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Status Report

01716-FY17 Mid-Minnesota Consortium Perkins Application

Perkins IV Consortium

Award Year: 2016

Contract Number: 01716

Status Report Number: 01

Submitted By: Jodi Jordon

Submitted Date: 10/16/2017

Status Report Type: Annual Performance Report

Status: Approved

Approved By: Jeralyn Jargo

Approved Date: 10/26/2017

Report Period07/01/2016 06/30/2017

From Date To Date

Primary Contact

Name:*Ms. Jodi Jordon

Salutation First Name Middle Name Last Name

Title: Secondary Contact

Email: [email protected]

Address: Ridgewater College

2101 - 15th Avenue NW

PO Box 1097

*Willmar Minnesota 56201

City State/Province Postal Code/Zip

Phone:*320-222-6072

Phone Ext.

Fax: 320-222-7478

Organization Information

Name: Mid-Minnesota Consortium

Organization Type: MN Perkins Consortium

Organization Website:

Address: UPDATE

*UPDATE Minnesota 55555

City State/Province Postal Code/Zip

Phone: 763-555-1212

Fax:

Ext.

Goal 1: Designing & Implementing Programs of Study: Goals, Objectives and Strategies

Goal 1 Narrative:

Mid-Minnesota Perkins consoritum will review all programs of study in FY 17 as several school districts were not able to offer the advanced

courses due to low enrollment. Mid-Minnesota Perkins Consortium will implement strategies and activities to strengthen and more fully

implement existing programs of study (POS), and pursue additional POS that align with demonstrated regional needs and resources. Mini

grants will be available for school dsitricts to enhance course offering specifically advanced courses. These efforts will seek to provide effective

and efficient transitions from high school to college, and ultimately to the workforce. The consortium will also focus on innovative strategies for

continuous CTE program improvement at secondary and post-secondary levels, specifically including technical skill assessment (TSA) that

measure preparedness for industry skill standards. POS initiatives will include collaboration with ABE, Central Minnesota Jobs and training,

and regional business and industry. The consortium will work with other southern Minnesota consortia to revamp the regional articulation

process providing more overlap with other regions specially with the Great River and Runestone partnerships.

QUESTION: What activities were conducted during the grant year that supported Programs of Study (POS)?

The consortium partners agreed to combine the articulation meetings with the program of study reviews. The rationale being that more

instructors would be able to attend one rather than two separate meetings. The articulation/POS meeting includes reviewing regional, local

articulation agreements that align with program of study career pathways. In FY 17 the following career clusters groups were reviewed:

agriculture (plant systems, animal systems, agri-business); manufacturing (machining); and business (accounting). At the machining meeting it

was determine to work with Hutchinson High School and develop a rigorous program of study in the Manufacturing Production Processes

career pathway using the Tiger Paths as the foundation (see attachment). Welding, machining and automated systems robotics were

redesigned to better align with secondary programs to build on the manufacturing/engineering career pathways and several local articulation

agreements were developed with Hutchinson High school. Machining programs continue to be incorporated into the Hutchinson High school

machining programs with the high school instructor teaching at Ridgewater College using the college equipment; students receive articulated

college credit for the courses. Three consortium high school offer Project Lead the Way courses which are offered as dual credit with University

of Minnesota. Willmar High School has revised the curriculum to articulate with the college IT programs and have begun developing a program

of study in the information technology career pathway. Plant systems and animal systems career pathway courses continue to be offered

concurrently with MACCRAY and KMS school districts. BOLD school district has developed a concurrent course Intro to Computers with MN

West Technical College which enhances the program of study in the administrative support and accounting career pathway. The therapeutics

services career pathway course (CNA) continues to be offered as a concurrent course for two school districts; Dassel Cokato and Sibley - East

Schools. Early childhood development is offered concurrently with Ridgewater College and Dassel-Cokato Schools. MACCRAY schools

worked with Minnesota West Technical College to develop two medical courses for college credit. The course is taught on the MN West

campus. Three high schools, ACGC, Willmar & New London- Spicer continue to offer CEO (Creating Entrepreneur Opportunities) as a

collaborative. The course aligns for concurrent credit with the Ridgewater College entrepreneur course. Programs of study are reviewed at the

Perkins Partners meetings. Mid-Minnesota Perkins Partnership and MN West Consortium have collaborated to provide a regional FACS

meeting which has resulted in curriculum changes for the local FACS programs. The meeting has also provided a support group for FACS

instructors to share best practices and build their programs.

This past summer, the Auto Technician program developed an event NITRO X for 6th, 7th and 8th graders to learn about careers in the auto

industry. In FY 17, 20 students participated both males and females. Twenty-three local business/industry funded the event with over $5,600

in contributions. (See attached flyer) In FY 17, Skills Fest was held on the Ridgewater College Willmar campus. (See attached flyer and

survey) The event was for 352 high school students from 19 school districts to complete in 21 technical skill events. Consortium school districts

took 90% of the top three places in the competition. The college sends photos of the top three place winners to their home town newspapers.

QUESTION: Describe the impact of the POS in terms of participation, concentrators, student outcomes, etc.

Al the secondary level, total non-duplicative CTE participation has decreased slightly from FY 16 (3,221, 3,360 & 3,999, 3,891) Perkins data

reference. The percentages of student concentrators in career clusters with programs of study have decreased slightly over FY 15 total CTE

participation in Agriculture and Human Services. Manufacturing and Finance ration has remained the same. Career cluster concentrators

decreased from FY 15 to FY 16 Agriculture – 3%, Manufacturing – 5%, Human Services – 8%, Finance increased by 7% in concentrators over

FY 15 Perkins data. Health Science career cluster is too small to measure. (See graph below). Perkins data does not separate the

concentrators and student outcomes by specific career pathways. The decrease is probably most likely due to smaller numbers of students in

school districts- many consortium school districts have had decreased enrollment over the past 5 years. For a more accurate data, the

unduplicated student count enrollment in CTE should actually be a percentage of total students in the 9th- 12th grades. For most of our

smaller school districts, the number of students in all programs are decreasing and especially in CTE elective courses and many CTE courses

do not run due to low enrollment numbers. This has also become an issue when trying to develop a program of study as most small school

districts only offer an introductory courses. Technical Skills Assessment 2S1 Perkins data, however, does indicate a decrease of total

concentrators who took the assessments and passed, a decrease of 5.8% comparing FY 15 to FY 16 data. Data collection continues to

problematic as school districts do not always include technical skill assessment scores and in FY 16, a school district reported technical skill

assessment scores for many courses that did not participate in a technical skill assessment. The online-access to the Perkins data reports will

greatly improve accuracy.

Career Cluster FY 15 - % of Program of study

career cluster students of total

CTE Unduplicated CTE

Student Enrollment

FY 16- % of Program of study

career cluster of total CTE

Unduplicated CTE Students

Enrollment

% of Increase or

Decrease in Concentrators

from FY 15 to FY 16

Agriculture 26% 25% 36 (3%)decrease in

concentrators

Manufacturing 8% 8% 16 (5%) decrease in

concentrators

Finance 2% 2% 7 (7%) increase

Human Services 23% 22% 78 (8%) decrease in

concentrators

QUESTION: What activity (or POS) was the most successful, something that you would repeat or share with others and why?

