Status Report

02073-FY18 Hennepin West Consortium Perkins Application

Perkins IV Consortium

Award Year: 2017

Contract Number: 02073

Status Report Number: 01

Submitted By: Cynthia Muna

Submitted Date: 10/15/2018

Status Report Type: Annual Performance Report

Status: Approved

Approved By: Jeralyn Jargo

Approved Date: 12/21/2018

07/01/2017 06/30/2018 Report Period From Date To Date

Primary Contact

Ms. Cynthia Muna Name:* Salutation First Name Middle Name Last Name

Title: Postsecondary Contact

Email: [email protected]

Address: North Hennepin Community College

7411 - 85th Avenue North

Brooklyn Park Minnesota 55455

City State/Province Postal Code/Zip

763-424-0943 Phone: Phone Ext.

Fax: 763-493-0565

Organization Information

Name: Hennepin West Consortium

Organization Type: MN Perkins Consortium

Organization Website:

Address: 7411 85th Avenue North

Brooklyn Park Minnesota 55445 * City State/Province Postal Code/Zip

Phone: 763-424-0943

Fax:

Ext.

Goal 1: Designing & Implementing Programs of Study: Goals, Objectives and Strategies

Goal 1 Narrative:

QUESTION: What activities were conducted during the grant year that supported Programs of Study (POS)? During FY18, a rationale for a needs assessment plan for college, high school and business needs was created during our regular meeting schedule and retreat. Areas needing improvement will be addressed in future grant planning and through Perkins V. As part of our needs assessment, HWC invests in articulation and concurrent enrollment as the primary vehicles to create a pathway from secondary to postsecondary. HWC secondary disperses a majority of their funds in Goal 1. The consortium supports a portion of the regional articulation coordinator and the www.CTEcreditMN.com website administrator along with programming and hosting of the articulation website. The articulation meetings are organized around career pathways, which has also served as excellent professional development and networking. HWC will continue to support adding local and regional articulation agreements. This will include inviting new consortia partners to www.CTEcreditMN.comthus advancing our goal of facilitating statewide student mobility and advanced placement opportunities. An RPOS in Programming and Software Development was created following a needs assessment and was approved by the consortium and state. Labor market data supported this choice as a high skill, high wage, high demand career. There are Programming and Software Development programs at both NHCC and HTC. All eligible districts (8 of 10) are aligned with this RPOS. This RPOS is being implemented at all levels and technical skill assessments are being evaluated. HWC college faculty, high school teachers, advisory committee members, Perkins directors, counselors and advisors reviewed the eight approved POS. The eight POS were either enhanced or sustained. Local and regional advisory committees have strengthened the RPOS and POS to connect teachers for cross teaching. There are strong advisory committees in the high schools and colleges. The leadership team has concluded there is a need to revise the advisory committee structure. In addition to joint advisory committees between secondary and postsecondary, strong secondary advisory committees are inviting other school districts in the consortium to join them to reduce duplication and stress on our business partners. Twin West has been very helpful with providing us with industry partners as we entertain the idea of focused regional advisory committees. As HWC reevaluated our seven required state approved POS, we fully developed those POS through brokering in areas where the partner colleges or high schools did not have extensive programming. For example, the HWC Engineering pathway is valid and reliable on the secondary level but programming is limited at the postsecondary level. Secondary brokered with Normandale Community College in the area of Engineering and added a TSA. Students were exposed to all aspects of the industry through connections with the real world. HWC continued a career focused all day workshop directed at secondary students which was hosted by partnering colleges. Students were on the college campus and exposed to specific industries through hands-on activities, industry panels and college guest speakers. For example, Criminal Justice was a focus for one of the workshops and Manufacturing for another. We will continue to provide apprenticeship training, internships, mentorships, relationships through advisory committees, etc. In addition we support MCIS, Naviance, Real Time Talent as tools to provide career and employment information. Hennepin West schools have recognized the value of career academies. Resources such as CAPS, business simulations, and student organizations are supported and implemented. A concentrated effort is made to provide technical skill assessments to strengthen pathways, ACC, CE, and credit for prior learning. HWC leadership supported additional TSA implementation in order to gather additional data to make program improvements. A continuous curriculum review model supports articulation agreement changes. Consortium articulation meeting structure was modified to include broader issues of POS development, review and improvement, as well as review of state approved TSA's in pathways. TSA data was shared with the HWC leadership team in order for best practices to emerge in individual school/teacher Professional Learning Communities (PLC’s). The colleges recognized the need to validate student learning at the secondary level, which would advance students into a postsecondary pathway. HWC worked with vendors to negotiate improved pricing. Additional funding for secondary to support TSA in all pathways was provided by NHCC. Through advisory committees, industry partners have stated that in specific pathways, TSA credentialing is a valid tool to assess potential employee knowledge. HWC will support the integration of innovative programming to better support academic and technical skills (e.g. Compass, Vantage, Career Academies, PLTW, IT Exploration). One way we improved technical skills of CTE learners was to partner with manufacturing. HWC applied and was approved for a Grant for Youth Skills Training from the Department of Labor and Industry. This grant will be implemented in FY19. HWC offers professional development opportunities to all faculty through multiple resources including Perkins. Examples of relevant professional development include CTE Works, ACTE, MACTA, MnACTE and other professional conferences. In addition, NHCC, Century and Normandale provided all consortium concurrent enrollment high school teachers and college faculty networking and training opportunities to assist in complying with legislative and HLC requirements. Articulation meetings, which are organized around career pathways, also serve as excellent professional development and provide networking opportunities. SouthWest Metro Consortium hosted career pathway conferences to strengthen the Hospitality and Tourism and Education pathways, which provided professional development for teachers in which HWC participated. HWC will continue to partner with other consortia in the state. Concurrent Enrollment Options In FY18, NHCC unfortunately lost two CE courses—Construction with Wayzata and Personal Finance with Brooklyn Center. As is evident from the enrollment data from FY17-FY18 enrollment decreased by 21.2%. Part of the decrease is from the loss of the two courses which accounted for 66 enrolled students. However, the dramatic decrease with Hopkins High School's Personal Finance numbers from 198 down to 46 is another factor. This decrease occurred due to HLC credentialing changes which meant the instructor at the high school was no longer qualified to teach this course on a CE basis. Based on the credentialing review of the 15 high school teachers, only three of them qualified. Number of Students Course/school 2015-2016 2016-2017 2017-2018 Buffalo High School: MATH 1130 54 68 MATH 1140 43 14 HIST 1010 78 HIST 1200 101 63 SOC 1110 56 47 FYE 1020 85 47 BUS 1440 62 COMM 1010 51 47 TFT 1210 12 13

Wellstone International: ARBC 1101

Wayzata High School: ACCT 2111 24 23 18 ART 1100 36 42 23 HLTH 1070 BUS 1440 78 75 90 BUS 2200 25 18 CMSV 1200 11

Orono High School:

ACCT 2111 11 12 18 CIS 1101 34 34 39

Hopkins High School: BUS 1440 288 198 46

Brooklyn Center High School: BUS 1440 54

In FY18, HTC offered 55 sections of concurrent enrollment. High schools involved include Wayzata HS, Forest Lake Area HS, Buffalo HS, Roseville HS, and the Prior Lake/Lakeville MNCAPS program. Courses included Computer Programming, Business, Accounting, Video Production, Graphic Design, Auto Mechanics, Marine/Motorsports Technology, Child Development, Engineering CAD, Landscape/Horticulture, and Woodworking. Bloomington Career and College Academy has expanded their programming, and in FY18 they offered courses at their high school taught by HTC faculty in Computer Careers, Emergency Medical Services, Nursing Assistant, Health Unit Coordinator, and Auto Mechanics. The Auto Mechanics career track courses are held at HTC’s Eden Prairie campus. In addition, HTC further aligned with NACEP standards during FY18 and will apply for accreditation in FY19. HTC also continued to work with HS teachers on professional development plans that help to address any credentialing gaps. Articulation Agreements with 4-Yr Institutions In FY18, NHCC has several 4 year institutions that are now located on the campus, so that students can complete a 4 year degree during their tenure at NHCC. Also,this collaboration will support the successful transition and completion for students at the 4 year institutions. Additionally, NHCC began conversations with SCSU software engineering faculty and the goal is to offer these courses on NHCC campus by SCSU faculty. In FY18, HTC developed a partnership with Metropolitan State University. Students who obtained an associate’s degree at HTC will be able to continue their education on campus at HTC in Eden Prairie. Classes will be offered evenings on campus or online beginning in fall 2018. Students can choose to pursue a bachelor’s degree in either Organizational Studies or Individualized Studies. The new relationship provides a seamless educational transition for current and future HTC students. As a result of this partnership, articulation agreements were created between twelve associate degrees and the Organizational Administration BAS degree at Metropolitan State University. Additionally, four separate agreements were developed for the Information Assurance BAS degree. Also in FY18, Hennepin Technical College developed a partnership with Bemidji State University in which a total of 33 articulation agreements were established between multiple HTC and BSU degree pathways, including the Management BAS and the Applied Engineering BAS degrees at BSU.

QUESTION: Describe the impact of the POS in terms of participation, concentrators, student outcomes, etc. In FY18, HWC decided the new RPOS will be based on Programming and Software Development programs and courses offered at the colleges and in the secondary districts (8 out of 10 districts). There will be a large number of participants at the secondary level for this pathway. In addition, there is a CE course with HTC in Programming already established. Articulated College Credit Meetings • New in FY18, Minneapolis Public Schools joined the College High School Partnership. It is great to have these teachers join our partnership! •14 articulation meetings were held for high school teachers and college faculty from 5 consortia: Hennepin West, Minneapolis, Oak Land, South Metro, and Southwest Metro. •Nine (9) colleges participated in the scheduled meetings in the various career clusters were similar to past years: Anoka Technical College, Anoka-Ramsey Community College, Alexandria Technical and Community College, Century College, Dunwoody College of Technology, Hennepin Technical College, Normandale College, Ridgewater College, and St. Cloud Technical and Community College. Since NHCC has been focusing their efforts and funding exclusively on Concurrent Enrollment, faculty from NHCC did not participate in the meetings or partnership. •Overall attendance continues to be good at each Articulated College Credit meeting averaging about 20-30 educators attending the meetings. •Introductory, one credit college courses from Hennepin Technical College were presented for the first time to high school programs in FY18. These courses were well received by high school teachers as they give more students an opportunity to earn college credit. •Identifying technical skill assessments for each program or course in each career pathway is progressing. Teachers and faculty are interested in identifying an appropriate assessment or certification for each agreement. Further work will continue on this initiative in FY19. •Realtime Talent information was shared with teachers and faculty at all meetings. •Individual website training was also held throughout the year for new teachers. Questions and concerns from teachers or faculty were addressed on a regular basis. Total Articulated College Credit (ACC) Agreements in FY18– 114 Articulated College Agreements in 16 Career Clusters with 203 different college programs in Minnesota were reviewed/revised/ available to high school programs. • Agriculture, Food, and Natural Resources - 2 •Architecture and Construction - 14 •Arts, Audio-Video Technology, and Communications - 10 •Business, Management, and Administration - 10 •Education and Training - 1 •Finance - 2 •Government and Public Administration – 0 •Health Science - 10 •Hospitality and Tourism - 7 •Human Services - 3 •Law, Public Safety, Corrections, and Security - 5 •Information Technology - 10 •Manufacturing - 8 •Marketing - 9 •Science, Technology, Engineering, and Mathematics – 14 •Transportation, Distribution, and Logistics – 9 College Credit Awards Hennepin West Consortium includes 10 school district and 2 college. • 1,019enrolled in ACC courses on the website •667 students were successful in earning ACC •128 students were unsuccessful in earning ACC •224 students are in pending status which means one of the following: •The instructor did not approve the student or make their status unsuccessful. •Student is in 9thgrade and not able to earn the credit per the agreement. •Student must take two high school courses in order to receive ACC. In this case the student may have only take one of the two-course sequence. Total Students Enrolled Earning College Credit Not Earning College Pending School District Credit Brooklyn Center Secondary 0 0 0 0 School Eden Prairie High School 1 0 0 1 Hopkins High School 2 0 0 2 Intermediate District 287 150 100 41 9 Lionsgate Academy 0 0 0 0 Maple Grove High School 0 0 0 0 Minnetonka High School 0 0 0 0 Osseo Learning Center 0 0 0 0 Osseo High School 263 185 21 57 Park Center High School 14 0 0 14 Robbinsdale Armstrong 13 13 0 0 High School Robbinsdale Cooper High 0 0 0 0 School Robbinsdale HighView 0 0 0 0 Learning Center Robbinsdale Sandburg 0 0 0 0 Learning Center St. Louis Park High School 242 140 58 44 Wayzata High School 334 229 8 97 TOTAL in FY18 1019 667 128 224

Total in FY17 993 435 43 504 Difference +26 +232 +85 -280 Per Cent Increase (+) +2%

