Southeast Technical Institute Systems Portfolio November 2010

Apr 25, 2024

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Southeast Technical Institute Systems Portfolio November 2010 [ARCHIVED CATALOG]

Category Two: Accomplishing Other Distinctive Objectives

Processes

2P1 Design and Operation of Key Processes

STI’s mission of educating for employment and lifelong learning serves as the framework for defining Other Distinctive Objectives, which are to serve specific educational needs of external stakeholders through the Business and Industry Training Division (BIT) and through the Adult Education and Literacy Department (AEL). The design and operation of these two areas is determined by STI’s administration working with the Director of Business and Industry Training (who is a member of the administrative team) and the AEL Coordinator.

Business and Industry Training (BIT)

The role of the Business and Industry Training (BIT) division is to provide for lifelong learning and for customized training opportunities. A full-time Director of Business and Industry Training oversees the operation of the division and has the primary responsibility to develop and deliver training opportunities:

Customized training: Contractual training specifically designed to meet a company or industry’s needs based on meetings with the BIT Director or his designee.
Open-enrollment training: Classes, courses, or entire certificate programs offered through the division and open to the public. Offerings range from individual courses on computer software to certificate programs in retail floral, heavy equipment operation, commercial driving, or welding.

Adult Education and Literacy (AEL)

STI operates one of the state’s Adult Education and Literacy (AEL) programs to meet the region’s adult basic education needs through:

GED preparation
English as a Second Language program (ESL)
Adult Basic Education (ABE) programming
Pre-academic and review courses
Outreach programs and contracts with area businesses to provide AEL, ESL or other skill development for on-site workforce training

A fulltime AEL Coordinator oversees operation of the program. The South Dakota Department of Labor provides funding and guidelines.

2P2 Determining Major Objectives

BIT: BIT’s objectives are directly aligned with STI’s mission and vision. Major BIT objectives are developed in collaboration with external stakeholders to meet their individualized needs. This may take the form of one-on-one meetings with representatives of an individual company, focus groups concentrating on a single industry, or industry forums with representatives from a cross–section of industries. Objectives set for the division are based on input from and collaboration with stakeholders. Through that process, objectives that do not meet the institute’s mission are filtered out. The value of the objectives is assessed and reviewed through the success of the training, customer satisfaction, class surveys, and repeat opportunities to provide additional training.

Internal BIT objectives are set by the BIT Director in collaboration with the STI President, who reviews the final outcome of the objectives. Training objectives are developed by the BIT Director and full and part time faculty who deliver the courses.

AEL: Major objectives for AEL are based on performance measures, which are negotiated between the United States Department of Education and the South Dakota Department of Labor. STI’s AEL program goals are set by the AEL Coordinator and the coordinator’s supervisor, the Vice President of Student Affairs and Institutional Research, with input from AEL staff. These goals are based on performance measure results and are developed to help the program better meet those measures. Individual student objectives are determined through student test results.

Additionally, the AEL Coordinator works with community groups and businesses to determine their particular employee literacy needs. The appropriateness of objectives is reviewed in partnership with the South Dakota Department of Labor. Objectives within STI’s particular AEL Department are reviewed at monthly staff meetings and during reviews with the AEL Coordinator’s supervisor. Student data is analyzed weekly and used to determine and review student performance.

2P3 Communication of Expectations

BIT: Expectations for BIT are communicated through the stand-alone website, traditional hard-copy marketing materials, and face-to-face communication with industry partners.

AEL: In addition to advertising what the AEL programs offer through marketing materials and web site information, AEL communicates expectations through the community agencies and businesses that utilize or need AEL services. Expectations of enrolled students are communicated to them through an orientation session, student brochures, a student handbook, and frequent communications with AEL tutors and staff. Students enrolling in the AEL program are required to attend 60 hours of instruction and show educational functional level growth in the area being tracked in order to participate in the program.