For the past 17 years, Ridgewater College has hosted Regional Career Exploration events on both campuses for

area 10th graders. Over 1700-tenth graders attended this past year with 45-50 different career choices offered at

each campuses. Ridgewater College instructors as well as many community/business presenters provide hands-

on career exploration for the participants. (See event flyers and survey)

Ridgewater College offers two program cluster events for high school students. Manufacturing Expo 90-120

students from 7 area high schools, (attached is the event flyer) with 9-11 area business and industry participating

(attached is the event business survey) The 360 Center of Excellence provides the survey/funding for the

Manufacturing Expo. The Ag Expo (see attached event Ag flyer) had 50 students from 12 high schools attend in

FY 17. The Ag Expo exposes students to the variety of career opportunities in the region. Business and industry

participation in these events increases the value to the potential students and the relationship between the college

and the industry partners. In FY 17, several grants MnAMP, and RITA (Rural Information Technology Alliance)

have provided finances, connections and training for both secondary and college programs for developing the

workforce of tomorrow working with local businesses.

Goal 1 Objectives

Goal 1 Objectives 1

Use of Funds

R1 Academic Integration , R2 Programs of Study, R3 All

Aspects of an Industry, R4 Develop/Improve/Expand the use of

Technology, R5 Professional Development , R6 Assessment ,

R7 Initiate/Improve/Modernize Technology , R8

Size/Scope/Quality, R9 Special Populations, R10

Collaboration, R11 Articulation, P1 Advisory Committees, P2

Counseling, P4 Additional Special Populations, P6

Mentoring/Support Services, P7 Equipment

Leasing/Purchasing/Upgrading, P10 Student Transition

Strategies

1. Consortium partners will strengthen CTE programs at secondary and post-secondary levels, with emphasis on existing POS

and Rigorous POS, and college credit opportunities for high school students and adult learners. Annual activities will include

reviewing all programs of study and the POS level (Tier 1, 2 or 3) in each career field. Secondary and post-secondary mini

grants will fund identified programs of study that need improvement to meet the industry standards – new equipment, staff

training, upgrade software, curriculum revisions.

2. College and high school instructors will evaluate articulation agreements and explore potential opportunities to increase

effectiveness of POS through the local and/or regional articulation process. Consortium schools will access new online

articulation certificate ordering/managing system. The regional articulation process will be revamp to provide more

opporuntities for high school instructors to attend meetings by hosting regional meetings via WebEx, ITV. Concurrent technical

courses are evaluated and updated. Ridgewater online courses will continue to be available to consortium schools to provide

access to classes not available at the high schools.

3. CTE students will be assessed in technical skill attainment through state approved TSA. Schools with Plant Systems and

Animal Systems program of study will pilot assessments from the Washington Precision testing group.

4. Enhance teaching and learning through sustained professional development activities.

5. Improve retention, academic and skills attainment, and completion rates of CTE learners through targeted

retention/academic support. Student groups determined to be at the highest risk will be targeted for support services.

Outcomes

1. Current progam of study career pathways will be reviewed and mini grant available for advanced course offerings. •POS

efforts will be coordinated and aligned with industry needs in the following POS career pathways: •Plant Systems •Animal

Systems- Rigorous POS •Manufacturing Production Process •Accounting •Therapeutic Services •Early Childhood Dev

•Journalism/Broadcasting.

2. Maintain or increase the number of courses that meet articulation requirements. Perkins funds earmarked for new online

ordering system with other consortium providing more opportunities for students to articulate with ATC and SCTT specifically

for students in the northern part of the consortium. Regional articulation process will be revamped to provide more opporunitites

for high schools to attend meetings and articulate. Develop pilot machining course(s) at Ridgewater College-Hutchinson

campus for area students.

3. Perkins indicators for technical skill attainment increase.

4. Instructors will participate in sustained professional development.

5. Data will show students receiving targeted support services have increased success measures.

Measures

1) School districts will increase number of advanced courses offerings.

2) Number of high school instructors who attend articulation meetings will increase.

3) Technical skill attainment measures will increase (Perkins data)

4) Number of instructors participating in consortium sponsored professional development will increase

Post-Secondary Required Activities $45,000.00

Post-Secondary Permissible Activities $26,306.45

Post-Secondary Reserve $33,356.95

Post-Secondary Admin Cost $0.00

Post-Secondary Reallocation Basic $0.00

Post-Secondary Reallocation Reserve $0.00

Post-Secondary Total $104,663.40

Secondary Required Activities $41,635.61

Secondary Permissible Activities $46,000.00

Secondary Reserve $0.00

Secondary Admin Cost $0.00

Secondary Reallocation Basic $0.00

Secondary Reallocation Reserve $0.00

Secondary Total $87,635.61

Total $192,299.01

Reallocation Explanation

Goal 1 Objectives 2

Use of Funds

R1 Academic Integration , R2 Programs of Study, R3 All

Aspects of an Industry, R4 Develop/Improve/Expand the use of

Technology, R6 Assessment , R7 Initiate/Improve/Modernize

Technology , R11 Articulation, P7 Equipment

Leasing/Purchasing/Upgrading

Strategies

Willmar Schools wiill purchase drones for new Ag courses which align with industry technology. Willmar Schools will purchase

online accounting software to help students become more proficient and enhance technical skills for careers in accounting.

Outcomes

Wilmar Schools will build the program of study for plant systems whcih aligns with the the Ridgewater College program.

Willmar schools wiill work with college instructors to develop an articulation agreement.

Wilmar Schools will develop program of study in Accounting and assess students this spring in technical skills

Measures

Development of an articulation agreement for Drones

Students assessed in Accounting - 50% in competency range

Post-Secondary Required Activities $0.00

Post-Secondary Permissible Activities $0.00

Post-Secondary Reserve $0.00




Post-Secondary Total $0.00

Secondary Required Activities $0.00

Secondary Permissible Activities $0.00



Secondary Reallocation Basic $6,251.97



Total $6,251.97


Willmar Schools continues to add technology to their programs Ag and Business to better prepare students for careers.

Goal 1 Objectives 3

Use of Funds R2 Programs of Study, R4 Develop/Improve/Expand the use of

Technology, P7 Equipment Leasing/Purchasing/Upgrading

Strategies

Upgrade CTE program equipment to meet industry standards

Outcomes

Prepare students for industry certifications

Measures

Number of certifications increases





Post-Secondary Reallocation Basic $9,074.91

Post-Secondary Reallocation Reserve $3,523.79








Secondary Total $0.00

Total $12,598.70


To meet the requirements of new technology used in industry -Ag, Health Care, or Manufacturing

Goal 2: Effectively Utilize Employer, Community, and Education Partnerships

Goal 2 Narrative:

The Mid-MN Perkins Consortium partnership will provide a variety of activities and events for students to explore careers that will lead to high-

skill, high-wage and high-demand careers. This includes sponsoring regional career events in collaboration with employer, community and

educational partners. In addition, consortium strategies and activities will be strengthened by advisory board participation between secondary

and postsecondary institutions where applicable. Consortium members continue to meet regularily with a larger group of business/industry

leaders, high school administrators, workforce staff and community leaders to discussion and strategize for the workforce needs in the SW MN

regions. Hutchinson Schools will continue to develop Tiger Pathways, a system to deconstruct and reassign core competencies across various

career pathways incorporating career and work experience opportuntities from local businesses/industries. Mid-Minnesota consortium will

collaborate with Minnesota West consoritum to host a regional FACS conference

QUESTION: To what degree do CTE advisory committees serve both Secondary and Postsecondary programs? (Do all programs use

them? Does the same advisory team advise both secondary and postsecondary programs?)

Post-secondary CTE program advisory committees include high school teachers when high school programs align with college programs. Our

experience is that having business/industry, college instructors, high school teachers, administrators and related industry and workforce

partners present around the same table is very productive and helpful. Examples of programs that align well and have participated in joint

advisory meetings include manufacturing, agriculture, cosmetology, construction and child development. Secondary schools have program

specific advisory boards; Agriculture programs through FFA and Project Lead the Way. Business and FACS programs are invited to attend the

Ridgewater advisory board meetings. Several high schools have a CTE advisory board that crosses all program areas. School districts with

turn-over in CTE instructors have not been able to provide on-going connection/relationships to the local business/industry but are encouraged

to attend the college advisory board meetings when it aligns with their programs. Many school districts in small communities do not have local

businesses to serve as advisor to programs but again, school districts are encouraged to attend the college meetings.

