Application Printout egrant Management System Printed Copy of Application Applicant: 2432 Great Falls College Application: 2014-2015 Perkins Post Secondary - 00 Cycle: Date Generated: Generated By: Original Application 11/25/2014 8:03:53 AM AskelsonM
Perkins Postsecondary Program: Carl D. Perkins Vocational and Technical Education Act of 2006, Title I. Program Manager: Mindi Federman Askelson Phone: 406-444-0313 Email: maskelson@montana.edu Due Date: May 31, 2014 Purpose: To develop more fully the academic and career and technical skills of secondary and postsecondary students who enroll in CTE by developing and assisting students in meeting high standards, integrating academic and career and technical instructions, linking secondary and postsecondary education, increasing state and local flexibility, collecting and disseminating research and information on best practices, providing technical assistance and professional development, supporting partnerships among diverse stakeholders, and providing individuals with the knowledge and skills to keep the U.S. competitive. Legislation: Carl D. Perkins Career and Technical Education Act of 2006 Title I 20 U.S.C. 2301 et seq. (Pub. L. 109-270) The Office of the Commissioner of Higher Education does not discriminate on the basis of race, color, national origin, sex, age, or disability in admission or access to, or treatment of employment in its programs or activities. Inquiries concerning Title VI, Title IX, Title II or Section 504 may be referred to the Office of the Commissioner of Higher Education, MOA/OCR Coordinator, 2500 Broadway, PO Box 203201, Helena, MT. 59620; 406-444-0313, or The U.S. Department of Education, Office for Civil Rights, 400 Maryland Avenue, SW, Washington, DC 20202; 800-421-3481. This information will be provided in an alternative format upon request.
Contact Information Click for Instructions * Denotes required field Perkins Program Coordinator/Grant Manager: Last Name* Pullum First Name* Jeri Address Line 1* 2100 16th Avenue South Address Line 2 City* Great Falls State* MT Zip+4* 59405 Phone* Email* 406 771 5120 Extension Fax* 406 771 4346 jpullum@gfcmsu.edu Fiscal Manager: Last Name* Ehnot First Name* Jillian Phone* Email* 406 771 4323 Extension Fax* 406 771 4346 jillian.ehnot@gfcmsu.edu Additional Perkins Contact (if applicable): Last Name Pasek First Name Heidi Position/Title Chief Academic Officer Email hpasek@gfcmsu.edu Phone 406 771 4397 Extension Fax Big Sky Pathways Coordinator/Grant Manager (if applicable): Last Name Merja First Name Charla Position/Title Big Sky Pathways Coordinator Email charla.merja@gfcmsu.edu Phone 406 771 4301 Extension Fax Application Approval / Disapproval Copy Email Addresses Check to add up to five (5) email addresses to receive copies of automated approval/disapproval notices. The Authorized Representative who submits the application does not need to be included in this list.
End of Year Reports Click for Instructions Please respond to the following questions as they pertain to the use of Perkins Funds in the previous grant cycle. 1. To the best of your ability, please describe the specific outcomes that resulted from the utilization of Perkins funds in the previous grant cycle, addressing each specific project or program identified in that cycle`s local grant application. How has the use of these funds strengthen CTE programs at your institution? (3983 of 4000 maximum characters used) The Pathways Coordinators worked jointly in both high schools and at GFC MSU. They assisted 80 students in completing college applications and 98 students in completing financial aid applications. Other measurable data include increased dual enrollment from 81 in 2009-10, 76 in 2010-11, 111 in 2011-12, 128 in 2012-13, and 174 in 2013-2014. Kettering Exam Prep Respiratory Care students completed the Kettering Exam Prep in preparation to take their licensing exam. Results are pending. Expand enrollment in welding to meet industry needs. GFC MSU added a third cohort Fall 2013. We had 12 high school students successfully complete our dual-enrollment cohort. GFC MSU is working with the Canadian Welding Bureau (CWB), as well as the American Welding Society (AWS) to become an accredited testing facility for both CWB and AWS certification. The Workforce Development Director position allowed for coordination of the following efforts: the AWS and CWB accredited test facility certification efforts, professional development of key welding faculty, and developing the framework for a workforce strategic plan. Faculty attended Lincoln Welders Training to master equipment used by a major employer. A third faculty member attended CWI training and received his Certified Welding Inspector status. He learned about different weld inspection techniques and welding processes and their applications. Expanded course offering in the SET/Industrial Tech program to include electronics courses. A faculty member attended AVO Electronics for Electricians course to receive this training. The course was used to design lessons and create new lab content for Digital Electronics course. Climb Safety Training was provided for our SET faculty members to maintain his climb safety certification and allowed him to continue to instruct students in this area. Project 12, 18: Career Pathways and Career Clusters training. The Chief Academic Officer and Big Sky Pathways Coordinator attended NCPN to learn more about career pathways, partnership development, building community and employer support, working