Carl Perkins Program Self-Evaluation for FY 2014 Kansas Board of Regents - Career and Technical Education

Transcription

1 Carl Perkins Program Self-Evaluation for FY 2014 Kansas Board of Regents - Career and Technical Education Institution: Flint Hills Technical College Perkins Program: Business Administrative Technology Lead Instructor(s): Don Eusey, Lori Moore, and Kenda O Mara Date: January 4, 2013 The purpose of the Carl Perkins Technical Education Act of 2006 is to continuously improve the quality of Career and Technical Education programs. Federal legislation specifies that the Kansas Board of Regents must monitor the performance of local institutions receiving funding. Program Self-Evaluation: Each of the following Core Indicators and Topics is directly connected to requirements set forth in the Perkins legislation. Please see the Resource Guide at the end of this document for a description of the Core Indicator values and the required Perkins Program Improvement elements. Based upon your analysis and an in-depth knowledge about your Perkins program, please evaluate your target and actual core indicator values for FY 2012 and the program topics for the past 2 3 academic years and provide recommended Improvement Strategies. Note: This evaluation is program specific; institutional elements will be addressed in the Institutional Self-Evaluation. Self- Evaluation Categories Core Indicators of Performance Strengthen Academic & Technical Skills Link Secondary/Postsecondary CTE All Aspects of an Industry Use of Technology Professional Development Program Evaluation Initiate, Improve, Expand, & Modernize CTE Sufficient Size, Scope & Quality Core Indicators of Performance Technical Skill Attainment (1P1) Target: 87.75% Actual number: 18 Actual %: 100% Meets or exceeds target (highlight successful activities) N/A (CIP code not included on KBOR Technical skill/credential list) Credential, Certificate, Diploma Attainment (2P1) Target: 80.57% Actual number: 18 Actual %: 50% Meets or exceeds target (highlight successful activities) We will encourage students to use the Student Success Center for tutoring if they need additional assistance outside of the classroom. We are implementing student/instructor meetings mid-semester to discuss progress and concerns individually with students. A peer tutor from within the program was hired to support students needing extra assistance.

2 Pg. 1 of 9 Student Retention or Transfer (3P1) Target: 65.81% Actual number: 31 Actual %: 65% Meets or exceeds target (highlight successful activities) Student Placement (4P1) Target: 71% Actual number: 20 Actual %: 77% Meets or exceeds target (highlight successful activities) Non-Traditional Participation (5P1) Target: 10% Actual number: 20 Actual %: 20% Meets or exceeds target (highlight successful activities) Non-Traditional Completers (5P2) Target:10% Actual number: 3 Actual %: 7.3% Meets or exceeds target (highlight successful activities) We will highlight success stories of non-traditional employees in our local communities as well as on a larger scale. We will accomplish this through local guest speakers and national videos. We will begin the steps to conference with Emporia State University s Dean of the School of Business towards a 2+2 to better be able to market our program as more than working towards entry level positions.

3 Pg. 2 of 9 Required Perkins Program Improvement Elements: 1) Strengthen Academic & Technical Skills Perkins Legislation: Strengthen the academic and career and technical skills of student participating in career and technical education programs, by strengthening the academic and technical education components of such programs through the integration of academics with career and technical education programs through a coherent sequence of courses, such as career and technical programs of study described in section 122 (1)(A) Section 135(b)(1) Developed BAT 126 Leadership I, BAT 127 Leadership II, BAT 226 Leadership III, and BAT 227 Leadership IV - Traditional and Online. Delivered BAT 212 Business Communications in hybrid format. PAC meeting from Fall 2012 reviewed outcomes/competencies (review minutes). Offer additional BAT courses in hybrid format, beginning with BAT 113 Business Accounting, BAT 122 Desktop Publishing, BAT 217 Office Management II and BAT 247 Administrative Assistant. 2)Link Secondary/Postsecondary CTE Perkins Legislation: Link career and technical education at the secondary level and career and technical education at the postsecondary level, including by offering the relevant elements of not less than 1 career and technical education program of study described in section 122 (1)(4) Section 135 (b)(2) We accept advanced placement from high school for BAT 113 Accounting. BAT Faculty attends local Career Clusters Consortium meetings, attends the annual state conference, and will be presenting. We allow high school Junior and Seniors to enroll in the BAT Program. A representative of Emporia High School s Business Education department is a member of our PAC. Attempt to have faculty participate in Emporia High School Business Education Advisory Committee. 3) All Aspects of an Industry

