numbers have been low (2-4 students) but has prompted the college to add a class to their academic programs (Entrepreneurism) beginning Spring 2010. SIFE activities and recruitment of students has continued since 2008-09.

Use of Funds: List the required and permissible activities addressed above. “R” for required and “P” for permissible followed by the number and name. (R1) Strengthen the academic and CTE Skills (R2) Link CTE at secondary and postsecondary levels (R4) Develop, improve, and expand use of technology (R6) Develop and implement evaluations of CTE programs (R7) Initiate, improve, expand, and modernize CTE programs (R8) Provide services and activities that of sufficient size and scope (R10) Brokering of services to students (R11) Students gain course credit at the next level

8

Perkins Local Plan for 2008-9 for Career and Technical Education Goals, Objectives, Strategies, Outcomes, and Budget

2. Effectively utilize employer, community, and education partnerships

You must consider the following in filling out the information below:o Employer and Community Partnerships

i. How will high skill, high wage, or high demand occupations within your region be identified? ii. How will collaboration with other organizations lead to improving career and technical education programs, including the implementation of

programs of study (e.g., Work Force Center, non-profits, workforce intermediaries, service organization, Chambers, Economic Agencies, etc.) iii. How will student experience in, and an understanding of, All Aspects of the Industry, be provided including work-based experiences and

internships? iv. How will parents, business, labor and secondary teachers/postsecondary faculty be included in the design, implementation, and evaluation of

career and technical education programs, including programs of study? o Education Partnerships

i. How will adult basic education, remedial education and developmental education/non-credit training, be included in providing a continuum of education programming and support services? (Please Note: Perkins funds may only used for programs that are credit-based.)

ii. How will four-year programs, colleges and universities be engaged in the implementation of programs of study, including the development of transfer and articulation agreements?

o How will you provide transition for adult learners into the workforce?

Plan Narrative: Developing relationships with regional employers is one of our top priorities. Their input is critical as we develop conferences, competitions, professional development, college and high school courses, and other events. We want to make sure the information and experiences we are providing to students is tied directly to industry expectations and standards. By bringing instructors, students and employers together we increase student and teacher awareness of our local industries and increase the likelihood that students will remain in (or one day return to) the region to live and raise their families. Our region has a long-standing tradition of working cooperatively together and we see this as one of our major strengths. APR: The relationships developed with business partners expand each year. The SW MN Career Expo is our best example of a comprehensive partnership between secondary education, colleges, service organizations, and industry. Well over 100 volunteers representing regional employers provide interactive activities and specific career information to nearly 2000 high school sophomores each year. We rely on our industry partners to assist us in the development of CTE competitions to assure that students are challenged to complete projects based on industry expectations. Each of the major projects has an advisory group that guides the direction of competitions and staff development, with industry professionals playing a key role.

9

Objective(s) Strategies Outcomes and Measures (FY08) Projected Budget by Objective

Actual Expenditures by Objectives

COLLABORATIVE 1. Consortium staff will work with business and other community partners to provide high school students the opportunity to demonstrate technical skill attainment through STEM related skill competitions.

A. An advisory committee will be established by May 2008 to brainstorm possibilities for a new format for the Technical Skills Challenge event.

B. A list of possible industry partners will be developed.

C. Competition and demonstration areas will be established by August 2008.

D. Competition guidelines and judging criteria will be established and distributed to CTE (and other STEM associated) teachers by December 2008.

E. Industry judges will be determined by January 2009.

F. Technical Skill competition events will be held by May 2009.

1.a. An advisory committee will be established by May 2008 to determine a new format for the Technical Skills Challenge Competition that places more emphasis on STEM initiatives. 1.a. A committee of several high school and college CTE instructors and industry representatives convened to determine a new format for technical skills competitions. Three additional competitions were added to the event (Solar Sprint Car, Cell phone, and Wind Energy.) 1.b. 150 students demonstrate technical skills at this new event structure by May 2009. 1.b. The Technical Skills Challenge was scheduled for two locations during the 2008-2009 school year ( Granite Falls and Jackson.) Unfortunately, the Jackson event had to be cancelled. There were a total of 40 students participating in the event. 1.c. One new competition area will be established for the 2009 Culinary Skills Challenge by September 2008. 1.c. “Advanced Cake Decorating” and” Cake Decorating with Fondant” were added as new competitions to the 2009 Culinary Skills Challenge. 1.d. 275 students from 20 high schools will demonstrate industry specific skills at

Secondary 25,000.00

Actual expenditures

will be reported prior

to 12/1/09 upon the

completion of the annual

audit

10

consortium CTE skills competitions (Tech Skills Challenge and Culinary Skills Challenge) during the 2008-09 school year. 1.d. 290 students from 21 high schools participated in the 2009 Technical Skills Challenge and Culinary Skills Challenge. 1.e. 20 industry professionals will assist in establishing evaluation criteria and will judge consortium CTE skill competitions by May 2008. 1.e. 24 industry representatives helped design guidelines and judge Culinary and Technical Skills events.

COLLABORATIVE 2. Students will make education and career plans based on regional labor market data and direct contact with regional employers.

A. A regional advisory committee will be maintained to plan an interactive Career Expo that will serve high school juniors in Economic Regions 6W and 8.

B. Business and industry representatives will be part of the planning for the interactive career exhibits and the delivery of the career and education planning sessions.

C. A website will be maintained that will be used in conjunction with the Career Expo.

D. As the Expo develops we will look for ways to align it with regional/state programs of study.

E. A survey of students, teachers, and industry leaders will be conducted to make sure the expo and the website are meeting identified needs.

F. Schools will purchase and implement MCIS and career assessment batteries into their career development curriculum to complete follow-up career development activities.

2.a. 1,700 high school sophomores will explore careers through an interactive Career Expo at the Minnesota West Community and Technical College-Worthington Campus and Southwest Minnesota State University in October 2008. 2.a. 1804 high school sophomores attended the 2008 Career Expo. 2.b. 40 private businesses and professional industry organizations will establish interactive exhibits for the 2008 SW Minnesota Career Expo in October 2008. 2.b. 70 interactive exhibits managed by businesses leaders and industry representatives were available to students at the 2008 Career Expo.

Secondary 10,000

Actual expenditures

will be reported prior

to 12/1/09 upon the

completion of the annual

audit

11

SECONDARY 3. Local and regional employers will support high school student career planning and experience through a variety of work-based learning experiences.

A. High schools CTE teachers and career education instructors will recruit local businesses to support students in job shadowing and internships.·

B. Appropriate work-based learning agreements will be in place between the school, student (and their family) and the business that is sponsoring the student.

C. The instructor will provide appropriate follow-up and supervision of the student while they are engaged in the work-based learning experience.

D. Business participants will provide evaluative feedback to the school/student about their participation.

E. School districts will provide annual data, as a part of the funding application process, regarding their work-based learning program participation rates.

3.a. 1,000 high school students will be supported by regional businesses to experience all aspects of industry through internships and job shadowing experiences during the 2008-09 school year. 3.a. 1238 high school students participated in work-based learning programs that were supported by community businesses.

Secondary 5,000.00

Actual expenditures

will be reported prior

to 12/1/09 upon the

completion of the annual

audit

SECONDARY 4. High school CTE instructors will teach technical skills based on industry standards (where available) and students will demonstrate those skills during CTE student organization competitions.

A. Consortium high schools will go through an application process to access consortium funds to make program improvements to their CTE programs/classes (i.e. equipment, curriculum, technology, staff development).

B. Applications must meet criteria toward academic or technical skills attainment, program of study alignment, or preparation for high tech, high wage or high demand jobs.

C. All applications will be approved by the regional Carl Perkins Coordinator and purchases made by the fiscal host on behalf of the school.

D. Schools will supply data to the consortium regarding the student technical skill attainment, academic performance, and work based learning participation.