• There was a slight increase of 2% or 26 students enrolled on the CTECreditMN.com website. •Increases in student enrollment occurred at Intermediate District 287 and Osseo School District from FY17 to FY18. Wayzata High School and St. Louis Park High School had slight increases. •There is still a concern that many high schools do not offer articulated college credit in their high schools. Leadership team members believe it is due to increased enrollment in concurrent enrollment, AP, Project Lead the Way, or College in the Schools as options in CTE courses. The articulation coordinator is making appointments with individual schools to improve ACC participation. There will also be an additional meeting to address the concerns of PLTW instructors. •Overall in the consortium, more students earned more college credits and fewer students remained in the pending status across all high schools. CTEcreditMn Website Meetings and Activities: • A meeting of CTEcreditMn Website consortia partners was held in November 2017 following the Perkins Consortia Leaders Workshop. Postsecondary and secondary representatives from each partnering consortium were present. Updates were given by leadership. •System sends email three times a year to instructors who have “pending” students. •System sends email to parents and students who have earned ACC to remind them to print their ACC record. •Revised report #4. •Added Google Translate to the entire site. •Created position description for website facilitation. PSEO Impact: NHCC continues to invest in PSEO options for qualified high school students, which can be evidenced in the contract PSEO option the college recently began to offer to internal and external high school partners. In FY18, NHCC enrolled 1296 PSEO students, which represents a decrease in PSEO enrollment. If it is available before the APR is due, an addendum of HTC data will be included specifying the number of students redeeming credits via articulation agreements, as well as the number of PSEO and Concurrent Enrollment students and their incidence of matriculation to HTC in the following year. The HTC IR department is not staffed at this time. To date, data extracted from EPM11 shows the following: HTC FY18 PSEO Headcount and Credit Count PSEO Type # Students # Credits Contract 757 2,733 MDE 184 1,784 Concurrent Enrollment 807 2,149 Technical Skills Attainment technical skill attainment to potentially include "credentials of value" or other methods of determining the level of program quality and student skill attainment beyond technical skill assessment tests. We are aware that some programs, for a variety of reasons, have yet to find a TSA that adequately measures either program quality or student skill attainment. Furthermore, TSAs are limited in the extent to which they can measure less quantifiable workplace skills commonly called soft skills. A significant part of POS development in Nursing and other health areas is driven by licensure requirements. As nursing faculty and students develop strategies to improve teaching and learning of the recently revamped curriculum at both colleges, we believe 1P1 Technical Skill Attainment will improve for the next reporting year primarily due to recent improvement in NCLEX test results. NCLEX testers accounted for 42.67%, or 218 out of 511 total testers in FY16, and an overwhelming 67.65%, or 230 out of 340 total testers in FY17, which is the most recently available full-year data. It is worth noting that 1P1 is not cohort data, but is pulled and reported annually on testers from one fiscal year only. For FY16 reporting, 82.20% of NHCC students passed the NCLEX and 66.00% of HTC students passed. For FY17 reporting, the numbers were 79.84% and 73.58% respectively. FY18 reporting year is not yet available from the state, but it will be the same as the 2017 calendar year results from the colleges. Thus we expect the FY18 percent of students passing the NCLEX to be 85.93% at NHCC and 78.57% at HTC. Regarding 1P1 going forward beyond the FY18 reporting year, both colleges have received more recent quarterly results that are increasing at NHCC but were initially decreasing at HTC. The bulk of NHCC nursing testers take the NCLEX in early spring and the result for the first quarter of 2018 was 94.12% first time testers passing, followed by 94.44% for the second quarter. So far, that represents a considerable increase over the 85.93% passing in calendar year 2017. For HTC, NCLEX results declined to 67.57% passing for the first quarter of calendar year 2018. This prompted an extensive plan of interventions by the Nursing Department. They included the following: HTC financed an online NCLEX prep course for students who graduated. A face to face version was offered but cancelled due to lack of enrollment. Changes were made to the requirements for Nursing courses beginning in fall of 2018. Students now require a 75% in Fundamentals and 78% in Med/Surg I and Med/Sug II on their exams/quizzes before their other class points are allocated. If they score less than the benchmark, they are unsuccessful in the course. Furthermore, HESI exams are now embedded throughout the program, starting with an entrance exam and ending with a live review for NCLEX included in the final course of the program, plus a cut score will be implemented for the HESI entrance exam starting in January. The Nursing Department also feels that the recent change to a two semester program and allowing students to take each course only once will also contribute to increases in their NCLEX pass rate. Even prior to the implementation of most of these interventions, second quarter results from calendar year 2018 have increased to 75.00% passing and the year to date currently stands at 69.39%. However, this data will not be included in 1P1 results until the FY19 reporting year. After NCLEX, the next largest pools of testers (Peace Officers and EMS) were not accessible for FY17, so were not included in the FY17 1P1 actual performance data. The state has confirmed that this data will be included for FY18 when these results are reported in January of 2019. For example, the FY16 reporting year included the Peace Officers License Exam pool of 162 testers, of which 140 passed for a rate of 86.36% which pulled the average up. The EMS group of 39 testers, 30 of which passed, contributed a rate of 76.92% which was slightly higher than the overall that year. However, these larger pools of testers that tended to come in above the overall average are not included in the most recently available 1P1 performance data for FY17, which collectively stands at 70.88%. At HTC, accounting students resumed taking the Nocti Accounting Basic test in FY18 and these new results will be included in the overall 1P1 for the colleges for FY18. However, based on the percent passing the Nocti Basic Accounting test in past years, we expect these results to pull the average up. In FY18, Accounting faculty at NHCC continued to embed the NOCTI exam into their curriculum and grading matrices. Faculty are utilizing the results by modifying curriculum so that students are better prepared for the work world based on advisory board members input and TSA alignment. Fortunately, the changes to the assessment have continued to result in significant increases in the number of student that pass the exam. Please see the chart below for fall and spring results for FY18. Please note, these are results that were directly obtained from the faculty that administered the assessments at NHCC. *Cut score is 50.6 per NOCTI

Semester Fall 14 Spring 15 Fall 15 Spring 16 Fall 16 Spring 17 Fall 17 Spring 18

Total Number 26 27 28 31 22 20 16 15 of Student Who took exam

Number of 25 25 28 28 21 19 16 14 Students scoring above cut score In FY2017, the Graphic Design Program faculty chose to change the technical skills assessment tool in the hope that industry-recognizable certification could benefit students who successfully completed the test. There is no accepted national standard of certification for graphic design, however Adobe, the company that makes the industry-standard digital tools of graphic design, has a suite of tests for their most popular software applications. The choice was made to switch to an Adobe test from our previous Skills USA test so that students might benefit from having certification from Adobe, one of the most recognizable names in the graphic design industry, which could benefit their resumes and give them a talking point in future job interviews. Unfortunately, NHCC students didn't perform any better the second year the exam was administered. For example, the past two years 3 students out of 13 have successfully passed the assessment. NHCC still believes that Adobe's position in the industry and name recognition attached to test-passing certification could benefit students after they move on from the program. However, it may take another year or two to consider how to best engage these testing products and how that process may fit into the curriculum. Secondary TSA summary The utilization of TSA’s provides continuous improvement in curriculum and delivery. The secondary districts expanded the documentation of TSA results and by having more districts participate in TSA’s whether or not it is required by the state. There were 3 high schools participating in TSA in FY16 and 6 high schools participating in FY17. In FY16, there were 1054 TSA administered with a 44% proficiency rate compared to 1252 exams administered in FY17 with an 87% proficiency rate. FY18 there were 1569 TSA administered with an 82% proficiency rate. All districts administered TSA, however only 5 districts reported to the state because the others were not required to report. The Wayzata PLTW data is not correct due to raw data being reported rather than the proficiency data.

District/High School TSA Course Career Field FY18 Pass Rate Eden Prairie HS PLTW Introduction to Engineering Engineering, Manufacturing and 88% Technology Eden Prairie HS PLTW Principles of Engineering Engineering, Manufacturing and n/a Technology Eden Prairie HS PLTW Digital Electronics Engineering, Manufacturing and 87% Technology Eden Prairie HS Marketing 54% Osseo Area Schools Nursing Assistant Health Science Technology 100% Osseo Area Schools First Responder/EMT I Health Science Technology 87% Osseo Area Schools First Responder/EMT II Health Science Technology 86% Osseo Area Schools CPR Health Science Technology 95% Osseo Area Schools Culinary I Business, Management and n/a Administration – Hospitality and Tourism Osseo Area Schools Culinary II Business, Management and n/a Administration – Hospitality and Tourism Osseo Area Schools Food and Nutrition 2 and Food Business, Management and n/a Science 2 Administration – Hospitality and Tourism Osseo Area Schools Pro Start 89% Osseo Area Schools Skills for Electronic Office Business, Management and 68% Administration Osseo Area Schools Vehicle Auto Service Engineering, Manufacturing and 100% Technology Osseo Area Schools PLTW Principles of Engineering Engineering, Manufacturing and 98% Technology Osseo Area Schools PLTW Computer Science Engineering, Manufacturing and 96% Principles Technology Osseo Area Schools PLTW Civil Engineering and Engineering, Manufacturing and 92% Architecture Technology Robbinsdale Schools PLTW Aerospace Engineering Engineering, Manufacturing and 56% Technology Robbinsdale Schools PLTW Civil Engineering and Engineering, Manufacturing and 30% Architecture Technology Robbinsdale Schools PLTW Introduction to Engineering Engineering, Manufacturing and 43% Design Technology Wayzata HS Marketing Business, Management and 73% Administration Wayzata HS Child Psychology II Human Services 90% Wayzata HS Networking Arts, Communications and n/a Information Systems Wayzata HS College Accounting Business, Management and 67% Administration Wayzata HS Graphics and Printing Arts, Communications and 100% Information Systems Wayzata HS Multimedia and Video Technology Arts, Communications and 32% Information Systems Wayzata HS PLTW Computer Science Engineering, Manufacturing and 91% Technology Wayzata HS PLTW Principles of Engineering Engineering, Manufacturing and 31% Technology Wayzata HS PLTW Civil Engineering and Engineering, Manufacturing and 44% Architecture Technology Wayzata HS PLTW Introduction to Engineering Engineering, Manufacturing and 63% Technology Intermediate District 287 Nursing Assistant Health Science Technology 100% At the secondary level in FY18 there were 28,360 participants in multiple pathways. The high schools will continually analyze data to meet Perkins negotiated targets and will advance the utilization of articulation and Concurrent Enrollment options through collaborative financial support and professional development.

QUESTION: What activity (or POS) was the most successful, something that you would repeat or share with others and why? HWC continued to invite college deans, faculty, staff, and other stakeholders to present on new trends in their respective areas. Highlights from FY18 included presentations on Concurrent Enrollment efforts, nontraditional student support, new programs at the colleges, and recommendations for areas to consider for our new RPOS. Twin West Chamber of Commerce is an active member of the HWC leadership team. Through this partnership several initiatives have come to fruition. The most successful initiative thus far is Opportunity Connect. All of HWC has the opportunity to participate. Five of the ten districts have chosen to participate in the beta year (FY19). Twin West Chamber of Commerce hired Apriton Advisors to facilitate the Opportunity Connect initiative. Opportunity Connect provides a link between education and the work community. One of the resources available is a website connecting students and teachers to guest speakers, site visits, externships, internships, lesson plans and more. This initiative provides efficiency and curricular expertise at your fingertips. HWC hosted the third annual Community and Justice Meet, which was a half day event focusing on law enforcement, criminal justice and paralegal expo held on the NHCC campus for high school students to explore careers in a variety of career pathways. For the FY18 event, we expanded our community collaboration partners to include St. Cloud DOC, Family Court Services, Federal Prison Sandstone, Metro Transit Police, Mall of America Public Safety Brooklyn Park, Brooklyn Center, and Minneapolis Police Departments, Metro Transit and the FBI. Additionally, NHCC incorporated cross campus collaborations, which included Sociology, Paralegal, Global Studies, Public Safety, Student Life, Admissions and IT. The event had 220 students registered with 160 attending from ten consortium high schools. The attendees completed admissions recruitment cards to obtain more information on CTE programs offered at NHCC, which included Criminal Justice, Policing? and Paralegal. Additionally, college faculty, high school teachers, students and HWC’s Nontraditional Consultant will be presenting the results of the program over the past three years at the CTE Works conference in November. Nontrad Consultant During FY18 the colleges again contracted with a nontrad consultant to analyze data and develop programming to recruit and retain students in programs that are nontraditional for their gender. The consultant developed extensive programming which was detailed in the FY19 grant application. It is included again here as an attachment at the end of this report. For FY19, the consultant plans to work more with high school partners either directly or through organizations such as the Girl Scouts whose members have a considerable overlapping presence in the high school districts in the NW suburbs. Joint Advisory Committees Some of HTC's postsecondary advisory committees have historically included secondary members and vice versa. These arrangements often develop because of long standing relationships between college faculty and high school teachers in the same disciplines. Automotive areas tend to maintain these relationships even when faculty and teachers change and they are reestablished with the next generation. Examples are Medium Heavy Truck which has a two-way advisory relationship with Dist 916, Auto Technology for which HTC faculty have attended Osseo's advisory meetings, Ford Asset faculty who are reestablishing the advisory relationship with Osseo, and Auto Body where HTC faculty attends Roosevelt's advisory meetings and Dist 287 attends HTC's advisory meetings and even uses it as its own. Newer relationships have developed with Buffalo High School as a result of concurrent enrollment efforts—their Auto Mechanics and Child Development instructors have both attended the respective HTC advisory meetings. RFP Proposals NHCC'S leadership team continues to allocate Perkins funding for RFP's for all CTE program areas in order to encourage innovation and quality programming. During FY18, NHCC supported the new Education career pathway by supporting the promotion and outreach of the program with business and industry, as well as enrolled students. Additionally, the graphic design program upgraded computer hardware so the students have access to the technology that is being used in the industry. At HTC, RFP/Permissible projects approved in FY18 included support for Automation Robotics cobots (collaborative robots) designed for safety where humans and robots interact, laptops for checkout in Ford ASSET, loaner tool kits for Auto Body, upgrades to Nursing simulation labs, Maxient software for coordinating reporting on occurrences and interventions for students at risk, upgraded computers in the tutoring centers, and a complete upgrade of computer technology for students in a multipurpose computer lab on each campus used primarily for IT courses.

Goal 1 Objectives

Goal 2: Effectively Utilize Employer, Community, and Education Partnerships

Goal 2 Narrative:

QUESTION: To what degree do CTE advisory committees serve both Secondary and Postsecondary programs? (Do all programs use them? Does the same advisory team advise both secondary and postsecondary programs?)

In FY18, NHCC continued to support three advising positions for Business and Nursing pathways. Unfortunately, the previous CRM, AgileGrad went out of business and no longer provides the college career program planning features. NHCC leadership instead adopted a new CRM system called EAB. This tool will meet two needs of the Perkins goal areas. It will improve services to special populations, as well as provide a continuum of service provision for enabling student transitions. The EAB tool is a comprehensive communication and retention tool. It cuts across NHCC student body so it will improve the services offered to traditional and marginalized communities. The CRM tool also allows students to communicate with their advisors via text all from their phones. The platform is mobile friendly and application based, which meets our students where they are academically. Additionally, this tool directly impacts multiple strategic directions as part of NHCC’s strategic plan. The biggest impact is to our comprehensive student experience and the tool is about improving students’ access to information immediately. NHCC also expects the tool to help the college close the opportunity gap with our students. Finally, it will also increase employee satisfaction because it will help staff and faculty to more effectively manage workloads as we transition to a one stop shop model. Additionally, each NHCC assigned advisor was required to participate on advisory board committees to ensure that they were up to date on program changes and industry standards in order to effectively advise students. The business advisors participated in the accounting, construction, CIS, paralegal, computer science and business quarterly meetings, while the nursing advisor participated in the nursing advisory board. Additionally, NHCC advisors participate in a variety of professional development workshops and activities. For instance, in FY18 advisor's attended department retreats, CTE Perkins Conference, Financial Aid training, and College Central Network. These professional development opportunities help keep advisors updated on higher education trends and financial guidelines, as well as new advising strategies. During FY18-19 NHCC will implement the new EAB software and train faculty, staff and students on how to utilize the new system. In FY20, the system should be fully functioning and be utilized by all staff and students. NHCC and consortium high school partners continue to participate on joint advisory boards. For several years, Wayzata High school has been a consistent and contributing member on the Business, Accounting and Construction Management advisory board teams. Historically, some of HTC's postsecondary advisory committees have included secondary members and vice versa. These arrangements often develop because of long standing relationships between college faculty and high school teachers in the same disciplines. Automotive areas tend to maintain these relationships even when faculty and teachers change and they are reestablished with the next generation. Examples are Medium Heavy Truck which has a two-way advisory relationship with Dist 916, Auto Technology for which HTC faculty have attended Osseo's advisory meetings, Ford Asset faculty who are reestablishing the advisory relationship with Osseo, and Auto Body where HTC faculty attends Roosevelt's advisory meetings and Dist 287 attends HTC's advisory meetings and even uses it as its own. Newer relationships have developed with Buffalo High School as a result of concurrent enrollment efforts—their Auto Mechanics and Child Development instructors have both attended the respective HTC advisory meetings. There are other exemplary models within our consortium. HWC utilizes a combination of sustainable practices to support the advisory process with continued improvements. Methods currently implemented: • Cross Representation Advisory Committee - Secondary and postsecondary each have an advisory system in place, which allows for cross representation, such as in the cases above at NHCC and HTC. This has led to combined advisory committees in certain pathways. •Combination Advisory Committee - A high school has all CTE programs meet at the same time and then divide into groups by pathway. The topics that benefit all are discussed at a large group followed by breakout pathway sessions. (See attachment Career Pathway Programs funded by Perkins) Methods being investigated: • Regional Advisory Committee – This is a concept for all ten districts. Twin West Chamber of Commerce as a member of the HWC leadership team introduced this idea. •Pathway Advisory Committee - One high school working with other high schools to combine advisory committees. Twin West Chamber of Commerce is an active member of the HWC leadership team. Through this partnership several initiatives have come to fruition. The most successful initiative thus far is Opportunity Connect. All of HWC has the opportunity to participate. Five of the ten districts have chosen to participate in the beta year (FY19). Twin West Chamber of Commerce hired Apriton Advisors to facilitate the Opportunity Connect initiative. Opportunity Connect provides a link between education and the work community. One of the resources available is a website connecting students and teachers to guest speakers, site visits, externships, internships, lesson plans and more. This initiative provides efficiency and curricular expertise at your fingertips. One of the most effective practices established for HWC in recent years has been the inclusion at meetings of deans and/or faculty as well as community partners such as WorkForce Center representatives. Relationships have been initiated that have led to increased secondary and postsecondary alignment, dual enrollment, and other advanced standing options. In FY18, this practice was expanded to include principals, area teachers, and superintendents. In this way, all interested parties are apprised of new education and employment pathways for students.

