Postsecondary Career & Technical Education and the Role of the MCCB

1. Postsecondary Career & Technical Education and the Role of the MCCB Presented by: LaNell Kellum, Ph.D. Director Postsecondary Career & Technical Education Mississippi Community College Board October 27, 2011

2. The Mississippi Community College Board coordinates the activities of the 15 community & junior colleges, in areas such as: • Research and Accountability • Adult Education & GED • Athletics & Activities • Distance Education (MS Virtual CC) • Finance & Personnel • Information Technology • Workforce Education • Academic Programs • Career & Technical Education

3. The Career & Technical Education Division works with the Community & Junior College Deans and other college personnel to: • Assist with evaluation, assessment, and accreditation of CTE programs; • Review all requests for new programs, as well as deletions or modifications to existing programs, including assignment of appropriate Classification of Instructional Program (CIP) Codes; • Coordinate uniform course numbering and statewide secondary to postsecondary articulations processes; • Oversee CTE faculty and administrator qualifications; • Coordinate uniform course numbering and statewide secondary-to-postsecondary articulations processes;

4. The Career & Technical Education Division works with the Community & Junior College Deans and other college personnel to: 6. Facilitate compliance with civil rights laws; 7. Oversee the process of state upgrade equipment and FTE reimbursement for CTE programs; 8. Facilitate collaboration between the between the Community College Board, the MS Department of Education, and the Research and Curriculum Unit of Mississippi State University on issues related to curriculum, assessment, professional development, and state planning processes; 9. Coordinate practical nurse accreditation visits to include selection of site team members.

5. Why is Postsecondary Career & Technical Education Important? Unskilled 15% Skilled 20% Unskilled 60% Professional 20% Skilled 65% Professional 20% 1950 2000 The Changing U.S. Workforce Bureau of Labor Statistics

7. “On average, workers with associate degrees earn less than those with bachelor’s degrees, but 83 percent of workers with associate degrees earn the same as workers with bachelor’s degrees.” - Carnevale and Desrochers, Standards for What?, 2003

8. What does it mean to be a postsecondary career-technical instructor? As career and technical education instructors, you have many of the same responsibilities that other college and university faculty have. • Preparing lessons • Grading papers and assignments • Attending faculty meetings • Helping to develop curriculum and assessments • Keeping abreast of developments in your field

9. As CTE instructors, you also play a key role in your students’ transition from school to work. • Recruiting potential students to your program • Helping to establish work-based learning programs for students • Providing information to students about prospective employers and the work environment

10. All first-time instructors have one thing in common.... No matter how well they know their subject matter, they always feel that they’re carrying around more questions than answers. Whew!It’s NORMAL!!

11. Part of the confusion may be due to acronym overload! RCU ATEA FTE MDE ACTE SSCH CCTODA FERPA SACS MCCB MSACTE

12. Fall 2009 Headcount Enrollment 80,550!

13. Credit Enrollment Fall 2008 Breakdown

14. So, let’s tackle some of the education jargon!

15. First, let’s talk funding…..

16. So, what is FTE??? • Full-Time Equivalent • May refer to students or may refer to faculty. • Rules for calculating FTE may vary – important to know the definition. • In Mississippi, the funding definition is annualized FTE.

17. SSCH FTE Annualized FTE for a CTE program is based upon the total CTE program SSCH over the course of one year (summer, fall, spring) ÷ 30. In Mississippi, FTE provides the basis for funding for both academic and career-tech programs.

18. SSCH = Student Semester Credit HoursWelding Student’s Fall Schedule * CTE FTE Excludes academic coursework.

19. Welding FTE Generated by 5 Welding Students

20. Postsecondary Career and Technical programs generate revenue from two sources*: • Direct appropriation from the legislature. • Money appropriated to Career Tech from the Mississippi Department of Education (MDE). *Each revenue source has its own set of requirements.

21. Legislative Appropriation • Has a 15% base that is distributed equally. • The money appropriated from the legislature is the same for both Academic and Career-Tech ($$$ per FTE). • There is additional money ($$$ per FTE) for all Associate Degree Allied Health FTEs, including Associate Degree Nursing and Associate Degree Technical Allied Health Programs. • Colleges have the discretion where to spend this money – there is no requirement that funds generated by career-tech be expended only on career-tech.

22. MDE Appropriation • Has a 7.5% base that is distributed equally. • This funding is based solely on Career-Tech FTE and is the same for both career programs and technical programs ($$$ per FTE). • In addition, there are 3 levels of high cost programs that generate weighted FTE. • Level 1 generates an additional 0.25 FTE ($) • Level 2 generates an additional 0.5 FTE ($S) • Level 3 generates an additional 0.75 FTE ($SS) • Unlike the legislative appropriation, the money from this appropriation can only be spent on the career-tech programs.