4.a. 1,700 students will demonstrate technical skills through participation in FFA, FCCLA, BPA, HERO, MAPP STARS or other CTE student organization events and competitions in 2008-09. 4.a. 2,031 high school students from the consortium demonstrated industry specific technical skills while participating in a variety of CTE student organization events. 4.b. 60 instructors of approved programs will update their curriculum to meet changes in industry expectations or industry standards by May 2009. 4.b. 67 instructors of approved CTE programs applied for consortium funds to align their courses with expectations of industry.

Secondary 145,045.09

Actual expenditures

will be reported prior

to 12/1/09 upon the

completion of the annual

audit

12

4.c. 50 instructors of approved programs will update their equipment and technology to reflect the equipment and technology used in the corresponding business/industry by May 2009. 4.c. 21 instructors of approved programs updated their equipment and 45 instructors made technology improvements to keep pace with changes in industry.

13

POST-SECONDARY 5. Minnesota West will continue to build industry and business partnerships to provide students with state of the art equipment, technology and industry savvy faculty.

A. Shared faculty will be utilized and expanded with: A. Prairie Holdings B. Smith Trucking C. Novatec D. Sanford Health Systems

o Medical Laboratory Technician o Clinical Instruction o Radiologic Technology o Surgical Technology

B. Equipment and technology shared resources: • Prairie Holdings - shared laboratories • Smith Trucking - shared trucks • Novatec – Training ethanol simulator • Hunt Technology – SCADA system

digital acquisitions • ArtiCat – Snowmobiles • Muth Electric – Supplies

There are 81 sections of classes with shared locations and partnerships with duplicated headcount of 759 students in 09. BIOT – 64 MDLT – 324 MEDA – 50 RADT – 144 SURG – 117 TRDR - 60

5.a. Minnesota West Community and Technical College will collaborate with 20 business and industry partners to make technology and equipment improvements for CTE Programs. 5.b.. During the 2008-09 school year regional businesses will provide $400,000 in equipment and supplies to supplement Minnesota West CTE Programs. 5.b. Shared resources with Prairie Holdings (laboratories), Smith Trucking for the use of trucks in training, Muth Electric provides electrical supplies for the electricians program. Sanford Health systems shares laboratories for MLT, Radiology and Surgical labs. Hunt Technologies provided a SCADA digital system for Utility Technology, conduit provided by Interstate Electric, two new snowmobiles for Power Sports, a grant of $5,000 from T & D Powerskills. 5.c.. 12 courses will be delivered to 120 students using shared staff and facilities between business and industry and Minnesota West. 5.c. Clinics shared with Sanford Hospital provided direction in MLT, Surgical and Radiologic Tec. Smith truck drivers worked with students of Minnesota West Trucking Program.

POST-SECONDARY 6. All programs offered through Minnesota West appropriate for internships and externships will provide them in arrangements with business and industry. Education and training and placement of students will

A. Uniform standards will exist for experiences. a. Uniform standards have been developed

for all internships and externships. Procedures have been established through faculty and occupational input. Refer to MnWest Faculty Handbook. C 17 at www.mnwest.edu

6.a. Provide internships and externships to 300 Minnesota West CTE students during the 2008-09 school year. 6.a. 229 students finished internship and externship classes, experiences as part of their academic program. Reduced enrollment in some programs contributed to less than goal predicted.

Post-Secondary

Development

of uniform standards

Staff 60 hrs X $30 -= $1800

$1,504.00

14

be enhanced. b. Courses are credit bearing as indicated in

the catalog.

B. Courses will be credit bearing listed as externships, internships or special topics.

7.b. 30 Minnesota West CTE Programs will provide internship and externship opportunities for students. 7. b. 30 MnWest CTE programs now provide internships or externships.

Consortia Coordinator

$16,000

$13,698.17

Use of Funds: List the required and permissible activities addressed above. “R” for required and “P” for permissible followed by the number and name. (R1) Strengthen the academic and CTE Skills (R2) Link CTE at secondary and postsecondary levels (R3) Student experience in all aspects (R4) Develop, improve, and expand use of technology (R6) Develop and implement evaluations of CTE programs (R7) Initiate, improve, expand, and modernize CTE programs (R8) Provide services and activities that of sufficient size and scope (R10) Brokering of services to students

15

Perkins Local Plan for 2008-9 for Career and Technical Education Goals, Objectives, Strategies, Outcomes, and Budget

3. Improve service to special populations

You must consider the following in filling out the information below:o Special Populations

i. How will the consortium ensure that goals, objectives, strategies and outcomes under (a) implementing programs of study and (b) utilizing employer, community and education partnerships will be the same for non-traditional programs and special populations?

ii. How will the design, implementation, and evaluation of career and technical education programs, including programs of study be customized to attain program and student success for nontraditional (gender) and special populations?

Plan Narrative: Service to high school special population students is provided in cooperation with our partner, the SW Private Industry Council through the Breaking Traditions Conferences and the regional youth employment programs. Additionally, Project Discovery, a regional Career Assessment and Exploration Program provides transition services to youth with disabilities. Consortium schools are encourage to recruit special population students into their CTE programs and use Perkins funds to make purchases that accommodate their participation. At the college level, special population students receive intensive career counseling, mental health counseling (when appropriate), and remedial education through web-based services and face to face meeting with college staff. These services have proven to increase the retention and graduation rates of all students, particularly special population students. APR: Providing support to special population students has been a major emphasis within the consortium for many years. The services provided to students could not be delivered without the assistance of our regional partners, The work that is accomplished by the Youth Council is an excellent example of interagency collaboration for the benefit of students. Providing career assessment, exploration, and work experience to special populations students are delivered using a combination of funding sources and agency programs. Each year school districts make adaptations to their programs to better accommodate students with special needs. Objective(s) Strategies Outcomes and Measures (FY08)

Projected Budget by Objective

Actual Expenditures by Objectives

COLLABORATIVE 1. Students will be provided information and an opportunity to experience occupational work in a variety of non-traditional careers.

A. Staff from MRVED, Minnesota West and the SW/WC Service Cooperatives will serve on the PIC Youth Council.

B. The Youth Council will work with PIC staff to develop program goals including exposing students to non-traditional careers.

C. The Breaking Traditions Conferences will

1.a. 90 high school students will explore non-traditional careers through the Breaking Traditions Conferences held at the Minnesota West Community and Technical College campuses by April 2009. 1.a. Breaking Traditions was held on four Minnesota West College campuses. 54 high

Secondary 4,500.00

Actual expenditures

will be reported prior to

12/1/09 upon the

completion of

16

be advertised to area schools. D. Students will learn about the opportunities

in non-traditional careers and have the opportunity to perform tasks associated with those jobs.

schools students explored non-traditional careers through interactive projects. 1.b. Representatives from MRVED, Minnesota West and the SW/WC Service Cooperative will serve on the Youth Council that oversees regional youth employment programs delivered through the Private Industry Council. 1.b. The Youth Council meets six times throughout the year. Members assist in the establishment of annual goals and activities for youth throughout the region. The board is comprised of 15 members, three of which are from MRVED, Minnesota West, and the SW/WC Service Cooperative.

the annual audit

COLLABORATIVE 2. Special population students will learn critical workplace skills through youth employment programs that are directed by the SW MN Private Industry Council.

A. Staff from MRVED, Minnesota West and the SW/WC Service Cooperatives will serve on the PIC Youth Council.

B. The Youth Council will work with PIC staff to develop program goals including providing employment training and experience for high school special population students.

C. Marketing materials will be provided to the schools throughout the year.

D. Students will apply to participate in the program.

E. Students will be selected to participate based on program criteria.

F. Regional employers will be secured to hire the student.

G. Follow-up will be conducted with employers and students throughout the length of employment.

H. Feedback will be provided to the student regarding their experience, so they might improve their work skills and behaviors.

2.a. 140 students will be placed in jobs through regional youth employment programs in 2008-09. 2.a. At-risk students from throughout the region have the opportunity to explore careers and increase their work skills by enrolling in local youth employment programs. Approximately 199 students were employed in 2008-2009.

