Consolidated Annual Report, Program Year 2016 - 2017 Louisiana Step 3: Use of Funds: Part A Date Printed: 07/11/2018 1 1. During the reporting year, did your state use Perkins funds to develop valid and reliable assessments of technical skills? No 2. During the reporting year, did your state use Perkins funds to develop or enhance data systems to collect and analyze data on secondary and postsecondary academic and employment outcomes? Yes Postsecondary: Yes, LCTCS has an MOU with the LA Workforce Commission (LWC) to pull employment data. The data is utilized to support Performance Indicator 4P1. The LCTCS IR department is beginning to utilize the data for the analysis for colleges to maintain program accreditation. Secondary: Yes, Perkins funds were used to support Louisiana’s secondary longitudinal system, Career and Technical Education (CATE) Data Collection System. CATE is used to assess Career and Technical Education (CTE) programs, both locally and statewide. The system tracks all student CTE activities through Local Education Authority (LEA) minimal data entry, thereby providing schools and school systems with useful information to assess program effectiveness, meet reporting requirements, and support career education students.
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Consolidated Annual Report, Program Year 2016 - 2017Louisiana
Step 3: Use of Funds: Part A
Date Printed: 07/11/2018 1
1. During the reporting year, did your state use Perkins funds to develop valid and reliable assessments oftechnical skills?
No
2. During the reporting year, did your state use Perkins funds to develop or enhance data systems to collect andanalyze data on secondary and postsecondary academic and employment outcomes?
Yes
Postsecondary: Yes, LCTCS has an MOU with the LA Workforce Commission (LWC) to pull employment data. The datais utilized to support Performance Indicator 4P1. The LCTCS IR department is beginning to utilize the data for the analysisfor colleges to maintain program accreditation.
Secondary: Yes, Perkins funds were used to support Louisiana’s secondary longitudinal system, Career and TechnicalEducation (CATE) Data Collection System. CATE is used to assess Career and Technical Education (CTE) programs,both locally and statewide. The system tracks all student CTE activities through Local Education Authority (LEA) minimaldata entry, thereby providing schools and school systems with useful information to assess program effectiveness, meetreporting requirements, and support career education students.
Consolidated Annual Report, Program Year 2016 - 2017Louisiana
Step 3: Use of Funds: Part B
Date Printed: 07/11/2018 1
1. During the reporting year, how did your state assess the career and technical education programs fundedunder Perkins IV?
Yes --Postsecondary: LCTCS established site visit monitoring based on a risk assessment. During FY 16-17 fivepostsecondary sub-recipients were monitored (Northshore Technical & Community College, LA Delta Community College,LA Tech University, River Parishes Community College, Southern University at Shreveport, and South LA CommunityCollege). The risk assessment template is attached.
Secondary: The Louisiana Department of Education (LDE) utilizes an electronic Grant Management System (eGMS) toprocess and generate Financial Dashboards to help school systems evaluate performance and activities from prior year’splans and budgets in order to identify those that should be continued, modified or eliminated. Local Education Authorities(LEAs) submit Perkins Local Applications (LAPs), which are reviewed/ assessed annually by LDE staff to ensure studentsare offered effective and high-quality CTE programs aligned to statewide and regional workforce needs.
LCTCS provides leadership and guidance to technical academic and workforce programs to ensure they meet thefollowing minimum benchmarks:
Program exit points should provide skills and knowledge that lead to employment in that specific industry sector
Programs should meet industry expectations in terms of skills attainment required for employment in the current demandoccupation
Programs should have stackable credentials embedded in curricula
Programs should maximize resources
Programs should be industry driven with external stakeholders regularly providing guidance for program success
During this current reporting year, LCTCS actively assessed numerous programs for the aforementioned benchmarks atvarying levels at all 12 LCTCS institutions via random site visits or planned/by-request support/assessment visits.
The following narrative will notate select circumstances where LCTCS staff worked with institutions describing theassessment process.
Fletcher Technical Community College-
Fletcher Technical Community College requested LCTCS staff assess its career and technical education programsfor[WMSI1] academic and workforce validity focusing on the above-mentioned points as well as assisting the college onnew program design. LCTCS met with college leadership that was inclusive of division deans, vice-chancellors andinstructors. At this meeting, stakeholders were informed that program areas: electrical, welding, instrumentation, andindustrial production technologies, would be reviewed.
Step 3: Use of Funds: Part B
Date Printed: 07/11/2018 2
LCTCS staff attended advisor council meetings for each area getting a sense of the support and guidance levels of thesurrounding industry partners as well as gauging industry workforce needs.
Curricula was reviewed to ensure it flowed well, and by utilizing the feedback from industry, validated whether or notcompleters were employable at exit points.
Curricula was reviewed for current IBC embedding and to assess what other IBC’s could be added.
Labs and classrooms were assessed for the following:
Adequate space
Adequate tools and equipment
Positive Learning Environment
Instructor Engagement
Instructor Aptitude
LCTCs staff reported back to the college the observed strengths and weaknesses to each program area for potentialimprovements which was inclusive of:
Increased IBC embedding
Improved advisory council engagement
Instructor and staff professional development
Lab and classroom assessment with recommended improvements
Recommended curricula improvements
staff also ensured programmatic quality on new programs by providing guidance on proper curricula development andinstructional design.
Central Louisiana Technical Community College-
Central Louisiana Technical Community College requested LCTCS staff assess its career and technical educationprograms for[WMSI2] academic and workforce validity focusing on the above-mentioned points.
Step 3: Use of Funds: Part B
Date Printed: 07/11/2018 3
LCTCS met with college leadership that was inclusive of division deans, vice-chancellors and instructors. At this meeting,stakeholders were informed that program areas: electrical, welding, instrumentation, and industrial productiontechnologies, would be reviewed.
LCTCS staff attended advisor council meetings for each area getting a sense of the support and guidance levels of thesurrounding industry partners as well as gauging industry workforce needs.
Curricula was reviewed to ensure it flowed well, and by utilizing the feedback from industry, validated whether or notcompleters were employable at exit points.
Curricula was reviewed for current IBC embedding and to assess what other IBC’s could be added.
Labs and classrooms were assessed for the following:
Adequate space
Adequate tools and equipment
Positive Learning Environment
Instructor Engagement
Instructorl Aptitude
Campus Evaluations:
LCTCS staff reviewed, assessed and evaluated each college campus Enrollment Services/Financial Aid process toensure easy onboarding of current and prospective students.
