3. Describe the process used to develop the local transition plan.
The local transition team consists of, in addition to the Perkins Coordinator, the following: Tech Ed Division Chair Angie Caldwell; Student Services Secretary Regina Moore; VP for Academics Jack McCord; Financial Aid Chair Carolyn Collins; and VP for Finance Loretta Williams. These individuals (or their designee in their absence) met to consider BRTC's needs and priorities for improvement in those areas. Two main foci were identified: 1) Emphasis on expansion and quality performance in Allied Health Programs and 2) Intensive efforts at retention, with special intervention for at-risk special populations.
4. Describe how career and technical education programs will be carried out using activities designated as required and permissive use of funds.
Required Use of Funds
All technical degree programs presently have a gen ed component of writing/communications and/or math and/or reading. In addition, the Perkins-funded Instructional Specialist worked with CTE faculty to implement the use of a grading standards formula for assessing writing assignments, and developed a Tech Communications course for use in technical programs. These activities will be continued under the monitoring of the Technical Ed Division Chair.
BRTC currently utilizes a Concurrent Class Coordinator to align appropriate courses taught in high schools by qualified instructors for concurrent credit. Also, BRTC has in place articulation agreements for several computer technology courses, giving credit to high school students who complete these classes and then enroll in corresponding Business programs. BRTC has enacted a "credit by exam" policy so that secondary students who score at the required level can receive college credit for "Introduction to Computer Concepts" simply by paying applicable tuition fees. Secondary students who meet specified criteria may participate in BRTC's International Tour program and complete an Independent Study on a selected topic, receiving college elective credit.
BRTC frequently brings guest speakers from industry into the classroom and to Career Fairs in order to help students understand the following: What do employers expect? What skills (technical and 'soft')are needed? Also, students in Allied Health programs typically fulfill clinical requirements. Computer technology students frequently prepare print materials (i.e., brochures) or presentation (PowerPoing) for non-paying 'clients' in the workplace; graphic design students create logos and artwork in the same way. Perkins funds were used to purchase a SimMan and will be used for purchase of a SimBaby, high-tech tools to create a work-based scenario to which Allied Health students must respond.
Perkins funds has already funded (SimMan and Respiratory Care software) and will once again fund (SimBaby) the purchase of computerized manequins for Allied Health programs. (See above). Another recent previous purchase from Perkins funding, the Chassis Dynamometer, also allows CTE students to train with the latest industry technology.
The Instructional Specialist funded 2006-07 by Perkins has developed core practices for improving CTE instruction though expanded use of technology and integration of scientifically-based instructional methods. This professional development will now be monitored and followed up by the Technical Education Division Chair.
BRTC's Technical Ed Division Chair and with the VP for Academics conduct annual evaluation, with rotating in-depth CTE program assessments. Annual Advisory Committee meetings also provide assessment information. Internally, assessment includes the administering of NOCTI exams where appropriate, end-of-program certifications and licensures where appropriate. Follow-up surveys to graduates provides further understanding of program strengths and weak spots.
In keeping with the college's emphasis on Allied Health program expansion and quality emphasis, BRTC will use Perkins funding to fund an instructor for a new Lab Assisting program, a 'bridge' program from the existing Phlebotomy. Perkins funding will also be used to improve Allied Health program through the purchase of SimBaby. Past Perkins expenditures (Chassis Dynamometer, SimMan, and Respiratory software, for example) continue to provide enhanced skills for students in these programs.
In order to make optimal use of Perkins funds, the emphasis in the two areas (Allied Health and Retention of at-risk pops) will ensure the money has maximum impact. Allied Health includes students in all levels of Nursing, Respiratory, Phlebotomy, and EMT/Paramedic, and soon, Lab Assisting.
Previous Perkins expenditures for print materials (billboards, posters, postcards, etc.) frequently have depicted graduates in non-traditional fields, and much of this material is still in use or has been reproduced at college expense. Also, through highlighting non-traditional fields of work in the campus newsletter and in press releases (an upcoming article will feature the top graduate in Machine Shop--a female) BRTC promotes non-traditional completion.
Permissive Use of Funds
The Perkins-funded 'Bridge to the Future' program will include career guidance and counseling to targeted CTE students
Perkins Funds will be used to fund a "Bridge to the Future" program targeting individuals from economically disadvantaged families. The college also provides Single Parent Scholarships to every eligible applicant, and funds a scholarship earmarked for students whose native language is Spanish.
Through the Perkins-funded 'Bridge to the Future' the college will provide mentoring and intensive intervention services to at-risk CTE students who have recently lost their jobs
The Perkins-funded purchase of 'SimBaby' will enhance Allied Health program instruction.
The Perkins-funded expansion of Phlebotomy, currently a Certificate of Proficiency, into a one-year Certificate in Medical Lab Assisting will provide CTE students in Allied Health another pathway.
In order to expand into a Medical Lab Assisting Certificate program, Perkins funds will cover the cost of an instructor to teach the new required course and to cover clinicals associated with this degree
One aspect of the Perkins-funded 'Bridge to the Future' program is Learning Communities, or student cohort teams.
In order to cover all costs associated with the new Medical Lab Assisting Certificate program, BRTC will fund the instructor with Perkins funds, and purchase the equipment with CPI funding
5. Describe how CTE activities will be carried out in order to meet state and local levels of performance. (See Appendix B for description of accountability measures.)
a) Technical skill attainment measurements are pending state approval on standardized methods; b)Credential attainment will be impacted by all Perkins-funded activities: SimBaby purchase will improve Allied Health students pass rates on licensure exams; the expansion to a Lab Assisting program will result in additional completers; and the 'Bridge to the Future' will result in a high rate of program completion for targeted CTC students; c) 'Bridge to the Future' will be directly linked to student persistence and/or transfer;
6. Describe how the institution will offer the appropriate courses of not less than one of the CTE programs of study. Identify and describe any existing secondary to postsecondary linkages and how Perkins funds will be used to improve or expand such programs.
