Advancing Career and Technical Education (CTE) Programs of Study in Minnesota State and Local Career Pathways Systems

An application in Response to the Request for Proposal under the Advancing Career and

Technical Education in State and Local Career Pathways Systems project, Contract Number (ED-VAE-12-C-0068) as administered by the Office of Vocational and Adult Education, U.S.

Department of Education

Eligible Agency: Minnesota State Colleges & Universities (MnSCU)

30 East 7th Street, Suite 350 St. Paul, MN 55101

Contact Person:

JoAnn Simser, State Director of Career and Technical Education Email Address: joann.simser@so.mnscu.edu

Telephone number: 651-201-1650 Fax: 651-632-5008

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Approach to CTE Programs of Study and Career Pathways A. Describe your state’s current policies and efforts to implement CTE Programs of Study

and Career Pathways (10 points) The Minnesota State Colleges & Universities (MnSCU), as the eligible agency, collaborates closely with the Minnesota Department of Education (MDE) to supervise the administration of career and technical education (CTE) programs under a state plan developed jointly with the MDE pursuant to Minnesota Statute § 136F.79 and the Carl D. Perkins Career & Technical Education Act of 2006. The third major partner in the development of career pathways in Minnesota is the Department of Employment and Economic Development (DEED). The MnSCU system, governed by a 15-member Board of Trustees, consists of 24 public two-year colleges and seven state universities. The colleges and universities operate 54 campuses in 47 Minnesota communities and serve about 277,000 students in credit-based courses. Overall, the system produces about 34,700 graduates each year. The system also serves 157,000 students in non-credit courses. http://www.mnscu.edu/about/index.html

Strategic Framework for Minnesota State Colleges and Universities http://www.mnscu.edu/about/strategicplan.html FY2014-2015 Biennial Legislative Request (Second Reading) http://www.mnscu.edu/board/materials/2012/nov14/fin-05-bienbudget.pdf MN State Colleges and Universities-Board Policies and Procedures http://www.mnscu.edu/board/policy/index.html

The Minnesota Department of Education (MDE) system provides leadership, support and accountability for 333 school districts, with 467 schools grade 7-12 serving 391, 360 secondary students. http://education.state.mn.us/MDEAnalytics/Summary.jsp In addition, MDE Adult Basic Education (ABE) staff oversee 49 local consortia serving 80,000 adult learners per year in a range of adult basic education programming, including intense focus on transition programming to effectively bridge adult learners to postsecondary credential training. The Department of Employment and Economic Development (DEED) provides direct service to its customers via staff located throughout the state. DEED manages over 50 programs through nearly 50 Work Force Centers where people can find employment and career assistance. http://www.positivelyminnesota.com/. DEED also provides staffing to Minnesota’s Adult Career Pathway initiative, Minnesota FastTRAC (Training, Resources, and Credentials), started under a Joyce Foundation Shifting Gears grant and supported by the Department of Labor Career Pathway Institute. Minnesota FastTRAC state and local leadership includes ABE, workforce development, and MnSCU, at a minimum. The MN State Colleges and Universities Chancellor, Commissioner of Education and Commissioner of Employment and Economic Development serve on the Governor’s Workforce Development Council, (GWDC) which is the state workforce investment board. This Council expands the state partnerships to include representatives from the Department of Human Services, the Department of Corrections, business and industry representatives and non-

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profit community organizations, such as the United Way. For more information about current and future priorities of the GWDC, go to the Governor’s Workforce Development Council, All Hands on Deck. http://www.gwdc.org/ The proposed partners have worked together on critical career development, workforce development and economic development projects for many years. These partnership projects include:

a. The development of CTE Programs of Study and career pathways in secondary and postsecondary consortium members under Perkins IV. Dates: 2007-present. http://www.mnprogramsofstudy.org

b. Technical Skill Assessment Project: a statewide process involving teachers,

faculty and business and industry representatives to determine state approved core competencies and technical skill assessments at the secondary and postsecondary level in each of the career pathways and in foundation knowledge and skills. The purpose of the project is to develop an assessment system that will provide teachers, administrators and policymakers with accurate and useful information about student technical skill achievement. This assessment system will provide information that is useful for improving program quality, creating strong connections between high school and college programs, and communicating to employers and policymakers the value of career and technical education programs of study in preparing students for college and work readiness. Dates: 2009-2014 http://www.cte.mnscu.edu/programs/mntsa.html