4 Perkins Legislation: Provide students with strong experience in and understanding of all aspects of an industry, which may include work-based learning experiences.section 135 (b)(3) List new internship sites per database. Guest speakers Janice Yingst, HR at TFI. Fields Trips to Camp Alexander for teamwork. New advisory board members include Dan Slater, Barbara Railsback and Renee Bass. Moved CTSO from BPA to PBL. Students compete at both state and national levels for Phi Beta Lambda in a variety of CTE topics. We will continue updating our list of possible internship sites. We will work to implement field trips for associate level courses. 4) Use of Technology Pg. 3 of 9 Perkins Legislation: Develop, improve, or expand the use of technology in career and technical education. Section 135 (b)(4) We have both hybrid and online courses. New equipment / Training Lab in the DC classrooms. Update various softwares as resources allow such as QuickBooks and MS Office. We will be updating Microsoft Office Software to The software program ZOOM will be used in some online courses. 5) Professional Development Perkins Legislation: Provide professional development programs that are consistent with section 122 to secondary and postsecondary to teachers, faculty, administrators, and career guidance and academic counselors who are involved in integrated career and technical education programs. Section 135 (b)(5) NBEA Annual Conference PBL NLC - Presented

5 IAAP memberships KBEA Conference and office held (Kim Dhority) Don Eusey attending Instructional Design Technology classes at ESU Continue effective strategies. 6) Program Evaluation Perkins Legislation: Develop and implement evaluations of career and technical education programs carried out under this title, including an assessment of how the needs of special populations are being met. Section 135 (b)(6) Various MOS certifications are obtained by students. Faculty review the Pre/Post test results at the end of May Faculty will implement OPAC certification for all Freshman Microsoft courses and continue with MOS certification for associate level courses. 7) Initiate, Improve, Expand and Modernize CTE Pg. 4 of 9 Perkins Legislation: Initiate, improve, expand, and modernize quality career and technical education programs, including relevant technology. Section 135 (b)(7) Within the BAT program Hybrid and Online instruction are offered. Faculty are updating curriculum and changing graduation requirements (Outlook). A new training lab with 12 workstations, computers, telephone lines, fax/copy/scanner/printer were installed at the new downtown campus. We will revise the outcome matrix for the BAT program per the suggestion of the PAC. We have changed the program to implement OPAC certification for all freshman level Microsoft courses.

6 8) Sufficient Size, Scope & Quality Perkins Legislation: Provide services and activities that are of sufficient size, scope, and quality to be effective. Section 135 (b)(8) Effectiveness is gauged by internship employer surveys, course assessments, and program assessments. Certifications are available for all BAT students. A third full-time instructor was hired to replace two part-time instructors to improve instructor availability for students. We will revamp our FOCUS session with potential students to improve the interaction of the program for those students. Faculty helped work a fair booth to assist with recruitment and marketing. Collaborate to present to high school business classes the advantage of entering the program as a junior or senior high school student. 9) Special Populations (specifically, gender non-traditional students) Perkins Legislation: Provide activities to prepare *special populations, including single parents and displaced homemakers who are enrolled in career and technical education programs, for high skill, high wage, or high demand occupations that will lead to self-sufficiency.section 135(b)(9) *Individuals with disabilities, economically disadvantaged families, gender nontraditional training, single parents, displaced homemakers, limited English proficiency. BAT offers Online/Hybrid courses. A partnership has been developed with Adult Education/Customized Training to offer workshops and outreach for dislocated workers. We partner with the Student Success Center for students who need assistance obtaining study skills. A peer tutor from the program has been hired to assist with program specific courses. Continue effective methods of online/hybrid courses and partnering with Adult Education. Create partnership with ESU writing lab for students with limited English writing proficiency. Request that we highlight gender non-traditional students in program promotional materials. 10) Program Advisory Committees Pg. 5 of 9 Perkins Legislation: To involve parents, businesses, and labor organization as appropriate, in the design implementation, and evaluation of CTE programs. Section 135(c)(1)

7 We have two advisory committee meetings per year. Faculty will maintain strong relationships within business and industry to provide knowledgeable PAC members. To the best of my knowledge, the evaluations and improvement strategies contained in this Carl Perkins Program Self- Evaluation accurately depict this Career and Technical Education program. This self-evaluation was thoroughly discussed with the institution s administration. Signature of Lead Instructor(s): Signature of Administrator: Date Discussed: Program Self-Evaluation discussion to be held prior to site visit in March Pg. 6 of 9 Resource Guide