23. High Cost CTE Programs

24. FY 12 FTE Funding *In addition, all Associate Degree Allied Health programs including Associate Degree Nursing receive an additional $1,861.50 per FTE.

25. The size of the pie doesn’t change that much from year to year… …But the size of your piece varies by the number of FTE’s your program generates.

26. What does that mean to you??? • Colleges are considering program productivity (ie, FTE enrollment) in determining cost-effectiveness of programs. • There is an increasing demand on instructors to recruit and retain students in their programs. • There may be an increasing demand for students to take more hours.

27. FERPA = Family Educational Rights & Privacy Act • Federal Law that governs what can and cannot be legally disclosed with a student’s signed consent. • Regulates how you communicate with students about their grades (never post grades, never discuss grades over the phone, never communicate about grades through someone else). • Regulates what you can and cannot reveal to others (including parents) about a student’s grades, attendance, behavior, etc.

28. According to the law, as set forth by FERPA : • Students have the right to inspect and review their own education records maintained by the school. • Students have the right to request that a school correct records which they believe to be inaccurate or misleading. • If the school decides not to amend the record, the student then has the right to a formal hearing. • After the hearing, if the school still decides not to amend the record, the student has the right to place a statement with the record setting forth his or her view about the contested information. • Generally, you must have verified written permission from the student in order to release any information from a student's education record. Be familiar with your institution’s policy and, when in doubt, CONSULT YOUR REGISTRAR!!!

29. Best Practices PresentationPart IIWelcome Back!

30. Perkins IV • Refers to The Carl D. Perkins Career & Technical Education Improvement Act of 2006 into law on August 14, 2006. • Perkins IV provides ~$14 million to Mississippi for Career & Technical Education, 85% (~$11.9 million) of which goes to the colleges and schools for CTE program improvement • 53% to secondary • 47% to postsecondary • Has accountability requirements attached to it.

31. Accountability • A set of measurements used to determine how well your students are learning. • Perkins Accountability consists of federal definitions and measures. • Target performance levels defined in the State Plan.

32. Accountability Definitions • CTE Participant: A postsecondary/adult student who has completed at least 10% of state approved standards (academic or career/technical coursework) in any CTE program area. • CTE Concentrator: A postsecondary/adult student who: • Completes 50% of state approved standards (academic or career/ technical) in any CTE program area plus is enrolled in credits or other activities to meet the additional standards; or • Completes a short-term CTE program sequence of less than 12 credit units that terminates in an industry-recognized credential, a certificate or a degree.

33. PS CTE Performance Indicators • 1P1: Technical Skill Attainment (2010-11 Target=73%) • 2P1: Credential, Certificate, or Diploma (2010-11 Target=85.5%) • 3P1:Student Retention or Transfer (2010-11 Target=74.6%) • 4P1: Student Placement Target (2010-11 Target=79.1%) • 5P1: Nontraditional Participation (2010-11 Target =7.93%) • 5P2: Nontraditional Completion (2010-11 Target=7.98%)

34. Accountability Measures • 1P1: Technical Skill Attainment Target-73% • Numerator: Number of CTE concentrators who passed technical skill assessments that are aligned with industry-recognized standards, if available and appropriate, during the reporting year. • Denominator: Number of CTE concentrators who took technical skill assessments during the reporting year. • 2P1: Credential, Certificate, or Diploma Target-85.5% • Numerator: Number of CTE concentrators who received an industry-recognized credential, a certificate or a degree during the reporting year. • Denominator: Number of CTE concentrators who left postsecondary education during the reporting year.

35. Accountability Measures, continued • 3P1:Student Retention or Transfer-Target 74.6% • Numerator: Number of CTE concentrators who remained enrolled in their original postsecondary institution or transferred to another 2- or 4-year postsecondary institution during the reporting year and who were enrolled in postsecondary education in the fall of the previous reporting year. • Denominator: Number of CTE concentrators who were enrolled in postsecondary education in the fall of the previous reporting year and who did not earn an industry-recognized credential, a certificate, or a degree in the previous reporting year.

36. Accountability Measures, continued • 4P1: Student Placement Target 79.1% • Numerator: Number of CTE concentrators who were placed or retained in employment or placed in military service or apprenticeship programs in the 2nd quarter following the program year in which they left postsecondary education (i.e., unduplicated placement status for CTE concentrators who graduated by June 30, 2007 would be assessed between October 1, 2007 and December 31, 2007). • Denominator: Number of CTE concentrators who left postsecondary education during the reporting year.