QUESTION: What role does the advisory team play for CTE programs? What support have they provided to programs? NHCC and consortium high school partners continue to participate on joint advisory boards. For several years, Wayzata High school has been a consistent and contributing member on the Business, Accounting and Construction Management advisory board teams. Historically, some of HTC's postsecondary advisory committees have included secondary members and vice versa. These arrangements often develop because of long standing relationships between college faculty and high school teachers in the same disciplines. Automotive areas tend to maintain these relationships even when faculty and teachers change and they are reestablished with the next generation. Examples are Medium Heavy Truck which has a two-way advisory relationship with Dist 916, Auto Technology for which HTC faculty have attended Osseo's advisory meetings, Ford Asset faculty who are reestablishing the advisory relationship with Osseo, and Auto Body where HTC faculty attends Roosevelt's advisory meetings and Dist 287 attends HTC's advisory meetings and even uses it as its own. Newer relationships have developed with Buffalo High School as a result of concurrent enrollment efforts—their Auto Mechanics and Child Development instructors have both attended the respective HTC advisory meetings. There are other exemplary models within our consortium. HWC utilizes a combination of sustainable practices to support the advisory process with continued improvements. Methods currently implemented: • Cross Representation Advisory Committee - Secondary and postsecondary each have an advisory system in place, which allows for cross representation, such as in the cases above at NHCC and HTC. This has led to combined advisory committees in certain pathways. •Combination Advisory Committee - A high school has all CTE programs meet at the same time and then divide into groups by pathway. The topics that benefit all are discussed at a large group followed by breakout pathway sessions. (See attachment Career Pathway Programs funded by Perkins) Methods being investigated: • Regional Advisory Committee – This is a concept for all ten districts. Twin West Chamber of Commerce as a member of the HWC leadership team introduced this idea. •Pathway Advisory Committee - One high school working with other high schools to combine advisory committees. Twin West Chamber of Commerce is an active member of the HWC leadership team. Through this partnership several initiatives have come to fruition. The most successful initiative thus far is Opportunity Connect. All of HWC has the opportunity to participate. Five of the ten districts have chosen to participate in the beta year (FY19). Twin West Chamber of Commerce hired Apriton Advisors to facilitate the Opportunity Connect initiative. Opportunity Connect provides a link between education and the work community. One of the resources available is a website connecting students and teachers to guest speakers, site visits, externships, internships, lesson plans and more. This initiative provides efficiency and curricular experise at your fingertips. North Hennepin Community College uses College Central Network (CCN) to manage the bulk of its job postings and job fair activities. Data highlights for FY 18 are as follows:

College Central Network FY 18 • Number of New Job Postings (posted to students and alumni)2075 •Number of New Employer Registrations 389 •Number of New Student Registrations 418 •Number of New Alumni Registrations 27 •Total Number of Students/Alumni Registrations in CCN 2894 •Number of Job Fairs 2 •Collective Number of Employers Registered for Job Fairs 138 •Number of New Resumes Posted in CCN 50 Additionally, the Career Center managed the following: Number of individual employer tabling events (FY18) 112 Number of job openings posted (excluding CCN postings)117 • Number of resume/cover letter reviews (in-person and email)* 179 •Number of career exploration/job skills appointments (excluding resumes)* 34 One of the most effective practices established for HWC in recent years has been the inclusion at meetings of deans and/or faculty as well as community partners such as WorkForce Center representatives. Relationships have been initiated that have led to increased secondary and postsecondary alignment, dual enrollment, and other advanced standing options. In FY18, this practice was expanded to include principals, area teachers, and superintendents. In this way, all interested parties are apprised of new education and employment pathways for students.

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? HWC members partnered with business and government organizations to provide career and college activities and work based learning experiences for students. Although a variety of connections exist that aid in the development of work based learning experiences, this is one of the primary functions of advisory committees. Furthermore, if a college program contains internships or service learning opportunities, all students enrolled in those semesters are expected to participate in the internships or service learning. Additionally, secondary districts integrate service learning opportunities, internships and mentorships into CTE programs, which assist students in career and college readiness. 2018 P File Submission data - Total number of students participating in WBL (3970) divided by the total number of students in unique programs (14424). 28% of HWC secondary students are involved in work based learning. This percentage does not include informal opportunities such as working in the school store, e-mentoring, youth extended service, and career academy programs. Additional work based learning opportunities are not included in the P File data for secondary. The data for Compass and Vantage Mentor programs also support these opportunities. In-school work based learning also takes place, such as school stores, café’s, entrepreneurship programs and experiential learning. In FY18, HWC applied for and was awarded a Youth Skills Training grant which will be implemented in FY19. During FY18, there were 3970 students impacted at the secondary level in the following programs: • Business Education Cooperative – 317 Students •Work Experience Disadvantaged – 399 students •Work Experience Handicap – 1666 students •Diversified Occupations – 1000 students •Marketing Cooperative Occupations – 175 students •Introduction to Education Occupation Internships – 48 students •Career Exploration and Investigation – 365 students HWC secondary membership continues to experience a gap in enrollment in internship programs. For instance our largest pathway is Business, Management and Administration with over 3000 students. However, students do not have the time to continue in an internship or seminar class due to other school requirements and choices. Although this decline continues to occur, there has been an increase in e- mentoring, mentoring and community service. In FY18, HTC continued to partner with HIRED in the last stages of the Healthcare Pathways to Prosperity grant which was funded through December 2017. This program featured healthcare bridge courses, instruction integrated with Adult Basic Education, career development skills and planning, and clinical experiences once the students near the end of the Nursing Assistant/Home Health Aide course. Students also worked with HIRED to advance to higher level healthcare coursework towards HUC and NST, including: Medical Terminology, Trained Medication Aide, CPR/First Aid/AED, and Computer Essentials in the Digital World. Over the three year contract, a total of one hundred and eighty one courses were taken by HIRED students through these healthcare trainings. One hundred thirty two courses were successfully completed. One hundred fourteen students became employed. HTC also partnered with HIRED to implement the MJSP-Manufacturing grant, which continues until November 2018. To date, thirty two students participated in M-Powered CNC and Precision Metal Forming, and twenty have earned NIMS credentials to date. Twenty students have obtained employment, with seven furthering their manufacturing coursework at HTC. Ten employers meet on a regular basis to provide program direction and advisement. The EMERGE Minnesota FastTrack program also continued at HTC. In FY18, Emerge and HTC partnered to offer a Manufacturing Foundations workshop that served as a feeder to the FastTrack program. Sixteen participants were enrolled across two cohorts of the program. Participants earned college credits and had the opportunity to earn national, high-stakes manufacturing credentials. Following graduation Emerge has assisted participants with job searches and has continued to coach them through their employment probationary period. Hennepin Technical College has been partnering with Metro Transit on a first of its kind Bus Maintenance Technician intern partnership program. Identifying qualified, diverse candidates from the communities Metro Transit serves, the program saw its first cohort of 19 candidates complete a 120-hour Customized Bus Specific training program. They then enrolled in and completed the first year of HTC’s Medium/Heavy Truck AAS degree. Fifteen continued on to the second year, graduated in the summer of 2018, and are now hired as Metro Transit Bus Mechanics. A second group of six students followed with the same process and are now in their second year of the new Light Rail AAS degree version of this program, which also includes interning at Metro Transit. Starting in the fall of 2018, a third cohort of 19 students is now accessing an evening version of the MHTT AAS degree program. This third group interns at Metro Transit during the day and attends HTC three evenings a week. In FY18, NHCC and ABE continue to offer support on campus to students that do not meet the college threshold to enroll in ADEV courses. Our collaborative relationship has been in existence for ten years—ABE provides an instructor and NHCC provides the space. However, due to the ongoing decrease in usage we are planning to revisit the model in FY19 in order to increase awareness and access for prospective students. In FY18, 10 NHCC students participated in the Xperience Project and interviewed with as many as 6 employers, gaining valuable responses to their resumes and graphic design portfolios from industry professionals. Students were also able to practice how they presented their work, skills, and graphic design experience, and received feedback from employers about how they presented themselves in these interview situations. Ultimately, 4 students were placed in 4 paid internships across 4 employers during 9 months. Unfortunately, a long-term “repeat customer” employer that had hosted 8 NHCC students as interns restructured and no longer plans to work with interns. Additionally, twenty-four total office hours were spent on campus by Heather Olson and 14 hours to strategize and coordinate development, communication, and work with Jason Schoch, Graphic Design faculty, and 10 hours for resumes and portfolio reviews with multiple graphic design student majors. Moreover, FY19 will be the 5th year of the Xperience Project, which is the first coordinated internship initiative in the 45 year history of the NHCC Graphic Design Program. We are in talks with multiple new employers about possible NHCC paid graphic design internships, and are glad to have better platforms to promote the value of working with NHCC students to employers. Finally, the graphic design faculty updated computer hardware and aedited promotional video for online & social media use). See the updated, professionally produced promotional video about the Xperience Project, at: nhcc.edu/xperience In FY18, NHCC continued to support a graduate assistant intern to work with the career placement department to support and promote student placement. The intern provided students with career exploration advising meetings, advanced collaborative relationships across campus, introduced the College Central Network to faculty and staff, built additional relationships with business and industry, coordinated job fairs, and provided mock interviews for the graphic design department.

Goal 2 Objectives

Goal 3: Improve Service to Special Populations

Goal 3 Narrative:

