february 12, 2010 - musfebruary 12, 2010 meeting called ... mt two‐year college initiative,...

Montana Career and Technical Education Advisory Council Meeting

February 12, 2010

Meeting called by: T. J. Eyer/Mary Moe Location: Office of the Commissioner of Higher Education, Helena

Facilitator: Mary Moe/T. J. Eyer Note taker: Megan Anderson

Council Members in Attendance: Matt Allen, Margaret Bowles, Mark Branger, Kevin Brockbank, Kelly Chapman, Tom Gallagher, Jasyn Harrington, Shaunda Hildebrand, Tom Curry, Tom Kotynski, Marolane Stevenson, Cleo Sutton, and Pat Wise. Council Members Absent: Vicki Judd and John Garic. Staff Members in Attendance: Mary Sheehy‐Moe, Steve York, T. J. Eyer, Linda Corr‐Mahugh, Kelly Hert, Kathy Wilkins, Diana Fiedler, Megan Anderson, Renee Harris and Brad King. Call to Order: 10:35 a.m. Opening of Meeting:

T. J. Eyer:

Introductions

Purpose ‐ Review charter for the Council

Montana State Plan for Carl Perkins requirement

Provide guidance and advice to OPI and OCHE

Meet twice a year (February and August)

Six members of the Advisory Council make up the State Plan Advisory Team

Mary Moe:

Promoting CTE in Sec/Post‐Sec – important for all students

Emphasize advising

Formalize charter / expectations / terms after meeting with time to review/stagger memberships

after 2 years to create continuity

T. J. Eyer:

Subcommittees – develop as we go and identify needs

State plan smaller subgroup

May look at other meeting formats webinar, teleconferences, etc.

Mary Moe:

Important for State plan and advisory group to communicate, work in conjunction with each other.

Mary Moe: College! Now Presentation

MT Two‐Year College Initiative, (funded by Lumina)

Title: College! Now ‐ focusing on 2‐yr colleges.

Completing certificate or degree programs

Shared commitment

New approaches and technology

*46% regional average of college attendees in 2‐yr MT is 24%.

‐ Isn’t: change in governance (promote COT’s as community colleges); 2‐yr colleges look and act the same (serve

students better); solicit more state funds.

‐ Why now: Need more skilled workers ; replace retire baby boomers; meet workforce demands;

2 –yr colleges not utilized; change “business as usual”

Strategies: regional hubs; increase dual credit and expand access of technology; success based funding

(performance based)

Good Result : * Affordable, community resource, adult attracting students

Comments:

Pat W., Marolane Stevenson “need additional education”

Jasyn H, Shaunda, Steve, Mark (market to parents, whole state‐paradigm shift), Tom K

Montana Career Information System Presentation:

Shaunda Hildebrand:

‐ Maps ‐ viewed MCIS for Career Cluster for high school and post‐secondary

Comments:

* Discuss who to train, how, strategy to work with counselors, parents, middle school, and assist the

roll out.

(Break for Lunch)

Statewide Articulations:

Linda Corr‐Mahugh

Questions and discussions

Tech Prep

Lyle Courtnage presented on professional development activities

Post Secondary Data Presentation:

Kathy Wilkins presented Postsecondary Nontraditional Gender Completion data and Postsecondary Completion data. Kathy provided a context to a brainstorming activity that resulted in the attached ideas and comments.

Comments:

Post-secondary report card. entrance requirements: competitive enrollment vs. open

‐ Is 51% reasonable? (Tom G.)

‐ Survey

Action and Recommendations for Post-Secondary Completion:

Steve York: Helping Student Completion: Can we survey non-completers?

Marolane: Housing for 2-yr instructors– lack of - transition

Jasyn: Support for special pops (single parents) – trans, child care, housing, etc.

Tom G: Development Coursework Math – 7 basic math courses being repeated in post-secondary

Matt A: Better assessment tools (Math placement course) outdated, misplacing, downturn in student motivation and not getting it at home

Steve Y: Connections to school (no one cares) personal connections – relationships

Tom C: Apprenticeship 98% completion – rigorous acceptance level want students to come from high school

with stronger math skills

Tom G: Maturity level – personal growth opportunities to mature

Mark B: Identifying high demand jobs in MT not doing a good job of it communicate it better benefits

incentives for integrating high skill, wage, demand

Matt A: Get info directly to teachers hand snail-mail

Cleo: Model of presenters? Convenient for teacher or learner? Make it the advantage for the learner

Steve Y: High school standards 4-yrs math vs. 2-yrs More relevant @ high school College prep vs. basic

(example – Helena School District)

Mark B: Math courses every 2 weeks – do projects according to pathways in course applying

Tom K: Get teachers in-line or ahead of students with technology virtual schooling

Mary B: Making free adult courses the basic cert to get non-traditional students started @ college, gets them on campus relationships.