LCTCs staff reported back to the college the observed strengths and weaknesses to each program area for potentialimprovements which was inclusive of:
Increased IBC embedding
Improved advisory council engagement
Instructor and staff professional development
Lab and classroom assessment with recommended improvements
Recommended curricula improvements
Recommended improvements to Enrollment Services and Financial Aid processes
South Central Louisiana Technical College-
Step 3: Use of Funds: Part B
Date Printed: 07/11/2018 4
LCTCS worked with South Central Louisiana Technical College- Reserve Campus to re-align their electrical,instrumentation, and maintenance programs to meet industry expectations and provide employability at each exit point.
LCTCS staff met with the campus industry advisory groups and the college to assess employability and curriculafeedback. Based on those findings, current curricula was re=aligned to meet industry requirements and include theembedding of NCCER into the college’s curricula per industry request. LCTCS staff helped the college increase industryparticipation via positive engagement at council meetings where the college listened to the advisement of industry.
LCTCS also assessed the college’s internship process and took part in mock interviews with prospective interns providingfeedback on desired outcomes.
LA Delta Community College-
LCTCS staff, by college request, reviewed current maintenance programs to ensure that they met industry expectationsand had adequate IBC’s embedded in their current programs.
LCTCS staff reported back to the college leadership strengths and weakness of the programs as well as therecommended embedding of NCCER in the current curricula.
NCCER Oversight-
As the accredited training sponsor for NCCER for all system colleges, LCTCS staff are required as a part of accreditationto ensure the aforementioned focus points are met. Colleges are audited and reviewed yearly in order to ensureprogrammatic validity and that NCCER guidelines are followed. By properly providing NCCER training that meets theguidelines, colleges are providing the curricula of choice for most skilled labor employers in the state that is reviewedannually by the curriculum provider.
Secondary: Louisiana’s secondary longitudinal system, CATE, is used to assess CTE programs. This web-based systemprovides a comprehensive tool to assess CTE programs at the state, school system, and school levels. This system alsoprovides for data-driven decision making at the all levels: state, school system, school, and student levels. By utilizing twoexisting LDE data collection systems, Student Information System (SIS) and Student Transcript System (STS), CATEcomes preloaded with finalized student demographic and transcript data. CATE is also pre-loaded with all programdescriptions, career clusters, and areas of concentration as well as description of all Industry Based Certifications (IBCs)approved by the Board of Elementary and Secondary Education (BESE). CATE performs all required aggregations andcalculations. School level and/or school system level personnel designate which areas of concentration/career majors areoffered at each school. CATE examines individual student transcripts to ascertain participant/concentrator/completerstatus as well as other related activities. The system keeps track of all student CTE activities through LEA minimal dataentry, thus providing schools and school systems with useful information to assess program effectiveness, meet reportingrequirements, and support career education students. LDE annually reviews the core indicator performance of LEAs toensure each is meeting its level of performance requirements. LDE also conducts official program complianceassessments in two / two of the LEAs and methods of administration (MOA) on-site reviews in two LEAs as a componentof the LDE Consolidated Monitoring. Backup documentation for Perkins program monitoring is provided for one LEA, St.Charles, and can be provided upon request for all LEAs (per the monitoring schedule provided) monitored in the reportingyear.
Step 3: Use of Funds: Part B
Date Printed: 07/11/2018 5
2. During the reporting year, how did your state develop, approve, or expand the use of technology in career andtechnical education?
Postsecondary: The postsecondary sub-recipients strive to provide equipment in CTE programs that align with thetechnology needs of business and industry. For example, the electrical technology program requires a motor controlcourse. Programs must update the motor control instructional equipment to simulate the equipment utilized in industry.Industry partners are members of program/college advisory committees who meet quarterly, and provide input concerningupdating technology. In addition, LCTCS implemented an Electronic Grants System (eGrants) beginning with fiscal year2017. The eGrants System has improved efficiency and supports a consistent method for retaining records for allsub-recipients. The goal is to include grant requirements into eGrants. This comprises the collection of PerformanceIndicator Data and monitoring documentation, as well as all other grant related tasks and documentation.
Instructor training
Six New Instructor Canvas Basic training sessions (Agenda below) were provided to more than 50 faculty
NWLTC (1), BRCC (1), FTCC (2), CLTCC (2)
Canvas
Use of Canvas increased as a result of the training in the areas of electrical, welding, nursing, and process technology.Non-credit Canvas courses were developed and delivered via Canvas for Nursing and CDYC. The Introduction to ProcessTechnology (PTEC1010) course was redesigned by RPCC, to establish a master course that is now shared with all PTECprograms.SOWELA created 4 master courses (PSYC, CHEM, HIST, ENGL) for 8 week flexible (offshore work schedule)delivery to serve students in CTE programs.
Other technology
SOWELA uses (and continues to explore use of) augmented reality with related video technology in the processtechnology program. RPCC – continued use of NEEHR Perfect Electronic Health Record for nursing and medical codingprograms. EMS – 2 Free continuing education hours were made available to all colleges for use by ALL Louisiana EMSlicensed professionals and the EMS programs.
System-wide – All courses; By the Numbers:
The percentage of students served online increased from 7% in 2014 to 9.4% in 2017
The percentage of students taking hybrid course increased from 12.4% in 2014 to 22.2% in 2017
Academic Year All Colleges Online enrollments
2013-14 11304
2014-15 13184*
2015-16 13718
2016-17 10894**
*implemented system-wide LMS – Canvas ** Summer enrollments not included
Secondary: In July 2016, LDE sponsored educator skills/certification training for 425 CTE instructors. Ten (10) of thetraining sessions were in Information Technology (IT) related credentials: Adobe Certified Associate _ Flash Professional,Premiere Pro, and Dreamweaver; Adobe Certified Associate _ Photoshop, Illustrator, and InDesign(2 session); AutodeskAutoCAD Certified User; CIW Web Foundations Associate _Internet Business Associate; CIW Web FoundationsAssociate _Network Technology Associate; CIW Web Foundations Associate _ Site Development Associate; ComputingTechnology Industry Association (CompTIA) IT Fundamentals; Computing Technology Industry Association (CompTIA)A+; and Microsoft Creative Coding Through Games and Apps. Eighty-four percent of the teachers attending these ITtrainings earned one or more IT credentials which will result in new IT courses and credentials being offered to Louisianastudents. (Backup documentation titled 2016 Jump Start Super Summer Institute Program Booklet).