QUESTION (for FY15 only, optional for FY16): What service was conducted during the grant year that was most successful? In FY18, HWC struggled to pinpoint one service that secondary and postsecondary programs found most successful. Initiatives were intertwined throughout the year and with each strategy, improvements and new initiatives were achieved. As part of a needs assessment, data provided the consortium with relevant information regarding nontraditional and other special populations. This demonstrated who was underserved and gaps in services. For example, we know there are few female students in technology classes in the secondary. Twin West Chamber brought employment data to the table, which demonstrated that there are positions/careers for all. HWC has worked hard to make sure employment information has been provided to strategic people in the districts and colleges. For FY18, Perkins jointly funded a Nontraditional Student Support Consultant to research, develop and implement programming at the colleges in support of students in programs that were nontraditional for their gender. Programming included Lean In Circle support groups, career awareness events, and individual interventions. The consultant collaboratively organized the 3rd annual Criminal Justice and Law Enforcement event held at NHCC and implemented HTC's Unconventional Jobs: Unstoppable Women event offered to local Girl Scout troops from the NW suburbs. For FY19, programming will be expanded for further inclusion of the high school population. The consultant has regularly attended HWC meetings to investigate and promote mutual programming opportunities. See attachment for full details on FY18 initiatives. The colleges and districts worked together to bring career exploration opportunities to a variety of students, particularly secondary special population students. These included program related career fairs in Transportation, Healthcare, IT, Manufacturing, Paralegal, and the Criminal Justice. In FY18, NHCC collaborated and hosted a monthly meeting with Minnesota Business Leadership Network. As host, NHCC was responsible for the programming. Coordinated by the college Access Services Director, a panel of students who were Access Services clientele answered questions about their disabilities, accommodations, strengths and career plans. Consequently, the MNBLN guests and students began a dialogue about disability, strengths and career. Minnesota Business Leadership Network (MNBLN) and BetterWorkforce co-hosted a collaborative Disability Inclusion Summit and Career Fair at Xcel Energy. This event brought college students and graduates with disabilities together with employers to discuss best practices as they relate to disability inclusion at work. The framework was a reverse job fair, which allows the job seeker to create presentations to showcase their talents, skills, abilities and qualifications for a particular job. In addition, this gave attendees the opportunity to connect with employers in their field of study, as well as expand their network. The employer partners included United Health, US Bank, Mayo Clinic, Xcel Energy, State of Minnesota, Wells Fargo, USCIS, Hennepin County, Minnesota Public Radio, Centers for Victims of Torture, Midwest Special Services, MDI, and Interact Center for the Visual and Performing Arts. HWC has worked together to provide bus coordination for site visits and other career events. Logistics and transportation assists ALC’s, Special Education, ESL, etc. to be able to engage in these opportunities. In addition, local districts have implemented many initiatives that work with their populations. Intermediate District 287, Lionsgate Academy and ALC’s have been provided additional consortium funding to assist their special population programming. As a consortium we researched the grant for Youth Skill Training. The consortium was awarded the apprenticeship grant. Work Based Learning instructors including Special Needs Coordinators have been participating in the WBL workshops hosted by MDE. Examples of local initiatives that are shared at consortium leadership team meetings: • The Hopkins Online Financial Literacy course has been successful for all students and continues to provide easier access for special needs students. This initiative will continue. The district reports an increase in the special population graduation rate. •STRIVE is supported through Eden Prairie High School. •HWC sends middle and high school females to Digigirlz, which is a free 2-hour workshop provided by Microsoft. https://www.microsoft.com/en- us/store/locations/digigirlz. •HWC has worked on an education pathway. One of the prerequisites was the Child Development Careers course. However, after a needs assessment, this prerequisite was removed in order to attract male students to this pathway. •Teacher PLC’s are focusing on how to meet the needs of all students and create strategies for their courses. Our member districts are utilizing a program titled Career Transitional Plus. Some examples of the opportunities and services offered are: • Career exploration through work experience seminar and support of a Work Coordinator •Community participation through exploration and planning, both individually and within teams •Postsecondary exploration •Public transportation training, including study support for driver's permits •Skill development activities focused on the five areas of transition and based on the individual needs of students enrolled •Independent living During FY18, NHCC continued to invest in training and programming that would meet federal and state Office of Civil Rights accessibility guidelines and policies. During the academic year, NHCC provided training for faculty and staff that focused on how to make a variety of digital materials accessible for NHCC students taking online courses and utilizing NHCC's webpage. For instance, fall and spring semester document accessibility training and workshops were offered on duty days for faculty and staff. The main focus of this training was to teach participants how to make Microsoft Word documents accessible for online courses and webpages. During spring semester additional weekly training sessions were offered, however the topics were expanded to include Accessibility in Microsoft Word, Designing Fillable Forms in Microsoft Word, Accessibility in D2L Brightspace (NHCC's online delivery learning management software), and Accessibility in Sitecore (NHCC's content management system for the college website). During the summer, eight trainings were offered covering the previously listed topics. Additionally, due to the Sitecore Software upgrade seven additional training sessions were offered that specifically highlighted how to use the new Sitecore features with a heavy emphasis on accessibility. Moreover, 80 staff and faculty attended SiteCore, Word, and Brightspace training during the academic year. Overall, the majority of participants found the workshops useful and everyone that attended training sessions stated they learned something new and would recommend the training to their colleagues. Since implementing the Sitecore training, NHCC's Web Advisory group has decided that ongoing annual refresher workshops for Sitecore content editors will be mandatory. HWC hosted the third annual Community and Justice Meet, which was a half day event focusing on law enforcement, criminal justice and paralegal expo held on the NHCC campus for high school students to explore careers in a variety of career pathways. For the FY18 event, we expanded our community collaboration partners to include St. Cloud DOC, Family Court Services, Federal Prison Sandstone, Metro Transit Police, Mall of America Public Safety Brooklyn Park, Brooklyn Center, and Minneapolis Police Departments, Metro Transit and the FBI. Additionally, NHCC incorporated cross campus collaborations, which included Sociology, Paralegal, Global Studies, Public Safety, Student Life, Admissions and IT. The event had 220 students registered with 160 attending from ten consortium high schools. The attendees completed admissions recruitment cards to obtain more information on CTE programs offered at NHCC, which included Criminal Justice, Policing? and Paralegal. Additionally, college faculty, high school teachers, students and HWC’s Nontraditional Consultant will be presenting the result of the program over the past three years at the CTE Works conference in November. At NHCC, the overarching goal of the Community Connections Resource Center (CCRC) is to provide direct service to referrals for health care services, domestic violence support, childcare, dental, and mental health issues, connections to social services, emergency funding, tax preparation assistance, and more. Continually, retention research suggests these are personal barriers that negatively impact retention and completion for students. In FY18, Perkins funding was braided with other funding sources to support the AmeriCorp Vista worker contractor. Please see bulleted list below for the number of students that were served. • 31 individuals were enrolled in health insurance benefits during open enrollment through MnSURE Navigators, provided to our campus by Hmong American Partnerships. •208 Students received information on health care access, insurance or health benefits programs. •48 students met with a Community Support Advocate provided by Community Emergency Assistance Program (CEAP) every Thursday morning. These students were referred to various types of support ranging from health insurance benefits, housing, childcare, to emergency financial assistance. •118 students participated in health education programs. •186 students received support, services, education, or referral to alleviate long-term hunger. •106 participants engaged in our workshop series. Topics included: Responding to Racial Battle Fatigue, Creating Caring Communities (Supporting those with Mental Illness), Seeking Healthy Relationships, Pursuing Sexual Wellness, Volunteering and Support for NHCC Students, Taxes 101: Know Your Rights. Find your Resources, and Responding to Islamophobia. In FY18, NHCC faculty continued to participate in the National Seeking Educational Equity and Diversity (SEED) new leaders’ week long training. By completing this intensive training, they became qualified to facilitate SEED groups for faculty and staff on campus. Throughout the academic year, the faculty co-facilitated a group of faculty in nine monthly seminars. During this training, 20 faculty were engaged in discussions of curricular and systemic change, such as issues of race, gender, class, ethnicity, and other forms of diversity. Overall, faculty attendees stated strategies and awareness from this training would be weaved into the curriculum, as well as guide student engagement activities in the classroom. Beginning in FY17, HTC received a Great Lakes Higher Education Guaranty Corporation grant through May of 2018 for $178,500 for developing new paid career experiences for qualified low income students in IT, Business, Automation Robotics, Engineering/CAD, Automotive Technology, Auto Body and eventually for all program areas. During the lifespan of the Great Lakes Grant which ended in FY18, grant initiatives and funds supported 63 students through internship opportunities with 46 companies. Student breakdown was as follows: 28% female, 72% male, 55% students of color (10% Asian and Pacific Islander, 34% Black and African American, 11% Hispanic or Latino), 89% persisted to graduation, continued studies or transfer. 75% were residents, 22% nonresident and 3% refugee. 41% participated in IT programs, 28% in manufacturing, 12% in services and education, 8% in transportation, 9% in building and landscape and 2% were in media communications programs. Outcomes of the grant program included expansion of community, business and industry partnerships, a broader array of relevant internship experiences, increased job placement options, and increased advisory board participation. One notable internship expansion effort was in the IT area. While IT was always a goal area for the grant, the huge demand from students in this field sparked an aggressive campaign to seek out IT companies interested in hosting interns. Numerous partnerships with IT companies have now been established and HTC will continue to expand this effort. Other new areas of internship opportunities include: Accounting, Business, Culinary Arts and specialized focuses of Manufacturing such as Electronics and Engineering CAD.

QUESTION (New for FY16): What strategies were adopted to overcome barriers for special populations? HWC collaboratively focuses on improving services to special populations. Approximately, twenty-five percent (25%) of the secondary Perkins budget is earmarked for CTE special population strategies. Braided funding is utilized from various district categorical sources to meet the needs of special populations. Individual secondary districts provide additional opportunities for serving special populations. Lionsgate Academy, Brooklyn Center and Intermediate District 287 spend more than 25% of their Perkins budget on special populations. HWC secondary barriers are difficult to overcome but we continually review our needs assessment. As part of this assessment, consortium data provided high schools with relevant information regarding nontraditional and special populations. This demonstrated who was underserved and gaps in services. For example, we know there are few female students in technology classes in the secondary. Special populations in the districts are in remedial academic classes, ELL, ALC or special education classes. The focus from the high schools is to keep this group of students on track for graduation. In regard to nontrad students, common barriers are peer-to-peer and parent barriers. We had hoped that those barriers would be reduced when Individual Learning Plans came into play. However, that did not happen. Individual Learning Plans are still academically focused and not concentrated on career planning. Because of this, the strategies implemented are deliberate in reaching out to specific student populations such as ALC’s, nontrad and ELL. The following are a few of the strategies that provide direct services to students or for staff professional development in regard to reaching those marginalized populations. • The CLEAR model (Contracting, Listening, Exploring, Action, Review) is being used to close the achievement gap by exploring the reason for why a situation is occurring and finding an action(s) to resolve the situation. •STRIVE is a rigorous approach to accelerate progress and sustain success in education. STRIVE provides coaching, connections and resources to local partnerships. Strive Together communities collect and share data annually on the progress they are making on at least six cradle-to-career goals. Use of local data identifies gaps by race, gender and other demographics to understand the needs of the most marginalized and vulnerable students. Partnerships use these findings as evidence to make decisions in real time, improve and scale practices and target resources to support what works. •Transportation and Logistics have improved exposure to CTE in these groups by including them in business site visits originating from the high schools. •Equipment and materials were purchased to assist dexterity, fine motor skills and practical job readiness skills. •Side by side (skilled students by unskilled students) mentoring and tutoring •HWC supports professional organizations such as ACTE, MnACTE, SNIP to improve instruction to students. •HWC secondary supports student organizations but are prevented from providing individual student expenses. In response to this, districts provide scholarships (non-Perkins) dollars for students (e.g. students on free and reduced lunch) for trips, clothing, membership fees, etc. •Twin West Chamber has rolled out Opportunity Connect (See Goal 1). The goal is to provide career exploration for all secondary populations including middle school. HWC colleges have continued to offer many services and programs targeted for special populations, including the new or upgraded programming listed below. In FY18, Hennepin Technical College collaborated with the State and with autism experts on a pilot project to improve job placement outcomes for autistic students on the Brooklyn Park and Eden Prairie campuses. The project provided one-on-one lessons designed specifically for students with autism to improve their communication proficiency in job interviews. The project also provided staff and faculty in-service training on how to support the unique learning needs of autistic students as they progress through coursework and on to a job search. This project met with a number of obstacles including the dissolution of Autism Works, the organization that was originally involved. But by the end of FY18, students were beginning to access services and professional development was offered to staff. Postsecondary Tutoring Tutoring services are an effective strategy for helping close the gap between all CTE students and marginalized subgroups. As evidenced by the report uploaded at the end of this document, one overriding characteristic of tutoring clientele at HTC is that a large percentage are classified as economically disadvantaged. Another predominant characteristic is the diversity of residency statuses. At HTC, tutors in the Learning Resource Centers are partially Perkins funded and specialize in CTE areas. They also support students, particularly Perkins defined special population subgroups, in the attendant general education areas required by their programs. Perkins also funds peer tutors to support students in programs that are not covered by the permanent staff. Additional tutoring options that are not Perkins funded include the Writing and Math Centers and Supplemental Instruction tutors. The Supplemental Instruction Tutoring initiative continues to be a popular service at HTC. It is included here due to the very high number of students who fit into one or more categories of Perkins defined special populations. For FY18, courses covered included 9 sections of IT, 5 sections of physics, 2 sections of Dental Science, 1 section of Philosophy and 1 of English. This model of SI consists of Peer Student Instruction Leaders attending classes in these historically difficult courses, taking notes, assisting students during labs, and providing group tutoring outside of class. Finding peer tutors can be challenging at a 2 yr technical college due to the relatively short duration of students at the college and the many demands on students' time. The CRLA tutor training program is ongoing at HTC with centers renewing their 5 year certification last year. Except for two recent hires, all Perkins funded tutors have completed at least Level 1 of CRLA training; seasoned tutors have completed through Level 3. Adult Basic Education and College Prep Collaboration: In FY18, NHCC and ABE continued to offer support on campus to students that do not meet the college placement threshold to enroll in ADEV courses. Our collaborative relationship, has been in existence for ten years, ABE provides an instructor and NHCC provides the space. However, due to the ongoing decrease in usage we are planning to revisit the model in FY19 in order to increase awareness and access for prospective students. Adult Basic Education is offered on both campuses of HTC. At BPC, the Robbinsdale Adult Academic Program offers College Prep reading and writing classes particularly for students who are seeking to improve their Accuplacer test scores. In addition, they invite potential candidates to sign up for their distance learning program. At EPC, Metro South Adult Basic Education offers free ESL classes on campus with both day and evening options. They also offer ABE, GED and College Prep classes off campus at their Bloomington location. Requests for Proposals: NHCC purchased Sonocent software, which is an audio notetaking software that can be used on smartphones, tablets or laptops. This software provides access for students with disabilities by recording classroom lectures that can be uploaded into faculty PowerPoint presentations. During the summer, NHCC staff developed a plan for marketing and implementing the software for faculty, staff and student adoption. Beginning fall semester, in FY18, NHCC rolled out the software to students and campus staff members. During FY18, over 900 students and staff downloaded the software to be used for notetaking. Last year, the NHCC tutoring department met with over eight program departments to discuss tutoring strategies and expand quality tutoring services to all NHCC students. Across the eight discipline areas, there was an overwhelming response for offering online tutoring for those students who could not get to campus, visit a tutor during regular tutoring hours, and were looking for flexibility when accessing tutoring options. Additionally, faculty and staff wanted to replicate, as much as possible, the high touch interactions that our traditional, face-to-face tutoring sessions offer users. NHCC students and tutors benefit from being able to see each other and have a synchronous voice conversation. In order to create this high touch interaction between the tutor and students, and accommodate the requests of students, faculty, and staff we purchased two DX80 touch screen computers coupled with college funded technologies such as Spark, WebEx, and Jabber technology. The online tutoring program will be piloted in FY18 with the goal being to expand access to support services for all students. During FY18, 69% of NHCC students that utilized all tutoring services were people from diverse backgrounds, which was a 3% increase from FY17. Therefore, offering a variety of tutoring options for students to access is key for improving student success. NHCC working with MDE, DEED, MNAHEAD and Disability-In Minnesota, formally MNBLN, hosted an employment event on campus for high school seniors with disabilities. Collectively, the Metro school districts prepped 100 students for a reverse job fair. For the most part, these students would not be college bound, but could enter competitive employment if given the chance. Also, Diversity and Human Resource representatives attended from companies such as 3M, Thomson Reuters, Mayo, and US Bank. In FY18, NHCC collaborated and hosted a monthly meeting with Minnesota Business Leadership Network. As host, NHCC was responsible for the programming. Coordinated by the college Access Services Director, a panel of students who were Access Services clientele answered questions about their disabilities, accommodations, strengths and career plans. Consequently, the MNBLN guests and students began a dialogue about disability, strengths and career. Additionally, NHCC purchased Phonak Roger System technology, which is a pen, table mic and loop receiver for students with hearing loss. This technology allows students to participate in groups and have the same access as all students. Currently, NHCC has five enrolled students with hearing loss. In FY18, NHCC created a BioMedical student club to offer support to students going into the health career pathways. Students were able to travel to four different colleges and discuss the transfer process, as well as get tips on how to be successful at a four year program. Continuing during FY18, HTC's Peer Mentor program continued to match all first time, first semester students with a peer mentor. Recent SENSE survey data of 174 students shows some unique characteristics of the student population at HTC: 81% are part-time, 73% of students work, and 46% of them work over 20 hours per week. That coupled with the prevalence of other high-risk student characteristics led the college to believe that more connectedness to peers would help these students persist. Mentoring consists of weekly emails, monthly phone calls, and face to face individual visits. Mentee and mentor concerns are tracked and ISRS data on fall to spring retention is gathered. The mentor-mentee relationships often continue independently after the first semester. In the recent CCSSE survey results, HTC scored 52.2 in Learner Support which is higher than the national average of 50.0, but lower than the 60.8 score of top-performing colleges. The college hopes to raise the score on this benchmark through the peer mentor program and other campus wide efforts. Trio and other similar student support programs are a popular and effective strategy for supporting Perkins defined special populations or other marginalized students. The following programs exist at one or both colleges: Trio SSS—works with students who are US citizens or permanent residents and who are low income, first generation college attendees, or who have disabilities; Trio SSS ESL—the same requirements as Trio SSS only for students for whom English was not the primary language spoken in their childhood home or who have been enrolled in an ESL course; Trio SSS STEM/Health Careers—the same requirements as Trio SSS only specifically for students in STEM or Health pathways; Trio Upward Bound—works with grades 9-12 low income or first generation students from specific schools within HWC; Trio Educational Talent Search—works with grades 6-12 low income or first generation students from specific schools within HWC; Gear Up—serves an entire cohort of students (following them from 7th grade through their first year of college) from Fridley and Cooper high schools, both of which have high numbers of economically disadvantaged students. Early Middle College programs Gateway to College is a Dist 287 dual credit alternative learning program for students aged 16-20 who do not have a high school diploma or who are behind in earning credits. During FY19, 93 students were served at the Brooklyn Park Campus of HTC. Twenty three students graduated with six others due to graduate by the end of fall 2018. Twenty one of the graduates planned to continue at a 2yr or 4yr college. Twenty nine Gateway students continued into FY19, however over the summer, the program transferred to the Eden Prairie Campus and a number of students were unable to make the move due to transportation issues or dropped for other reasons. Enrollment at EPC is already at 68 and growing. Gateway also began a project to increase matriculation to HTC after graduation. All of these students are now required to choose an HTC licensure or degree program that they will pursue during their time at Gateway and hopefully beyond. This semester, Gateway students are enrolled in 180 HTC college credits. In addition to helping facilitate the move of the Gateway program from BPC to EPC in FY18, HTC developed three new partnerships with Osseo, Wayzata and Bloomington districts to create new early middle college programs. After declaring a major, students in these programs work with the college’s Resource Specialist to register for college classes that are appropriate for their academic goals with the intent of matriculating to the college after high school graduation. Additional programs work directly with HTC Customized Training to train adults with various barriers to employment. These programs include HIRED and EMERGE and the students generally start with MPowered, FastTrack or WorkFast short term programs. Newer initiatives include the Bus Maintenance Technician and Light Rail Technician intern partnership programs developed with Metro Transit. Graduates may continue their education here or may go directly to employment. This is described more fully in the answers to Goal 2 questions.