2P4 Assessing and Reviewing Objectives

2P5 Determining Faculty and Staff Needs

BIT: Faculty and staff needs are evaluated on an on-going basis as the division focuses on quick response and flexibility. The division strives to maintain a pool of Subject Matter Experts (SME’s) from which to draw. These individuals provide the resources necessary to quickly develop and deliver customized training. The needs of faculty and staff are constantly monitored through on-going discussion, meetings, and the budget process. Objectives are developed taking those needs into account, and processes are implemented and adjusted based on changes in environment, business practices or resource availability.

AEL: The AEL Program Coordinator and Vice President of Student Affairs and Institutional Research determine staff needs and adjust and hire accordingly. The needs of faculty and staff are discussed during regular staff meetings and during Administrator reviews, taking into account Department of Education guidelines. The Department of Labor Workforce Investment Act (WIA) Title II funding guidelines recommend two staff for every 45 students in the AEL program.

Eighty percent of AEL staff are required to attend Department of Labor professional development training at least once a year. The Director attends three mandatory meetings each year. These requirements for training in current teaching methods help ensure that staff are well-qualified and trained to deliver quality instruction and meet the needs of students. New staff are also required to attend new teacher training within the first six months of employment.

2P6 Incorporating Faculty and Staff Needs into Objectives and Processes

Results

2R1 Measures of Accomplishing Distinctive Objectives

BIT: BIT measures include fiscal data (revenue vs. expense reports), activity data (individuals served, companies served) and participation data (participants per class, yield per participant). In fall 2010 the BIT program will implement a software system that will help the program to better track and document evidence of success on individual courses and programs.

AEL: Performance measures for AEL are set by the Department of Education and outlined in the Workforce Investment Act (WIA). Literacy levels are the primary measure. Exact records of student performance are tracked and analyzed for trends and to determine whether the program meets requirements. Data is then used to adjust programming as necessary. Weekly statistical analysis is completed for each student.

Individual student goals range from completing an educational level (such as passing a GED test), acquiring employment or advancing in a career, or developing literacy skills which enable the student to enter higher education courses and programs.

2R2 Performance Results of Other Distinctive Objectives

BIT: Currently, results for STI’s BIT division include these:

Headcount of Served Individuals: 1,762
Total Revenue: $1,117,390
Total Expenses: $1,171,547

BIT experienced a net operating loss of $56,684 in FY09 due to a reduction in state funding ($100,000) as compared to the previous fiscal year. Additional information will become available as BIT implements a new administrative software system.

AEL: AEL results are reported in accordance with the Department of Labor (DOL) requirements. The DOL has identified three core indicators: 1. Increase Educational Functioning Level, 2. Enter Post-secondary Education and Obtain or Retain Employment, 3. Obtain a GED.

Increase Educational Functioning Level (ABE, ASE, ESL)

Table 2.1 shows the overall number of students served in AEL for the last three years. As the table indicates, the center has served an additional 85 students since 2007-2008. The numbers continue to increase while state funding continues to decrease. The decrease in funding parallels a decline in performance results. In 2009-2010, of the 439 students, 32 percent completed an educational functioning level (EFL) compared to 46 percent in 2008-2009 and 45 percent in 2007-2008.

Table 2.1 Total Number of Students Enrolled in AEL Program

Year	ABE	ASE	ESL	Total	Completing Functioning Level
07-08	171	85	98	354	45%
08-09	216	102	107	425	46%
09-10	202	94	143	439	32%

Core Indicator 1 performance results at specific functioning levels are shown in Table 2.2. Scores above the target are indicated in bold.

Table 2.2 Core Indicator 1: Increase Educational Functioning Level (EFL)

	FY 2007 – 2008		FY 2008 – 2009		FY 2009 – 2010
EFL*	Target %	Actual %	Target %	Actual %	Target %	Actual %
Literacy	44	100	44	100	45	0
Beg ABE	40	33	52	42	52	32
Low Int ABE	40	37	43	47	44	24
High Int ABE	40	44	42	37	43	30
Low ASE	49	52	52	61	53	57
Beg Lit ESL	44	44	42	24	42	24
Beg ESL	n/a	n/a	n/a	n/a	n/a	n/a
Low Beg. ESL	42	64	50	35	51	17
High Beg. ESL	42	45	53	50	54	23
Low Int ESL	43	53	43	50	44	35
High Int ESL	41	44	42	28	43	37
Low Adv. ESL	n/a	n/a	n/a	n/a	n/a	n/a
High Adv. ESL	n/a	n/a	n/a	n/a	n/a	0