PIC Funds

17

SECONDARY 3. Special population students (and their IEP team) will develop transition plans based on formalized career assessments and exploration opportunities.

A. Project Discovery will maintain its status as a State-approved Transition Disabled Program.

B. Appropriately licensed staff will be maintained that meet the qualifications as a Career Accommodations Specialist.

C. A fee structure will be determined for school/student participation.

D. Information about the Transition-Disabled program will be sent to area schools in August of 2008.

E. Teachers will refer students to participate in the program.

F. Participation in the program will be listed in the students IEP.

G. Project Discovery staff will administer Learning and Work Style inventories, Career Interest Tests and observe students while they are completing the work tasks.

H. Benchmark and rating behavior sheets will be completed to assess the student’s technical performance and work-related behavior during the program.

I. Upon completion of the program a follow-up meeting will be scheduled with the student’s IEP team to review the results of their career assessment and exploration experience.

J. Assessment results will be incorporated into the student’s transition plan.

3.a. 150 high school special population students will develop transition plans based on the Project Discovery Career Assessment and Exploration program experience in 2008-09. 3.a. 172 special population students completed the Project Discovery Career Assessment and Exploration program.

Secondary 10,500

Actual expenditures

will be reported prior to

12/1/09 upon the

completion of the annual

audit

SECONDARY 4. Special population students will have full access to high school CTE programs and courses.

A. Consortium high schools will go through an application process to access consortium funds for approved CTE programs.

B. One acceptable use of funds, by an approved CTE program, is to purchase technology, equipment and materials that breaks down any barriers that prevent special population students from participating in CTE courses.

4.a. 20 approved high school CTE programs will purchase new technology, equipment or supplies to accommodate special population students in their courses by May 2009. 4.a. 22 approved CTE programs applied for Carl Perkins funding in order to purchase new technology, equipment, or supplies to accommodate special population students.

Secondary 15,000.00

Actual expenditures will be reported prior to 12/1/09 upon the completion of the annual audit

18

C. All applications will be approved by the

regional Carl Perkins Coordinator and purchases made by the fiscal host on behalf of the school.

D. The consortium will maintain inventory of all equipment that is purchased by the schools.

19

POST-SECONDARY 5. Special population students will be given a variety of options/services/course work provided by Minnesota West to successfully matriculate to graduation. 6. Post-Secondary Equipment

A. Accuplacer Placement testing beginning at the junior level in high school will aid high schools in preparing students. College readiness assessment was accomplished in identifying students who would profit by college developmental courses. Secondly high schools were given feedback on the readiness level of juniors and could use results for class planning and advising. The percent of students ready for college level Reading: ranged from 13% at one school to 67% at another school (average 41%) English: 13% to 67% (Average 49%). College level Math: 0 – 13% (average 8%) Higher Algebra: 18 – 67% (average 55%) Beginning Algebra: 63 – 100% (average 87%) B. Exposure to non-traditional studies and careers will be available for students beginning in 5th grade through “Kids College” offered at college campuses. 5th to 8th.grade students participated in concurrent classes in day long experiences in college classes taught by college faculty. Courses included: Pneumatics, Biotech, Music, Flower Power, CSI, Ham Radio, Geocaching, and Healthcare. Diversity of the participants increases cultural awareness for all students and supports potential enrollment at the college level. C. Intensive developmental/remedial

education will be available for two weeks each summer to all campuses to students entering college in the fall. Results of Accuplacer testing and referral by high

5.a. 577 Students given Accuplacer at 10th year, in 2007; 600 students will be tested by 2009. 5.a. 624 students were given the Accuplacer in 10 high schools in SW Minnesota. 5.b. 100 students enrolled; 50 first generation potential college students 5.b. 111 students enrolled 10 Afro Americans 88 Caucasian Americans 11 Hispanic decent 2 Asians 45% first generation students. 5.c. 75 students enrolled. 5.c. 55 students enrolled in fy 2008-09 120 students enrolled in fy 2009-10.

Post-Secondary Tests: $900

$16,000

Consortia Coordinator

Supplies $2,000 Staffing $5,000 Supplies for 3 classes x 5 campuses = $5,000

$872.00

$13,698.16

20

school counselors will prompt 50% of the enrollment (Fast Track).

Referral by high school counselors and preregistered students accounted for all student enrollments. D. Minnesota West will continue and

improve its services through the Work Force Center in aiding students from high school to college to choose careers and find employment.

E. “Access” Task Force includes agencies who work with current or potential students to be expanded to all campuses. * Veterans Affairs * High School Counselors * Corrections * Private Industry Council * Adult Basic Ed * Work Force Centers * Vocational Rehab Advisory committees met twice during the year. Barriers were identified; participants identified programs to reduce access barriers. E.1. Improve the coordination of services to students of color on the 7 Minnesota West sites/campuses. Mandatory monthly meeting held for planning of activities to increase diverse student population. Learning contracts and case management planning. Cultural events on four out of five campuses including Native American, Somalia and Latino visitors. E.2. Raise the matriculation to graduation rate of students of color by attention to housing and socialization needs.

d. 132 students to be given career assessments and advising on all campuses in the LARCs by Work Force Center counselors in 2008-2009. 5.d. 75 were given career interest assessments and seen by advisors in Learning Centers. Since numbers did not meet goal. Change was made to have advisors in LARC do Career counseling Scopes rather than outside agency. 5.e. 8 at each campus agencies represented to identify challenges to student access. 5.e.1. Mandatory monthly planning meetings with all minority affairs advisors, develop master plan for retention, matriculation to graduation. 5.e.1. 16 diverse agency representatives met twice yearly to offer input to college and offer services to reduce barriers. Emphasis began in 2008-09 to encourage minority students to enroll in PSEO by having family meetings and Hispanic language brochures.

Tests: 132 x $7.50 = $990 $500.00 $300 Travel $2,000 $5,000

$872.00

$723.08

$145.27

$1,820.12

$5,000.00

21

22

F. Fully implement the Case Management Process including faculty, advisor and student planning through Learning Contracts for seriously academically at risk students. (7 campuses/sites) Case management process was improved and modified during 08-09 and is a dynamic process involving faculty, students and advisors as a team. G. Incorporate Smarthinking online tutoring with face-to-face tutoring and increase online tutoring for fully online students. Smarthinking tutoring sessions increased substantially through referral by faculty, combined face to face and online tutoring. H. Implement sophisticated software program which prompts early warning/early intervention strategies for at risk students. I. Continue to serve Veterans and active duty troops by regularly meeting with Veteran liaison assigned to campuses. VA representative visits campuses to see Veterans, Veteran liaison on each campus as well as office areas. J. Incorporate Mental health FAQs on Bluejay Health Website for immediate referral to counselor/agencies, thereby addressing growing mental health issues in students, particularly those who are high risk. Advising online through Right Now Technology was actively used. Blue Jay Health Watch, a website produced by nurses was actively used. K. Students who are considered non-

5.e.2. 44.1 graduation rate in 2006 to 66% in 2009-2010. 5.e.2. ’09 graduation rate of students of color: 81% in Perkins eligible population. 5.f. 142 students involved in Learning Contracts (increased advisor time) and 62 in case management. 250 will be involved by 2008-2009 in both. (Increased advisor time necessary) 5.f. Learning Contracts with probationary students: Fall 08 – 31 Spring 09 – 27 5.g. Increase tutoring from 342 students online; 360 in 2008. Increase face-to-face tutoring from 75 hours a week per campus to 80. 5.g. Smarthinking students: 443 Distinct users: 834 for writing, 363 live sessions total sessions: 1232 5.h. Staff setup and implementation of software & servers fall, 2008. 5.h. Early warning system is operational and ready for use by faculty and advisors. 5.i. CEO’s initiate communication for collaborate planning. 5.j. Minnesota West enhancement fall 2008 implementation; 500 students will access sites. 5.j. The website for advising had the following: • 6046 answers viewed • 723 questions • 360 current students used • 180 prospective students

$8,000 Smarthinking $8,000 face-to-face Staff 30 hrs x $30 = $900 $9000 RightNow Ask Jay(online help) Special population support services $199,119.44 $2,000.00

$8,000.00

$8,000.00

$900.00

$10,253.00

$204,519.23

$1,349.81

traditional and/or special populations will have increased enrollment and matriculation to graduation. L. Minnesota West will host The Breaking Tradition conference on four of their campuses. Breaking Traditions conference was held on four technical campuses. M. Minnesota West will purchase the newest equipment for use in Cosmetology and Massage Therapy programs. The equipment, Hydro Massage Spa HP200. Technically it is programming equipment which utilizes water for massages and is set by the operator for each individual’s needs. Because it can be used with no elaborate plumbing it can be used therapeutically in a number of programs – allied health, cosmetology, and massage therapy. The equipment will bring a broader training base to students so they will be more competitively marketable. Minnesota West purchased a Hydro massage Spa, and cosmetology salon software – customer traffic increasing experience for cosmetology students increased by 30% and enrollment was stable. Resale of products grew substantially. Law Enforcement program was made more current by a newer law enforcement car and new equipment for student use. Table top saws for the Carpentry program in Pipestone increased experience for students.

