Perkins IV Consortium Application FY13 (2012-2013) COVER SHEET Pine Technical Consortum

Transcription

Perkins IV Consortium Application FY13 (2012-2013)
COVER SHEET
Pine Technical Consortum
Please complete the following:
CARL PERKINS - Secondary
Contact Person: _Becky Maki__________________
Address: _1400 Main Street Pine City MN
55063__________________________________
Phone: __320 629 4043_ FAX:__320 629 4041____
E-Mail: [email protected]___________
CARL PERKINS - Secondary
Fiscal Agency:_ St.Croix River Education District
Business Manager:__Joyce Johnson____________
Address: 425 S Dana PO Box 637 Rush City, MN 55069
___________________________________
Phone: _320-358-3616____FAX:__ 320-358-1250__
E-Mail: _ [email protected]___________
*District #__6009-61___________ District Type__61
(*for electronic payment purposes)
CARL PERKINS - Postsecondary
Contact Person: __Nancy Mach_______________
Address: _ Pine Technical College 900 – 4th St SE
Pine City MN 55063____________________________
Phone: __320-629-5173 _____FAX:__ 320-629-5101_
E-Mail: __ [email protected]______________
CARL PERKINS - Postsecondary
Fiscal Agency:___ Pine Technical College_________
Business Manager:___ Janis Wegner_____________
Address: __same as above______________________
Phone: _320-629-5123_FAX:___ 320-629-5101_____
E-Mail: __
[email protected]__________________________
District/Agency Name/College Name
Secondary
Type &
Number
Pine Technical College
Rush City
139 01
Pine City
578 01
Hinckley Finlayson
2165 01
East Central
2580 01
Mora
332 01
Braham
341 01
(*Use extra rows or sheets if necessary)
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Consortium Plan Narrative
The consortium plan narrative describes how your consortium plans to improve career technical education in your geographic region and address
the required and permissible activities under the Perkins Act. Please respond to each of the following questions.
1. How does your plan support the career technical education programs in your consortium? What initiatives included in your plan support new or
significantly improved CTE programming? Describe how you have selected the programs that will receive support and how the consortium, as a
whole, will benefit from the Perkins expenditures. [Sec.134 (b)(1)]
The consortium plan supports what CTE programs remain in our 6 districts. Strategies were developed to maximize career laddering between
secondary partners’ curriculum with program majors- as well as the Dept. of Labor grant programs - offered at the post-secondary partner, Pine
Technical College (PTC). Two new initiatives in the consortium are Project Lead the Way (PLTW) and a robotics curriculum, both built for
secondary use. This curriculum is designed to transfer into PTC at two levels: diploma in machine technology and an AS in manufacturing
technology. The AS degree is designed to transfer into a BAS in applied engineering at Bemidji State. The PLTW program has received
secondary support because of its connection to high academic standards and a core academic curriculum. Secondary equipment needs have been
procured through grants and PTC’s supporting robotics and manufacturing technology is in place on campus and in a mobile lab.
2. Please describe the process you used to analyze and interpret performance on accountability indicators, and how the expenditure of funds in your plan
support improved performance on negotiated performance targets. [Sec. 134 (b)(2)]
Post-secondary: Withdraw spreadsheet developed spring 2011 and used through spring 2012. Courses tracked by # of
withdraws (W’s on student’s transcript). Programs with highest number of withdraws have been identified. Counselor worked with program.
faculty to develop a sequence of coursework that will ensure completion of program by spring 2013 for students with 16 or less credits remaining
for graduation and Technical Skill Attainment (TSA). Perkins funds were used to add coursework that would ensure completion and TSA.
Secondary – The initial phase of Project Lead the Way was implemented in Pine City Schools FY12. All 9th grade students will complete the first
quarter of a STEM class in FY12. PLTW’s Pathway to Engineering will pilot at PCHS in FY13. The first STEM class will be offered as an
elective at the Pine City ALC in FY13. These courses are designed to apply math and science skills to real-world applications and to improve the
performance in math performance targets and nontrad participation targets. Perkins dollars will be used to support the STEM course offering at
the ALC for Pine City and area students.
3. Describe how you determined that the CTE programs supported in your plan will be of quality and attract sufficient enrollment or meet regional needs.
How have you worked to align the standards in your CTE programs with academic and technical standards recognized at the state or national level?
[Sec. 135 (b)(8)]
PLTW is aligned to national and state standards in math and career / technical standards. It has demonstrated real world work application. A
parent of a 9th grader recently responded to the course by saying “that’s what I do at work!”. All PCHS students are taking the initial stem
course.
Included in this plan is support for the course at the ALC. This support will include recruitment for the class and tutoring as necessary to retain
students in the STEM course. At the post-secondary level all health science POS coursework has been reviewed for industry relevance by the
Allied Health task force and new programs created (Medical Assistant and Phlebotomy) had strong industry support before going through the
program approval process within MnSCU.
4. Describe how students are provided with strong experience in, and understanding of, all aspects of the industry. [Sec.134 (b)(3)(C)]
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Students are participating in the following activities that are supported through Perkins funds in area schools: weekly business and industry site
visits trips amongst CTE classes and ALC classes - ALL Mora 9th graders visit a college - 2/3 - tech college all Mora 10th graders do a "mock
interview" in the community exposing them to mentors and industry, guest speakers in all CTE classes, Occupational/Career Visits by community
experts in the counselors area - students access Naviance and interface with industry and college representatives, site visits mini occupational
videos through Iseek - Exploring Your Future class and area schools participate in Gold Collar Career Day at Pine Technical College. Students
engagement with high demand, highly skilled employers and industry leaders during this full day experience at Pine Tech College. Students also
participate in the Fon du Lac Career and College event, over 30 employers are present and available for student interviews and informative
presentations.
5. Please describe the consortium’s plan for providing sustained, high-quality professional development and how this plan is supported by expenditure
decisions. [Sec.135 (c)(8)]
Professional development at the post-secondary level is absorbed by the college and no Perkins funds are used in support of that. Professional
development is dictated by program review, advisory committees and industry certification/required technical skills assessment. Pine Technical
College partners with the consortium districts to offer college in the schools (CIS), courses designed for seamless transition into post-secondary.
Within CIS secondary teachers are mentored and receive professional development, where necessary, in programs where POS’s are identified.
Secondary: Staff development funds are being requested for secondary staff attending PLTW training. This training will prepare the instructor to
implement the Introduction to Engineering and Design (IED) course at the secondary level. Funding for this initiative has been leveraged by a
$35000 grant from Project Lead the Way.
6. How do your consortium members recruit teachers and faculty to fill CTE vacancies? Describe any special efforts to recruit individuals from business
and industry into the teaching profession. [Sec.135 (b)(5)(A-D)]
At the post-secondary level all job postings are sent to business and industry within the trades programs. Degree credentials are critical for
post-secondary faculty but just as important are years employed outside of education. Bachelor degrees in applied science areas are encouraged
and supported at PTC, with tuition credits offered for non-credentialed faculty to update their academic portfolio.
Secondary: All available posting sites will be utilized to secure a new Work Experience Coordinator for the first year of a new program at the
secondary level. The Perkins coordinator has been working with the district supt. to optimize the potential hiring potential.
