minnesota monitoring summary: ne metro … monitoring summary: ne metro consortium ... eva...

Minnesota Monitoring Summary: NE Metro Consortium Carl D. Perkins Act of 2006

To: NE Metro Consortium From: JoAnn Simser, State Director Career and Technical Education, MN State Colleges and Universities Dan Smith, Supervisor - Center for Postsecondary Success, MN Department of Education Date: March 28, 2013 Re: NE Metro Consortium Perkins Monitoring Report Pursuant to requirements of the Carl D. Perkins Career and Technical Education Act of 2006, the state of Minnesota conducted a monitoring visit of the NE Metro Consortium on December 17-18, 2012. Participants on the state monitoring team included:

JoAnn Simser, State Director for Career and Technical Education - Minnesota State Colleges and Universities

Daniel Smith, Supervisor, Center for Postsecondary Success - Minnesota Department of Education

Denise Roseland, Senior Career and Technical Education Planning & Evaluation Director - Minnesota State Colleges and Universities

Marlys Bucher, Perkins Planning and Evaluation - Minnesota Department of Education

Eva Scates-Winston, Equity & Collaboration Specialist – Minnesota State Colleges and Universities

Purpose The purpose of the monitoring visit was twofold:

1. To ensure compliance with the requirements of the Carl D. Perkins Career and Technical Education Act of 2006 and all associated statutes, rules and procedures governing the use of federal education funds.

2. To provide an opportunity for the state to discuss the operation of career and technical education programs in the consortium, to identify effective practices utilized by the consortium that could be replicated elsewhere in the state, and to provide guidance to the consortium on areas that might be improved.

Members of the monitoring team are grateful for the hospitality extended by the consortium during the 2-day site visit. It was evident that members of the consortium placed great effort into preparing materials for the visit and that documents were arranged and facilities provided that made the review convenient and efficient. The monitoring team is grateful to the consortium for its hospitality:

The leadership team representative of secondary and postsecondary Perkins staff, finance staff, and other administrators/staff, who met with us and shared their expertise, questions, and initiatives.

Deanne DeGraff, Mary Klein, and all the others involved in the organization of the evidence in a way that was comprehensive and easy for us to assimilate and analyze.

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The consortium’s initial presentation provided an excellent starting point and context for our review and an excellent overall view of the consortium and its activities to improve career and technical education for all students.

Process The monitoring was conducted in two phases. Prior to the on-site visit, the consortium provided information on fiscal requirements for a desk review at the Minnesota State Colleges and Universities Office of the Chancellor and at the Minnesota Department of Education. Documents were provided in a timely manner. The on-site visit was conducted over a two-day period. At that time staff from the consortium provided an overview of the consortium plan and activities conducted under that plan during the 2011-2012 program year – the year of review. Interviews and document reviews occurred over the next two days. The site visit concluded with an exit interview on the afternoon of the second day. Report This memo serves as the formal report of the monitoring visit outcomes. The report is structured as follows:

1. Review team members, purpose of the monitoring visit, and process.

2. Findings that require follow-up action for the consortium to be in compliance with the Perkins Act and with federal and state statutes, rules and procedures pertaining to the use of federal education funds.

3. Strengths of the consortium as identified by the on-site review team in its interviews and document reviews.

4. Recommendations of the review team that the consortium may consider as it continues its work under the Carl D. Perkins Career and Technical Education Act.

Your Response to the Monitoring Report: The consortium must respond to any criterion findings requiring action on behalf of the consortium within the timelines stated with that finding. The consortium may respond to any part of this report for which the consortium wishes to provide additional clarifying information or to correct any misstatements that the consortium believes have been made by the review team. Any such response should be received by the State Director within 60 days of receipt of this report. Overview Prior to the monitoring action, the consortium was provided with information pertaining to the monitoring process and with fifteen required criteria and eight permissible criteria subject to monitoring. The consortium provided documentation on all fifteen required criteria and eight permissible criteria. Findings We reviewed all 23 criteria and the evidence provided by the consortium. We found the consortium to be in compliance with 21 of the 23 criteria. Criteria requiring corrective action are highlighted with yellow on the following pages containing reviewer comments as well.

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Finding 1 of non-compliance regarding Criterion 2: PS Personnel Activity Reports need to indicate % of employee’s salary funded by Perkins. PAR must document activities performed by the employee during this time period that were not funded by Perkins. Corrective Action Required: Provide training on PAR to college employees funded by Perkins and their supervisors prior to February 15, 2013. Submit PAR reports submitted January 1, 2013-June 30, 2013 to Denise Roseland before July 15, 2013. Finding 2 of non-compliance regarding Criterion 2: Equipment purchased with Perkins funds used as prize giveaways to students, namely the LiveScribe Echo Pens for note taking records and transferring to a computer. Perkins funds cannot be used to purchase or provide services that only benefit individual students vs. student population. Corrective Action Required: The consortium may not use Perkins funds for marketing items or services that benefit a single student. Items used for marketing and prizes must be paid for from other funds. Staff associated with expenditure of Perkins funds must review related laws, regulations, and guidance related to appropriate use of funds, review internal policies/procedures and provide evidence of these activities by March 30, 2013 to Denise Roseland. Strengths In our review of the evidence and the presentations/tours of the consortium, we would like to comment on the following strengths:

The consortium maintained very accurate records of not only its own expenditures, but those made by members of the consortium, and were able to respond quickly to all questions presented for review. The consortium has tightened its procedures for accepting spending requests from its participating districts to be more prescriptive toward the alignment with consortium goals.

Evidence of multiple approaches to career exploration through events, speakers, assignments, use of online tools such as MCIS and GPS Lifeplan. College readiness is incorporated into the career exploration process. Partnerships are evident between secondary and postsecondary to provide opportunities for all high school and middle school students.

Collaboration among NE Metro CTC, the college, and business/industry reps involved in professional development, career pathway activities, advisory committees’ activities, and articulation agreements.

The efforts involving Math in CTE and Reading in CTE in the district are an excellent practice in helping CTE teachers and faculty enhance the rigor of the math/literacy concepts embedded in CTE. The use of the Math Coach is an exemplary practice.

Math intervention to assist students to pass the GRAD test and prepare for the Accuplacer. Work is aligned with Minnesota’s academic standards in math.

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The consortium has been leaders in the implementation of TSAs and have provided teachers lots of support (allowing them to try multiple exams to find a good fit, providing professional development on using the results with other data, etc.)

The consortium has 20 state-approved Programs of Study.

