Status: Approved By: Jeralyn Jargo. Approved Date: 10/30/2015. Organization Information. Name:* Organization Type: Organization Website: Address:*

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1 Status Report FY15 Pine to Prairie Northland Consortium Perkins Application Perkins IV Consortium Award Year: 2014 Contract Number: Report Period: 07/01/ /30/2015 Status: Approved Approved By: Jeralyn Jargo Approved Date: 10/30/2015 Status Report Number: 01 Submitted By: Murray Turner Submitted Date: 10/12/2015 Status Report Type: Annual Performance Report Primary Contact and Organization Primary Contact Name:* Mr. Murray Turner Salutation First Name Middle Name Last Name Title: * Address:* Contact Pine to Prairie Coop Center PO Box 8 Organization Information Name:* Organization Type: Organization Website: Address:* Pine to Prairie Northland Consortium MN Perkins Consortium NO ADDRESS AVAILABLE * Red Lake Falls Minnesota City State/Province Postal Code/Zip Phone:* Phone Fax: Ext. * NO CITY Minnesota City State/Province Postal Code/Zip Phone:* Fax: Ext. Goal 1: Designing & Implementing Programs of Study: Goals, Objectives and Goal 1 Narrative: We developed 2 pathways in Health Science in FY09 (Therapeutics and Diagnostic) for all 29 of our high schools. The consortium has 2 high schools with a state approved health program; NCTC offers many nursing and allied health programs and the health industry is a high demand, high wage occupation in northern MN. We completed 3 more Programs of Study in FY10: Administrative and Information Support from Business, Management, and Administration (a POS for 17 high schools); Health Informatics from Health Science (a POS for 20 of our high schools); and Facility and Equipment Maintenance from Engineering, Manufacturing, and Technology (a POS for 10 high schools). In FY 11 we developed Plant Systems for 10 districts, and in April FY 12 we completed the Construction POS for 8 high schools. We selected these pathways because we have a vital Business program in our high schools, and several employment opportunities in aviation and auto or small engines. We developed Plant Systems in Agriculture, Food, and Natural Resources in FY11 for 11 districts because of our rural ag based economy. At the end of the FY12 grant period, we had a total of 7 different pathways (in four career fields) developed for any high school that had an approved/licensed CTE program in that pathway (total of 114 POS). Each of our 29 high schools has at least one approved program of study. Our goal for FY15 is to review all developed and approved programs of study and to improve technical skill assessment passing rates for concentrators in the consortium's 7 Programs of Study. In FY15 we will emphasize rigor in Health Diagnostics. In the process of review and revision of existing POS, we will continue to emphazise the use of the POS as a counseling tool with both teachers and counselors. In FY15 we will work with counselors and curriculum directors on the new college and career readiness legislation. The goal is for all secondary districts to have a plan in place that meets the new legislative initiatives. We will also revisit community industry councils for any changes they recommend. As we advance our work with TSA, we will be involved in more curriculum improvement for all of the developed pathways. From FY11 through FY14, the secondary and post secondary programs completed technical skill assessments using Foundations of Science for secondary health therapeutics and NCLEX for the post secondary LPN program. We have technical certifications available in Health Science Technology for our high schools in First Aid/CPR and in Certified Nursing Assistant. We also have ASE certification available for Auto programs at the college level. In FY 12 through FY14 we utilized the Facility and Equipment Maintenance test and the Health Therapeutics TSA. In FY13 we selected a program for Plant Systems and Administrative Support testing and continued these tests in FY14. Starting in FY 14 and continuing in FY 15 we will test in all 7 programs of study. Students in our high schools have many options for college credit through Online College in the High School, PSEO, and concurrent enrollment. We will continue to focus on adult learner noncredit opportunities at NCTC through their Farm Management program (Plant Science POS) to determine how to use the POS with those learners. We have involved University of MN Crookston at all Agriculture POS meetings since UMC has a strong Ag program. NCTC also works closely with ABE and the Workforce Center (located at NCTC). NCTC also has many continuing education opportunities with industry for adult learners in Facility Maintenance and in Health Science careers. Our consortium has a high school CTE curriculum used in CTE classes on All Aspects of Industry and the college used internship and targeted program curriculum for All Aspects instruction. QUESTION: What activities were conducted during the grant year that supported Programs of Study (POS)?

2 School staff continue to change, especially counselors and principals. The Perkins cordinator meets with the counselors twice a year and the principals four times a year to give updates on our programs of study, our targets 1S1 through 6S2, POS changes, and our OCHS program. In the Perkins coordinator brought together a team from each school to develop Career and College Readiness plans for each district and the students within the district (see question 3 for more detail). The Perkins coordinator also meets with the school superintendents 6 times a year to communicate changes in Perkins and to give updates on our programs of study. Technical Skill were given in our 7 programs of study. Passing scores for our technical skill assessments went from 34% in to 61 % in 13 14, the latest year in whcih we have data. Through work with teachers and counselors our nontraditional enrollment remains at around 31%. At the postsecondary level technical skill assessments were also give in our 7 program areas. Passing scores increased from % to 76.25%, a small increase, but an increase never the less. The 1P1 technical skill target for our postsecondary is 79.2% although Perkins funds are limited, at both the secondary and postsecondary level we continue to support our programs by purchasing updated equipment. Instructors make requests to the secondary and postsecondary Perkins coordinator for equipment and technology that will enhance their programs. We cannot meet all the requests, but we do try to leverage dollars through grants and school funding for Perkins equipment. At the postsecondary level, a Sim baby was purchased to enhance training in our nursing programs and a laser cutter was purchased which will enhance training in several technical programs to include architecture, electronics, welding, etc. At the postsecondary level, a number of activities supported POSs by increasing student awareness of opportunities available at NCTC that align with POSs. NCTC promoted technical programs at several events including the Northern Valley Career Expo in Grand Forks, ND; the Health, Technology, and Trades Expo in Fargo, ND; and the Northern AdvantEdge Career Expo in Bemidji, MN. In addition to these events, faculty in our automotive programs visited several high schools and attended races and car shows to promote automotive programs at NCTC. NCTC advisors also visited most high schools in the consortium to promote technical programs at NCTC. QUESTION: Describe the impact of the POS in terms of participation, concentrators, student outcomes, etc. Through the promotion of CTE and the programs of study, numbers of CTE students continue to grow. In The Pine to Prairie Consortium CTE students were In the latest data that we have; the number of students within the consortium are Over the past 5 years total student enrollment in the 29 Pine to Prairie schools has slowly been decreasing. Preliminary numbers this year indicate that the total student population in our member districts seems to have leveled off. Although we struggle to find CTE teachers we have managed to maintain our CTE offering levels and our number of concentrators is remaining stable. CTE student outcomes continue to rise, although we will reach a point where continued improvement will be difficult and we will be satisfied with maintaining our targets. For example our School Completion is 99.11% up from 98.76%. Our student graduation rates 4S1 continue to hover around 94%. Technical Skill assessments 2S1 have risen from 35% to 61% in Reading and Math attainment 1S1 and 1S2 have risen from 79% to 83% and 51% to 65% respectively. This continued increase in our indicators is encouraging to see. Pine to Prairie's nontraditional particpation continues to hold around 30%. Nontraditional completion did decrease quite drammaticly from 26% down to 19%. AT our fall 2015 state MACTA meeting I did meet with Kari Ann Ediger and we discussed what 6S2 is really tracking. I would like to know how many nontraditional students who entered CTE programs and became concentrators actually graduated from the program. I am not sure that 6S2 is really telling us what we want to know. For postsecondary, preliminary data from reporting year 2015 shows a slight increase in the percentage of concentrators from 21.06% in reporting year 2014 to 23.18% in reporting year The percentage of participants, however, has decreased from 47.21% to 45.96%. We don't believe this is statistically significant given our decrease in enrollment over the past few years. QUESTION: What activity (or POS) was the most successful, something that you would repeat or share with others and why? Last December the Perkins coordinator held 2 Career and College Ready planning meetings. We have a consortium of 29 schools and we invited the counselor, the principal, and CTE teachers to the Career and College Ready planning meeting. Two meetings were held to accomodate conflicts and also to have a smaller group of staff at each meeting. The focus of the meeting was for each school district to develop their legislatively mandated career and college ready plan. Discussion, before we started working on the plans, was where the jobs are going to be in the future. More and more secondary schools are realizing the jobs for their future students will involve some post seocndary education, but not necessarily a four year degree intially. Resources that we already have in place were then discussed, such as the Minneosta career pathways, the Pine to Prairie programs of study, and Ramp up to Readiness. With this duscussion fresh in mind, each of the school districts drafted their own career and college ready plan. We realized these plans are a work in progress, but by the end of the day the schools felt comfortable in the direction they were heading. Goal 1 Objectives Goal 1 Objectives 1 R2 Programs of Study, R3 All Aspects of an Industry, R11 Articulation, P7 Equipment Leasing/Purchasing/Upgrading 1.1 As course offerings change, secondary districts revise current POS as necessary. Use information from industry, faculty,college programs, and current course availability; local districts then update POS as necessary. Course recommendations,articulation, and transition services are reviewed. POS revisions are entered locally on website. Revise current POS for On line College in the High School courses and market those courses to our high schools. Provide equipment/technology and specialized supplies as necessary to ensure POS curriculum is current with post secondary and industry. All stakeholders will have access to updated Programs of Study for each district. Students will benefit from updated curriculum as a result of industry recommended technology. FY 15: All 114 Programs of Study within 7 pathways revised as needed. Programs with updated technology/equipment (based on results of POS review) show curriculum alignment with college and industry. FY15:POS articulations will be in place for the school year. Required $0.00 Permissible $0.00 Reserve $16, Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $16,100.00