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.

As stated above in response to question two, tutoring services are an effective strategy for helping close the gap between all CTE students and marginalized subgroups. Data is collected regularly on the demographics, use and outcomes of these services. Please see addendum at the end of this report for specific data and information related to this support service. HWC reviews Perkins data and compares district data to determine areas of improvement and possible programming changes to focus support and funding on strategies. HWC developed strategies to improve services to special populations. Materials continue to be purchased to assist staff to properly provide support including student enrichment activities, study materials, and Technical Skills Assessments (TSA) to name a few. HWC secondary has worked diligently to interpret and utilize data, which has provided continuous improvement in district Perkins data reporting. State resources are being utilized. Data will continue to be reviewed, assessed and compared to previous data. This guides decisions for program improvement, closing the achievement gap, and credit recovery programs. Proven best practices will continue to be supported as indicated by data. (e.g. professional development, e-mentoring, personal learning plans and specialized technology) Data for general population of HWC secondary CTE are classified as follows: 2018 Carl D Perkins Status Report Non Trad Courses Male Female Total Hopkins 18 463 28 491EP 21 1566 19 1585 Minnetonka 12 84 47 131Osseo 29 1277 214 1491Robbinsdale 15 240 37 277 St. Louis Park 15 477 29 506Wayzata 11 1028 151 1179Brooklyn Center 0 0 0 0 Intermediate District 287 13 12 45 57Lionsgate Academy 2 52 0 52Totals 136 5199 570 5769

Goal 3 Objectives

Goal 4: Provide a Continuum of Service Provision for Enabling Student Transitions

Goal 4 Narrative:

QUESTION: Describe the kinds of articulation, college-in-the-schools, transfer credit courses offered and how many students participated. Articulated College Credit Meetings • New in FY18, Minneapolis Public Schools joined the College High School Partnership. It is great to have these teachers join our partnership! •14 articulation meetings were held for high school teachers and college faculty from 5 consortia: Hennepin West, Minneapolis, Oak Land, South Metro, and Southwest Metro. •Nine (9) colleges participated in the scheduled meetings in the various career clusters were similar to past years: Anoka Technical College, Anoka-Ramsey Community College, Alexandria Technical and Community College, Century College, Dunwoody College of Technology, Hennepin Technical College, Normandale College, Ridgewater College, and St. Cloud Technical and Community College. Since NHCC has been focusing their efforts and funding exclusively on Concurrent Enrollment, faculty from NHCC did not participate in the meetings or partnership. •Overall attendance continues to be good at each Articulated College Credit meeting averaging about 20-30 educators attending the meetings. •Introductory, one credit college courses from Hennepin Technical College were presented for the first time to high school programs in FY18. These courses were well received by high school teachers as they give more students an opportunity to earn college credit. •Identifying technical skill assessments for each program or course in each career pathway is progressing. Teachers and faculty are interested in identifying an appropriate assessment or certification for each agreement. Further work will continue on this initiative in FY19. •Realtime Talent information was shared with teachers and faculty at all meetings. •Individual website training was also held throughout the year for new teachers. Questions and concerns from teachers or faculty were addressed on a regular basis. Total Articulated College Credit (ACC) Agreements in FY18– 114 Articulated College Agreements in 16 Career Clusters with 203 different college programs in Minnesota were reviewed/revised/ available to high school programs. • Agriculture, Food, and Natural Resources - 2 •Architecture and Construction - 14 •Arts, Audio-Video Technology, and Communications - 10 •Business, Management, and Administration - 10 •Education and Training - 1 •Finance - 2 •Government and Public Administration – 0 •Health Science - 10 •Hospitality and Tourism - 7 •Human Services - 3 •Law, Public Safety, Corrections, and Security - 5 •Information Technology - 10 •Manufacturing - 8 •Marketing - 9 •Science, Technology, Engineering, and Mathematics – 14 •Transportation, Distribution, and Logistics – 9 Other ACC Information College Credit Awards Hennepin West Consortium includes all the 10 high schools and 2 colleges. • 1,019 enrolled in ACC courses on the website •667 students were successful in earning ACC •128 students were unsuccessful in earning ACC •224 students are in pending status which means one of the following: •The instructor did not approve the student or make their status unsuccessful. th •Student is in 9 grade and not able to earn the credit per the agreement. •Student must take two high school courses in order to receive ACC. In this case the student may have only take one of the two-course sequence. Total Students Enrolled Earning College Credit Not Earning College Pending School District Credit Brooklyn Center Secondary 0 0 0 0 School Eden Prairie High School 1 0 0 1 Hopkins High School 2 0 0 2 Intermediate District 287 150 100 41 9 Lionsgate Academy 0 0 0 0 Maple Grove High School 0 0 0 0 Osseo Learning Center 0 0 0 0 Osseo High School 263 185 21 57 Park Center High School 14 0 0 14 Robbinsdale Armstrong 13 13 0 0 High School Robbinsdale Cooper High 0 0 0 0 School Robbinsdale HighView 0 0 0 0 Learning Center Robbinsdale Sandburg 0 0 0 0 Learning Center St. Louis Park High School 242 140 58 44 Wayzata High School 334 229 8 97 TOTAL in FY18 1019 667 128 224

Total in FY17 993 435 43 504 Difference +26 +232 +85 -280 Per Cent Increase (+) +2%

• There was a slight increase of 2% or 26 students enrolled on the CTECreditMN.com website. •Increases in student enrollment occurred at Intermediate District 287 and Osseo School District from FY17 to FY18. Wayzata High School and St. Louis Park High School had slight increases. •There is still a concern that many high schools do not offer articulated college credit in their high schools. Leadership team members believe it is due to increased enrollment in concurrent enrollment, AP, Project Lead the Way, or College in the Schools as options in CTE courses. The articulation coordinator is making appointments with individual schools to improve ACC participation. There will also be an additional meeting to address the concerns of PLTW instructors. •Overall in the consortium, more students earned more college credits and fewer students remained in the pending status across all high schools. CTEcreditMn Website Meetings and Activities: • A meeting of CTEcreditMn Website consortia partners was held in November 2017 following the Perkins Consortia Leaders Workshop. Postsecondary and secondary representatives from each partnering consortium were present. Updates were given by leadership. •System sends email three times a year to instructors who have “pending” students. •System sends email to parents and students who have earned ACC to remind them to print their ACC record. •Revised report #4. •Added Google Translate to the entire site. •Created position description for website facilitation. Ten of ten secondary school districts have articulated agreements (see above), 1 consortium high school has concurrent enrollment (CE) options with HTC (approximately 210 students) and 2 consortium high schools have CE options with NHCC (approximately 400 students). Secondary brokered for pathways not available with our consortium college partners. Twenty-five (25) students participated in concurrent enrollment with Century College - Cyber Security and eighty-two (82) students with Normandale Community College in the education pathway. Six districts have courses designed as a PLTW college in the school courses (approximately 615 students). PLTW students are eligible for ACC through technical and community colleges. In addition, students are encouraged to apply for transcripted credit at St. Cloud State University, Minnesota State University - Mankato or the University of Minnesota. In FY18, NHCC continued to support and invest monies into the expansion of both Concurrent Enrollment and PSEO options for internal and external high school students. College Leadership decided to invest in these two programs rather than articulated college credit because of the inability to confirm high school instructor's credentials, which need to be based on HLC faculty credentialing standards. Additionally, because articulated college credit is documented on transcripts differently, the college had concerns about potential negative impacts for NHCC transfer students going on to four year colleges. Concurrent Enrollment In FY18, NHCC unfortunately lost two CE courses—Construction with Wayzata and Personal Finance with Brooklyn Center. As is evident from the enrollment data from FY17-FY18 enrollment decreased by 21.2%. Part of the decrease is from the loss of the two courses which accounted for 66 enrolled students. However, the dramatic decrease with Hopkins High School's Personal Finance numbers from 198 down to 46 is another factor. This decrease occurred due to HLC credentialing changes which meant the instructor at the high school was no longer qualified to teach this course on a CE basis. Based on the credentialing review of the 15 high school teachers, only three of them qualified. * See chart breakdown in goal area one In FY18, HTC offered 55 sections of concurrent enrollment. High schools involved include Wayzata HS, Forest Lake Area HS, Buffalo HS, Roseville HS, and the Prior Lake/Lakeville MNCAPS program. Courses included Computer Programming, Business, Accounting, Video Production, Graphic Design, Auto Mechanics, Marine/Motorsports Technology, Child Development, Engineering CAD, Landscape/Horticulture, and Woodworking. Bloomington Career and College Academy has expanded their programming, and in FY18 they offered courses at their high school taught by HTC faculty in Computer Careers, Emergency Medical Services, Nursing Assistant, Health Unit Coordinator, and Auto Mechanics. The Auto Mechanics career track courses are held at HTC’s Eden Prairie campus. In FY18, secondary membership brokered with NCC for the education pathway (100 students). A CE agreement was created in FY17 with Central Lakes College for Cyber Security to be implemented in FY18. Neither one of those programs are available at this time with our consortium colleges. FY17 Wayzata brokered with ARCC in the technology pathway for CISCO Networking and A+. PSEO NHCC continues to invest in PSEO options for qualified high school students, which can be evidenced in the contract PSEO option the college recently began to offer to internal and external high school partners. In FY18, NHCC enrolled 1296 PSEO students, which represents a decrease in PSEO enrollment. If it is available before the APR is due, an addendum of HTC data will be included specifying the number of students redeeming credits via articulation agreements, as well as the number of PSEO and Concurrent Enrollment students and their incidence of matriculation to HTC in the following year. The HTC IR department is not staffed at this time. To date, data extracted from EPM11 shows the following: HTC FY18 PSEO Headcount and Credit Count PSEO Type # Students # Credits Contract 757 2,733 MDE 184 1,784 Concurrent Enrollment 807 2,149 Early Middle College programs Gateway to College is a Dist 287 dual credit alternative learning program for students aged 16-20 who do not have a high school diploma or who are behind in earning credits. During FY19, 93 students were served at the Brooklyn Park Campus of HTC. Twenty three students graduated with six others due to graduate by the end of fall 2018. Twenty one of the graduates planned to continue at a 2yr or 4yr college. Twenty nine Gateway students continued into FY19, however over the summer, the program transferred to the Eden Prairie Campus and a number of students were unable to make the move due to transportation issues or dropped for other reasons. Enrollment at EPC is already at 68 and growing. In addition to helping facilitate the move of the Gateway program from BPC to EPC in FY18, HTC developed three new partnerships with Osseo, Wayzata and Bloomington districts to create new early middle college programs. After declaring a major, students in these programs work with the college’s Resource Specialist to register for college classes that are appropriate for their academic goals with the intent of matriculating to the college after high school graduation. The three new programs are described below.

QUESTION: To what degree and in what ways are these advanced credit courses transcripted on the students high school record and on college transcripts?

At the secondary level, articulation, concurrent, and PSEO options exist to enhance learning and assist the students in a seamless transition to postsecondary. Advanced credit courses are transcripted if they are concurrent enrollment offerings or PSEO. Concurrent enrollment courses are highlighted in the high school registration guides and on district websites. CTE directors, guidance counselors and college admissions counselors are utilized to assist students in understanding the policies and procedures of concurrent enrollment programming. Students receive high school credit and are informed on the procedure to receive their college transcripts. The articulation specialist meets with the partnership coordinator, which provides inroads to Dean’s meetings and college faculty. The colleges have created positions with oversight for adhering to HLC guidelines regarding credentials of teachers and faculty. The PSEO option is handled by guidance counselors and made available to all students who qualify. In addition, students can participate in IB (International Baccalaureate) or AP (Advanced Placement), which in both cases is recorded on the high school transcript. Advanced College Credit (ACC) that is offered through an articulation agreement is not transcripted and must be redeemed at a college that is part of the agreement. The colleges participate in College High School Partnership regional articulation meetings along with several other area colleges and high schools internal and external to HWC. High school students that have earned ACC can independently access and print their ACC record through the www.CTEcreditMN.com website. Validation for a college registrar is accomplished in two ways: 1) comparing the high school transcript to the ACC record 2) sending a message through the website help desk to ask for additional validation. Articulated courses are highlighted in the registration guides and on school websites. Staff in each district are trained on the CTECreditMN.com website and meet on an annual basis with their college partners to determine curriculum updates and modifications. Likewise students are trained on the advantages of articulation and how to use the website.

Goal 4 Objectives

Goal 5: Sustain the Consortium of Secondary and Postsecondary Institutions

Goal 5 Narrative:

QUESTION: What activities were conducted that help sustain the consortium?