Self-assessment against elements of Rigorous Programs of Study shows good progress, including full implementation of course sequences.

Many secondary technical courses articulated with postsecondary courses at Century College and other institutions.

The presentation during the opening session for the monitoring visit also provided evidence (S and PS) of how sharing practices and pilot projects have resulted in replication across the college campus or with other school districts.

Great evidence that programs see a variety of data to inform decision-making and plan improvements, and that there is a culture of reviewing and using data by administrators, and by teachers and faculty in their programs.

The consortium has shown clear evidence of providing direction around Perkins expenditures, and has even strengthened this role for 2012-2013 and beyond. Extensive work around credit articulation shows that the consortium programming is designed with the intent of allowing strong continuation into postsecondary opportunities at Century and other colleges.

Strong use of data to inform directions for improving services, professional development and re-examining program effectiveness, etc., for students with special needs.

The Student Ambassador program, developed at 916 to help student leaders to assist teachers as the needs arise. We appreciated how the Student Ambassadors displayed leadership, advocacy for their career and course, and were very articulate about their career plans.

Efforts to identify new student organization opportunities to engage students, building professional networks, and develop leadership skills.

Strong student mentoring and support services like: New Student Seminar, Brother to Brother, Career Technical Education Specialists, tutors linked to classes, post assessment advising, learning communities, student success plan, East Academic Support center, Supplemental Resources Instructor provides secondary special needs services to students and instructors.

Perkins Summit, a two day opportunity for CTE faculty, held between spring and summer semesters. The focus is sharing of Best Practices, updates in D2L and other technologies used in teaching, and in 2011, the Perkins Communication Plan and CTE Specialist in the East Academic Support Center.

CC: Consortium secondary and postsecondary fiscal hosts, President, Superintendents, Denise Roseland, Marlys Bucher

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Criteria Description Possible Sources of

Evidence Document Title(s) of Actual

Evidence Provided

Secondary Institution Eligibility [SEC.131] and Postsecondary Institution Eligibility [SEC. 132]

Criterion 1

The Consortium includes: (check all that apply)

15 Independent School District Centennial Public Schools Chisago Lakes Public Schools Columbia Heights Public Schools Forest Lake Public Schools Fridley Public Schools Mahtomedi Public Schools Mounds View Public Schools (Mounds View, Irondale) North Branch Public Schools North St. Paul Public Schools (North, Tartan) Roseville Public Schools South Washington County Schools (East Ridge, Park, Woodbury) Spring Lake Park Schools St. Anthony-New Brighton Schools Stillwater Public Schools White Bear Lake Public Schools Northeast Metro Intermediate District 916 Century College

1 Intermediate School District

Public Charter School .

Service Cooperative Consortium Meeting minutes reflecting attendance

x Education District 1 College

Reviewer Comments

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General Notes:

One college, 15 independent school districts and the NE Metro Intermediate district. Note: Consortium provided professional development for Paladin Charter School, but the charter school … Graphic presented at opening session depicts the relationships among the consortium, the intermediate district and the independent school districts. Consortium organizational chart shows CTE staff at college and school districts in consortium. Charter school – Paladin is pulling from the consortium by their own choosing. They can still participate in trainings if they want, but have not shown any inclination to participate. There is a Joint Powers Agreement between Century College and the Intermediate School District which encompasses the Independent School Districts that are member of the Northeast metro Intermediate District. However, five districts in the consortium are not members of the Intermediate School districts.

Formal written agreement on the mission, vision, goals, and governance and decision-making structure of the consortium that articulates it well to members and other stakeholders.

Perkins leadership team meets quarterly for three hour meetings. Both Deanne and Shelli serve on education committees for the regional Workforce Investment Boards (Deanne/Ramsey County; Shelli/Washington County). The consortium has lost its historical CTE leaders to retirement, and the makeup of the leadership team is not as strong as it once was. Members promote CTE at the center and in their districts, but generally do not have decision-making power. Superintendents meet with the intermediate district superintendent, but are not directly connected to the technical center or the consortium. Principals are accessed primarily through the district representatives on the consortium leadership team. It was hoped that the Pathways to Prosperity report and follow-up action would solidify a regional vision for CTE, but this effort has lost steam. Career planning among the districts is spotty and the emphasis on the technical programming at the center varies. The shift from counselors to deans has impacted the career planning activities, and general budget woes have caused a significant drop in enrollment at the center. Enrollment is also impacted by scheduling demands associated with meeting state academic requirements. Strong articulation from the technical center to the college and some evidence of articulation at the individual district level as well.

Corrective action required? No

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Strengths:

Very strong evidence of collaboration among all participants.

President to Century deans and vice presidents on April 9, 2012, part of the NE Metro Consortium Communication Plan to foster a better understanding of what Perkins is and how it integrates into the work of the college community.

http://prezi.com/fgofnfwxe-nd/perkins-101/?auth_key=9963c893969483fd471882d996db16eee917b06a&kw=view-fgofnfwxe-nd&rc=ref-12325039.

CTE activities that inform the colleges and district practices; integration into academics and liberal arts and sciences brings teachers and faculty together. Secondary-postsecondary relationships and collaboration.

The leadership team meets often with different committees (POS, Counselors, etc.) The team consists of at least one member from each of the participating school districts.

Consortia works together to maximize fiscal and human resources, equipment, instructional materials, curriculum across CTE programs and secondary/postsecondary to benefit student transitions and learning, work and real world career experiences.

A strong history of collaboration through the Intermediate – probably the strongest intermediate district in the state.

Areas for continued improvement:

Consortium communications plan-written articulation of consortium vision, goals, and benefits.

Inclusion of business/industry representation and student voice on consortium leadership team.

An effort to rekindle the leadership team and to work with the schools to empower the leadership team members to act on behalf of their districts would benefit programming throughout the consortium, especially in terms of secondary to postsecondary articulation.

Questions:

http://prezi.com/fgofnfwxe-nd/perkins-101/?auth_key=9963c893969483fd471882d996db16eee917b06a&kw=view-fgofnfwxe-nd&rc=ref-12325039




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State Requirements

Criteria Description Possible Sources of Evidence Document Title(s) of Actual

Evidence Provided

Criterion 2

Secondary and postsecondary institutions will maintain all financial records according to the Uniform Fiscal Accounting Recording System (UFARS) for secondary programs and Cost Centers for postsecondary programs. Costs associated with the administrative activities under this grant are not to exceed 5% of the grant.