A greater current challenge in the secondary consortium schools is to maintain the current CTE program offerings. Districts are seeing declining
enrollment in CTE courses due to an increase in mandatory courses to graduate and demands that students remain in courses to improve basic
math and reading skills. Students must be in a math course through graduation until they pass the math standards test. The argument is being
made that students can improve their math and reading skills through CTE preparation but students are still required to be in a designated math
course. In the near future a number of position changes will occur in CTE programs. Recognition is given towards business and industry
experience in the hiring process.
7. Beyond technical skill assessments, what other tools and data sources does the consortium use to evaluate student performance? How did this
evaluation influence this plan? [Sec.134 (b)(7)]
Pine Technical College uses several assessments to evaluate student performance: completion and retention rates, Community College Survey of
Student Engagement (CCSSE), course evaluations, and input from advisory committees. Input from students and employer (advisory committees)
assists the college in revision of curriculum and development of new programs. Student input from CCSSE and course evaluations also has a direct
impact on student support services. These services are constantly reviewed to develop the most effective way to encourage academic success,
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specifically in retention and completion. Secondary schools utilize MCA data, accuplacer, EXPLORE and general outcome measures (GOM) to
evauate student performance. This data has been analyzed in tracking math and reading performance in the consortium.
8. How have you used the 10 elements of rigorous programs of study (found at http://www.cte.mnscu.edu/forms/documents/POS_TEN_SUPPORTING_ELEMENTS.docx) to
assess your consortium’s efforts? In what ways did your self-evaluation of the 10 elements of rigorous POS influence the selection of activities and
strategies found within this plan? [Sec. 135 (b)(1)]
In reviewing the Perkins plan for our consortium, we have selected activities that support the 10 elements of rigorous POS’s. We have
(a) maximized our partnerships, college and career readiness activities, and course sequencing (b) adhered to legislation and policy (c)
allotted for professional development (d) have evaluation systems in place (e) have 3 solid transfer agreements from our 2 year
programs to bachelor level degrees(f) work extensively providing counseling and academic support services (g) demonstrate
innovative instructional approaches in technical coursework (PLTW and manufacturing). The self-evaluation process of the POS gives
clear insight into the strengths and weaknesses of our consortium. Our progress has been slow but steady. Our core group of counselors,
secondary and postsecondary staff and advisory councils are making careful progress towards the goal of developing and implementing POS
within the consortium. A key development in the process has been the designated work time given to the counselors last summer and will
continue this summer during an already designated work day. Our goal this summer is to develop 10 programs of study within the 6 districts
with 1 POS in each field. This will include identifying a TSA for each approved POS.
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Goal 1: Designing & Implementing Programs of Study: Goals, Objectives and Strategies
Possible topics for inclusion under this goal
Program of Study (POS) Design and Implementation – It is recommended that each
consortia have at least 1 POS in each career field. POS are encouraged to be
developed in high-skill, high-wage, or high-demand occupations [State requirement;
Sec 134 (b) (3) and (b)(8C)]
Secondary teacher and postsecondary faculty and counselor involvement [State
requirement; Sec. 134 (b) (5)]
Professional development needs of teachers and faculty in POS as well as other
programs [Sec. 134 (b) (4)]
Opportunities for early college credit [Sec. 135. (c) (10)]
Improvement of academic and technical skills of CTE learners [Sec. 134 (b) (3)
Assessment of core technical skills across high school and college that use valid
(measures the content) and reliable (consistent over time and among students)
assessments [Sec. 134 (b) (3 B.) and Sec. 135 (c) (19)]
Addressing the needs of adult learners through adult basic education and/or nonAll Aspects of the Industry included in all POS [Sec. 134 (b) (3 C.)]
credit training in Adult Career Pathways [State Plan; Sec. 135 (c)]
Goal 1 Narrative: The consortium will continue to work with MPOS to develop programs of study that build on existing partnerships with industry and business, provide
seamless transition of CTE students from secondary to post-secondary, and assist the adult learner in Adult Basic Education (ABE) to become ready for training in adult
career pathways.
Strategies & Activities
Outcomes
1. The consortium develops POS’s
at the secondary and postsecondary level designed with a
partnership of counselors,
secondary and post-secondary
faculty, and program advisory
committees.
Secondary students and their families will
utilize the Programs of Study design in
planning their coursework 9-12 to create a
seamless transition into post-secondary
2. In development with postsecondary business and industry
partnerships, PTC facilitates
training of secondary teachers in
Technical Skills Assessment (TSA)
for manufacturing, early childhood
development and allied health.
Career and Tech Ed secondary teachers attend
technical skill assessment training in POS areas
and use the assessments as part of secondary
grade reporting
Post-secondary students who earned college
credits in a secondary POS will have a higher
completion rate than students w/o secondary
credit
Measures
Projected Budget by
Objective
10 Programs of Study developed,
implemented and utilized at each of the 6
secondary districts – Consortium will track
# of secondary students earning credit
within a POS
Secondary
$2400 Counselor stipends
Post-secondary - reserve
$5000 Support Services to assist
students with completion
5% increase in completion rate of postsecondary students earning POS credits vs.
no - POS credit
2P1 target = 58%
One technical skill assessment used as part
of student’s final grade at secondary level
Baseline target created for TSA use as
advanced standing credit at post-secondary
level increasing the completion rate of
post-secondary students
1P1 target = 94.0%
5
Post-secondary – reserve
$3000 Substitute and transportation
stipends for secondary faculty to
attend TSA workshop
3.Utilizing Pine Technical
College’s (PTC) adult learner
consortium, PTC offers Certified
Nursing Asst. training within the
Health Care Core curriculum to
ABE learners. PTC designs career
ladder in allied health that the adult
learner completes on a part-time
basis.
Adult learners in ABE earn Nursing Assistant
certificates and increase their employability
rate
80% of ABE students successfully
complete Nursing Asst.certificate and earn
related employment
Adult learners use the career ladder to develop
a plan to complete the practical nursing
diploma
40% of nursing assistant students who
enroll in the practical nursing diploma
program due to effectiveness of career
ladder
4.In collaboration with ABE, PTC
creates a process for credit for prior
life learning in technical education.
Collaboration with ABE to provide adult
learners with life experience credit in technical
education at the PCALC
2P1 target = 58%
5 adult learners attain their adult diploma
FY 2013and become career ready
$1500 Post-secondary consortium
director facilitates credit for prior
learning process/adult learner
Provide coursework and career assessment for
adult learners at the PCALC
5. The consortium promotes postsecondary articulation agreements
with 3 universities for Bachelors of
Science degrees in: engineering
(Bemidji), birth to grade 3
education (SMSU , and nursing
(Winona State).
Students completing two year technical
degrees have a seamless transition into a
bachelor level degree in an area of applied
science or bachelor of science
20% of manufacturing, early childhood,
and nursing mobility students move into
BS programs due to ease of transition
6. The consortium will develop a
career and technical career center at
PTC involving secondary and postsecondary CTE faculty to guide
and prepare students for CTE
careers.
7. Increase availability of CTE
courses to outstate districts
Career Exploration course offered as hybrid
course to College in the Schools (CIS) students
in preparation for post-secondary program
selection
10 students from 6 districts enrolled in
careers course
80% of these students select a postsecondary major upon completion of
careers course
ITV linkage for postsecondary and secondary
CTE courses at the secondary level
Maintain 3S1 level of completion at 99%
3P1 target = 40%
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Secondary 9600
8. Secondary teacher, postsecondary faculty and counselor
involvement to provide transitions
including postsecondary planning,
student preparation and guidance in
CTE fields
Final year of the development of a pilot career
tech center to serve secondary students on site
within their school
Student access to on site career center,
program of study information
Maintain number of CTE students who
pass all the requirements for graduation
(4S1) at 94%.