Step 3: Use of Funds: Part B
Date Printed: 07/11/2018 6
A Cyber Engineering Pathway was added to Louisiana’s innovative Career Education program, Jump Start, expandingJump Start’s IT graduation pathways. All Jump Start graduation pathways require a student to attain industry-recognizedcredentials. Using Career Development Funds (CDF), Louisiana supports expansion and access to high-value coursesand training, graduation pathways, and credential, including IT. BESE and the Legislature continued to approve dedicatingfunding in the state’s per pupil formula for the purpose of supporting the cost of materials, equipment, and teacher trainingin several IT courses, as well as other CTE areas.
Through its Supplemental Course Academy (SCA) program, which is individualized to the needs of secondary studentsand is provided outside the traditional secondary school, Louisiana offers all students access to Career Readinesscourses as well as CTE/Jump Start courses offered by approved third party providers. Operation Spark and NOVACcontinued to provide IT courses / training through SCA. Backup documentation (2016-2017 Supplemental CourseAcademy Provider List).
Using Nepris, Louisiana continued to expand the concept of “micro-industry engagement,” i.e., requiring students toengage in structured one-on-one interactions with workplace experts in industries they want to learn more about. Nepris’slow-cost, easy-to-use system connects classrooms with industry experts who have been trained using Department ofEducation materials to mentor Louisiana students. Using any laptop computer with a built-in camera, students andindustry experts interact face-to-face, holding interactive communications allowing students learn more about theindustries in which these role models work. Nepris supports Louisiana students with envisioning a future unbounded by aparish boundary.
Lastly, LDE continued the enhancement of its electronic grants management system (eGMS) to streamline the PerkinsLocal Application Plan (LAP) submission process for school systems and to facilitate school system implementation ofplanning and budget controls. LDE continued to expand the course offerings through its Supplemental Course Academy(SCA) providing students with access to thousands of high-quality academic and career-oriented courses. Studentsparticipating in SCA are able to accelerate their academic progress, earn college credits and/or start high-wage careerswhile graduating on time or early.
3. During the reporting year, what professional development programs did your state offer, including providingcomprehensive professional development (including initial teacher preparation) for career and technicaleducation teachers, faculty, administrators, and career guidance and academic counselors at the secondary andpostsecondary levels? On what topics?
Postsecondary: 1. College to Career Transition Coordinator quarterly meetings (agenda attached),
2. Electronic Grants Phase II (utilizing additional features for Perkins grant submission),
3. EDGAR training for secondary and postsecondary (agenda attached), Louisiana Community and Technical CollegeSystem (LCTCS) to provided two (2) Carl Perkins Trainings to CTE administrators. Brustein and Manasevit served asconsultants and lead trainers for EDGAR.
4. New Instructor Workshop include 4 days of training at various regional locations around the state.
New Instructor Workshop Overview
Step 3: Use of Funds: Part B
Date Printed: 07/11/2018 7
Career and technical education (CTE) instructors have in-depth content knowledge critical to the CTE classroom. TheCTE instructor provides instruction in an environment that requires simultaneous academic and specific industryinstruction. This necessitates the integration of theoretical and hands-on knowledge critical to successful CTE programs.
Purpose
CTE instructors, joining the field of education from business and industry, must be provided support to transition to theclassroom. The purpose of this training is to assist instructors with developing the skills to become a successful educator.In addition, participation in the training will offer the opportunity to develop relationships with other new instructors, andCTE program support leadership staff.
*Participants who are proficient with the topics for the fourth day may opt out of day 4. This is at the discretion of thecollege.
Master Teacher Seminar
The Master Teacher Seminar allows participants to actively share and reflect on their professional teaching experiences.The purpose is to increase openness and self-awareness, willingness and ability to solve problems, commitment tostudents and respect for and trust in their colleagues.
2018 Approx Participants: 30
Outcomes:
For faculty members:
to actively share and reflect on their professional teaching experiences,
to increase openness and self-awareness, willingness and ability to solve problems, commitment to students and respectfor and trust in their colleagues,
to maximize job performance, and
to develop lifelong relationship building and selling skills for professional development.
Louisiana Leadership Academy
The Louisiana Leadership Academy is a progressive training opportunity for employees. It was established to develop theskills and talents of mid-level managers and to help groom them for advancement within the system.
2018 Approx Participants: 15
Outcomes:
All participants will be exposed to and can discuss contemporary issues and trends that impact community and technicalcollege education (on a state and national level)
Step 3: Use of Funds: Part B
Date Printed: 07/11/2018 9
Through hands-on experiences and mentorships, participants will be better able to perform in the jobs they currently holdas well as assume additional leadership duties on their campuses.
Presentations will focus on improvements of two-year college education, including career and technical education.
Participants will be exposed to developing strong partnerships among local education agencies, postsecondaryinstitutions, adult education providers, business & industry, and other state organizations.
Annual Conference
The LCTCS Annual Conference is premier professional development event for Louisiana's Community and TechnicalColleges, annually attracting over 1,200 faculty, staff, and administrative leaders. The conference serves the scholars,teachers, and practitioners of our system and supports their professional development and interests in teaching, learning,and technology.
2018 Approx Participants: 1,200
Outcomes:
All participants will be exposed to and can discuss contemporary issues and trends that impact community and technicalcollege education (on a state and national level)
Attendees will be better able to perform in the jobs they currently hold as well as assume additional leadership duties ontheir campuses.
Presentations will focus on improvements of two-year college education, including career and technical education.
Participants will be exposed to developing strong partnerships among local education agencies, postsecondaryinstitutions, adult education providers, business & industry, and other state organizations.
CWD
The Certified Workforce Developer (CWD) program is certification program. The program is to be conducted over thecourse of a year and is to include modules to help participants better understand their role in economic and workforcedevelopment efforts; to effectively assay business and industry needs relative to training; to perform job task analyses; todevelop curriculum; to effectively market programs and services to business/industry and to prospective students; todevelop effective student support services to enhance retention; to develop sustainable partnerships with employers; andto effective evaluate and enhance quality of programs and services.
