Perkins Postsecondary Collaborative

1. Perkins Postsecondary Collaborative Leveraging Perkins Dollars To Build Stronger Communities and Curriculum

2. Marni Nelson-Snyder Grants Manager, Central Community College

3. CCC Overview 2011-2012 • Professional Development • E-Ship • STS Equipment • Special Populations • High School Articulation • Health Occupations • Central Nebraska Career Academy Program (CNCAP)

4. Professional Development • Provide professional growth and opportunities for 3-5 college business faculty members on technology, and other issues by attending conferences and hands-on training workshops on new technology.

5. Entrepreneurship • Provide educational awareness, educational activities, programming, and community support for entrepreneurship opportunities throughout CCC service area.

6. STS Equipment • Support local manufacturing and STS students by keeping the Skilled and Technical Sciences programs updated with current equipment and provide professional development to STS faculty to ensure their skills are commensurate with the skills needed in the workplace.

7. Special Populations • To increase transition services and strengthen the academic, vocational and technical skills of Special Populations students by providing timely and appropriate accommodations and interventions.

8. High School Articulation • Building career pathway alignments from secondary to postsecondary for completion of a certificate, diploma, or degree at Central Community College.

9. Health Occupations • The goal is to increase professional development for faculty as well as to enhance technology for the health programs

10. CNCAP • Provide secondary students with opportunities to explore careers through college level course work, guest speakers, hands-on activities and interaction with students from other schools, college instructors, and business and health care providers in the four ESU service area of schools (60+ schools)

11. William ‘David’ Barnes Central NE Career Academy Project Director, Central Community College

12. Unique Challenges • Helping the “Gate Keepers” in schools understand the value and need for the program. • Helping students understand that career exploration is necessary in making post-secondary choices. • Helping Parents understand that post-secondary education has become necessary in many career fields.

13. Innovations • Combining High School Articulation courses (formally known as Tech Prep) with the Career Academy • Modeling the Career Academy course offerings to the NDE Programs of Study • Tracking Job Shadowing through the Moodle classroom management system • Celebrating and Recognizing student achievement with Honor Cords at graduation.

14. Best Practices • The Career Academy Luncheon • Industry Tours • Guest Speakers • Campus Visits • Job Shadowing • Online Course Work

15. Collaboration • Sharing of information freely between programs • Sharing materials between programs • Presenting together at ACT • Working with ESU partners who’s boundaries are shared by Community Colleges

16. Sherry Desel Lead Software Administrator, Central Community College

17. Data Enrollment Worksheet Forms

18. DataCTE Participants • Definition – A postsecondary student who as earned one (1) or more credits in a 1.5 or 2.0 weighted course (in any CTE program area) • Before Start – Make sure NO blank majors, NO blank Genders, NO duplicate IDs • Exclude – Lab Courses/Courses NOT earning an A,B,C,D or Pass/Courses NOT weighted 1.5 or 2.0 • Important that CTE Participants correct before continuing on to next form. • Select Data from current reporting year, break out into categories, input on CTE Participants Worksheet Form, save select lists

19. DataCTE Concentrators • Definition – A postsecondary student who: (1) has earned at least 12 academic or CTE semester credits(18 quarter credits) within a single CTE program sequence that is comprised of 12 or more academic and technical semester credits(18 quarter credits) that ultimately results in an award of an industry-recognized credential; a certificate, diploma, or a degree OR (2) has completed a short-term CTE program sequence of less than 12 semester credit(18 quarter credit) that ultimately results in an industry-recognized credential; a certificate, diploma, or a degree. NOTE…This does not include non-credit certification programs

20. DataCTE Concentrators (continued…) • Start with CTE participants Grand Total • Exclude students that DO NOT have a Vocational Major – CCC excludes course only, job skill, undecided, academic transfer majors (considered Part 1) • Select CCC’s short-term programs (list of these are identified and given to me) (considered Part 2) • CCC would like to expand on these as we see what others are considering as short-term programs • Combine Part 1 and Part 2, Select Data from current reporting year, break out into career cluster areas by Gender, input on CTE Concentrators Worksheet Form, save select lists

