Perkins III State Plan

a) Secondary programs [Sec.122(c)(1)(A)]

i) Program Eligibility

In order to be eligible for funding under the Carl D. Perkins Vocational-Technical Education Act of 1998, secondary institutions must first meet institution eligibility. Program eligibility is a component of institutional eligibility. Secondary Institution Eligibility

1. Only institutions classified as public secondary school districts that operate state approved secondary vocational programs are eligible for funding under the Carl D. Perkins Vocational Technical Education Act of 1998. This includes Intermediate Districts, Cooperative Centers, Educational Cooperative Services Units, Education Districts and Independent Districts. When districts are not of sufficient size to qualify, they may form a consortium in order to become eligible. Eligible institutions must maintain all financial records according to the Unified Financial Accounting and Reporting System (UFARS).
2. Eligible institutions must provide Minnesota Civil Rights Information System (MINCRIS) data and other data necessary to track data required for core performance measures and benchmarking analysis.

Secondary Program Eligibility

1. Programs are of sufficient scope:
   1. Programs offer opportunities for students to experience career exploration Programs provide seamless secondary articulation to postsecondary occupational education Programs provide job entry level occupational skill development for students who have made the choice to pursue employment after high school
   2. Programs include a sequence of three or more occupational courses (long term goal)
2. Programs demonstrate sufficient quality
   1. Programs have articulation agreement(s) with postsecondary vocational programs (long term goal) Program provides equitable participation for special populations If nontraditional for gender, program provides equitable participation for gender equity Program includes competency-based applied learning that delivers
      1. Occupationally specific skills Academic knowledge Higher-order reasoning and problem solving skills Skills in the application of technology
      2. General employability and work readiness skills
         
   2. Teachers have met Minnesota Board of Teaching, Vocational-Technical Education Standards that include expectations specific to the Program subject matter.
      
      

ii) Program Development

All new programs must be reviewed and formally approved by the Office of Lifework Development (OLD), Department of Children Families and Learning (DCFL). Proposals for new programs may be presented any time during the year. Staff within OLD review proposals for approval. The program approval process includes an analysis of how the program aligns with recognized occupational skill standards, instruction in work readiness or employability skills, integration of academic content standards, class size commensurate with facility and training stations available, and broad based planning involving community, business partnerships, and higher education.

iii) Program Improvement

Self-assessment and peer review processes have recently been implemented for secondary vocational technical programs for the purpose of setting program improvement goals and goals for staff development. These processes are based on the secondary performance standards approved for Perkins II. The self-assessment instrument is available from DCFL, Office of Lifework Development. A goal of DCFL is to provide incentive funding for program improvement activities based upon the self-assessment.

iv) Increased Access

As a result of Perkins II, many of the barriers for special population access to vocational technical education have been removed. Efforts will continue throughout Perkins III implementation. School districts will continue to have personnel with responsibility for access and equity in vocational technical education courses and programs. Continued emphasis will be placed on informing students and parents of the available opportunities that exist, and the support services providing assistance toward the goal of full participation by special populations.

b) Postsecondary programs [Sec.122(c)(1)(A)]

i) Program Eligibility

In order to be eligible for funding under the Carl D. Perkins Vocational-Technical Education Act of 1998, postsecondary institutions must first meet institution eligibility. Program eligibility is a component of institutional eligibility.

Postsecondary Institution Eligibility

1. Institute of higher education as defined by section 435(b) of the Higher Education Act of 1965 Institute is approved to offer certificates, diplomas and/or degrees that lead to specific occupational/employment outcomes that do not require a baccalaureate, masters or doctoral degree. Institute has Information System in place to track data required for performance measures and benchmarking analysis
2. Institute meets minimum requirement for Pell Grant recipients in eligible programs as defined in the Perkins Act.

   Postsecondary Program Eligibility

   1. Programs are of sufficient scope:
      1. Organized sequence of courses or skill sets Not less than 30 semester credits in length Programs have articulation agreement(s) with secondary vocational education
      2. Program leads to specific occupational/employment outcome that does not require a baccalaureate, master's or doctoral degree
   2. Programs demonstrate sufficient quality
      1. Program provides equitable participation for special populations
         1. If nontraditional for gender, program provides equitable participation for gender equity
         Program and curriculum outcomes reflect current labor market needs Program includes competency-based applied learning that delivers
         1. Occupationally specific skills Academic knowledge Higher-order reasoning and problem solving skills Skills in the application of technology
         2. General employability and work readiness skills
         Program has baseline retention and completion rates of over 60% Program has baseline placement rates of over 65%
      2. Program instructors have appropriate credentials according MnSCU Board Policy Chapter 3, 3.9 and Chapter 4, 4.3.
         