Student access to postsecondary options,
career/technical options through
counseling support
Naviance support at secondary site
Professional development for
Two week staff development training to
Implementation of the Engineering and
teachers and faculty in POS and the implement the Introduction to Engineering and Design (IED) course at PCHS
Every 9th grader at PCHS participates in a
PLTW initiative
Design (IED) course initiative FY13
PLTW Stem class
15 students participate in IED class at
PCHS
10 ALC students participate in STEM
class delivered on site at the ALC
Use of Funds: Highlight or Bold the required and permissible activities addressed above (“R” for required and “P” for permissible).
R1 Academic Integration
R2 Programs of Study
R3 All Aspects of an Industry
R4 Develop/Improve/Expand the use of Technology
R5Professional Development
R6 Assessment
R7 Initiate/Improve/Modernize Technology
R8 Size/Scope/Quality
R9 Special Populations
R10 Collaboration
R11 Articulation
P1 Advisory Committees
P2 Counseling
P3 Work-Based Experiences
P4 Additional Special Populations
P5 Student Organizations
7
Secondary Reserve
6626.22
Secondary
1200
Secondary Reserve 2000
P6 Mentoring/Support Services
P7 Equipment Leasing/Purchasing/Upgrading
P8 Teacher Preparation
P9 Alternative Formats
P10 Student Transition
P11 Entrepreneurship
Goal 2: Effectively Utilize Employer, Community, and Education Partnerships
All Aspects of the Industry, including work-based experiences and
internships [Sec. 134 (b) (3 C.)]
Program advisory committees involved in identifying high-skill, high-wage,
or high-demand occupations within the region [Sec.134. (b)(8 C.)]
Program advisory committees that are involved in continuous program improvement and are
established consortium-wide, where feasible, including movement to joint secondarypostsecondary advisory committees [Sec. 134 (b)(5)]
Partnerships with other initiatives or providers that support transitions for high school and adult
students. Examples: ABE, business, labor, WorkForce Centers, customized training,
programming conducted under NCLB, and alternative high school programs (Area Learning
Centers, alternative high schools, charter schools, etc.) [Sec. 135 (b)(5)]
Collaboration that leads to improving CTE programs (e.g., WorkForce
Center, non-profits, service organization, Chambers) [Sec.134. (b) (5)]
Goal 2 Narrative: In collaboration with Pine Technical College’s (PTC) program advisory committees, PTC’s Allied Health and H2B grant programs, the Manufacturing
Alliance, and the Early Childhood Coalition, the consortium continues to provide opportunity and training for all learners in career readiness, work experience (prior learning)
recognition, and early college options (college in the schools and concurrent enrollment).
Strategies
Outcomes
1.In partnership with PTC’s program
advisory committee in manufacturing and
the Manufacturing Alliance, PTC
facilitates Gold Collar Career Day for
secondary juniors and seniors.
Secondary students and teachers have greater
understanding of STEM requirements for
careers in technology, specifically
manufacturing technology
2.PTC continues to provide secondary
districts access to mobile manufacturing
and plastics extrusion labs – designed to be
used with robotics and Project Lead the
Way curriculum including concurrent
enrollment options
Secondary districts surveyed to determine if
the mobile manufacturing labs increase career
awareness and concurrent enrollment,
specifically in STEM courses
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Measures
Projected Budget by Objective
In post-survey - 85% of students
and teachers indicate they have
more knowledge of STEM
connections to mfg. careers
In post-survey - 90% of students
indicated they know what math
and science courses are needed to
prepare for mfg. career
60% of students surveyed enroll
in STEM courses
STEM concurrent enrollment
courses increase by 15%
$2412 Facilitation and substitute and
transportation stipends for Gold Collar
Career Day
3.In partnership with Pine City School
District, PTC will participate in and
facilitate STEM grant activities for grades
10 - 12
PTC will work with PCHS to develop College
in the Schools (CIS) coursework in
technology, science and math
Engineering and Design (PLTW) course
initiative implementation in FY13
STEM class delivered on site at the Pine ALC
9th grade STEM class at PCHS
4.The consortium will develop one new
concurrent enrollment (ITV) course and
maintain the existing course offerings in
the allied health career pathway
Enrollment in health science pathway will
increase
Course will increase seamless transition into
post-secondary POS
5.Working with the Early Childhood
(ECD) Coalition, continue to promote the
career ladder opportunity for seamless
transition in ECD from secondary through
completion at the Bachelor degree level.
Work with secondary faculty to increase ECD
advanced standing opportunities for students
and thus increase completion rates at postsecondary
6. Working with PTC faculty in ECD,
continue to offer internships at the two year
level to prepare students for the advanced
level of child development within the
Bachelor’s degree.
7. Upgrade equipment to meet industry
standards
Students at the AAS and AS level have
required internship at end of program to ensure
seamless transition into bachelor’s degree
Equipment will be upgraded to prepare
students for the high skill labor market
Maintain trend level of
concentrators in vocational
courses (3S1) at 99%
8 Students will have experiences in all
aspects of industry
Support for student learning in all aspects of
industry including internships, work
experience and field experience
Weekly field visits to industry and training
Sites
Staffing to support new Work Experience
program developed at secondary site
Maintain trend level of
concentrators in vocational
courses (3S1) at 99%
9
Two new courses developed for
enrollment fall 2013
Implementation of the
Engineering and Design (IED)
course at PCHS
125 9th graders at PCHS
participate in a PLTW Stem class
15 students participate in IED
class at PCHS
10 ALC students participate in
STEM class delivered on site at
the ALC
10% increase in secondary
enrollment for concurrent courses
in health science POS
One new CIS course offered in
health science POS spring 2013
One new CIS course in early
childhood developed
10% increase in ECD students
moving into bachelor’s degree
program
2P1 degree = 50%
10% increase in ECD students
moving into bachelor’s degree
program
2P1 degree = 50%
10 students in apprenticeship/job
shadowing work experience
program
Secondary 11750
Secondary 5034
Secondary 5995
R10 Collaboration
R11 Articulation
P2 Counseling
R6 Assessment
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Goal 3: Improve Service to Special Populations
Access to and success of students in programs of study nontraditional by gender
[Sec. 134 (b) (10)]
Plan showing connections to local, regional and state wide initiatives that support
special populations, e.g. STEM Equity Pipeline, Employment First, etc. Sec.134 (b)
(3) (8A &B)]
Identification and adoption of strategies and outcomes to overcome barriers for
special populations and increase rates of access and success in CTE programs. [Sec.
134 (b) (8 A.) and [Sec. 134 (b) (8 B.)]
Description of how individuals in special populations will not be discriminated
against based upon their status. [Sec. 134 (b) (9)]
High-Skill, High-Wage or High-Demand occupations that lead to self-sufficiency
[Sec. 134 (b) (8 C.)]