21. Data1P1 Technical Skill • Definition for 1P1 Denominator – The number of CTE concentrators during the reporting year • Select your CTE Concentrators Grand Total,break out into categories, input on 1P1 Technical Skill Worksheet Form in Denominator column, save select lists • Definition for 1P1 Numerator – Number of CTE concentrators who achieved a minimum GPA of 2.0 in CTE program curricula that are aligned with Industry-recognized standards during the reporting year • CCC has a program that we run the CTE concentrators through that extracts the students with a minimum GPA of 2.0 in a CTE programonly and builds the data for select • Select your 1P1 Numerator Grand Total, break out into categories, input on 1P1 Technical Skill Worksheet Form in Numerator column, save select lists

22. Data2P1 Credential, Certificate, or Degree • Definition for 2P1 Denominator – The number of CTE concentrators from the previous reporting year who left postsecondary education during the current reporting year • CCC saves the select lists from year to year so that we can start with the previous years CTE concentrators without having to reselect them every year • Select your previous years CTE Concentrators that left CCC Grand Total, break out into categories, input on 2P1 Credential, Certificate, or Degree Worksheet Form in Denominator column, save select lists, leave disaggregate indicators blank for now • Definition for 2P1 Numerator – The number of CTE concentrators from the previous reporting year who received an Industry-recognized credential, certificate, diploma, or a degree during the previous reporting year(means they left CCC and received an award from CCC) • Select your 2P1 Numerator Grand Total, break out into categories, input on 2P1 Credential, Certificate, or Degree Worksheet Form in Numerator column, save select lists, put that same grand total in Credential(diploma), Certificate, Degree disaggregate indicators in Denominator column, put the unduplicated actual numbers in the Credential(diploma), Certificate, Degree disaggregate indicators in Numerator column(highest level to lowest)

23. Data3P1 Student Retention or Transfer • Definition for 3P1 Denominator – The number of CTE concentrators from the previous reporting year who did not earn an industry-recognized credential, certificate, diploma or degree in the previous reporting year • Select your previous years CTE concentrators save list and exclude those students that graduated or received an award from CCC • Select your previous years CTE concentrators that did not graduate or receive an award from CCC in that previous year, break out into categories, input on 3P1 Student Retention or Transfer Worksheet Form in Denominator column, save select lists, leave sub indicators blank for now • Definition for 3P1 Numerator – The number of CTE concentrators from the previous reporting year who remained enrolled in their original postsecondary institution or transferred to another 2- or 4-year postsecondary institution during the current reporting year • Select your 3P1 Denominator Grand Total, and Download to an Ascii Text file and send to NSC(National Student Clearinghouse) using their secured ftp website to get Transfers

24. Data3P1 Student Retention or Transfer (continued) • Wait a day or two to get an email from NSC that the file has been processed then continue on to get 3P1 Numerator Transfers • Several steps are taken to get information from NSC processed files to CCC’s database to get the list of 3P1 Numerator Transfers and select to get unduplicated count (Part 1) • Select from your previous year CTE concentrators the students who remained enrolled at CCC in the current year Fall as your Retentions (Part 2) • Combine the Part 1(Transfers) and Part 2(Retentions) to get an unduplicated count for the 3P1 Numerator Grand Total • Select your 3P1 Numerator Grand Total, break out into categories, input on 3P1 Student Retention or Transfer Worksheet Form in Numerator column, save select lists, put that same grand total in Retention, Transfer sub indicators in Denominator column, put the unduplicated actual numbers in the Retention, Transfer sub indicators in Numerator column(count in transfer before retention)