ii) Program Development

All new programs must be reviewed and formally approved by the MnSCU Board of Trustees. Proposals for new programs may be presented any time during the year. Academic Program Review unit staff at the MnSCU system office will review proposals and develop an analysis to present to the Board. The application process promotes demonstration of careful curriculum planning and institutional commitment. Proposals that build on existing strengths, support and enhance current programs, and utilize existing faculty and equipment are more likely to be approved. The Academic Program Approval Manual, issued January 1999, is available from the MnSCU system office.

iii) Program Improvement

Continuous program improvement is an expectation for all vocational technical programs offered by MnSCU. Advisory Committees are in place at the local program level for programs receiving Perkins funds. Advisory committees have as their primary charge, to advise programs on curriculum content, industry needs, and other related topics. Program redesign may be considered any time of the year. In most cases, the review and approval of the program redesign application is handled by Academic Programs Unit Staff and does not require board approval. Program redesign includes changes in program name and/or CIP code, credit length change, and redesign of a degree or diploma to add or convert an award. Guidelines for program redesign are contained within the Academic Program Approval Manuel available from the MnSCU system office.

iv) Increased Access

MnSCU, and in particular colleges receiving Perkins funding, promote enrollment of special population learners. Open entry is a hallmark of all two-year colleges. Colleges participate in the Individual Education Plan (IEP) process for students entering from the high school level, and with processes designed to plan for accommodation of adult learners with special needs in collaboration with Workforce Centers including vocational rehabilitation staff. Within the MnSCU colleges, Student Services units provide a multitude of accommodation services and special services to students including interpreters for the deaf and hard of hearing, tutoring, counseling, program advising, and other recruitment, retention, and placement services.

c) Local application approval process [Sec.122(c)(1)(B)]

The local application (Appendix D) approval process is the same for both secondary and postsecondary eligible recipients. An approved local plan is required from each eligible secondary and postsecondary recipient in order to access Perkins III funds. Funds are distributed to recipients according to law. The distribution to local institutions for FY 2000 can be found in Appendix E. The process for local application and approval includes the following steps:

1. A local plan orientation conference for eligible recipients is held in the fall prior to plan due date. Specifics of Perkins III are reviewed and discussed. A draft local application is disseminated, delineated, and discussed. In addition, guidance for planning is provided. Eligible local recipients break out into one of six regional groups to discuss local plan elements, indicators, and areas for collaboration. A date for a second regional meeting is determined and work assignments are agreed upon. Work assignments include completion of portions of the plan with the purpose being to share successful practices. Final local application is distributed in January of due date. Local recipients meet in six regional groups and share completed portions of plan and successful practices (January and February). These regional meetings are locally planned, coordinated, and led. Eligible recipients submitting local plans meet as large group in early April with draft local plans completed. Each eligible recipient presents their plan to a small peer group. The peer group rates and provides feedback on each plan within their group. (Appendix F includes Peer Rating Packet). Technical assistance for local application completion is provided through peer groups and by MnSCU and DCFL staff throughout this process. Final local applications are submitted to MnSCU and DCFL in May for final review and approval. Notification of local plan approval is sent out after final approval in May or early June.
2. Open communication is encouraged via e-mail, voice mail, the MnSCU web site, newsletters, peer group meetings, and other methods for communication.
   

d) Preparation of vocational technical students [Sec. 122(c)(1)(C)]

Both MnSCU and DCFL participate in specific activities focused on preparation for opportunities in postsecondary education and for entry into high skill, high wage jobs in current and emerging occupations. These specific activities are identified below:

i) Opportunities in postsecondary education

Postsecondary opportunities and linkages between secondary and postsecondary levels continue to be promoted through both system structures, program information, and marketing. System structures include articulation mechanisms such as Postsecondary Enrollment Option, Tech Prep, School-To-Work, Advanced Placement, Advanced Standing or other means of formally linking secondary and postsecondary education. Program informational and marketing mechanisms that promote opportunities in postsecondary education include the Minnesota Career Information System with both middle school and high school components, and the Minnesota Internet System for Education and Employment Knowledge (www.iseek.org). MnSCU and DCFL and local Perkins III recipients will also continue to build relationships in the areas of career counseling and college admissions and assessment. MnSCU also provides the State with a Consumer Report. The Consumer Report provides specific information about MnSCU programs such as completion rate and job placement. Efforts are underway to acquire and report wage information as well.