Plan showing that expectations are consistent for all learners in high school and
college including members of special populations [Sec. 134 (b) (3)]
Goal 3 Narrative: Through consortium partners PTC’s Employment and Training division, Dept. of Vocational Rehab, Central MN Jobs and Training, and secondary
counselors, provide access to and success in programs of study for all learners. With all partners, provide necessary support services to ensure access and success are met,
and all students are ensured academic rigor is met within an alternative learning format. Increase student involvement in nontraditional career fields though
implementation of the STEM (PLTW) course at the Area Learning Center and the new Building and Trades course at the Area Learning Center.
Strategies
1.Oversome barriers to success by
responding proactively to
accommodation and support service
requests from special populations
2.Respond proactively for support
service request for all post-secondary
students with critical focus on retention
of underserved population
3.Facilitate welcome event at PTC in
Aug. for all new students and their
families
Outcomes
Measures
Retention and completion rates for special populations
increase as a result of individualized plans in POS’s
for student success through: tutoring, mentoring,
referral services, mini-workshops, and academic alert
program
Partnering at the post-secondary level with the Young
Parent grant, the retention committee , the retention
specialist, and POS faculty mentors for new to
college students to assist in easing barriers to
remaining enrolled
Students more engaged during the first week of their
semester by already being familiar with support
services and mentoring opportunities offered
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3P1 target = 35%
5P1 target = 17%
5P2 target = 10%
Increase retention rate of new to college students in
developmental education from 53% to 60%
75% retention rate (fall to spring) for students who
attended new student open house
Projected
Budget by
Objective
Post-secondary
$69,216 Salary
of Disability
Director
4.Progress report/alert system utilized to
respond proactively for all students with
academic needs
Electronic alert system used as partnership between
counselor, disability director and faculty to determine
appropriate interventions for students struggling in
post-secondary coursework
60% of students reported on the alert system retained
fall to spring and 55% retained fall to fall
4. Identify and adopt strategies and
outcomes to overcome barriers for
special populations and increase rates of
access and success in CTE programs
Transportation, child care plans and continuous
learning plans will be utilized and implemented
through CTE support staffing
Maintain number of CTE students who pass all the
requirements for graduation (4S1) at 97%.
4. Access to and success of students in
programs of study nontraditional by
gender
Recruit students for the new STEM course at the Area
Learning Center and the new Building and Trades
course at the Area Learning Center.
Recruit and retain students in nontraditional careers in
the transportation industry and pre engineering fields
Increase NT participation from 17% to negotiated
target of 40%
Post-secondary
$33,727 Salary
of Counselor
Secondary
9400
R10 Collaboration
R11 Articulation
P2 Counseling
R6 Assessment
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Goal 4: Provide a Continuum of Service Provision for Enabling Student Transitions
Flexibility in scheduling and formats that provide access for students [Sec.
135 (c) (9)]
Student services that enhance student transition [State Plan]
Continuum of Service Provisions/Brokering with other consortia [State Plan]
Implementation of CSP relative to (a) programs of study; (b) early college credit opportunities
[Sec. 135 (c) (10)]
Transition of adult learners into the workforce [Sec. 135 (c) (9)]
Improvement of enrollment, retention and completion for military veterans, underemployed,
and unemployed adults [Sec. 135 (c) (9)]
Goal 4 Narrative: The consortium continues its work to increase opportunities for all programs and activities that promote students’ sequential transition into
post-secondary education as well as for workforce readiness.
Strategies
1. Provide seamless transition of course work
and programs in grades 11 through 14
2. Flexibility in scheduling and formats that
provide access for students
3. Transition of adult learners into the
workforce
Outcomes
Measures
Projected Budget by Objective
Secondary 6100
ZAPS and ACT
preparation classes for HS
juniors and seniors
Career Center support on
site at the secondary level
including career
assessments, PSEO site
visits, field study and
work force speakers
Continue block and
evening classes for
nontraditional learners at
the HS level
25 students complete ZAPS &
ACT preparation classes
Continue block and
evening classes for
reentering adult learners
to obtain their GED or
Adult diploma
Continue partnership with
PTC to provide adult
learners GED assistance /
accuplacer support classes
15 adult students complete their
GED or Adult diploma and
become career ready
50 secondary students have
opportunity to job shadow
Maintain number of CTE students
who pass all the requirements for
graduation (4S1) at 94%.
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4. Post-secondary partner works with
consortium to provide workforce and college
ready activities to high school students
To enhance transition, the
college offers FAFSA
workshops at 6
consortium schools
Post-secondary PSEO
advisor works with h.s.
counselors to coordinate
academic readiness and
scheduling of PSEO
courses to ensure
completion of concurrent
coursework
Consortium partners
provide college in the
schools coursework in
automotive and
manufacturing to
encourage job readiness
and/or college readiness
2S1 target = 93.04%
3S1 target = 85%
4S1 target = 94.48%
2P1 target = 50%
3P1 target = 35%
R4
Develop/Improve/Expand
the use of Technology
R5Professional
Development
R6 Assessment
R7
Initiate/Improve/Modernize
Technology
R9 Special
Populations
R10
Collaboration
R11
Articulation
P1 Advisory
Committees
P2 Counseling
P3 WorkBased
Experiences
P4 Additional
Special
Populations
P5 Student
Organizations
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Goal 5: Sustain the Consortium of
Secondary and Postsecondary Institutions
Self-assessment of consortium systems and operations, including fiscal and
Use of data for evaluation of student success and continuous program improvement
administration [Sec 135 (c) (20)
[Sec. 134 (b) (2 & 7) and Sec.135 (c) (19)]
Shared responsibility among all partners for collaboration and accountability for
Collaborative budget development [State Plan]
success [State Plan]
Collaborative initiatives between the consortium and stakeholders [Sec. 134 (b) (5)]
Promotion of consortium CTE vision [State Plan]
Goal 5 Narrative: Perkins coordinators will continue to build a strong leadership team to guide, monitor and plan for the sustainability of the consortium and the goals of
the Perkins initiative. The consortium will communicate with secondary and post-secondary partners and advisory committees to increase access and success for all learners
and to maximize completion of programs of study to ensure that success.
Strategies
1. Coordinate Carl Perkins secondary
and post-secondary plans and develop
new initiatives within the consortium
Continue ongoing assessment of new
financial system and coordination of
fiscal accounting within the consortium.
Promote consortium vision between
partners and community
2.The post-secondary partner (Pine
Technical College ) will use formalized
evaluations to strengthen curriculum and
engagement of students to strengthen
workforce and career readiness
Outcomes
Measures
Facilitate communication, planning, goal setting and
review with all consortium partners in both
secondary and post-secondary districts/campuses.
100% of partners informed and participating in new
initiatives
Projected Budget
by Objective
Secondary 3218.69
100% compliance with UFARS accounting and new
financial state wide system
Ongoing communication and review with secondary
and post-secondary administrators and business
managers
CCSSE results for PTC (Pine Technical College)
will direct curriculum revisions and the development
of new support services to increase retention and
completion of all learners in developed POS’s
5% increase in retention after course revisions in
Program of Study FY13
4P1 in POS’s target = 82%
R10 Collaboration
R11 Articulation
P2 Counseling
15
R6 Assessment
16
Budget Instructions
To complete the required application budgets, please submit the Excel budget
summaries for postsecondary, secondary and the consortium budget narrative.
These forms are available at www.cte.mnscu.edu in the Forms section
(http://www.cte.mnscu.edu/forms/index.html). The file name is FY13 Budget
Summaries.
