2011 Annual Report
• People – Manage a system with appropriate quantity of students,
instructors, administrators and staff
• Product – Prepare and maintain a technically skilled workforce to
meet industry needs
• Plant –Construct and renovate facilities and develop systems designed
to meet the demands for technical education
• Plan – Share a common direction and focus to promote economic
prosperity through workforce development for South Dakota
Program Continuation and Success
Placement – This report monitors whether graduates of the
technical institutes are getting jobs in their chosen career
fields. It also tracks the average starting salary for graduates,
and the percentage of graduates that stay in South Dakota.
Enrollment – This report keeps track of fall enrollment trends
from year to year, to make sure programs are still meeting the
needs of today’s students and employers.
Retention – This report monitors the number of students who
return to continue their studies from term to term and
successfully earn a degree at the program and institution level
Lake Area Technical Institute
“Top Five Community Colleges in the Nation”
Aspen Institute
Lake Area Technical Institute
Mitchell Technical Institute
Celebrates Grand Opening
of the
Student Success Center
Southeast Technical Institute
Western Dakota Technical Institute
Mitchell Technical Institute–State Facility Plan–Phase II
Lake Area Technical Institute
State Facility Plan – Phase II
• State Facility Planning – Phase III
• 2013 and 2014 Legislative Session - TBD
– Southeast Technical Institute
• Technical Lab Space needed
• Renovation
– Western Dakota Technical Institute
• Technical Lab Space needed
• Renovation
Format for Submitting Application for New or Expansion of Existing Program
Title Page /Cover Page -Table of Contents
Executive Summary -a brief summary or abstract of the application
Application Overview –Administrative Rule 24:10:42:23.
Approval criteria for new or expanded programs.
1. Identification and description of the program
2. Objectives and purpose of the program
3. Methods of attaining the objectives of the program
4. Description of labor market demands of the United States, the state of South Dakota, student needs, and
industry support (Market Analysis)
5. Population to be served by the program
6. Projected three year budget (Financials & Use of Funds)
7. Program competencies and entry and exit points of sub-occupations
8. Statement of non-duplication
9. Curriculum design and research
10. Wage factor – average hourly wage, including employer paid benefits
11. Suggested CIP Code – Classification of Instruction Programs can be found at
http://nces.ed.gov/pubs2002/cip2000/
Attachments
A.
SD and US Department of Labor information
B.
Program Course List and Semester layout
C.
Letters of Support
•
Continuing Program Reporting Required by Administrative Rule 24:10:42:24
•
Procedure. Each continuing program is subject to an internal review annually to gauge its performance over
the prior three years in the areas of enrollment, retention, and placement and all others deemed important
by the institute. The Office of Curriculum, Career & Technical Education will conduct a risk analysis of all
programs in the areas of enrollment, retention, and placement. The director encourages the review of all
programs internally each year using the criteria outlined in the continuing program process. Standards and
performance levels will be established by OCCTE and the technical institutes used to determine at risk
programs. Summary data will be submitted annually by the technical institutes, and the Office of Curriculum,
Career & Technical Education will conduct a risk analysis of all.
Reports. The director will review annual program continuation reports and the institute president’s
recommendation and plan of correction for a period of at least one year. After one year the director will
review the progress towards the action plan goals and make a recommendation to the Board of Education to
continue or not continue the program funding until such a time the programs risk level reaches acceptable
levels or the program is discontinued.
Risk Assessment. Failure to meet one or more performance levels may result in a negative risk assessment
and the director of the Office of Curriculum, Career & Technical Education may ask for a program review to be
completed using the program continuation form. Falling below a watermark is an indicator and does not
mandate a high risk rating. OCCTE utilizes three year historical documentation of performance indicators in
assigning the risk level. A program must fall below at least two performance levels, or be systemically and
significantly below a single watermark, to be assessed as at the high risk level.
Performance Measures. The performance levels will be reviewed and approved annually by OCCTE and the
technical institutes. Continuing program performance levels will developed using Carl Perkins Final Agree
Upon Performance Levels (FAUPL) as guidelines. Performance levels may be less than FAUPL benchmarks.
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At Risk: Year One. A Continuing Program Report will be submitted each year a program
is assessed to be at high risk. The first year a program is assessed at high risk, the
technical institute president will review the program and in conjunction with the
program’s advisory board, approve a course of corrective action and steps as
appropriate. The president may recommend the program no longer be funded. The
president may also include any information on why the risk assessment should be
changed and should specifically note in the report if they are challenging the risk
assessment. If the risk level is adjusted, the new risk level will be reflected in the
following year’s report and the justification noted in assessments.