c. Alliance for Quality Career Pathways (ACQP) project-Minnesota is one of 10

partner states seeking to build a framework of nationally-recognized benchmarks of high-quality career pathway systems – at both the state and local levels - and the most relevant metrics for measuring and managing their success. This framework will be useful in evaluating programs, helping new programs start-up, and helping existing programs continuously improve. AQCP will focus on career pathways with on-ramps outside of high school, such as adult education, workforce training programs, and will also coordinate closely with career pathway efforts focused on in-school youth. The project began in 2012 and will continue until 2014. http://www.clasp.org/postsecondary/pages?id=0029

d. Minnesota FastTRAC Adult Career Pathways Initiative -Minnesota

FastTRAC (Training, Resources, and Credentialing) seeks to make Minnesota more competitive by meeting the common skills needs of businesses and individuals. Innovative program components include: adult basic education bridge programming, integrating basic skills education and career-specific training, intense navigator services to mitigate non-academic barriers, focusing on credential attainment, targeting high-demand occupations, and meeting the needs of working learners. Minnesota State Colleges and Universities played a formative role in this work since its creation. Dates: 2007 to the present. http://www.mnfasttrac.org/

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e. Legislation strongly encouraging college & career plans – The 2012

Legislature adopted language in Minnesota Session Laws Chapter 207 that strongly encouraged school districts “to assist all students by no later than grade 9 to explore their college and career interests and aspirations and develop a plan for a smooth and successful transition to postsecondary education or employment.” The concept is being incorporated into the high school redesign initiative being led by the Commissioner of Education, the Chancellor of Minnesota State Colleges and Universities, and the Director of the Minnesota Office of Higher Education.https://www.revisor.mn.gov/laws/?id=207&doctype=Chapter&year=2012&type=0

f. National Programs of Study Institute-Minnesota sent an inter-agency team to

this institute from February to August 2012. The National Research Center for Career and Technical Education (NRCCTE) launched its first National POS Institute, a six-month program of research-based technical assistance intended to support states in addressing barriers to the implementation of federally mandated programs of study (POS). http://www.nrccte.org/resources/studies/national-programs-study-institute

B. Explain how your state’s approaches to CTE Programs of Study and Career Pathways

align with the Programs of Study Design Framework and with the Career Pathways: Six Key Elements framework (10 points)

In Minnesota, a CTE Program of Study follows the federal law defining it as a non-duplicative sequence of academic (liberal arts and sciences) and technical courses, beginning no later than grade 11 and continuing for at least two years beyond high school and culminating in a degree, diploma, or certification recognized as valuable by our business and industry partners. Minnesota uses the 16 career cluster and pathways framework supported by the US Department of Education as the organizing framework for developing Programs of Study.

Minnesota Career Fields, Clusters and Pathways Framework http://www.cte.mnscu.edu/consortium_resources/documents/POS_ColorHighRes.pdf

In a structure unique to Minnesota, local eligible recipients of Perkins funds are required to belong to a regional consortium of secondary schools and postsecondary colleges that engage in joint planning and administration of Perkins activities on behalf of its members. Such consortia are required to include economic and workforce development partners in the planning and design phase of pathways. There are currently 26 of these consortia. Perkins IV Consortia Map and Contacts http://www.cte.mnscu.edu/consortium_resources/documents/Consortia_Map_with_contacts_2012.pdf Minnesota FastTRAC Adult Career Pathways work is structured around the cycle of the Six Key Elements of Career Pathways (see Appendix C). Each career pathway requires key partners (workforce investment boards, community and technical colleges, adult basic education, employers, community based organizations) who bring resources and are responsible for

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deliverables. Local, regional and real-time labor market information identifies sectors in which teams design and implement both bridge and integrated instruction, aligning fundamental skill building with career and technical education outcomes. Funds are “braided” at the state and local level, including identifying and utilizing funding sources that come with each participant (TANF, WIA 1b, etc.) as well as connecting participants to local and federal financial aid. Policies and programs are aligned to change institutional practice – making career pathway the “new normal.” This systems change is measured through connected data pipelines and comparative analysis scrutinizing business as usual versus adult career pathway to continue to build champions and scale up best practice. In response to this RFP, the partner agencies met to complete the two self-assessment instruments. The participants included: Randi Nelson (Facilitator), Mo Amundson (Rochester Consortium, GWDC), Randy Johnson (SE MN Workforce Board), Becky Thofson (SE MN Workforce Board, Special Projects Coordinator), Nola Speiser (DEED, MN FastTRAC), Judy Mortrude (DEED, MN FastTRAC), Denise Roseland (MnSCU System Office), Ginny Karbowski (MnSCU System Office), Karen Hynick (MnSCU System Office), Julie Dincau (MDE ABE), JoAnn Simser (MnSCU System Office – CTE State Director), Dan Smith (MDE – CTE Director), Jim Gross (Rochester Consortium) The following table represents the Consensus findings of the DOLETA self-assessment of the Six Key Elements for Career Pathways. The priorities identified in gray rows with BOLD CAPS. The team felt education and training program design, funding needs and sources, and aligning policies and procedures were high priority areas from this workforce self-assessment.