3 Required $15, Permissible $2, Reserve $16, Admin Cost $1, Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $35, Total $51, Goal 1 Objectives 2 R2 Programs of Study, R3 All Aspects of an Industry, R5 Professional Development, P7 Equipment Leasing/Purchasing/Upgrading 1.2. Provide professional development that is sustained from year to year to all stakeholders for programs of study. Annual professional development activities will include: Attending state sponsored program of study/tsa/pos Rigor workshops and internet based meetings. Providing All Aspects of Industry curriculum/professional development to ensure inclusion in POS curriculum. Working with counselors to assist them on advising students on POS. Working with counselors and curriculum directors to assure that the college and career readiness goals are an integral part of the curriculum. Working with academic reading and math instructors to tie academic curriculum in high schools to POS. Attending state and professionally sponsored staff development for grant coordinators. Director visits all schools approximately 3 times a year to monitor all CTE criteria and meets with Superintendents and Principals monthly. Coordinators will hire necessary consultants and oversee the accomplishment of the objective. Students benefit from improved curriculum and instruction. FY15: Appropriate staff will attend state sponsored technical assistance programming. FY 15: District s POS will reflect academic, All Aspects, and technical integration. FY15: All districts have the college and career readiness goals in place. FY 15: Coordinators/consultants have addressed all strategies. FY15 APR: The postsecondary coordinator participated in the new coordinator's mentor/mentee professional development program. Required $3, Permissible $0.00 Reserve $0.00 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $3, Required $9, Permissible $0.00 Reserve $4, Admin Cost $ Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $14, Total $17, Goal 1 Objectives 3 R2 Programs of Study, R6 Assessment 1.3. Monitor and use recommendations from state on technical skill assessments. In FY 15 Coordinators will attend all state meetings addressing use of technical skill standards. Give Technical Skill to student concentrators in seven POS areas (Improvement Plan). Review results of TSA for curriculum improvement. FY15: Coordinators will hire necessary consultants and oversee the accomplishment of the objective. CTE instructors will have access to assessments that assist them in improving curriculum and instruction. FY 15: 7 POS programs will administer TSA to concentrators. The consortium will monitor the passing rate and compare it to the negotiated levels for 2S1 and 1P1. FY 15: APR reflects that the coordinators/consultants have addressed all strategies. Required $0.00 Permissible $0.00 Reserve $0.00 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $0.00 Required $5, Permissible $0.00 Reserve $2, Admin Cost $ Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $8,000.00

4 Total $8, Goal 1 Objectives 4 R4 Develop/Improve/Expand the use of Technology, R5 Professional Development, R1 Academic Integration, R4 Develop/Improve/Expand the use of Technology 1.4. Sustain KeyTrain to improve student performance on 1S1 and 1S2. Data show we met target last year through improvement plan for reading and slightly below target on math. Continue use of Key Train and advance it to other districts requesting it. Purchase KeyTrain curriculum for all districts and provide staff development for new staff members using Keytrain. Student performance on 1S1 remains above target and 1S2 performance improves to reach target. FY15: Consortium data for FY14 shows that student performance on 1S1 remains above target and 1S2 meets target and shows improvement over the previous year. Required $0.00 Permissible $0.00 Reserve $0.00 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $0.00 Required $2, Permissible $0.00 Reserve $1, Admin Cost $ Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $3, Total $3, Goal 1 Objectives 5 R6 Assessment, R8 Size/Scope/Quality, P4 Additional Special Populations 1.5. To evaluate secondary CTE programs to insure complete and effective student learning including review of developed programs of study. FY13: NCTC s Comprehensive Program Review of student academic achievement of learning outcomes will include: Demonstration of achievement of student learning outcomes within an integrated curriculum including both technical and general education. Continuous improvement of program curriculum through review of student assessment results, validation of outcomes with business and industry and transfer institutions, and integration of general learning outcomes that contribute to graduates bases of knowledge and the college s Institutional Learner. Demonstration of accountability and value to the College s various stakeholders. Continuous review of the validity of the assessment process by providing meaningful information and reliable data. To insure appropriate size, scope and quality of each college CTE program, the following program performance indicators will be used:: Program FYE Graduate / FTE Cost Ratio FYE / FTE Instructional Cost Study % Full by Section TSA results secondary CTE program evaluations will insure complete and effective student learning. Review of the developed programs of study will be included in the evaluation. FY 15: Comprehensive program reviews will be required by all college CTE programs on a five year rotational basis. Program scheduled for review in FY15 include: Accounting, Administrative Support, Carpentry, Farm Business Management, New Media, Pharmacy Technology, Construction Plumbing, Unmanned Aerial System Maintenance, Welding Technology Thief River Falls Campus. A final list of programs to be reviewed will be identified by Sept The final report for all programs selected for the year will be completed by April All program review documents will be posted in D2L on the college web site. APR As of the date of this Annual Report, the following programs have not completed comprehensive program reviews for FY15: Carpentry, Farm Business Management, Unmanned Aerial Systems Maintenance and Welding. These reports were due May The New Media program was suspended; therefore, a report was not completed for this program. Reports that were completed show programs continue to be strong despite the challenge of decreased enrollment. Required $0.00 Permissible $0.00 Reserve $0.00 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $0.00 Required $0.00 Permissible $0.00 Reserve $0.00 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $0.00 Total $0.00 Goal 1 Objectives 6 R6 Assessment, R8 Size/Scope/Quality