QUESTION: What role does the advisory team play for CTE programs? What support have they provided to programs?

Advisory committees have a very important role in guiding program outcomes to meet regional employer needs. This includes providing input

on expected graduate knowledge and skills, graduate performance, industry changes and/or new technology, and industry employment trends.

In some cases, the advisory boards provide opportunities for students to explore careers through field trips, business tours, career fair

presentations, and internships. Many advisory team members/companies also provide financial and/or equipment and supply donations to both

secondary and post-secondary programs. The Tiger Path advisory board for Hutchinson High School has been very successful in helping the

school district to build a new tech center. (See attached Tiger Path brochure)

Auto Technician advisory board members provided funds ($5,600) and industry tours for NITROX which was a hands-on summer camp for 20

middle school students (male & female)

QUESTION: Do the business and industry partners help connect students to work-based learning opportunities? If so, what type of

work based learning is available to students in which programs? How many students are impacted and in which career pathways?

Work-based learning is required of students in several college programs including nursing, medical assistant,

paramedic, veterinary technology, education, health information technology, and activity director. It is elective in

many other programs including carpentry, welding, machining, automated systems and robotics, administrative

assistant, nondestructive testing and audio technology.

Local advisory boards assist school districts with work-based learning sites/connections (youth service,

internships, mentorship programs, work experience) with most assistance occurring in the agriculture, business

courses; 517 students were placed in agriculture-related work sites and 519 students placed in business-related

sites. Other sites/program areas: health – 133 students, manufacturing- 465 students, human services- 166

students, technology – 160 students. The CTE advisory board for Litchfield Schools assists the school district in

offering mentorships at the local hospital, law enforcement, and day care center. Willmar Schools work with the

local Goodwill Easter Seal program for job site assistance. (14 of 17 schools reporting and including all types of

work-related activities.

For post-secondary programs, the collaborative efforts of faculty, industry partners and students led to nearly 708

students actively involved in work - based learning experiences in over 40 individual courses (see attached

internship list)

Goal 2 Objectives

Goal 2 Objectives 1

Use of Funds

R3 All Aspects of an Industry, R8 Size/Scope/Quality, R9

Special Populations, R10 Collaboration, P1 Advisory

Committees, P2 Counseling, P3 Work-Based Experiences, P5

Student Organizations , P8 Teacher Preparation, P10 Student

Transition, P11 Entrepreneurship

Strategies

1.Consortium will coordinate career/education exploration events that expose students to career opportunities through a variety

of options including: • College Career Exploration Events • Career Fairs • Field Trips • Business Tours • Skills

events/competitions • Work experience activities • Student clubs Mini grants are available for school districts for local career

fairs, business tours, field trips, skills events related competitions, work experience activities, student clubs (Mini grants $9,500)

2. Ridgewater will host a Summer Institute for high school counselors, instructors and administrators to meet with post

secondary colleagues and WorkForce partners (CMJTS) to more effectively serve current regional workforce occupational

trends, and transitions for high school and adult students. ($400) 3. School districts and college will continue to collaborate on

advisory boards - college and high school CTE advisory boards will meet jointly as appropriate. School districts continue to

improve local advisory boards. School districts access funds for postage, printing, meals, mileage for advisory meetings.

(Funds included in Goal #4- 2 ( c).

Outcomes

1. College, high school, and business/industry partners will provide students with increased knowledge of career options and

educational pathways. 2.Participants in the Summer Institute will indicate that the event has increased their knowledge of the

education to careers in the in-demand careers. 3.Collaboration in advisory boards leads to better K-16 coordination of

coursework to meet industry/business needs.

Measures

1. Increase in student survey responses for the Regional Career Exploration events in following areas: My event experience

was positive, I gained more direction about a future career by attending this event, This event will help me choose high school

courses to prepare for my future, I am more likely to pursue post-secondary education because of my experience at this event.

1.a. Student participation increases specifically for special population students and at-risk populations. 2. Survey of participants.

3. Advsory board meeting notes.










Secondary Permissible Activities $4,000.00






Total $30,400.00

Goal 3: Improve Service to Special Populations

Goal 3 Narrative:

Mid-MN Perkins Partnership will continue with initiatives that encourage nontraditional program participation and completion at both secondary

and post-secondary levels. The consortium also plans to ensure the success of at-risk, ESL, ALC, and students with disabilities through

accommodations, retention strategies, career exploration and academic support.

QUESTION (for FY15 only, optional for FY16): What service was conducted during the grant year that was most successful?

The Career Reset event for adult learners (see next question for more info). Although the numbers in attendance

were lower than anticipated, the participants provide excellent information on how to better market to the adult

learner. Portions of the event (interest assessment/ discussion and community resources) will be incorporated

into other Ridgewater College recruitment strategies.

QUESTION (New for FY16): What strategies were adopted to overcome barriers for special populations?

The overall strategy for striving to overcome barriers for special population students is to provide

as many effective touch points as practical. The integrated approach of multiple resources that had a cumulative

positive affect of supporting student success. For example, the FastTrack learning communities assisted students

making the transition into college courses with the assistance of ABE; disability coordinators have assisted

students with a variety of documented disabilities; our academic support center staff help all students, with efforts

targeted to the courses with higher rates of failing grades or withdrawals, and program areas with higher

percentages of nontraditional students. At the secondary schools, special population students (at-risk students,

students with disabilities, students of color are invited to attend all career exploration events at the college -

Regional Career Fair, Ag Expo, Manufacturing Expo. NITRO X summer camp for auto technology. Females and

males are encouraged to try sessions that are nontraditional for their gender. High school counselors attend the

Counselor Encounter hosted by Ridgewater College to discuss high school to college transition issues for special

population students. Ridgewater College offers the Jumpstart program for special population students to be better

prepared for college. Several consortium schools have a student success coordinator who works with the special

population students more specifically for students of color and the college admissions staff for a smooth transition

to post-secondary. In FY 17, Ridgewater College in collaboration with Central Minnesota Jobs & Training & Glacial

Lake Adult Basic Ed, provide a career exploration event for adult learners, Career Reset. Following an interest

assessment, the participants learned about various programs through hands-on demonstrations. The participants

received information regarding the Bridges to Prosperity certifications. (Attached is the Career Reset flyer in

English, Somali and Spanish) In FY 17, twenty students with disabilities participated in the Transition to College

Orientation (see attached flyer) Students from many communities attend the Ridgewater College Occupation Skills

Program specific to students with disabilities to learn job skills and work readiness, the students participate in

work-based learning. The Ridgewater College program is one of two programs in the state.

QUESTION: Describe how your consortium uses data to target consortium activities to the needs of special populations and what

impact the efforts have had on success of special populations.

The consortium partners do review the Perkins data both as a group and by school district. School districts are

expected to address underperforming Perkins indicators specifically if 6S1 and 6S2. Other cohort groups may be

addressed as well if the data is significant for that group: male, female, ethnicity, students with disabilities,

economically disadvantaged, and limited English proficiency. High school counselors attend the annual Counselor

Encounter at Ridgewater College to learn about programs that are specific for a cohort group - students with

disabilities, for example.