Results in 2007-2008 and 2008-2009 show that the majority of students met the target of educational functioning level (as noted by numbers in bold). Results for 2009-2010 indicate that performance fell below the DOL target levels in the majority of the areas. Several factors may have contributed to this decline: 1) an increase in the number of students with no additional funding; 2) a new 60 hour time requirement that students must complete prior to post-testing to prove functioning level improvement; 3) challenges with students not completing the post-test. (In 2009-2010, twelve students left the program before a test could be administered. Follow up with these students was done, but without success). Students who do not complete post testing are counted against the total performance. The state recognizes these factors and continues to be supportive of the program.

The Director is working with staff to address these issues: 1.The department is implementing a student attendance contract with weekly attendance expectations to aid in meeting the 60 hour post testing requirements. To encourage attendance, a monthly drawing for an incentive prize will be incorporated for students meeting the time requirement and completing post testing. 2. The director is reviewing results at each monthly meeting. 3. The Department is focusing on professional development activities each month, including KeyTrain software, National Career Readiness Certificate (NCRC) information, curriculum development, and class organization. 4. Teacher led ESL instruction incorporates the ESL competencies into civics material, oral language, grammar, and reading. Evidence Based Reading Instruction (EBRI) is employed with transition classes.

Table 2.3: Core Indicator 2: Enter Post-Secondary Education and Obtain or Retain Employment

	FY 2007 – 2008		FY 2008-2009		FY 2009-2010
	Target %	Actual %	Target %	Actual %	Target %	Actual %
Post-Sec Ed.	76	80	77	80	78	TBD
Obtain Employment	53	100	65	Not Avail.	68	TBD
Retain Employment	53	100	65	Not Avail.	68	TBD

As shown in Table 2.3, results for students transitioning to post-secondary education have exceeded the target in 2007-2008 and 2008-2009. Results related to employment are not all in but have been above target in past years.

The Center has a partnership with DOL’s WIA program to offer TABE testing to dislocated workers. As of June 30, 2009, 230+ WIA participants had been administered the TABE assessment and one-fifth were referred back to the center for remediation in reading and/or math.

Table 2.4: Core Indicator 3: Obtain a GED

	FY 2007-2008		FY 2008-2009		FY 2009-2010
	Target %	Actual %	Target %	Actual %	Target %	Actual %
Obtain GED	82	87	85	95	86	75

In 2007-2008 and 2008-2009, the students enrolled in the AEL Center exceeded performance measures for GED completion, with 87 percent and 95 percent respectively earning a GED (see Table 2.4). In 2009- 2010, 75 percent of student achieved a GED, below target

Improvements in GED include implementation of pre-academic math and English classes.

2R3 Comparative Results

BIT: Currently, results for STI’s BIT division include these:

Headcount of Served Individuals: 1,762
Total Revenue: $1,117,390
Total Expenses: $1,171,547

Increase Educational Functioning Level (ABE, ASE, ESL)

Table 2.1 Total Number of Students Enrolled in AEL Program

Year	ABE	ASE	ESL	Total	Completing Functioning Level
07-08	171	85	98	354	45%
08-09	216	102	107	425	46%
09-10	202	94	143	439	32%

Core Indicator 1 performance results at specific functioning levels are shown in Table 2.2. Scores above the target are indicated in bold.