5 1.6 To evaluate programs to ensure complete and effective student learning including all developed Programs of Study. Overall CTE secondary school student assessment will include: Minnesota Comprehensive Technical Skill for concentrators in 7 programs of study. Local district and consortium review of state CTE data on student achievement. To ensure the appropriate size, scope, and quality of each secondary CTE program, evaluation will include: Advice of advisory committees Articulation with college curriculum where possible Local district and consortium review of state and local CTE data In the review and revision process for POS, evaluation will also include: Review of state developed CTE continuous improvement rubrics. Academic and technical skill attainment of students. Curriculum review to ensure that foundation skills are part of curriculum. Coordinators will hire necessary consultants and oversee the accomplishment of the objective. CTE student achievement will improve. FY 15: All secondary districts will report required data to the state and the consortium will meet state negotiated targets for student academic achievement 1S1 (reading: 73.24%), 1S2 (math: 54.3%) and 4S1 (Grad Rate 98.77%). FY15: APR reflects that the coordinators/consultants have addressed all strategies Required $0.00 Permissible $0.00 Reserve $0.00 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $0.00 Required $1, Permissible $0.00 Reserve $1, Admin Cost $ Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $3, Total $3, Goal 1 Objectives 7 R2 Programs of Study, R6 Assessment, P7 Equipment Leasing/Purchasing/Upgrading 1.7 To ensure continuous improvement of CTE programs: Provide TSA to seven Program of Study and utilize results to improve curriculum. (Improvement Plan) Provide equipment/technology, software updates and specialized supplies as necessary to insure that all CTE programs are continuously improved. Utilize the 10 elements of rigorous POS with Health Therapeitics as a program assessment tool and staff development tool. CTE students will experience instruction that meets industry technology standards. FY15: State data reflects that improved technology, equipment and specialized supplies have assisted districts in achieving 2S1 benchmarks. Health Therapeutics at a minimum meets the 10 supporting elements of MNRPOS and 5 of the components are at level 3. Required $0.00 Permissible $0.00 Reserve $0.00 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $0.00 Required $41, Permissible $0.00 Reserve $7, Admin Cost $2, Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $51, Total $51, Goal 1 Objectives 8 R2 Programs of Study, R4 Develop/Improve/Expand the use of Technology, P7 Equipment Leasing/Purchasing/Upgrading 1.8 To continue to expand access to educational opportunities in the College through the use of state of the art technology. Equipment funds will be made available to CTE programs. Allocation of funds will be based on an integrated planning and budgeting process with an emphasis placed on programs tied to the POS. Submitted requests will be considered for the impact on either student knowledge/expertise or quality of programs and services. CTE students will expand their eduational experiences through the use of state of the art technology. FY15: State data reflects that improved technology, equipment and specialized supplies have assisted the college in achieving 2P1 negotiated levels (56.99%). APR Preliminary 2P1 data from reporting year 2015 shows a rate of 57.11% which exceeds the negotiated level for FY15. Other sources listed for budget in this area of Goal 1. Required $0.00

6 Permissible $3, Reserve $51, Admin Cost $0.00 Reallocation Basic $3, Reallocation Reserve $1, Total $59, Required $0.00 Permissible $0.00 Reserve $0.00 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $0.00 Total $59, Goal 1 Objectives 9 R2 Programs of Study, R6 Assessment REALLOCATION: To ensure continuous improvement of CTE programs and provide resources to improved TSA performance. REALLOCATION: CTE students will experience instructions that meets industry standards and be better prepared for the TSA's. REALLOCATION: State data will reflect that resources will improve 2s1 scores over data. Required $0.00 Permissible $0.00 Reserve $0.00 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $0.00 Required $0.00 Permissible $0.00 Reserve $0.00 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $2, Total $2, Total $2, Goal 2: Effectively Utilize Employer, Community, and Education Partnerships Goal 2 Narrative: In relation to our three established programs of study in Health Science, NCTC has partnered with local hospitals and nursing homes to review curriculum, establish internships, and mentor students. Northland, Digi Key Corporation, and Polaris Industries have partnered in the development of company funded, credit based certificate and degree programs that will improve employee productivity with increased knowledge of the company's products, applications, and how that relates to the end user and the sales process. Within DigiKey University, two certificates have been created along with a Diploma and A.S. Degree in Electronic Technology Marketing. DigiKey will continue to sponsor scholarships to train selected employees in the Electronic Automated Systems Technology program. The college will partner with the company to develop screening criteria for the employee candidate selection process. Employees who complete the AAS degree program will be transferred automatically into a higher paying technician position within the company. NCTC has been awarded a $4.7 million Department of Labor grant and has developed a new 30 credit Imagery Analyst Certificate program. In addition to the certificate option a 60 credit Geospacial Intelligence Analysis A.A.S. Degree has also been developed. Northland has worked with the FAA and local legislators to receive a certificate of authorization to fly small unmanned aerial systems over agricultural areas in Roseau County. The college will continue to explore new program options that are linked to the UAS and Imagery Analysis programs such as Avionics as well as options with the existing Criminal Justice and Fire Technology programs. NCTC and the secondary coordinators have a long history of collaboration with DEED, ABE, and the Private Industry Council. Results of these efforts have produced increased stackable certificates in some CTE programs designed to expedite the learning process. These partnerships continue to meet and explore more ways to work together as we move forward. The Workforce Center is located on the NCTC campus and secondary coordinators are members of the Private Industry Council Youth Council. Local Chambers of Commerce and industries representing the 7 chosen pathways will assist us through community advisory committees. The consortium has developed a curriculum on All Aspects of Industry that has and will be used in professional development in the Program of Study review process. NCTC has industry seminars, faculty internships, and student capstone experiences that focus on All Aspects of Industry. The consortium has 8 licensed secondary Work Experience programs that will work with us on POS development. Our web based POS tool will assist all stakeholders as they advise, monitor, and research different programs of study available to students. All secondary districts are affiliated in some way to ALC, special education, or ABE services. ABE is located on site at the East Grand Forks and Thief River Falls campuses. NCTC has counseling and college placement services available to their graduates/adult learners. We will work with ALC, special education and ABE through our Executive Board, local district committees, and Consortium district boards. NCTC also has articulation agreements with BSU and MSUM. We will continue to develop relevant articulation agreements with both four year and two year colleges. We selected these 7 pathways because we have high demand in the health science field, strong secondary business programs, and several high school Ag programs within our consortium. The aviation program at NCTC and the local snowmobile manufacturers and service businesses led us to choose Facility and Mobile Equipment Maintenance. Obviously, agriculture is a main industry in Northwestern Minnesota as is construction. As we develop Programs of Study, we rely on NCTC industry

7 advisory groups because it is the best way to view industry consortium wide in a consortium covering hundreds of square miles across northwestern Minnesota. Our 29 high schools maintain their own local contact with industry. QUESTION: To what degree do CTE advisory committees serve both and Postsecondary programs? (Do all programs use them? Does the same advisory team advise both secondary and postsecondary programs?) At the secondary level advisory committes are to meet twice a year and in many of our small towns they meet informally throughout the year. NCTC has advisory committees for all of the technical programs offered.these committees meet semi annually. Both the secondary and postsecondary committees include representation from local business and industry who provide input on career trends, changes, and requirements that are likely to impact the college programs. All CTE programs have advisory committees and some are very active and others are not. The Perkins coordinator at the postsecondary level informs the secondary coordinator when the college advisory committees are held. staff, when available, will attend the psotsecondary advisory committee meetings. QUESTION: What role does the advisory team play for CTE programs? What support have they provided to programs? SECONDARY: Advisory committess have provided various levels of support to our secondary programs. Advisory members will come into classes as guest speakers and will participate in career fairs at our local schools. The secondary advisory committees provide recommendations for curriculum and equipment purchases. Advisory committee members will allow students to job shadow at their places of business as well as host tours for classes of students. Advisory committees have assisted students in robotics competitions as well as the high mileage competition. Advisory committee members are strong supporters of the secondary CTE programs. For example when one CTE program recommended for closure the advisory committee attended the local school board meeting and convinced the board to keep the program. POSTSECONDARY: Program advisory teams provide guidance and advice on program curriculum, necessary equipment, employment opportunities, and current industry trends. NCTC advisory committee meeting agendas typically include equipment needs, program curriculum, program budget, employer and graduate surveys, graduate outcomes, and a review of assessment results. They support budget requests for necessary equipment and show accrediting bodies how we partner with area facilities to provide our students with clinical sites. Members of the advisory committee are very important in supporting our accreditation process and host visits in their facilities for the accrediting onsite visit. Advisory committees have a direct impact on the college curriculum. Curriculum design is valid only in the aspect that it serves both students and the community. Advisory committees ensure curriculum is up to date and in line with industry demands. Advisory committee members are invested in the students' educational experiences because they employ many of our graduates. Advisory committees have also been instrumental in providing guidance on how to restructure programs in accordance with the 60/120 legislation to ensure programs meet these requirements while remaining solid programs academically. QUESTION: Do the business and industry partners help connect students to work based learning opportunities? If so, what type of work based learning is available to students in which programs? How many students are impacted and in which career pathways? : At the secondary level there are over 50 students who are placed in work based learning opportunities. In Warroad students are place at Marvin Windows in the business and construction pathway. DigiKey in Thief River Falls employs students in sales, marketing, and service from the Thief River Falls School District. Students from Fosston and Win E Mac are employed at Erskine Manufacturing. Polaris Industries in Roseau provides opportunites for students in business and marketing. We are currently working with Team Industries in Bagley to set up an apprenticeship program for manufacturing for up to 12 students from the Bagley School District. Through our Work Experience coordinator in East Grand Forks, twelve special education students are placed in various businesses in the community. These are all extablished work based programs. Many more students work after school, summers, and on week ends in businesses within their local communities, but are not a formal work based program. POSTSECONDARY: All of NCTC's allied health programs include clinical experiences for credit which provide the work based experience required for entry into these fields. This includes over 300 students annually. The majority of clinical opportunities are coordinated through industry based academic advisory committee members. Facilitated clinical experiences often provide employers a first glimpse at the skills of our students. Many Practical Nursing students work as nursing assistants during the PN program and many Associate Degree students work as LPNs during the RN program in the facilities of our industry partners. Businesses represented on our advisory board provide vocational experiences and skills for our students. Several industry partners support students in their continuing education process through scholarships, loans, and guaranteed positions. As in previous years, NCTC has partnered with the Forks Builders Association for our trades program students to design and build a home near the East Grand Forks campus. Architecture, Carpentry, Electrician, Plumbing and HVAC students are all involved in the house project which provides hands on experience in all of these technical areas. Approximately students are involved in the house building project each year.

