2011 Annual Report

1. 2011 Annual Report

2. People – Manage a system with appropriate quantity of students, instructors, administrators and staff • Product – Prepare and maintain a technically skilled workforce to meet industry needs • Plant –Construct and renovate facilities and develop systems designed to meet the demands for technical education • Plan – Share a common direction and focus to promote economic prosperity through workforce development for South Dakota

3. Program Continuation and Success Placement – This report monitors whether graduates of the technical institutes are getting jobs in their chosen career fields. It also tracks the average starting salary for graduates, and the percentage of graduates that stay in South Dakota. Enrollment – This report keeps track of fall enrollment trends from year to year, to make sure programs are still meeting the needs of today’s students and employers. Retention – This report monitors the number of students who return to continue their studies from term to term and successfully earn a degree at the program and institution level

7. Lake Area Technical Institute “Top Five Community Colleges in the Nation” Aspen Institute

11. Lake Area Technical Institute

12. Mitchell Technical Institute Celebrates Grand Opening of the Student Success Center

13. Southeast Technical Institute

14. Western Dakota Technical Institute

17. Mitchell Technical Institute–State Facility Plan–Phase II

18. Lake Area Technical Institute State Facility Plan – Phase II

19. State Facility Planning – Phase III • 2013 and 2014 Legislative Session - TBD • Southeast Technical Institute • Technical Lab Space needed • Renovation • Western Dakota Technical Institute • Technical Lab Space needed • Renovation

21. Format for Submitting Application for New or Expansion of Existing Program Title Page /Cover Page -Table of Contents Executive Summary -a brief summary or abstract of the application Application Overview –Administrative Rule 24:10:42:23. Approval criteria for new or expanded programs. 1. Identification and description of the program 2. Objectives and purpose of the program 3. Methods of attaining the objectives of the program 4. Description of labor market demands of the United States, the state of South Dakota, student needs, and industry support (Market Analysis) 5. Population to be served by the program 6. Projected three year budget (Financials & Use of Funds) 7. Program competencies and entry and exit points of sub-occupations 8. Statement of non-duplication 9. Curriculum design and research 10. Wage factor – average hourly wage, including employer paid benefits 11. Suggested CIP Code – Classification of Instruction Programs can be found at http://nces.ed.gov/pubs2002/cip2000/ Attachments A. SD and US Department of Labor information B. Program Course List and Semester layout C. Letters of Support

22. Continuing Program Reporting Required by Administrative Rule 24:10:42:24 • Procedure. Each continuing program is subject to an internal review annually to gauge its performance over the prior three years in the areas of enrollment, retention, and placement and all others deemed important by the institute. The Office of Curriculum, Career & Technical Education will conduct a risk analysis of all programs in the areas of enrollment, retention, and placement. The director encourages the review of all programs internally each year using the criteria outlined in the continuing program process. Standards and performance levels will be established by OCCTE and the technical institutes used to determine at risk programs. Summary data will be submitted annually by the technical institutes, and the Office of Curriculum, Career & Technical Education will conduct a risk analysis of all. • Reports. The director will review annual program continuation reports and the institute president’s recommendation and plan of correction for a period of at least one year. After one year the director will review the progress towards the action plan goals and make a recommendation to the Board of Education to continue or not continue the program funding until such a time the programs risk level reaches acceptable levels or the program is discontinued. • Risk Assessment. Failure to meet one or more performance levels may result in a negative risk assessment and the director of the Office of Curriculum, Career & Technical Education may ask for a program review to be completed using the program continuation form. Falling below a watermark is an indicator and does not mandate a high risk rating. OCCTE utilizes three year historical documentation of performance indicators in assigning the risk level. A program must fall below at least two performance levels, or be systemically and significantly below a single watermark, to be assessed as at the high risk level. • Performance Measures. The performance levels will be reviewed and approved annually by OCCTE and the technical institutes. Continuing program performance levels will developed using Carl Perkins Final Agree Upon Performance Levels (FAUPL) as guidelines. Performance levels may be less than FAUPL benchmarks.