Marolane: Money!

Tom G: On-line courses and traditional hybrid model

Matt A: Don’t move to quickly and jump the gun? Temper how you use technology, sometimes hands-on is best!

Kevin B:Instant gratification – flexibility – fast paced – super multi taskers

Tom K: Societal problem – if I go to college, will I have something to show? In MT- have a Job?

Cleo: Teaching relevance – stay current with business and industry.

Pat W.: Work keys – discussed with this group

Matt A.: Better career counseling Non-traditional: when and how

Non-Traditional Gender Completion:

Tom K: Start in Kindergarten – HOSA example

Shaunda: Prior to 6th grade

Marolane: Monies spent to train counselors and let administrators know what counselors should be doing – options for kids.

Steve Y: Stronger career info counseling for elementary counselors

Linda: CTE be part of task force with OPI/counselors

Cleo: Using peers State comp issues – get young people in the workforce

Matt: Job shadowing – get physically involved, Show-and-tell in elementary schools

With/non-traditional jobs

Jasyn: Dislocated worker population – give non-traditional as options

Kevin B: Women in Gear – Helena

Kelly C: Apprenticeship rodeo @JMG

Marolane: Speak to Administrators, School Board, and Parents. These positions have the power!

Tom G: A Day in the Work Place; like Helena’s project - Look at curriculum for gender bias

Next Meeting

Tom G transitions for 12-13th grades

Tech Prep,

AP

Dual Credit, etc.

How does it all fit?

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Montana University System

COLLEGE! NOWCOLLEGE! NOWTwo‐Year Education Initiative

COLLEGE! NOW

What It Is:

completing certificate or degree

shared commitment

new approaches & technology

significant investment

What It Isn’t:

changed governance

COLLEGE! NOW

look and act same

solicit more state funds

Why now?

• needs more skilled workersreplace retiring Baby Boomers

COLLEGE! NOW

• replace retiring Baby Boomers• meet workforce demands• two-year colleges not utilized• change “business as usual”

Strategies

• regional hubsi d l dit

COLLEGE! NOW

• increase dual credit• expand access with technology• success-based funding

?COLLEGE! NOW

?

CTE

Professional Development

The purpose of this Act is to develop more fully the academic and career andtechnical skills of secondary education students and postsecondary educationstudents who elect to enroll in career and technical education programsstudents who elect to enroll in career and technical education programs,

Comprehensive professional development for career and technical education teachers, faculty, administrators, and career guidance and academic counselors

•high quality, sustained, intensive, and class‐room‐focused•not 1‐day or short‐term workshops or conferences• help teachers and personnel to improve student achievement• stay current with the needs, expectations, and methods of industry•develop rigorous and challenging, integrated academic and career and technical educationand technical education

Audrianna Nicole Fritz February 6th 2010.

Industrial, Manufacturing, & Engineering Systems


•Secondary/postsecondary teacher professional d l k hdevelopment workshop•Welding, Construction, Woodworking, and Metal Working•Instructors who have been trained in NCCER but need recertificationrecertification•Instructors who need NCCER training•Recertification ‐ one day •Certification ‐ 3 day.

Locations: Feb – June 2010

Certification 3 day. •Instructors Master Trainers Bill Roope and Cleo Sutton.

Missoula – Feb 23 – 24 – 25 Great Falls – MarchGlendive – AprilBillings – AprilBillings April Havre – MayKalispell ‐MayButte – June


••Part 1 June 2009 FVCC KalispellPart 1 June 2009 FVCC Kalispelll lll ll••Part 2 June 2010 FVCC KalispellPart 2 June 2010 FVCC Kalispell

Health SciencesHealth Sciences

•July 2009 Anatomyin Clayin Clay•August 2009 NewTeacher TrainingTeacher Training•June 2010 NewTeacher Training 2•June 2010 ConnectEd

Human ServicesHuman Services• Conference August 2009

– Master Teacher Program

– Interior Designg

– Culinary Arts

– HospitalityI gained knowledge and tools which Hospitality

– Early Childhood

– Integrate academics ‐ FCS

I gained knowledge and tools which I will immediately put to use in my FCS classroom

I it d th t FACS Integrate academics FCSI am so excited that we as FACS educators are working on continuity in the same classes across the state

Business, Management, and Information SystemsJune 2009

d i h MBEApartnered with MBEA to present workshops on using MCIS for career planning.