25. Data4P1 Student Placement • Definition for 4P1 Denominator – The number of CTE concentrators from the previous reporting year who left postsecondary education with a credential, certificate, degree, or diploma during the previous reporting year • Select your previous years CTE Concentrators that graduated with an award from CCC in the previous reporting year save list and start with that as your Grand Total • Select list above, break out into categories, input on 4P1 Student Placement Worksheet Form in Denominator column, save select lists, put in the 4P1 Denominator Grand Total in the disaggregate indicators for Apprenticeship, Employment, Military • Definition for 4P1 Numerator – The number of CTE concentrators from the previous reporting year who were placed or retained in employment, or placed in military service or apprenticeship programs during the 2nd quarter following the program year in which they left postsecondary education

26. Data4P1 Student Placement (continued) • Modify new fields to point to the correct year before next steps(takes a while) • Select your 4P1 Denominator Grand Total, and Download to an AsciiCSV file and send to CCPE(Coord. Comm. For Postsecondary Educ.) WIA/Perkins UI Match area using their website URL to get the identified placement students who are employed (Apprenticeship and military will be zero) • Wait to receive the matching file so we can complete the 4P1 Numerator data breakout column (CCC has yet to get back a file so that we can complete this. Might just be a matter of not understanding the process completely at this time. May be up to us to go up and get the file somehow) • NCE may be getting this data somehow another way

27. Data5P1 Nontraditional Participation • Definition for 5P1 Denominator – The number of CTE participants from the current reporting year who participated in a program that leads to employment in nontraditional fields during the current reporting year. (This is before we break out the males in female programs and females in male programs) • Combine the current year nontraditional female programs and male programs for CTE participants to get the 5P1 Denominator Grand Total • Select your 5P1 Denominator Grand Total, break out into categories, input on 5P1 Nontraditional Participation Worksheet Form in Denominator column, save select lists

28. Data5P1 Nontraditional Participation • Definition for 5P1 Numerator – The number of CTE participants from the current reporting year from underrepresented gender groups who participated in a program that leads to employment in nontraditional fields during the current reporting year. (This is after we break out the males in female programs and females in male programs) • Combine the current year nontraditional female in male programs and males in female programs for CTE participants to get the 5P1 Numerator Grand Total • Select your 5P1 Numerator Grand Total, break out into categories, input on 5P1 Nontraditional Participation Worksheet Form in Numerator column, save select lists

29. Data5P2 Nontraditional Completion • Definition for 5P2 Denominator – The number of CTE concentrators from the current reporting year who completed a program that leads to employment in nontraditional fields during the current reporting year. (This is before we break out the males in female programs and females in male programs) • Combine the current year nontraditional female programs and male programs for CTE concentrators to get the 5P2 Denominator Grand Total • Select your 5P2 Denominator Grand Total, break out into categories, input on 5P2 Nontraditional Completion Worksheet Form in Denominator column, save select lists

30. Data5P2 Nontraditional Completion • Definition for 5P2 Numerator – The number of CTE concentrators from the current reporting year from underrepresented gender groups who completed a program that leads to employment in nontraditional fields during the current reporting year. (This is afterwe break out the males in female programs and females in male programs) • Combine the current year nontraditional female in male programs and males in female programs for CTE concentrators to get the 5P2 Numerator Grand Total • Select your 5P2 Numerator Grand Total, break out into categories, input on 5P2 Nontraditional Completion Worksheet Form in Numerator column, save select lists

31. DataFinal Process/Comments • At CCC, Once student enrollment worksheet forms are completed by IT, they are sent to Grants department to submit to NCE • They are processed by NCE to get the performance measurement accountability numbers and posted for the colleges to view for comparability • CCC and other state colleges worked with NCE for many years to come up with same processes so that we could have comparable numbers • The Postsecondary Perkins Data Manual was a result of this for colleges to try and do the same data extractions

33. Questions? Perkins Postsecondary Collaborative Leveraging Perkins Dollars To Build Stronger Communities and Curriculum