8 Goal 2 Objectives Goal 2 Objectives 1 R3 All Aspects of an Industry, R8 Size/Scope/Quality, R10 Collaboration, P6 Mentoring/Support Services 2.1 Continue to offer the curriculum for the 30 credit Imagery Analysis Certificate and the 60 credit AAS Geospacial Intelligence Analysis Degree. Work with industry partners to develop an industry certification exam for licensing UAST grads. Explore options for online delivery of the UAS certificate that would impact program sustainability, enrollment projections, asset requirements and business partner engagements over the next 5 years. Certificate and degree options will be available for students in the Imagery Analysis program. For FY15: 15 students will enroll in the Imagery Analysis Certificate program and 10 students will enroll in the Geospacial Intelligence Analysis AAS Degree. FY15 APR A total of 23 students graduated from the Imagery Analysis Certificate program and 20 graduated from the Geospacial Intelligence Analysis (GINT) AAS in FY15. Currently, there are 4 students enrolled in the Imagery Analysis courses and 9 students taking courses for the GINT AAS. Previously, tuition was covered by grant funding; students now have to pay tuition for these programs. There is also a housing shortage in Thief River Falls which is negatively impacting the number of students in these programs. We expect the number of students enrolling in these programs to increase over time in this high growth field and as the housing issues are addressed. Other sources listed as budget for this section of Goal 2. Required $0.00 Permissible $0.00 Reserve $0.00 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $0.00 Required $0.00 Permissible $0.00 Reserve $0.00 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $0.00 Total $0.00 Goal 2 Objectives 2 R9 Special Populations, P6 Mentoring/Support Services, P10 Student Transition 2.2 Train college student mentors, promote program to area high schools and service agencies. All programs considered non traditional for gender will attempt to have a trained non traditional mentor. High school students will experience in depth career exploration activities. FY15: 12 college students trained as mentors. 20 high school students and nontraditional aged students will have participated in the mentorship program. 10% of total students who participated in the mentor program will be considered nontraditional for the program. FY 15 APR The number of students mentored increased from a low of 9 in FY14 to 13 in FY15. Three of these students visited two programs. Area high schools included Lincoln (2), Marshall County Central (7), Red Lake Falls (1), Kittson Central (2), and Clearbrook Gonvick (1). There was one nontraditional mentor experience in Criminal Justice. Two nontraditional college mentors were trained representing the Auto Body and Criminal Justice programs. The following 5 programs had high school students mentor with them: Auto Service (2), Auto Body (2), Criminal justice (3), Nursing (5), and Welding (4). The following programs had mentors trained: Auto Body, Auto Service, Aviation, Criminal Justice, Massage Therapy, Nursing, and Welding. Required $2, Permissible $0.00 Reserve $0.00 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $2, Required $0.00 Permissible $0.00 Reserve $0.00 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $0.00 Total $2, Goal 2 Objectives 3 R5 Professional Development, R10 Collaboration, P1 Advisory Committees

9 2.3 Ensure that all approved CTE programs within the consortium are utilizing local advisory committees. Students experience consistent industry information as they move from high school to work or college programs. FY15: All CTE staff have forwarded a copy of their local advisory committee members and minutes to the Pine to Prairie office. Required $0.00 Permissible $0.00 Reserve $0.00 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $0.00 Required $ Permissible $0.00 Reserve $ Admin Cost $49.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $ Total $ Goal 2 Objectives 4 R3 All Aspects of an Industry, P5 Student Organizations, P6 Mentoring/Support Services 2.4. For All Aspects of Industry: At the secondary level: Faculty sabbaticals and student internships will provide experiences focused on current market trends; faculty will be able to validate current curricular standards and to integrate new standards into program curricula. Assessment will identify curricular changes which occurred as a result of the internship experience. Industry will conduct seminars to demonstrate new products and techniques to technical programs. 1. Auto Body Paint suppliers. 2. Auto Service Area Dealerships. 3. Medical Program Conferences and on site experiences. Student evaluative activities will provide opportunities for students to apply knowledge learned in a capstone experience. Examples may include: 1. Student internships/clinicals. 2. Student capstone activities, such as portfolios, industry based projects, etc. At the secondary level: schools will promote field trips and/or job shadowing that emphasizes All Aspects of the Industry. Include All Aspects of Industry curriculum review in all program approval meetings with CTE staff. Work based learning will emphasize All Aspects of Industry and foundation knowledge and skills. The NW Workforce Center will provide to the consortium a regional careers supplement that lists high demand high wage jobs. Students will have a broad understanding of All Aspects of Industry and curriculums will align with industry and market demands. At the level: For FY15: 3 post secondary faculty members will complete a sabbatical and 125 students will participate in an internship. The college will track the number of non traditional students that participate in an internship. At the secondary level: FY15: 450 students will participate in field trips, job shadowing, or internship experiences that relate to learning about All Aspects of the Industry. FY15 APR: At the postsecondary level, the number of students completing an internship was not tracked as planned. We currently don't have a mechanism in place to track this data. A total of 6 postsecondary faculty members completed sabbaticals during FY15. Required $0.00 Permissible $0.00 Reserve $0.00 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $0.00 Required $4, Permissible $0.00 Reserve $1, Admin Cost $ Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $5, Total $5, Goal 2 Objectives 5 R10 Collaboration, P1 Advisory Committees 2.5 To partner with business, community, and other educational institutions we will: Work with ABE and Community Education through PIC Youth Council Board. NCTC houses Workforce Center on campus. NCTC houses ABE on EGF campus and college staff routinely collaborate with ABE staff. Coordinators will hire necessary consultants and oversee the accomplishment of the objective. secondary and secondary CTE programs will utilize advisory committees to review curriculum, market demands and changes in technology. CTE program faculty will attend one post secondary advisory meeting. The college will participate in a community based advisory committee to insure the college is meeting the needs of the community and region. The college will continue to offer DigiKey University with DigiKey Corporation and Polaris Industries to meet their high wage, high skill, high demand needs. College President and Vice President are members of their respective community Chambers of Commerce. College employees are members of civic groups like Rotary, Jobs Inc., NWRDC. College administration is a member of the local school district curriculum committee. coordinator is a member of Northwest Private Industry Council Youth Council. coordinator is on the board of the Northwest MN Counselors' Assn. Pine to Prairie Director is a member of the Northwest MN Regional Alliance. Coordinators will hire necessary consultants and oversee the accomplishment of the objective.