2018 Approx Participants: 20
Outcomes:
All participants will be exposed to and can discuss contemporary issues and trends that impact community and technicalcollege education (on a state and national level)
Presentations will focus on understanding of the elements of successful workforce development best practices within thefield, such as, researching and understanding workforce demographics, development of custom and comprehensivetraining plans, and pricing strategy and development of successful proposals
Participants will learn effective strategies for maintaining strong relationships with clientele over time
Participants will be exposed to developing strong partnerships among local state agencies, business & industry, and otherorganizations.
Through hands-on experiences, participants will be better able to perform in the jobs they currently hold as well asassume additional leadership duties on their campuses.
Step 3: Use of Funds: Part B
Date Printed: 07/11/2018 10
Secondary: LDE hosted a statewide webinar with secondary CTE Supervisors providing updates regarding theadministration of Perkins and programmatic best practices. Additionally, LDE hosted 425 CTE instructors during Julyproviding skills/certification training to culminate in the attainment of an Industry-based Certification aligned to Louisiana’shigh-wage high-demand workforce opportunities. LDE hosted quarterly statewide webinars with LEA administrators andschool system instructors regarding NCCER program development, implementation and sustainability. LDE Networkleaders hosted High School Counselor Collaboratives (i.e., PLCs). LDE provided statewide professional development toCounselors regarding implementing Jump Start, supporting parents and students with college and career planning, andcreating or revising Individual Graduation Plans (IGPs). LDE staff hosted several webinars with LEAs focusing on the HighSchool Student Planning Guidebook and CTE/Jump Start.
4. During the reporting year, how did your state provide preparation for non-traditional fields in current andemerging professions, and other activities that expose students, including special populations, to high skill, highwage occupations?
Postsecondary: Professional Development is also offered by the sub-recipients to meet their specific needs. The followingare sub-recipient examples: 1. Bossier Parish Community College. “ Participate and support regionally developedprofessional development opportunities as promoted by the Regional Partnership [Described in Question 2, goal number4] Conduct and/or participate as appropriate in professional development opportunities for BPCC instructors as well asregional partners, including secondary, to obtain additional IBC’s (i.e. OSHA, MOUS, etc.) This professional developmentis directly related academic integration and curriculum development. As teachers increase, update, or improve theirknowledge of industry requirements, they are able to integrate that knowledge into their classroom and the curriculumtaught throughout their programs. The training for industry based certifications is a demanding multi-day event. Conductprofessional development workshops each semester to help faculty identify and implement successful retentionstrategies. This activity requires continuous self-evaluation and communication between instructors, Director ofInstitutional Effectiveness Initiatives, and the Director of Academic Outreach. This professional development is ongoingthrough-out the fall, spring, and summer semesters. Additional regional, state and/or national professional developmentopportunities will focus on the evaluation of programs in order to improve the evaluation of CTE programs on the BPCCcampus allowing for improved instruction, maintaining current industry trends and promoting the integration of academicsin the scope of CTE program.” 2. Delgado Community College: “Disseminate up-to-date information during recruitmentevents such as the Technical Expo, Health Fair, and Discover Delgado Day regarding non-traditional training by targetingmales for careers in Health Sciences and Teaching Programs and females in various Construction and ManufacturingPrograms such as Computer Aided Design & Drafting, Information Technology, and Carpentry; utilize the collaborativepartnerships between education, business, labor, and community non-profits to promote non-traditional training byencouraging them to share the offerings at the College with their employees and/or clients; involve faculty and supportstaff such as Disability Coordinators, College & Career Transition Coordinators, Career Coaches, Admissions Counselors,Sign Language Interpreters, and Test Administrators in providing career guidance, academic counseling, and job profilingon non-traditional fields to facilitate students’ career decision-making process and preparation for the job market; increasestudents’ exposure to all aspects of industry by incorporating clinicals, internships, apprenticeships, work-basedexperiences, service-learning, and practicums into the curriculum to garner interest in nontraditional fields; and providementoring and shadowing experiences in non-traditional careers so students can be exposed to a wider variety of careeropportunities.”
Specific examples from recipients: 1. Fletcher Technical Community College “Females Fueling Our Workforce” eventspromote Science Technology Engineering and Mathematics (STEM) to the local young ladies within the bayou region.The event included over 1,300 female high school students from the surrounding parishes. Female speakers from theenergy industry discussed their careers and inspired young ladies about the immense opportunities in the STEM careerfield. The speakers empowered the students to overcome barriers in their lives and focus on achieving their goals, whiledemonstrating that males are not the only employees being hired in STEM.”
Step 3: Use of Funds: Part B
Date Printed: 07/11/2018 11
Bossier Parish Community College: “Successfully increasing nontraditional participation begins with educating andexposing faculty and staff members to the issues involved through professional development. BPCC promotes allprograms equally to all students. Utilizing the web and printed resources, the Division of Innovative Learning supplementsthe work of the office of Public Relations in informing CTE students concerning learning opportunities, strategies forsuccess, advising sessions, and other topics designed to promote successful transitions and completions. The Recruiting,Transition, and Retention Coordinator communicates by telephone, electronically, and via US Postal Service with allstudents transitioning from high school including special population and nontraditional student. BPCC also supportscareer coaching efforts in the secondary schools (supported in part by Perkins) and provides professional developmentopportunities to the area coaches so that they can communicate the same information to high school seniors. Programinformation is distributed by several avenues to potential adult and secondary students via recruiting, the RTRC, theadvising center, Public Relations, and career coaches. Page 15 of 26 High school tours arranged through the Division ofInnovative Learning often include nontraditional faculty and staff participation. For example, the Dean and Assistant Deanof STEM are females; as this the Engineering Program. These role models that provide personal information toprospective students.”
Nichols: “The culinary program at Nicholls State University is academically dominated by female students. While theindustry still comprises of 21% of women in high end positions, our culinary program consists of 65% women. Bycontinuously supporting nontraditional students to become successful, the number of women in the industry will be on therise. The Student Culinary Association has a new elected female president for the year upcoming year. The culinaryprogram took advantage of the Perkins Non-traditional occupations grant for year 2016 and implemented a programcalled The Empowered Women Chefs Series. The purpose of the series is to bring in outside women chef guest speakersto speak about their success and obstacles in their career. It is a 7 part series to continue through October 2016. Thisseries has been a success. Students have provided feedback of how positively it impacts their career. The guest speakershave created an intense inspiration to our students. It also has create a great relationship and support from theseentrepreneurs creating many jobs for our CTE students.”