• 198 parents, alumni, employees • 7500 Health Watch website hits. • 738 total users 5.k. Increase matriculation to graduation in 3-4 years from 62.2% (2006) to 66.0% (‘10). 5.k. Matriculation to graduation of 2007 cohort increased to 76%.

$20,650

$28,237.17

$6,576.19

$4,036.00 Use of Funds: List the required and permissible activities addressed above. “R” for required and “P” for permissible followed by the number and name. (R1) Strengthen the academic and CTE Skills (R2) Link CTE at secondary and postsecondary levels (R3) Student experience in all aspects (R4) Develop, improve, and expand use of technology

23

24

(R6) Develop and implement evaluations of CTE programs (R7) Initiate, improve, expand, and modernize CTE programs (R8) Provide services and activities that of sufficient size and scope (R9) Provide activities to prepare Special Population Students (R10) Brokering of services to students

Perkins Local Plan for 2008-9 for Career and Technical Education

Goals, Objectives, Strategies, Outcomes, and Budget

4. Provide a continuum of service provision1 for enabling student transitions You must consider the following in filling out the information below:

o Students i. How will the different needs for students be identified to ensure smooth transitions within their chosen programs of study, career pathways and

career clusters? ii. How will the relationships between partners within the consortium, and across the partnering consortia, be collaboratively organized with

shared responsibility in order to ensure student success? o Service Provision

i. How will the best practice collaboration activities from Perkins III be continued into Perkins IV? ii. How will CSP be put into practice as it relates to (a) programs of study; (b) articulation; and (c) PSEO, including concurrent enrollment?

See next page for Goal 4.

1. Defined as the ability to bring fresh thinking to the consortium, continuum of service provision (CSP) creates value for the student through new support services, curricular

processes, and educational products, all of which should lead to an organic and systemic change to the local consortium. Any consortium wishing to engage in CSP has a choice from four different options:

Sequentially - Student need determined by consortia seeking CSP Concurrent - Student need determined jointly by two or more consortia seeking CSP but CSP within each consortia separate Coordinated - Student need determined jointly by two or more consortia but CSP within every consortia aligned Integrated - Student need determined jointly by two or more consortia with every consortia having identical CSP

Which option is most appropriate for a local consortium depends on the following criteria: - Student Needs - Cohorts versus individual students - Development and coordination time - Availability of staff resources - Funding Constraints - Degree of Adaptability

4. Provide a continuum of service provision for enabling student transitions

Plan Narrative: The Minnesota West Perkins consortium designed and now maintains the “Southern Minnesota On-Line Tech Prep College Credit website. Minnesota West Community and Technical College is considered the primary and first choice provider of on line credits. The site provides teachers opportunities to request college credit certificates for high school students that can be redeemed at 10 colleges in Minnesota. Over 3,000 certificates will be requested from participating high schools/consortiums each year. High schools in our consortium graduate students (CTE and other) at some of the highest rates in Minnesota. Those same schools produce students that perform above the state average on a variety of high stakes tests. To further enable students to make a smooth transition to college, we provide opportunities to take the Accuplacer assessments during their junior year, and then work with the school districts to provide remedial services to students that are not performing at the college level. The consortium and college website and partnership sites provide accurate information on career development opportunities and job updates (high wage, high skill, high demand) for students and adults throughout the region. APR: This past year, there were several changes made to the www.lifetimeoflearning.com and Southern Minnesota Tech Prep College Credit websites. Some of those change included: adding links to programs offered by consortium partners, adding POS links, categorizing the Tech Prep College Credit certificates by career field, enhancing report options, replacing the newsletter with a monthly CTE blog. Eight Perkins consortiums collaborate to provide over 100 local and regional certificates to high school students that meet course objectives. The site is available 24 hours a day, seven days a week for teachers to compare their course standards against college standards and to make requests for certificates. Over 150 high schools across southern Minnesota are eligible to participate in the online Tech Prep College Credit partnership. To better prepare high school students for the rigors of college, the consortium provides the opportunity for high school juniors to take the Accuplacer college entrance assessment. Those students that do not meet the cut off scores for college level classes have the remainder of their junior and senior year to increase their academic skills. Graduating seniors that plan to attend MN West Community and Technical College are invited to participate in the Fast Track remediation program.

25

Objective(s) Strategies Outcomes and Measures (FY08) Projected Budget by Objective

Actual Expenditures by Objectives

COLLABORATIVE 1. High school students will have access to a seamless system of coursework through articulation agreements between secondary and post-secondary schools.

A. Meet annually with secondary and post-secondary instructors to review course guidelines and share curriculum to make sure that earning a certificate is based on technical skill attainment for the corresponding industry.

B. Participate in Southern Minnesota Tech Prep Consortium articulation meetings.

C. Distribute Tech Prep College Credit Certificates to secondary instructors upon learners meeting competencies.

D. Maintain an on-line articulation system that allows teachers, students, families to see articulation possibilities; and teachers could request articulation certificates on-line.

E. Our partnership will meet with industry representatives to develop a program of study in the area of Business Administration and consider several identified areas: Health Science Technology and Agriculture.

1.a. 18 consortium schools will request tech prep college credit certificates. 1.a Tech Prep College Credit Certificates were requested by 8 consortium schools. 1.b. 220 tech prep college credit certificates will be issued to career and tech students and concentrators. 1.b. 120 tech prep college credit certificates were issued to consortium CTE students. 1.c. 45 tech prep college credit certificates will be available for issue to consortium schools. 1.c. 46 local and regional tech prep college certificates are available to CTE teachers in the consortium. All certificates are available on the www.lifetimeoflearning.com website. 1.d. 1 articulation agreement will be reviewed and updated with Southwest Minnesota State University for students that complete the ProStart (National Restaurant Association) program. 1.d. Southwest Minnesota State University works directly with Minnesota Pro Start leadership and the National Restaurant Association to maintain an articulation

Secondary 6,000.00

Actual expenditures

will be reported prior

to 12/1/09 upon the

completion of the annual

audit

26

agreement that can be earned by high school students.

COLLABORATIVE 2. Consortium partners, secondary and college teachers and administrators will access to up-to-date information about the consortium’s Carl Perkins projects.

A. In July 2008 the current website will be reviewed.

B. Changes to the website will be determined to more closely reflect the current Carl Perkins legislation.

C. By August 2008 the new secondary Perkins application will be posted on the website, along with FAQ’s and instructions for processing invoices.

D. Secondary program approval information will be updated by September 2008.

E. Any changes to Table C of the program approval codes will be updated on an ongoing basis.

2.a. A consortium website will be updated by August 2008 that will provide teachers and administrators with information about consortium events and activities, program approval updates, access to Tech Prep College Credit information, and necessary data collection requirements. 2.a. Consortium members will have access to forms and program information through the consortium’s website: www.lifetimeoflearning.com. The website includes the updated local Perkins application, revision form and FAQs. Links to the monthly blog, an updated version of Table C, MDE’s Database of Approved Programs, Program Approval templates and forms, Program Of Study website, and competition guidelines for the annual Culinary Skills Challenge and Technical Skills Challenge are also included.