Career Pathways: Six Key Elements Phase Priority for Action

1. Build Cross-Agency Partnerships and Clarify Roles Implementation Medium 2. Identify Sector of Industry and Engage Employers Implementation Medium 3. DESIGN EDUCATION AND TRAINING PROGRAMS IMPLEMENTATION HIGH 4. IDENTIFY FUNDING NEEDS AND SOURCES PLANNING HIGH 5. ALIGN POLICIES & PROGRAMS AND PARTNERSHIPS IMPLEMENTATION HIGH 6. Measure System Change & Evaluate Programs Implementation Medium The following table represents the Consensus findings of the Rigorous Programs of Study self-assessment. The priorities identified in gray rows with BOLD CAPS. The team identified legislation and policies, professional development, college and career readiness standards, and credit transfer agreements as the high-need areas to focus efforts. In addition, the team prepared a crosswalk of the two self-assessments and the results can be seen in Appendix B.

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POS Framework Elements

Consensus Current Status

1 = none; 2=in progress; 3= operational

Consensus Importance

1= Low; 2 = Important; 3 = Critical

LEGISLATION AND POLICIES * 2 3 Partnerships 3 3 PROFESSIONAL DEVELOPMENT * 2 3 Accountability and Evaluation Systems 2 2 COLLEGE AND CAREER READINESS STANDARDS *

2 3

Course Sequences 2 2 CREDIT TRANSFER AGREEMENTS * 3 3 GUIDANCE COUNSELING AND ACADEMIC ADVISING *

2 3

Teaching and Learning Strategies 2 2 Technical Skill Assessments 2 2 C. Minnesota’s goals for participation in this project (10 points) Through the targeted technical assistance offered by this RFP, Minnesota would like support in accomplishing two overarching goals specific to Minnesota: maximize alignment of existing career pathway activities and to build the capacity of existing projects and leverage resources behind successful programs. Based on the self-assessment results the design team generated the following goals to be addressed with the technical assistance available under the RFP. Design Mainstream Education and Training Programs that expand access through identification and removal of barriers and target successful program components.

Design a process for sharing program design and outcome information that can inform additional model development, standardization, piloting and bringing to scale good programs.

Design and develop evaluation tools to identify the programs and practices that should be scaled up.

Build the capacity for existing programs to serve any and all learners (i.e. those entering traditionally from secondary to postsecondary, returning adults, ABE participants, those entering from workforce development or community based organization programs, TANF, etc.) rather than designing more alternative programs.

Target programs that lead to sustaining wage employment. Increase the capacity of education and training programs to be more nimble in

identifying and meeting the needs of local employers and industry. (program development process (too long); program approval process (too cumbersome); credit awarding process (too institution-based); academic vs. expedited calendar issues;

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Design programs that allow learners to exit and re-enter the career pathway system many times over the course of their careers.

Ensure counseling, career development and support services are available to all learners in all pathway programs.

Identify Funding Needs and Sources

Increase knowledge of the different partners across the pathway system around legislation, mandates, requirements for funding, eligibility requirements, and how these affect program design, delivery and outcomes.

Analyze both current and proposed legislative and grant requests to identify if they affect just one part of the delivery system or could be modified to support the whole system.

Better align existing funding sources to support the statewide career pathway system to create efficiencies within and across systems.

Identify the funding needed for program development, professional development, operating costs, supportive services and other components of a career pathway system.

Identify the financial resources for covering the costs of improving counseling and career development assistance to learners across the entire career pathway system;

Align Policies, Programs, and Partnerships across education, and workforce development to meet workforce needs.

Develop and promote a “portable” credential system to be used by all stakeholders in the career pathway system.