with special populations and sustainability. Members of the Division Directors team will attend the Career Cluster Institute in June. GFC MSU developed COLS 104. Foundations of Teaching at Community College for new faculty who don't have previous teaching experience. An Event Apart. This is a professional development conference on standards-based web design, code, content and usability, and mobile design. The Faculty Member was able to bring back new ideas and techniques into the classroom with lecture, demo and projects. They will be reworking her curriculum to incorporate these new ideas so the students will have an opportunity to be more successful in the workforce. CISCO Live Event Conference. This conference provided the faculty member with CCNA and CCNP skills that are program outcomes in both the microcomputer and network CIT AAS Programs. The Teaching Professor Technology Conference. All of the information provided in the sessions the faculty member attended was valuable for idea generation and for new classroom strategies. This conference demonstrated some of the "state-of-the-art" technologies, but was also very willing to discuss scaling down the investment while still getting some of the benefits. Peer Tutoring. Tutoring specific to CTE programs saw 1103 unique users visiting the learning center a total of 1903 times during the 13-14 academic year. Research suggests a one letter grade increase is expected with the use of peer tutoring. GFC MSU will be analyzing student data to determine our success rate. Project 19: Minor equipment. GFC MSU purchased infusion therapy pumps for the Nursing program and a phlebotomy chair for the Medical Assistant program. Both pieces of equipment allow the students to practice their skills and become more competent and confident using equipment that is currently in use in medical settings. 2. What steps did your institution take during the last grant cycle to include or collaborate with business and industry in your CTE programs? a. Do your CTE programs reflect the hiring needs of regional or national employers? How is this determined? (581 of 4000 maximum characters used) GFC MSU partially funded a Workforce Development Director to work closely with area industry representatives to assess their needs. The Workforce Development Director also developed a workforce strategic plan. Every program has a Program Advisory Committee of industry representative and faculty members who evaluate curriculum and review graduation and completion rates. They make recommendations regarding course offerings and other updates necessary for the program's success and to ensure the needs of regional and national employers are being met for that particular program. b. What steps to you plan to take to strengthen the relationship between Business & Industry and your institution? (662 of 4000 maximum characters used) The Workforce Development Director is communicating with local industries regarding their needs and how our current programming fits those needs. He has worked closely with a local manufacturing company and professional associations to fine tune the welding program at GFC MSU to give students the education they require to fill these positions. The Director will also be charged with working with other local industries to ensure that existing programs and proposed programs will meet their workforce needs. The Big Sky Pathways Coordinator serves on a number of advisory boards at both the local high schools and college working with local Business & Industry. 3. Please discuss how your institution is utilizing the Big Sky Pathways program to provide linkages between secondary and postsecondary education. a. How is your institution strengthening alignment between secondary and postsecondary CTE programs? (683 of 4000 maximum characters used) The Pathways Advisors work with high school faculty, students and counselors to develop career pathways and academic plans; coordinate dual enrollment for students between GFPS and MSUGF; and assist the high schools and students in preparing for college (orientations to admissions and assistance with completing college applications, assistance in understanding and completing financial aid, and for students enrolling at GFCMSU, assistance with first-term registration and connecting with pathways faculty on campus). GFC MSU also hired a part-time Big Sky Pathways Coordinator to being the process of building and strengthening pathways between area high schools and the college. b. What educational opportunities do you offer for secondary students? (860 of 4000 maximum characters used) Great Falls College MSU has created a partnership with Great Falls Public Schools for the Welding Technology CAS program working together for the benefit of the students and the community-at-large. The students attended class from 12:00-6:30 Monday thru Friday. They took all courses in the Welding Technology CAS program including the trades math, writing and communications courses. Most of these students also be took high school courses to meet their graduation requirements during the morning. These students will graduate high school with both a high school diploma and a Certificate of Applied Science in welding. 16 students completed the course. The college offers 165 online classes that could be taken by high school students, depending on prerequisites and faculty availability (faculty must have a Class 8 license to teach high school students). c. How do you inform secondary students of these opportunities?