37. Nontraditional Career Listings Nontraditional Career Classifications are based jobs with less than 25% of the workforce represented by that gender) • http://www.mccb.edu/pdfs/ct/CrosswalkNontradMale.xls • http://www.mccb.edu/pdfs/ct/CrosswalkNontradFemale.xls

38. Accountability Measures, continued • 5P1: Nontraditional Participation Target 7.93% • Numerator: Number of CTE participants from underrepresented gender groups who participated in a program that leads to employment in nontraditional fields during the reporting year. • Denominator: Number of CTE participants who participated in a program that leads to employment in nontraditional fields during the reporting year. • 5P2: Nontraditional Completion Target 7.98% • Numerator: Number of CTE concentrators from underrepresented gender groups who completed a program that leads to employment in nontraditional fields during the reporting year. • Denominator: Number of CTE concentrators who participated in a program that leads to employment in nontraditional fields during the reporting year.

39. Student Service Coordinators (formerly Special Populations or Special Pops) A major focus of the Perkins Act, refers to students belonging to one or more of the following groups: • Displaced homemakers • Single parents • Economically disadvantaged individuals • Individuals with disabilities • Individuals preparing for non-traditional employment (jobs where <25% of workforce is of their gender) • Individuals with limited English proficiency

40. Articulation As described in the federal Perkins Act of 2006, articulations: “...provide students with the opportunity for a non-duplicative sequence of progressive achievement leading to technical skill proficiency, a credential, a certificate, or a degree.” 

41. Articulations match… • Secondary program competencies with postsecondary course competencies. • Community college courses/programs to university courses/programs. So students don’t have to repeat what they’ve already learned.

42. Benefits of Articulation • For the students • Allows them to earn college credit for competencies they gained in high school • Provides a career path into a postsecondary CTE program • Provides cost-savings (tuition/books/time) • For the high schools: • Provides added value to their CTE programs and courses • Provides an incentive for increased student performance • For the colleges: • Provides an effective tool for recruiting the best and brightest high school CTE students into post-secondary CTE programs • Provides added value to their CTE programs

43. Types of Articulation • Local – Negotiated agreement between one school and another school • Statewide – Negotiated agreement between all schools across the state. Comes out of the curriculum development process and is supplementary to any local agreements. 2010 Statewide Articulation Manual http://www.mccb.edu/pdfs/ct/StatewideArtManual2010.pdf

44. Eligibility for Statewide Articulated Credit To be eligible for articulated credit, a student must: • Complete the articulated Secondary Vocational Program • Score an 80 percent or higher on the Mississippi Career Planning and Assessment System (MS-CPAS) in their secondary program of study To be awarded articulated credit, a student must: • Enroll in the community or junior college within 18 months of graduation • Articulated courses are transcribed immediately upon enrollment at a community college • No grade will be given on the transcript for articulated courses, only hours granted will be transcripted (thus resulting in no change in quality points) Time Limit • MS-CPAS scores will be accepted to demonstrate competencies for up to 18 months after high • school graduation Cost • No costs will be assessed on hours earned through articulated credit

45. Ex: Secondary Business & Computer Technology Articulation

46. The Qualifications ManualAvailable on the mccb website at:http://www.mccb.edu/pdfs/ct/personnel.pdf • Sets minimum requirements for Post-secondary Career-Technical Personnel in the state of Mississippi. • Institutions may require additional qualifications in order to meet state and national accreditation standards related to specific programs and/or to meet local needs. • Designed to ensure that every person employed to teach and support postsecondary career & technical education in Mississippi meets: • general education competencies; • occupational competencies; and • instructional competencies.

47. Qualifications Manual also addresses Professional Development • Each institution must develop a Competency Plan for staff development for each career-technical person. • The Competency Plan should be designed to meet the needs of the instructor to ensure professional growth and quality instructional programs.

48. Competency Plan may include, but is not limited to: • Mentoring • Best Practices (required) • Technology Training • Industry/Business Relationships • Professional Seminars, Conferences & Workshops • Academic coursework • Vocational Instructor Preparation Program (VIP) Modules • Industry Visits

49. The Equipment ManualAvailable on the SBJCJ website at:http://www.mccb.edu/pdfs/ct/equipmentmanual.pdf • Sets forth guidelines for: • Purchasing of Equipment; • Transfer of Equipment; and • Disposal of Equipment • The goal is to be good steward of available funds, while ensuring that laboratory equipment utilized in career & technical programs replicate, to the extent possible, that which is used in business and industry.

50. **Each has its own set of restrictions.** Two Types of Funds Available for Equipment Purchases • Upgrade Funds (state $$) • Perkins Funds (federal $$)