10 Consortium shows sustained partnerships with a variety of partners. FY15: for : FY15: All post secondary CTE programs will hold advisory meetings a minimum of one time per year with additional meetings scheduled as necessary. FY15: The community based advisory meeting will meet at least twice during the year. For FY15: DigiKey University will offer up to 12 new (based on employee pool of qualified candidates) and 7 continuing scholarships for employees to work towards an AAS degree in Electronic Technology/Automated Systems (the actual number to be determined summer 2014). 15 new employees will begin the Electronic Components certificate program. FY15: for : Attendance at board meetings reflects that coordinator is active in the Private Industry Council and the Northwest Counselors' Association. All revised POS will reflect industry input from the local level. community advisory committees will meet once a year with additional meetings scheduled as necessary. Provide travel and substitute support for student organization advisors for 6 skill events with students. FY15: APR reflects that the coordinators/consultants have addressed all strategies. FY15 APR Northland's Center for Outreach and Innovation and Digi Key Electronics have partnered in the development of company funded, credit based, certificate, diploma, and AS degree programs in Electronics Technology Marketing and Business. A total of 23 Digi Key employees completed the 9 credit Electronics Components I Certificate and 6 employees completed the Electronics Components II Certificate in FY15. Postsecondary advisory committee meetings were held in both fall and spring. Required $0.00 Permissible $0.00 Reserve $0.00 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $0.00 Required $ Permissible $0.00 Reserve $ Admin Cost $76.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $1, Total $1, Goal 3: Improve Service to Special Populations Goal 3 Narrative: NCTC has a long history of providing academic support and services to all CTE students with a focus on special populations. Learning Services provide academic support including content tutoring for CTE courses with emphasis on science, math and technology. Support also includes peer tutoring in some of the highly specialized CTE programs. Students with disabilities receive appropriate accommodations as well as other academic support when requested. systems provide special education services and transition planning for students. It is recognized by the consortium that special population students have barriers that can interfere with student success. The objective is to help remove some of these barriers so special populations students can achieve success at the same rate as the overall population of CTE students. Data shows that students within the special population groups are succeeding at or above the rate of the general population in some indicators due to the supports available. For example, in FY 13, the three largest minority groups (Black or African American, American Indian or Alaska Native, and Hispanic) students had a higher completion rate (2P1 60% compared to the overall rate of 56.99%) and a higher retention/transfer rate (3P1 24% compared to the overall rate of 22.33%) than the general population. College and secondary counselors and academic advisors meet with students to plan appropriate course work. Students are encouraged to take advantage of academic and personal counseling, as well as career counseling services that are available. Counseling and academic support services are also available for college students enrolled in programs considered nontraditional for their gender. Students are more apt to take advantage of systems that provide individual support as needed. NCTC will continue to provide individual support to students enrolled in programs nontraditional for their gender through advocacy, counseling and crisis management in a manner that supports these students when requested. NCTC staff / secondary coordinators will continue to provide information and support to CTE college and secondary faculty who teach in nontraditional programs in order to provide learning environments that are supportive and user friendly for nontraditional students. The College will provide to area high school students and current college students exposure to non traditional fields through career exploration days and information sessions. schools work closely with non traditional programming at NCTC through the mentoring program as well as non traditional career fair information. Perkins will continue to provide resources to districts participating in career fairs or mentoring programs. The college continues to see a significant population of second language learners. To serve this population, the college continues to provide supplemental instruction in some of the health fields, peer tutoring support and discussions with Adult Basic Education to see how we might partner to provide basic skills for this group of students. Other trend data shows a significant number of students placed into developmental courses. FY 13 data shows 40% of the students placed below college level in Writing and 92% of students placed below college level in math. Disussions with faculty will be held to determine the most effective ways to meet these developmental needs of students. Supporting Documentation (not required) QUESTION: What service was conducted during the grant year that was most successful? At the secondary level the most succesful activity is making administration, teachers, and counselors aware that we do track the number of special populations enrolled in the Pine to Prairie CTE programs. Most staff at the secondary level do not put a lot of emphasis on enrolling students in specific programs that we feel will benefit the students. Through increased communications with the secondary staff we are making them aware of the needs of our special populations and the benefits of enrolling in CTE programs. We do communicate to teachers, counselors and principals our 1S1 6S2 data. The Pine to Prairie Perkins coordinator attends the Northwest Counselors' Association meetings, the Northwest Principal's meetings, and has monthly meetings with the superintendents. As the Perkins coordinator visits school sites he discusses the data with the CTE instructors both our targets and our results. Another activity that has improved our special populations results is the s they receive from the Perkins coordinator. The Perkins coordinator reviews literature and videos relating to special population, summarizes the key points of the information and these results to the CTE instructors. This is especially done during the spring when students are registering for next year's classes. At the postsecondary level, individual attention to students including tutoring and advising continue to be the most successful services offered to special population students. During FY15 a new diversity director and Academic Success Center director was hired who is in the process of realigning services to better meet the needs of all students. More than 46% of NCTC students are economically disadvantaged and over 77% are academically disadvantaged. When you consider these statistics and

11 the fact that nearly 4.5% have disabilities, over 10% are single parents, and more than 12.5% are displaced homemakers, one can see all these factors may contribute to the need for services provided by the Academic Success Center (previously Learning Center). QUESTION: Describe how your consortium uses data to target consortium activities to the needs of special populations and what impact the efforts have had on success of special populations. The Perkins coordinator at the secondary level reviews 6S1 and 6S2 data each year. Within the special populations group the Economically Disadvantaged and the Nontraditional Enrollees make up 76% of our unduplicated count. We have reviewed the data by school district and try to work more closely with those districts such as Grygla, Crookston, Red Lake Falls, Clearbrook, Greenbush, Ada, and Stephen that are below are targets on 6S1. Again, awareness of the facts is the first activity that has to be done and then encouragement to address the issue. Our Gender Equity guide along with other ideas to improve participation are shared with the school districts. As for 6S2 (see improvement report) this is a difficult area to meet as in many of our small schools we are limited in the scope of our CTE programs and students do not have access to the coursework that would make them concentrators. Until the funding for CTE programs and the shortages of teachers are addressed schools will not offer the upper level coursework that classify our students as concentrators. In addition to EPM 11 snapshot and cohort data for Perkins students, the postsecondary coordinator also uses reports provided by the college's director of enrollment management. These reports include enrollment data over time and in comparison with previous years. They also include comparisons between academic programs and by student type, i.e. full time, part time, distance, etc. These reports include demographic data; however, this information is limited to gender and age. It does not further descriminate between students in various Perkins special population categories. This is an area where the postsecondary coordinator would like to make improvements, but with no individual filling the institutional research role at the college, it is difficult to obtain information in a more useable format. The postsecondary coordinator will continue to work with individuals who are more familiar with ISRS and EPM 11 to better track information on special population categories in the coming year.

12 Goal 3 Objectives Goal 3 Objectives 1 R6 Assessment, R9 Special Populations, P2 Counseling, P4 Additional Special Populations, P6 Mentoring/Support Services 3.1 Provide services to CTE students with disabilities by developing a service plan and provide appropriate accommodations or support including: Transition assistance Testing accommodations Adaptive equipment Tutoring Referral to other agencies Co advising Note taking Increase success for CTE students with disabilities by providing academic support and accommodations. 3.1 FY15: Data for FY13 cohort shows a completion rate (2P1) for students with disabilities of 50% (19/38) and a 3P1 rate of 26.33% (10/38). Monitor success rates for students with disabilities so the completion rate 2P1 is increased to negotiated target and the 3P1 rate is maintained above the negotiated target. At the secondary level the completion rate for students with disabilities is 96.51% compared to the overall student completion rate of 98.76%. Although not a significant difference, we will coninue to monitor the completion rates for students with disabilities. FY15 APR Preliminary data for reporting year 2015 for 2P1 is 57.11% and for 3P1 is 23.25%. This is in comparison to negotiated target levels of 60.11% for 2P1 and 22.0% for 3P1. Required $0.00 Permissible $0.00 Reserve $0.00 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $0.00 Required $0.00 Permissible $0.00 Reserve $0.00 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $0.00 Total $0.00 Goal 3 Objectives 2 R6 Assessment, R9 Special Populations, P2 Counseling, P4 Additional Special Populations, P6 Mentoring/Support Services 3.2 At : Learning Center Staff will work with developmental instructors to promote and support learning communities. CLAs and student tutors employed for support in CTE courses. Writing Center tutoring provided to help students plan and edit writing assignments. Send letters to accepted students informing them of the Learning Center/Services, Counseling/S.P.//D.H. New Venture Center and Multicultural student services. Provided information to all students during orientation about Learning Center, SP/DH/SPW/Non Trad services, L.E.P. and Multicultural Student Services. Provide information on the NCTC web site about services available to students. At Level: schools will provide services which enable special populations to participate and be retained through the following: Guidance and counseling. Job shadowing and field trips. Meetings with special population staff to encourage math instruction. Mentoring, paraprofessional, or volunteer instruction assistance. Classroom, equipment, and curriculum modifications. Coordinator will work with Area Special Education Consortium to provide services to special populations. Coordinators will hire necessary consultants and oversee the accomplishment of the objective. Special population learners in CTE will receive academic support. 3.2 secondary: For FY15, Monitor the success rates for special population students and compare the rates with the negotiated levels for 2P1 and 3P1. Will report on APR, 2P1 and 3P1 rates for all special populations. FY15 : All 29 districts provide accommodations and modifications at the district level. Through state secondary data system, 90% of CTE programs show participation of special population learners. Economically Disadvantaged and Ind. With Disabilities improve 5% points in math. FY15 APR reflects that the coordinators/consultants have addressed all strategies. FY15 APR Preliminary data for reporting year 2015 for 2P1 is 57.11% and for 3P1 is 23.25%. This is in comparison to negotiated target levels of 60.11% for 2P1 and 22.0% for 3P1. Required $78, Permissible $0.00 Reserve $0.00 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $78, Required $5, Permissible $0.00 Reserve $0.00 Admin Cost $ Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $5, Total $84,262.49