For secondary, all expenditures must be used in approved programs taught by appropriately licensed teachers, or for professional development associated with the operation of career and technical education programs, career guidance, or pre-career and technical education within an approved program of study. For postsecondary, all expenditures must be used in eligible CTE programs taught by college faculty who have met the minimum qualifications.

All equipment purchases are identified as fixed assets and required inventory and depreciation procedures must be in place. All equipment purchases at the secondary level must be pre-approved by the state. Funds may not be used when acquisition would result in direct financial benefit to any organization representing the interests of the purchasing entity, its employees, or its affiliate.

Any purchases of $1,000 or more for secondary and $5,000 or more for postsecondary must be pre-approved by the state.

Fiscal income

Payroll and expenditure records for secondary and postsecondary institutions

Administrative expenditures

Personnel Activity Reports (PAR)

Historical records to show that funds supplement, not supplant expenditures for CTE programs and activities

Equipment is labeled to reflect property of Perkins CTE

Description of funds allocation process (if used)

Reviewer Comments

General Notes:

Northeast metro reported expenditures under FIN 428, OBJ 303/304 (federal funds distributed to other districts) of $323.088.53, though the total of expenditures reported by the participating districts in the Northeast Metro consortium under FIN 628 has (pass-through federal funds) totaled only $245,334.22, a difference of $67,754.31. Funds were also distributed under these OBJ codes for honoraria for participants in professional development activities and for a consulting contract with John Sedey. Records showed no discrepancy when adding in for these additional expenditures.

Equipment expenditures were submitted by the consortium to the Department of approval that did not match the amount reported by the consortium members in equipment expenditures through UFARS. No equipment expenditures were reported in UFARS by Intermediate District 916. At the advice of their accountant, Northeast Metro 916 uses a $1000 threshold per item for reporting and tagging equipment purchases. Upon discussion, it was explained that under Perkins the state expectation is that the definition of equipment is not based on a purchase amount, but on an expectation of useful life where inventory control will be expected and the cost can be appropriately depreciated to allow for eventual transfer or sale of items when the useful life has ended. From the list of items purchased by Northeast Metro 916, it was determined that iPads and Resusci-Annies would meet this expectation of having a useful life for which inventory control and depreciation would be expected. Additionally, the White Bear Lake schools purchased a digital camera for which no pre-approval was sought, and the Roseville schools coded a repair item to equipment in UFARS.

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Corrective action required? Yes.

Post Secondary Personnel Activity Reports need to indicate percentage of employee’s salary funded by Perkins. PAR must document activities performed by the employee during this time period that were not funded by Perkins.

Corrective Action: Provide training on PAR to college employees funded by Perkins and their supervisors prior to February 15, 2013. Submit PAR reports submitted January 1, 2013 – June 30, 2013 to Denise Roseland before July 15, 2013.

Strengths:

The consortium maintained very accurate records of not only its own expenditures but those made by members of the consortium, and were able to respond quickly to all questions presented for review.

The consortium has tightened its procedures for accepting spending requests from its participating districts to be more prescriptive toward the alignment with consortium goals.


The consortium is to include iPads and Resusci-Annies in its inventory control, and is encouraged to use a “useful life” definition rather than a specific dollar threshold to determine when an item should be recorded as equipment.

Questions:

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Evidence Provided

Criterion 3

Programs offer opportunities for students to experience career exploration.

Evidence of opportunities for students in grades 7-12 that offered career exploration

Evidence of college program exploration activities

Numbers of students involved

Reviewer Comments

General Notes:

NE Metro offers a wide variety of programs for the secondary level for students being based to the center. 3716 unduplicated students in FY10-11, 9546 students duplicated in FY10-11, 2612 special education students unduplicated in FY10-11.

Evidence of multiple approaches to career exploration through events, speakers, assignments, use of online tools such as MCIS and GPS Lifeplan. College readiness is incorporated into the career exploration process. Partnerships are evident between secondary and postsecondary to provide opportunities for high school and middle school students.

Additional comment on secondary career exploration: data showing NT enrollment is evident in Criterion 15. Numbers look encouraging (YEA!) for NT participation, but it is unclear the impact of the career exploration activities (i.e., number in NT that participated, consistently?) on NT enrollment.

Access and opportunity for middle-ranked students to participate in College in the Schools is not evident. As provided in the documentation, only the top third or senior top half of the class ranking can participate.

Corrective action required? No.

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Strengths:

Student experience in Dental Clinic and Give Kids a Smile.

Incorporating graduation requirements into career explorations; providing structured assignment or tasks while exploring careers, required participation.

Student engagement in career exploration by removing the perceptions of college as done with the young men’s and women’s conferences is exceptional. The design of the programs and intentional efforts to name the program and the sessions in ways that removes some barriers about college is commendable. This could be a potential model that others could replicate/adapt, considering the overwhelming popularity by the students.


Looking forward to seeing more nontraditional careers by gender incorporated into the 360 program. If not already in place, incorporate an evaluation piece that will measure the impact of this program or increased student enrollment, increase participation in other CTE activities, more interest or better perceptions about college, academics, etc.

No evidence is provided about the longer term impact of the Young Women’s Conference or follow up activities (i.e.: increase enrollment in nontraditional CTE courses, etc.) Student surveys may indicate an interest in becoming an engineer, etc., but where is the data that shows that the program is making significant differences among student interest versus student intent?

With all the wonderful career exploration and work-based learning experiences provided by S and PS, it is strongly encouraged for the consortium to identify and plan out how to incorporate all of these learning opportunities into a comprehensive career development system base, based on what you do best.

Questions:

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Evidence Provided

Criterion 4

Programs provide occupational skill development for students to at least the level of job entry.

Placement or matriculation information for completers one year after graduation

Use of, and results from, technical skill assessments and/or certifications (please include information about when assessments are administered within the curriculum/course sequence)

Reviewer Comments

General Notes:

NE Metro has been a leader in providing job entry level training and is using TSA’s as appropriate –Accounting, Construction, Early Childhood, Emergency and Fire Management, Facility and Mobile.

1. Currently using 17 TSA’s in their programs. Many programs are pretesting students to see which assessment fits the best with the program (63% passing rate).

2. Erick Lehto the Math Specialist, is providing math concepts training and searches of the program content for secondary and postsecondary staff. He is also working outside the consortium and working within the districts that are part of the NE Metro consortium.