Review and improve implementation of “credit for prior learning” policies Clarify “common” and “uncommon” terms across all system partners. Increase collaboration across multiple boards and multiple agencies that head up the

current career pathway system. A common plan for the career pathway system in Minnesota is needed to ensure alignment in the planning, implementing and evaluating of the system.

Identify and describe multiple performance measures across the system. Ensure that partner data systems can “talk with each other” and that a comprehensive

analysis and communication strategy is in place to use the data effectively. Revise program advisory committees that are duplicative and not aligned across the

larger system. Consolidate and place the advisory function at the most effective “system” levels.

Revise basic foundational skills programs to be more flexible, credit bearing, and based on a common framework. Clarification as to license of teachers is needed.

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Ensure that compensatory education interventions do not prohibit learners from participating in career development and technical skill development programs prior to high school graduation.

Adopt one system-wide set of Employability Skills and provide clarity on how such skill instruction fits into other state, regional or local frameworks.

Designate an existing council or committee or develop a new statewide advisory committee for the career pathway system.

Build on MN Workforce Assessments and GWDC/GTCUW Skills@Work engagement already in place by reaching out and engaging employers from key industry sectors (healthcare, manufacturing, office, education).

Capacity to Integrate CTE Programs of Study into State and Local Career Pathways System Efforts (40 points) A. Minnesota’s governance structure with regard to CTE (secondary and postsecondary),

community colleges, and workforce development (10 points) For the past six years, MnSCU and the MDE have made a strong commitment to link secondary and postsecondary career and technical education programs in Minnesota. Driven by the Carl D. Perkins Vocational and Technical Education Act of 2006, this systemic change happened specifically to improve career and technical education and create opportunities to enter high skill, high wage, and high demand employment in Minnesota for all learners. Today Minnesota has 26 local Perkins consortia comprised of at least one secondary and one postsecondary partner. Members of each consortium plan together, implement their CTE plan, and are held accountable for performance across the consortium. http://www.cte.mnscu.edu/consortium_resources/documents/Consortia_Map_with_contacts_2012.pdf Minnesota prides itself in its local control. As such, there are no state–defined curricula in career and technical education. Programs of Study have been developed at the consortium level according to state standards and approved at the state level. http://www.cte.mnscu.edu/programs/POS_Process_and_Desi.html The Board of Trustees has authority to govern state colleges and universities and all related property and to develop policies to implement the Board's authority. …To the extent practicable in protecting statewide interests, the Board of Trustees is charged with providing autonomy to the colleges and universities and holding the colleges and universities accountable for the decisions made. Using CIP codes, career clusters and career pathways are cross-walked with MnSCU programs in community and technical colleges. Other initiatives are strengthened within Programs of Study: college readiness efforts, career guidance and counseling, curriculum frameworks, program approval rubrics, articulated pathways, engaged advisory committees to develop

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stronger links with business and industry, sharing data across the secondary and postsecondary spectrum. The Minnesota Department of Employment and Economic Development (DEED) is the state’s principal economic development agency. DEED programs promote business recruitment, expansion, and retention; international trade; workforce development; and community development. One of the most closely related partnerships to the current proposal is Minnesota FastTRAC. Minnesota FastTRAC (Training, Resources, and Credentialing) helps educationally underprepared adults achieve success in well-paying careers by integrating basic skills and career-specific training in formats that are convenient and manageable for working adults.

A collaboration among MnSCU, ABE, DEED and local workforce development partners, human services, and community-based organizations, Minnesota FastTRAC is beginning to change the way Minnesota approaches talent development for adults. The Minnesota FastTRAC approach is grounded in principles that have proven effective in improving educational outcomes. FastTRAC partnerships are required to include these three program components:

1. Adult Basic Education bridge instruction that prepares adults for an integrated instructional set of credit-bearing postsecondary courses.

2. Integrated instruction that includes ABE instruction in existing MnSCU College courses through the accumulation of credits. These credits must be within a financial aid eligible program that leads directly to a diploma or degree program with stackable credentials. Integration of at least 3 college credits and up to 9 credits for courses with high drop/withdrawl rates is encouraged

3. Comprehensive support services delivered through a navigator/navigation strategies in bridge and integrated programming. Transition to employment or continued education. Continued comprehensive support services possible for program enrolled participants (e.g. MFIP, WIA adult, dislocated worker) through pathway completion and employment placement and retention.