Secondary applications must also complete the MDE budget summary available
in the same section of the www.cte.mnscu.edu website.
17
SUMMARY FOR PERKINS-FUNDED POSITIONS
Complete the space below as it pertains to individuals whose salaries are being paid in part or wholly by
federal Perkins dollars. If no dollars are used for salaries, just indicate on the line below and submit with
your local application.
___________No Perkins dollars are being used for funding positions.
The following are Perkins-funded positions and require Personnel Activity Report(s) to be completed:
Name
Gloria Baker
Kathy Arola
Brooke Siewert
New Work Exp Hire
Becky Maki
Position
Director of Disability
Counselor
Career Counselor
File Folder # (secondary)
462470
STEM Sup / Per Coor
261821
Amount
$69,216
$33,727
5995
12618
[Duplicate as needed]
STATE-APPROVED PROGRAMS OF STUDY AND
SELECTED TECHNICAL SKILL ASSESSMENTS
SECONDARY AND POSTSECONDARY
By FY12, all consortia were to have at least seven (7) state-approved programs of study and, where
applicable*, were to identify and implement an appropriate state-approved technical skill assessment in the
associated pathway at the secondary and postsecondary levels. Please identify at least seven (7) programs
of study you wish to have the state consider for accountability purposes, the technical skill assessment
chosen at both secondary and post-secondary for the program of study, the school or college where the
assessment is given and the course in which the assessment is given.
*Refer to “MDE/MnSCU Position on Technical Skill Assessment Implementation 11/9/11 for further information. Found at http://www.cte.mnscu.edu/programs/mntsa.html
State-approved Program
of Study
In which CTE Program?
At which High School?
College?
Which State-approved
Technical Skill Assessment is
administered?
In which course (use
course code) or at what
time in the program?
1
2
3
4
5
6
7
Programs of Study Status Report
The consortium is hosting our 4th meeting on June 6, 2012 at Pine Technical College to finalize the
MNPOS project in 6 school districts. The districts have had an inservice with Sandy Fabian and have
preliminarily entered POS in the following areas on the POS website: Health Science, Human Services,
Manufacturing, Agriculture and Natural Resources, Finance, Business Administration and Information
Technology.
18
PERKINS WRITTEN IMPROVEMENT PLAN
SECONDARY and POSTSECONDARY
REPORTS OR IMPROVEMENT PLANS ARE DUE WITH YOUR LOCAL APPLICATION - MAY 2012
Your consortium may have received notification of the need to complete an improvement plan (or plans) if your consortium did not meet its
negotiated level of performance on one or more federal indicators. In that notification it stated that you would be required to either prepare a
Report describing the indicator(s) where the consortium performance was below the target and asks you to identify general strategies that will be
used to improve performance or a Written Improvement Plan that requires more detailed actions used to improve performance. Review the
notification letter that you were sent and, within this local application, complete an improvement report or plan, as instructed, using the following
template. Please provide adequate detail of the specific strategies or activities planned and thoughtfully describe how your disaggregate data
informed your plans.
A.
Report (R):
If a consortium scored between 90 and 99% of their negotiated target for any indicator, please prepare a report describing general
strategies the consortium will implement to improve performance. If more than one indicator requires an improvement report, respond
to each indicator separately on a new page (duplicating the template as needed).
B.
Written Improvement Plan:
If the consortium scored below the 90% level of their negotiated target for any indicator, a written improvement plan is required. The
plan asks for detailed plans of activities, resources, people responsible and timeline for implementation. If more than one indicator
requires a plan, respond to each indicator separately in a separate page (duplicating the template as needed).
19
A. Complete for
REPORT & PLAN
Perkins IV Local Improvement Report
Consortium Name: _Pine Tech College I35 Consortium______________________________________________ [Duplicate as needed for additional indicators]
Indicator Not Met:
______2P1_________
Negotiated Performance:
______58.36__________
Actual Performance:
___35.25_______
___
General strategies planned to improve performance:
Progress will be measured by a) # of alerts received by counselor b) # of support service contacts provided to students referred on progress alerts c) track withdraws and reasons for
withdraws - then provide appropriate supports d) monitor single course drops due to over-scheduled e) provide intrusive advising in specific nursing, auto, manufacturing and gunsmithing f)
mentor new students in these programs g) monitor academic good standing status of progress alert students at end of fall semester
Comments or context for actual performance (optional):
IMPROVEMENT PLAN ONLY
B. Complete for
Perkins IV Local Improvement Plan
Sub-populations or
groups where gap exists
(could be by demographic characteristic,
school, program, other)
2P1
Describe any contextual factors that might contribute to this gap.
62% of our students are part-time and 94% receive some form of financial aid. Students exit
programs due to finding employment in the trades before completing a program and due to need to
work full-time to provide financial support for their families (70+% are families). Nursing students
enter the first year and then don’t meet the academic requirement (2.8 cuml. GPA) to continue.
There is no award earned at the end of the first year if students are not eligible for second year.
(Acceptance rate averages 58%.)
Person(s) Responsible
Action steps to improve the performance
Identify the strategies/activities that will be taken to achieve the specified goal and improve the Resources Needed
quality of CTE programs and core indicator performance
20
Timeline
Identify the person(s) who will
oversee implementation of
strategies and who determines or
communicates significant dates or
achievement points throughout the
year
How will progress be
documented?
Identify how the strategies or activities
will be evaluated to measure progress.
These measures should be
observable or quantifiable.
Completion rates will be improved by: a) reduced credit load in first year of nursing
from 29 to 19 b) e-progress alert system implemented fall 2013 c) new retention
specialist position added summer 2012 to work with retention interventions and
support services d) change in sequencing coursework specifically in gunsmithing
and automotive
Personnel
E-alert system
Curriculum review
committee
Fall 2012 through
Spring 2013
Retention specialist
Counselor
Faculty
Academic Skills Center
Perkins Coordinator
Progress will be measured by
a) # of alerts received by
counselor b) # of support
service contacts provided to
students referred on progress
alerts c) track withdraws and
reasons for withdraws - then
provide appropriate supports
d) monitor single course drops
due to over-scheduled e)
provide intrusive advising in
specific nursing, auto,
manufacturing and
gunsmithing f) mentor new
students in these programs g)
monitor academic good
standing status of progress
alert students at end of fall
semester
Describe stakeholders involved, process and sources of data used to determine strategies/action steps listed above:
All details noted above, including stakeholders and data sources used to track progress.
Consortium Name: ____Pine Technical College – I-35 _Consortium________________________________________
93.41
Progress will be measured by partnering with secondary instructors to develop TSA in CIS courses 2013 and provide NOCTI assessments or standard national certifications for accounting, automotive
technician (core), computer technology, early childhood development, health assisting, and medical assisting.
21
C. Complete for
REPORT & PLAN
Consortium Name: ____Pine Technical College – I-35 _Consortium_Secondary_______________________________________
Indicator Not Met:
6S1
68.12
Actual Performance:
____17.74
This will change in FY12 and FY13 due to PLTW classes (all 9th graders will take at least 1 STEM class) at one secondary site. Also, part of the
Perkins plan is a new Work Experience program at another secondary site.
The Pine Consortium has had a strong history in this area (65.01 in 08).
IMPROVEMENT PLAN
ONLY
D. Complete for
Sub-populations or
Students are being redirected from CTE classes for remediation.