Spring 2010p g

Content Standards Development

Agriculture ‐ Natural ResourcesAgriculture Natural Resources

June 2009 S Wid U d R d L dState Wide Update Red Lodge

National Standards Implementation

Montana ACTEMontana ACTE

Big Sky Pathways: Hands on the PathwaysBig Sky Pathways: Hands on the Pathways Conference

‐ October 2009

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Articulating CTE Courses

A New Approach

Perkins IV: Programs of Study• Incorporate and align secondary and post-

secondary education y• Include academic & CTE content in a

coordinated, non-duplicative progression of courses

• May include the opportunity for secondary students to acquire postsecondary creditsL d t i d t i d d ti l• Lead to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree

• Identify and address current or emerging occupational opportunities

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Tech Prep Articulations

• Pre-2007: – Tech Prep regional consortia

– Local agreements

• July 1, 2009: All ti l ti ti d– All articulations were retired

– New statewide articulation process launched

Old vs. NewTech Prep Consortia

• Each high school had own articulation agreement with a

Statewide Articulation

• Transfer Initiative: common course numbering &articulation agreement with a

2-year college

• Student had to earn a ‘B’ or better

• Frustration that course articulation was limited to one campus; opportunities for

course numbering & common outcomes

• Student must pass an end-of-course assessment provided by a recognized assessment provider

• Student may redeem creditscampus; opportunities for students based on region

• No involvement of OPI specialists

Student may redeem credits at any 2-year college that offers course

• Coordinated by OPI specialists and maintained by OCHE; partnership with Tech Prep

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FLOC Talk

• Transfer Initiative: Faculty Learning Outcome y gCommittees (FLOCs) meet by discipline to identify learning outcomes for each course in the university system

• Articulation Committees made up of OPI Specialist, FLOC faculty, and HS teachers developSpecialist, FLOC faculty, and HS teachers develop articulation agreements based on outcomes for some 100-level college courses

• Two-Year Council approves articulation

New Articulations (January 2010)

• ACTG 101--Accounting Procedures 1– NOCTI assessmentNOCTI assessment– 21 instructors registered

• CSTN 100--Fundamentals of Construction Technology– NCCER assessment– 12 instructors registered

• ITS 140 & 142—CCNA Discovery• ITS 150 & 152—CCNA Exploration

– CISCO assessment– 4 instructors registered

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Pending Approval

• CSTN 120—Carpentry Basics– NCCER assessment– NCCER assessment

• CAPP 120—Introduction to Computers– NOCTI assessment

• WELD 110/111—Welding Theory INCCER assessment– NCCER assessment

• Ongoing meetings to craft additional articulations for September 2010

Sustaining the Articulation Process

• Commitment by OCHE that FLOCs will ll t iconvene annually to review new courses

• Teachers must apply annually for their articulation agreements

• Beginning of school year: OCHE will send an email to each teacher in pathway about possible articulation agreements

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Timeline

• February: all 2010 agreements communicated to HS teachersto HS teachers

• July 1: all assessments completed and information forwarded by HS teachers to OCHE

• August: reconvene articulation committee• August: reconvene articulation committee and assess results

• September: 2011 agreements communicated

Carl Perkins Act Postsecondary Performance Page 1

Perkins Postsecondary Performance Indicator Information & Data

Purpose The purpose of the Perkins Act is to develop more fully the academic and career and technical skills of secondary students and postsecondary students enrolled in Career and Technical Education (CTE) programs through the following efforts.

• Developing challenging academic and technical standards and to assist students in meeting those standards.

• Integrating rigorous and challenging academic and career and technical instruction that links secondary and postsecondary.

• Designing activities to develop, implement, and improve CTE. • National research and dissemination of best practices for improving CTE. • Providing technical assistance that promotes leadership, initial preparation, and

professional development; and improves the quality of CTE teachers, faculty, administrators, and counselors.

• Supporting partnerships among secondary schools, postsecondary institutions, baccalaureate degree granting institutions, local workforce investment boards, and business and industry.

• In conjunction with other education and training programs, provide lifelong learning opportunities with the knowledge and skills needed to keep the United States competitive.

Postsecondary Perkins Grant Demographics

• Montana has 11 postsecondary grantees o 2 Community Colleges: Miles and Flathead Valley o 3 Tribal Colleges: Blackfeet Community College, Fort Peck Community College,

Salish Kootenai College o 5 Colleges of Technology: MSU Billings, MSU Great Falls, UM Montana Tech, UM

Helena and UM Missoula o 1 four year University offering CAS and AAS programs: Montana State University

Northern • Perkins eligible programs are identified as:

o Certificate of Applied Science (CAS) o Associate of Applied Science (AAS) o Named associates programs such as Associate of Science in Nursing (ASRN) o Two year transfer degrees AS/AA are not Perkins eligible because they do not offer

enough technical courses for students to be prepared for employment at the end of the associates program.