Secondary 5,000.00

Actual expenditures

will be reported prior

to 12/1/09 upon the

completion of the annual

audit

COLLABORATIVE 3. High school students in consortium schools will be academically prepared for college and the workplace.

A. 500 high school Juniors in 10 districts will take the Accuplacer assessments in Reading, English, and College Level Math by April 2009.

B. Practice tests and review materials will be made available to teachers and students.

C. Confidential results will be provided to students and school districts at a follow-up meeting with post-secondary math and language arts professors.

D. Districts will use Accuplacer results to

3.a. 300 students (60% of participating high school juniors from 10 schools) will place into college level reading. 3.a. 207 students (39%) placed into college level reading. The score required for placement into college level reading increased from 70 to 77.5. 3.b. 250 students (50% of participating high school juniors from 10 schools) will place

Secondary 4,000.00

Actual expenditures

will be reported prior

to 12/1/09 upon the

completion of the annual

audit

27

make curriculum/ delivery improvements to improve student achievement.

E. Forty students will be part of the “Fast Track” program (designed by Minnesota West Community and Technical College) for high school seniors that will retest using the Accuplacer. (Summer 2009)

F. Applied academics curriculum materials may be purchased to improve college readiness.

into college level English. 3.b. 238 students (45%) placed into college level English. 3.c. 20 students (4% of participating high school juniors from 10 schools) will place into college level math. 3.c. 16 students (3%) placed into college level math. 3.d. 30 of 40 (75%) of high school senior Fast Track Participants will improve their college course placement by at least 1 level after a re-take of the Accuplacer test. 3.d. 59% of Fast Track students improved their college course placement by at least one level.

COLLABORATIVE 4. High school and college students will have access to up-to-date career information that reflects high wage, high skill, high demand jobs for the region.

A. Secondary and college perkins contacts from the consortium will work with the Southwest Minnesota Workforce Investment Board (the Education Sub-committee) and the regional Labor Market Analyst to review the content of the www.swmncareers.org website.

B. Updates will be made at least annually. C. Information will be made available to

guidance counselors, career course instructors, parents and students.

D. Employment and career data from the site will also be used as the base of information for the 2008 Career Expo Game Show.

E. Links will also be made to all consortium

• The Minnesota West Carl Perkins consortium will work with the Southwest Minnesota Workforce Investment Board to conduct annual updates of regional information about high wage, high skill, and high demand jobs on the www.swmncareers.org website by September 2008.

The www.swmncareers.org website was updated periodically throughout the 2008-2009 school year and is used as the primary source of information for the Career Expo Game Show.

Secondary 3,000.00

28

developed Programs of Study.

COLLABORATIVE 5. High school students and their families will receive effective career counseling/information to make career and education plans.

A. Secondary and college consortium staff will meet with high school teachers, administrators, parents and students, and other regional partners to brainstorm various methods of reaching out to parents and students with career counseling and career information by October 2008.

B. Data will be collected in October 2008 from high school juniors during the Southwest Minnesota Career Expo to determine their current level of satisfaction with their career counseling experience. This same instrument will be used each year to determine if improvements are being made in the process.

C. A model will be developed that can be implemented with one pilot school, with plans to expand the program in 2009-10.

D. A pilot school will be selected and the program will begin implementation by January 2009.

E. Staff development will be provided to school district counselors, administrators and/or career course instructors.

F. Students and parents will be surveyed/interviewed to get their feedback on the new model.

5.a. Develop and pilot a career-counseling model that provides assistance to students (and their parents) as they make career development plans by April 2009. 5.a. Staff from Minnesota West, SW/WC Service Cooperative, Minnesota River Valley Education District, and the SW MN Private Industry Council met with a high school guidance counselor and administrator from one of the consortium schools to assist with the development of a model to deliver career information to students. Although the school showed interest in the project, the school was unable to fully implement the activities due to time constraints.

Secondary 8,000.00

SECONDARY 6. High school CTE instructors will keep paces with industry changes and new technology through

A. Consortium high schools will go through an application process to access consortium funds for approved CTE programs.

B. One acceptable use of funds, by an

6.a. 50 high school CTE teachers of approved programs will participate in staff development events that lead to program improvement and student achievement by May 2009.

Secondary $17,000.00

29

approved professional development activities.

approved CTE program, is for staff to participate in professional development that lead to program improvement, increased student achievement, or alignment with industry standards.

C. All applications will be reviewed and approved by the regional Carl Perkins Coordinator.

D. CTE instructors will be asked to share what they have learned through the professional development experience with other consortium CTE instructors.

6.a. 70 high school CTE teachers in the areas on FACS, Business, and Agriculture participated in staff development activities in December 2008, January 2009, and June 2009. Topics included: Cyber Bullying, Program Approval, Programs of Study, and Welding.

SECONDARY 7. Communicate college and work readiness standards to teachers, improve academic and technical skills of students in CTE programs, and prepare students for high wage, high skill, or high demand occupations.

A. Each year two facilitated meetings will be held with Minnesota River Valley Education district CTE staff.

B. Disciplines that will meet include: C. FACS, Industrial Technology, Business

and Ag. D. Instructors will share curriculum

information with one another and make necessary updates to their curriculum maps.

7.a. 80% (26 of 32) Minnesota River Valley Education District staff will update their curriculum maps to reflect and understanding of college and work readiness standards, alignment of academic and CTE programs, and the skills needed to prepare students for future careers by May 2009. 7.a. 85% (27 of 32) of Minnesota River Valley Education District staff attended staff development workshops where they updated curriculum maps.

Secondary 5,500.00

30

POST-SECONDARY 8. Minnesota West will engage and aid the student’s transition from high school (or before) to college. Minnesota West will increase the minority students graduation rate and sustain or better all special population graduation rates.

A. The college will add a second course in developmental reading to serve lower functioning readers. An online course section was added; enrollment across campuses was 50. B. The college will continue to increase student enrollment in developmental courses on ground and online

8.a. 320 new entering students enrolled in developmental classes out of 778 needing one or more. By 2008-2009 350 students will enroll. 8.a. 462 new entering students enrolled in development courses fy 2008-09. 8.b. Student enrollment from 45 to 80 in online development courses. 8.b. 120 students (duplicated) enrolled in online developmental courses: STSK 0091 – 52 STSK 0095 – 48 STSK 0090 - 20

Use of Funds: List the required and permissible activities addressed above. “R” for required and “P” for permissible followed by the number and name. (R1) Strengthen the academic and CTE Skills (R2) Link CTE at secondary and postsecondary levels (R3) Student experience in all aspects (R4) Develop, improve, and expand use of technology (R5) Support of education programs for teachers of CTE (R6) Develop and implement evaluations of CTE programs (R7) Initiate, improve, expand, and modernize CTE programs (R8) Provide services and activities that of sufficient size and scope (R10) Brokering of services to students (R11) Students gain course credit at the next level

31

Perkins Local Plan for 2008-9 for Career and Technical Education Goals, Objectives, Strategies, Outcomes, and Budget

5. Sustain the new consortium structure of secondary and postsecondary institutions

You must consider the following in filling out the information below: o Building Collaboration among Partners

i. How will (a) geography (b) partnership history and relationships (c)matriculation patterns of students and (d) programs of study meet the collaborative goals that have been set for the consortium?

ii. How will you plan for a jointly developed collaborative structure along with shared responsibility for student success? iii. How will you assure that all partners will collaborate and be accountable for achieving your stated mutual goals (sharing resources and

rewards, etc.)? o Operating the Consortium

i. How will you assure that all partners will collaborate in, contribute towards, and be accountable for, achieving student success? ii. How will continuum of service provision (CSP) be put in practice to achieve program success within the consortium?

o Sustaining the Consortium i. How will you promote the vision for career and technical education within your region? ii. How will you support and foster relationships among consortium members? iii. What leadership structure will exist for meeting the goals of your new consortium? iv. What practices or processes will you use to build and implement programs of study, identify and measure technical skill attainment, and

address accountability? v. What fiscal/administrative rules are needed for the operation of your new consortium?

o What best practice collaboration activities will you continue/carry over from Perkins III? o How will you assure CTE students of smooth transitions between pathways within career clusters? o What role will your consortium play in ensuring that students will be able to continue a program of study that was started within your consortium but for which no

postsecondary program exists within your current/proposed consortium? o What common collaborative goals will you and your partners develop for FY09? o How will you plan for a jointly developed collaborative structure along with shared responsibility for student success? o How will you assure that all partners will collaborate and be accountable for achieving your stated mutual goals (sharing resources and rewards, etc.)? See next page for Goal 5.