In the schools with the lowest participation, it was the males that were not
participating in NT courses. Females were 46% participation males were at
2.71 or 0% in some schools. Females are taking NT classes but males
numbers of participation have dropped.
Males in NT
Agenda item for Secondary Advisory Council Mtg May 3, 2012
data
Timeline
year
Becky Maki
Implementation of STEM curriculum at HS and ALC FY13
9/12 –5/13
22
documented?
Meeting Mintues
Data collection
Advisory council, secondary administration and vocational staff
Consortium Name: ____Pine Technical College – I-35 _Consortium_Secondary_______________________________________
Indicator Not Met:
6S2
19.28
Actual Performance:
6.61
This should change in FY12 and FY13 due to PLTW classes (all 9th graders will take at least 1 STEM class) at one secondary site. Also, part of the
Perkins plan is a new Work Experience program at another secondary site.
The Pine Consortium has had a strong history in this area (65.31 in 08). Data analysis shows males have low numbers of participation and
completion in NT. Female number are strong in both participation and completion numbers (100% NT comp. in 1 district but male numbers are
low 0% in the same district.
IMPROVEMENT PLAN
ONLY
F. Complete for
E. Complete for
REPORT & PLAN
Sub-populations or
Males in NT
Students are being redirected from CTE classes for remediation.
In the schools with the lowest participation, it was the males that were not
completing in NT courses.Females are taking NT classes but males numbers of
participation have dropped.
Agenda item for Secondary Advisory Council Mtg May 3, 2012
Data tracking
Implementation of STEM curriculum at HS and ALC FY13
Enrollment #
23
Timeline
year
Becky Maki
9/12 –5/13
School staff
documented?
Meeting Mintues
Data collection
Advisory council, secondary administration and vocational staff
24
25
STATEMENT OF ASSURANCES
&
CERTIFICATIONS
1. The eligible sub-recipient shall make this application and Personnel Activity Reports (PAR) available for review and
comment by all appropriate parties as outlined in the Carl D. Perkins Career and Technical Education Act of 2006.
2. None of the funds expended under this Act shall be used to purchase equipment (including computer software) in any
instance in which such acquisition results in a direct financial benefit to any organization representing the interests of the
purchasing entity or its employees or any affiliate of such an organization.
3. Funds made available under this Act cannot be used: (1) to require any secondary school student to choose or pursue a
specific career path or major; or (2) to mandate that any individual participate in a career and technical education program,
including a career and technical education program that requires the attainment of a federally funded skill level, standard, or
certificate of mastery.
4. Federal career and technical education funds shall be used to supplement state and local funds for career and technical
education, and in no case to supplant (replace) such state or local funds.
5. The eligible sub-recipient shall comply with all requirements imposed by the grantor agency concerning special legal
requirements, program requirements, and other administrative requirements including the completion of Personnel Activity
Reports.
6. The eligible sub-recipient shall comply with all regulations, policies, guidelines, and requirements included in the Education
Division General Administrative Regulations (EDGAR) as they relate to the application, acceptance and use of federal funds
for this project.
7. The eligible sub-recipient shall comply with the Vocational Education Guidelines for eliminating discrimination and denial
of services on the basis of race, color, national origin, sex and handicap (45 CFR, Part 80) issued by the Bureau of
Occupational and Adult Education, Department of Education and the Office of Civil Rights, March 21, 1979.
8. The eligible sub-recipient shall comply with requirements of the provisions of the Uniform Relocation Assistance and Real
Property Acquisitions Act of 1970 (P.L. 91-646) which provides for fair and equitable treatment of persons displaced as a
result of federal land federally assisted programs.
9. The eligible sub-recipient shall comply with the minimum wage and maximum hour provisions of the Federal Fair Labor
Standards Act, as they apply to hospital and educational institution employees of state and local governments.
10. The eligible sub-recipient shall establish safeguards to prohibit employees from using their positions for a purpose that is, or
gives the appearance of being, motivated by a desire for private gain for themselves or others, particularly those with whom
they have family, business, or other ties.
11. The eligible sub-recipient shall give the grantor agency or the Comptroller General through any responsible authority access
and the right to examine all records, books, papers, or documents related to the awarding of these funds.
12. The consortium district and college administration assure that programs of study have been designed according to the
26
process and document requirements and will serve all populations of learners.
I/we hereby certify that the information provided in this local application is true and correct to the best of my/our knowledge,
information, and belief, and that the required assurances are given. All approved programs, services, and activities shall be
conducted in accordance with state and federal laws, rules and regulations; and in accordance with the Minnesota Department of
Education and the Minnesota State Colleges and Universities polices and program standards.
ALL STATEMENT OF ASSURANCES AND CERTIFICATIONS MUST BE SIGNED:
Consortium Name ____________________________________________________________________
_______________________________________________________
College President Name-Print
______________________________________________________
Postsecondary Signature - College President
____________________
Date
College President E-mail_______________________________________________________________
College President Phone Number: ______________________________________________________
________________________________________________________
_______________________________________________________
District Name – Print
___________________
District Number/Type
_________________________________________________________
Superintendent Name-Print
_______________________________________________________
Secondary Signature - School Superintendent
____________________
Date
Superintendent E-mail _________________________________________________________________
Superintendent Phone Number: _________________________________________________________
27
INSTRUCTIONS: Please complete the salmon colored cells of this budget summary
programs within your consortium as outlined in the FY13 application.
POSTSECONDARY BUDGET
FY13 (July 1, 2012 - June 30, 2013)
Summary of Funds Designated for Specif
*The Grantee shall not expend more than 15% of the grant dollars between July 1 & September 30 of the budget year. The Federa
Enter Consortium Name: Pine Technic
Federal/State Uses of Funds
Goal
1
2
3
4
5
Refer ro the listing of required and permissible local uses of funds
Programs of Study
Employer, Community and education partnerships
Service to Special Populations
Continuum of Service Provision (Brokering)
Sustaining Consortium
Subtotals for each column
Administration not to exceed 5% (fiscal and data services)
Total Perkins Postsecondary budget
Required
Activities (GL
384131)
$102,943
$102,943
$102,943
Additional information Requested:
1. Coordination time for Perkins Grant (included in Goals 1-5 above)
% of Tot
Total percentage of time for Coodinators of Perkins (this includes coodinator
salary, benefits, and oversight of contracted staff and planned expenditures) No salary take
2. Perkins Grant Collaboration with WorkForce Centers for FY13
A. Total Perkins funds (in dollars) used in collaboration with WorkForce Centers
B. Estimated expenditures/in-kind contributions used in collaboration with WorkForce Cente
Perkins budget spent in collaboration with WorkForce Centers for FY13 (T
Pine Technical College hosts and partners with the Employement and Training Center which h
for Perkins funds used in postsecondary
*
fic Uses
al fiscal year does not begin until October 1 of any given year.
cal College - I-35 (5-1-12)
Projected Budget FY13
Permissible
Activities Reserve (GL Reallocation
(GL 384131)
384132)
(GL 384135)
$9,500
2412
Total
Budget
9500
2412
102943
0
0
$0
$11,912
$114,855
$0
$11,912
$114,855
tal Time
n from Perkins
Coordinator Budget
$0
$0
rs
$500 (PTC's Employment and Training office
Total of A + B)
$0
as offices and employment specialists in 4 Workforce Centers.