(1141 of 4000 maximum characters used) Our CEO has attended the area K-12 Superintendent's monthly meeting. Our administration will continue to attend these meetings as they see fit to inform the area superintendents of what we have to offer. Two Pathways advisers work closely with Great Falls Public Schools to inform students of about post-secondary opportunities and help them with college applications. Based on their success, our recruiter and admissions officer are developing ways to expand information sessions to the outlying schools. Our Big Sky Pathways Coordinator is working in this area to develop and strengthen opportunities in the outlying areas. We host College in a Day for high school students to meet with faculty in up to three career areas of interest. The college also holds a Health Career Fair, drawing students from Great Falls as well surrounding areas, as far away as the Hi-line and Lewistown. Our public relations department has developed a wide variety of advertising including print, radio and billboards. We also participate in Bridging Opportunities meetings with Great Falls Public Schools. Employees provide tours to area 7th grade students. 4. Please describe the strategies used in the last program cycle to engage special populations and non-traditional students in CTE programs. How do you ensure equal access for all students at your institution? (425 of 4000 maximum characters used) GFC MSU has open enrollment. We offer disability services to all students. We offer a number of online programs and many online courses, supported strongly by our elearning department. We also opened an on campus childcare facility to provide childcare to our students. GFC MSU, courses are offered at different times during the day to accommodate many different schedules. We have 10 CTE programs available entirely online. 5. Please describe the process used to evaluate and continuously improve your institutions CTE Programs. How do you ensure that they are of sufficient size, scope, and quality to be effective? (891 of 4000 maximum characters used) At GFC MSU many CTE programs have a limited enrollment. This allows for a focused and qualified group of students to proceed through the program. Cohort size is often limited by space, equipment and staffing to ensure students have the best academic experience. Academic Advisers work hard to direct students, especially those interested in limited enrollment healthcare programs, into programs with lower enrollment that students many not have considered. Our programs are evaluated on a rotating basis through an Internal Program Review Process. This process addresses retention, completion and student success. Every program has a Program Advisory Committee made up of industry representative and faculty members who evaluate curriculum and review graduation and completion rates. They make recommendations regarding course offerings and other updates necessary for the program's success. If any of the above questions cannot be answered in 4,000 characters, please attach the response as a Microsoft Word or Adobe PDF document. If you have uploaded any files for OCHE review, please provide a brief description of the contents of each file. (0 of 4000 maximum characters used) Please upload supporting information files. Allowable file types are Microsoft Word (.doc/.docx) and Adobe PDF. Files must be less than 3MB in size and the file name should not include special characters (i.e. #, $, % etc.). Attempting to upload a file that does not comply with these restrictions will result in errors and loss of unsaved data. Uploaded Files: No files are currently uploaded for this page. Browse...
Required Uses of Funds Click for Instructions Additional Resource Note: Basic grant funds are divided into two categories: (1) Required uses of funds and (2) Permissible uses of funds. funds must be addressed before grant funds may be expended on permissible activities. Required uses of Please address how your institution will use Perkins funding in the upcoming grant cycle to meet each of the Perkins Required uses. R1. Please address how your institution is strengthening the academic and career and technical skills of students participating in career and technical education (CTE) programs at your institution by supporting academic and CTE. (1919 of 2500 maximum characters used) Academics are a required part of all Certificate of Applied Science (CAS) and Associate of Applied Science (AAS) programs. The amount of academic coursework depends on whether it is a CAS or AAS. In the trades programs, important math and writing academic requirements are being contextualized to the specific program so the students find them more relevant to their chosen career. As these students generally enroll as a cohort and take their academic requirements as a group, this practice ensures that these students have the appropriate math, computer and writing skills needed to successfully complete their programs. GFC MSU also engages in continuous program review, both internally and by outside advisory committees, who point out the important academic and technical skills they need to see from employees.gfc MSU is proposing several options in this application that will qualify under this described usage. Some have to do with professional development for faculty, thereby strengthening their instructional skills and industry knowledge so they can then strengthen their programs. The proposed professional development includes: a Nurse Educator Boot Camp, training for new welding faculty to become Certified Welding Inspectors (CWI) (required for teaching the program), welding faculty and shop aid internships with welding industry partners and a web and graphic design conference. Those attending will be asked to bring back 1-2 learning objectives or teaching strategies to implement in their programs. Other initiatives involve the purchase of industry standard equipment such as a vacuum system and computerized periodontal recording system for dental students, fiber optics splicer and NetLab upgrade for computer networking and simulation charting software for health science students. Usage reports and student surveys will be used to measure the effectiveness of the equipment and software. R2. Please address how your institution is linking CTE at the secondary and postsecondary level. (1621 of 2500 maximum characters used) Two advisors jointly funded by Great Falls College MSU and the Great Falls Public Schools continue to work with high school students to assist them in