32

5. Sustain the new consortium structure of secondary and postsecondary institutions Plan Narrative: The partners in the Minnesota West Carl Perkins consortium have established relationships and a history of successful joint projects. An executive committee will be established that will solicit feedback from school district staff and advisory committees. Members of the executive committee will also play an active role in advisory committees on the district, college, and regional level. Consortium information and vision will be shared frequently with partners, school staff, elected officials and state Perkins directors. A formal evaluation system will be developed during the 2008-09 school year to evaluate the effectiveness of consortium services. Evaluation results will be used to make modifications in subsequent years. APR: As our consortium expanded to include additional high schools this past year, we’ve worked hard to develop an effective communication system to provide college and high school faculty with the most up-to-date information possible. Each year we review and update a comprehensive data base that organizes our CTE teachers by discipline area and also includes high school administration, career counselors, and office staff. All staff on the database receive at least monthly correspondence from Perkins staff in the form of the CTE blog or direct emails. In an effort to use consortium dollars more efficiently, we have nearly eliminated direct mailings using the postal service. The information received by CTE teachers and high school administrators through our program evaluation was extremely helpful as we assess our service delivery. Objective(s) Strategies Outcomes and Measures (FY08)

Projected Budget by Objective

Actual Expenditures by Objectives

COLLABORATIVE 1. The Minnesota West Carl Perkins consortium will develop its annual plan using feedback from its partners and various advisory committees.

A. The Mn West Carl Perkins consortium executive committee will meet quarterly to review goals, objectives, strategies and outcomes to determine progress or needs for adaptation of the plan.

B. Advisory committees for key projects will be established (some will be formed before FY 09).

C. Each advisory committee will have business/industry representation.

D. Those advisory committees will meet periodically throughout the year.

E. Executive committee staff will be represented on each advisory committee.

F. Advisory committee feedback will be collected throughout the year and be used for the following year’s Perkins plan.

1.a. An executive committee will be established that will provide direction for the Minnesota West Carl Perkins Consortium by July 2008. 1.a. The executive committee of the Minnesota West Carl Perkins Consortium consists of the Provost of Minnesota West Community and Technical College, the Executive Director of the Minnesota River Valley Education District, the Career and Technical Project Coordinator from the SW/WC Service Cooperative and the Career Development Coordinator. 1.b. Advisory Committees will be established to represent various projects and disciplines

Secondary 6,000.00

33

within the consortium by September 2008. At minimum these advisory committees will be developed:

• Culinary • Technical Skills • Programs of Study (by discipline) • Center of Rural Entrepreneurship • Youth Council (already exists) • Project Discovery • Career Expo (already exists)

1.b. High school and college CTE faculty, industry professionals, and representatives from a variety of organizations work together to design and create meaningful events and competitions for students. Each event is planned by an advisory team that meets regularly.

A. By August 2008 the executive committee will establish a communications plan for the consortium.

COLLABORATIVE 2. Consortium plans, activities, staff development opportunities and other news will be shared with school district staff, college faculty, administrators, and critical partners.

B. The staff person that is hired jointly by secondary and college partners will be responsible for implementation of the communications plan.

C. While advisory committees and consortium partners will have considerable responsibility, it is the primary duty of the secondary-college liaison to make sure that information is communicated, events are planned appropriately, the website is updated, newsletters are written, and meeting schedules are maintained.

D. Performance of the consortium and of

2.a. A newsletter sharing consortium information and upcoming events will be written at least quarterly and distributed to all consortium CTE instructors, administrators, partners and elected officials via email. 2.a. An electronic newsletter was replaced with a monthly blog to communicate upcoming events to consortium members, partners, and elected officials. 2.b. A website will be maintained that provides access to Carl Perkins data, event information, local applications, FAQ’s, and Tech Prep College Credits. 2.b. Consortium members will have access to

Secondary 4,000.00

34

staff will be based, in part, on the timeliness and completeness of information sharing with consortium members.

forms and program information through the consortium’s website: www.lifetimeoflearning.com. The website includes the updated local Perkins application, revision form and FAQs. Links to the monthly blog, an updated version of Table C, MDE’s database of approved programs, and Program Approval templates and forms are easily located from this site. The Program Of Study website can be accessed from this site as well as Tech Prep College Credits. Competition guidelines for the annual Culinary Skills Challenge and Technical Skills Challenge are also included. 2.c. Consortium staff will plan and attend planning meetings between secondary and college faculty based on discipline area, at least one time per year. 2.c. Annual meetings are held with secondary and post-secondary Business and FACS instructors. These meetings allow instructors at both levels an opportunity for staff development and relationship building. Computer science faculty from Southwest Minnesota State University and Minnesota West Community and Technical College have met to discuss the creation of a seamless system between the two institutions and the development of a “Center of Excellence” in computing.

COLLABORATIVE 3. College and secondary CTE consortium members will receive services that

A. By February 2009, a draft of an evaluation instrument will be developed by the executive committee, to measure the effectiveness of consortium services.

3.a. An evaluation of Minnesota West Carl Perkins consortium services will be developed by March 2009 and completed by consortium instructors and administrators by April 2009.

Secondary 4,000.00

35

meet their needs.

B. The draft will be finalized by March 2009.

C. The instrument will be sent to consortium members in April 2009.

D. Evaluation data will be analyzed to determine which initiatives and services have been successful and where there are gaps in service.

E. The need for service change will be addressed and incorporated into the FY10 consortium plan.

3.a. A survey was sent to Perkins consortium members in May 2009. Responses from the survey indicated 98.6% of respondents were satisfied or extremely satisfied with the services they have received from the Minnesota West Perkins Consortium.

Use of Funds: List the required and permissible activities addressed above. “R” for required and “P” for permissible followed by the number and name. (R2) Link CTE at secondary and postsecondary levels (R6) Develop and implement evaluations of CTE programs (R7) Initiate, improve, expand, and modernize CTE programs (R8) Provide services and activities that of sufficient size and scope (R10) Brokering of services to students

36

Data and Trend Analysis Summary Evaluation Narrative Upon reviewing your CAR (Appendix), and other quantitative information that you may have at your campus or district(s), please provide summary conclusions you are able to draw regarding trends in your aggregated LESSONS LEARNED What major lessons were learned during the past year? What was useful in successfully implementing the Fy09 plan in your consortium? Data and Trend Analysis: Projected Goal

Achieved

1P1 – 86.23 86.2 – Minnesota West has historically had high pass rates in all technical programs and attention is targeted to pass rates by faculty and staff.

2P1 – 79.42 79.53 – Exceeded projected goal

3P1 – 9.83 6.71 – Male retention/transfer rate impacted this outcome. Attention to males in the learning contracts and case management will be given in 2009-2010 and advisors made aware of issue.

4P1 – 88.03 91.5 Exceeded goal in placement of students.

5P1 – 9.80

9.6

5P2 – 6.41 6.6 – Although this appears to have met the goal, several areas in Special Populations as individuals with disabilities, limited English proficiency, Single Parents and Displaced Homemakers have limited enrollment numbers and therefore no significant outcomes. A problem often exists that students chose not to declare these areas as part of the registration process.