At post-secondary, at-risk non-traditional and special population students in CTE programs are supported by the

academic support center staff in classrooms, labs, and in the academic support centers. Specific activities

included: student peer tutors provide one-on-one support; learning communities support students in math and

English; Foot-works initiative supported athletes during evening tutoring/study sessions, the Academic Support

Center provides a one- stop resource for students; the Adult Basic Education center on campus provides support

for pre-college and preparatory studies. In addition, collaborative efforts from other college initiatives including

TRIO, Access and Opportunity, and Disabilities Services as appropriate to support students with a variety of

needs.

At the secondary level, the consortium has earmarked Perkins funds to encourage females to try

programs/courses that are nontraditional by gender for females (agriculture, carpentry, drafting, electronics, and

engineering, welding, machine technology). The consortium has initiatives/funded for special events {AG and

manufacturing), regional career fairs featuring post-secondary female instructors in agriculture, machining, law

enforcement, and drafting; data for nontraditional by gender for females is very high (FY 16:6S1 – 53.42% & 6S2-

56.88%).

Several programs were initiated for recruitment and retention of other special population cohorts through the

Student Success grant. JumpStart Club is a program for high school students of color focusing on career planning,

college planning including financial aid. Willmar High School and Hutchinson High School participate in the

program.

Other programs for recruiting and retention of students of color include; Migrant Outreach program, Discover

Ridgewater- Dig Deeper (morning meetings to assist students of color and students with disabilities maneuver

through the bureaucracy of higher education), Super Sunday - recruitment event in the local catholic church ,

Super Friday - outreach event to the East-African community, Summer Bridge- program for students placed in

developmental courses to take courses before fall semester starts, Summer Academy - summer program for

students of color to assist in short and long-term career planning.

Ridgewater College has four women instructors in programs non-traditional for their gender: drafting, machining,

agriculture and non-destructive testing. The female instructors do presentation for the Regional Career

Exploration events and outreach to consortium high schools. The female instructor for machining attended the

Women in Manufacturing Conference in 2016 which focused on barriers for women in manufacturing careers.

Goal 3 Objectives

Goal 3 Objectives 1

Use of Funds

R1 Academic Integration , R2 Programs of Study, R6

Assessment , R9 Special Populations, R10 Collaboration, P2

Counseling, P3 Work-Based Experiences, P4 Additional

Special Populations, P6 Mentoring/Support Services, P10

Student Transition

Strategies

1.Increase enrollment and success of non-traditional and special population learners at the college through interventions and

support services provided by counselors, advisors, retention specialists, tutors and academic support. Continue to encourage

high schools to add more courses that are considered nontraditional for males. Provide guidance to high school instructors who

may need CTE license for the courses.

Outcomes

1.a. Participation, retention and completion rates of special population students will show improvement. 1.b. Students with

documented disabilities will achieve similar retention and completion rates as other populations. 1.c. Increase recruitment and

retention of students in programs nontraditional for their gender. 2.a. Special population learners will have career exploration

opportunities that increase their knowledge of careers/opportunities. 2.b. 6S2 and 6S1 Perkins indicators continue to increase.

Measures

1. Core indicators and related academic student success measures. Effectiveness of intervention strategies will be assessed by

correlating students success data with student surveys. 2. Student's participation in career exploration activities will be

surveyed for knowledge of careers/opportunities. Career plans for special population learners will include Perkins funded

events/activities.










Total $70,000.00

Goal 4: Provide a Continuum of Service Provision for Enabling Student Transitions

Goal 4 Narrative:

The consortium will provide assessment, exploration of careers, secondary and postsecondary education options to ensure smooth transition

and linkage to appropriate college career options. The consortium will continue to explore other transition aids and educational products.

Consoritum high school counselors & career instructors meet annually with post-secondary advisors and admissions staff (Counselor

Encounter) for continuous improvement of services for student transition.

QUESTION: Describe the kinds of articulation, college-in-the-schools, transfer credit courses offered and how many students

participated.

The Mid-Minnesota consortium is a member of the Southern Regional Articulation group which has developed and approved 73 articulation

agreements available to use at Ridgewater College. A total of 82 regional articulated college credit certificates were distributed by consortium

high school instructors with 16 certificates presented at Ridgewater College for credit and 11 accepted with 45 credits applied to the

participating program. Consortium schools offer several college-in-the school opportunities through the following institutions: UM, UMM, Central

Lakes College, MN West, SMSU and 148 students concurrent in technical programs with Ridgewater College.

Most of the credits are transferrable to Minnesota State colleges and universities and U of M (PLTW 137 students) Consortium students also

attended Ridgewater College through the PSEO program (369 students from consortium schools) with the primary draw from Willmar, Dassel-

Cokato, and Hutchinson.

QUESTION: To what degree and in what ways are these advanced credit courses transcripted on the students high school record and

on college transcripts?

The PSEO courses appear on the college transcript with a grade and are no different than any other college course. High school concurrent

is also transcripted both at the college and at the high school with a grade, and again no different than other courses. Articulated college credits

are transcripted as normal at the high school, and then recorded on the college transcript as a transfer course (with a “t" - no grade is

assigned).

The articulated college credit courses may not be accepted at other high learning Institutions.

Goal 4 Objectives

Goal 4 Objectives 1

Use of Funds

R3 All Aspects of an Industry, R5 Professional Development ,

R6 Assessment , R8 Size/Scope/Quality, R10 Collaboration,

P1 Advisory Committees, P2 Counseling, P3 Work-Based

Experiences, P8 Teacher Preparation, P10 Student Transition

Strategies

1. Provide students, and those who influence their education/career decisions, with career assessment resources such as MCIS, Kuder, Ideas ($19,500

MCIS/IDEAS & $500- LP) to compare the sequence of high school and college courses and activities within the Program of Study plans. 1.a. Funds for

Counselor Encounter event ($300)2. Reserve Funds-Mini Grant Request will provide activities that address the rural needs of consortium- coordinating a

two regional career exploration events ($10,000) See Goal 2-1. 2.a. School districts will apply for mini grants to develop collaborative opportuntities for

area students - engineering GSL, machining Ridgewater College 2.b. Regional Articulation & Program of study meetings will strengthen high school to

college articulation options– Funds available for sub, mileage - $1,000 2.c. High school instructors attend college advisory board meetings- sub pay and

mileage - $597.30. 2.d.High school instructors attend staff development meetings to build technical skills in using Smart Boards and other classroom

technology. The consortium will provide technical workshops that build from year to year, Technology I, II, and III. Perkins funds for sub pay and mileage.

Funds available for the CTE Works Conference ($3000) 2.f. - Bussing and sub pay for students to attend regional AG and Manufacturing Expos 3.

Consortium funds will provide travel/sub pay for regional FACS workshop. 4. Coordinate continuum of service provision/brokering with other consortia.

Outcomes

1.Ridgewater College - McLeod Area schools collaborating with other districts for pilot machining course($500) ACGC, NLS &

Willmar collaborate to offer entrepreneurship course (CEO) 2.b. All partners continue to participate in consortium and district

Perkins meetings. The number of secondary and post-secondary instructors who attend articulation meetings will increase 2.c.

School districts will continue to meet with industry and educational partners joint advisory board meetings. Number of

secondary instructors who attend will increase by 2 in FY 16 2.d. Increased proficiency in the use of instructional technology

2.e.(See Goal 2-1) for data collection/measures

Measures

2.b. Number of instructors attending. college instructors attended secondary instructors attended. 2.c. Number of secondary

instructors who attend. 2.d. Research possible data collection methods. 2.e. Survey of students attending regional career

events.