3. Actively involved in CTEDDI project. Law Enforcement has reviewed their program to disaggregate data to improve the program and courses. 4. Uses end of year surveys in many programs to find out what students felt about their experiences at NE Metro/programs/teachers, and what their plans

are for the next year (military, work, more school, etc.) 5. They maintain records of student results on the Accuplacer (by program) to know which students are in need of the Math intervention support program.

Postsecondary has piloted WorkKeys. Postsecondary has the correct number of approved POS.


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Strengths:

Health Careers HS students that meet criteria have 18 hours of clinical in long term care facilities, gain certification in Nursing Assistant and CPR, some are employed in facility where they had clinical once they obtain the certification.

1. They had 1205 industry certificates earned 26 colleges articulated with 142 courses, 3216 credits earned.

2. As a result of his working with teachers, there are a few who are taking the extra course and exams to gain licensure in Mathematics so that they can offer math credit for their students. Districts are sending students to NE Metro to take the Math Remediation through the center. Data shows that since the inception of the Math Integration Project, the math scores have gone up (although it is difficult to define with the FY12 new definition using GRAD only.

3. They have good data/records of student intent for beyond the program for the transition programs as to their intent for further education by program area.

4. They intend to use pre and post testing maintaining the results to show what students are learning.


Questions:

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Evidence Provided

Criterion 5

Collaboration among secondary and postsecondary, community-based organizations, non-profits, etc. are in place and promote CTE program efforts.

Examples of completed and current initiatives

Examples of brokering of services for students

Regional articulation

Linkages to adult basic education or WorkForce Center partners

Reviewer Comments

General Notes:

28 of 60 courses currently articulated at NE Metro. Programs of Study is moving the size/scope/sequencing forward.

Collaboration among NE Metro CTC college and business/industry reps in professional development, career pathway activities and advisory committees’ activities, e.g.: College Readiness Series-panel of professionals talk about their career path: male nurse, 3 females in IT. Reality Check game on ISEEK-make it real. Survey students.

Career Day. Career exhibit, faculty and bus/industry reps. Student took assessment, exhibits color coordinated with the Wheel, hands-on, panels of professionals who shared stories of their career paths and value of education.

Math Integration-Eric Lehert, students have Generic SmartBoard lessons on their iPADs, math assessment hybrid MCAs and GRAD test. Track performance Century program ECAD pretest to determine student math skills, students felt more inclusive, college faculty learn what math they are teaching in CTE and what HS students learn in math class. Construction reviewed HS standards; articulation with Alex Tech for college level technical math course required in college Construction course.

Technical Skill Assessment-NOCTI Protective Services; Construction gave NOCTI, Oklahoma, and Skills USA-students did best on NOCTI, chose NOCTI; Computer Repair. and use the NOCTI proficiency tests. Starting CTEDDI program. Showed how teachers looked at concentrators and non-concentrators, community involvement hrs. Male/female developed plan for this year; collaborative with Century College, looking at longitudinal data. Foods didn’t score as high on SkillsUSA, but liked it more. NOCTI has higher reading levels.

Share labs; parallel HS and college programs, teachers and faculty work together, share curriculum. Help in college dental clinic lab, meet with dentists. EMS scenarios-HS teacher and college faculty work with HS and college students together, work with college equipment. FST-construction teacher adjunct teacher for college. KOPP Technology Center-HS replaced CISCO with game design. Did Gaming Day. College donated networking equipment. Share Auto and Welding.

Discontinued Auto Body, Medical-Continuing Ed use HS facilities for Nursing Assistant program. HS Construction partner with St. Paul College Cabinet Making, Century Interior Design, City of North Saint Paul, can work with buyer as well.

Articulated Credits Process Map--Century College transcripts credits when student enrolls as transfer credits and inputs course equivalencies in DARS.

All CTC students required to attend all College Readiness sessions.

College Perkins dean and NE Metro CTC principal on Ramsey and Washington Co. WIB.


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Strengths:

Collaboration across HS and college CTE programs gives students real world work experience e.g.: photographing, food service competitions, guest speakers and joint scenarios in EMT, Criminal Justice and Paramedics.

Collaboration among NE Metro CTC college and business/industry representatives in professional development, career pathway activities and advisory committees activities, e.g.

College Readiness Series, Career Day involves faculty and bus/industry representatives shared stories of their career paths and value of education.

Math Integration-Eric Lehert, teachers and faculty together to improve integration and depth of learning of academics (Lib arts and Science) and CTE.

Share labs; parallel HS and college programs, teachers and faculty work together, share curriculum, scenarios, and industry experiences. New course game design, Gaming Day. Partnering across consortia. HS Construction partner with St. Paul College Cabinet Making, Century Interior Design, City of North Saint Paul; can work with buyer as well.

Articulated HS to college credits, articulation agreements available on http://ctecreditmn.com

Website used by six consortia. Students aware of opportunities to earn college credits. Teachers and faculty involved with the development of the articulation agreements.

Provide Accuplacer assessment to CTC students to engage students in improving results in a timely manner.


Questions:

http://ctecreditmn.com/

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Requirements for Uses of Funds [SEC.135]



Evidence Provided

Criterion 6

[SEC. 135(b)(1)]

Programs provide an opportunity for students to attain academic (liberal arts and sciences) and career and technical education (CTE) knowledge and skills while participating in CTE programs.

Consortium performance on:

1S1 – Academic attainment in reading/language arts

1S2 – Academic attainment in mathematics

2S1 – Technical skill attainment 1P1 – Technical skill attainment other technical skill assessments or certifications

Reviewer Comments

General Notes:

The efforts involving Math in CTE and Reading in CTE in the district are an excellent practice in helping CTE teachers & faculty enhance the rigor of the math/literacy concepts embedded in CTE. The use of the Math Coach is an exemplary practice.

The consortium has been leader in the implementation of TSAs and has provided teachers lots of support (allowing them to try multiple exams to find a good fit, providing professional development on using the results with other data, etc.)

Math integration continues to be strong within the consortium. Eric Lehto is working with the West Campus and local school districts to improve and show where the math standards are being taught in all curriculums. The math scores have risen since this program was developed. (Obtained a score of 46.01% State negotiated score was 48.00%, which is in the 95.85% range).


Strengths:

The efforts involving Math in CTE and Reading in CTE in the district are an excellent practice in helping CTE teachers & faculty enhance the rigor of the math/literacy concepts embedded in CTE. The use of the Math Coach is an exemplary practice. The consortium has been leader in the implementation of TSAs and has provided teachers lots of support (allowing them to try multiple exams to find a good fit, providing professional development on using the results with other data, etc.)