37

The Minnesota West Carl Perkins Consortium expanded it geographic service area for FY 2009 (the year after the Perkins V Transition year) and is now the combination of the previous Minnesota River Valley Education District, Southwest MN, and Southern Plains Perkins consortiums. This new composition of schools makes for a difficult comparison of data over time as there is limited data available specific to the new consortium structure. Based on an analysis of the FY2008 data we received from the Minnesota Department of Education, we have come to these conclusions: CTE student enrollment is at 5,219 with approximately 66% of participants being male and 54% female. While there are several school districts with large minority enrollment, nearly 90% of CTE students in the region are White, non-Hispanic. These minority participation percentages are similar to the over-all make-up of our region. 1S1 Academic Attainment Reading: Our consortium is at 61.28%, which is higher than the state average of 59.23% and less than 3/4ths of a percentage point from the State Adjusted Level of Performance. Academic attainment in reading is of particular interest to the SW/WC Service Cooperative and the Minnesota River Valley Education District. School districts are working to evaluate their reading curriculum for all students and additional staff have been added in the last few year to help districts make improvements in their student’s reading scores. At this time, no additional Perkins dollars will be used to address this area until we have some comparative data for FY09. 1S2 Academic Attainment Mathematics: Our consortium is at 24.22%, which again is higher than the state average of 21.69%, but still over 7% points below the State Adjusted Level of Performance. Many of the schools in our consortium are participating in a Mathematics Improvement Project that is being delivered by Minnesota River Valley Education District, the SW/WC Service Cooperative and Southwest Minnesota State University. The focus of the grant is to improve instruction in algebra skills. We will be interested to see the FY2009 scores to see if there are improvements in this area. 2S1 Technical Skill Attainment: Our 94.19% is significantly higher than 85% State Adjusted Level of Performance. All ethnic groups and special population categories (except single parents, which is only a handful of students) are also above the State Adjusted Level of Performance. 3S1 Secondary School Completion: The consortium rate for completion is at 98.82%, which is nearly 30% points above the State Adjusted Level of Performance. 4S1 Student Graduation Rates: The consortium rate for completion is at 96.08%, which is over 25% points above the State Adjusted Level of Performance. 6S1 and 6S2: Participation and Completion rates are at 59.33% and 65.26%, both more than 20% higher than State Adjusted Level of Performance.

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LESSONS LEARNED What major lessons were learned during the past year? What was useful in successfully implementing the Fy09 plan in your consortium? Minnesota West Consortium continues to learn the importance of communication among partners. The importance of a coordinator at the college as well as in the consortium working with high schools is vital. Perspectives of high school faculty and staff need to be meshed with college goals. Success is evident by a fully developed POS program and increased transitional activity between secondary schools, the community and technical college and four year colleges. Having served a relatively large consortium for the past 10+ years, the adjustment to serving an additional 11 high schools went relatively smoothly. Our first goal was to establish a relationship with the administration and teachers in the newly formed consortium. We ask a great deal from our schools and need to make sure the data we collect from them and the meetings we host are helpful, not only to the consortium, but also to each individual district and teacher. One of our major roles as consortium leaders is to absorb the brunt of the bureaucracy for the program, so school districts and CTE staff focus their attention on improving programs and serving students. In 2009, we implemented more formalized consortium evaluation process using Survey Monkey. We had a good response rate from consortium participants and will definitely use their feedback to improve our services to the consortium. One of the best changes we made to our service to schools was to increase the use of technology when communicating with teachers and administrators in the region. We have evolved from sending hard copies of newsletters, to electronic versions, and finally to a web-based CTE blog. While we are careful not to over-communicate with consortium members and partner, we have the confidence that we can reach hundreds of people on very short notice if the need arises. Next fiscal year we will explore the use of ITV and other web-based meeting tools to replace thousands of miles traveled each year.

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40

Describe the challenges and opportunities you have had in maintaining the consortium structure under Perkins IV.

Challenges have existed only in the area of having ample human resources to work in transition programs, POS, on campus Perkins programs and skill challenges while meeting the needs of students and schools. Adding 11 new schools to the new consortium structure led to several challenges:

• Getting to know the personalities of 11 new high schools and for them to adjust to a new process for consortium participation. • The expanded geographic region added even greater distances to cover for Perkins staff and school district staff. Along with

rising fuel costs this barrier impacts our time and our budget. As mentioned earlier, we are looking to ITV and the Internet to help overcome this obstacle and at the same time maintain a close relationship with school staff.

• Coordinating with the college to submit a joint plan takes time and careful planning. We have a great relationship with Minnesota West Community and Technical College, which was extremely helpful.

• Difficult school district budgets impacted participation in some of our regional events. Several school districts have frozen all field trips and student travel due to budget issues. Even with the use of Perkins dollar to offset some of these costs, we did see a decrease in some student competition numbers.

• More schools in the consortium equals more data to collect and organize. We are constantly looking for ways to collect data more efficiently and use it to make decisions about our services and budget.

• Initiating program approval paired with new consortium guidelines and the new Programs of Study initiative created some degree of anxiety. There were many changes for schools to absorb this year, but we are happy with the progress they are making with the completion of their program approvals and the data entry for POS.

Appendix: Consolidated Annual Report of CTE Students FY 09 POSTSECONDARY Consortia Name:

1P1 Technical Skill Attainment (%) – Aggregate Data Only

Proxy is Licensure Pass Rate Data from the System-wide Accountability Dashboard

http://www.mnscu.edu/board/accountability/index.html

2P1 Credential, Certificate, or Degree (%)

Available in Brio/Hyperion http://www.its.mnscu.edu/reportanddataservices/datawar

ehouse/index.html

Reporting Year Reporting Year STUDENT POPULATION 2007

(Calendar Year 2006

Data)

2008 (Calendar Year 2007

Data)

2009 (Calendar Year 2008

Data)

2007 (FY2005-2007

Cohort)

2008 2009 (FY2006-2008

Cohort) (FY2007-2009

Cohort)

Gender Male N/A N/A N/A

62.5 70.8 70.2Female

N/A N/A N/A 64.6 83.3 83.8

Gender Unknown

N/A N/A N/A 100 100 100

Total

90.7 86.2 N/A Until 11/2009 63.58 79.42 79.53

Ethnicity American Indian or Alaska Native

N/A N/A N/A 60 75 100

Asian

N/A N/A N/A 42.86 78.57 58.33

Black, non-Hispanic

N/A N/A N/A 14.29 31.58 83.33

Hispanic

N/A N/A N/A 40 67.86 84.62

Hawaiian/Pac Islander

N/A N/A N/A - - 100

White, non-Hispanic

N/A N/A N/A 64.87 78.91 76.88

Unknown/Other

N/A N/A N/A 66.67 96.74 95.5

Total

N/A N/A N/A 63.58 79.42 79.53

Special Populations Individuals With Disabilities

N/A N/A N/A 50 0 54.9

Economically Disadvantaged

N/A N/A N/A 60 64.42 67.62

Limited English Proficient

N/A N/A N/A - 100

Academically Disadvantaged

N/A N/A N/A 61.6 70.57 70.33

Single Parents

N/A N/A N/A 67.57 75 73.58

Displaced Homemakers

N/A N/A N/A 60 80 85.71

N/A – Indicates that reporting is not required/data are not available.

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Appendix: Consolidated Annual Report of CTE Students FY 09

POSTSECONDARY Consortia Name: 3P1 – 2009 Transfer data in Brio is Preliminary. Final transfer figures may be higher when final data are available 11/2009.