ii) Entry into high skill, high wage jobs in current and emerging occupations

MnSCU and DCFL will continue to collaborate on a specific related to high skills, high wage jobs in current and emerging occupations. One of these activities is Minnesota FutureWork. Minnesota FutureWork is designed to provide current information to stimulate program development in areas of emerging workforce need. Minnesota FutureWork identifies information for policy makers about technological changes, job growth, and the skills necessary to support these changes, as well as the education or training needed to provide these skills. Thousands of articles are scanned which meet eight "profiles' or categories of information. The profiles include academic, career development, public purposes of education, counter scans, emerging technologies, knowledge and skills, and workforce issues.

e) Improvement and development of new vocational technical education courses [Sec.122(c)(1)(D)]

i) Secondary Vocational technical education course improvement goals are identified through the self-assessment process. State leadership funds will be earmarked for development of programs in new and emerging occupations. DCFL will work with MnSCU to align program improvement and development efforts in order to facilitate seamless transitions from secondary to postsecondary education, and to better meet the academic and occupational skill needs of business and industry. ii) Postsecondary

State leadership funds within MnSCU are earmarked for program development, modification and new program approval on an annual basis. System office staff work with Perkins recipients in this process to assure that any modification or new program meets specific criteria assuring business/industry input, labor market demand, and high wages among other factors which are also included in the program review process. The MnSCU Academic Program Approval Manuel, issued January 1999, is available from the MnSCU system office.

In addition to the process for involvement described under the previous section titled Planning, Coordination, and Collaboration, vocational programs at the local level will continue to utilize program advisory committees with representation from the above sectors. At the State level, involvement of these sectors in an advisory capacity will continue through the Governor's Workforce Development Council and its Youth Committee, Workforce Development Committee, and Workforce Center Committee.

1. Secondary

   To meet the demands of the 21st Century, Minnesota is focusing on both the basics - the 3Rs of reading, writing, and arithmetic - and on the higher levels of information and skills that students need to be successful in this changing world. Past State graduation requirements focused on the time spent (x hours per credit) students spent in the classroom. Minnesota is currently in the process of implementing Minnesota Graduation Standards. These graduation standards have two components, the Basic Standards and the High Standards. These new standards focus on what students know and can do. Vocational technical education instructors at the secondary level participate in the delivery of Minnesota Graduation Standards and integrate these standards within vocational technical education courses. In addition, the secondary segment of Tech Prep includes Graduation Standards within the Tech Prep sequence of courses. More information on the Minnesota Graduation Standards may be viewed on the DCFL web-site at http://cfl.state.mn.us.

2. Postsecondary

   MnSCU recipients receiving Perkins funds will continue to evaluate programs in order to match academic skills necessary for successful employment with program scope as defined by certificate, diploma, and degree programs. The Minnesota Transfer Curriculum makes up the academic core of all degree programs offered within MnSCU. Standard outcomes have been identified for all areas within the general education curriculum. This assures that academic attainment by those in degree programs is equally rigorous for those in occupational areas as those in liberal arts education. Attainment of academic skills as defined within each certificate, diploma, or degree program is required for program completion and award. The Minnesota Transfer Curriculum can be viewed on the World Wide Web at www.MinnesotaTransfer.org.

   MnSCU is committed to the integration of academic and technical skills. This commitment is demonstrated by policy scheduled for 1999 which would allow Technical Colleges, Community Colleges and Consolidated Community and Technical Colleges to award A.A.S. and A.S. degrees. As a result, applied academics is a professional development priority for faculty with responsibilities for delivering academic skills. The MnSCU Center for Teaching and Learning also has as a priority, professional development opportunities for MnSCU staff in the area of contextual learning. The Center for Teaching and Learning provides a comprehensive approach to training MnSCU faculty in the areas of instructional methodology. The Center for Teaching and Learning's web-site is www.ctl.mnscu.edu/.

Both MnSCU and DCFL will continue to promote the use of advisory committees for the purpose of reviewing course content and program scope and sequence to assure the match with skills necessary for successful employment. A major effort in the integration of industry skill standards will also be supported by State leadership funds, and is viewed as central to the match of necessary skills and curriculum design. In addition, program offerings within targeted industries are being evaluated at a statewide level for the appropriate match of skill training delivered and skill training needed. Targeted industries reflect those with a high labor demand, current and emerging technologies, and high wage industries. By matching skill training with skills needed within secondary courses, skill attainment can be measured by course completion. By matching skill training with skill needs within certificates, diplomas, and degrees at the postsecondary level, skill attainment can be measured by program completion.

