Montana University System

Transcription

1 Montana University System Office of the Commissioner of Higher Education 2500 Broadway PO Box Helena, Montana (406) FAX (406) Perkins Three-Year Local Strategic Plan John Cech, Perkins State Director Kelly Hert, Federal Fiscal Accountant Mindi Federman Askelson, Perkins & Adult Pathways Programs Manager Erik Rose, Compliance and Workforce Data Analyst Notice of Nondiscrimination It is the policy of the Office of the Commissioner of Higher Education that there will be no discrimination or harassment on the grounds of race, color, sex, marital status, religion, national origin, age, sexual orientation, or disability in any educational programs, activities, or employment. Persons having questions about equal opportunity and nondiscrimination should contact the Office of the Commissioner of Higher Education MOA Coordinator at

2 Contents PURPOSE... 3 Perkins IV Section 134 (b)... 3 IMPLEMENTATION TIMELINE... 5 DEVELOPMENT... 5 SECTION I: GUIDING QUESTIONS FOR DEVELOPING A VISION FOR THE FUTURE STATE OF CTE AT THE COLLEGE... 5 SECTION II: GUIDING QUESTIONS FOR ANALYZING THE CURRENT STATE OF PERKINS PLANNING AT THE COLLEGE... 6 SECTION III: GUIDING QUESTIONS FOR DEVELOPING A PERKINS COMMITTEE... 6 SECTION IV.1: GUIDING QUESTIONS FOR DEVELOPING STRATEGIES TO CLOSE THE GAP BETWEEN THE FUTURE STATE AND THE CURRENT STATE OF PERKINS AT THE COLLEGE (Narrative)... 6 SUBMISSION... 7 PERKINS LOCAL THREE-YEAR PLAN... 7 COVER PAGE... 7 SECTION I: FUTURE STATE... 8 SECTION II: PLAN DEVELOPMENT... 9 SECTION III: PERKINS COMMITTEE PERKINS COMMITTEE SECTION IV.1: STRATEGIES TO CLOSE THE GAP (Narrative) SECTION IV.2:

3 PURPOSE Planning is an essential part of administering an effective local Perkins Program. The planning process should identify programmatic goals and intended outcomes. Ideally, Perkins staff will meet several times throughout the year to plan for the upcoming grant cycle, monitor program success, monitor budget and ensure program compliance. Additionally, the use of long-term strategic planning allows yearly local applications to become goal driven as opposed to personnel driven and: Promotes systemic thinking and planning Encourages state wide planning Stimulates statewide collaboration To facilitate this process, College s receiving Perkins funds will complete a Perkins Three-Year Local Strategic Plan. This plan is to cover the three year period from July 2016 June 2019 and must be approved and on file at OCHE before Perkins Yearly Local Applications are approved. The Perkins Three-Year Local Strategic Plan will become the basis for the College s yearly Perkins local applications. This plan should align and link the College s Perkins Local Plan to the goals of the College, as appropriate for the level of funding. It facilitates up-front thought to where the College s CTE program is going and what long range outcomes you are trying to accomplish. The Plan should: Create and manage the process for directing Perkins funds Explains how Perkins fits into the College s strategic plan Become a component of the overall budget process Facilitate and encourage faculty input Strengthen the tie between equipment purchases and programmatic goals Strengthens knowledge of the value of Perkins funding Perkins IV Section 134 (b) The requirements for the Perkins IV Three-Year Local Plan are set forth in Section 134 (b) of the law itself. Section 134 (b) is reprinted below (in italics) in its entirety. Section 134 (b) states: (1) describe how the career and technical education programs required under section 135(b) will be carried out with funds received under this title; (2) describe how the career and technical education activities will be carried out with respect to meeting State and local adjusted levels of performance established under section 113; (3) describe how the eligible recipient will (A) offer the appropriate courses of not less than 1 of the career and technical programs of study described in section 122(c)(1)(A); (B) improve the academic and technical skills of students participating in career and technical education programs by strengthening the academic and career and technical education components of such programs through the integration of coherent and rigorous content aligned 3

4 with challenging academic standards and relevant career and technical education programs to ensure learning in (i) the core academic subjects (as defined in section 9101 of the Elementary and Secondary Education Act of 1965); and (ii) career and technical education subjects; (C) provide students with strong experience in, and understanding of, all aspects of an industry; (D) ensure that students who participate in such career and technical education programs are taught to the same coherent and rigorous content aligned with challenging academic standards as are taught to all other students; and (E) encourage career and technical education students at the secondary level to enroll in rigorous and challenging courses in core academic subjects (as defined in section 9101 of the Elementary and Secondary Education Act of 1965); (4) describe how comprehensive professional development (including initial teacher preparation) for career and technical education, academic, guidance, and administrative personnel will be provided that promotes the integration of coherent and rigorous content aligned with challenging academic standards and relevant career and technical education (including curriculum development); (5) describe how parents, students, academic and career and technical education teachers, faculty, administrators, career guidance and academic counselors, representatives of tech prep consortia (if applicable), representatives of the entities participating in activities described in section 117 of Public Law (if applicable), representatives of business (including small business) and industry, labor organizations, representatives of special populations, and other interested individuals are involved in the development, implementation, and evaluation of career and technical education programs assisted under this title, and how such individuals and entities are effectively informed about, and assisted in understanding, the requirements of this title, including career and technical programs of study; (6) provide assurances that the eligible recipient will provide a career and technical education program that is of such size, scope, and quality to bring about improvement in the quality of career and technical education programs; (7) describe the process that will be used to evaluate and continuously improve the performance of the eligible recipient; (8) describe how the eligible recipient will (A) review career and technical education programs, and identify and adopt strategies to overcome barriers that result in lowering rates of access to or lowering success in the programs, for special populations; (B) provide programs that are designed to enable the special populations to meet the local adjusted levels of performance; and (C) provide activities to prepare special populations, including single parents and displaced homemakers, for high skill, high wage, or high demand occupations that will lead to selfsufficiency; (9) describe how individuals who are members of special populations will not be discriminated against on the basis of their status as members of the special populations; 4