HWC continues to focus on effective collaboration strategies, promotes shared responsibility for initiative planning, grant writing, budgeting, decision making, meeting protocols, information sharing, website maintenance, and data reporting. HWC trains new consortium members on all functions of the consortium, state and federal requirements, as well as individual responsibilities. The HWC Secondary Perkins Director conducts personal visits to school districts with new Perkins Coordinators to introduce them to “Perkins 101” which includes review of the operational handbook, website, equipment, levy, CTE programming, MNPOS, TSA, ACC, program approvals, and legislation. In addition, the new Perkins coordinator is encouraged to become part of the MinnState Mentor/Mentee program and become active in MACTA. In FY18, The HWC Secondary Perkins Director updated the website and calendar. Consortium members are used to the site and are able to find information needed. For the past several years, HWC has invited faculty, staff, deans, and other member leadership. In addition, community agencies, and other stakeholders presented at our monthly meetings. Examples include Center of Excellence for IT and Engineering, MDE, and RealTime Talent. Connecting to business and industry was a priority in FY18. A strong partnership with Twin West Chamber of Commerce was solidified. Please see references to Twin West in Goal 2. All members have been apprised of education requirements and employment pathways for students as well as opportunities within a pathway. Additionally, collaborative relationships have resulted in an increase in secondary and postsecondary curriculum alignment, including PSEO, PSEO by contract, concurrent enrollment, articulation agreements and other advanced standing options. We continue to be a member of the www.CTEcreditMN.com website and also employ an articulation specialist which has had the effect of strengthening agreements. Training will continue to be provided for teachers new to the articulated college credit process as well as increased communication and training for college registrars, teachers, schools and counselors. HWC secondary did not develop training to provide education to principals, counselors, superintendents, and teachers to focus on consortium concepts, allocations, statement of assurances, CTE levy, partnering college relationships, POS, TSA, Articulated College Credit (ACC), Concurrent Enrollment, and Perkins regulations due to Perkins V being introduced in FY19. This will be tabled until Perkins V is implemented. However, the HWC Secondary Perkins Director investigated the Oak Land and the Pine Technical Consortium models in the interest of improving the consortium. HWC hosted its annual summer retreat for all members. The consortium leadership team made a conscious decision to provide training on the latest developments in Perkins and CTE, group dynamics, polarity, consortium operations and the HWC FY19 Perkins grant goals. Guest presenters included Yingfah Thao (MinnState) who trained leadership on changes to the MNPOS website; Dean Breuer (MDE) who informed members on MDE updates; Shannon Full (Twin West Chamber of Commerce) who discussed upcoming initiatives; Morgan Hunter (Precision Exams) who worked with members via WebEX to inform them of state approved assessments and discuss negotiating consortium group rates for FY18. Secondary partners were also trained by MDE on work-based learning, program approvals, equipment purchases, financial and audit guidelines. In addition, MinnState and MDE training webinar opportunities were communicated to the leadership in HWC. HWC values professional development and financially supports participation in MACTA, ACTE, MnACTE, National Policy Seminar, CTE Works and other relevant conferences in order to implement best practices in our consortium.

QUESTION: Provide an overview of the leadership team (i.e. are they representing all districts, colleges, business and industry, and other community partners).

The procedural manual and the HWC website lists the leadership and consortium teams. The leadership team consists of Jean Rakun, Wayzata High School CTE/Perkins Director, Sara Laviolette, HTC Perkins Director, and Cynthia Muna, NHCC Perkins Director. The three leadership members work to coordinate and facilitate monthly meetings, as well as ensure compliance with state and federal Perkins legislation. The leadership team has successfully developed and sustained cooperative working relationships with each other even with the changes in personnel due to retirements and other staffing changes. The Secondary Director meets individually with schools and districts to address all CTE procedures and contact changes. The voting members of the consortium team consist of a representative from each district and both colleges in our consortium. Nonvoting members are: Articulation Coordinator, Twin West Chamber of Commerce, deans, staff, and faculty. Nonvoting members present best practices, share data, and offer ideas and industry overviews.

QUESTION (New for FY16): Discuss how your consortium conducted needs assessment for the implementation of the unified plan (i.e., your FY15 application)? All secondary and postsecondary members had meetings with their own organizations and advisory committees to discuss local needs. Those local needs are brought forward to the consortium through our monthly meetings. The needs are discussed and are the basis for the HWC grant. As required by state and federal guidelines, HWC reviews data (e.g. trends, articulation, employment, enrollment) to make recommendations, which are highlighted by HWC partners at the monthly consortium meetings. The meetings allow for debate and discussion by all members so that the group may reach consensus. In addition, secondary partners utilize a request for funds/goal proposal form, which describes the needs of each individual district and how they are planning to meet the Perkins goals. Information collected is used to build the budget and develop activities to accomplish the secondary goals of the grant. Secondary and postsecondary members develop the grant based on commonalities while highlighting individual needs of the districts and colleges.

QUESTION: To what degree does the consortium seek additional grants or braid various funding streams together to support the consortium activities?

All secondary partners with the exception of Lionsgate (charter school) utilize CTE Levy funds to further the goals of Perkins. In addition to what each district provides, business and industry and community partners including rotaries, advisory committees and chambers of commerce provide in-kind donations of equipment, time and leadership, such as event and student organization sponsorships. HWC applied for and was awarded a Youth Skills Training grant that was offered through the MN Department of Labor and Industry which will be implemented in FY19. Both colleges commonly braid or stream Perkins funds alongside other funding sources to enhance CTE initiatives. Some examples include college funds, technology fees, Access and Opportunity dollars, DOLI funds, Great Lakes internship funds, Gateway funds, as well as a variety of TRiO funds. This provides indirect benefits to HWC by creating opportunities for students and graduates from the secondary districts.

Goal 5 Objectives

Rigorous Program of Study

State-Approved Rigorous Program of RPOS submitted with 10 components Study

HennepinWest_WayzataHS_Accounting Accounting _ MN Programs of Study _ ISEEK.pdf

Progress Update for Programs of Study and TSA

Please be sure to include progress on technical skill assessments in your explanation. Secondary TSA summary The utilization of TSA’s provides continuous improvement in curriculum and delivery. The secondary districts expanded the documentation of TSA results and by having more districts participate in TSA whether or not it is required by the state or not. There were 3 high schools participating in TSA in FY16 and 6 high schools participating in FY17. In FY16, there were 1054 TSA administered with a 44% proficiency rate compared to 1252 exams administered in FY17 with an 87% proficiency rate. FY18 there were 1569 TSA administered with an 82% proficiency rate. All districts administered TSA, however, only 5 districts reported to the state because they are not required to report. The Wayzata PLTW data is not correct due to raw data being reported and not the proficient data. Schools participating in TSA but not reporting have found the data from the TSA to be invaluable for program improvement. The following tests were funded by HWC in FY18: District/High School TSA Course Career Field FY18 Pass Rate Eden Prairie HS PLTW Introduction to Engineering Engineering, Manufacturing & 88% Technology Eden Prairie HS PLTW Principles of Engineering Engineering, Manufacturing & n/a Technology Eden Prairie HS PLTW Digital Electronics Engineering, Manufacturing & 87% Technology Eden Prairie HS Marketing 54% Osseo Area Schools Nursing Assistant Health Science Technology 100% Osseo Area Schools First Responder/EMT I Health Science Technology 87% Osseo Area Schools First Responder/EMT II Health Science Technology 86% Osseo Area Schools CPR Health Science Technology 95% Osseo Area Schools Culinary I Business, Management & n/a Administration – Hospitality & Tourism Osseo Area Schools Culinary II Business, Management & n/a Administration – Hospitality & Tourism Osseo Area Schools Food & Nutrition 2 and Food Business, Management & n/a Science 2 Administration – Hospitality & Tourism Osseo Area Schools Pro Start 89% Osseo Area Schools Skills for Electronic Office Business, Management & 68% Administration Osseo Area Schools Vehicle Auto Service Engineering, Manufacturing & 100% Technology Osseo Area Schools PLTW Principles of Engineering Engineering, Manufacturing & 98% Technology Osseo Area Schools PLTW Computer Science Engineering, Manufacturing & 96% Principles Technology Osseo Area Schools PLTW Civil Engineering and Engineering, Manufacturing & 92% Architecture Technology Robbinsdale Schools PLTW Aerospace Engineering Engineering, Manufacturing & 56% Technology Robbinsdale Schools PLTW Civil Engineering and Engineering, Manufacturing & 30% Architecture Technology Robbinsdale Schools PLTW Introduction to Engineering Engineering, Manufacturing & 43% Design Technology Wayzata HS Marketing Business, Management & 73% Administration Wayzata HS Child Psychology II Human Services 90% Wayzata HS Networking Arts, Communications & n/a Information Systems Wayzata HS College Accounting Business, Management & 67% Administration Wayzata HS Graphics & Printing Arts, Communications & 100% Information Systems Wayzata HS Multimedia & Video Technology Arts, Communications & 32% Information Systems Wayzata HS PLTW Computer Science Engineering, Manufacturing & 91% Technology Wayzata HS PLTW Principles of Engineering Engineering, Manufacturing & 31% Technology Wayzata HS PLTW Civil Engineering and Engineering, Manufacturing & 44% Architecture Technology Wayzata HS PLTW Introduction to Engineering Engineering, Manufacturing & 63% Technology Intermediate District 287 Nursing Assistant Health Science Technology 100% FY18 Programs Of Study The Accounting RPOS was created to showcase secondary programs with College Accounting with a prerequisite of Accounting I. Originally, there were three districts participating. MN was part of the pilot AP Accounting project. In FY18, HWC had one high school participating in the project. At this time we have seven districts with an Accounting I course, which is not demonstrated on the chart above. Some of these schools have the concentrator component with Accounting II but do not have College Accounting. However, there is ACC in Accounting I & II. Health Science pathways are growing in our consortium. Marketing continues to be a stable pathway. Our goal is to add more schools in these pathways based on a needs assessment. The Audio/Video Technology & Film pathway will be re-evaluated in FY19 as secondary programs are virtually non-existent. The Engineering pathway continues to grow. Many districts have opted out of PLTW, however they have retained the Engineering pathway. Several districts have evaluated the Education pathway and are considering adding this pathway in the future. We anticipate growth in this area. Originally, Child Development was a prerequisite in the Education pathway but that has been removed as the prerequisite was viewed as a barrier for non-traditional students. Career Fields Career Clusters Career Pathways In which CTE Program? At which High School? College? District 287, St. Louis Park, Osseo, Health Science Therapeutics Services Nursing Maple Grove, Park Center, HTC, Health Science Technology NHCC St. Louis Park, Osseo, Park Center, Maple Grove, Eden Prairie, Hopkins, Business, Management, & Marketing Marketing Management Marketing Brooklyn Center, Wayzata HS, Administration Cooper, Armstrong, Minnetonka, NHCC

Business, Management, & Finance Accounting Accounting Wayzata, NHCC, HTC Administration Osseo, Park Center, Maple Grove Health Science Therapeutics Services Emergency Medical Technician Health Science Technology HTC

Arts, Communication, & Arts, Audio/Video Technology and Producing for Brdcst/Video Audio/Video Technology and Film Wayzata, HTC Communications Production Specialist Information Systems

Arts, Communication, & Information Technology Information Support and Services Computer Technician Essentials II St. Louis Park, Wayzata, HTC Information Systems Eden Prairie, Wayzata, St. Louis Park, Cooper, Armstrong, Engineering, Manufacturing, & Science, Technology, Engineering, Engineering and Technology PLTW Minnetonka, Osseo, Maple Grove, and Mathematics Technology Park Center Normandale Community College

Arts, Communication, & Arts, Audio/Video Technology and Printing Technology Graphic Design II Wayzata, NHCC Communications Information Systems Wayzata, Eden Prairie, Cooper, Early Childhood Development and Armstrong, Hopkins, Minnetonka, Human Services Family and Consumer Sciences Human Services Services Brooklyn Center, Osseo, Park Center, HTC In FY18, Accounting faculty at NHCC continued to embed the NOCTI exam into their curriculum and grading matrices. Faculty are utilizing the results by modifying curriculum so that students are better prepared for the work world based on advisory board members input and TSA alignment. Fortunately, the changes to the assessment have continued to result in significant increases in the number of student that pass the exam. Please see the chart below for fall and spring results for FY18. Please note, these are results that were directly obtained from the faculty that administered the assessments at NHCC. *Cut score is 50.6 per NOCTI

Semester Fall 14 Spring 15 Fall 15 Spring 16 Fall 16 Spring 17 Fall 17 Spring 18

Total Number 26 27 28 31 22 20 16 15 of Student Who took exam

Number of 25 25 28 28 21 19 16 14 Students scoring above cut score In FY2017, the Graphic Design Program faculty chose to change the technical skills assessment tool in the hope that industry-recognizable certification could benefit students who successfully completed the test. There is no accepted national standard of certification for graphic design, however Adobe, the company that makes the industry-standard digital tools of graphic design, has a suite of tests for their most popular software applications. The choice was made to switch to an Adobe test from our previous Skills USA test so that students might benefit from having certification from Adobe, one of the most recognizable names in the graphic design industry, which could benefit their resumes and give them a talking point in future job interviews. Unfortunately, NHCC students didn't perform any better the second year the exam was administered. For example, the past two years 3 students out of 13 have successfully passed the assessment. NHCC still believes that Adobe's position in the industry and name recognition attached to test-passing certification could benefit students after they move on from the program. However, it may take another year or two to consider how to best engage these testing products and how that process may fit into the curriculum. The Nocti Accounting Basic assessment was reinstated at HTC during FY18 and will be included in 1P1 results due to be published in January of 2019. The TSA will be administered in the diploma, AAS and AS degrees in FY18. NCLEX results at the colleges have had a large effect on 1P1 TSA results. Annual data on NCLEX testers has been showing improvement recently, however some of this data will not be included in 1P1 until FY19. See answers to Goal 1 questions as well as the Improvement Report for 1P1 for further explanation of this and other TSA trends.

