Perkins III State Plan

High School to College Transistions (Tech Prep)

Program Requirements

Provision of Tech Prep programs under articulation agreements within the consortium [Sec.204(c)(1)]
There will be 35 Tech Prep consortia in Minnesota receiving funding under Perkins III. All have articulation agreements between secondary and postsecondary education which consists of at least two years of secondary services and at least two years of postsecondary services. Provision of Tech Prep programs under articulation agreements within Perkins III will include
- a focus on the quality of the articulation agreements themselves as compared with identified elements of successful articulation agreements, implementation of the recommendations for articulation as identified by the Governor's Workforce Development Youth Committee Position Paper on Articulation increased transferability of articulation agreements across two-year postsecondary vocational-technical education providers (2+2) posting of articulation agreements between secondary and postsecondary levels on the World Wide Web
- development of Tech Prep programs articulated with registered apprenticeship programs in collaboration with the Minnesota Department of Labor and Industry.
Provision of Tech Prep programs consisting of at least 2 years secondary preceding graduation and 2 years or more of higher education/apprenticeship of at least 2 years following secondary instruction, with a common core of required proficiency [Sec. 204(c)(2)]
There are several models of Tech Prep programs in Minnesota that include higher education beyond two years. Agriculture is one such example with articulation representing 2+2+2 or 2+4 with the University of Minnesota. Additional Tech Prep programs that lead to a baccalaureate degree and/or beyond will be developed under Perkins III. In addition to the efforts described above, provision of Tech Prep programs under articulation agreements within Perkins III will include
- increased number and quality of articulation agreements between two-year postsecondary and four-year colleges and universities (2+2+2)
- posting of articulation agreements between two-year and four-year postsecondary colleges and universities on the World Wide Web (www.MinnesotaTransfer.org).
The common core of required proficiency for academic skills is delivered through the Minnesota Graduation Standards at the secondary level and the Minnesota Transfer Curriculum at the higher education level. Through a statewide leadership effort between DCFL and MnSCU, a common core of required proficiencies will be developed for technical career clusters. Recognized skill standards will be the foundation for this effort with the intent being statewide transferability.

Provision of Tech Prep programs that: [Sec. 204(c)(3)(A-D)]
1. Meet academic standards developed by the State
  All Tech Prep programs have the Minnesota Graduation Standards as the academic core. At the public higher education level, the Minnesota Transfer Curriculum serves as the academic core. In the case of two-year degrees, subject area segments are selected from the whole Minnesota Transfer Curriculum as appropriate for the technical field of study. In the case of four-year degrees, the full Minnesota Transfer Curriculum is included within the total degree requirements.
2. Link secondary and postsecondary through nonduplicative sequences of courses
  Statewide leadership efforts for Tech Prep under Perkins III will focus on "next step" development of articulation between secondary and postsecondary levels. Under Perkins II linkage represented the sequencing of curriculum between secondary and postsecondary levels. Curriculum modification was minimal at the postsecondary level, and simple recognition of those secondary courses which lead to postsecondary enrollment was the focus. Some duplication of course work continues to exist.
  
  Serious examination of scope and sequence within Tech Prep programs will be a priority under Perkins III for Tech Prep in Minnesota. This effort will include the integration of skill standards as well as maximizing opportunities for learners offered through Postsecondary Enrollment Options, career academies, middle college high school and other such models that truly link the curriculum between high schools and colleges.
  Use work-based learning
  A variety of work-based learning opportunities exist within programs at both secondary and postsecondary levels. Under Perkins III, State leadership will access the extent of those experiences within Tech Prep programs to determine their fit within the curriculum sequence, the extent to which they provide learners with understanding of all aspects of the industry, the integration of skills standards, and to identify promising and best practices.
  
  State leadership staff will continue to provide opportunities for Tech Prep consortia members to work closely with School-To-Work initiatives and to share promising and best practices around work-based learning and the other components of Tech Prep and School-To-Work.
3. Use educational technology and distance learning
  Tech Prep and Perkins III State leadership will continue to promote the use of educational technology and distance learning to consortia. The effective application and use of technological tools and applications within Tech Prep programs, or for the development and improvement of Tech Prep programs will be provided through targeted training, train-the-trainer and other professional development models. This includes training in the use and application of:
  - ISEEK - Internet System for Education and Employment Knowledge (http://www.iseek.org) MCIS - Minnesota Career Information System MnVU - Minnesota's virtual university which connects learners to distance education offered by Minnesota institutes, public and private, of higher education (http://www.MnVU.com) U.S. Department of Labor's America's Talent Bank (http://www.ajb.dni.us), America's Job Bank (http://www.ajb.dni.us), America's Learning Exchange (http:/www.alx.org) IPSI - Instructional Performance Systems, Inc. - Electronic curriculum building, lesson planning, learner assessment tool (http://www.ipsiep.com/). MnLINK - the new Minnesota Library Information Network that allows simltaneous searches of 85 Minnesota libraries including MnSCU, University of Minnesota, and several private college libraries
    V-TECS - http://vtecs.home.mindspring.com National Skills Standards Board Clearninghouse (http://www.nssb.org)
  - Other
Provision of in-service training for teachers that addresses Sec. 204(c)(4)(A-E) by each Tech Prep program [Sec.204(c)(4)(A-E)]
Under Perkins III, DCFL and MnSCU will continue to hold State and regional meetings using the community of learners model for Tech Prep coordinators and appropriate consortia members. These meetings are jointly offered with School-To-Work coordinators and partnership members to assure continuity, coordination, and non-duplication between initiatives. In addition, consortia-wide meetings are held on a regular basis to assist local partners within secondary and postsecondary education, business and industry, labor, parents, and other community members in meeting local Tech Prep goals based on Sec. 204(c)(4)(A-E) and prioritized by local need as determined by the local Tech Prep coordinator and partnership.