The agencies involved in Minnesota's public workforce development system interrelate on workforce and economic development issues locally and regionally, within the relationships of the local workforce investment boards (LWIBs), memoranda of understanding (MOU) partners, and various groups engaged in regional economic and workforce development. At the state level, these agencies interrelate through the Minnesota Workforce Council Association (MWCA), the Governor’s Workforce Development Council (GWDC), the Regional Economic Development group and other organizations and events, providing multiple opportunities to engage, discuss and develop mutual solutions for workforce and economic development issues. The GWDC is Minnesota's state workforce investment board under WIA and is further defined by Minnesota statute regarding its composition and role. The GWDC provides strategic leadership and brings citizen involvement, engagement and oversight to the state's workforce development efforts. The GWDC is comprised of 32 members, four of whom are heads of these state agencies: DEED, the Department of Human Services (DHS), the Department of Education

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(MDE) and the Minnesota State Colleges and Universities (MnSCU). There are six individuals representing business and industry; six individuals representing labor organizations; four individuals representing community-based organizations; five individuals representing education; two individuals representing units of local government; four elected officials, two from each house of the legislature; and one non-voting member representing public libraries.

All Hands On Deck: Fifteen Ideas to Strengthen Minnesota’s Workforce http://www.gwdc.org/docs/publications/All_Hands_on_Deck_2011.pdf Minnesota’s Unified Plan for WIA, 2012 http://www.positivelyminnesota.com/All_Programs_Services/Workforce_Investment_Act/General_Overview/Minnesota's_Unified_Plan_for_WIA.aspx

Many agencies and organizations representing state, regional and local levels are seriously involved in developing career pathway programs and services. Due to the local or decentralized nature of the governance of these organizations and their staff, the critical issue in Minnesota is to deepen and operationalize existing partnerships and alignment efforts. State level leadership must emphasize “whole system” thinking and acting in the development of a high quality career pathway system.

B. Identify the local area that would participate in this project (10 points) The state partners will work with the Rochester-ZED Perkins Consortium. The two pathways in which this consortium has great strength are therapeutic services and manufacturing. The work with these two pathways will involve K-12, college, business, industry and civic partnerships to develop and align these programs of study (and related programs and supports) that provide enhanced opportunities for secondary students, postsecondary students, along with working and low-skill adults to access pathway-related training and employment. Letters of support from local partners can be found in Appendix D.

This consortium was chosen because of their commitment and capacity to address critical health care and manufacturing workforce needs while also developing innovative practices and processes related to career pathway development. Selection criteria for inclusion in this project included:

• At least one (and preferably more) state approved Program(s) of Study and at least one Minnesota FastTRAC program(s) in the same career pathway

• Capacity to designate local representatives/stakeholders comparable to the state team membership requirements for the local team

• Willingness to commit local resources for activities envisioned in the project • Providing the needed input and letters of commitment or memoranda of understanding in

support of and agreeing to the roles and responsibility of each agency or entity in carrying out the project

• Ability to commit to participating in the project before submission of the application by December 10, 2012; Technical Assistance for the 5 states selected for participation will begin January, 2012 to be concluded by September, 2014.

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Minnesota’s health care industry is a major economic engine and is a key element in the state’s quality of life and efforts to recruit new and expanding businesses. At a micro level, the industry is world renowned for its high quality patient care and innovative medical research with the University of Minnesota, Medtronic, and Mayo Clinic. The industry drives job creation with more than 60 additional jobs created in the state economy for every 100 direct health career services jobs. The health care industry employs nearly 343,900 people in Minnesota, representing 13% of total employment.

The manufacturing sector accounts for 13 percent of Minnesota’s private sector jobs and almost 15 percent of the private sector’s output. With productivity (output per hour) in manufacturing growing at 36 percent over the past decade (which exceeded overall productivity growth), manufacturing remains one of the key sources of economic growth. In an environment of rapidly changing technology and operations, a skilled workforce is critical to the state’s future economic growth. The Rochester region is posed to embark on a number of activities in the next few years that will foster and grow manufacturing of medical and other high-tech devices in the region. In a 2011 survey conducted by DEED, 45% of manufacturing employers in the region reported moderate to serious workforce shortages in manufacturing.

C. Describe how your state and local teams will use labor market and other real time information to identify high demand industries and occupations around which to build Career Pathways (10 points)

Labor market information and other real time information Minnesota education and workforce development partners use labor market information in our current career pathway development work. Perkins applicants know that the POS process starts with LMI data.