Programs of Study

In which State- course State- Approved At which (use Approved Other TSA In which Career Career Career Postsecon High course Secondary Assessme CTE Fields Clusters Pathways dary School? code) or at Assessme nt Program? Assessme College? what time nts nts in the program? National Council of State Minnesota Boards of Department Nursing of Health National Osseo Health Nursing Therapeuti Council Senior Science Health Assistant End of cs Services Licensure Nursing High, Technology Science Registered Program Examinatio HTC/NHCC - Training & n for Competenc Registered y Nurses, Evaluation State Certificatio n Exam

Business, Precision End of Manageme Marketing Exams Wayzata Marketing nt, & Marketing Manageme Marketing Marketing HS, NHCC AAS Administrati nt II degree on

National Occupation al College Wayzata Business, End of Competenc Level HS, NHCC. Manageme Accounting Accounting y Testing Examinatio HTC will nt, & Finance Accounting program Institute n Program administer Administrati assessmen Financial Financial Nocti on t and Accounting Basic. Managerial Accounting

National Registry of Emergency Medical Technician Health s Therapeuti Emergency Science Health Emergency Osseo Sr. End of cs Services Medical Technology Science Medical High/HTC Program Technician Services Regulatory Board, Minnesota - EMT Basic Exam Arts, Skills USA Producing Arts, Audio/Vide Work Force Audio/Vide for End of Communic o Ready o Brdcst/Vide Wayzata Course/En ation, & Technology System Technology o HS, HTC d of Information and Television and Film Production Program Systems Communic Video Specialist ations Production

National Occupation al Arts, Competenc Information Computer St. Louis End of Communic Information y Testing Support Technician Park HS, Course/En ation, & Technology Institute and Essentials Wayzata d of Information 21st Services II HS HTC Program Systems Century Skills for Workplace Success

Project Project Lead The Lead The Eden Science, Engineerin Way Way Prairie HS, Technology g, Engineerin Principles Principles Wayzata , Manufacturi g and of of HS, End of Engineerin PLTW ng, & Technology Engineerin Engineerin Normandal Course g, and Technology g End of g End of e Mathematic Course Course Community s Assessmen Assessmen College t t

Certiport Certiport Adobe Adobe Arts, Certified Certified Arts, Audio/Vide Associate - Associate - Wayzata Communic o Printing Visual Visual Graphic High End of ation, & Technology Technology Communic Communic Design II School, Course Information and ation Using ation Using NHCC Systems Communic Adobe Adobe ations Photoshop Photoshop Certificatio Certificatio n n National Occupation al Early Competenc Childhood y Testing Family and Human Human Wayzata End of Developme Institute Consumer Services Services HS, HTC Program nt and Early Sciences Services Childhood Education and Care - Basic

Improvement Report

Status Report on Improvement Report and Plan

QUESTION: Describe the activities and strategies that were actually implemented to bring your consortium actual performance on Federal indicators closer to the negotiated target. As nursing faculty and students began to develop strategies to improve teaching and learning of the recently revamped curriculum at both colleges, we believe 1P1 Technical Skill Attainment will improve for the next reporting year primarily due to recent improvement in NCLEX test results which includes the bulk of testers. NCLEX testers accounted for 42.67%, or 218 out of 511 total testers in FY16, and an overwhelming 67.65%, or 230 out of 340 total testers in FY17, which is the most recently available full fiscal year data. For FY16 reporting, 82.20% of NHCC students passed the NCLEX and 66.00% of HTC students passed. For FY17 reporting, the numbers were 79.84% and 73.58% respectively. FY18 reporting year is not yet available from the state, but it will be the same as the 2017 calendar year results from the colleges. Thus we expect the FY18 percent of students passing the NCLEX to be 85.93% at NHCC and 78.57% at HTC. Regarding 1P1 going forward beyond the FY18 reporting year, both colleges have received more recent quarterly results that are increasing at NHCC but were initially decreasing at HTC. The bulk of NHCC nursing testers take the NCLEX in early spring and the result for the first quarter of 2018 was 94.12% of first time testers passing, followed by 94.44% for the second quarter. So far, that represents a considerable increase over the 85.93% passing in calendar year 2017. For HTC, NCLEX results declined to 67.57% passing for the first quarter of calendar year 2018. This prompted an extensive plan of interventions by the Nursing Department. They included the following: The college financed an online NCLEX prep course for students who graduated. A face to face NCLEX prep course was offered but it was cancelled due to lack of enrollment. Changes were made to the requirements for nursing courses beginning in fall of 2018. Students now require a 75% in Fundamentals and 78% in Med/Surg I and Med/Sug II on their exams/quizzes before their other class points are allocated. If they score less than the benchmark, they are unsuccessful in the course. Furthermore, HESI exams are now embedded throughout the program, starting with an entrance exam and ending with a live review for NCLEX included in the final course of the program, plus a cut score will be implemented for the HESI entrance exam starting in January. The Nursing Department also feels that the recent change to a two semester program and allowing students to take each course only once will also contribute to increases in their NCLEX pass rate. Even prior to the implementation of most of these interventions, second quarter results from calendar year 2018 have increased to 75.00% passing and the year to date currently stands at 69.39%. However, this data will not be included in 1P1 results until the FY19 reporting year. The following describes some other factors involved in TSA results at the colleges which are unknowns at this point, though not specifically performance improvement strategies. After NCLEX, the next largest pools of testers (Peace Officers and EMS) were not accessible for FY17, so were not included in the FY17 1P1 actual performance data. The State has confirmed that they will be back in the measure for FY18. Since these larger pools of testers tend to come in above the overall average, including this data would be one strategy likely to improve 1P1. Some unknowns and discrepancies between state and college reporting on Nocti results also require further examination, plus every year there is a potential for some new test results to be included in overall Nocti data making this difficult to predict as well. For example we know that at HTC, accounting students resumed taking the Nocti Accounting Basic test in FY18 and these new results will be included in the overall 1P1 for the colleges for FY18. However, based on the percent passing the Nocti Basic Accounting test in past years, we expect these results to pull the average up. Again, including this data would be one strategy likely to improve 1P1. Regarding 3P1 Retention and Transfer, 31.58% was the negotiated target for FY18 as well as the actual performance for reporting year of FY17. Actual performance for FY18 reporting increased to 32.67%. Overall however, this indicator has mostly decreased over the past five reporting years. We feel the most significant factor in this is related to the simultaneous increases in 2P1 Completion. According to the data, 2P1 has increased over recent reporting years from 39.01% in FY14, to 44.41% in FY15, to 46.29% in FY16, to 46.86% in FY17, and now has declined to 43.95% for FY18 just as 3P1 has increased. This has been explained as follows: “2P1 and 3P1 share the same denominator (concentrators) – and, of those in the denominator, ‘successful’ students are split between the two numerators: 2p1 numerator gets the concentrators who completed; 3p1 numerator gets the concentrators who were still enrolled or transferred elsewhere.” So unless some unusual spike occurs in the total number of students with either successful outcome, one indicator tends to decrease if the other increases. Nevertheless, the colleges will continue to promote all successful outcomes for students including retention, transfer and completion. Regarding 5P2, the colleges have been and will continue to promote both 5P1 Nontrad Participation and 5P2 Nontrad Completion simultaneously through the strategies listed below. For the FY18 reporting year, both 5P1 and 5P2 declined and now stand respectively at 22.22% (which was above the target of 22.00%) and 16.38% (which was below the target of 19.25%). However, since this is 3-yr cohort data the interventions below are not likely to have had enough time to affect the data, since FY18 reporting includes only students who started in one of the three semesters of FY16 before these efforts began. Furthermore despite any of these efforts, the positive effect on individual students may be great at a one to one level without moving the overall data significantly. Through the foreseeable future, we expect to continue to hire a Nontraditional Student Support Consultant for the purpose of researching, developing and implementing programming to support nontraditional students at HTC BPC, HTC EPC and NHCC and to raise awareness of nontrad career options through collaboration with local high school districts. This programming may include mentoring by business and industry representatives, career awareness events, Lean In Circle support groups, and individual interventions with students. Highlights from FY18 included a Criminal Justice, Law Enforcement and Paralegal Career Expo at NHCC and a Women’s ‘Herstory’ event at HTC named ‘Unconventional Jobs/Unstoppable Women’. At both colleges, the raw number of nontrad women is at least 2 to nearly 5 times higher in participation and completion than the raw number of nontrad men. However where feasible, programming will be inclusive of all nontrad students. For the past three years, NHCC began to recruit and educate females of color in grades 9-12 regarding career opportunities available to them in policing, paralegal, criminal justice, FBI, SWAT and other law enforcement programs. During FY19, this program will be sustained by five community partners such as Brooklyn Park and Minneapolis police departments, the FBI, and additional local stakeholders. 1S1 - The student population that was being measured for reading were in 10thgrade when this data is reported. These students are 12thgrade this year (FY18-19). In FY18, districts were encouraged to utilize their PLC’s and reading specialists for training and data analysis. By analyzing the district data, more focus has been place on technical reading and academic standards in CTE. Strategies were focused on working with students identified in sub populations. CTE technical reading materials continue to be purchased and integrated into the classroom. Professional development is provided by local districts and through professional organizations/conferences for instructors to support incorporation of reading strategies in CTE. All HWC secondary CTE directors are encouraged to participate in the state training for special populations and reading strategies. In addition, CTE instructors will continue to work with other specialized departments in their district to individually help students. 1S2 - The student population that was being measured for math were in 11thgrade when this data is reported. These students graduated in June 2018. HWC is promoting academic standards into all CTE courses to close the achievement gap and help students excel in math. We have assessed data in regard to the sub-populations and have shared how districts are striving to improve instruction to all CTE students with an emphasis on special populations. The secondary data based on each high school demonstrates a pattern of low achievement in a variety of special populations. Secondary CTE coordinators are partnering with Special Education including ELL to strengthen student knowledge and skills in math. Resources continue to be provided to district special populations and staff are required to participate in professional development. CTE instructors are working with special population coordinators to provide both remedial and enrichment activities that provide math applications in the content area. Materials that support the integration of math and CTE are being purchased for use in the classroom. Cross curricular PLC's have been implemented to support integration of both math and CTE real world applications.

QUESTION: Describe the process and stakeholders involved in determining your improvement plans and reports. Describe the role data played in developing your plans and reports.

In FY18, data sources such as EPM11, SLEDS, ISRS, Hobsons, CCSSE, SENSE and other college survey data were used to develop our improvement plans and reports. The process for developing these plans is largely a product of consortium discussions and meetings, and input from college leadership, faculty and staff. Best practices are researched from Customized Training, business and industry, community agencies and other colleges and districts. Since broad topics such as enrollment, retention, persistence, completion and job placement for all students and all subpopulations are of paramount importance to the colleges, discussions of goals and strategies for improvement in these measures develop both internally and externally to any work specifically defined or funded by Perkins. As per recent Institutional Research data, the population of students at the colleges fits the following demographics for HTC and NHCC respectively: percent part time, 66% and 71%; average age, 27 and 26.2; female/male ratio, 39/61 and 58/41; students of color, 43% and 46%; underrepresented (MN definition), 62.5% and 62%. From FY18 Perkins snapshot data: First Generation (MN definition), 25.8% and 21.9%; low income (Pell Eligible), 39.8% and 36.5%.

The stakeholders are students, parents, teachers and district staff. The process includes: • Parents and students are informed regarding test taking schedule and results. •Data is reported to the district, teachers and MDE. •Data reports are provided by MDE. •Data reports are analyzed in PLC meetings with the assistance of district staff such as reading specialist, interventional specialist, data integration specialist and CTE coordinators. •Districts provided training for CTE staff on improving student reading within their courses. •Strategies are developed and followed. (See Question 1)

QUESTION: What changes do you anticipate in your consortium performance data based on this year's efforts? As stated earlier, as nursing faculty and students began to develop strategies to improve teaching and learning of the recently revamped curriculum at both colleges, we believe 1P1 Technical Skill Attainment will improve for the next reporting year primarily due to recent improvement in NCLEX test results which includes the bulk of testers. NCLEX testers accounted for 42.67%, or 218 out of 511 total testers in FY16, and an overwhelming 67.65%, or 230 out of 340 total testers in FY17, which is the most recently available full fiscal year data. Regarding 5P1 and 5P2, we believe the effects of programming and interventions will be more at the individual student level rather than impacting any significant movement in the data. Our experience has been that this type of programming is very beneficial for individuals who take advantage of it. However, it does not appear to significantly impact the overall data or societal trends in the nontrad arena. From FY15 to FY17, the combined 5P1 Nontrad Participation for the colleges increased from 21.40% to 22.19% to 22.37%, then declined to 22.22% for FY18. However 5P2 Nontrad Completion has continued to decrease at both colleges from FY15 to FY18. Combined percentages were 19.25%, 18.30%, 17.71%, and 16.38% over that time span. It would be difficult to draw any conclusions from this regarding the effectiveness of programming and interventions as this is three year cohort data--the outcomes reported for FY18 are on students who started at the colleges sometime in FY16, which was before the start of the Nontraditional Student Support position. If efforts such as the Criminal Justice and Law Enforcement event for raising awareness and recruiting females and people of color into this field are successful, we would expect 5P1 to increase for these program areas. However since this is 3 yr cohort data, the effect of a single annual event would be difficult to gauge within this measure. Either way, we feel the significant impact on the individuals accessing this programming is sufficient reason to continue trying to impact both 5P1 and 5P2. Perhaps the most important outcome will be to diversify nontraditional occupations for the good of all. As stated in the answer to Goal 5 Question 1, regarding 3P1 Retention and Transfer, 31.58% was the negotiated target for FY18 as well as the actual performance for reporting year of FY17. Actual performance for FY18 reporting increased to 32.67%. Overall however, this indicator has mostly decreased over the past five reporting years. We feel the most significant factor in this is related to the simultaneous increases in 2P1 Completion. According to the data, 2P1 has increased over recent reporting years from 39.01% in FY14, to 44.41% in FY15, to 46.29% in FY16, to 46.86% in FY17, and now has declined to 43.95% for FY18 just as 3P1 has increased. This has been explained as follows: “2P1 and 3P1 share the same denominator (concentrators) – and, of those in the denominator, ‘successful’ students are split between the two numerators: 2p1 numerator gets the concentrators who completed; 3p1 numerator gets the concentrators who were still enrolled or transferred elsewhere.” So unless some unusual spike occurs in the total number of students with either successful outcome, one indicator tends to decrease if the other increases. If it is likely that only one of these two competing indicators will increase, we feel 2P1 Completion is a more significant measure for CTE students. Nevertheless, the colleges will continue to promote all successful outcomes for students including retention, transfer and completion. HWC secondary anticipates improvements to our reading and math targets by analyzing the sub population data and implementing developed strategies. The teachers will be better trained to recognize the sub populations that need to be addressed and which strategy to implement. HWC partners with parents, teachers and students to provide rational for exam preparation and an optimal test-taking environment.

Improvement Plan Action Steps

Other Information

Question: Describe stakeholders involved, process and sources of data used to determine strategies/action steps listed in your Improvement Plan Action Steps.

Please see questions for Improvement Reports for action steps for 1P1 and 5P2. In FY18, data sources such as EPM11 Perkins data, NCLEX data, CCSSE, SENSE and other college survey data were used to develop our improvement plans. The process for developing improvement strategies and action steps is largely a product of consortium discussions and meetings, and input from college leadership, faculty and staff. Best practices are researched from Customized Training, business and industry, community agencies and other colleges and districts. Since broad topics such as enrollment, retention, persistence, completion and job placement for all students and all subpopulations are of paramount importance to the colleges, discussions of goals and strategies for improvement in these measures develop both internally and externally to any work specifically defined or funded by Perkins. As per recent Institutional Research data, the population of students at the colleges fits the following demographics for HTC and NHCC respectively: percent part time, 66% and 71%; average age, 27 and 26.2; female/male ratio, 39/61 and 58/41; students of color, 43% and 46%; underrepresented (MN definition), 62.5% and 62%. From FY18 Perkins snapshot data: First Generation (MN definition), 25.8% and 21.9%; low income (Pell Eligible), 39.8% and 36.5%. 1S1 - HWC secondary stakeholders include students, community, parents, instructors, school system and businesses. The Perkins P files, SLEDS and district report cards were analyzed and discussed at the consortium leadership team and district PLC meetings. The Perkins CTE leadership and district staff attended training at their local districts and additional local, state and national workshops/conferences and made recommendations for improvement. Action steps included: • Continue to train teachers on how to improve the reading within their course content. •Developed partnerships with reading and achievement specialists in our districts. •Provided funds for materials and training. •Provided opportunities for instructors, coordinators and administrators to investigate programs that are successful in incorporating new and different reading strategies in our consortium districts. 1S2 The stakeholders and sources of data are the same as in the 1S1 Written Improvement Plan (see above). The action steps are similar but had noticeable differences. Action steps included: • Continue to train teachers on how to improve math within their course content. •Developed partnerships with math and achievement specialists in our districts. •Provided funds for materials and training. •Investigated and planned potential courses that integrate math concepts or design a CTE math course such as business statistics or financial algebra, etc. •Provided opportunities for instructors, coordinators and administrators to investigate programs that are successful in incorporating new and different reading strategies in our consortium districts.