Both MnSCU and DCFL will earmark State leadership funds to increase efforts to provide experience in and understanding of all aspects of the industry through workbased learning experiences. Professional development efforts will train faculty to develop workbased learning curriculum that enables learners to demonstrate skills, learn new skills, and experience and understand all aspects of the industry in which their workbased learning takes place. This training, when combined with program review and modification, is expected to lead to an increase in workbased learning opportunities for learners, providing them with experience and understanding of all aspects of the industry. The number of courses at the secondary level and programs at the postsecondary level will be monitored for an increase in the number of workbased learning experiences.

Both DCFL and MnSCU provide technical assistance to Perkins recipients through State level staff. At the secondary level this includes staff in the areas of industrial technical occupations; health and human services occupations; business and management careers; agriculture and agribusiness, and program assessment and improvement. DCFL staff is identified via the DCFL web-site at http://cfl.state.mn.us. At the postsecondary level this includes staff in the areas of Academic and Student Affairs (Academic Resources, Academic Programs, Academic Policy and Planning, and Technology and Innovation), Finance, Facilities, Human Resources, and Public Relations. Specific staff for MnSCU are identified in the MnSCU Directory.

There is a strong relationship between vocational technical education and occupational opportunities supported by the Minnesota Internet System for Education and Employment Knowledge, (ISEEK). ISEEK is an innovative system that provides students, counselors, teachers, employers, planners, and others with up-to-date information about educational, career and employment opportunities in the State of Minnesota. ISEEK can be viewed at www.iseek.org. ISEEK continues to be developed in collaboration with State agencies and private organizations. Initial funding was provided by the Minnesota State Legislature in 1997 in partnership with member organizations that are pooling personnel, financial, and data resources to build ISEEK. ISEEK provides resources within four areas:

• Research - including information regarding demographics, labor force trends, training, industry outlook, and salaries Work - including information regarding occupations, employers, job openings, resume posting, and online job application Career Exploration - including assessments, interest inventories, personality profiles, career information, and occupational information
• Learning Resources - information regarding universities, colleges, schools, programs, and financial aid.

State agencies and individuals involved with Federal education programs outside of Perkins III were involved in the focus groups and feedback loops utilized to develop the conceptual framework for vocational education (Appendix A). This included the Department of Economic Security (DES), the agency that administers the Workforce Investment Act, as well as others involved with School-To-Work and welfare reform. After the conceptual framework was finalized, both the Workforce Investment Act and Perkins III were signed into law. MnSCU and DES, the administering agencies of WIA and Perkins III are committed to joint planning and coordination as demonstrated by:

• DES participation in the NASTVTE Executive Leadership Seminar at Duke University, Summer 1997 as part of a Minnesota team of nine Follow up meetings of the above team from 1997-present Participation of MnSCU, DCFL, and DES in the Interagency Leadership Team for the Minnesota School-To-Work initiative funded by the School-To-Work Opportunities Act which will be expanded during FY 2000 to include additional stakeholder representatives Active membership on the Governor's Workforce Development Council that serves as an advisory role to the Governor on workforce development issues and policy Participation by MnSCU on DES led task teams developing the WIA State Plan Participation by DES at Perkins III hearings Expressed commitment by MnSCU, DCFL and DES to work toward a comprehensive State Plan in the near future Co-location of Minnesota Workforce Centers (one-stops) or satellite sites on Perkins recipient college sites Coordinated services between local Workforce Centers and local Perkins recipients the local WIA planning and partner membership Membership on mutual local councils, such as Workforce Councils and Advisory Councils Perkins recipients serving as approved training providers under WIA Coordinated services for youth under WIA and Perkins III
• Shared activities between local Workforce Centers, school districts and MnSCU campuses around career exploration, job seeking and keeping skills, and lifework planning.

Effective linkages between secondary and postsecondary vocational technical education will continue to expand at the State level between MnSCU and DCFL. Both administration and State leadership funds will be used to promote these linkages. Administration of the Perkins III application process will continue to be a joint effort and will promote increased joint planning, implementation, monitoring, and evaluation. State priorities for professional development will be jointly offered where appropriate. Activities such as skill standards implementation, articulation, workbased learning, college readiness and assessment will be joint efforts.

MnSCU, DCFL, and DES will continue to work together to coordinate programs and activities not only under Perkins III and WIA, but for related State programs as well. Involvement in State planning and development for WIA implementation on or before July 1, 2000 will promote coordination of services and nonduplication. Discussion is also taking place regarding planning for submission of a Unified State Plan in the future.