developing their career pathways and academic plans and in completing college applications, financial aid applications, and college registration. Although the positions are not funded by Perkins in the coming year, GFC MSU will continue them. In 2014-15, these advisors will expand their outreach to area schools beyond Great Falls. These advisors were funded using GFC MSU Perkins as a joint program with Great Falls Public Schools, for the past three years. Their value has been made clear as both entities have chosen to continue the positions, even expanding their outreach to more high schools in the coming year. The Big Sky Pathways initiative will target Information Technology (IT), Web Design and Graphics, and Health Sciences. GFC MSU is supporting an application by Great Falls Public Schools to hold career cluster conferences relating to the IT pathway. The Pathways Advisors are proposing holding a Pathways event to increase awareness of the Big Sky Pathways initiative and it benefits. Target audience will include postsecondary faculty, secondary teachers and counselors and parents.additionally, the CWI certification, as well as the welding faculty and shop aid internships will help those working with the dual credit high school students to better understand industry requirements. Faculty will be asked to give a presentation following the internship to division staff and college administrators on how they will implement any necessary changes. R3. Please describe how your institutions CTE programs provide students with strong experience in and understanding of all aspects of an industry (which may include work-based experiences). (1691 of 2500 maximum characters used) Because of the clinical requirements, the health science students have the most exposure to work-based experience at GFC MSU. These students serve in community health facilities as part of their graduation requirements. Students in the Construction Carpentry program, although not working directly with industry, are responsible for building an entire house from start to finish, which gives them on-the-job experience. They interact regularly with construction personnel from NeighborWorks and Habitat for Humanity, community partners in the construction program. GFC MSU also strives to have the most up-to-date equipment available for students so they are familiar with the skills and equipment they will need on the job. Dental assistant and hygiene students learn and practice their skills in the on-campus dental clinic. All programs strive to use industry standard equipment and software so students are familiar with them when they enter the workforce.faculty also rely on advisory committee members to keep them in tune with all aspects of the industry they represent. Annual formal meetings with the committee allow members to review curriculum and equipment requirements. In this application, equipment, such as a vacuum system and computerized periodontal recording system for dental students, SimPad Skill Recorders for tracking student performance on simulation manikins, fiber optics splicer and NetLab upgrade for computer networking and simulation charting software for Healthcare students will give students experience on equipment and systems they will be using. Usage reports and student surveys will be used to evaluate the effectiveness of the equipment and software. R4. How is your institution developing, improving, or expanding the use of technology in CTE (which may include training, STEM initiatives, and collaboration with business & industry)? (1301 of 2500 maximum characters used) GFC MSU believes strongly that technology is crucial in CTE programs - both in ensuring that students are learning to use the technology that they will be using in industry and in exploiting the strengths of technology in learning itself. Thus, the college strives to have the best technology it can provide. In this application, GFC MSU is proposing purchasing equipment and software that students will be required to use in their future occupations: a vacuum system and computerized periodontal recording system for dental students, a fiber optics splicer for computer networking and SIM charting software. The NetLab is an online technology tool that provides guided computer learning and labs.in order to best know what technology is being used in industry and to teach this technology effectively, faculty need professional development and direct work-related experience to keep up-to-date on what is being used and how it is being used. This project proposes having welding faculty and shop aids placed in internships in industry so they can learn first-hand what technology is being used in the field and how best to teach that technology. Event Apart is a professional development opportunity for the Web and Graphic Design program director to keep current on this technology-dependent field. R5. Please address how your institution provides professional development programs (consistent with Section 122 of Perkins law) to secondary and postsecondary teachers, faculty, administrators, and career guidance and academic counselors who are involved in integrated CTE programs? (959 of 2500 maximum characters used) Professional development is built into the operating budgets of programs that have licensure or accreditation requirements for faculty. GFC MSU also has a dedicated fund for professional development, which provide a certain amount of professional development. But GFC MSU relies on other funding sources, such as Perkins, to fill the gaps these funding sources do not cover. In this application, GFC MSU is proposing sending nursing faculty to a Nurse Educator Boot Camp, welding faculty to the Fab Tech manufacturing education conference, welding faculty and shop aids out for industry internships, AVO electronics training for Industrial Technician faculty and the Graphics and Web Design Program Director to Event Apart, a graphic and