5 (10) describe how funds will be used to promote preparation for non-traditional fields; (11) describe how career guidance and academic counseling will be provided to career and technical education students, including linkages to future education and training opportunities; and (12) describe efforts to improve (A) the recruitment and retention of career and technical education teachers, faculty, and career guidance and academic counselors, including individuals in groups underrepresented in the teaching profession; and (B) the transition to teaching from business and industry. IMPLEMENTATION TIMELINE DATE October 8 October - February Mid December December - February February 29 Late March October - February PROCESS STAGE Introduction of the planning process to the Two Year Presidents/CEOs/Deans Technical assistance calls for progress reports and questions Rough draft submitted to OCHE Corrections and rewrites Final draft submitted to be reviewed and approved Plans approved and posted on OCHE website Mindi will be available to provide onsite technical assistance DEVELOPMENT The following guiding question were selected to assist in the development of a comprehensive and well thought out strategic plan. This section is for pre work only and does not need to be submitted with the plan. SECTION I: GUIDING QUESTIONS FOR DEVELOPING A VISION FOR THE FUTURE STATE OF CTE AT THE COLLEGE What is vision for CTE at the College in three year? What impact and results do we want to be achieving with CTE? What impact will we have on the community, state, and region? What students will be target? What services will we provide for our students? What would be our measure of success? 5

6 SECTION II: GUIDING QUESTIONS FOR ANALYZING THE CURRENT STATE OF PERKINS PLANNING AT THE COLLEGE How is Perkins funding currently being spent at the College? Did these expenditures produce the desired results? Where are these opportunities for improvement? How is the College utilizing its strengths? How is Perkins funding prioritized? What are the regional workforce needs? Does the College offer programs to meet those needs? Is the College providing current work-based learning experiences? How are administrative tasks and functions being handled? How can faculty request funding? Who decides if the funding request is approved? How are programs required to report outcomes? Is that any training provide to faculty requesting funding? How does the College communicate about Perkins and report the impact Perkins funding has on specific programs? Do the current Perkins programs align with this vision? If not, what steps can the College take to better align Perkins programs with this vision? SECTION III: GUIDING QUESTIONS FOR DEVELOPING A PERKINS COMMITTEE What departments and stakeholders need to be represented on the committee? How will individuals be appointed to the committee? What role will the Perkins Committee have in the development of the College s yearly local application? What role will the Perkins Committee have in the prioritizing, selecting and monitoring of Perkins funds? How often will they meet? SECTION IV.1: GUIDING QUESTIONS FOR DEVELOPING STRATEGIES TO CLOSE THE GAP BETWEEN THE FUTURE STATE AND THE CURRENT STATE OF PERKINS AT THE COLLEGE (Narrative) How do we want Perkins funding to be spent at the College? What are our desired results? How can we capitalize on our strengths? How can we align Perkins programming to best meet the needs of the College, our students and our communities? What does our data tell us? Who participated in the writing of this plan? How were the participants chosen? How were priorities decided? What data was used to inform the goals and actions? 6

7 SUBMISSION One (1) electronic copy of the plan (pages 7-18) is due to Mindi Askelson by February 29, COVER PAGE NAME OF COLLEGE: MONTANA UNIVERSITY SYSTEM Carl D. Perkins Career and Technical Education Improvement Act of 2006 PERKINS LOCAL THREE-YEAR PLAN July 1, 2016 June 30, 2019 NAME OF CHIEF ACADEMIC OFFICER: NAME OF PERKINS COORDINATOR: NAME OF PERSON RESPONSIBLE FOR PERKINS DATA COLLECTION: NAME OF INDIVIDUAL COMPLETING THIS FORM: PHONE: PHONE: PHONE: PHONE: Assurance: By signing this document, I assure that the College will provide programs that are of such size, scope and quality to bring about improvement in the quality of Career and Technical Education. The College also has committed to the timing and scope of the goals, objectives and outcomes listed below. SIGNATURE OF CHIEF ACADEMIC OFFICER OR CHIEF GRANTS WRITER: DATE: 7