Provision of training programs for counselors that addresses Sec. 204(c)(4)(A-E) by each Tech Prep program [Sec.204(c)(4)(A-E)]
During the Perkins II funding phase, a study was conducted to determine the knowledge level and professional development needs of counselors related to Tech Prep, School-To-Work, Graduation Standards, and College Admissions. Recommendations were made will be the basis for developing training programs for counselors under Perkins III as related to Sec. 204(c)(4)(A-E). Counselors will also be targeted for training in the areas of educational technology and distance learning, such as ISEEK, MCIS, and others mentioned above.

Provision of equal access to Tech Prep programs by individuals who are members of special populations [Sec.204(c)(6)]
Recipients of Tech Prep funds in the State of Minnesota must be recipients of Perkins III basic funds. All assurances which provide for equal access as required for receipt of local Perkins III basic funds are applied to Tech Prep as well. In addition, the Tech Prep funding application requires consortia to submit goals, strategies, measures and outcome targets assuring members of special populations an opportunities to enter Tech Prep programs, services, and activities that are equal to those afforded to the general student population. Provisions are reviewed for compliance throughout all required sections of the Tech Prep application.
Provision of preparatory services that assist participants for Tech Prep programs by each Tech Prep program [Sec.204(c)(7)]
Career exploration is a component in the Minnesota Graduation Standards, which provides for skill and interest assessments and lifework planning by learners. The Internet System for Education and Employment Knowledge (ISEEK) is also a primary tool, as is Minnesota Career Information System (MCIS) and a recently developed middle school level electronic portfolio called Walk About. As mentioned above, training in the use of these tools will continue under Perkins III. Local Tech Prep consortia determine the types of prepatory services desired and develop strategies for the local delivery of those services.

Administrative Requirements

Formula used to award grants to Tech Prep consortia [Sec.204(a)(1)]
Local grants under Perkins III will be awarded on a formula basis. The elements of the formula for FY 2000 include base funding; sparcity funding for legislatively designated rural districts, and incentives for consortia that add new school district partner(s). As the performance measurement system is refined to meet the needs required by the Perkins III Core Indicators, the plan is to add factors of funding per Tech Prep student and funding for Tech Prep students matriculating to higher education and subsequent placement. The Tech Prep funding levels for consortia for Fiscal Year 2000 is included in Appendix G along with the local application for Tech Prep used to award Tech Prep funds to consortia.

Provision for special consideration to applications that address areas identified in Sec. 205(d) [Sec. 204(d)(1-5)]
As the performance measurement system is developed and implemented for Perkins III, Tech Prep consortia will be able to determine the placement of their learners in employment or continued higher education. As these results become known, these data will be applied to the funding formula. All Tech Prep consortia are required to include business and industry, higher education and labor as members. The membership is monitored through the application process. State leadership staff will work with Tech Prep consortia to increase their local involvement with Workforce Centers and youth programs under WIA. State leadership staff are involved in the development of the State Plan for WIA through various task force committees including the task force focusing on youth. This will serve as the basis for mobilizing local Tech Prep consortia to become increasingly involved with at risk youth. Tech Prep will be part of the strategy for addressing nontraditional training and employment activities targeting workforce shortages as described previously in the section on special populations and other groups.

Process to ensure equitable distribution of assistance between urban and rural consortium participants [Sec.205(e)]
Equitable distribution of Tech Prep funds was a primary consideration for building the Tech Prep formula for funding. Tech Prep base funding provides for operation of consortia based upon the number of learners in grades 9-12. Urban areas with larger learner populations receive greater dollars under the funding formula, and whereas rural areas with smaller learner populations receive less funding. Thus, concern over consortia in the rural areas will be addressed by a funding factor that will be applied to legislatively designated rural districts.

Evaluation of Tech Prep programs using system of core indicators and levels of adjusted performance [Sec.114(c)(3)(B)(1)(v)(I)]
Minnesota's system for measuring the core indicators for Perkins III, as described under the section titled Accountability and Evaluation will include an analysis of Tech Prep student summary data. The required data systems are currently not in place but are planned for development during Fiscal Year 2000. It is expected that Tech Prep itself will become a key strategy for meeting or exceeding the adjusted levels of performance.
Data collection process for reporting requirements [Sec.206]
Tech Prep related data collection processes used under Perkins II will continue to be used under Perkins III until such time that the system is integrated with that for reporting on the Perkins III core indicators. This includes data on students who self-identify as Tech Prep Students (those participating in a Tech Prep sequence), Tech Prep Participants (those participating in an identified Tech Prep course or course(s), matriculation from secondary to postsecondary education within the MnSCU system (currently being implemented), and data disaggregated by vocational program area and special populations. This information will be reported to the Secretary in the Annual Performance Report.

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Overview

Operational Handbook

Post-Secondary Application

Resources

Research Corner

Office of the Chancellor Human Resources

Perkins III State Plan

High School to College Transistions (Tech Prep)

Program Requirements