Secondary: LDE hosted webinars and face-to-face sessions, e.g., High School Counselor Collaborative, for school systempersonnel to assist with preparing students for non-traditional fields and exposing all students, especially specialpopulations, to opportunities in those fields. Additionally, LDE provided technical assistance through on-site monitoringactivities to ensure compliance and through presentations at conferences, e.g., 2017 Jump Start Convention.
5. During the reporting year, how did your state provide support for programs for special populations that leadto high skill, high wage and high demand occupations?
Postsecondary: On the State level, marketing campaigns include a focus on outreach to special population potential andexisting students. This include all categories-disability, single parents, economically disadvantaged, etc. All sub-recipientsprovide support services for special population students such as: interpreters for the hearing impaired, specializedequipment for visually impaired, increased access to labs that provide for additional practical experience, tutoringservices, assistance with identifying and applying for financial assistance (child care, transportation, etc.), additionalcounseling services are provide to increase retention/completion, and etc.
Secondary: Through Jump Start, all high school students can choose graduation pathways embedded withcareer-focused courses and workplace experiences that allow them to continue their education beyond high school andearn industry-based certifications. Using “A Pathway for Every Student Guidance” and “Jump Start Industry Credentialsfor Students with Disabilities,” the LDE continues to work with LDE Points of Contacts, educators with experience inproviding career education to students with disabilities and other representatives to refine access to Jump Start pathwaysand provide tools to success.
6. During the reporting year, how did your state offer technical assistance for eligible recipients?
Postsecondary: Perkins and fiscal staff are available via email, phone, and text during business hours. Perkins and fiscalstaff respond to requests for technical assistance within 24 hours. The eGrants System has a technical assistance featurevia email included in the program. Appropriate technical assistance is provided within 24 hours. Technical assistance isalso provided via conference calls, webinars, and face-to-face meetings.
Secondary: Technical assistance for eligible recipients is available through workshops, webinars, regional meetings,summits, the 2017 Jump Start Convention, List-Serve email and assistance via email.
7. Serving individuals in state institutions
Step 3: Use of Funds: Part B
Date Printed: 07/11/2018 12
Part I: State Correctional Institutions
Amount of Perkins funds used for CTE programs in state correctional institutions:
210419
Number of students participating in Perkins CTE programs in state correctional institutions:
620
Describe the CTE services and activities carried out in state correctional institutions.
CTE training programs are available at various state institutions around the state. The following programs are currently inplace: Culinary, Horticulture, Carpentry/Building Technology, Welding, Collision Repair, Automotive Technology, Masonry,and HVAC.
Part II: State Institutions Serving Individuals with Disabilities
Amount of Perkins funds used for CTE programs in state institutions serving individuals with disabilities:
0
Number of students participating of Perkins CTE programs in institutions serving individuals with disabilities:
0
Describe the CTE services and activities carried out in institutions serving individuals with disabilities.
The Louisiana School for the Deaf and Visually Impaired serves individuals with disabilities and provided access to CTEactivities and programs through courses available in the following career clusters: Arts, A/V Technology andCommunication; Hospitality and Tourism; Human Services; Information Technology; Law, Public Safety, Corrections andSecurity; Manufacturing; Marketing, Sales and Services; and Transportation, Distribution and Logistics. Note: Theprograms above are not supported by Carl Perkins; however, instructors, staff, etc. are invited to participate in Jump Startprogram training, etc.
8. During the reporting year, did your state use Perkins funds to support public charter schools operating careerand technical education programs?
Yes
As eligible recipients, public charters received Perkins funds to support the development and sustainability of CTEprograms, especially programs aligned to high-wage, high-demand sectors and supporting students earning industrycredentials.
9. During the reporting year, did your state use Perkins funds to support family and consumer sciencesprograms?
Yes
K-12 recipients utilize flow-through funds to support family and consumer sciences programs. ProStart is a very popularindustry credential for secondary recipients.
10. During the reporting year, did your state use Perkins funds to award incentive grants to eligible recipients forexemplary performance or for use for innovative initiatives under Sec. 135(c)(19) of Perkins IV?
No
11. During the reporting year, did your state use Perkins funds to provide career and technical educationprograms for adults and school dropouts to complete their secondary school education?
No
Step 3: Use of Funds: Part B
Date Printed: 07/11/2018 13
13P. During the reporting year, did your state use Perkins funds to provide assistance to individuals who haveparticipated in Perkins assisted services and activities in continuing their education or training or findingappropriate jobs?
No
Consolidated Annual Report, Program Year 2016 - 2017Louisiana
Step 3: Use of Funds: Part C
Date Printed: 07/11/2018 1
1. During the reporting year, how did your state provide support for career and technical education programsthat improve the academic and career and technical skills of students through the integration of academics withcareer and technical education?
Postsecondary: Master Instructor Training required the sub-recipients to identify a CTE instructor and general educationinstructor to participate in the training. One of the goals was assist the various disciplines with tools to work together.
Secondary: Through its accountability system, the LDE rewards school systems and schools who support all students withearning industry credentials. Secondary leadership funds are used to for statewide training activities led by the followingCareer and Technical Student Organizations (CTSOs): Louisiana Skills USA, Louisiana FFA, SWLAHEC, and DECA.
2. During the reporting year, how did your state support partnerships among local educational agencies,institutions of higher education, adult education providers, and, as appropriate, other entities, such asemployers, labor organizations, intermediaries, parents, and local partnerships, to enable students to achievestate academic standards, and career and technical skills.
Postsecondary: Regional partners consisting of the members in the above, meet quarterly to collaborate for programimprovement and implementation. The goal is to ensure all programs are current with meeting the needs of business andindustry. Additionally, all recipients in the same economic/geographic region (center of excellence) may only spend fundson up to three of the same cluster areas in a given year. The three clusters are determined through the regional planningmeeting with secondary partners and other stakeholders. A fourth cluster may be requested as a waiver. The waiver mustbe approved through the application process.
All CTE programs are required to have an active advisory committee at the secondary and postsecondary level.