Secondary Reserve $24,155.03


Total $45,155.03

Goal 4 Objectives 2

Use of Funds R6 Assessment , R9 Special Populations, R10 Collaboration,

P4 Additional Special Populations, P10 Student Transition

Strategies

Consortium has planned an event in the spring for Adult Career Pathway exploration. The reallocated funds will be used for

Perkins coordinator time to plan and coordinate event. The event is a collaboration with local workforce center and Adult Basic

ed.

Outcomes

Prospective students will have a better understanding of pre-college requirements and possible pre-career programs - Bridges

to Prosperity.

Measures

A pre and post-test will be administered.


Perkins secondary coordinator will be coordinating a event this spring which will require additional work hours




Post-Secondary Total $0.00




Secondary Total $999.87

Total $999.87

Goal 5: Sustain the Consortium of Secondary and Postsecondary Institutions

Goal 5 Narrative:

Mid-MN Perkins Partnership will ensure coordination and collaboration between all partners. The consortium will meet twice annually. The

leadership team will expand role in developing consortium plan.

QUESTION: What activities were conducted that help sustain the consortium?

The consortium meets formally as a group twice a year. In the fall, a face-to-face meeting occurs toreview the Perkins plan, discuss CTE updates, and identify status of strategies that are underway. In thespring, a WebEx meeting is held for final year end information, discussion/recommendations, and tosolicit ideas for the following year application. Consortium schools each develop a local plan outliningthe strategies to accomplish the overall goals of the consortium. In addition to the scheduled meetings,consortium members are invited to attend the CTE Works conference, Leadership Summit meetings,Counselor Encounter, Ridgewater Summer Institute, articulation/program of study meetings, collegeadvisory board meetings, and other events/workshops to provide information and training. SecondaryPerkins coordinator does an onsite visit periodically to update equipment inventories. Perkinscoordinators have on-going communication with local Perkins high school contacts.

QUESTION: Provide an overview of the leadership team (i.e. are they representing all districts, colleges, business and industry, and

other community partners).

The consortium requires a representative from each high school and has three coordinators fromRidgewater College, post-secondary, secondary and event/marketing coordinator for Hutchinsoncampus. DEED Regional Analyst frequently attends the consortium meetings (Counselor Encounter,Summer Institute, Perkins Partners meetings) to present information on career trends. A representativefrom Central Minnesota Jobs and Training serves on the consortium boards and providesemployment/career data and information for the partnership. A leadership group (4-5 high schoolpartners) set the meeting agendas and provide leadership/direction for the Perkins coordinators.

QUESTION (New for FY16): Discuss how your consortium conducted needs assessment for the implementation of the unified plan

(i.e., your FY15 application)?

Each school district develops a local plan providing strategies for each of the goal area - programs of study, partnerships/advisory boards,career exploration, initiatives for special population students. The consortium has agreed to use Perkins funds to primarily fund equipment andsoftware for upgrading programs to meet industry standards and improve technical skills, career exploration - MCIS, and student clubs (FFA,BBA)The consortium also discusses Perkins funding for staff development; technology, the CTE Works conference, articulation meetings,program of study meetings, Counselor Encounter, Summer institute and the two Regional Career Exploration events on both RidgewaterCollege campuses. In addition, each school district must address the Perkins indicators in their local plan and request funds for improvingunderperforming indicators. The leadership group provides assistance for the coordinators in preparing a unified plan and make suggestionsfor the decision-making process.DEED Regional Analyst frequently attends the consortium meetings (Counselor Encounter, Summer Institute, Perkins Partners meetings) topresent information on career trends. A representative from Central Minnesota Jobs and Training serves on the consortium board and providesemployment/career data and information for the partnership as well as workshops for high school and college partners.

QUESTION: To what degree does the consortium seek additional grants or braid various funding streams together to support the

consortium activities?

The Student Success grant along with general college funds pay for many of the multicultural/diversity initiatives both at the college and at the

high school. Student Success funds also pay for part of the college academic support services. TRIO is another funding stream that funds

events/activities for targeted students for successful transition to four year programs (ESL, first generation, disability, diversity). FastTrac

funding and the associated partnership with ABE supported engaging adult learners into the laddered approach to college education and career

pathways. FY 17, the consortium was awarded a grant to collaborate with Glacial Lakes Adult Basic Ed and Central MN Jobs and Training to

provide a career exploration event, Career Reset, specifically focused on adult learners and the Bridges to Prosperity project. MnAMP and

RITA grant funds were used for several events and outreach activities with high schools and business/industry.

Goal 5 Objectives

Goal 5 Objectives 1

Use of Funds R2 Programs of Study, R3 All Aspects of an Industry, R5

Professional Development , R8 Size/Scope/Quality

Strategies

1. Sustain consortium structure through frequent communication, collaboration and effective operating processes. 2. Analyze

consortium student, employment, and educational data to identify priorities.

Outcomes

•Conduct regularly scheduled consortium meetings for college and school district coordinators to assess and clarify consortium

operations. •Consortium partners to continue to meet at least twice annually, and Perkins secondary and postsecondary

coordinators to visit consortium member schools. FY 17 - meet with individual school districts to assist in completing program

approvals documents, update CTE licensed instructor lists •Educate staff and faculty about consortium efforts and increase

opportunities related to preparing students for careers. •Consortium-wide grant coordination and communication. •Data

informed plans

Measures

Maintain 80% consortium partners (12 of 17 partners attend the two meetings during the year)

Description

Maintain 80% consortium partners (12 of 17)

partners attend the two meetings during the year

FY16 consortium members meet twice annually a

face-to-face meeting in the fall and an ITV meeting

in the spring. Consortium decisions are recorded in

minutes which are approved or amended by

members.

A steering committee from four school districts will

make decisions throughout the year on major

changes to the FY 16 plan.





Post-Secondary Admin Cost $11,000.00







Secondary Admin Cost $5,116.52




Total $76,954.80

Budget Goal 1

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Goal Totals

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Verification

I have looked over these budget numbers.

Rigorous Program of Study

State-Approved Rigorous Program of

Study RPOS submitted with 10 components

Animal Systems

Animal Systems Mid_Minnesota_Animal Systems _ MN

Programs of Study _ ISEEK.pdf

Progress Update for Programs of Study and TSA

QUESTION: Describe your progress. Explain what worked and did not work according to what you indicated in your plan.

Please be sure to include progress on technical skill assessments in your explanation.

The consortium members agreed to combined the articulation meetings with the program of study meetings. This

has worked well with many more instructors attending the articulation meetings and more robust discussion

regarding curriculum alignment between the post-secondary and secondary instructors. In FY 17, the following

program of study meetings occurred: Agriculture (plant systems, animal systems, agri-business); Manufacturing

Production (machining, welding). Programs of study will be reviewed every two years to align with the articulation

schedule.

1. The consortium used the Career Tech Assessment for Entry Level Child Care at Dassel-Cokato Schools #466.

The course is offered concurrently with Ridgewater College. Post-secondary students in the Early Childhood

Development course also were assessed with the AAFCS Child Care exam- 100% of the students scored at the

competency level.

2. The Health Science Therapeutic Services assessment was administered to students at the Sibley East High

School #2310. This course is offered concurrently with Ridgewater College.

3.Due to instructor change and different course offerings, the Animal Systems TSA occurred at KMS # 775 using

the Precision Exam for Animal Science. KMS will be the rigorous program of study for animal systems- approved

by the state. At post-secondary, the students were tested in the Artificial Insemination Certification exam.

4. Manufacturing Process program of study assessment was the PLTW end of course exam at Willmar High

school; 90% of the students scored at a compentency level or concurrent credit into the Univesity of Minnesota

engineering program. At the post-secondary, student scores for NIMS certification.

5. Plant Systems did not occur at KMS Plant Science course as the course was not offered due to low enrollment

but ACGC #2396 agreed to build a program of study for plant systems specifically in floriculture. The students

were assessed with Precision Exams. At the post-secondary, students were tested on the Commerical Applicator

certification

6. Accounting TSA did not occur at BOLD in the Advanced Accounting course as the course was not offered due

to low enrollment numbers. Since Willmar School has used Perkins funds to build the accounting program, Willmar

#347 agreed to build a program of study and pilot the Precision Exam for accounting in the Accounting II high

school course. Many ESL students were not able to complete the assessment within the class period and the

scores were low. Other consortium school districts will be considered to work on a program of study in accounting.

7. FY 17 MACCRAY school # 2180 worked with MN West Technical College (brokered) to offer a college level

medical careers course. The school is working to build a program of study in therapeutics and assessed the

students using the Precision Exam.

8. The Journalism and Broadcasting program of study has been very difficult to find a school that offers enough

course work and taught by the appropriate licensed CTE instructor to build a program of study. The TSA was not

completed last year. Perkins coordinator will continue to review programs on consortium schools. There are

several programs but the TSA list doesn’t match the curriculum content so the assessment would not be

successful.

The consoritum continues to experience changes in CTE instructors primarly at the high schools and along with

that changes in curriculum and/or more advanced courses not offered due to low enrollment. Also, high school

courses have been moved to be taught by a non-CTE licensed instructor which can not entered into the "P" file.

The consortium will continue to look for school districts to develop programs of study.

Programs of Study

Career

Fields

Career

Clusters

Career

Pathways

In which

CTE

Program?

At which

High

School?

College?

State-

Approved

Postsecon

dary

Assessme

nts

In which

course

(use

course

code) or at

what time

in the

program?

State-

Approved

Secondary

Assessme

nts

State-

Approved

Postsecon

dary

Assessme

nts

Engineerin

g,

Manufacturi

ng, &

Technology

Manufacturi

ng

Manufacturi

ng

Production

Process

Developme

nt

Intro to

Engineerin

g Design II

21107

Willmar

High

School

MACT

2813 spring

Human

Services

Human

Services

Early

Childhood

Developme

nt and

Services

Child

Developme

nt I

Dassel-

Cokato

Schools

ECED

1630 early

spring

Agriculture,

Food, &

Natural

Resources

Agriculture,

Food, and

Natural

Resources

Plant

Systems

Plant

Science

18051/180

52

KMS AGRI 1670

spring

Arts,

Communic

ation, &

Information

Systems

Arts,

Audio/Vide

o

Technology

and

Communic

ations

Journalism

and

Broadcasti

ng

Web

Design Willmar

MMDT

1088

Health

Science

Technology

Health

Science

Therapeuti

cs Services

Nursing

Assistant

14051

Sibley -

East High

School

NA 1614

late fall

Agriculture,

Food, &

Natural

Resources

Agriculture,

Food, and

Natural

Resources

Animal

Systems

Animal

Science

18101/181

02

Hutchinson

High

School

VET 1620

spring

Business,

Manageme

nt, &

Administrati

on

Finance Accounting

Accounting

II BOLD

ACCT 2823

spring

Improvement Report

Improvement Report 1

Indicator Not Met: 2P1 Credential, certificate, or degree

Negotiated Performance: 62.40%

Actual Performance: 56.34%

General strategies planned to improve performance:

Analysis of student completion of their chosen credential is ongoing. Programs with less than 90% completion will be provided

assistance through our academic support center, and provided data through our office of institutional research. The goal will be

to identify specific strategies and provide assistance to ensure students are on track to complete their educational goals. For FY

2017, additional focus will be placed on advanced manufacturing and healthcare programs. Responsibility to accomplish these

goals is assigned to the supervising academic deans.

Comments or context for actual performance (optional):


Indicator Not Met: 3P1 Student retention or transfer

Negotiated Performance: 20.80%

Actual Performance: 20.51%


We are working in our advanced manufacturing programs to provide additional intrusive advising to assist with retention and/or

transfer when that is appropriate. In addition, we are gathering data on all programs to identify common themes that are

impacting retention so we can intentionally address them.



Indicator Not Met: 4P1 Student placement

Negotiated Performance: 93.9

Actual Performance: 91.86


Programs and specific credentials are being evaluated to identify whether additional action is needed to update program

outcomes, increase placement efforts, modify or eliminate credential, or take other appropriate steps to ensure alignment with

labor market needs.



Indicator Not Met: 5P2 Nontraditional completion

Negotiated Performance: 9.28

Actual Performance: 8.64


1. We will be monitoring performance of non-trad students to identify those who are in need of additional support or advising to

ensure either graduation or transfer as is most appropriate.

2. We have added shorter credentials in some program areas for those students who have met their educational goals and are

heading into the workforce without completing a 2-year diploma or AAS degree.


Historical data for programs will be used to identify those programs and those credentials that are most challenged by non-

tradidtional completion. Our office of institutional effectiveness will assist in strategies to improve this performance.

Status Report on Improvement Report and Plan

QUESTION: Describe the activities and strategies that were actually implemented to bring your consortium actual performance on

Federal indicators closer to the negotiated target.

2P1- In analyzing the courses at Ridgewater College that are under-performing - below the target for completers;

it was noted that courses may be under-performing due to students finding employment prior to receiving a

credential. This would indicate that the program is providing a high level of technical skill attainment earlier in the

program and that the program is viewed positively by industry. It will be necessary to develop a system to review

this data and the programs that are experiencing non-competition due to employment.

3P1 -Target met

4P1 - Target met

5P2- May need technical assistance for this indicator. In reviewing the data generated through institutional

research office, it appears that what is measured is number of nontrad by gender completers in program as a

percentage of the total completers (male and female). Nursing Assistant program, for example, has four male

completers as a percentage of all completers in that program. 4/45 or 9%. However, not knowing how many

males were in the program that did not complete would seem to be a better measure of the program success for

completers. For example, if there were 5 males in the Nursing assistant program and 4 completed or earned the

certificate, the percentage of success would be 80% of all males in the nursing assistant program. The Perkins

performance measure based on this data for nontrad by gender would give a better overall snapshot of individual

programs with issues of non-completion. If all the males were non-completers and the females in the program

completed, that would indicate a problem and strategies could be implemented that address male non-completers.

QUESTION: Describe the process and stakeholders involved in determining your improvement plans and reports. Describe the role

data played in developing your plans and reports.

Data is analyzed by the Perkins coordinator(s) and institutional research staff. Instructors may be involved if the

data is questionable.

QUESTION: What changes do you anticipate in your consortium performance data based on this year's efforts?

With some technical assistance, improvement in performance data is anticipated.

Improvement Plan Action Steps

Other Information

Question: Describe stakeholders involved, process and sources of data used to determine strategies/action steps listed in your

Improvement Plan Action Steps.

Mid-Minnesota Perkins Partnership did not have any improvement plans for FY 17

Related Improvement Plan documents

Upload any additional supporting documents here.





Attachments

File Name Description File Size

16-17 Hutch career fair

brochureAM_2.pdf

Window to The World of Work Am

Sessions291 KB

16-17 Hutch career fair

brochurePM_2GSL.pdf

Window to The World of Work -

Hutchinson290 KB

2016Careerfairstudentfeedback3.xlsxWindow to the World of Work Survey

2016-17102 KB

AdultCareerReset2017 #2.pdf_ES-

US.DOCCareer Reset Flyer English 180 KB

AdultCareerReset2017Somali.pdf Career Reset Flyer Somali 294 KB

AdultCareerReset2017Spanish.pdf Career Reset Spanish 260 KB

Ag Expo Flyer 2017.pdf Ag Expo Flyer 105 KB

Hutch High School Tiger Path

Initiatives.pdfTiger Path Brochure/Advisory Board 875 KB

Internship Courses Offered & Numbers

20175 20181 20183.xlsxRidgewater College Internship list FY 17 19 KB

Manu Expo 11-18-16 Lessons Learned

survey.docxManufacturing Expo Survey 15 KB

Manufacturing Expo Flyer.pdf Manufacturing Expo Flyer 153 KB

RC Nitro X Summer Camp 2017.pdf NITRO X Flyer 505 KB

RCED Brochure Final.pdfRegional Career Exploration Event

Willmar324 KB

RCED Student Survey 2017

Compilation.doc

Regional Career Exploration Event

Survey 201770 KB

Skills Fest 2017 flyer.pdf Skills Fest Flyer 727 KB

Skills Fest Advisor Survey Results

2017.pdfSkills Fest Survey 469 KB

Transition to College Orientation 2016

flyer.docxTransition to College Flyer 45 KB

Other Summary Comments

QUESTION: Summary Comments

If you were unable to accomplish activities in your plan, indicate why and what you might do differently. Tell us what we can do to support your

efforts.

Overall, the activities in the plan were accomplished with the addition of two new initiatives, Career Reset event

and NITRO X event. The program of study for the Arts, Communication and information System career

field continues to be difficult to find a school district with enough content to have a program of study and taught by

CTE appropriately licensed instructor for data collection. Many of these courses are taught by an art instructor or

an industrial tech instructor without the CTE license.

Print Return to menu Log outAnimal Systems at HutchinsonEnter the Program of Study information specific to this school and pathway.

High School

Courses

Enhanced

Learning

Post-Secondary

Connections

Status &

Validation

View All (read

only)

Status and Validation

Approval Level: State Consortium State RPOS

Approval Status: In Progress Inactive

Submitted to Consortium Approved by Consortium

Submitted to State Approved by State

Date of this status: 03-12-2014

Publishing Status: Internal

Rating for the Rigorous Programs of Study ComponentsLevel

1Level

2Level

3

Legislation and Policies: Federal, state, and local legislation or administrative policies promote POS development

and implementation.

Partnerships: Ongoing relationships among education, business, and other community stakeholders are central to

POS design, implementation, and maintenance.

Professional Development: Sustained, intensive, and focused opportunities for administrators, teachers, and faculty

foster POS design, implementation, and maintenance.

Accountability and Evaluation Systems: Systems and strategies to gather quantitative and qualitative data on both

POS components and student outcomes are crucial for ongoing efforts to development and implement POS.

College and Career Readiness Standards: Content standards that define what students are expected to know and

be able to do to enter and advance in college and/or their careers comprise the foundation of a POS.

Course Sequences: Non-duplicative sequences of secondary and postsecondary courses within a POS ensure that

students transition to postsecondary education without duplicating classes or requiring remedial coursework.

Credit Transfer Agreements: Credit transfer agreements provide opportunities for secondary students to be

awarded transcripted postsecondary credit, supported with formal agreements among secondary and postsecondary

education systems.

Guidance Counseling and Academics: Guidance counseling and academic advisement help students to make

informed decisions about which POS to pursue.

Teaching and Learning Strategies: Innovative and creative instructional approaches enable teachers to integrate

academic and technical instruction and students to apply academic and technical learning in their POS coursework.

Technical Skills Assessments: National, state, and/or local assessments provide ongoing information on the extent

to which students are attaining the necessary knowledge and skills for entry into and advancement in postsecondary

education and careers in their chosen POS.

HS Courses

Subject 9th Grade 10th Grade 11th Grade 12th Grade

Skip to content

javascript:void(0)http://www.mnprogramsofstudy.org/mnpos/landing.poshttp://www.mnprogramsofstudy.org/mnpos/logouthttp://www.mnprogramsofstudy.org/mnpos/admin/editPathwayDetailCo.pos?sid=400&pid=23http://www.mnprogramsofstudy.org/mnpos/admin/editPathwayDetailEn.pos?sid=400&pid=23http://www.mnprogramsofstudy.org/mnpos/admin/editPathwayDetailPo.pos?sid=400&pid=23http://www.mnprogramsofstudy.org/mnpos/admin/editPathwayDetailSt.pos?sid=400&pid=23http://www.mnprogramsofstudy.org/mnpos/admin/editPathwayViewAll.pos?sid=400&pid=23http://www.mnprogramsofstudy.org/mnpos/index.html

Language Arts English 9 A/B English 10 A/B English 11 A/B English 12

English Elective

Math Geometry A/B Algebra II A/B/C

Geometry A/B

Algebra II A/B

Geometry A/B

Pre-Calc

Pre-Calculus

AP Calc/Statistics (AP)

College In Schools-

Algebra (CE)

Science Physical Science:

Chemistry/Earth/Physics

Cell Biology and Biology

Kingdoms

null

Biology Kingdoms

Ag Chemistry

Ag Food Chemistry

Biology A/B

Animal Behavior

Astronomy

Anatomy/Physiology

AP Biology (AP)

null

Natural Physics A

Ad Chemistry

AP Physics (AP)

Biology C (CE)

Animal Behavior

Animal Science

Anatomy/Physiology

Veterinary Science

Social Studies US History 9 A/B US History 10 A/B

US History C (AP)

American Government

American Gov B (CE)

US History (AP)

Ancient or Modern World

History

Geography (AP)

US History B (AP)

Other Requirements Intro to Careers Health 10

PE

Art/Music

Economics

PE

Art/Music

Career and Technical

Electives for College

Credit

Intro to Agronomy (ACC)

Intro to Animal Science

(ACC)

Agronomy (ACC)

Small Gas Engines (ACC)

Livestock Production

(ACC)

Excel (ACC)

Intro to Agronomy (ACC)

Intro to Animal Science

(ACC)

Agronomy (ACC)

Small Gas Engines (ACC)

Livestock Production

(ACC)

Natural Resources (ACC)

Excel (ACC)

Career and Technical

Electives

Exploring AgriScience

Veterinary Science

Animal Science (ACC)

Companion Animals

Biotechnology

Stream C Animal Focus

Leadership

Biotechnology

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Veterinary Science

Companion Animals

Companion Animals

Horticulture

Veterinary Science

Stream C Animal Focus

(CE)

Food Science

Veterinary Science (ACC)

Wildlife & Natural

Resources

Companion Animals

Biotechnology

AgriScience Career

Experience

Aminal Focus C (CE)

CIS Animal Science (CE)

Veterinary Science

Companion Animals

Other Suggested

Electives

AD Computer Tech AD Computer Tech

Legend:

ACC: Articulated College Credit is an agreement between one or more high schools and one or more colleges and universities to accept a high

school course as a course equivalence or partial course equivalence to a college course.

AP: Advanced Placement: A standardized curriculum offering college-level courses in subject areas such as English, history, humanities,

languages, math, psychology and science. AP courses are taught by a high school teacher on a high school site, trained by College Board.

CE: Concurrent Enrollment allows an eligible high school student to take college or university courses that are taught by a credentialed high school

faculty member on the high school campus.

High School Enhanced Learning

Work-Based Learning FFA(Dairy cattle, livestock, horse, Dairy foods, Meats, Small Animals, Ag

Communiations, Job Interview,

Service Learning FFA/Agriscience Course

College Preparation FFA

Student Organizations FFA - career development events

Other Honor Society

Post-Secondary Connections

2-Year College Program 4-Year University Program

Ridgewater College - Willmar Agri Business University of Minnesota, Twin

Cities

Agricultural Education B S

Ridgewater College - Willmar Agri Business University of Minnesota, Twin

Cities


Ridgewater College - Willmar Agri Business

Ridgewater College - Willmar Agri Business

Ridgewater College - Willmar Dairy Management University of Minnesota, Twin

Cities


Ridgewater College - Willmar Dairy Management

Ridgewater College - Willmar Farm Operation and Management University of Minnesota, Twin

Cities


Ridgewater College - Willmar Farm Operation and Management

Ridgewater College - Willmar Veterinary Technology University of Minnesota, Twin Veterinary Medicine B S V S

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The Minnesota State Colleges and Universities system and the Minnesota Department of Education are

Equal Opportunity employers and educators. | Copyright © 1999-2014 iSeek Solutions

Cities

College & University Enhanced Learning

Work-Based Learning Agri-business internship

Service Learning

Career Preparation &

National Accreditation

Student Organizations PAS-Postsecondary agriculture student organization

Return to list of Programs of Study

About Us Help Contact Us Site Map MN Career Pathw ays Log In

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Window to the World of Work Regional Career Fair Peek into YOUR Future!

10th-GRADE STUDENTS and COUNSELORS: Register ONLINE beginning Tuesday, September 27 at 8:00 a.m.

FIRM REGISTRATION DEADLINE: Wednesday, October 12 at 3:00 p.m.Explore 3 from among 50+ sessions! Register early - it’s first-come, first-served.

Back page event planner helps for the smoothest registration process.

Arts, Communication,& Information Technologies

Fri., October 28, 2016Ridgewater College, Hutchinson

AM Schedule: 8:50-11:20 8:30-8:45 Check-in 8:50-9:00 Welcome & Directions 9:05-11:10 Exploration Sessions 11:15-11:20 Closing & Prizes

ExplorE CarEErs & IntErEsts • Get to know yourself & your strengths • Explore a variety of options • Ask lots of questions • Discover tips for high school, college and career success • Have fun!

PArticiPAting SchoolSAtwater-Cosmos-Grove CityBuffalo Lake-Hector-StewartDassel-CokatoGibbon-Fairfax-WinthropGlencoe-Silver LakeHutchinsonKimballLester PrairieLitchfieldNew Century AcademySibley EastWinsted

Register at www.ridgewater.edu/careerfair

QueStionS?Janet at 320-234-8533 or

[email protected]

Counselors should notify Janet by October 12 of special accommodation requests to allow time to explore options.

Ridgewater is a member of Minnesota State and an affirmative action equal opportunity employer/educator. This document available in alternate formats upon request by calling 800-722-1151 or via a preferred Telecommunications Relay Service.

MMPPMid-MN Perkins Partnership

SO MANY SESSIONS TO CHOOSE FROM!AGRICULTURE, FOODS &NATURAL RESOURCESAg-citing CareersCheck out the wide variety of traditionaland high-tech jobs in agronomy, dairy andlivestock production, precision agriculture,sales, office management, and ag mechanics. Kari Slinden, Agriculture Department; all sessions

Leap into the Four-legged WorldBring your love of animals to this session! See how skills and know-how take your compassion for four-legged creatures to a new level. Explore veterinary technician careers. Learn some basics of animal exams on lovable small animals like Kacee the dog.Dr. Al Balay, Veterinary Technology faculty; all sessions

ARTS, COMMUNICATION & INFORMATION SYSTEMSArt Every Day, EverywhereDiscover what’s new in visual and public art, and what it takes to have a career steering people towards art experiences. Learn how an artist thinksdifferently - strategically and creatively - for differentaudiences. Participate in a group art experience.Andrew Nordin, artist/Ridgewater Art faculty, and Lisa Bergh, artist/Hutchinson Center for the Arts director; sessions 2 & 3

Build a Computer for Retro Gaming PlatformAssemble and configure a Raspberry Pi Linux computer, andthen use it as a platform for playing retro computer games.Computer Systems Technology department; sessions 1 & 2

Computer Geeks: The Many Faces of SuccessMeet a variety of computer gurus who will help you differentiate between several high-tech, high-demandcomputer careers that offer challenge, reward and life-longlearning in an ever-changing field.Don DeMeyer, Businessware Solutions; Tim Elliott, NuTelecom; Allen Benusa, Benusa Engineering Computer Services and Ridgewater; Procore representative; Robin Fischer, Ridgewater; session 3

Dare to Jam with Audio/Video TechiesMicrophones, amplifiers and video cameras, oh my! ExploreRidgewater’s state-of-the-art sound and video systems that are used in the world of entertainment, convention centers, sports stadiums, and other communication venues. Audio/Video Systems Department; all sessions

Illustrator Design MagicDo a logo design as you learn about design elements and principles, color psychology, branding and the design process. Explore the ultimates of creative careers!Amy Jo Maher, Multimedia Design Technology faculty, and students; all sessions

Kick-start Your TV Career Locally!Do you want to work in network news, produce human interest pieces, or direct your own films? Why wait to getexperience on your resume and skills in your hands? HCVN is a community-centered television station that lets you get hands-on and creative using high-quality video equipment. Sign up for this session for a multi-camera, live-editing experience creating the world’s shortest late-night TV show!Liz Marcus, Hutchinson Community Video Network; all sessions

Music: Make Your Passion Your CareerDo you hum down the hallway and sing in the shower? Explore music possibilities with one who shares his talents everywhere from hometown celebrations and church services to area gigs and recording studios. Jam as a group in a studio to put a personal spin on a popular song.Jim Nelson, worship and music curator at Christ the King, piano tuner, and Ridgewater voice and piano instructor; all sessions

Photographers: Be More than a Button PusherLearn what it takes to up your photography game. Learn to think outside the box to create images that get noticed.Ridgewater Photography faculty; sessions 2 & 3

Today’s Journalists: Mobile StorytellersNewspaper careers have changed. They demand skills in video, social media and other technologies, but all journalists must certainly write well. Explore how writingstyles differ for various media, from print to mobile. Learnthe commonalities and differences of writing “hard” news,features, sports, obituaries, and columns — as well as “short form” reports for smartphones and tablets. Explore ethical journalism dilemmas and learn how stories change lives.Doug Hanneman, Hutchinson Leader, and Brent Schacherer, Litchfield Review; all sessions

BUSINESS, MANAGEMENT &ADMINISTRATION Event Planners: You Imagine. We CreateIf you are detail-oriented, are a good listener and you believe that little things count, being an event planner might just be the most fun and rewarding job you could ever have! Discover how two young entrepreneurs created their own business and now spend their days helping people celebrate and have fun. Be part of their team to plan an awesome graduation party!Valerie Mackenthun and Kayla Alexander, Compass Occasions; sessions 1 & 2

Fashion ManagementDo you love fashion? Are you a school trend-setter? Ever dream of a career in the fashion industry? Learn how the trends of the season inspire clothing design. Try your hand at arranging a trend-right line of clothing for spring 2017.Kristin Daby, Alexandria Technical & Community College faculty; all sessions

2 www.ridgewater.edu/careerfair

Frontline Office Extraordinaires are Communication ManagersOffice professionals are the detail-oriented, get-things-done,people-loving organizers who make business offices runsmoothly. You might be the friendly receptionist greeting guests in person and on the phone or the executive assistant for a company president. Variety is great for administrative assistants who plan events, schedule clients, arrange meetings, and create communications in business, education, government, health care, or just about any officeenvironment. See why many people who choose this career enjoy it for decades!Administrative Support Careers faculty; session 1

House for Sale! The Reality of RealtyBuying, selling, renting, managing and d

Documents

€Status Report - Minnesota State - Home · 2020. 9. 15. · campus.€€€ Three high schools, ACGC, Willmar & New London- Spicer continue to offer CEO (Creating Entrepreneur