Based on labor market information, identify the HIGH SKILLS, HIGH WAGE, AND OR HIGH DEMAND OCCUPATIONS in your region.

http://www.cte.mnscu.edu/programs/index.html Labor Market information is available on the website of DEED at http://www.positivelyminnesota.com/Data_Publications/Data/index.aspx A career pathway planning tool for local partnerships is available at http://www.positivelyminnesota.com/apps/fastTRACpt/Default.aspx that provides regional ranking of occupations that require less than a Bachelor’s degree and are currently in demand within the region. The GWDC in All Hands on Deck has recommended that “The State of Minnesota should use data systems currently in place or under development, such as the State Longitudinal Education Data System (SLEDS), the FastTRAC data management plan, and Action Analytics, to enrich policy makers’ and program managers’ understanding of the educational pathways working learners use to

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move through and across these systems, why some go on to succeed in the labor market and others do not, and how we can better serve all customers.”

State and local teams engage employers State and local teams will engage employers in a variety of ways, including:

• Career Pathway or CTE Advisory Committee Members – currently, secondary and postsecondary CTE programs are encouraged to establish advisory committees that actively engage in regional workforce discussions and program planning;

• Local Workforce Development Board recommendations; and • Direct Outreach to Employers in Specific Industry Sectors – for example, the Health Care

and Higher Education Coordination Initiative led jointly by the Department of health Commissioner, the Commissioner of Education and the Director of Office of Higher Education to plan education and training initiatives that address workforce needs in healthcare across the state.

D. Describe your state’s current capacity to collect and share data across systems (5

points) Current capacity to collect and share data across systems A number of efforts are underway to create a more robust data framework in Minnesota. These efforts should work together to better understand and serve learners.

• The State Longitudinal Education Data System (SLEDS) to allow student data to be linked from pre-kindergarten to postsecondary education and on into the workforce. Expected in 2014.

• The FastTRAC Data Management Plan seeks to pilot components of the SLEDS to assess and improve FastTRAC programming, tracking Adult Basic Education students through MnSCU and into the workforce.

• Action Analytics is a set of capacities being developed by MnSCU to monitor and improve performance at the system and institution level. Notably, MnSCU is working to develop predictive models that would permit targeted interventions to improve student success.

• The Workforce Data Quality Initiative refers to a grant Minnesota recently received from the U.S. Department of Labor’s Workforce Data Quality Initiative. This grant will help DEED to streamline its many data capacities and augment the SLEDS

Capacity to evaluate progress and assess the effectiveness of Career Pathways systems. Currently, the SLEDS system in MN is capable of capturing ABE participation, ACT college entrance, ACTE Plan and Explore results, UI Wage data, GED, K-12 Assessment, K-12 enrollment and postsecondary enrollment. Datasets being added to the system in early 2013 include National Student Clearinghouse, higher education completers, workforce training, and kindergarten readiness. Analyses of “pathway” outcomes are also being developed and tested with a possible deployment date in early 2013.

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While Minnesota has been active in the development of SLEDS, there are some limitations with the data in SLEDS that may impact tracking pathway initiative at the individual or student level. For example, postsecondary data does include majors but only includes fall enrollment data; high school course data is now being entered but historical data is not being populated or backfilled; and there are some issues with CTE data at secondary that may delay the incorporation of that data into SLEDS past the time in which this technical assistance project is intended to operate. Minnesota would appreciate the technical assistance of this project in order to thoughtfully work around these SLEDS limitations in order to effectively examine outcomes and processes in the state career pathway system.

E. What challenges do you anticipate as you work to integrate CTE Programs of Study into your state and local Career Pathways systems? (5 points)

The state team anticipates a number of challenges in engaging in this work. They include: Dedicated time – the state leadership team involved in this initiative is comprised of staff in many agencies that already have many responsibilities and constraints on their time. Funding – with no funding associated with this initiative, and continued decreases in state or federal funds for this kind of work, it is hoped that the assistance will help state leaders leverage existing funds in support of this kind of system-level transformative work while requiring only minimal demand on already scarce resources. Development of deeper partnership and collaboration skills – While strong and historical relationships among these partners exist, this kind of systems-level change often requires shared sacrifice and shared risk among the partners. The state team believes there is strong commitment to engaging in this work that can overcome this risk but there will undoubtedly be some challenges to the current ways of working among these partners that emerge in this work. Fear of Change – Systemic change often requires giving up long-held roles and traditions in favor of a new way of working together. Fear of this kind of change is natural in organizations; however, existing career pathway work has built regional champions who are leading Minnesota to new horizons. Rush to action before the foundation is solid – The current accountability climate in which many of these partners operate has created a climate that is often rushed to action before all necessary groundwork is laid. This kind of systemic reform will require time to step back, reflect on what is occurring and what is intended, and identify how well current efforts align with what is truly needed to transform the career pathway system in Minnesota.