LCTCS staff serve on a number of committees, such as the IBC State Focus List, to collaborate with various partners. Inaddition, LCTCS supports the SkillsUSA LA Postsecondary student organization. The student organization is a conduit tobring together students, parents, instructors, staff, members of the community and business/industry partners. Thefollowing are examples of sub-recipient activities: 1. Bossier Parish Community College: “The NWLA Perkins RegionalPartnership meets regularly to discuss regional and statewide issues related to CTE and the Perkins Act. The Perkinscoordinator meets quarterly with BPCC program coordinators and deans to discuss upcoming needs and trends that maynot be yet seen in workforce data. Secondary partners are included in the Regional Partnership and the NWLA Jump StartTeam has been consolidated within the Perkins Regional Partnership. As a group, and with individual districts, meetingsare held frequently in order to continually improve dual enrollment and to promote divisional work on the programs ofstudy/career pathways. Several advisory boards are shared by BPCC and secondary partners. During the 2013-2014 yearthe collaboration between secondary, post-secondary, industry, and economic development was significantly increasedwith the jump start initiative. Many of the members of the Regional Partnership were also members of the NorthwestLouisiana Jump Start Team; with the formation of one Regional Partnership team we will eliminate duplication of effortand provide stronger leadership to the region. Information is continually collected throughout the year for evaluationpurposes and for the purpose of writing the next LAP. Each division assisted in the creation of the goals and objectives ofthe LAP. The divisions are responsible for outlining the activities pertaining to their portion of the LAP. The programs ofstudy included in the cluster focus areas submit additional requests that respond to departmental evaluations, theprevious year’s professional development and advisory board recommendations. The completed project goals andactivities are shared with administration and partners prior to the final writing of the LAP.”
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Fletcher Technical and Community College: “Each technical program has an advisory committee composed of localbusinesses and employers representing each program area. These committees review course curricula, programofferings and content, serve as resources for equipment upgrades, and make recommendations for any needed changesbased on local area needs. These members serve to keep the faculty informed of changes and needs of industry fortrained employees. Employers hiring completers of Fletcher programs participate in employer satisfaction surveys. ThePerkins coordinator attends each advisory committee meeting and reports on Perkins as it relates to the program. Thecommittee members are given a brief explanation about Perkins and requirements of the Act. The Perkins coordinatoralso meets annually with faculty to discuss and explain the Perkins Act. The Perkins coordinator is an active member ofthe local workforce investment council and a representative on the Work Connection advisory committee. The coordinatorinforms each committee abreast of college opportunities. The Work Connection works closely with Fletcher studentservices financial aid office in providing students with needed resources. Representatives of the Student GovernmentAssociation (SGA) participate in the planning process for the college. Fletcher affords students the opportunity to evaluatetheir total school experience, i.e., instructor evaluation, course quality evaluations, quality, and relevancy of equipmentevaluations, and opportunities to list desired future course offerings not currently in place, which are reviewed by faculty,staff, program, and campus advisory committees. Students participate in the ACT - Student Opinion Survey (SOS) andthe Community College Survey of Student Engagement (CCSSE) survey. The Perkins/CCTC is the chair of South CentralIndustrial Association (SCIA) workforce development committee and Bayou Region JUMP Start team. SCIA developed acareer awareness program called Work It! Louisiana. It is a creative outreach and recruitment plan, addresses currentemployment needs in the bayou region while educating and encouraging youth development by providing specificinformation on career paths. The program focuses on a diverse population of students and parents within the publicschool systems of Assumption, Lafourche, St. Mary and Terrebonne Parishes which just so happens to be the BayouRegion JUMP Start team. The College offers tours of the campus and open house events and participates in job fairs andcareer programs in the local school and business areas to encourage community and public awareness and involvement.Through Work It! Louisiana and Fletcher Foundation, the College has receive funds to host several career awarenessactivities such as Females Fueling Our Workforce, Oil & Gas Career Exploration Event, Mobile Oilfield Learning Units(MOLU) and Career Days at career and technical high schools. These activities focus only on career and technicalprograms throughout the region and assist with JUMP Start initiatives. The College submits news articles regularly to localnewspapers, industrial organizations, and the chamber of commerce informing the community of changes and progressmade by the College. The College presents informative presentations to community organizations and solicits questionsand input from the members regarding the programs offered at the college.”
Secondary: All eligible recipients are required to enter into regional partnerships comprised of secondary andpostsecondary eligible recipients within geographic regions as defined by stakeholders. Regional partnerships meet atleast three (3) times each year to review activities and to plan cooperatively for the upcoming year. Each member mustsubmit an individual Local Application Plan (LAP) as well as work cooperatively with the regional partnership to createLAPS that support the agreed upon three (3) clusters areas within the region. Together, LCTCS and LDE work to ensurethat regional partners comply with regional partnership requirements. Additionally, LDE’s Jump Start program includesregional teams comprised of school districts, colleges, businesses and workforce/economic development experts, whichcollaborate to provide career courses and workplace experiences to high school students.
3. During the reporting year, did your state use Perkins funds to improve career guidance and academiccounseling programs?
Yes
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Date Printed: 07/11/2018 3
Postsecondary: Yes Perkins supports the following:--The sub-recipients provide counseling utilizing a variety of methods.The following are examples: 1. Bossier Parish Community College: “BPCC currently employs services for careercounseling to all high school seniors in our region. To further promote the career counseling and the transition of Pelleligible CTE students to business and industry, Perkins funds will be used to continue to employ a Recruiting, Transition,and Retention Coordinator. The RTRC will serve as an advisor to specific CTE students and will coordinate services andactivities for eligible students. The Director of Academic Outreach is the main contact for career aptitude and attitudeprogram (SIGI 3) purchased with other funds by the Advising Center. Perkins funds will continue to promote and providecareer transition activities for CTE. BPCC will respond immediately to the changes, especially in light of the new CareerDiploma, in Career Pathways by secondary partners and continue its effort to partner with secondary education districts indeveloping career pathways. The pathways are counseling tools that can be utilized by students in the planning of theircareer. There is a strong connection between BPCC and Bossier Parish School for Technology and Innovative Learning(BPSTIL). As new programs are developed at BPCC, BPSTIL is included in the development. BPCC responds to theneeds of this career tech high school by assisting in offering new programs by providing credentialed teachers whenpossible. The culmination of this partnership is a developed and implemented Program of Study (career pathway) as wellas an increase in dual enrollment offerings to high school students. The developed pathways are then offered to studentsin other districts without a career technical high school. These students enroll in courses on the BPCC campus tocomplete the pathway.”