8 Required Perkins Program Improvement Elements: (See Handbook for Carl D. Perkins Grants at: for further details on the required elements (section III (d) Program Improvement Funds Manditory Activities) 1) Strengthen Academic & Technical Skills Perkins Legislation: Strengthen the academic and career and technical skills of student participating in career and technical education programs, by strengthening the academic and technical education components of such programs through the integration of academics with career and technical education programs through a coherent sequence of courses, such as career and technical programs of study described in section 122 (c) (1)(A); Section 135(b)(1) 2) Link Secondary/Postsecondary CTE Perkins Legislation: Link career and technical education at the secondary level and career and technical education at the postsecondary level, including by offering the relevant elements of not less than 1 career and technical education program of study described in section 122(c) (1)(4); Section 135 (b)(2) 3) All Aspects of an Industry Perkins Legislation: Provide students with strong experience in and understanding of all aspects of an industry, which may include work-based learning experiences. Section 135 (b)(3) 4) Use of Technology Perkins Legislation: Develop, improve, or expand the use of technology in career and technical education. Section 135 (b)(4) 5)Professional Development Perkins Legislation: Provide professional development programs that are consistent with section 122 to secondary and postsecondary to teachers, faculty, administrators, and career guidance and academic counselors who are involved in integrated career and technical education programs. Section 135 (b)(5) 6) Program Evaluation Perkins Legislation: Develop and implement evaluations of career and technical education programs carried out under this title, including an assessment of how the needs of special populations are being met. Section 135 (b)(6) 7) Initiate, Improve, Expand and Modernize CTE Perkins Legislation: Initiate, improve, expand, and modernize quality career and technical education programs, including relevant technology. Section 135 (b)(7) 8) Sufficient Size, Scope & Quality Perkins Legislation: Provide services and activities that are of sufficient size, scope, and quality to be effective. Section 135 (b)(8) 9) Special Populations Perkins Legislation: Provide activities to prepare *special populations, including single parents and displaced homemakers who are enrolled in career and technical education programs, for high skill, high wage, or high demand occupations that will lead to selfsufficiency. Section 135(b)(9) Perkins Act of Section 122. State Plan (see the Perkins Act of 2006 The Official Guide for full text of the legislation): (c) Plan Contents. The State plan shall include information that 1) describes the career and technical education activities to be assisted that are designed to meet or exceed the State adjusted levels of performance, including a description of (A) the career and technical programs of study, which may be adopted by local educational agencies and postsecondary institutions to be offered as an option to students (and their parents as appropriate) when planning for and completing future coursework, for career and technical content areas that i) incorporate secondary education and postsecondary education elements; ii) include coherent and rigorous content aligned with challenging academic standards and relevant career and technical content in a coordinated, non-duplicative progression of courses that align secondary education with postsecondary education to adequately prepare students to succeed in postsecondary education; iii) may include the opportunity for secondary education students to participate in dual or concurrent enrollment programs or other ways to acquire postsecondary education credits; and iv) lead to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree; 4) describes efforts to facilitate the transition of subbaccalaureate career and technical education students into baccalaureate degree programs at institutions of higher education; Pg. 7 of 9 Perkins Act of Section 135. Local Use of Funds (see the Perkins Act of 2006 The Official Guide for full text of the legislation):

9 (b) Requirements for Uses of Funds. Funds made available to eligible receipients under this part shall be used to support career and technical education programs that (1) strength the academic and career and technical skills of students participating in career and technical education programs, by strengthening the academic and career and technical education components of such programs through the integration of academics with career and technical education programs through a coherent sequence of courses, such as career and technical programs of study described in section 122 (c) (1) (A), to ensure learning in (A) the core academic subjects (as defined in section 9101 of the Elementary and Secondary Education Act of 1965); and (B) career and technical education subjects; (2) link career and technical education at the secondary level and career and technical education at the postsecondary level, including by offering the relevant elements of not less than one career and technical program of study described in section 122 (c) (1) (A); (3) provide students with strong experience in and understanding of all aspects of an industry, which may include work-based learning experiences; (4) develop, improve, or expand the use of technology in career and technical education, which may include (A) training of career and technical education teachers, faculty and administrators to use technology, which may include distance learning; (B) providing career and technical education students with the academic and career and technical skills (including the mathematics and science knowledge that provides a strong basis for such skills) that lead to entry into the technology fields; or (C) encouraging schools to collaborate with technology industries to offer voluntary internships and mentoring programs, including programs that improve the mathematics and science knowledge of students; (5) provide professional development programs that are consistent with section 122 to secondary and postsecondary teachers, faculty, administrators, and career guidance and academic counselors who are involved in integrated career and technical education programs, including (A) in-service and preservice training on (i) effective integration and use of challenging academic and career and technical education provided jointly with academic teachers to the extent practicable; (ii) effective teaching skills based on research that includes promising practices; (iii) effective practices to improve parental and community involvement; and (iv) effective use of scientifically based research and data to improve instruction; (B) support of education programs for teachers of career and technical education in public schools and other public school personnel who are involved in the direct delivery of educational services to career and technical education students, to ensure that such teachers and personnel stay current with all aspects of an industry; (C) internship programs that provide relevant business experience; and (D) programs designed to train teachers specifically in the effective use and application of technology to improve instruction; (6) develop and implement evaluations of the career and technical education programs carried out with funds under this title, including an assessment of how the needs of special populations are being met; (7) initiate, improve, expand and modernize quality career and technical education programs, including relevant technology; (8) provide services and activities that are of sufficient size, scope and quality to be effective; and (9) provide activities to prepare special populations, including single parents and displaced homemakers who are enrolled in career and technical education programs, for high skill, high wage or high demand occupations that will lead to self-sufficiency. Postsecondary Core Indicators of Performance Pg. 8 of 9