Integrating and incorporating math skills in VCT, communication in criminal justice.


Integration of math in VC-VCT teacher studying algebra to obtain math certification.

Questions:

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Criteria Description Possible Sources of Evidence

Document Title(s) of Actual Evidence Provided

Criterion 7

[SEC.135(b)(1)]

Academic skill improvement and assurance that all students in CTE programs are taught the same challenging academic proficiencies that are taught to all other students.

Common high school graduation expectations

Liberal arts and sciences expectations within postsecondary program requirements

Reviewer Comments

General Notes:

Post-secondary course guides clearly show the general education requirements for each program. Core competencies are identified for each postsecondary course as delivered as introduction, reinforced or mastery.

Enhanced mathematics instruction in secondary programs with college credit articulation identified at post-secondary institutions across the state. Math intervention to assist students to pass the GRAD test and prepare for the Accuplacer. Work is aligned with Minnesota’s academic standards in math.

The Math Integration project is improving scores for most populations with work still needed for Black, /non-Hispanic students, American Indian students, Hispanic students, Multi-Race students, individuals with disabilities, economically disadvantaged and ELL needing improvement.

MNTC within the associate degree programs.


Strengths:

The emphasis placed on improving mathematics performance is exemplary and clearly a statewide best practice.

College-wide emphasis on communications skills in all programs.


Questions:

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Evidence Provided

Criterion 8

[SEC. 135(b)(2)]

Programs provide a coherent sequence of courses through a Program of Study (POS) and have one or more of the following list of postsecondary options with postsecondary career and technical education programs:

Articulation agreements

College in the Schools

Concurrent enrollment

Postsecondary enrollment options – access to programs at the postsecondary campus

Other (Must provide at least 1 CTE program of study).

Report of approved POS (report from the MNPOS website or its equivalent)

Reviewer Comments

General Notes: Continues to present at state and national conferences on POS. Their consortium has a POS committee that meets regularly with members from ALL participating districts. Had 15 on the state list as approved POS. Have tested/had TSA's in 12 areas for FY11. Have a POS coordinator in each of the 15 districts who are trained and maintain local district POS records. Working closely with advisory committee members to involve them in the POS development process.

20 state-approved Programs of Study. Self-assessment against elements of Rigorous Program of Study shows good progress, including full implementation of course sequences. Many secondary technical courses articulated with postsecondary courses at Century College and other institutions. District curriculum guides show limited information about opportunities at the secondary technical center. Some concern was expressed that the state-approved technical skill assessments (specifically NOCTI in medical careers) was not well aligned to state certification requirements.


Strengths:

Career pathways with stackable credentials. Certificates leading to associate and baccalaureate degrees. Articulation HS to college and 2 to 4 yr. to create career pathways for students. Student Ambassadors with college work and career plans.

Much work has been done to define Programs of Study, particularly in terms of appropriate course sequencing. Participating school districts in the consortium have been fully engaged in the process for identifying and implementing programs of study, and strong articulation exists with Century College and other postsecondary institutions. Technical skill assessments have been identified and are being implemented in 17 programs of study at the secondary level and in 7 programs of study at the postsecondary level. There is evidence that assessment results are used for program improvement and for credit transfer.


Ways to engage students in meaningful introductory activities that appeal to student interests and perspectives, e.g. Gaming and Intro to Java course. The presence of opportunities at the secondary technical center is not as evident in the school planning materials at the participating districts, particularly in registration guides. While the competitive nature of elective opportunities is always difficult, the consortium is encouraged to continue to promote opportunities available either at the Center or in collaboration with the Center.

Questions:

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Evidence Provided

Criterion 9

[SEC. 134(b)(2) and 135(b)(3)]

CTE programs provide experience in, and understanding of, all aspects of the industry, and offer work-based learning experiences.

Curriculum outlines that reflect broad industry understanding Work-based learning experiences

Service learning and/or career and technical student organization activities that emphasize broad industry understanding

Reviewer Comments

General Notes:

Leaders in All Aspects of the Industry. Provides posters and trainings for consortium members. 100 Staff participated in industry tours offered by the consortium. All work-based staff meets twice during the year with each district having a representative on the consortium WBL planning committee. Has career days, field trips, student organizations, community service work skills days, etc. for students. Uses GPS Life Plan as an organizing tool for student’s planning

P.S.: Evidence provided of internships, externships and service learning programs used to enhance knowledge of the industry, numerous student organizations are provided to enhance learning.

Secondary: Evidence includes programs to support special needs students.


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Strengths:

SCANS skills charts in every HS CTE room reinforce foundation and workplace competencies. Dental clinic and Give Kids a Smile allow students to interact with dental patients and professionals-dental assistants, hygienists and dentists. HOSA contacts and criminal justice mentors give students opportunities to connect with professionals they may want to become, e.g. surgeons, police officers on a one to one basis.

The work experience program, PAES and the Notes for Success Day are wonderful, in-depth activities that engage IEP students with work experience simulations and networking with speakers to learning about career opportunities. Definitely a practice to be replicated/adapted by other consortia. This might be a beneficial model for CTSOs to explore how to enhance their program services to be more inclusive of students with special needs and to involve special needs coordinators.


Service learning statistics do not provide data for the impact of the programs on student participation and completion, numbers of students in nontraditional CTE or other disaggregated special populations. Same for other programs that explore all aspects of industry. Same for Secondary: How can you measure the impact of these programs on participation and completion, particularly to inform next year and to your improvement plans?

Questions:

21



Evidence Provided

Criterion 10

[SEC.

135(b)(4)(A-C)]

CTE programs develop, improve, or expand the use of technology to include, but not limited to, distance learning; integration of math and science that lead into technology fields; collaboration with industry for technology internship or mentoring

Distance learning course guides

Minutes of technology-based meetings or workshops

Equipment lists

E-mentoring opportunities

Reviewer Comments

General Notes:

Many online courses offered at Century. Looking at some student portfolios was a nice way to see how technology was integrated in programs. Professional development to CTSO advisers on the use of technology and social media in the student org. Events and activities to encourage and support nontraditional students in STEM at member districts. E-mentoring used in Criminal Justice program iPads used in construction program for students to access available streaming content and to use related apps. Some courses teach students to appropriately use LinkedIn and eFolio for professional networking and portfolio.

Attempts to maintain industry standard for equipment purchases and fulfills requests from districts as appropriate for the approved local application and POS.


22

Strengths:

There are thoughtful plans for the acquisition and integration of technology into programs. Evidence of many online courses offered at Century that serve CTE students.