INSTRUCTIONS: Please complete the light green colored cells of this budget summary
programs within your consortium as outlined in the FY12 application.
SECONDARY BUDGET
FY13 (July 1, 2012 - June 30, 2013)*
Summary of Funds Designated for Specific Uses
*The Grantee shall not expend more than 15% of the grant dollars between July 1 & September 30 of the budget year. The Federal fis
Enter Consortium Name: Pine Technical - I-35 (5
Federal/State Uses of Funds
Goal
1
2
3
4
5
Refer ro the listing of required and permissible local uses of
funds
Programs of Study
Employer, Community and education partnerships
Service to Special Populations
Continuum of Service Provision (Brokering)
Sustaining Consortium
Subtotals for each column
Administration not to exceed 5% (fiscal and data services)
Total Perkins Postsecondary budget
Additional information Requested:
1. Coordination time for Perkins Grant (included in Goals 1-5 above)
Required
Activities
(FIN428)
13200
11029
9400
6100
3218.69
$42,948
2878
$45,826
Pro
Permissible
Activities
(FIN428)
11750
$11,750
$11,750
% of Total Time
Total percentage of time for Coodinators of Perkins (this includes
2. Perkins Grant Collaboration with WorkForce Centers for FY13
A. Total Perkins funds (in dollars) used in collaboration with WorkForce Centers
B. Estimated expenditures/in-kind contributions used in collaboration with WorkForce Centers
Perkins budget spent in collaboration with WorkForce Centers for FY13 (Total of A + B)
y for Perkins funds used in secondary
s
scal year does not begin until October 1 of any given year.
5-1-12)
ojected Budget FY13
Reallocation
Reserve
(FIN475)
Total Budget
8626.22
21826.22
22779
9400
6100
3218.69
$8,626
$8,626
$63,324
2878
$66,202
Coordinator Budget
$3,218
$0
INSTRUCTIONS: Please complete the yellow sections of this Consortium budget summary. F
two pages (tabs) of this worksheet.
Budget for Each
Broad Goal
Description
(Include information on salary, staff development, supplies and other relevant
expenditures – How was the expenditure calculated?)
Post-Secondary: a) Student Worker tutoring at $10/hour (15.5 hours/week for
32 weeks) = $5000 b) $500 per district for sub and transportation
Programs of Study
reimbursement for Technical Skills Assessment workshop ($500 x 6 = $3000)
c) Purchase career assessments and results feedback at $50/assessment for 30
Post-Secondary: $402 stipend for each of 6 consortiums districts for substitute
Employer,
Community and and transportation for high school juniors and seniors to attend Gold Collar
Career Day in March 2013
Education
Partnerships
Post-Secondary: $69,216 for salary and benefits of disability director at 30
Service to Special hours per week. Duties include a) creating mentoring program for students in
developmental educatio b) monitoring the new progress report/e-alert system c)
Populations
facilitating all mini-workshops for fall and spring semesters. $33,727 in salary
Secondary 6100 career center support 1740 equip, 1550 sub teacher, staff asst
Continuum of
support, 2810 supplies (individualized and nonindividualized)
Service Provision
(Brokering)
Secondary 3218 Perkins coordination
Sustaining the
Consortium
Total All Goals
List any other relevant information not specified above here:
Secondary Goal 1 6626 final year pilot career center staffing, 2000 PLTW staff development, 2400 s
Secondary Goal 2 Staffing for new work experience position pilot program year 1, career center sup
Figures from the Postsecondary and Secondary budget summaries will be prefilled with data entered o
Secondary
Budget
Secondary
Reserve
Postsecondary
Budget
Postsecondary
Reserve
Secondary
Reallocation
Postsecondary
Reallocation
$13,200
$8,626
$0
$9,500
$0
$0
$22,779
$0
$0
$2,412
$0
$0
$9,400
$0
$102,943
$0
$0
$0
$6,100
$0
$0
$0
$0
$0
$3,219
$0
$0
$0
$0
$0
$54,698
$8,626
$102,943
$11,912
$0
$0
stipends for counselors for MNPOS development, 1200 Naviance linkage, 9600 ITV linkage
pport including travel (500), Supplies/materials (3006), upgrade of equipment 11750
on the other
Total Budget
$31,326
$25,191
$112,343
$6,100
$3,219
$178,179
Carl D. Perkins Education Act - Basic Grant - Budget Summary 2012-2013
Consortium Name:
Secondary Fiscal Agent District Number and Type:
Consortium Secondary Basic Allocation:
Consortium Secondary Reserve Allocation:
Consortium Secondary Reallocation:
Line No.
UFARS Obj.
Code
01
02
03
04
110
140
141
143
05
06
144
145
07
08
09
146
154
155
10
11
12
13
14
15
16
17
161
162
164
165
168
170
172
185
18
19
20
199
21
22
23
24
25
26
214
218
220
230
235
240
210
27
250
28
251
29
30
31
32
252
270
280
299
Budget Item
Administration/Supervision
Licensed Classroom Teacher
Non-Licensed Classroom Personnel
Licensed Instructional Support Personnel
Non-Licensed Instructional Support
Personnel
Substitute Teacher Salaries
Substitute Non-Licensed
Classroom/Instructional Salaries
School Nurse
Licensed Nursing Services
Certified Paraprofessional and Personal
Care Assistant
Certified One-to-one Paraprofessional
Interpreter for the Deaf
School Counselor
Security Specialist
Non-Instructional Support
Physician (evaluation only)
Other Salary Payments
Salary Adjustments - Full Cafeteria
Plans/Cash in Lieu of Benefits
TOTAL 100 SERIES
FICA/Medicare
PERA (Public Employees Retirement
Association)
TRA (Teachers Retirement Association)
Health Insurance
Life Insurance
Dental Insurance
Long Term Disability Insurance
Tax Sheltered Annuities/Minnesota
Deferred Compensation Plan
Employer-Sponsored Health
Reimbursement Arrangements (HRA)
Other Post-Employment Benefits (Up to or
equal to the Annual Required Contribution
(ARC))
Workers Compensation
Unemployment Compensation
Other Employee Benefits
Federal Subawards and Subcontracts Amount up to $25,000
Federal Subawards and Subcontracts Amount over $25,000
Data Processing Services (Other
Educational Agencies)
Communication Services
Postage and Parcel Services
Utility Services
Repairs and Maintenance Services
Transportation Contracts With Private or
Public Carriers (including federal up to
$25,000)
Transportation Contracts With Private or
Public Carriers federal funds over $25,000
Interdepartmental Transportation
(Allocation)
Travel, Conventions and Conferences
Out-Of-State Travel, Federal Reimbursed
Entry Fees/Student Travel Allowances
Operating Leases or Rentals
33
303
34
304
35
36
37
38
39
316
320
329
330
350
40
360
41
364
42
43
44
45
46
365
366
368
369
370
47
401 Supplies and Materials - Non Instructional
Supplies and Materials - Non430 Individualized Instructional
Supplies and Materials - Individualized
433 Instruction
440 Fuels
460 Textbooks and Workbooks
461 Standardized Tests
470 Media Resources
490 Food
491 Commodities
495 Milk
Dues, Membership, Licenses and Certain
820 Fees
TOTAL NON-SALARY
530 Other Equipment Purchased
531 Depreciation Expense
535 Capital Leases
555 Technology Equipment
590 Other Capital Expenditures
Federal and Nonpublic Indirect Cost
895 (Chargeback)
TOTAL
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
Unbudgeted amount
Pine Technical
6009-61
57,575.69
8,626.22
************* FIN 428 *************
Administration
Application Budget Budget (May not
Required
(FIN
exceed 5% of
428, Crs 000)
Basic Allocation)
21,691.69
-
Entered by
MDE
UFARS Object Codes must be used and the expenditures must be directly related to needs identified in your application.