programs as a result of the professional development opportunity. 6. Please address how your institution develops and implements evaluations of the CTE programs carried out with Perkins funds, including an ssessment of how the needs of special populations are met? (1410 of 2500 maximum characters used) All GFC MSU programs are subject to formal, internal program review on a three-year cycle. The college also provides annual reports on enrollment, retention, completion and placement to program directors. Faculty members are evaluated on a regular basis (the time interval depends on the position and tenure status of the faculty). Students provide written evaluations of each course near the end of the semester. Each semester faculty submit formal assessment forms to document their self-evaluation of teaching effectiveness at the course level, and recommended changes. For program impacted by FY15 Perkins funding, specific outcomes will be reported in the Final Report. For programs being improved with equipment and software, program directors will keep usage information, as well as tracking the progress of students in the courses. In the case of the dental equipment, clinic patients will be surveyed about their satisfaction with the treatment and their comfort level. The program intends to survey employers and graduates as well, however, these results will not be available for the 2015 Final Report. Faculty attending professional development conferences and internships will be asked to identify a teaching strategy or 1-2 learning objectives that they plan to implement in their program as a result of the opportunity. In the preceptor training, attendees will be surveyed about the training. 7. How does your institution initiate, improve, expand and modernize quality CTE programs, including relevant technology? (965 of 2500 maximum haracters used) Formally, planning for GFC MSU is conducted through the Campus Planning and Budgeting Committee, which studies data and weighs industry, accreditation and program demands in allocating resources to improve, expand and modernize all programs, including CTE programs.several targets have been set in this request for Perkins funding. The welding program continues to expand as the demand for this field grows. Another welding faculty will be added this fall, and will need to become a Certified Welding Inspector to maintain the high quality of this program. Also, the NetLab proposed here represents a major upgrade for this valuable computer networking learning tool. The Nurse Educator Boot Camp is tied to an effort to modernize that program by adopting contextualized learning. The goal of the preceptor training is to improve the students' clinical experience. The professional development and equipment proposals all are attempts to address this required use. 8. Please address your institutions ability to provide effective CTE programs that are of sufficient size, scope, and quality to be successful. (1525 of 500 maximum characters used) Enrollment in any particular program is determined by a number of factors, including availability of faculty, available classroom space and equipment and available clinical sites, if applicable. In some cases, limitations in any of those variables have led to limited, competitive enrollment. In welding, physical space became a limiting factor, which has led to a significant physical expansion and additional faculty hires. GFC MSU also had in sufficient faculty to teach the growing number of students. Perkins partial support of two welding faculty has helped increase the capacity of this program and allowed the program to be offered at three different time slots, thus improving access.where equipment is crucial, such as the dental vacuum system and periodontal reporting system, the SIM charting software or SimPad Skill Recorders for tracking student performance on sim manikins, GFC MSU seeks resources - either internal or external to secure the equipment that will maximize student learning. Accrediting agencies, local advisory committe and faculty expertise serve to maintain quality. GFC MSU maintains accreditation by the Northwest Commission on Colleges and Universities, as well as individual program accreditation where that is available. Program advisory committees meet annually to review the program quality and make recommendations for change or to review suggested changes. Faculty maintain their professional edge through professional development, such as the Event Apart or Feb Tech conferences. 9. Please discuss how your institution provides activities to prepare special populations, including single parents and displaced homemakers who are nrolled in CTE programs, for high skill, high wage, or high demand occupations that will lead to self-sufficiency. (651 of 2500 maximum characters sed) Many of the issues special population students face concern access. Thus, GFC MSU turns much of its effort to improving access. Classes are offered during the day and evening, as well as online. For example, welding is offering as a morning, afternoon and evening option. The addition of a half-time simulation lab coordinator will allow scheduling of open lab times for student practice outside the classroom. The presence of a day care center on campus assists single parents with child care needs. Other assistance includes financial aid and a drop-in learning center (with tutors available for extended periods, online tutoring is also available).
Permissive Uses of Funds Click for Instructions Additional Resource Note: Basic grant funds are divided into two categories: (1) Required uses of funds and (2) Permissible uses of funds. funds must be addressed before grant funds may be expended on permissible activities. Required uses of Please only address those permissible activities your institution will be using Perkins funding for in the coming grant cycle. P1. Please describe how your institution plans to or is using Perkins funds to involve parents, businesses, and labor organizations, as appropriate, in the design, implementation, and evaluation of career and technical education (CTE) programs, including establishing effective programs and procedures to enable informed and effective participation in such programs. (0 of 2000 maximum characters used) P2. Please describe how your institution plans to or is using Perkins funds to provide career guidance and academic counseling (which may include information described in 118 of Perkins Law) for students participating in CTE programs that improve graduation rates and provide information on postsecondary and career options for secondary students; and provide assistance for postsecondary students, including adults who are changing career or updating skills. (0 of 2000 maximum characters used) P3. Please describe how your institution plans to or is using Perkins funds for local education and business partnerships, including CTE work-related experiences, entrepreneurship, job shadowing, industry experience for faculty, and adjunct faculty arrangements for qualified industry professionals. (339 of 2000 maximum characters used) The Director of Workforce