Professional development to CTSO advisers on the use of technology and social media in the student organizations.

Events and activities to encourage and support nontraditional students in STEM at member districts.

E-mentoring used in Criminal Justice program

iPads used in construction program for students to access available streaming content and to use related applications.

Some courses teach students to appropriately use LinkedIn and eFolio for professional networking and portfolio.

Obtaining grant funds to purchase Phiget kits to play and learn and make technology projects. Selecting Greenfoot text for gaming that provides access to national Greenfoot learning community that shares instructional units, curriculum, texts, and instructional projects.


Questions:

23



Evidence Provided

Criterion 11

[SEC. 135(b)(5)]

Provide sustained professional development programs for teachers, faculty, administrators, and career guidance and academic counselors who are involved in integrated CTE education programs.

Professional development plan

Lists of professional development activities undertaken and/or supported

Examples of follow-up activities as a result of professional development

Reviewer Comments

General Notes:

Has a district sponsored mentor program that works closely with new CTE teachers for three years. Curriculum staff development specialists are available to assist teachers with instructional planning and strategies. College has a new faculty institute to help acclimate and retain new faculty. Staff and faculty are encouraged to belong to professional organizations and attend meetings.

PS: Examples of professional development plans with several areas for enrichment including intercultural awareness; staff development through annual summit for sharing practices and new projects. Secondary: Evidence of annual institute for sharing practices and knowledge building sessions,


Strengths:

CTEDDI 2.0 project that extends CTE Data Driven Improvement to selecting and researching the data and information to answer the questions the teachers have about current instruction within their classrooms.

PS: Continuous professional development provided with staff/faculty plans as a basis advancing individuals. The presentation during the opening session for the monitoring visit also provided evidence (S and PS) of how sharing practices and pilots projects have resulted in replication across the college campus or with other school districts.


PS: Guidelines for equity, diversity and inclusion were provided as evidence but without any basis for where and how used. The annual summit could be a venue for discussing these issues --perhaps it is-- on a continuous basis. Partnership with the campus diversity committee as a means to get added support for improving the campus environment is unclear.

Questions:

PS: Is the annual Summit a venue for specific skill building among staff rather than just sharing projects and practices?

24


Evidence Provided

Criterion 12 A

[SEC. 135(b)(6)]

[MN State Rules 3505]

[MnSCU Board

Policy 3.36]

A. Develop and implement evaluations of CTE programs through a continuous improvement model.

Evaluation plans including evaluation questions, methods for data collection and analysis, findings of evaluation, implications of & improvement plans resulting from findings, identified next steps

Reports or findings from external program reviews or program self-studies.

Reviewer Comments

General Notes:

Good evidence that programs use a variety data to inform decision-making and plan improvements.

College & Intermediate 916 use program self-studies/assessments in preparation for accreditation (HLC and AdvancED).

All program approvals appear current.

It is admirable that student surveys are used as a data source in many instances.

NE Metro on a 5-year renewal for all secondary program approvals. Due again in FY14 (December 1, 2013).


Strengths:

Good evidence that programs use a variety data to inform decision-making and plan improvements and that there is a culture of reviewing and using data.


Questions:

25


Evidence Provided

Criterion 12 B

[SEC. 135(b)(6)]

[MN State Rules 3505]

[MnSCU Board

Policy 3.36]

B. Program Approval: All programs must be reviewed, formally approved, and on file with the Minnesota Department of Education (MDE) or have been approved by the Associate Vice Chancellor for Academic Program Quality, Minnesota State Colleges and Universities.

Inventory of local secondary approved programs

Inventory of college approved programs

Reviewer Comments

General Notes:


Strengths:


Questions:

26



Evidence Provided

Criterion 13

[SEC. 135(b)(7)]

Programs initiate, improve, expand, and modernize quality and include relevant technology.

Description of program quality review process and results from recent activity

Review process and recent activity

Relevant technology purchase that has modernized program quality

Reviewer Comments

General Notes:

Thorough program review processes in place

Technology purchase decisions are made by examining how well the purchase contributes to goal attainment.

All equipment is tagged and inventoried on a district inventory sheet.


Strengths:


Questions:

27



Evidence Provided

Criterion 14

[SEC. 135(b)(8)]

Programs provide services and activities that are of sufficient, size, scope, and quality to be effective.

Decision process for determining use of Perkins funds

Regional labor market analysis and/or placement information

Program advisory committee validation of occupational classrooms, laboratories, and student work stations

Reviewer Comments

General Notes:

Evidence that labor market information has been incorporated into program selection and design at the technical center and college. Less evident that such information has been incorporated into planning at the local district level.

Unclear regarding the extent to which the consortium is involved as program decisions are made at the local level, except for some evidence of articulated credit from local districts to the secondary technical center and Century College.


Strengths:

The intent of criterion 14 is to show that limited Perkins resources are being expended on those programs shown to be of the greatest value to the consortium and the region. The consortium has shown clear evidence of providing direction around Perkins expenditures, and has even strengthened this role for 2012-2013 and beyond. Extensive work around credit articulation shows that the consortium programming is designed with the intent of allowing strong continuation into postsecondary opportunities at Century and other colleges.


Create a pathway in Hospitality and Tourism to expand career options in marketing, business and culinary management. Work with local business representatives and consult labor market information to develop pathway.

Questions:

28



Evidence Provided

Criterion 15

[SEC. 135(b)(9)]

Provide activities to prepare special populations, including single parents and displaced homemakers who are enrolled in CTE programs, for high skill, high wage, or high demand occupations that will lead to self-sufficiency. Special attention should be made to select and implement activities/strategies that are shown to be effective through prior successful implementation in similar contexts (or evidenced in research literature).

Nontraditional (by gender) enrollment and completion

Enrollment and completion by special population category

Policies and strategies to overcome barriers to participation in CTE programs

Career Guidance and counseling

Reviewer Comments

General Notes:

Work with non-traditional students and SERVE at NE Metro program. Have college readiness and tutors available to help students. 100% seniors complete transition plans with education assistants. Accuplacer available for students-426 out of 1580 participated.

Data on NT enrollment in CTE; special needs student enrollment in CTE; secondary institute for staff development has components on supporting success with special populations. Secondary: Summer camps and other enrichment for improving non-traditional and special needs participation; student success plans; staff specialist with focus on certain populations (adult, special populations); student support activities.