3P1 Retention or Transfer (%) Available in Brio/Hyperion

http://www.its.mnscu.edu/reportanddataservices/datawarehouse/index.html

4P1 Placement (%) Aggregate Data Only – Lag 1 Year

FY2008 Data Provided to Consortia with Negotiations Information

Reporting Year Reporting Year STUDENT POPULATION 2007

(FY2005-2007 Cohort)

2008 (FY2006-2008

Cohort)

Prel. 2009 (FY2007-2009

Cohort)

2007 2008 (FY2005-2007

Cohort) (N/A)

2009 (FY2006-2008

Cohort) Gender

Male 8.72 6.569.94 N/A N/A N/A

Female 17.54 7.227.06 N/A N/A N/A

Gender Unknown 0 00 N/A N/A N/A

Total 12.99 N/A 7.83 6.71 N/A

Ethnicity American Indian or Alaska Native 20 0 0 N/A N/A N/A Asian 14.29 7.14 8.33 N/A N/A N/A Black, non-Hispanic 14.29 15.79 16.67 N/A N/A N/A Hispanic 13.33 14.29 3.85 N/A N/A N/A Hawaiian/Pac Islander - - 0 N/A N/A N/A White, non-Hispanic 12.82 8.16 7.8 N/A N/A N/A Unknown/Other 33.3 2.17 33.3 N/A N/A N/A Total 12.99 N/A N/A 7.83 6.7 N/A

Special Populations Individuals With Disabilities 0 0 11.76 N/A N/A N/A Economically Disadvantaged 12.62 13.48 11.48 N/A N/A N/A Limited English Proficient - 0 - N/A N/A N/A Academically Disadvantaged 13.40 12.28 9.82 N/A N/A N/A Single Parents 18.92 9.38 5.66 N/A N/A N/A

Displaced Homemakers 18.92 N/A N/A N/A 9.38 5.66

N/A – Indicates that reporting is not required/data are not available.

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Appendix: Consolidated Annual Report of CTE Students FY 09

POSTSECONDARY Consortia Name:

5P1 – Nontraditional ParticipationAvailable in Brio/Hyperion

http://www.its.mnscu.edu/reportanddataservices/datawarehouse/index.html

5P2 – Nontraditional Completion Available in Brio/Hyperion

http://www.its.mnscu.edu/reportanddataservices/datawarehouse/index.html

Reporting Year Reporting Year STUDENT POPULATION 2007

(FY2005-2007 Cohort)

2008 (FY2006-2008

Cohort)

2009 (FY2007-2009

Cohort)

2007 2008 (FY2005-2007

Cohort) (FY2006-2008

Cohort)

2009 (FY2007-2009

Cohort)

Gender Male

7.86 12.96 12.88 1.55 12.5 13.88Female 9.86 7.66 7.4 7.1 3.3 3.07

Gender Unknown 0 0 0 0 0 0

9.03 9.03 9.8 9.6 4.26 6.41 6.6

Ethnicity American Indian or Alaska Native 14.29 20 9.09 0 0 0Asian 7.69 15.79 16.67 0 9.09 16.67Black, non-Hispanic 20 28 25 0 33.33 40Hispanic 11.43 13.89 22.58 16.67 11.11 13.64Hawaiian/Pac Islander - - 0 - - 0White, non-Hispanic 8.46 9.13 8.96 4.13 6.06 6.25Unknown/Other 15.38 6.35 8.05 0 5.36 5.26Total 9.03 9.8 9.6 4.26 6.41 6.6

Special Populations Individuals With Disabilities 0 0 7.02 0 0 0Economically Disadvantaged 9.32 11.26 8.39 4.62 4.38 3.87Limited English Proficient - 100 - - 0 -Academically Disadvantaged 7.73 10.54 10.94 3.32 6.25 6.99Single Parents 2.44 16.67 8.33 4.35 4.76 0

Displaced Homemakers 0 0 9.09 0 0 0

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Appendix: Consolidated Annual Report of CTE Students FY 09

SECONDARY Consortia Name:

79.74% State Adjusted Level of Performance (%) 62.00% 63.00%

CTE Student Enrollment 1S1- Academic Attainment Reading %

STUDENT POPULATION 2007 2008 2009 2007 2008 2009

Gender

Male 2907 54.79%Female 2312 70.49%

Gender Unknown 0 0%

Total 5219 61.28%

Ethnicity American Indian or Alaska Native 62 33.33%Asian 166 74.07%Black, non-Hispanic 59 33.33%Hispanic 273 36.96%Hawaiian/Pac Islander NA NAWhite, non-Hispanic 4659 62.25%Unknown/Other NA NATotal 5219 61.28%

Special Populations Individuals With Disabilities 1256 34.9%Economically Disadvantaged 2835 53.17%Limited English Proficient 343 50%Academically Disadvantaged NA NASingle Parents 21 100%Displaced Homemakers 1 0%

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Appendix: Consolidated Annual Report of CTE Students FY 09 SECONDARY Consortia Name:

State Adjusted Level of Performance (%)

29.46% 32.00% 33.00% 85.00% 85.00% 85.00% 1S2-Academmic Attainment

Mathematics (%) 2S1-Technical Skill Attainment

(%) STUDENT POPULATION 2007 2008 2009 2007 2008 2009

Gender

Male 24.22% 94.09%Female 23.69% 94.35%

Gender Unknown 0% 0%

Total 24% 94.19%

Ethnicity American Indian or Alaska Native 20% 100%Asian 15.15% 93.65%Black, non-Hispanic 0% 84.21%Hispanic 6.25% 87.14%Hawaiian/Pac Islander NA NAWhite, non-Hispanic 25.16% 94.70%Unknown/Other NA NATotal 23.98% 94.19%

Special Populations Individuals With Disabilities 14.01% 91.87%Economically Disadvantaged 16.4% 92.24%Limited English Proficient 4% 86.27%Academically Disadvantaged NA NASingle Parents 0% 69.23%

Displaced Homemakers NA NA

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Appendix: Consolidated Annual Report Nontraditional Students FY 09 SECONDARY Consortia Name:

State Adjusted Level of Performance (%)

71.00%

No Data Reported 80.00%

70.00% 82.72% 81.00%

3S1-Secondary School Completion (%)

4S1-Student Graduation Rates (NCLB) (%) STUDENT POPULATION

2007 2008 2009 2007 2008 2009 Gender

Male 98.71% 94.71%Female 98.98% 97.61%

Gender Unknown 0% 0%

Total 98.82% 96.08%

Ethnicity American Indian or Alaska Native 100% 78.95%Asian 100% 93.44%Black, non-Hispanic 100% 81.82%Hispanic 95.08% 81.94%Hawaiian/Pac Islander NA NAWhite, non-Hispanic 98.98% 96.84%Unknown/Other NA NATotal 98.82% 96.02%

Special Populations Individuals With Disabilities 97.82% 90.79%Economically Disadvantaged 97.69% 94.44%Limited English Proficient 96.88% 77.55%Academically Disadvantaged NA NASingle Parents 100% 83.33%

Displaced Homemakers NA 100%

46

47

Appendix: Consolidated Annual Report of CTE Students FY 09

SECONDARY Consortia Name:

State Adjusted Level of Performance (%) 35.41% 38.00% 38.50% 34.38% 35.00% 35.50%

6S1-Nontraditional Participation (%)

6S2-Nontraditional Completion (NCLB) (%)

STUDENT POPULATION (4S1) 2008 2009 2007 (4S2) 2007 2008 2009

Gender

Male 58.95% 61.88%Female 59.86% 70.33%

Gender Unknown 0% 0%

Total 59.33% 65.26%Ethnicity

American Indian or Alaska Native 50.98% 40%Asian 60% 72.22%Black, non-Hispanic 60% 50%Hispanic 62.35% 72.73%Hawaiian/Pac Islander NA NAWhite, non-Hispanic 59.22% 64.77%Unknown/Other NA NATotal 59.33% 65.26%

Special Populations Individuals With Disabilities 57.22% 62.69%Economically Disadvantaged 59.58% 66.43%Limited English Proficient 64.82% 71.19%Academically Disadvantaged NA NASingle Parents 45% 100%

Displaced Homemakers 0% NA

48

Carl D. Perkins Education Act - Basic Grant - Budget Report

A final budget along with an Expenditure Guideline Report showing expenditures by UFARS object code will be completed and sent to Marlys Bucher at the Minnesota Department of Education before December 1, 2009.