13 Goal 3 Objectives 3 R6 Assessment, R9 Special Populations, P2 Counseling, P4 Additional Special Populations, P6 Mentoring/Support Services 3.3 Provide retention and support services for SP/DH/SPW including advocacy, personal advising and crisis management. Provide workshops/seminars on topics that affect SP/DH/SPW. Enrollment and graduation rates of single parents, displaced homemakers and single pregnant women enrolled in CTE programs that lead to self sufficiency will increase. For FY15: Data for FY13 shows SP/DH 2P1 rate of 46.37% (below college average)and 3P1 rate of 27.37% (above college average). Monitor the success rates for SP/DH students and compare the rates with the negotiated levels for 2P1 and 3P1. FY15 APR Preliminary data for reporting year 2015 for 2P1 is 57.11% and for 3P1 is 23.25%. This is in comparison to negotiated target levels of 60.11% for 2P1 and 22.0% for 3P1. Required $4, Permissible $0.00 Reserve $0.00 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $4, Required $0.00 Permissible $0.00 Reserve $0.00 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $0.00 Total $4, Goal 3 Objectives 4 R6 Assessment, R9 Special Populations, P2 Counseling, P4 Additional Special Populations, P6 Mentoring/Support Services 3.4 Consortium will provide retention and support services for students in nontraditional programs including personal advising and crisis management. Consortium will provide nontraditional information via printed material and NCTC web site. Consortium will work with faculty in nontraditional programs to make learning environment more user friendly for nontraditional students when necessary. Ensure faculty in nontraditional programs are alerted for difficulties nontraditional students may have and notify appropriate staff for support when necessary. Continue to focus on the career choice process and guidance for currently enrolled post secondary students. Include a portion that focuses on providing information on nontraditional careers. As part of the secondary improvement plan: Encourage the use of the non traditional activity handbook to all counselors to promote recruitment and retention. Include staff development on non trad students. Hold counselors meeting at NCTC aviation facility to focus on non trad opportunities. Emphasize Facility/Equipment POS enrollment. Promote the viewing of non traditional webinars. CTE programs that are not gender balanced will see an increase in enrollment and retention of nontraditional students. : For FY15: Data for FY13 shows 5P1 of 15.81%, below the target. Monitor the participation rates for nontraditional students and compare the rates to the negotiated level for 5P1. Data for FY13 shows a 5P2 of 6.91%, below the target. Monitor the non traditional completion rate and compare the rate to the negotiated level 5P2. : FY15: For secondary, FY13 consortium data shows 6S1 at 29.91%, below the 31.25% target. FY13: Consortium data shows that 6S2 is at 26.33%, above the 19.26% benchmark. FY15: Improve and meet 6S1 target of 31.25%. Maintain 6S2 to meet target of 19.26%. FY15 APR Preliminary data for reporting year 2015 for 5P1 is 13.73% and for 5P2 is 9.35%. This is in comparison to negotiated target levels of 15.97% for 5P1 and 11.00% for 5P2. Required $7, Permissible $0.00 Reserve $0.00 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $7, Required $2, Permissible $0.00 Reserve $ Admin Cost $ Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $2, Total $10, Goal 3 Objectives 5 R6 Assessment, R9 Special Populations, P2 Counseling, P4 Additional Special Populations, P6 Mentoring/Support Services 3.5 Barriers to success will be evaluated and counseling specific to developmental needs of students will be provided i.e., mental health, behavioral, psychological, emotional needs. Continue to use the Counseling Service Data Collection tool.

14 Counseling services will be available to assist special population students define and accomplish academic, personal and career goals. FY15: Two college counselors will record data in the Counseling Service Data Collection tool during the academic year. Increase retention and transfer rates (3P1) above the negotiated target level. FY15 APR The negotiated target for 3P1 in academic year is 22.0%. Preliminary data for reporting year 2015 shows that 3P1 is at 23.25%. Required $0.00 Permissible $26, Reserve $0.00 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $26, Required $0.00 Permissible $0.00 Reserve $0.00 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $0.00 Total $26, Goal 3 Objectives 6 R6 Assessment, R9 Special Populations, P2 Counseling, P4 Additional Special Populations, P6 Mentoring/Support Services 3.6 College admissions reps visit high schools state wide with high minority student population and schedule meetings with counselors and visit occupational classrooms. Present at career fairs and area high schools with high minority student population. Provide study groups for ESOL students to increase academic success. Study groups to include basic skills as well as occupation course work. Continue to use the ESOL test in the Accuplacer assessment to help indentify ESOL population. Reserve funds will be used to develop and offer specialized academic support tailored to fit the needs of the increasing international student population. Minority students will be prepared for the transition to higher education and occupational careers. The increasing ESOL population will be provided additional academic support in health related courses and basic skills. The goal for FY15 is to visit all the high schools in our recruiting area including schools with a high minority population. For FY 15: Data for FY 13 shows a 2P1 rate for minority students of 57.27% (above the negotiated rate of 56.30%) and 3P1 rate of 26.36% (just below the negotiated rate of 27%). Maintain the completion rates (2P1) for minority students at or above the negotiated target and increase the retention/transfer rate (3P1) to the negotiated target. FY15 APR Preliminary data for reporting year 2015 for 2P1 is 57.11% and for 3P1 is 23.25%. This is in comparison to negotiated target levels of 60.11% for 2P1 and 22.0% for 3P1. Required $41, Permissible $0.00 Reserve $0.00 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $41, Required $0.00 Permissible $0.00 Reserve $0.00 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $0.00 Total $41, Goal 3 Objectives 7 R9 Special Populations REALLOCATION Provide additional academic support for students in CTE programs including extra support for special populations. Conduct workshops to assist students with study skills, test taking strategies, and time management skills. REALLOCATION Improved test scores and grades for special population students. REALLOCATION Increased performance in 1P1 and 3P1. Last report showed 1P1 at 75.95% and 3P1 at 22.33%, both below the targets. FY15 APR Latest data reported for 1P1 (FY2014) is 76.25% and preliminary data for reporting year 2015 for 3P1 is 23.25%. This is in comparison to negotiated target levels of 79.20% for 1P1 and 22.0% for 3P1. Required $0.00 Permissible $0.00 Reserve $0.00