10 1P1 - Technical Skill Attainment Student attainment of challenging career and technical skill proficiencies, including student achievement on technical assessments, that are aligned with industry-recognized standards, if available and appropriate. Measures any student identified as a concentrator who attempted a technical skill assessment test. Numerator = number of CTE concentrators who passed technical skill assessments that are aligned with industryrecognized standards, if available and appropriate, during the reporting year Denominator = number of CTE concentrators who attempted technical skills assessments during the reporting year Note: A list of Technical Skill Assessment Tools can be found on the KSPSD web site. 2P1 - Credential, Certificate, or Degree Student attainment of an industry-recognized credential, a certificate, or a degree. Measures concentrators who earned an award and are NO LONGER enrolled in postsecondary education. Numerator = number of CTE concentrators who receive an industry-recognized credential, a certificate, or a degree during the reporting year Denominator = number of CTE concentrators who left post-secondary education during the reporting year 3P1 - Student Retention and Transfer Student retention in postsecondary education or transfer to a baccalaureate degree program. Measures concentrators who were enrolled during the reporting year and remained in postsecondary education the following fall. All students who earned an award or an industry recognized credential are REMOVED from the analysis. Numerator = number of CTE concentrators who remained enrolled in their original postsecondary institution or transferred to another 2- or 4- year postsecondary institution during the reporting year and who were enrolled in postsecondary education in the fall of the previous reporting year Denominator = number of CTE concentrators who were enrolled in postsecondary education in the fall of the previous reporting year and who did not earn an industry-recognized credential, a certificate, or a degree in the previous reporting year 4P1 - Student Placement (Follow-up) Student placement in military service or apprenticeship programs or placement or retention in employment, including placement in high skill, high wage, or high demand occupations or professions. Measures placement of all concentrators who are no longer enrolled in postsecondary education. Only students who have completed, earned an industry recognized credential or have dropped out of postsecondary education are included in the analysis. Numerator = number of CTE concentrators who were placed or retained in employment or placed in military service o apprenticeship programs in the 2 nd quarter following the program year in which they left postsecondary education (i.e., unduplicated placement status for CTE concentrators who graduated by June 30, 2010 would be assessed between October 1, 2010 and December 31, 2010) Denominator = number of CTE concentrators who left postsecondary education during the reporting year 5P1 - Nontraditional Participation -- Student participation in career and technical education programs that lead to employment in nontraditional fields. [Sec 113(b)(2)(B)]. Measures all participants and concentrators enrolled in gender underrepresented programs. Numerator = number of CTE participants from underrepresented gender groups who participated in a program that leads to employment in nontraditional fields during the reporting year Denominator = number of CTE participants who participated in a program that leads to employment in nontraditional fields during the reporting year 5P2 - Nontraditional Completion Student completion of career and technical education programs that lead to employment in nontraditional fields. [Sec 113(b)(2)(B)]. Measures all nontraditional concentrators who earned an award in a gender underrepresented program. Numerator = number of CTE concentrators from underrepresented gender groups who completed a program that leads to employment in nontraditional fields during the reporting year Denominator = number of CTE concentrators who completed a program that leads to employment in nontraditional fields during the reporting year Note: A list of gender nontraditional occupations can be found on the KSPSD website. Pg. 9 of 9