Development has helped strengthen the college's ties with industry, concentrating on key growth programs, such as welding. Welding faculty and shop aids will participate in three-week internships with three different employers during the coming year to give them a chance to work directly with industry partners. P4. Please discuss how your institution plans to or is using Perkins funds to provide programs for special populations. (0 of 2000 maximum characters used) P5. Please discuss how your institution plans to or is using Perkins funds to assist CTE student organizations. (0 of 2000 maximum characters used) P6. Please discuss how your institution plans to or is using Perkins funds for mentoring and support services. (0 of 2000 maximum characters used) P7. Please describe how your institution plans to or is using Perkins funds to lease, upgrade, or adapt equipment, including instructional aids and publications (including support for library resources) designed to strengthen and support academic and technical achievement. (0 of 2000 maximum characters used) P8. Please describe how your institution plans to or is using Perkins funds for teacher preparation programs that address the integration of academic an technical education and that assist individuals who are interested in becoming career and education teachers and faculty, including individuals with experience in business and industry. (0 of 2000 maximum characters used) P9. Please discuss how your institution plans to or is using Perkins funds to develop and expand postsecondary program offerings at times and in formats that are accessible for students, including working students (which may include the use of distance education). (306 of 2000 maximum characters used) The addition of a half-time simulation lab coordinator will allow open lab sessions in the lab. Currently students can use the lab only during classtime. The NetLab proposed in this application is an online learning tool that students can access anytime from anywhere to complete lessons and computer labs. P10. Please discuss how your institution plans to or is using Perkins funds to develop initiatives that facilitate the transition of subbaccalaureate CTE students into baccalaureate degree programs, including articulation agreements, dual and concurrent enrollment programs, academic and financial aid counseling, or other initiatives (see articulation & dual credit tabs). (0 of 2000 maximum characters used)
Permissive Uses of Funds (cont.) Click for Instructions Additional Resource Note: Basic grant funds are divided into two categories: (1) Required uses of funds and (2) Permissible uses of funds. funds must be addressed before grant funds may be expended on permissible activities. Required uses of Please only address those permissible activities your institution will be using Perkins funding for in the coming grant cycle. P11. Please discuss how your institution plans to or is using Perkins funds to provide activities to support entrepreneurship education and training. ([count] of 2000 maximum characters used) P12. Please discuss how your institution plans to or is using Perkins funds for the improvement or development of new CTE courses, including new programs of study for preparation in high skill, high wage, high demand areas, or in areas where CTE students can have opportunity to earn dual or concurrent enrollment for postsecondary credit. ([count] of 2000 maximum characters used) P13. Please discuss how your institution plans to or is using Perkins funds to develop and support small, personalized career-themed learning communities. ([count] of 2000 maximum characters used) P14. Please discuss how your institution plans to or is using Perkins funds to provide support for family and consumer sciences programs. [count] of 2000 maximum characters used) P15. Please describe how your institution plans to or is using Perkins funds to provide CTE programs for adults and school dropouts to complete the secondary school education, or upgrade the technical skills, of the adults and school dropouts. ([count] of 2000 maximum characters used) P16. Please describe how your institution plans to or is using Perkins funds to provide assistance to individuals who have participated in services and activities under Perkins to continue their education or training or to find an appropriate job, such as through referral to the system established under Section 121 of Public Law 105-220 (29 U.S.C. 2801 et seq.). ([count] of 2000 maximum characters used) P17. Please discuss how your institution plans to or is using Perkins funds to support training and activities (such as mentoring and outreach) in nontraditional fields. ([count] of 2000 maximum characters used) P18. Please discuss how your institution plans to or is using Perkins funds to provide support for training programs in automotive technology. ([count] o 2000 maximum characters used) P19. Please describe how your institution plans to or is using Perkins funds to pool a portion of such funds with a portion of funds available to not less than 1 other eligible recipient for innovative initiatives, which may include: improving the initial preparation and professional development of CTE teachers, faculty, administrators, and counselors; establishing enhancing, or supporting systems or accountability and reporting data collection; or implementing technical assessments. ([count] of 2000 maximum characters used) P20. Please describe how your institution plans to or is using Perkins funds to support other CTE activities that are consistent with the purposes of Perkins. ([count] of 2000 maximum characters used)
