Perkins III State Plan

Program strategies for special populations will be planned, implemented, and evaluated at the local level within the framework of the local application (Appendix D). Perkins III recipients must assure that the goals, strategies, measures, and outcome targets allow for access and accommodation of special populations.

Both DCFL and MnSCU require eligible recipients to submit goals, strategies, measures, and outcome targets assuring members of special populations opportunities to enter vocational technical education programs, services, and activities that are equal to those afforded to the general student population. While such provisions are reviewed for compliance throughout all required indicators, there are two dedicated indicators in the local application (Appendix D) required specifically to address special population learner accommodations, support services, and full participation.

All Perkins III recipients at both secondary and postsecondary levels are reviewed to ensure those members of special populations are not discriminated against. The Minnesota Civil Rights Information System (MINCRIS) serves as the source of information used to conduct civil rights compliance reviews at the secondary level. Equity Specialists within DCFL review one fourth of Minnesota School Districts' MINCRIS reports each year for compliance purposes. On-site civil rights compliance evaluations are annually conducted in 2.5% of the School Districts in Minnesota annually. Two-day on-site reviews are regularly conducted on Perkins III campuses within MnSCU colleges receiving Perkins funds. On-site reviews are currently conducted on two colleges each year. The goal under Perkins III is to conduct reviews at 20% of the recipient colleges, resulting in a review of each college at least once every five years. Each two-day review is administered through the MnSCU Office for Equal Opportunity and Diversity. The review covers specific safeguards for special populations contained within Perkins Act, Title VI (Civil Rights), Title IX (Sex), Sec. 504 (Disability), Vocational Education, OCR (Guidelines).

The local application was designed to reflect the required use of funds included in Section 135 as evidence of the improvement of vocational technical education programs. By addressing the activities in Section 135, combined with the vision of the conceptual framework (Appendix A), provisions are in place for programs to enable special populations to meet or exceed the adjusted levels of performance. In addition, through the early planning process, a targeted effort was made to gain citizen input, which included individuals representing parents of special populations and/or individuals who themselves are members of special populations. This was accomplished through focus groups within disability, LEP, economically disadvantaged, and Native American communities.

Minnesota educators and counselors work to ensure the preparation of special populations for further learning and for high skill, high wage careers through three inter-related activities:

• ISEEK - the Internet System for Education and Employment Knowledge, as described previously in Program Administration, item number eight. ISEEK may be viewed at its web-site www.iseek.org. Student Lifework Development Plans - the ongoing continuously changing record of the personal goals, skills, abilities and interests, as well as service learning experiences and out-of-school learning experiences. Supported by both the 1997 Minnesota Education Act and the Minnesota Graduation Rule, the lifework planning process assists all learners in choosing school/college based courses and pathways, researching and exploring career options and fulfilling their goals as lifelong learners. Collaboration with DES under WIA and Perkins III to plan for the full scope of needs related to primary barriers for single parents, displaced homemakers, single pregnant women, and those in training programs nontraditional to their gender such as child care, transportation, and other support services.
• Transition Program Planning - all special education learners start a formal transition program plan no later than age fourteen. Each student's individual education program (IEP) team, including the learner and their parent(s) or guardian, plan for five transition areas by writing a statement of the learner's identified post-high school outcome(s). The five transition areas addressed at each IEP Team meeting are (a) employment, (b) postsecondary education and training, (c) community participation, (d) recreational/leisure, and (e) home living/daily living.

Both DCFL and MnSCU are committed to promoting the preparation for nontraditional training and employment. There will be a State level staff member assigned responsibilities in the area of nontraditional training and employment as part of their full-time assignment. This position is expected to be a shared position between DCFL, MnSCU, and possibly DES, the agency responsible for the administration of WIA. The local application requires Perkins III recipients to submit goal(s), strategies, measure(s) and outcome target(s) for preparation for nontraditional training and employment. These activities are designed to have a direct positive impact on the accountability measures for completion of vocational and technical programs that lead to nontraditional training and employment. Efforts at the State level under Perkins III will target specific career clusters and will be collaborative between DCFL, MnSCU, and DES. Both national and state specific labor market information will be utilized to identify nontraditional occupations. These occupations will then be matched with high need, high growth, and new and emerging industries in Minnesota that provide or lead to wages at a level that promote economic self-sufficiency. A prioritization will be conducted and specific career clusters will be identified for targeted nontraditional employment efforts. Targeted efforts will include the promotion of nontraditional enrollment at both secondary and postsecondary levels and job placement support. The Minnesota Workforce Center System (One-Stop system) will be an active partner in these efforts. The targeted effort is expected to accelerate progress toward meeting nontraditional training and employment performance standards. Minnesota has allocated the full allowable expenditure ($150,000) toward this effort.

The Minnesota Department of Corrections (MDOC), Educational Programs unit will be awarded a grant to serve individuals in State correctional institutions. The grant will be based upon a proposal submitted by MDOC and approved by MnSCU and DCFL. The proposal must delineate goals, activities, targets, and budget for vocational technical education within the corrections system and target one or more of the following at the secondary or postsecondary level:

• Functional literacy - reading, math, and writing development directly related to vocational technical preparation Development of assessment procedures - assist inmates to assess their interests and abilities, as well as plan their with career/vocational technical education Vocational technical exploration - work sampling, visits to industry, visits to vocational technical programs, or other activities that allow inmates to explore possible vocational technical careers
• Transitions - assist inmates with moving from incarceration to vocational technical training and/or jobs outside correctional settings.

An Annual Performance Report will be required from MDOC and will address their goals, activities, and targets, including core indicators.