8 SECTION I: FUTURE STATE Enter the College s vision statement for the future. 8

9 SECTION II: PLAN DEVELOPMENT Describe the development of the College s Perkins Three-Year Local Strategic Plan. Be sure to include: Who participated in the writing of this plan How were the participants chosen How were priorities decided What data was used to inform the goals and actions 9

10 SECTION III: PERKINS COMMITTEE Describe the function and the membership of the Perkins Committee at the College. You may use the template below or one of your own choosing. If the template below is not used, please be sure to include the following information: Name of the committee Contact Person Purpose/Objective of the committee Committee membership (including titles) Scope of authority and decision making ability Frequency of meetings Name of current active members 10

11 DATE COMMITTEE FORMED: PERKINS COMMITTEE CONTACT PERSON: PURPOSE/OBJECTIVE OF COMMITTEE: COMMITTEE MEMBERSHIP (Position Titles): Committee members include the following personnel classifications. SCOPE OF AUTHORITY AND DECISION-MAKING ABILITLY: NAMES OF ACTIVE MEMBER: FREQUENCY OF MEETINGS: TERM LIMITS: 11

12 SECTION IV.1: STRATEGIES TO CLOSE THE GAP (Narrative) Describe the process used to develop the Perkins Three-Year Local Strategic Plan 12

13 SECTION IV.2: In the Indicators box please use one or more of the following: 1P1 Technical Skill Attainment 2P1 Credential, Certificate, or Diploma 3P1 Student Retention or Transfer 4P1 Student Placement 5P1 Nontraditional Participation 5P2 Nontraditional Completion YEAR List any Big Sky Pathways or Adult Pathways the College intends to develop during the academic year College Program: Partner: List any Dual Credit or Articulation: College Program: Partner: List any Dual Credit or Articulation: College Program: Partner: List any Dual Credit or Articulation: YEAR Describe how the College plans to develop Perkins activities that will meet state and local performance levels GOAL 1: Strengthen the academic and career and technical skills of students participating in career and technical education programs GOAL 1: Strengthen the academic and career and technical skills of students participating in career and technical education programs 13

14 GOAL 1: Strengthen the academic and career and technical skills of students participating in career and technical education programs GOAL 2: Link career and technical education at the secondary level and career and technical education at the postsecondary level GOAL 2: Link career and technical education at the secondary level and career and technical education at the postsecondary level GOAL 2: Link career and technical education at the secondary level and career and technical education at the postsecondary level GOAL 3: Provide students with strong experience in and understanding of all aspects of an industry, which may include work-based learning experiences; GOAL 3: Provide students with strong experience in and understanding of all aspects of an industry, which may include work-based learning experiences; GOAL 3: Provide students with strong experience in and understanding of all aspects of an industry, 14

15 which may include work-based learning experiences; GOAL 4: Develop, improve, or expand the use of technology in career and technical education GOAL 4: Develop, improve, or expand the use of technology in career and technical education GOAL 4: Develop, improve, or expand the use of technology in career and technical education GOAL 5: Provide professional development programs for secondary and postsecondary teachers, faculty, administrators, and career guidance and academic counselors who are involved in integrated career and technical education programs GOAL 5: Provide professional development programs for secondary and postsecondary teachers, faculty, administrators, and career guidance and academic counselors who are involved in integrated career and technical education programs GOAL 5: Provide professional development programs for secondary and postsecondary teachers, faculty, administrators, and career guidance and academic counselors who are involved in integrated career and 15

16 technical education programs GOAL 6: Develop and implement evaluations of the career and technical education programs carried out with funds under this title, including an assessment of how the needs of special populations are being met GOAL 6: Develop and implement evaluations of the career and technical education programs carried out with funds under this title, including an assessment of how the needs of special populations are being met GOAL 6: Develop and implement evaluations of the career and technical education programs carried out with funds under this title, including an assessment of how the needs of special populations are being met GOAL 7: Initiate, improve, expand, and modernize quality career and technical education programs, including relevant technology GOAL 7: Initiate, improve, expand, and modernize quality career and technical education programs, including relevant technology 16

17 GOAL 7: Initiate, improve, expand, and modernize quality career and technical education programs, including relevant technology GOAL 8: Provide activities to prepare special populations, including single parents and displaced homemakers who are enrolled in career and technical education programs, for high skill, high wage, or high demand occupations that will lead to self-sufficiency Special populations: students who are handicapped, limited English proficient, economically disadvantaged, single parents including single pregnant women, displaced homemakers and nontraditional for gender GOAL 8: Provide activities to prepare special populations, including single parents and displaced homemakers who are enrolled in career and technical education programs, for high skill, high wage, or high demand occupations that will lead to self-sufficiency Special populations: students who are handicapped, limited English proficient, economically disadvantaged, single parents including single pregnant women, displaced homemakers and nontraditional for gender GOAL 8: Provide activities to prepare special populations, including single parents and displaced homemakers who are enrolled in career and technical education programs, for high skill, high wage, or high demand occupations that will lead to self-sufficiency Special populations: students who are handicapped, limited English proficient, economically disadvantaged, single parents including single pregnant women, displaced homemakers and nontraditional for gender. 17

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