Big Sky Pathways Instructions A 'Big Sky Pathway' is a Perkins Program of Study designed to smoothly transfer students from high school to success in careers and postsecondary education, incorporating industry recognized credentials and aligning curriculum. This typically includes both academic and CTE/Degree Major Courses, and lead to a credential, certificate, license, or degree. If your institution has a Big Sky Pathways Coordinator, you may wish to have this person fill out this portion of the application. Please use the space below to list any Big Sky Pathways that were developed during the previous grant cycle: Cluster Level Program of Study Pathway High School Name Approval Date (mm/dd/yyyy) 04/03/2014 Certifications, Local Articulations, or Dual Credit Classes within the Pathway Architecture and Construction (123 of 4000 maximum characters used) Dual Credit opportunity for GFPS students to complete their CAS in Carpentry at the same time as their high school diploma. C.M. Russell HIgh School (45 of 4000 maximum characters used) CSTN 100 Articulation AgreementCAS Carpentry Cluster Level Program of Study Pathway High School Name Architecture and Construction ([count] of 4000 maximum characters used) Dual Credit opportunity for GFPS students to complete their CAS in Carpentry at the same time as their high school diploma. Great Falls High School Approval Date (mm/dd/yyyy) 04/03/2014 Certifications, Local Articulations, or Dual Credit Classes within the Pathway ([count] of 4000 maximum characters used) CSTN 100 Articulation AgreementCAS Carpentry Cluster Level Program of Study Pathway High School Name Architecture and Construction ([count] of 4000 maximum characters used) Havre High School Approval Date (mm/dd/yyyy) 04/03/2014 Certifications, Local Articulations, or Dual Credit Classes within the Pathway ([count] of 4000 maximum characters used) CAS Carpentry Cluster Level Program of Study Pathway High School Name Manufacturing ([count] of 4000 maximum characters used) Dual Credit opportunity for GFPS students to complete their CAS in Welding Technology at the same time as their high school diploma. C.M. Russell High School Approval Date (mm/dd/yyyy) 04/03/2014
Certifications, Local Articulations, or Dual Credit Classes within the Pathway ([count] of 4000 maximum characters used) CAS Welding Technology Cluster Level Program of Study Pathway High School Name Manufacturing ([count] of 4000 maximum characters used) Dual Credit opportunity for GFPS students to complete their CAS in Welding Technology at the same time as their high school diploma. Great Falls High School Approval Date (mm/dd/yyyy) 04/03/2014 Certifications, Local Articulations, or Dual Credit Classes within the Pathway ([count] of 4000 maximum characters used) CAS Welding Technology Cluster Level Program of Study Pathway High School Name Manufacturing ([count] of 4000 maximum characters used) Havre High SChool Approval Date (mm/dd/yyyy) 04/03/2014 Certifications, Local Articulations, or Dual Credit Classes within the Pathway ([count] of 4000 maximum characters used) CAS Welding Technology
Performance Level - Summary (Read Only) This page displays a summary of your Performance Level indicators as compared to indicator data at the state level. This data has been pre-populated with information from the State CAR Report Card for the current reporting cycle. Performance Area State Negotiated Performance Level 90% Threshold Previously Reported Performance 1P1 - Technical Skill Attainment 75.00 67.50 98.00 No 2P1 - Credential, Certificate or Diploma 57.00 51.30 61.60 No 3P1 - Student Retention or Transfer 71.79 64.61 81.50 No 4P1 - Student Placement 77.00 69.30 84.00 No 5P1 - Nontraditional Participation 16.00 14.40 28.40 No Improvement Plan Required 5P2 - Nontraditional Completion 13.00 11.70 23.70 No
1P1 Technical Skill Attainment Click for Instructions The State Negotiated Performance Level (SNPL) threshold target for 1P1 Technical Skill Attainment for this year is: 75.00 % Your previous year's reported performance was: 98.00 % Please review the performance indicators for your institution listed above, as compared with the state negotiated performance levels. As part of the legislative requirements associated with Section 113 of the Carl D. Perkins Career and Technical Education Act of 2006, a sub-recipient that does not meet 90% of the established goal for any performance measure must create and implement an improvement plan in the program year following the year of the deficiency. If any one of your institution`s indicators failed to meet at least 90% of an agreed upon state negotiated level of performance, an improvement plan must be provided. Did you meet or exceed the state performance level? Yes (No other information is required) No (Local Improvement Plan for Indicator 1P1)
2P1 Credential, Certificate or Diploma Click for Instructions The State Negotiated Performance Level (SNPL) threshold target for 2P1 Credential, Certificate or Diploma for this year is: 57.00 % Your previous year's reported performance was: 61.60 % Please review the performance indicators for your institution listed above, as compared with the state negotiated performance levels. As part of the legislative requirements associated with Section 113 of the Carl D. Perkins Career and Technical Education Act of 2006, a sub-recipient that does not meet 90% of the established goal for any performance measure must create and implement an improvement plan in the program year following the year of the deficiency. If any one of your institution`s indicators failed to meet at least 90% of an agreed upon state negotiated level of performance, an improvement plan must be provided. Did you meet or exceed the state performance level? Yes (No other information is required) No (Local Improvement Plan for Indicator 2P1)
3P1 Student Retention or Transfer Click for Instructions The State Negotiated Performance Level (SNPL) threshold target for 3P1 Student Retention or Transfer for this year is: 71.79 % Your previous year's reported performance was: 81.50 % Please review the performance indicators for your institution listed above, as compared with the state negotiated performance levels. As part of the legislative requirements associated with Section 113 of the Carl D. Perkins Career and Technical Education Act of 2006, a sub-recipient that does not meet 90% of the established goal for any performance measure must create and implement an improvement plan in the program year following the year of the deficiency. If any one of your institution`s indicators failed to meet at least 90% of an agreed upon state negotiated level of performance, an improvement plan must be provided. Did you meet or exceed the state performance level? Yes (No other information is required) No (Local Improvement Plan for Indicator 3P1)
4P1 Student Placement Click for Instructions The State Negotiated Performance Level (SNPL) threshold target for 4P1 Student Placement for this year is: 77.00 % Your previous year's reported performance was: 84.00 % Please review the performance indicators for your institution listed above, as compared with the state negotiated performance levels. As part of the legislative requirements associated with Section 113 of the Carl D. Perkins Career and Technical Education Act of 2006, a sub-recipient that does not meet 90% of the established goal for any performance measure must create and implement an improvement plan in the program year following the year of the deficiency. If any one of your institution`s indicators failed to meet at least 90% of an agreed upon state negotiated level of performance, an improvement plan must be provided. Did you meet or exceed the state performance level? Yes (No other information is required) No (Local Improvement Plan for Indicator 4P1)