******** FIN 475 ********
Administration
Application Budget - Budget (May not
Reserve
(FIN
exceed 5% of
475)
Reserve
Allocation)
Reallocated Funds
(FIN 428, Crs 011)
Total Budget
Expenditures
through December
2012
-
-
-
-
21,691.69
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
2,400.00
-
-
6,626.22
-
-
-
9,026.22
-
-
24,091.69
-
-
6,626.22
-
-
-
30,717.91
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
500.00
-
-
-
-
-
2,000.00
-
2,500.00
-
-
-
-
-
2,016.00
-
-
-
-
2,016.00
-
3,800.00
-
-
-
-
-
3,800.00
-
-
6,316.00
13,490.00
10,800.00
-
-
2,000.00
-
-
-
8,316.00
13,490.00
10,800.00
-
-
8,626.22
-
-
2,878.00
66,201.91
-
54,697.69
-
2,878.00
2,878.00
-
-
-
-
-
An Expenditure Detail report showing expenditures by UFARS must accompany the final Budget Summary and should match the expenditures listed above.
The final Budget Summary, Equipment Inventory, and Expenditure Detail Report must be submitted for final release of funds.
-
Budget Narrative: Description of expenditure for each line item
Carl D. Perkins Education Act - Basic Grant - Goal 1 Secondary Budget 2012-2013
Goal 1: Designing Programs of Study
Consortium Name:
Column total
Objective #
R
R
R
R
R
Item
Career Center Support
Staff Dev PLTW
Counselor Stipend MNPOS
Naviance Support
ITV linkage
Pine Technical
13,200.00
Amount
8,626.22
Reserve Amount
6,626.22
2,000.00
2,400.00
1,200.00
9,600.00
Reallocated
Amount
UFARS
Object Code
165
366
165
555
555
UFARS Object Description
School Counselor
School Counselor
Technology Equipment
Notes
Expenditures
through
December 31
Goal 2: Effectively Utilize Employer, Community and Education Partnership
Consortium Name:
Pine Technical
Column total
Objective #
R
R
R
P
R
Item
Staffing
Travel
Supplies Materials Car Ctr
Upgrade equip
22,779.00
Amount
7,523.00
500.00
1,256.00
11,750.00
1,750.00
Reserve Amount
Reallocated
Amount
UFARS
Object
Code
140
366
430
530
433
Supplies and Materials - Non-Individualized Instructional
Other Equipment Purchased
Supplies and Materials - Individualized Instruction
Notes
Expenditures
through
December 31
Goal 3: Improve Service to Special Populations
Consortium Name:
Pine Technical
Column total
Objective #
R
Item
Staff Stem Support
9,400.00
Amount
9,400.00
Reserve Amount
Reallocated
Amount
UFARS
Object
Code
140 Licensed Classroom Teacher
Notes
Expenditures
through
December 31
Goal 4: Provide a Continuum of Service Provision for Enabling Student Transitions
Consortium Name:
Pine Technical
Column total
Objective #
P
R
R
R
Item
6,100.00
Amount
1,740.00
1,550.00
760.00
2,050.00
Reserve Amount
Reallocated
Amount
UFARS
Object
Code
530
140
430
433
Notes
Expenditures
through
December 31
Goal 5: Sustain the Consortium of Secondary and Postsecondary Institutions
Consortium Name:
Pine Technical
Column total
Objective #
R
Item
Perkins Coordination
3,218.69
Amount
3,218.69
Reserve Amount
Reallocated
Amount
UFARS
Object
Code
140 Licensed Classroom Teacher
Notes
Expenditures
through
December 31
Carl D. Perkins Education Act - Basic Grant - Secondary Administration Budget 2012-2013
Administrative Activities: Managing the resources, managing the data
Consortium Name:
Consortium name
Budget not to exceed:
2,878.78
Column Total:
2,878.00
Item
Admin Fee
Amount
FIN 428
2,878.00
431.31
-
Reserve Amount
FIN 475
UFARS
Object
Code
895 Federal and Nonpublic Indirect Cost (Chargeback)
Notes
Expenditures
through
December 31
UFARS CODE
Rest.
Grid Code
Y
110
Y
140
Y
141
Y
143
Y
144
Y
145
Y
146
Y
154
Y
155
Y
161
Y
162
Y
164
Y
165
Y
168
Y
170
Y
172
Y
185
Y
199
Y
210
Y
214
Y
218
Y
220
Y
230
Y
235
Y
240
Y
250
Y
251
Y
252
Y
270
Y
280
Y
299
Y
303
Y
304
Y
316
Y
320
Y
329
Y
330
Y
350
Y
360
Y
364
Y
365
Y
366
Y
368
Y
369
Y
370
Y
401
Y
430
Y
433
Y
440
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
460
461
470
490
491
495
530
531
535
555
590
820
895
ES - OBJECT DIMENSION
Title
Administration/Supervision
Non-Licensed Classroom Personnel
Licensed Instructional Support Personnel
Non-Licensed Instructional Support Personnel
Substitute Teacher Salaries
Substitute Non-Licensed Classroom/Instructional Salaries
School Nurse
Licensed Nursing Services
Certified Paraprofessional and Personal Care Assistant
Certified One-to-one Paraprofessional
Interpreter for the Deaf
School Counselor
Security Specialist
Non-Instructional Support
Physician (evaluation only)
Other Salary Payments
Salary Adjustments - Full Cafeteria Plans/Cash in Lieu of Benefits
FICA/Medicare
PERA (Public Employees Retirement Association)
TRA (Teachers Retirement Association)
Health Insurance
Life Insurance
Dental Insurance
Long Term Disability Insurance
Tax Sheltered Annuities/Minnesota Deferred Compensation Plan
Employer-Sponsored Health Reimbursement Arrangements (HRA)
Other Post-Employment Benefits (Up to or equal to the Annual Required Contribution (ARC))
Workers Compensation
Unemployment Compensation
Other Employee Benefits
Federal Subawards and Subcontracts - Amount up to $25,000
Federal Subawards and Subcontracts - Amount over $25,000
Data Processing Services (Other Educational Agencies)
Communication Services
Postage and Parcel Services
Utility Services
Repairs and Maintenance Services
Transportation Contracts With Private or Public Carriers (including federal up to $25,000)
Transportation Contracts With Private or Public Carriers federal funds over $25,000
Interdepartmental Transportation (Allocation)
Out-Of-State Travel, Federal Reimbursed
Entry Fees/Student Travel Allowances
Operating Leases or Rentals
Supplies and Materials - Non Instructional
Fuels
Textbooks and Workbooks
Standardized Tests
Media Resources
Food
Commodities
Milk
Depreciation Expense
Capital Leases
Other Capital Expenditures
Dues, Membership, Licenses and Certain Fees
Federal and Nonpublic Indirect Cost (Chargeback)

Perkins IV Consortium Application FY13 (2012-2013) COVER SHEET Pine Technical Consortum

Transcription

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