15 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $0.00 Required $0.00 Permissible $0.00 Reserve $0.00 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $0.00 Total $0.00 Goal 4: Provide a Continuum of Service Provision for Enabling Student Transitions Goal 4 Narrative: The process to ensure the continuum of service provision for enabling student transition was considered in the FY09 grant period and has been reviewed with each new grant period. Stakeholders have received state drafted definition of Continuous Service Provision and discussed implications of the four choices to students, colleges, and secondary districts. We have one significant brokering model with UM Crookston for our Plant Systems POS. Normandale Community College has also joined us with our Online College in the High School, so we have made progress in our brokering strategies. Other POS use a sequential model for brokering which includes: Reviewing and validating all existing articulation agreements and establishing new ones where possible. Identifying PSEO, College in the High School, and Online College in the High School courses that assist students in the seven developed pathways. Marketing statewide POS website to stakeholders as a means to accomplish CSP. Identifying NCTC college articulation agreements with other colleges and listing them on the developed Programs of Study. Identify all possible articulation for Agriculture programs with University of MN Crookston as the closest regional college with Agriculture program emphasis. While we continue to use this strategy for the 7 pathways we have in place, we will reconsider the strategy as we examine how articulation is progressing in our consortium. As new models are created at the state level and in other consortia, we expect to revisit and adapt our CSP strategy. NCTC and the 29 secondary schools in this consortium have a long history of successful collaboration which has impacted students in Northwestern MN in many ways. Students have seen benefits in transition, counseling, integration, articulation, on line education, and non traditional support services. A primary goal will be to continue the long standing collaboration that Perkins III demonstrated. We know that articulation and concurrent enrollment committees are in place so we have a structure to accomplish CSP. The consortium carefully identified all opportunities students would have to earn early college credit as we developed the seven pathways and we will identify any new opportunities as we review the POS this year. We continue to work with the University of MN Crookston relating to our agriculture programs. Technical Skill Assessment is an important piece in the transition work. We will continue to work with Alexandria Technical College, Northwest Technical College, Normandale Community College and NCTC to offer On line College in the High School Classes. Our data shows that our high school students enrolled in the Online College in the High School classes have a 94% success rate, higher than college age students, and in FY14 over 700 students were enrolled. NCTC has articulation agreements with UMC Crookston, MSUM, and Bemidji State University that are included in our POS templates and marketing. QUESTION: Describe the kinds of articulation, college in the schools, transfer credit courses offered and how many students participated. The Pine to Prairie Consortium offers Tech Prep Articulation, College in the High School (CIHS), and Online College in the High School (OCHS). This past year we had Tech Prep articulations in Health, Busines, Welding, and Transportation. Most of the Tech Prep certificates were earned in Business and Health. A number of 2 and 3 credit courses are offered through the college which makes articulation easier. In the Industrial Tech areas of welding, auto, small engines, and constructions the entry level coures are many times 4 and 5 credit courses which makes articulation more difficult. We did, however, give 30 Tech Prep certificates to students in 4 school districts. At the end of June 2015 the Northern Tech Prep network webpage was closed by Minnesota State. In the school year we will be exploring avenues of how to work with the Tech Prep certificates without the Tech Prep webpage. The OCHS program is growing unbelievable. With the OCHS program the college courses are taught by college instructors. Over 30 high schools participated in the school year and over 1200 students (duplicated count) received college credit. The completion rate by students is holding about 94%. In other words over 1100 students in received an A,B, or C on the college coursework. Course offerings include a combination of academic and CTE classes. Twenty different sections of classes are offered each semester ranging on the CTE side from CAD, Marketing, Computer Applications, Medical Terminology, Anatomy and Physiology I and II, and Principles of Nutrtion. The OCHS Advisory Committee is currently working on delivering programs built around the career pathways rather than just offering college credit courses. Currently 2 career pathways exist in Health and Criminology. NCTC offers 74 courses at 16 different high schools through college in the schools (CHS). There are approximately 500 high school students (unduplicated headcount) participating in these courses. Since the students must all have a 3.0 GPA to take CHS courses, the success rate is very high. Over 95% of CHS students earn a C or better in these courses. QUESTION: To what degree and in what ways are these advanced credit courses transcripted on the students high school record and on college transcripts? Tech Prep credits are transcripted on the student's high school transcripts, and not entered directly on the college transcripts. If the high school student receives an A or B in the Tech Prep course the teacher sends notification to the Perkins coordinator. The Perkins coordinator then sends a congratulatory letter to the parents of the students and sends the student a Tech Prep certificate which the student then brings to the college when they register. Through June 2015 the certificates were also recorded on the Northwest Tech Prep website. That no longer will be the case in and beyond. Next year we will be reviewing the Tech Prep articulation and deciding on to track the certificates. The OCHS coursework is transcripted directly on the student's college transcript. When a high school student enrolls in an OCHS course they also at the same time enroll in the college of their choice which may be Alexandria Technical College, Northwest Technical College, or Northland Community and Technical College. The student must receive an A,B, or C on the course to count for college credit. We must be careful to inform students that if they do fail a course it does show up on the student's college transcript and the grade could affect college admissions in the future and financial aid. We do have a drop day during the semester and if a student is failing a course at that time they are counseled on whether to stay in the course or to drop the course. Credit earned by high school students in College in the schools (CHS) courses are automatically transcripted on their Northland transcripts because students are actually enrolled and registered with Northland just like any "normal" college student.

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17 Goal 4 Objectives Goal 4 Objectives 1 R10 Collaboration, R11 Articulation 4.1 NCTC will host a MN Education Fair with representatives from regional colleges from a 7 state/providence area. Campus visit days will be held for potential new students. Career Expo day will be held. students will be better prepared to make informed program and college choices by attending the NCTC career fairs. For FY15, one education fair will be held, daily campus tours will be made available and two career expo days will be held. FY15 APR The annual education fair was held at the Thief River Falls campus in October. Over 800 high school students took part in the event and 19 colleges and universities were represented. The Career Expo was held in February, also at the Thief River Falls Campus of NCTC. Required $0.00 Permissible $0.00 Reserve $0.00 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $0.00 Required $0.00 Permissible $0.00 Reserve $0.00 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $0.00 Total $0.00 Goal 4 Objectives 2 R10 Collaboration, R11 Articulation 4.2 Attend IEP staffing of high school students planning to attend NCTC. Learning Center personnel involved in college tours and admissions to enhance transition services. Provide Kuder Interest Inventory to area high school students to raise awareness of the courses at NCTC and to promote preparation for a successful post high school transition. and Counselors involved with transition activities for high school students. Transition services for high school students planning to enroll at NCTC will be provided. For FY 15 College personnel will attend 100% of high school IEP staffing when asked to attend. For FY15: Kuder Inventory is available to all consortium high schools. Career counseling available to new students enrolling at NCTC. FY15 APR All activities achieved as planned. Required $31, Permissible $0.00 Reserve $0.00 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $31, Required $0.00 Permissible $0.00 Reserve $0.00 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $0.00 Total $31, Goal 4 Objectives 3 R4 Develop/Improve/Expand the use of Technology, P2 Counseling, P10 Student Transition 4.3 At the secondary level, provide MCIS, GPS Lifeplan training and other counseling tools to secondary schools to assist students in their Program of Study and transition plans. Identify what counseling tools are used in each secondary district and purchase MCIS, Accuplacer curriculum and practice tests, and other resources for those needing such a tool. Provide career planning portfolios for secondary districts needing such a tool. Provide field trips, job shadowing, career fair opportunities to students. Coordinators will hire necessary consultants and oversee the accomplishment of the objective.