Commitment and Collaborative Leadership (30 points) A. Is your participation in this project a state priority? If so, provide evidence of

commitment to the project from key state and local leaders, in the form of a joint letter of commitment or a memorandum of understanding (MOU). (10 points) The joint letter of commitment is provided as Appendix A.

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B. Describe the state team that will drive the systemic change necessary for project

success. The state team will be led by JoAnn Simser, State Director CTE, joann.simser@so.mnscu.edu, 651-201-1650. Other leads from partnering agencies include Dan Smith, Supervisor, Center for Postsecondary Success, dan.smith@state.mn.us; senior level designee and Judy Mortrude, MN FastTRAC co-lead. Other State Liaisons:

• K-12 –Commissioner-Brenda Casselius or designee • MnSCU Chancellor -Steven Rosenstone or designee • Adult Basic Education-Todd Wagner, Interim Director • DEED Commissioner-Katie Clark, or designee • State Longitudinal Data System- Craig Rhombs, MN Department of Education

craig.rhombs@state.mn.us and Deb Serum, WDQI, Dept. of Employment and Economic Development

• Mary Russell, Health Partners, Co-Chair Governor’s Workforce Development Council, mary.m.russell@healthpartners.com

• Health and Human Services-Mark Toogood, Director Transitions to Economic Stability, Department of Human Services, mark.toogood@state.mn.us

• Justice—George Kimball, Education Director, Department of Corrections, George.kimball@state.mn.us

• Frank Forsberg or Brian Paulson, Greater Twin Cities United Way • Local area lead officials from Rochester-ZED-Mo Amundson-mamundson@clbp.org

507-529-2720 or 507-206-1205, local coordinator K-12- local superintendent or designee; Postsecondary-Don Supalla, President, don.supalla@roch.edu Jim Gross, Vice President of Academic Affairs jim.gross@roch.edu (507)

285-7256, Rochester Community Technical College Adult Education-Julie Nigon, ABE Director Workforce Development-Randy Johnson, Workforce Development, Inc.

rjohnson@wfdi.ws , Becky Thofson State Longitudinal Data System-Tom Labouty, Rochester Public Schools Representatives from business and industry Health-Mayo Clinic, Brent Bultma, Human Resources Manufacturing-Angie Bowman, Bowman Tool

The designated State Lead who will provide high level guidance and promote the project at state level with decision making authority will be JoAnn Simser, who will work in consultation with Dan Smith (MDE) and Kathy Sweeney (DEED).

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The State Coordinator, within the eligible agency who will manage day-to-day operations and progress on the project, is Denise Roseland, Ph.D. Coordinators from the other partner agencies include Al Hauge, Judy Mortrude, and local coordinator-Mo Amundson. Roseland has 14 years’ experience in career & technical education and career pathways at both the secondary and postsecondary level. She has been identified as the state coordinator because of her experience providing leadership and guidance in a number of system-level change initiatives both with Minnesota State Colleges and Universities and in other initiatives like the National Girls Collaborative Project. It is anticipated that 20% of Roseland’s time will be in support of this initiative during the two-years of the technical assistance. Roseland is charged with assuring timely identification and completion of tasks as outlined earlier in the proposal and in creating and maintaining communication processes to keep all stakeholders in the initiative involved and informed. In cooperation with the coordinators from the other partner agencies, she will assure appropriate stakeholder involvement throughout the process. The coordinators will also assure that appropriate data and information about initiative activities are collected and maintained.

C. Describe your state and local commitment to set aside the time and resources required

to participate in this project. (5 points) The agencies involved are committed to providing key staff time to the efforts of this initiative. Because of the strength of current (though disconnected efforts) within the MN career pathway system, the partnering agencies and organizations are also committed to leveraging existing career pathway activities and resources to these efforts to improve alignment, reduce duplication, and eliminate gaps in the state career pathway system. The attached letters of commitment provide further evidence of the commitment and support intended for this work.