Evidence of [data] findings heavily used in campus’s Achieving the Dream (ATD) initiative that will improve services to (or relationships with) underrepresented populations, namely priority on professional development, re-examining HR policies, raising student awareness and education on responsibilities, program effectiveness of LCOMs as well as other areas of student success identified by the ATD teams.


29

Strengths:

Cultural competencies incorporated into staff development for secondary and postsecondary (PS development mentioned Criterion 11)

Community activities to raise awareness about careers are commendable as also evident in criterion 9(?);

Student learning communities for college life acclamation and other community efforts to focus on African American males (e.g. Brother to Brother). Flexibility of services for adult learners and young single parents.

Strong use of data to inform directions for improving services, professional development and re-examining program effective, etc.

Infusion of math in CTE is a great initiative that has been moved forward not only to raise the confidence in students for success and their knowledge of math skills in their career interest but also has empowered teachers to acquire more skills [certification] to better educate students.


Only ONE special needs student is participating in the Mentor Connection Program out of 349 special needs students in the consortium districts! Raises a red flag about access and equity to mentors, marketing and recruitment.

Only 25 of total number of students are participating in the PAES program, although this may depend on the nature of special needs that these students may have?

'Girls Only' programs (e.g. Gateway Academy) cannot be advertised as such, only advertised as targeted to girls. Gender specific programs are a red flag by the Office of Diversity and Equity and have been problematic where students are denied access.

Post-assessment of advising initiative is another area of evaluation that should provide some helpful results about how to improve services to students and yield higher student success outcomes. However, the report submitted as evidence only provided estimates of demographics without an analysis of that information and the services assessed. What are the next steps?

Questions:

30

Permissible Use of Funds [SEC. 135(c)]



Evidence Provided

Criterion 16

[SEC. 135(b)(9)]

Include parents, business, and labor organizations as appropriate, in the design, implementation, and evaluation of CTE programs.

Program design documentation that shows inclusion of parents/community

Examples of instructional activities that include parents

Program evaluation plans showing involvement of parents

Reviewer Comments

General Notes:

They have very active advisory committees that meet twice during the school year. Many of the districts have individual advisory committees. Staff participates in industry tours. Advisory committees have a minimum of 50% outside of education membership.

1. Well documented advisory committees with business and industry support (minimum of 50%). 2. Parent newsletter available and pointing folks to the NE Metro Web site where programs have videos and information that are program specific. 3. Joint advisory committee meetings twice per year. Advisory committee breakfast recognition in the fall at NE Metro facility. 4. A parent portal is available for secondary students’ parents/guardians to access attendance, grades, etc. 5. The Joint Advisory meets after school hours so that teachers/faculty and business/industry partners can participate. 6. Have used CTSO students to help facilitate group discussion at the Joint Advisory Committee meetings. 7. The local districts have used various joint advisory committee members as speaker panels, job shadowing experiences, career fair speakers, etc.

Post-secondary provided minutes from their advisory committee meetings. Post-secondary field trip information was available for review (5).

Centennial high school has a requirement for each of the students to complete a career task at each grade level and turn in their completed project at the end of the year. Grade 9 - watch a video, conduct an interview or attend a career speaker. Grade 10-Job shadow. Grade 11-visit a college or military recruiter. Grade 12-Complete a resume.

916 holds a counselor day to reinforce the programs that are offered through the intermediate district.

They provide DEED workforce/labor market data for students and parents.

They use a Professional Readiness Unit for staff and students to record their soft skills and record all materials on E-Folio.

Uses GPS LifePlan and has an advisory group from a broad based group.

Hold program specific networking meetings around the consortium to discuss relevant topics to the program area.

Use student surveys for post-secondary options/choices/intent.


Strengths:

Students work with kids and their parents providing dental health instruction in the Give Kids a Smile.


Questions:

31



Evidence Provided

Criterion 17

[SEC. 135(c)(2)]

Provide career guidance and academic counseling, which may include information described in section 118 (Occupational and Employment Information), for students in CTE programs that improves graduation rates and provides information on postsecondary options and career plans.

Availability of, and access to, career guidance and counseling tools

Career information posters or publications prominently displayed

Reviewer Comments

General Notes:

Hold a career day and work skills day with over 950 students participating.

1. Hold a Career Day for students in grades 9-12. 2. Centennial High School has a requirement for each of the students to complete a career task at each grade level and turn in their completed project at

the end of the year. Grade 9 -watch a video, conduct an interview, or attend a career speaker. Grade 10 – Job shadow. Grade 11 – visit a college or military recruiter. Grade 12-Complete a resume.

3. 916 holds a Counselor Day to reinforce the programs that are offered through the intermediate district. 4. They provide DEED workforce/labor market data for students and parents. 5. They use a Professional Readiness Unit for staff and students to record their soft skills and record all materials on eFolio. 6. Uses GPS LifePlan and has an advisory group from a broad-based group. 7. Hold program-specific networking meetings around the consortium to discuss relevant topics to the program area. 8. Document MCIS usage. 9. Use student surveys for post-secondary options/choices/intent.

Postsecondary holds various career events: Etiquette Dinner, field trips, Job Resource Fair, and shadowing. Business and industry partners support and help staff the career fairs.

Postsecondary has a Getting Started/admissions pamphlet which provides an overview of all the available programs, support services, etc.


Strengths:


Questions:

32



Evidence Provided

Criterion 18

[SEC. 135(c)(3)]

Provide work-related opportunities for students, such as internships, cooperative education, school-based enterprises, entrepreneurship, and job shadowing that are related to CTE education programs.

Work- based opportunities

Internships

Reviewer Comments

General Notes:

Students have multiple opportunities for AAI through job shadowing, work-based learning, etc. Staff participated in industry tours. Connected with Workforce Centers and Workforce Development opportunities. Coordinator sits on Chamber of Commerce and other community committees.

Post-secondary health care service learning objectives and a listing of the number of hours students participated in service learning/community service projects. Course outlines for leadership/Student Council activities were in the materials. A listing of past internships was made available, although it looks like it was for Interior Design/Construction program areas.


Strengths:

Collaborative activities that involve high school students job shadowing with college students on internships and clinicals.

Student Ambassador Program was developed at 916 to help train student leaders to assist teachers as the needs arise. A handbook was developed, and training provided for participants.


Questions:

33



Evidence Provided

Criterion 19

[SEC. 135(c)(4)]

Provide programs for special populations. Provide evidence about programs designed specifically for members of special populations including information on the decision process to establish these special programs rather than rely on efforts to provide service to these populations within your regular CTE programs.