• The 11 grantees offer over 390 Perkins Eligible CTE programs in health, information technology, business, automotive, manufacturing and construction.

• Montana met or exceeded the 90% threshold for the 08-09 negotiated performance levels for the following six performance indicators.


Indicators

• Technical Skills Assessment: Measuring the number of students with 12 credits or more who have taken and passed a TSA. This can include certifications such as a CISCO or Welding certification; or a licensure such as Nursing; or an assessment that is nationally developed and industry validated.

• Completion: Measures the number of students who complete a Perkins approved Career and Technical Education program. Student who do not complete are those with 12 credits or more who were enrolled in the previous year but did not graduate and were not enrolled in the current year.

• Student Retention and Transfer: Measures students who were enrolled in the previous academic year and either stay enrolled in a Perkins eligible program or who transfer to another two or four year school.

• Placement in Employment, Military or Apprenticeship: Measures the number of students with 12 credits or more who left postsecondary and were employed, in the military or and apprenticeship program in the 4th quarter of the year they left.

• Participation in Nontraditional Gender Programs: Measures the number of students who were enrolled in a program that meets the definition of nontraditional. Nontraditional gender means either males or females make up less than 25% of the national workforce for that occupation.

• Completion of Nontraditional Gender Programs: Measures the number of nontraditional students who graduated from the nontraditional Perkins eligible program.


State Level Postsecondary Completion Focus Issues Information Technology Programs (CIP 110)

• 29 Programs: 21 AAS, 8 CAS • Offered in all colleges receiving Perkins funds: 3 tribal community colleges, 2 community colleges,

4 colleges of technology & Montana State University Northern • Programs Include: Networking, Programming, Digital Arts and Design and General Computer

Technician • Numerator: 48 students graduated with an AAS or CAS in AY 08-09 • Denominator: 155 students completed (students who graduated; and students who attended in

07-08 but did not enroll in 08-09 and did not graduate) • Results: 28.65%, -22.35% from the state goal of 51%.

Construction & Building Trades Programs (CIP 151 and 460)

• 32 Programs: 18 AAS, 14 CAS • Offered in all colleges receiving Perkins funds: 3 tribal community colleges, 2 community colleges,

5 colleges of technology & Montana State University Northern • Programs Include: Building Trades, Electrical Technology, Carpentry and Design Drafting

Technology • Numerator: 78 students graduated with an AAS or CAS in AY 08-09 • Denominator: 206 students completed (students who graduated; and students who attended in


*Note: -19.28% for programs with 151 codes, +5.52% for the 460 programs Accounting Technology & Bookkeeping, Business Management, & Office Professions (CIP 520)

• 77 programs: 47 AAS, 30 CAS • Offered in all colleges receiving Perkins funds: 3 tribal community colleges, 2 community colleges,

5 colleges of technology & Montana State University Northern • Programs include: Business Management, Sales & Marketing, Hospitality Management, Accounting

Technology & Bookkeeping, Entrepreneurship, General Office Professions (excluding those in the healthcare and legal fields)

• Numerator: 158 students graduated with an AAS or CAS in AY 08-09 • Denominator: 504 students completed (students who graduated; and students who attended in


Completion Questions?

• Why are students not completing these programs? • Is a degree required for employment in this field? • Are the courses in a certificate program sufficient for employment in this field? (Verify CAS vs AAS

completion) • Is student demand indicating a desire to take classes they need when they need them? • Are there advising issues between AAS and transfer programs? • Are students being hired by employers before graduation? If so at what point in the program? • Are the employment opportunities for this program declining or shifting?


State Level Postsecondary Nontraditional Gender Completion Focus Issues

Healthcare Programs – the majority are NT for males (CIP 51)

• 81 Programs: 55 AAS, 26 CAS • Offered in ten colleges receiving Perkins funds: 2 tribal community colleges, 2 community colleges,

5 colleges of technology & Montana State University Northern • Programs Include: Radiology Technician, Surgical Technician, Pharmacy Technician, Respiratory

Technician, Paramedic, Registered Nurse, Practical Nurse, Dental Assistant, Dental Hygiene, Medical Coding, Medical Receptionist,

• Numerator: 34 nontraditional students graduated with an AAS or CAS in AY 08-09 • Denominator: 498 traditional and nontraditional students completed (students who graduated;

and students who attended in 07-08 but did not enroll in 08-09 and did not graduate) • Results: 6.83%, -5.17% from the state goal of 12%.