D. Describe the state conditions you will foster to assist in taking Career Pathways to scale within the state, as well as policies and funding that can support the sustained implementation of a comprehensive Career Pathways system. (5 points)

Minnesota now has more than five years’ experience operating its regional consortium structure under the Perkins Act, and has set an expectation throughout the process that regional labor market information will be a critical factor in programmatic decisions at the local level. It has been suggested for some time that local consortia should consider adding Workforce Center and adult basic education representatives as partners. Even though the geographic structure of the Perkins consortia is not identical to the regional economic regions under the state’s implementation of the Workforce Investment Act, there is great structural similarity when considering regional sector strategies. The Governor’s Workforce Development Council, too, has been approached to take a greater role in providing advice for the implementation of career and technical education more broadly. These factors combined show that Minnesota is poised to bring greater alignment between CTE programs of study and the state’s career pathways system.

Implementation Phase; Medium

PROFESSIONAL DEVELOPMENT (In Progress/Critical) PARTNERSHIPS (Operational/Critical) COLLEGE & CAREER READINESS STANDARDS (In progress; Critical) COURSE SEQUENCES

1. LEGISLATION AND POLICIES 2. PARTNERSHIPS 3. PROFESSIONAL DEVELOPMENT 4. ACCOUNTABILITY AND

EVALUATION SYSTEMS 5. COLLEGE AND CAREER READINESS

STANDARDS 6. COURSE SEQUENCES 7. CREDIT TRANSFER AGREEMENTS 8. GUIDANCE COUNSELING AND

ACADEMIC ADVISEMENT 9. TEACHING AND LEARNING

STRATEGIES 10. TECHNICAL SKILLS ASSESSMENTS

PARTNERSHIPS (Operational/Critical) PROFESSIONAL DEVELOPMENT (In Progress/Critical)

Implementation phase; Medium priority

Implementation phase; High priority

Implementation phase; Medium priority

Appendix B: OVAE and DOLETA Element Crosswalk with Minnesota’s Self-assessment results noted. Prepared by B.A. Bitters 11/ 2012

LEGISLATION & POLICIES (In progress; Critical) PROFESSIONAL DEVELOPMENT (In Progress/Critical) COLLEGE & CAREER READINESS STANDARDS (In progress; Critical)

Implementation phase; High priority

Planning phase; High priority

Legislation and Policies (In progress; Critical)

ACCOUNTABILITY & EVALUATION SYSTEMS (In progress; Important) PROFESSIONAL DEVELOPMENT (In Progress; Critical) TECHNICAL SKILLS ASSESSMENTS (In progress or Operational; Important)

Appendix C: Minnesota FastTRAC alignment with Six Key Elements of Career Pathways

January 4, 2013 JoAnn Simser, EdD State Director for Career & Technical Education Minnesota State Colleges & Universities 30 E 7th Street St. Paul, MN 55103 RE: Letter of Commitment for the Minnesota Comprehensive Career Pathways System

Dear Dr. Simser,

This letter is provided to confirm our sincere interest in participating in a two year technical assistance project to develop, refine, integrate and align all aspects of the career pathways system in our local area. We agree to complete a more detailed memorandum of understanding outlining roles and responsibilities at the time of selection.

The service area of primary interest for this effort will be the primary service region for Rochester Community and Technical College. RCTC is located in Rochester, Minnesota’s third largest city. We are roughly 85 miles South/Southeast of the Twin Cities. As one of Minnesota’s oldest institutions of higher education, RCTC plays a critical role in preparing individuals in our region for their careers.

Employers will be engaged in this project through a variety of means. We have a well-established practice of utilizing career-specific advisory committees. These are comprised primarily of employers and those working in the discipline. We also participate very actively in various Chamber-sponsored initiatives, one of which is “Workforce 2020”, a visionary effort supported by a broad coalition of agencies in the greater Rochester area.

This project will fit very well with other current initiatives to enhance our alignment with workforce needs and to enhance the transition of high school graduates and returning adults. We are developing and enlarging our focus to better serve our region’s employers’ future requirements. Areas of extra focus include healthcare careers, manufacturing (including fabrication, engineering and electronics), and biosciences.

We are pleased to make a commitment of our time and resources during the two year duration of the federal assistance to support the successful implementation of the Minnesota Comprehensive Career Pathways System proposal.

James R. Gross, Ph.D. Vice President of Academic Affairs

Email: Jim.Gross@roch.edu; Direct: 507-285-7256