Program descriptions and participation information

Efforts to promote nontraditional participation and completion

General population statistics that show the need for programs designed specifically for special population groups

Reviewer Comments

General Notes:

Uses Work Keys certificates. SERVE program at Special Education at NE Metro. Accuplacer test given to students. Special Education students included in Work Skills Day event. Increase in numbers of Special Education students attending the intermediate programs. Increase in STEM activities for students. Held a Young Women’s Conference for non-traditional students.

Services to adult learners are not part of the Perkins definition of “special populations”, although there may be overlap of this population with non-traditional career programs, single parents, or English language learners.

Same evidence as referenced in Criterion 15. Notable programs that specifically address needs of the community or student population.

1. Brother to Brother addresses a critical community need and lack of African American male population absent from college enrollment, and provide support and role modeling, building confidence and readiness.

2. The Young Parent Support Initiative specifically addresses the needs of balancing work/family life with attending college through many services offered to Young Parent students.

1. Provide funding through a grant process for student organizations to ensure that the dollars are being used as appropriate to federal and state laws.

2. Student organizations provide work-based learning opportunities, community service projects, and leadership opportunities for students.

3. A summer retreat was held for advisors to discuss fund raising, ice breakers, and other activities.

Illustrate the impact and outcomes of such community outreach activities and unique services provided to special populations?

Corrective action required? Yes.

Equipment purchased with Perkins funds used as prize giveaways to students, namely the LiveScribe Echo Pens for note taking, recording, and transferring to a computer. Perkins funds cannot be used to purchase or provide services that only benefit individual students vs. student population.

Strengths:

Wonderful caliber of initiatives to connect important success factors such as college readiness, student engagement, and supporting the underrepresented or underserved; particularly through outreach to the community. Unique, outside-the-box ideas to provide outreach through Neighborhood House Services


Illustrate the impact and outcomes of such community outreach activities and unique services provided to special populations. It was difficult to find what the results were, based on the background information provided.

Questions:

34



Evidence Provided

Criterion 20

[SEC. 135(c)(5)]

Assist career and technical student organizations.

Lists of CTSOs and participation information

Perkins expenditure details pertaining to career and technical student organizations

Reviewer Comments

General Notes:

School and programs involved and active in SkillsUSA. Has a faculty on the SkillsUSA state board. President Ron attended the National Skills Leadership Conference in June 2012.

Postsecondary programs have numerous student clubs. Recognized CTSO's are available for students to participate in.


Strengths:


Student involvement in AIGA to make professional contacts. Identifying new student organization opportunities to engage students, build professional networks and develop leadership skills

Questions:

35



Evidence Provided

Criterion 21

[SEC. 135(c)(6)]

Provide for mentoring and support services.

List of student mentoring and support service opportunities

Participation data for those opportunities

Reviewer Comments

General Notes:

100% have MCIS license. School districts give math credit for participation in the CTC Math program. Increase in number of students’ participation in the College Readiness Program. Hired educational assistants at college. Individual career plans developed for at grades 9-12 students, updated yearly.

Student mentoring and support services: New Student Seminar, Brother to Brother, Career Tech Education specialist, tutors linked to classes, post-assessment advising, learning communities, Student Success Plan, East Academic support Center. Supplemental Resource instructor provides secondary special needs services to students and instructors.


Strengths:

Student Ambassadors displayed leadership, advocacy for their career and course, and were very articulate about their career plans.

Incorporation of professional and peer tutors in many college and district events—the way they do business and education. The use of data to determine results and opportunities for expansion. Young Student-Parent Support Center funded by Department of Health. All Reading – 80 students must take the New Student Seminar which orients students to college learning and resources, and assists them with goal setting in finance, education, career, leadership and personal goals.

CTC student Ambassador program provides peer-to-peer interaction, training, and there is a handbook available. Work Skills Days-disabled students-adapted competitive event, inspirational speaker. Tutors Linked to Classes, Young Women’s event, and Young Men’s event.


Questions:

36



Evidence Provided

Criterion 22

[SEC. 135(c)(7)]

Provide for leasing, purchasing, upgrading or adapting equipment, including instructional aids and publications designed to strengthen and support academic and technical education.

Equipment inventories

Process/procedures for equipment requests and approvals

Reviewer Comments

General Notes:

Math Integration across the curriculum, including college courses on the West Campus.

Post-secondary has limited funds for equipment upgrade and improvement. They have developed a format for requests that go through Mary Klein.


Strengths:


Questions:

37



Evidence Provided

Criterion 23

[SEC. 135(c)(7)]

Provide teacher preparation programs that address the integration of academic (liberal arts and sciences) and CTE education.

Recruitment policies and practices

Teacher/faculty licensure/credentialing policies

Teacher faculty professional development opportunities associated with qualifications for their assignments

Reviewer Comments

General Notes:

MDE/MnSCU: Secondary teachers must be licensed by the Department of Education using rules for minimum qualifications provided by the Board of Teaching in one of 12 Career and Technical Education licensure areas. All individual’s teaching licenses are on the MDE website. Post secondary faculty must meet Credentialing of Faculty requirements through system established faculty minimum qualifications for the credential field consistent with system Procedure 3.32.1 College Faculty Credentialing. Minimum qualifications for technical faculty include occupational experience, the educational requirement and teaching and learning competency including courses in course construction, instructional methods, student outcomes assessment/evaluation and the philosophy of community and technical college education. Minimum qualifications may include state and/or national industry licensure/certification as appropriate to the credential field.

Century is committed to professional development for all employees and provides resources to enable employees to participate. The employee professional development page with currently available on-campus courses:

https://secure.mnsu.edu/mnscupd/login/RegisterClassList.asp

http://www.century.edu/employees/employeedevelopment/default.aspx

Century provides a tuition reimbursement program.

http://www.century.edu/employees/employeedevelopment/reimbursement.aspx

Each year, every faculty is required to complete and submit a faculty development plan. They then meet with their dean to discuss the current and previous year’s plan.

Both All-College Development Days and Faculty Development Days are held each year offering workshops and breakout sessions in both pedagogy and diversity.


Strengths:

Perkins Summit, a two-day opportunity for CTE faculty, held between spring and summer semesters. The focus is sharing of Best Practices, updates in D2L and other technologies used in teaching, and in 2011, the Perkins Communication Plan and CTE Specialists in the East Academic Support Center.


CTEDDI 2.0 working with teachers in Professional Learning Communities to identify data needed for problems they wish to address.

Questions: