Montana University System
Office of the Commissioner of Higher Education
2500 Broadway • PO Box 203201 • Helena, Montana • 59620-3201
(406) 444-0313 • FAX (406) 444-1469
Perkins Three-Year Local Strategic Plan
http://www.mus.edu/Perkins/grant_apps.asp
John Cech, Perkins State Director
[email protected]
406-444-0316
Mindi Federman Askelson, Perkins & Adult
Pathways Programs Manager
[email protected]
406-444-0313
Kelly Hert, Federal Fiscal Accountant
[email protected]
406-444-0321
Erik Rose, Compliance and Workforce Data Analyst
[email protected]
406-444-0608
Notice of Nondiscrimination
It is the policy of the Office of the Commissioner of Higher Education that there will be no discrimination or harassment on the
grounds of race, color, sex, marital status, religion, national origin, age, sexual orientation, or disability in any educational programs,
activities, or employment. Persons having questions about equal opportunity and nondiscrimination should contact the Office of the
Commissioner of Higher Education MOA Coordinator at [email protected].
Contents
PURPOSE ....................................................................................................................................................... 3
Perkins IV Section 134 (b) ........................................................................................................................ 3
IMPLEMENTATION TIMELINE........................................................................................................................ 5
DEVELOPMENT.............................................................................................................................................. 5
SECTION I: GUIDING QUESTIONS FOR DEVELOPING A VISION FOR THE FUTURE STATE OF CTE AT THE
COLLEGE .................................................................................................................................................... 5
SECTION II: GUIDING QUESTIONS FOR ANALYZING THE CURRENT STATE OF PERKINS PLANNING AT
THE COLLEGE ............................................................................................................................................ 6
SECTION III: GUIDING QUESTIONS FOR DEVELOPING A PERKINS COMMITTEE ..................................... 6
SECTION IV.1: GUIDING QUESTIONS FOR DEVELOPING STRATEGIES TO CLOSE THE GAP BETWEEN
THE FUTURE STATE AND THE CURRENT STATE OF PERKINS AT THE COLLEGE (Narrative) .................... 6
SUBMISSION.................................................................................................................................................. 7
PERKINS LOCAL THREE-YEAR PLAN .............................................................................................................. 7
COVER PAGE.................................................................................................................................................. 7
SECTION I: FUTURE STATE............................................................................................................................. 8
SECTION II: PLAN DEVELOPMENT ................................................................................................................. 9
SECTION III: PERKINS COMMITTEE.............................................................................................................. 10
PERKINS COMMITTEE ............................................................................................................................. 11
SECTION IV.1: STRATEGIES TO CLOSE THE GAP (Narrative)........................................................................ 12
SECTION IV.2: .............................................................................................................................................. 13
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MUS PERKINS LOCAL THREE-YEAR PLAN
PURPOSE
Planning is an essential part of administering an effective local Perkins Program. The planning
process should identify programmatic goals and intended outcomes. Ideally, Perkins staff will
meet several times throughout the year to plan for the upcoming grant cycle, monitor program
success, monitor budget and ensure program compliance. Additionally, the use of long-term
strategic planning allows yearly local applications to become goal driven as opposed to personnel driven
and:
 Promotes systemic thinking and planning
• Encourages state wide planning
• Stimulates statewide collaboration
To facilitate this process, College’s receiving Perkins funds will complete a Perkins Three-Year
Local Strategic Plan. This plan is to cover the three year period from July 2016 – June 2019 and
must be approved and on file at OCHE before Perkins Yearly Local Applications are approved.
The Perkins Three-Year Local Strategic Plan will become the basis for the College’s yearly
Perkins local applications. This plan should align and link the College’s Perkins Local Plan to the goals
of the College, as appropriate for the level of funding. It facilitates up-front thought to where the
College’s CTE program is going and what long range outcomes you are trying to accomplish. The Plan
should:
• Create and manage the process for directing Perkins funds
• Explains how Perkins fits into the College’s strategic plan
• Become a component of the overall budget process
• Facilitate and encourage faculty input
• Strengthen the tie between equipment purchases and programmatic goals
• Strengthens knowledge of the value of Perkins funding
Perkins IV Section 134 (b)
The requirements for the Perkins IV Three-Year Local Plan are set forth in Section 134 (b) of the law
itself. Section 134 (b) is reprinted below (in italics) in its entirety.
Section 134 (b) states:
(1) describe how the career and technical education programs required under section 135(b) will be
carried out with funds received under this title;
(2) describe how the career and technical education activities will be carried out with respect to meeting
State and local adjusted levels of performance established under section 113;
(3) describe how the eligible recipient will—
(A) offer the appropriate courses of not less than 1 of the career and technical programs of study
described in section 122(c)(1)(A);
(B) improve the academic and technical skills of students participating in career and technical
education programs by strengthening the academic and career and technical education
components of such programs through the integration of coherent and rigorous content aligned
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MUS PERKINS LOCAL THREE-YEAR PLAN
with challenging academic standards and relevant career and technical education programs to
ensure learning in—
(i) the core academic subjects (as defined in section 9101 of the Elementary and
Secondary Education Act of 1965); and
(ii) career and technical education subjects;
(C) provide students with strong experience in, and understanding of, all aspects of an industry;
(D) ensure that students who participate in such career and technical education programs are
taught to the same coherent and rigorous content aligned with challenging academic standards
as are taught to all other students; and
(E) encourage career and technical education students at the secondary level to enroll in rigorous
and challenging courses in core academic subjects (as defined in section 9101 of the Elementary
and Secondary Education Act of 1965);
(4) describe how comprehensive professional development (including initial teacher preparation) for
career and technical education, academic, guidance, and administrative personnel will be provided that
promotes the integration of coherent and rigorous content aligned with challenging academic standards
and relevant career and technical education (including curriculum development);
(5) describe how parents, students, academic and career and technical education teachers, faculty,
administrators, career guidance and academic counselors, representatives of tech prep consortia (if
applicable), representatives of the entities participating in activities described in section 117 of Public
Law105–220 (if applicable), representatives of business (including small business) and industry, labor
organizations, representatives of special populations, and other interested individuals are involved in the
development, implementation, and evaluation of career and technical education programs assisted
under this title, and how such individuals and entities are effectively informed about, and assisted in
understanding, the requirements of this title, including career and technical programs of study;
(6) provide assurances that the eligible recipient will provide a career and technical education program
that is of such size, scope, and quality to bring about improvement in the quality of career and technical
education programs;
(7) describe the process that will be used to evaluate and continuously improve the performance of the
eligible recipient;
(8) describe how the eligible recipient will—
(A) review career and technical education programs, and identify and adopt strategies to
overcome barriers that result in lowering rates of access to or lowering success in the programs,
for special populations;
(B) provide programs that are designed to enable the special populations to meet the
local adjusted levels of
performance; and
(C) provide activities to prepare special populations, including single parents and displaced
homemakers, for high skill, high wage, or high demand occupations that will lead to selfsufficiency;
(9) describe how individuals who are members of special populations will not be discriminated against on
the basis of their status as members of the special populations;
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MUS PERKINS LOCAL THREE-YEAR PLAN
(10) describe how funds will be used to promote preparation for non-traditional fields;
(11) describe how career guidance and academic counseling will be provided to career and technical
education students, including linkages to future education and training opportunities; and
(12) describe efforts to improve—
(A) the recruitment and retention of career and technical education teachers, faculty, and career
guidance and academic counselors, including individuals in groups underrepresented in the
teaching profession; and
(B) the transition to teaching from business and industry.
IMPLEMENTATION TIMELINE
DATE
October 8
October - February
Mid December
December - February
February 29
Late March
October - February
PROCESS STAGE
Introduction of the planning process to the Two Year
Presidents/CEOs/Deans
Technical assistance calls for progress reports and questions
Rough draft submitted to OCHE
Corrections and rewrites
Final draft submitted to be reviewed and approved
Plans approved and posted on OCHE website
Mindi will be available to provide onsite technical assistance
DEVELOPMENT
The following guiding question were selected to assist in the development of a comprehensive
and well thought out strategic plan. This section is for pre work only and does not need to be
submitted with the plan.
SECTION I: GUIDING QUESTIONS FOR DEVELOPING A VISION FOR THE FUTURE STATE OF CTE
AT THE COLLEGE
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What is vision for CTE at the College in three year?
What impact and results do we want to be achieving with CTE?
What impact will we have on the community, state, and region?
What students will be target?
What services will we provide for our students?
What would be our measure of success?
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MUS PERKINS LOCAL THREE-YEAR PLAN
SECTION II: GUIDING QUESTIONS FOR ANALYZING THE CURRENT STATE OF PERKINS
PLANNING AT THE COLLEGE

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How is Perkins funding currently being spent at the College?
Did these expenditures produce the desired results?
Where are these opportunities for improvement?
How is the College utilizing its strengths?
How is Perkins funding prioritized?
What are the regional workforce needs?
Does the College offer programs to meet those needs?
Is the College providing current work-based learning experiences?
How are administrative tasks and functions being handled?
How can faculty request funding?
Who decides if the funding request is approved?
How are programs required to report outcomes?
Is that any training provide to faculty requesting funding?
How does the College communicate about Perkins and report the impact Perkins funding has on
specific programs?
Do the current Perkins programs align with this vision?
If not, what steps can the College take to better align Perkins programs with this vision?
SECTION III: GUIDING QUESTIONS FOR DEVELOPING A PERKINS COMMITTEE

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What departments and stakeholders need to be represented on the committee?
How will individuals be appointed to the committee?
What role will the Perkins Committee have in the development of the College’s yearly local
application?
What role will the Perkins Committee have in the prioritizing, selecting and monitoring of
Perkins funds?
How often will they meet?
SECTION IV.1: GUIDING QUESTIONS FOR DEVELOPING STRATEGIES TO CLOSE THE GAP
BETWEEN THE FUTURE STATE AND THE CURRENT STATE OF PERKINS AT THE COLLEGE
(Narrative)









How do we want Perkins funding to be spent at the College?
What are our desired results?
How can we capitalize on our strengths?
How can we align Perkins programming to best meet the needs of the College, our students and
our communities?
What does our data tell us?
Who participated in the writing of this plan?
How were the participants chosen?
How were priorities decided?
What data was used to inform the goals and actions?
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MUS PERKINS LOCAL THREE-YEAR PLAN
SUBMISSION
One (1) electronic copy of the plan (pages 7-18) is due to Mindi Askelson
[email protected] by February 29, 2015.
MONTANA UNIVERSITY SYSTEM
Carl D. Perkins Career and Technical Education
Improvement Act of 2006
PERKINS LOCAL THREE-YEAR PLAN
July 1, 2016 – June 30, 2019
COVER PAGE
NAME OF COLLEGE:
NAME OF CHIEF ACADEMIC OFFICER:
EMAIL:
NAME OF PERKINS COORDINATOR:
PHONE:
EMAIL:
PHONE:
NAME OF PERSON RESPONSIBLE FOR PERKINS DATA
COLLECTION:
EMAIL:
PHONE:
NAME OF INDIVIDUAL COMPLETING THIS FORM:
EMAIL:
PHONE:
Assurance: By signing this document, I assure that the College will provide programs that are of such size, scope
and quality to bring about improvement in the quality of Career and Technical Education. The College also has
committed to the timing and scope of the goals, objectives and outcomes listed below.
SIGNATURE OF CHIEF ACADEMIC OFFICER OR CHIEF
GRANTS WRITER:
DATE:
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MUS PERKINS LOCAL THREE-YEAR PLAN
SECTION I: FUTURE STATE
Enter the College’s vision statement for the future.
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MUS PERKINS LOCAL THREE-YEAR PLAN
SECTION II: PLAN DEVELOPMENT
Describe the development of the College’s Perkins Three-Year Local Strategic Plan. Be sure to
include:




Who participated in the writing of this plan
How were the participants chosen
How were priorities decided
What data was used to inform the goals and actions
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MUS PERKINS LOCAL THREE-YEAR PLAN
SECTION III: PERKINS COMMITTEE
Describe the function and the membership of the Perkins Committee at the College. You may
use the template below or one of your own choosing. If the template below is not used, please
be sure to include the following information:







Name of the committee
Contact Person
Purpose/Objective of the committee
Committee membership (including titles)
Scope of authority and decision making ability
Frequency of meetings
Name of current active members
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MUS PERKINS LOCAL THREE-YEAR PLAN
PERKINS COMMITTEE
DATE COMMITTEE FORMED:
CONTACT PERSON:
PURPOSE/OBJECTIVE OF COMMITTEE:
COMMITTEE MEMBERSHIP (Position Titles):
Committee members include the following personnel
classifications.
SCOPE OF AUTHORITY AND DECISION-MAKING
ABILITLY:
NAMES OF ACTIVE MEMBER:
FREQUENCY OF MEETINGS:
TERM LIMITS:
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MUS PERKINS LOCAL THREE-YEAR PLAN
SECTION IV.1: STRATEGIES TO CLOSE THE GAP (Narrative)
Describe the process used to develop the Perkins Three-Year Local Strategic Plan
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MUS PERKINS LOCAL THREE-YEAR PLAN
SECTION IV.2: In the Indicators box please use one or more of the following:
1P1
2P1
3P1
4P1
5P1
5P2
YEAR
2016-2017
2017-2018
2018-2019
YEAR
2016-2017
List any Big Sky Pathways or Adult Pathways the College intends to develop during the academic year
College Program:
Partner:
List any Dual Credit or
Articulation:
College Program:
Partner:
List any Dual Credit or
Articulation:
College Program:
Partner:
List any Dual Credit or
Articulation:
Describe how the College plans to develop Perkins activities that will meet state and local performance
levels.
GOAL 1: Strengthen the academic and career and technical skills of students participating in career and
technical education programs
Objectives:
2017-2018
Technical Skill Attainment
Credential, Certificate, or Diploma
Student Retention or Transfer
Student Placement
Nontraditional Participation
Nontraditional Completion
Measurable Outcomes:
**Indicators:
GOAL 1: Strengthen the academic and career and technical skills of students participating in career and
technical education programs
Objectives:
Measurable Outcomes:
**Indicators:
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MUS PERKINS LOCAL THREE-YEAR PLAN
2018-2019
GOAL 1: Strengthen the academic and career and technical skills of students participating in career and
technical education programs
Objectives:
2016-2017
**Indicators:
Measurable Outcomes:
**Indicators:
Measurable Outcomes:
**Indicators:
GOAL 3: Provide students with strong experience in and understanding of all aspects of an industry,
which may include work-based learning experiences;
Objectives:
2018-2019
Measurable Outcomes:
GOAL 3: Provide students with strong experience in and understanding of all aspects of an industry,
which may include work-based learning experiences;
Objectives:
2017-2018
**Indicators:
GOAL 2: Link career and technical education at the secondary level and career and technical education at
the postsecondary level
Objectives:
2016-2017
Measurable Outcomes:
GOAL 2: Link career and technical education at the secondary level and career and technical education at
the postsecondary level
Objectives:
2018-2019
**Indicators:
GOAL 2: Link career and technical education at the secondary level and career and technical education at
the postsecondary level
Objectives:
2017-2018
Measurable Outcomes:
Measurable Outcomes:
**Indicators:
GOAL 3: Provide students with strong experience in and understanding of all aspects of an industry,
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MUS PERKINS LOCAL THREE-YEAR PLAN
which may include work-based learning experiences;
Objectives:
2016-2017
**Indicators:
Measurable Outcomes:
**Indicators:
Measurable Outcomes:
**Indicators:
GOAL 5: Provide professional development programs for secondary and postsecondary teachers, faculty,
administrators, and career guidance and academic counselors who are involved in integrated career and
technical education programs
Objectives:
2018-2019
Measurable Outcomes:
GOAL 5: Provide professional development programs for secondary and postsecondary teachers, faculty,
administrators, and career guidance and academic counselors who are involved in integrated career and
technical education programs
Objectives:
2017-2018
**Indicators:
GOAL 4: Develop, improve, or expand the use of technology in career and technical education
Objectives:
2016-2017
Measurable Outcomes:
GOAL 4: Develop, improve, or expand the use of technology in career and technical education
Objectives:
2018-2019
**Indicators:
GOAL 4: Develop, improve, or expand the use of technology in career and technical education
Objectives:
2017-2018
Measurable Outcomes:
Measurable Outcomes:
**Indicators:
GOAL 5: Provide professional development programs for secondary and postsecondary teachers, faculty,
administrators, and career guidance and academic counselors who are involved in integrated career and
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MUS PERKINS LOCAL THREE-YEAR PLAN
technical education programs
Objectives:
2016-2017
Measurable Outcomes:
**Indicators:
Measurable Outcomes:
**Indicators:
GOAL 7: Initiate, improve, expand, and modernize quality career and technical education programs,
including relevant technology
Objectives:
2017-2018
**Indicators:
GOAL 6: Develop and implement evaluations of the career and technical education programs carried out
with funds under this title, including an assessment of how the needs of special populations are being met
Objectives:
2016-2017
Measurable Outcomes:
GOAL 6: Develop and implement evaluations of the career and technical education programs carried out
with funds under this title, including an assessment of how the needs of special populations are being
met
Objectives:
2018-2019
**Indicators:
GOAL 6: Develop and implement evaluations of the career and technical education programs carried out
with funds under this title, including an assessment of how the needs of special populations are being
met
Objectives:
2017-2018
Measurable Outcomes:
Measurable Outcomes:
**Indicators:
GOAL 7: Initiate, improve, expand, and modernize quality career and technical education programs,
including relevant technology
Objectives:
Measurable Outcomes:
**Indicators:
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MUS PERKINS LOCAL THREE-YEAR PLAN
2018-2019
GOAL 7: Initiate, improve, expand, and modernize quality career and technical education programs,
including relevant technology
Objectives:
2016-2017
Measurable Outcomes:
**Indicators:
GOAL 8: Provide activities to prepare special populations, including single parents and displaced
homemakers who are enrolled in career and technical education programs, for high skill, high wage, or high
demand occupations that will lead to self-sufficiency
Special populations: students who are handicapped, limited English proficient, economically disadvantaged, single parents
including single pregnant women, displaced homemakers and nontraditional for gender.
Objectives:
2017-2018
Measurable Outcomes:
**Indicators:
GOAL 8: Provide activities to prepare special populations, including single parents and displaced
homemakers who are enrolled in career and technical education programs, for high skill, high wage, or high
demand occupations that will lead to self-sufficiency
Special populations: students who are handicapped, limited English proficient, economically disadvantaged, single parents
including single pregnant women, displaced homemakers and nontraditional for gender.
Objectives:
2018-2019
Measurable Outcomes:
**Indicators:
GOAL 8: Provide activities to prepare special populations, including single parents and displaced
homemakers who are enrolled in career and technical education programs, for high skill, high wage, or high
demand occupations that will lead to self-sufficiency
Special populations: students who are handicapped, limited English proficient, economically disadvantaged, single parents
including single pregnant women, displaced homemakers and nontraditional for gender.
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MUS PERKINS LOCAL THREE-YEAR PLAN
Objectives:
Measurable Outcomes:
**Indicators:
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MUS PERKINS LOCAL THREE-YEAR PLAN