Trades Programs

• Automotive & Diesel Program Results: 6 out of 107 nontraditional students in nontraditional programs graduated or 5.61%, -6.39% from the state goal of 12%.

• Construction Program Results: 6 out of 65 nontraditional students in nontraditional programs graduated or 9.23%, -2.77% from the state goal of 12%.

Nontraditional Completion Focus Issue Questions • Nontraditional students complete at the same or greater rate than traditional students for the

majority of programs. This would indicate colleges are providing gender friendly environments, curricula and instruction.

• Low results shown are more likely caused by poor enrollment of nontraditional students. • What can we do as a state to reduce gender bias? • Where will funds have the greatest impact? (Studies show teachers and parents have the biggest

influence over career decisions.) • At what age are students most likely to explore a NT career?

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To further develop academic and career and technical skills of secondary & postsecondary Career and Technical Education (CTE) students by:

• Developing challenging academic and technical standards• Developing challenging academic and technical standards

• Integrating rigorous and challenging academic and career and technical instruction

• Designing activities to develop, implement, and improve CTE

• National research and dissemination of best practices

• Providing technical assistance that improves the quality of CTE teachers, faculty, administrators, and counselors.

• Supporting workforce development partnerships

• Provide lifelong learning opportunities with the knowledge and skills needed to keep the United States competitive.

Montana has 11 postsecondary grantees 2 Community Colleges 3 Tribal Colleges 5 Colleges of Technology 1 four year University offering CAS and AAS programs

Perkins eligible programs are identified as Certificate of Applied Science (CAS), Associate of Applied Science (AAS), Named associate programs (ASRN) Named associate programs (ASRN). Two year transfer degrees AS/AA are not Perkins eligible

The 11 grantees offer over 390 Perkins programs

Montana met the 08‐09 negotiated performance levels

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Technical Skills AssessmentTechnical Skills Assessment

Completion

Student Retention and Transfer

Placement in Employment, Military or Apprenticeship

Participation in Nontraditional Gender ProgramsParticipation in Nontraditional Gender Programs

Completion of Nontraditional Gender Programs

Information Technology Programs (CIP 110) Programs Include: Networking, Programming, Digital Arts

and Design and General Computer Technician Results: 28.65%, ‐22.35% from the state goal of 51%. g

Construction & Building Trades Programs (CIP 151 and 460) Programs Include: Building Trades, Electrical Technology,

Carpentry and Design Drafting Technology Results: 42.69%, ‐8.31% from the state goal of 51%.

Accounting Technology & Bookkeeping, Business Accounting Technology & Bookkeeping, Business Management, & Office Professions (CIP 520) Programs include: Business Management, Sales &

Marketing, Hospitality Management, Accounting Technology & Bookkeeping, Entrepreneurship, General Office Professions (excluding those in the healthcare and legal fields)

Results: 31.35%, ‐19.65% from the state goal of 51%.

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Why are students not completing these programs?

Is a degree required for employment in this field?

Are the courses in a certificate program sufficient for Are the courses in a certificate program sufficient for employment in this field?

Is student demand indicating a desire to take classes they need when they need them?

Are there advising issues between AAS and transfer programs?

A d b i hi d b l b f Are students being hired by employers before graduation? If so at what point in the program?

Are the employment opportunities for this program declining or shifting?

Healthcare Programs – the majority are nontraditional for males (CIP 51) Programs Include: Radiology Technician Surgical Programs Include: Radiology Technician, Surgical

Technician, Pharmacy Technician, Respiratory Technician, Paramedic, Registered Nurse, Practical Nurse, Dental Assistant, Dental Hygiene, Medical Coding, Medical Receptionist,

Results: 6.83%, ‐5.17% from the state goal of 12%.

Trades Programs Automotive & Diesel Program Results: 6 out of 107 NT Automotive & Diesel Program Results: 6 out of 107 NT

students in NT programs graduated or 5.61%, ‐6.39% from the state goal of 12%.

Construction Program Results: 6 out of 65 NT students in NT programs graduated or 9.23%, ‐2.77% from the state goal of 12%.

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Nontraditional students completion rates meet or d th lt f t diti l t d texceed the results of traditional students.

Few nontraditional students enrolling in nontraditional programs resulted in fewer nontraditional completers.

What can we do as a state to reduce gender bias?

Where will funds have the greatest impact?

At what age are students most likely to explore a NT career?

february 12, 2010 - musfebruary 12, 2010 meeting called ... mt two‐year college initiative,...

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