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Other Summary Comments

QUESTION: Summary Comments

If you were unable to accomplish activities in your plan, indicate why and what you might do differently. Tell us what we can do to support your efforts.

N/A

Attachments

File Name Description File Size

Report on FY18 activities of HWC's Carl D Perkins Final Report 2018.docx Perkins Nontraditional Student Support 18 KB Consultant

Example of Career Pathway Programs CCRSummer18FINAL.pdf 2.4 MB funded by Perkins

Data on demographics and outcomes for FY18 HTC LRC Outcomes for FY18 frequent users of HTC's Learning 18 KB APR.docx Resource Centers

Consortium Secondary Equipment HWC_FY18_Equipment Record.doc 42 KB records for FY18

Budget Goal 1

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Budget Goal 2

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Budget Goal 3

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Budget Goal 5

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Goal Totals

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Approval Level: State Consortium State RPOS

Approval Status: In Progress Inactive Submitted to Consortium Approved by Consortium Submitted to State Approved by State

Date of this status: 03-12-2014

Publishing Status: Internal

Level Level Level Rating for the Rigorous Programs of Study Components 1 2 3

Legislation and Policies: Federal, state, and local legislation or administrative policies promote POS development and implementation.

Partnerships: Ongoing relationships among education, business, and other community stakeholders are central to POS design, implementation, and maintenance.

Professional Development: Sustained, intensive, and focused opportunities for administrators, teachers, and faculty foster POS design, implementation, and maintenance.

Accountability and Evaluation Systems: Systems and strategies to gather quantitative and qualitative data on both POS components and student outcomes are crucial for ongoing efforts to development and implement POS.

College and Career Readiness Standards: Content standards that define what students are expected to know and be able to do to enter and advance in college and/or their careers comprise the foundation of a POS.

Course Sequences: Non-duplicative sequences of secondary and postsecondary courses within a POS ensure that students transition to postsecondary education without duplicating classes or requiring remedial coursework.

Credit Transfer Agreements: Credit transfer agreements provide opportunities for secondary students to be awarded transcripted postsecondary credit, supported with formal agreements among secondary and postsecondary education systems.

Guidance Counseling and Academics: Guidance counseling and academic advisement help students to make informed decisions about which POS to pursue.

Teaching and Learning Strategies: Innovative and creative instructional approaches enable teachers to integrate academic and technical instruction and students to apply academic and technical learning in their POS coursework.

Technical Skills Assessments: National, state, and/or local assessments provide ongoing information on the extent to which students are attaining the necessary knowledge and skills for entry into and advancement in postsecondary education and careers in their chosen POS.

HS Courses

Subject 9th Grade 10th Grade 11th Grade 12th Grade Language Arts Communications 9 Communications 10 Communications 11 Communications 12

9th Grade 10th Grade Communications Elective Communications Elective Communications Communications 2 Credits Required 2 Credits Required Honors Communications 9 Honors Communications 10 2 Credits Required 2 Credits Required

Math Math Math Math Math/Stem

Math 1 Math 2 Math 3 Math 4

Math 1X Math 2X Math 3X Math 4X

2 Credits Required 2 Credits Required 2 Credits Required 2 Credits Required

Science Physical Science Biology Science Science/Stem

Honors Physical Science Biology X (OTHER) Chemistry X (OTHER) Physic X (OTHER)

(OTHER) 2 Credits Required Chemistry AP Physics (AP) Physical Science 9 2 Credits Required Physics 2 Credits Required 2 Credits Required

Social Studies Civics World History US History Modern Problems

Government and World History United States History Modern Problems Citizenship 9 AP European History (AP) AP United States History 2 Credits Required Honors Government and (AP) Citizenship 9 2 Credits Required 2 Credits Required 2 Credits Required

Other Requirements Physical Education Health

Physical Education 9 Health

2 credits are required during high 1 Credit Required school

Career and Technical Intro to Business (ACC) Keyboarding (ACC) College Level Accounting Entrepreneurship (ACC) Electives for College (ACC) Credit Accounting 1 (ACC)

Career and Technical Managing Your International Business Electives Investments

Financial Algebra (STEM)

Other Suggested Electives

Legend: ACC: Articulated College Credit is an agreement between one or more high schools and one or more colleges and universities to accept a high school course as a course equivalence or partial course equivalence to a college course. school course as a course equivalence or partial course equivalence to a college course. AP: Advanced Placement: A standardized curriculum offering college-level courses in subject areas such as English, history, humanities, languages, math, psychology and science. AP courses are taught by a high school teacher on a high school site, trained by College Board. OTHER: Please meet with your counselor or advisor before registering for these courses.

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www.slpschools.org/CCR Summer 2018 CCR: Multiple Pathways to Excellence The CCR Program at St. Louis Park High School assists students in developing their individualized career/post-secondary education plan and helps them navigate the process. During four years at the High School, all students receive 32 advising sessions focused on career and college development. This includes personal and career interest assessments, financial planning, and resume building. College credit can be earned through AP, IB, and CTE classes. St. Louis Park High School offers exploratory career pathways in Health Science, Media Arts/Communication, 2017-18 Career Expo Business & Marketing, Law & Public Policy, and Engineering & Technology.

Career Pathways Advisory Board Goals 2017-18 Four Goals 3. Research and pilot new One-to-One opportunities to improve relevancy |Career 1. Expand experiential learning Conversations opportunities to expose students Advisory board members pilot multiple to more jobs and help develop programs and then share successful business skills. projects to be used on a larger scale. The Advisory Board is committed to Speed networking and May Term offering interactive classroom activities concepts are being explored for and field trips to really engage our expansion! students in addition to promoting 4. Enhance community outreach Curriculum development like “Emergent to increase collaborations and Teaching Methodology” to maintain awareness. relevant program learning. Recognizing and promoting student, teacher and member collaborations is Each year the Executive Advisory Board 2. Rebrand and enhance commun- ications to improve engagement with important to growth. SLP HS welcomes Committee identifies goals and action students/teachers/families. all community representatives and items to be accomplished that year. business professionals to connect with Board chair meets with teachers The committee goals are aligned with: our students! to understand needs and share • St. Louis Park Public Schools’ workplace perspective. Students are Mission and Strategic Plan invited to participate in Advisory Board “Our CCR board helps make authentic • MN Statute 120B.125 – Planning meetings to learn how to network with connections to career and post-secondary for Students’ Successful Transition professionals, practice sharing their pathways. Students can explore career

to Postsecondary Education and projects, and provide feedback options before they leave our high school.” - Scott Meyers, High School Principal Employment; Personal Learning Plan on their current needs. • High School Outcomes; REAL and Relevant Learning The action items leverage student, What Students are Saying “I liked hearing the personal stories from the board members about their career teacher and business professional path. They didn’t all know what they wanted to do either as they entered college. feedback to ensure success for This makes me feel less stressed. One tip was to be open to new opportunities!” St. Louis Park students. Career and College Readiness: Experiential Opportunities Impact Students

Teachers Collaborate with Business & Industry Leaders Teachers strategize and collaborate with business leaders and post secondary professionals to offer interactive and engaging experiences for students that help them explore career options. Members and teachers also work together to review curriculum for relevancy and alignment to tomorrow’s workplace!

“I like to teach this class that offers relevant curriculum because what they learn can be applied right now (using skills in other classes) and in their future job…it empowers the students…I love seeing the light bulb go off…this motivates me as the teacher and locks in my commitment.“ - Teacher

PATHWAY: Business & Marketing Personal Finance Students interned with Kristi Shepherd of Reprise Skincare in Students learn about personal budgeting and careers in finance St. Louis Park to learn all aspects of starting a new product line! through multiple opportunities during the school year. Those Throughout the year, these students successfully conducted taking the Personal Finance class receive hands on learning in product research, developed marketing strategies and created a the classroom and at different companies. Seniors can sign up for business plan. Theses products are available in SLP. the Personal Finance session during Career Expo to help prepare them for financial situations they will encounter after high school.

Reprise students

Professionals from Cargill hosted marketing students with interactive sessions about careers and expectations in marketing and IT. Students shared creative ideas with marketing professionals in the new Technology Sandbox within the Digital Lab Department. Students were surprised by the wide variety of jobs within the Marketing and IT departments and impressed by Cargill’s impact in the food industry. Students were excited to tour the new practice facilities and meet team members and staff of theMinnesota Timberwolves and Lynx basketball teams.

Prudential students

What Students are Saying “I never saw myself as a business entrepreneur – now I’m totally looking at taking classes after high school to support that.” “I loved interacting with all the professionals. I had no idea Cargill students I could be so creative with marketing.”

2 Summer 2018 Career and College Readiness: Experiential Opportunities Impact Students

PATHWAY: Engineering & Technologies PATHWAY: Law & Public Policy Information Technology and Computer Science students Former Minnesota Vikings player and Supreme Court Justice participate in career conversations and tour CH Robinson. Alan Page visited the Intro to Criminal Justice class to discuss Engineering 3 students have worked hard to learn the design the historical roots of racism that is evident in the criminal justice cycle, CAD, 3D printing and LabVIEW to build a search and system, his life experience, and his experience in the court. rescue robot! Officers Mohammed Farah and Ibrahim Farah, of the Somali American Police Association (SAPA), came to speak to students Product engineers from General Mills and industrial engineers about community policing. from Boston Scientifichosted lab sessions in the classroom. Students failed before developing new strategies to succeed as North Hennepin Community College 3rd Annual Law they worked collaboratively to accomplish multiple case studies. Enforcement, Criminal Justice and Paralegal Career Students experienced manufacturing firsthand while touring Expo Students interacted with exhibitors and participated in demonstrations in the areas of: crime lab, hazardous evidence Nordic Ware. They learned about skills and training needed during department rotations, including office, design, tool room, response team, communications command station, SWAT Team, molding, metal fab, coatings, and packing and shipping. Aikido, Patrol, Squat Tours, and Investigations.

“I love when professionals from the workplace come into the school, students are so excited to put all their knowledge to practice. It makes their studies more relevant.” -Teacher

North Hennepin Expo students

PATHWAY: Health Science Students got out of the classroom to explore their options during this one-of-a- kind field experience at the University of Minnesota. Students visited the Experimental Surgery Center where Boston Scientific students they use sheep and pigs to conduct research on artificial heart valves; the Medical Device Center What Students are Saying where they design, make and test medical “When you work on real life situations you realize how many device prototypes; U of M Health Career different types of people you need in a group. We were only Nursing School where Exploration student successful when we leveraged our different skills like finance, students are trained and communications, and project management skills.” practice their practical skills; and the Physical Therapy School. “Best field trip ever. I can’t believe what we got to try.” Students asked fantastic questions and many were interested in those career options. “I’m definitely exploring more health science options.”

Summer 2018 3 Career and College Readiness: Experiential Opportunities Impact Students

Thank You to the 2017-18 St. Louis Partnerships Enhance Curriculum Park High School Career and College The Greater Twin Cities United Way awarded a $40,000 grant to St. Louis Park High School. This grant will support the career pathways Advisory Board Members

work related to teacher training and externships by partnering with HEALTH SCIENCE MEMBERS the non-profitReve Academy and piloting emergent teaching • Ann Hayden, University of Minnesota, School of Nursing methodology. Students become leaders, holders, and creators of • Steve Koering, SLP Fire Chief knowledge, and collaborate through technology internships. • Robb Lowe, Normandale College* • Jessica Gust, Teacher

Career Pathways Advisory Board MEDIA ARTS & COMMUNICATIONS MEMBERS • Steve Casey, Martin Williams Advertising The role of the St. Louis Park High School Career Pathway Advisory • Steve Parsons, Erick’s Bike Board is to work cooperatively with school officials to advise, assist and • Steve Pohlen, Benilde St. Margaret support Programs of Study. • Sabrina Datt, University of Minnesota Student/SLP Grad • We are energetic and dynamic business and post-secondary • Martha Ortman, Teacher

professionals who are highly motivated to engage students with BUSINESS & MARKETING MEMBERS their futures. • Dan Albright, US Bank • We are innovative and experienced industry leaders • Gino Giovanelli, Miles Interactive, St. Thomas who help students understand their strengths and • Tim Jennissen, Cargill* career passions. • Nick Vournakis, Carlson Companies, Wagonlit • Elizabeth Robbins, Versique • We are dedicated and creative teachers willing to build relationships • Joel Liz-Fonts, nVent with other leaders to offer more opportunities for students. • Abby Lugo, Teacher • We are school administrators ensuring alignment with the District’s • Katie O’Reilly, Teacher Strategic Plan and high school academnic outcomes. • Sophia Ross, Teacher

LAW & PUBLIC POLICY MEMBERS “We help students consider how their interests and talents align with • Katheryn Cranbrook, State of MN, District Court* - Dan Albright, Executive Board Member career opportunities.” • Sarah Ferguson, Saint Mary’s University • Susan Kratz, University of MN Academic Health Center • Stephen Sullivan, Normandale College • Julie Sweitzer, University of MN, College Readiness Consortium • Mike Nordean, Teacher

ENGINEERING & TECHNOLOGY MEMBERS • Lisa Trinh, Boston Scientific • Jeremiah L. Cherwien, GFK • Sam DiPaola, Honeywell • Russell Fraenkel, MN State-IT Center of Excellence* • Firasat Khan, Metro State • Devan Sayles, General Mills • Ken Morrison, Medtronic • Gabi Borja, Cargill • Trevor Paulson, Teacher • Jacob Utities, Teacher • Mark Miller, Teacher

WE WELCOME COMMUNITY & BUSINESS MEMBERS! MEMBERS & REPRESENTATIVES • Astein Osei, Superintendent CALL TO ACTION: • Scott Meyers, HS Principal* Join us TODAY to develop a phenomenal • Kara Mueller, CCR Coordinator* • Carrie Jennissen, Facilitator and Business Liaison* workforce of TOMORROW. • Barb Nelson, Counselor* No membership needed to help students. Contact Carrie Jennissen • Carmen Rudin, Multicultural Liaison [email protected] if you are interested in providing 1:1 mentoring, • Kari Ross, Director of Teaching and Learning* answering questions about jobs, offering internships, • Justin Barbeau, BARR job shadow, classroom activities, or tours of your company. • Angela Jerabek, BARR

* Executive Committee Career and College Center: http://slpschools.org/CCR Summer 2018 4