18 Students will have effective counseling and assessment tools to assist them in their course and career choices. FY15: MCIS, the Accuplacer curriculum and career planning portfolios are provided for secondary districts as needed. FY15: 450 students to participate in field trips, job shadowing, or career fair opportunities. FY15: APR reflects that the coordinators/consultants have addressed all strategies. Required $0.00 Permissible $0.00 Reserve $0.00 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $0.00 Required $11, Permissible $1, Reserve $3, Admin Cost $ Reallocation Basic $3, Reallocation Reserve $ Total $21, Total $21, Goal 4 Objectives 4 REALLOCATED FUNDS R10 Collaboration, R11 Articulation 4.4 Consortium will work with stakeholders to consider the CSP provision and determine appropriate action. Stakeholders will review current plan of sequential CSP to determine if changes can be made and sustain our work with UMC and Normandale Community College. Consortium will review all POS and ensure that articulation, PSEO, and concurrent enrollment are up to date. Best practice efforts from Perkins III relating to CSP such as the Northern Tech Prep Website, On Line College in the High School, and current articulation agreements will be sustained through all POS efforts. Coordinator will work with colleges and high schools to maintain NW Minnesota Tech Prep Web Page. Coordinators will hire necessary consultants and oversee the accomplishment of the objective. High School students will have multiple paths to college credit. FY15: APR will reflect the consortium plan and practice about CSP demonstrating multiple paths to college credit for high school students. FY15: 450 students will have earned college credit. FY15: APR reflects that the coordinators/consultants have addressed all strategies. FY15 APR Approximately 500 high school students (unduplicated headcount) have earned college credit through CHS. Required $0.00 Permissible $0.00 Reserve $0.00 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $0.00 Required $2, Permissible $0.00 Reserve $2, Admin Cost $ Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $5, Total $5, Goal 4 Objectives 5 R10 Collaboration, R11 Articulation 4.5 Area high schools will be visited in school year to present the College in the High School program to faculty and administration. Interested high schools will receive a list of available courses and the common course outlines for those courses. High Schools will apply for approval of their plan to teach NCTC courses in their high schools. The application will include instructor credentials and a proposed course syllabus that meets the NCTC common course outline for the proposed course. NCTC technical program departments will review the high school application to approve the application. NCTC technical program departments will assign a mentor to partner with the high school instructor. High school instructors, administrators and mentors will meet for a one day in service. High school instructors and mentors will meet at the high school site at least 2 times per semester. Introductory level technical courses will be offered to area high schools in FY' In FY'14 15: 1. There will be 9 area high schools involved in teaching NCTC technical courses. 2. There will be 6 technical courses offered with total student enrollment of 180 students. 3. Mentors/high school instructors and administrators will meet on campus at NCTC in November 2014 for in service on the College in the High School program % of the high school students taking the course offerings will have an accumulated GPA of 3.00 or better % of the high school students taking the course will receive a college grade of C or better. FY15 APR All activities accomplished. A total of 16 high schools taught approximately 500 students in 74 courses. Approximately 95% of students earned a "C" grade or better in these courses.

19 Required $4, Permissible $0.00 Reserve $0.00 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $4, Required $ Permissible $0.00 Reserve $ Admin Cost $76.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $1, Total $6, Goal 4 Objectives 6 R10 Collaboration, R11 Articulation 4.6 NCTC will work with Alexandria Technical College, Normandale Community College, and Northwest Technical College and the 4 area secondary consortiums including Pine to Prairie to expand college course offerings. The consortium will continue to offer and expand CTE Online College in the Classroom. In a new 15 credit Manufacturing Technology certificate will be offered through the OCHS format. For FY 15, Will offer 12 CTE courses through OCHS (Online College in the High School) to area high school students. Required $0.00 Permissible $0.00 Reserve $0.00 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $0.00 Required $1, Permissible $0.00 Reserve $1, Admin Cost $ Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $2, Total $2, Goal 4 Objectives 7 R6 Assessment, R8 Size/Scope/Quality, R10 Collaboration, P1 Advisory Committees 4.7 Organizational structure of the Pine to Prairie and Northland Community and Technical College consortium enables collaboration that ensures student success. Sustain Executive Committee made up to 3 Superintendents from each of the two merged secondary consortia and 3 administrators from NCTC. Sustain individual advisory board for NCTC and Pine to Prairie to ensure student success is being met at each level. Hire coordinators to ensure collaboration and continuity for students. Data reflects increased student success due to collaboration of stakeholders. FY 15: State data for 1S1, 1S2, 2S1, 3S1, 4S1, 5S1, 6S1, and 6S2 reflect that student achievement has been sustained in the new consortium. FY 15: State data for 1P1, 2P1, 3P1, 4P1, 5P1 and 5P2 reflect that student achievement has been sustained in the new consortium. FY15 APR Preliminary data for reporting year 2015 are as follows: 2P %; 3P %; 5P %; 5P2 9.35%. Latest data (FY2014) for 1P %; 4P %. Required $0.00 Permissible $0.00 Reserve $0.00 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $0.00 Required $1, Permissible $0.00 Reserve $1, Admin Cost $124.00

20 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $2, Total $2, Goal 4 Objectives 8 R1 Academic Integration, R6 Assessment, P10 Student Transition 4.8 In FY15 utilize secondary TSA in Auto, Health Therapeutics, Diagnostic Services, Health Informatics, Administrative Support, Construction, and Plant Systems to facilitate student transition. (ACTION PLAN for 2S1) Provide staff development and necessary resources for TSA. Student performance improves as a result of curriculum modifications resulting from the TSA. FY15: State data for 2S1 shows a 10% improvement over FY14. (ACTION PLAN for 2S1) Required $0.00 Permissible $0.00 Reserve $0.00 Admin Cost $0.00 Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $0.00 Required $3, Permissible $0.00 Reserve $0.00 Admin Cost $ Reallocation Basic $0.00 Reallocation Reserve $0.00 Total $3, Total $3, Goal 5: Sustain the Consortium of and Postsecondary Institutions Goal 5 Narrative: The Pine To Prairie / Northland consortium has the advantage of a long history of collaboration and positive relationships in articulation, on line college classes, and support for non traditional students. Matriculation patterns of students reflect that the geography and collaboration has and will continue to be a factor in student decisions about post secondary choices. Past history with the stakeholders in this consortium indicates that collaboration will be shared and mutual, and as new stakeholders join, we will continue to foster that corporate culture of mutual respect and responsibility. We continue to use an Executive Board for the consortium as well as monthly meetings with Deans, Superintendents, and Principals. The Executive Board and the Pine to Prairie Cooperative Board monitors fiscal rules for operations, collaborative budget development, and promotion of the consortium vision. Each entity in the consortium will put in place the accountability measures necessary to ensure that student success is achieved. The college, each of the 29 high schools, and the consortia boards as a whole will review all state data to determine which actions are necessary to improve student performance. Consortium activities and resources are and will be directed towards those identified needs. We will use technical skill assessment to improve our CTE programs. Fiscal responsibility rests with Pine to Prairie and NCTC and current fiscal practices will be modified as the law and state requires it. In short, we expect all processes and structures to be dynamic with student success being the dominant concern. We will collaborate with other consortia on POS and CSP and reach out to other MNSCU campuses to meet needs we cannot meet. We will collaborate with other consortia in the state to adopt practices that are effective in assisting students in their career goals. QUESTION: What activities were conducted that help sustain the consortium? The secondary and postsecondary Perkins coordinator met on a bi monthly basis to discuss the Perkins goals and activites that need to be accomplished throughout the year. In addition the two coordinators have many common meeting throughtout the year where they meet as well. The postsecondary administration including the President and the Vice President meet with the secondary superintendents at least twice a year to discuss Perkins goals and activities for joint programs. For example last year at the joint meeting we decided to pursue a joint mobile manufacturing and welding lab between the college and the high school. The Vice President of the college and the secondary Perkins coordinator went to the legislature with this proposal. Unfortunately we were not successful, but we will pursue the legislative action again. The Pine to Prairie coordinator is a member of the Northland Community and Technical College advisory committee and attends the advisory committee meetings twice a year. These meetings are an excellent way to keep informed about what is happening at the college. The Pine to Prairie secondary coordinator, the Northland postsecondary coordinator, the college vice president, and the college dean meet in the spring to review progress on the grant and to discus common goals for next year's grant. At the secondary level, the Pine to Praire Perkins coordinator meets November through March with the Pine to Prairie principals. Various topics are covered at the meeting. In addition the Perkins coordinator reviews goals and activites for the year and enlists the principals to coordinate activities at each individual school district. The secondary coordinator also reviews the Perkins indicators 1S1 6S2 for the previous year and the targets for the current year. Principals are very helpful when it comes to targets for reading, math, and high school graduation. The Pine to Prairie coordinator also meets monthly with the participating school superintendents. Discussions involve many topics, but again the Perkins coordinator reviews the same materials as he reviews with the principals. The postsecondary coordinator participated in the FY15 Perkins Leadership Development Initiative as a mentee. As a result, the postsecondary coordinator attended a regional meeting at Itasca CC along with several visits with the assigned mentor. He also attended the MACTA spring conference in April. These activities helped to increase knowledge and understanding of the Perkins legislation and processes which, in turn, benefitted the consortium. The postsecondary coordinator also attended the Fall coordinators' meeting at Normandale Community College and the CTE Works! conference in Plymouth, MN. QUESTION: Provide an overview of the leadership team (i.e. are they representing all districts, colleges, business and industry, and other community partners).