23. At Risk: Year One. A Continuing Program Report will be submitted each year a program is assessed to be at high risk. The first year a program is assessed at high risk, the technical institute president will review the program and in conjunction with the program’s advisory board, approve a course of corrective action and steps as appropriate. The president may recommend the program no longer be funded. The president may also include any information on why the risk assessment should be changed and should specifically note in the report if they are challenging the risk assessment. If the risk level is adjusted, the new risk level will be reflected in the following year’s report and the justification noted in assessments. • At Risk: Year Two. The second consecutive year a program is assessed at high risk, the technical institute president will submit a follow-up continuing program report, it will include a recommendation for the director of the OCCTE. All proposed recommendations and corrective courses of action must be approved by the director. The Secretary of Education and the Board of Education will be provided a copy of the report and director’s actions. • At Risk: Year Three. The third consecutive year a program is assessed as high risk, the director of OCCTE will submit an updated continuing program report to the Secretary of Education and the Board of Education with his recommendations for the program. The recommendation may be to continue the program or discontinue the program. The director’s recommendation will include parameters for reviewing and continuing approval of the program if the Secretary of Education and Board of Education approves continuing the program.

24. Administrative Rule 24:10:42:28.  • Formula for funding.The postsecondary technical institutes shall receive state funding, from the amount appropriated by the Legislature less funds reserved in § 24:10:42:27, under a formula that distributes these funds based on full-time equivalent students as follows: • (1)  Subtract the total set-asides reserved in § 24:10:42:27 from the total amount appropriated by the Legislature within the general appropriations act; • (2)  Determine the number of full-time equivalent students at each institution for the preceding fiscal year using the following calculation: • (a)  One "full-time equivalent student" equals 30 credit hours of instruction; • (b)  The number of full-time equivalent students for an institution is calculated by dividing tuition collected for the preceding fiscal year by program as per chart of accounts prescribed within the South Dakota School District Accounting Manual by the tuition fee per credit and the quotient is divided by 30 credit hours; • (3)  Multiply the number of full-time equivalent students at each institution by the per student allocation to determine the total allocation for the distribution formula. The distribution formula is as follows: • (a)  "Per student allocation," for school fiscal year 2010 is $3,619.87; • (b)  Twenty-five percent (25%) of the total allocation will be distributed equally among the four institutions as a baseline for common operations at each technical institute. • The funds shall be divided by four (4);

25. (c)  Seventy-five percent (75%) of the total allocation will be distributed within three program categories: high cost-low density programs, high cost programs, and standard cost programs. The funds shall be distributed by determining each program's full-time equivalent students, multiplied by the weighted program factor multiplied by the weighted per student value; •   (d)  The Director of the Office of Curriculum, Career & Technical Education, will identify the weighted program factor of each program documented on the South Dakota School District Accounting Manual; •   (e)  The weighted per student value is determined by the allocation divided by adding the total high cost-low density program's full- time equivalent students multiplied by a weighted program factor, plus the total high cost program's full-time equivalent students multiplied by a weighted program factor, plus the total standard cost program's full-time equivalent students by a weighted program factor. • Source: 23 SDR 139, effective March 10, 1997; 25 SDR 150, effective June 6, 1999; 28 SDR 169, effective June 17, 2002; 32 SDR 117, effective January 5, 2006; 35 SDR 306, effective July 1, 2009; 36 SDR 169, adopted April 21, 2010, effective July 1, 2010. • General Authority: SDCL 13-39-37. Law Implemented: SDCL 13-39-37 to 13-39-39.

28. Success at the four South Dakota Technical Institutes......……………….To Be Continued 

29. Department of Education Career & Technical Education is working for students Secondary CTE CTE concentrators: students who have taken 2 or more units of coursework in a single career cluster. CTE courses help students see why high school matters, and they graduate at a higher rate than their peers. CTE concentrator graduation rate: 97.43% Statewide graduation rate: 89.23%

30. But where do Secondary CTE Concentrators go after they graduate? • Placement rate—97.01% • 4yr postsecondary—42.55% • 2yr postsecondary—33.07% • Advanced Training—1.35% • Military—4.28% • Workforce—15.76%

31. Secondary CTE programs are growing in schools and the number of CTE concentrators is rising.There are more than 500 approved programs in 137 schools in 2011-2012.Inclusion in the Graduation Requirements and Opportunities Scholarship.Rigorous coursework leading to high-wage, high-demand careers.

32. Strong tie to career development efforts including SDMyLife.comA student’s Personal Learning Plan is more than a list of courses, but a tool to begin a conversation with students and parents about preparing students for life after high school.Schools can gauge student interest and compare with labor market needs and provide programs of study accordingly.

33. Approved CTE Program Process: a variety of flexible options are available. Goal focused program improvementData collected to support program improvement and analysis

34. Success at the Secondary CTE level….......……………….To Be Continued 