BRTC has articulation agreements with 16 area high schools to accept a wide range of courses (more than 20 different classes) in fulfillment of various BRTC Certificate and AAS programs of study. BRTC is currently in conversation with ASU/Jonesboro regarding their interest in developing a baccalaureate degree in Applied Technology, with the potential of their acceptance of several articulated classes that comrise our AAS degree. Some of these classes could originate at the secondary level.
7. Describe how the academic and technical skills of students participating in CTE programs will be improved and how CTE students will be taught to the same standards as are all other students.
CTE programs of study include requirements in English/Communications, Math, and/or Reading. Advisory Committee surveys administered annually capture employers' perceptions of students' skills in these academic areas, and the survey results are returned to faculty for use in improvements as shown necessary. Curricular modifications will be made, and may include re-structuring of a Human A & P science class for Allied Health students.
8. Describe how activities will provide students with strong experience in and an understanding of all aspects of an industry.
Community members will continue to serve as guest lecturers to help students better understand the workplace. CTE instructors will continue to develop opportunities for their students to participate in service learning projects. Such activities already in place include Business Technology students preparing presentations using PowerPoint for community organizations; brochure or print material development; graphic design development for community organizations; and data analysis by math students. Clinical experiences will continue to provide hands-on work experiences for Allied Health students. Dietetics students frequently prepare meals for college and community groups.
9. Describe how comprehensive professional development for CTE, academic, guidance and administrative personnel will be provided.
The college provides professional development through two primary means: by bringing to campus trainers as appropriate, and by encouraging and funding faculty and staff attendance at appropriate conferences and workshops. The college also freqently sends teams of staff members to conferences designed to enhance instruction, with these team members returning to train their peers. Periodically the institution will contract with an instructional specialist to work intensively (for a one-year period) with staff in instructional and assessment improvements.
10. Describe how a wide variety of stakeholders are involved in the development, implementation and evaluation of CTE programs, and how such individuals and entities are informed about, and assisted in understanding the requirements of Perkins, including CTE programs of study.
Each CTC program is served by a voluntary Advisory Committee, consisting of employers and agency heads who are familiar with the respective programs and with the competencies of the graduates. They meet as a mass body, and also in occupational clusters with the corresponding faculty/staff. The meetings include video and other presentations dealing with Perkins-related requirements. BRTC personnel also meet periodically with public school administrators for planning and implementing joint Perkins-related activity.
11. Provide assurances that the recipient will provide CTE programs that are of such size, scope and quality as to bring about improvement in the quality of CTE programs.
CTE programs are maintained at a sufficient size as to be justifiable from the standpoint of both quality and economics. A recruiter works intensively with each CTE instructor to ensure prospective students and businesses are aware of the CTE programs. This work includes up to date print materials, posters, postcards, phone calls, campus visits, trade fairs, career fairs, as well as extensive media exposure through the college newsletter and local media. Continuous program review ensures ongoing improvements.
12. Describe the process that will be used to evaluate and continuously improve performance of CTE programs.
The Technical Ed Division Chair will continue to meet frequently throughout the year with CTE faculty to determine short-term needs and resolve issues, and twice annually with each CTE member for more in-depth review and evaluation of the program. All CTE programs will be reviewed every three years on a rotating basis, with detailed reports presented to the Academic VP.
13. Describe how the institution will address the needs of special populations enrolled in CTE programs.
BRTC will develop a plan to address the needs of special populations in CTE programs. Currently, only individuals from economically disadvantaged families are readily identifiable by virtue of their FAFSA application. The college will begin a dialogue with Student Service personnel to determine: 1)how best to identify each special pop group; 2) what barriers currently exist to special pops students' enrollment in HS/HW/HD programs, as well as barriers to their persistence; 3)how best to help remove barriers with appropriate support services and 4) develop a method for assessing and monitoring the persistence and success rates of special pops students.
14. Describe how funds will be used to promote preparation for nontraditional fields. (See Appendix D for nontraditional fields.)
The college will develop promotional materials (viewbook, brochures) encouraging students' enrollment in nontraditional fields. BRTC will also establish a Student Council for Nontraditional Studies made up of successful nontraditional graduates. Members of this council will be featured in the college's service area through media, and will accompany the college recruiter on visits to area schools and career fairs.
15. Describe how career guidance and academic counseling will be provided to CTE students, including linkages to baccalaureate and above education or other training opportunities.
CTE students will be served by the college's academic advisors, as well as by the 'Bridge to the Future' Coordinator if in the target group (economically disadvantaged families)
16. Describe efforts to improve the recruitment and retention of CTE teachers, faculty, and guidance and academic counselors, including under-represented groups, and the transition to teaching from business and industry.
Through the selective use of paraprofessionals, BRTC will enhance the work environment of CTE faculty while improving student achievement. The college will also contract occasionally with an Instructional Specialist who will work intensively with those instructors who are not pedagogically but rather industrially trained.
17. Describe how funds will be distributed among consortium members, if appropriate.
N/A
18. Describe how the local recipient will report data that is complete, accurate, and reliable.
The Perkins Coordinator will work with the Secretary for Student Services to monitor data collection from year to year to identify apparent anomolies. Also, as described above, the college will develop a process for identification and implementation of services for special pops students. No such process currently exists.