Table 2.2 Core Indicator 1: Increase Educational Functioning Level (EFL)

	FY 2007 – 2008		FY 2008 – 2009		FY 2009 – 2010
EFL*	Target %	Actual %	Target %	Actual %	Target %	Actual %
Literacy	44	100	44	100	45	0
Beg ABE	40	33	52	42	52	32
Low Int ABE	40	37	43	47	44	24
High Int ABE	40	44	42	37	43	30
Low ASE	49	52	52	61	53	57
Beg Lit ESL	44	44	42	24	42	24
Beg ESL	n/a	n/a	n/a	n/a	n/a	n/a
Low Beg. ESL	42	64	50	35	51	17
High Beg. ESL	42	45	53	50	54	23
Low Int ESL	43	53	43	50	44	35
High Int ESL	41	44	42	28	43	37
Low Adv. ESL	n/a	n/a	n/a	n/a	n/a	n/a
High Adv. ESL	n/a	n/a	n/a	n/a	n/a	0

Table 2.3: Core Indicator 2: Enter Post-Secondary Education and Obtain or Retain Employment

	FY 2007 – 2008		FY 2008-2009		FY 2009-2010
	Target %	Actual %	Target %	Actual %	Target %	Actual %
Post-Sec Ed.	76	80	77	80	78	TBD
Obtain Employment	53	100	65	Not Avail.	68	TBD
Retain Employment	53	100	65	Not Avail.	68	TBD

Table 2.4: Core Indicator 3: Obtain a GED

	FY 2007-2008		FY 2008-2009		FY 2009-2010
	Target %	Actual %	Target %	Actual %	Target %	Actual %
Obtain GED	82	87	85	95	86	75

Improvements in GED include implementation of pre-academic math and English classes.

2R4 Strengthening the Organization and Building Relationships

BIT: BIT plays an integral role in economic development and employer workforce training by offering short-term customized programs which directly meet the needs of regional business. It supports STI’s mission of educating for employment (by providing training in areas that do not require a degree) and lifelong learning (by providing customized training opportunities that can lead to improved job performance and opportunities to develop individual skills). BIT’s role strengthens STI’s ties to its business and industry stakeholders. Building those relationships impacts other areas such as new program development and opportunities for student scholarships, internships, clinicals, and employment, as well as funding or equipment.

AEL: The existence of the AEL program and the community relationships which are built as students attend the programs strengthen the institution. Examples include AEL’s partnership with Goodwill Temporary Aid to Needy Families to provide GED instruction and ESL; the Sioux Falls Cultural Center to offer ESL classes; Project Connect to offer a one-stop shop for underemployed and economically disadvantaged people to help the homeless better themselves; and the state’s WIA program to test clients to help them determine what educational opportunities may be available for them. All help STI better connect and meet the needs of the community. Additionally, many of the GED graduates go on to attend STI as degree-seeking or BIT students.

Improvements

2I1 Improvements

BIT: Recent improvements to all processes and objectives include:

The development of a strategic planning process to maximize the division’s effectiveness. Focus for this effort includes a review and revision (if necessary) of BIT’s Mission and Vision statements, development of employee and customer satisfaction improvement strategies, and a structured plan for division growth.
Implementation of Jenzabar’s Higher Reach software module, which will allow the BIT Division to better collect, organize and report data, improve services to its stakeholders, and increase the division’s ability to analyze and make adjustments and improvements to its processes.

AEL: Improvements in AEL include:

Those improvements as described with results in 2R2 and 2R3.
In spring 2011, the AEL will be moved to a newly renovated space, which should enhance the learning environment for students.

2I2 Culture and Infrastructure Role in Setting Targets and Selecting Processes for Improvement

BIT: The Director of BIT approaches the planning in his area through team-based decision making. The director meets regularly with team members to develop strategies for short-term training and for individually delivered courses.

AEL: The Department of Labor target levels provide the AEL Center with common performance objectives. To meet these objectives, the AEL Center has established a strong team approach based on individual student learning needs and accomplishments. The AEL Coordinator holds frequent meetings with AEL staff to review student results and progress toward state requirements. Each student has a file that indicates academically where the student has been, where the student is currently at, and where the student is going. This file is updated each time a student attends the AEL Center and is shared with all other AEL staff. Overall student results and comparisons to required target levels are made at least monthly. Adjustments are made to processes in order to achieve the targets and meet student needs.