4. Fletcher Technical Community College- “Through Perkins funds, the College is able to fund a career counselor and thisposition is an essential part of services provided by student services department. The career counselor is responsible forproviding specific career center activities such as but not limited to: assisting with the administration of careerassessments, referring current and prospective students to needed and available support resources, assist students inpreparing cover letters, monitors and facilitates student job search activities, coordinating college-wide career fairs, andsupplementing faculty initiatives in and outside of the classroom. In addition, the counselor will conduct assessmentsincluding interpretation of placement result; provide personal, career and educational counseling to individuals andgroups. The counselor has the knowledge of career development practices, access to career assessment resources andcareer software systems that will assist students with career advisement. The career counselor will continue develop andmaintain effective relationships with diverse populations i.e. students, faculty, alumni, staff and parents, organizations andbusiness/industry partners.”
5. Delgado Community College: “Students receive information about transitioning from secondary to postsecondary andfrom 2-yr to 4-yr institutions through Delgado Day which includes program showcases by the Allied Health, Liberal Arts,Business & Technology, and Technical Divisions. Additionally, information is shared through partnerships with secondaryschool systems, relationships between transfer advisors and 4-year institutions, program advisors such as Transfer andAdult Education, website notices, the College blog, and email blasts to current and/or potential students. Additionally, theCollege will plan and implement programs to meet special needs such as orientation, individualized career and otherguidance instruction, academic monitoring systems, mentoring, retention strategies, Individualized Program Plans, etc.;provide services to Adult Education students on campus to ease their transition into post-secondary education, particularlycareer pathways; provide students with comprehensive career counseling and career assessments to identify studentinterests, values, abilities, learning styles and goals; provide career counseling and/or seminars and/or workshops tostudents to disseminate accurate and relevant information about the world of work and career paths for vocational andtechnical programs; and provide advisors to work with the students awaiting entrance into limited admissions programs.”
Secondary: LDE used Perkins funds to support Career Guidance and Academic Counseling activities and to improve CTEprograms. LDE provided ongoing technical assistance, published print and web editions of its High School StudentPlanning Guide and provided trainings to Counselors through webinars and Counselor Collaboratives.
4. During the reporting year, did your state use Perkins funds to establish agreements, including articulationagreements, between secondary school and postsecondary career and technical education programs to providepostsecondary education and training opportunities for students?
Yes
Postsecondary: Perkins funds were expended on some salaries for sub-recipient staff charged withsecondary/postsecondary agreements. Sub-recipients establish regional specific articulation and dual enrollmentagreements.
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Date Printed: 07/11/2018 4
Secondary: LDE did not use Perkins fund to establish agreements, but did collaborate with multi-agency representatives(LCTCS and Board of Regents) to work in partnership on the development and expansion of dual enrollment opportunitiesand IBC programs. Secondary state CTE staff participated with other state agency representatives on the Industry-BasedCertification (IBC) Council, which makes recommendations to the Workforce Commission for statewide IBC initiatives.Additionally, secondary CTE staff collaborated and fostered agreements with the following initiatives: StatewideIndustry-Based Certification Panel (with Louisiana Workforce Commission and Louisiana FastStart); and StatewideOccupational Forecasting Committee (with Louisiana Workforce Commission and Louisiana FastStart). LDE, through itsSupplemental Course Academy program, provides high school students access to approved career courses and collegecredit courses.
5. During the reporting year, did your state use Perkins funds to support initiatives to facilitate the transition ofsub baccalaureate career and technical education students into baccalaureate programs?
Yes
Postsecondary: Sub-recipients utilize Perkins funded staff to ensure students are prepared to transfer to baccalaureateprograms. In addition, LA offers a transfer degree program from Community Colleges to Universities. The following areexamples from the sub-recipients: 1. Fletcher Technical Community College- “Fletcher and Nicholls State University has astrong partnership. As part of this partnership, Nicholls has an office on the College main campus in Schriever. This officewill allow Fletcher students to visit with Nicholls representatives and discuss furthering their education. The College alsooffers college transfer days. On these transfer days, two and four years colleges and universities set up tables to recruitstudents to further education.
Secondary: No
6. During the reporting year, did your state use Perkins funds to support career and technical studentorganizations?
Yes
Postscondary-Yes, LCTCS supports via salary for a SkillsUSA State Coordinator. Additionally, the LCTCS office has aSkillsUSA work team. The team works with the State Coordinator to plan and implement the state conference andcompetition. Travel for SkillsUSA events is supported with Perkins funds.
Secondary: LDE supported four (4) CTSOs: Louisiana Skills USA, Louisiana FFA, DECA, and Health OccupationsStudents of America/Southwest Louisiana AHEC through contracts and at state conferences in the capacity of competitionjudge and /or program speaker.
7. During the reporting year, did your state use Perkins funds to support career and technical educationprograms that offer experience in, and understanding of, all aspects of an industry for which students arepreparing to enter?
Yes
Postsecondary: The following are examples from some of the sub-recipients:
1. Fletcher- The targeted programs have active advisory committees that meet on a regular basis. The respective facultycontinuously reviews the course content and seeks input from the program’s advisory committee for recommendationsregarding content and industry standards. Faculty invites employers to address their classes. Guest speakers are integralto the programs. Speakers share experiences, offer advice, discuss employability skills, and enhance interviewingtechniques. In the integrated production technologies program, the College hires industry experts as adjunct instructors toteach some of the courses. Fletcher offers job skills and career development classes for technical programs designed toprepare the student to enter the job market with resume development, interviewing, and job searching skills. The Collegeprovides student opportunities to interact with local business and industry with career fairs and field trips to businesslocations. Business partners serve to provide guidance, serve as a mechanism for outreach and recruitment, providestudent scholarships, participate on mock interview committees, serve as role models, and offer technical advice forinstruction and acquisitions. The career counselor works with career and technical students on job skills and careerdevelopment workshops that are designed to prepare the student to enter the job market with resume development,interviewing, and job searching skills.