5P1 Nontraditional Participation Click for Instructions The State Negotiated Performance Level (SNPL) threshold target for 5P1 Nontraditional Participation for this year is: 16.00 % Your previous year's reported performance was: 28.40 % Please review the performance indicators for your institution listed above, as compared with the state negotiated performance levels. As part of the legislative requirements associated with Section 113 of the Carl D. Perkins Career and Technical Education Act of 2006, a sub-recipient that does not meet 90% of the established goal for any performance measure must create and implement an improvement plan in the program year following the year of the deficiency. If any one of your institution`s indicators failed to meet at least 90% of an agreed upon state negotiated level of performance, an improvement plan must be provided. Did you meet or exceed the state performance level? Yes (No other information is required) No (Local Improvement Plan for Indicator 5P1)
5P2 Nontraditional Completion Click for Instructions The State Negotiated Performance Level (SNPL) threshold target for 5P2 Nontraditional Completion for this year is: 13.00 % Your previous year's reported performance was: 23.70 % Please review the performance indicators for your institution listed above, as compared with the state negotiated performance levels. As part of the legislative requirements associated with Section 113 of the Carl D. Perkins Career and Technical Education Act of 2006, a sub-recipient that does not meet 90% of the established goal for any performance measure must create and implement an improvement plan in the program year following the year of the deficiency. If any one of your institution`s indicators failed to meet at least 90% of an agreed upon state negotiated level of performance, an improvement plan must be provided. Did you meet or exceed the state performance level? Yes (No other information is required) No (Local Improvement Plan for Indicator 5P2)
Consortium Click for Instructions Federal law states that you must meet a minimum individual allocation of $50,000 to qualify for Perkins funding. If an institution is unable to meet these requirements, they may form a consortium between multiple institutions in order to meet the qualifications. Applicants wishing to form consortiums should focus on the development of objectives and achievement of goals within Perkins programs that are beneficial to all consortium partners. Joint projects and professional development are required. Consortium partners will meet throughout the year to jointly plan, develop strategies, disseminate information and evaluate continuous improvement practices. If applicable, please list below the postsecondary institutions requesting to form a consortium, designating the first institution as the lead: LEAD Postsecondary Institution Postsecondary Member Please answer the following questions as they pertain to the upcoming grant cycle: 1. Please describe the mutual programs, goals, and objectives of the institutions participating in the consortium. ([count] of 2000 maximum characters used) 2. How will the partners of the consortium work together throughout the upcoming grant cycle to achieve and implement the mutual objectives and goals? ([count] of 2000 maximum characters used) 3. Please outline plans for at least one joint professional development project, one joint project activity, and at least 3 meetings (one face to face) in the upcoming grant cycle (dates may be tentative). ([count] of 2000 maximum characters used)
Strategic Action Plan Click for Instructions Campus: Great Falls College MSU Quarter Activities Responsible Campus / Program Person Qtr 1: (831 of 2000 maximum characters used) July - Equipment software bid/quote solicitation:isolite September (Dental)R.A.T. (Dental)Fusion Splicer (Networking) NetLab upgrade (Networking)SIM Charting software (Health Sciences)Make arrangements for and attend AVO Electronics training for new SET faculty - AugustMake arrangements for and attend Boot Camp for Nurse Educators - JulyOrganize and Conduct 1st Health Sciences Preceptor Training; survey participants; assess responses. Revise training as needed - SeptemberMake arrangements for CWI Training for new welding facultydevelop schedule to rotate faculty and shop aids into internshipsmake arrangements for and attend National Career Pathways Network Conference, Oct. 12015Develop implementation plan for strategies or new learning outcomes as a result of professional developmentadvertise and recruit SIM lab coordinator Qtr 2: October - December Qtr 3: January - March (536 of 2000 maximum characters used) Order and install equipmenttarget for initial faculty or shop aid internshiphire SIM lab coordinator, conduct orientation and trainingmake arrangements for and attend Fab Tech conference, Nov. 11013Make arrangements for an Event Apart conference (Note: 2015 schedule is not yet released, anticipated for Spring)Make arrangements for attending CISCO Live Event (2015 date/location not yet set, early summer 2015 anticipated)develop implementation plan for strategies or new learning outcomes as a result of professional development (390 of 2000 maximum characters used) Organize and Conduct 2nd Health Sciences Preceptor Training; survey participants; assess responses. Revise training as needed. February.Target for CWI Training for new welding faculty (depends on American Welding Society schedule)target for welding faculty or shop aid internshipsdevelop implementation plan for strategies or new learning outcomes as a result of professional development Qtr 4: (331 of 2000 maximum characters used) April - May Organize and Conduct 34rd Health Sciences Preceptor Training; survey participants; assess responses. Revise training as needed. JuneTarget for welding faculty or shop aid internshipsattend CISCO Live event (May tentative)develop implementation plan for strategies or new learning outcomes as a result of professional development H.S. Division Director, BT & T Division Director H.S. Division Director, BT & T Division Director H.S. Division Director, BT & T Division Director H.S. Division Director, BT & T Division Director