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Date Printed: 07/11/2018 5
2. Nicholls--The culinary associate degree program requires a three month internship program for students to create astrong experience in understanding all aspects of the industry. Professional chefs from world renowned restaurants ofNew Orleans are hired as adjunct instructors to teach in their area of expertise. These classes are electives that give thestudents strong understanding from the best resources available in hospitality industry. Guest speakers are brought in forcooking demonstrations and to speak to the students about their career success and experiences in the industry. Incooking kitchen laboratories, students are given autonomy over class menus to give them experience in becomingrestaurant managers and the skills needed to be successful in the industry.
3. Delgado Community College-“ The College hosted counselor workshops and information/career fairs in pathways areasto disseminate targeted information regarding related post-secondary opportunities and dual enrollment policies andprocedures; utilized Dual Enrollment Advisors and Career Coaches to establish & organize pathway courses taught on thepost-secondary or secondary campuses; increase percentage of faculty obtaining national certification and credentialingin an effort to better prepare students for corresponding industry based certification exams; integrate entrepreneurshipconcepts across all CTE curriculums; provide an educational curriculum that is based upon industry skill standards andexposure to specific vocational programs through job shadowing, clinicals, practicums and internships; and supportwork-based & service-learning opportunities through partnerships between education & business.”
Secondary: Perkins funds were not used in this area, but LDE continues to collaborate with regional teams and agenciesto expand career readiness courses to prepare and support students with making education and workforce decisions.
8. During the reporting year, did your state use Perkins funds to support partnerships between education andbusiness, or business intermediaries, including cooperative education and adjunct faculty arrangements at thesecondary and postsecondary levels?
Yes
Postsecondary: LA's Perkins State Plan requires regional Perkins meetings. The meetings are planned by thepostsecondary Perkins Representative. The Perkins Representatives' salaries are funded all or in part with Perkinsfunds. In addition, the Perkins Representatives serve on numerous business/industry and community boards andcommittees. Each of the postsecondary recipients maintain agreements with the local K-12 districts concerning dualenrollment and articulated credit opportunities. In some cases instructors are funded via Perkins with benefit topostsecondary and secondary programs.
Secondary: LDE continues to support the partnerships in this area through participation as an Executive Council memberof the Simulation Medical Training and Education Council of Louisiana. Further LDE and LCTCS work collaboratively withmulti-agencies to develop, support, and promote statewide initiatives: dual enrollment and Industry-Based Certifications.
9. During the reporting year, did your state use Perkins funds to support the improvement or development of newcareer and technical education courses and initiatives, including career clusters, career academies, and distanceeducation?
Yes
Postsecondary:
LCTCS worked with South Central Louisiana Technical College- Reserve Campus to re-align their electrical,instrumentation, and maintenance programs to meet industry expectations and provide employability at each exit point.
LCTCS staff met with the campus industry advisory groups and the college to assess employability and curriculafeedback. Based on those findings, current curricula was re=aligned to meet industry requirements and include theembedding of NCCER into the college’s curricula per industry request. LCTCS staff helped the college increase industryparticipation via positive engagement at council meetings where the college listened to the advisement of industry.
LCTCS also assessed the college’s internship process and took part in mock interviews with prospective interns providingfeedback on desired outcomes.
LA Delta Community College-
LCTCS staff, by college request, reviewed current maintenance programs to ensure that they met industry expectationsand had adequate IBC’s embedded in their current programs.
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Date Printed: 07/11/2018 6
LCTCS staff reported back to the college leadership strengths and weakness of the programs as well as therecommended embedding of NCCER in the current curricula.
Secondary: Perkins funds support CTE opportunities through the Supplemental Course Academy program.
10. During the reporting year, did your state use Perkins funds to provide activities to support entrepreneurshipeducation and training?
Yes
Postsecondary-Yes. Sub-recipients incorporate entrepreneurship into the majority of the CTE programs.
Secondary: No
11. During the reporting year, did your state use Perkins funds to improve the recruitment and retention of careerand technical education teachers, faculty, administrators, or career guidance and academic counselors, and thetransition to teaching from business and industry, including small business?
Yes
Postsecondary-Yes. LCTCS hosted four-day New Instructor Workshops at four regional locations. The purpose of theworkshops was to assist CTE instructors in the art of teaching. Each workshop included: lesson plan development fordidactic and hands-on instruction, valid test creation, grading, classroom management, student retention/completion,policies/procedures required at their institutions, utilizing technology (instruction, grades, communication with students,on-line/hybrid course development, etc.), and much more. The participant evaluations were very positive. The Perkinssub-recipients are required to have procedures in place to retain recruit and retain instructors as they transition toteaching from business and industry. The following are examples of the sub-recipients: 1. Fletcher: The College providesorientation for all faculties and employs a mentoring process to assure that new faculty transition effectively and efficientlyform business to teaching. The director of the technical programs meets with new instructor and pairs the instructor with asenior level instructor for guidance. The College offers several Canvas training throughout the year and emails are sentout periodically to inform instructor to meet requirements and deadlines in Banner. All faculty members are required toattend all in-service trainings and recommended to attend state LCTCS conference. All new and old faculties are requiredto attend in-service days and mini-workshops/trainings for implementation of new student records, scheduling andassessment. The allied health programs require their instructors to participate in webinars, workshops, and conferenceper accreditation requirements. The dean of allied health programs ensures all faculties meet their CEUs for credentialingand to maintain accreditation. 2. Delgado Community College-“Instructors recruited from business and industry will beprovided with mentoring and shadowing experiences that include a detailed orientation and specialized professionaldevelopment opportunities. These include offering industry certifications and learning-centered workshops to aidinstructors in developing the skills necessary to incorporate technology into instructional methodology for use in the Page9 of 20 classroom, distance education, compressed video, and on-line classes. The College will provide opportunities forprofessional development, industry certifications and learning-centered workshops in an effort to encourage retention.”
Secondary: No
12. During the reporting year, did your state use Perkins funds to support occupational and employmentinformation resources?
Yes
Postsecondary-Yes, LCTCS has an MOU with the LA Workforce Commission
Secondary: While Perkins funds are not expended to support occupational and employment resources, the LDE doescollaborate with the Louisiana Workforce Commission and Louisiana FastStart through the Occupational ForecastingCommittee to support development of the state’s occupational forecast.