At Risk: Year Two. The second consecutive year a program is assessed at high risk, the
technical institute president will submit a follow-up continuing program report, it will
include a recommendation for the director of the OCCTE. All proposed
recommendations and corrective courses of action must be approved by the director.
The Secretary of Education and the Board of Education will be provided a copy of the
report and director’s actions.
At Risk: Year Three. The third consecutive year a program is assessed as high risk, the
director of OCCTE will submit an updated continuing program report to the Secretary of
Education and the Board of Education with his recommendations for the program. The
recommendation may be to continue the program or discontinue the program. The
director’s recommendation will include parameters for reviewing and continuing
approval of the program if the Secretary of Education and Board of Education approves
continuing the program.
Administrative Rule 24:10:42:28.
Formula for funding. The postsecondary technical institutes shall receive state funding, from the
amount appropriated by the Legislature less funds reserved in § 24:10:42:27, under a formula that
distributes these funds based on full-time equivalent students as follows:
(1) Subtract the total set-asides reserved in § 24:10:42:27 from the total amount appropriated by the
Legislature within the general appropriations act;
(2) Determine the number of full-time equivalent students at each institution for the preceding fiscal year
using the following calculation:
(a) One "full-time equivalent student" equals 30 credit hours of instruction;
(b) The number of full-time equivalent students for an institution is calculated by dividing tuition
collected for the preceding fiscal year by program as per chart of accounts prescribed within the South
Dakota School District Accounting Manual by the tuition fee per credit and the quotient is divided by 30
credit hours;
(3) Multiply the number of full-time equivalent students at each institution by the per student allocation
to determine the total allocation for the distribution formula. The distribution formula is as follows:
(a) "Per student allocation," for school fiscal year 2010 is $3,619.87;
(b) Twenty-five percent (25%) of the total allocation will be distributed equally among the four
institutions as a baseline for common operations at each technical institute.
The funds shall be divided by four (4);
• (c) Seventy-five percent (75%) of the total allocation will be distributed within
three program categories: high cost-low density programs, high cost
programs, and standard cost programs. The funds shall be distributed by
determining each program's full-time
equivalent students, multiplied by the
weighted program factor multiplied by the weighted per student value;
•
(d) The Director of the Office of Curriculum, Career & Technical
Education, will identify the weighted program factor of each program
documented on the South Dakota School District Accounting Manual;
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(e) The weighted per student value is determined by the allocation
divided by adding the total high cost-low density program's fulltime
equivalent students multiplied by a weighted program factor, plus the total high
cost program's full-time equivalent students multiplied by a weighted program
factor, plus the total standard cost program's full-time equivalent students by a
weighted program factor.
•
Source: 23 SDR 139, effective March 10, 1997; 25 SDR 150, effective June
6, 1999; 28 SDR 169, effective June 17, 2002; 32 SDR 117, effective January 5,
2006; 35 SDR 306, effective July 1, 2009; 36 SDR 169, adopted April 21, 2010,
effective July 1, 2010.
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General Authority: SDCL 13-39-37.
Law Implemented: SDCL 13-39-37 to 13-39-39.
•Success at the four
South Dakota Technical
Institutes......………………
.To Be Continued 
Department of Education
Career & Technical Education is working for students
Secondary CTE
CTE concentrators: students who have taken 2 or
more units of coursework in a single career cluster.
CTE courses help students see why high school
matters, and they graduate at a higher rate than
their peers.
CTE concentrator graduation rate: 97.43%
Statewide graduation rate: 89.23%
But where do Secondary CTE Concentrators go after they
graduate?
Placement rate—97.01%
4yr postsecondary—42.55%
2yr postsecondary—33.07%
Advanced Training—1.35%
Military—4.28%
Workforce—15.76%
Secondary CTE programs are growing in schools and
the number of CTE concentrators is rising.
There are more than 500 approved programs in
137 schools in 2011-2012.
Inclusion in the Graduation Requirements and
Opportunities Scholarship.
Rigorous coursework leading to high-wage, highdemand careers.
Strong tie to career development efforts
including SDMyLife.com
A student’s Personal Learning Plan is more than a list of
courses, but a tool to begin a conversation with students and
parents about preparing students for life after high school.
Schools can gauge student interest and compare with labor
market needs and provide programs of study accordingly.
Approved CTE Program Process:
a variety of flexible options are available.
Goal focused program improvement
Data collected to support program improvement and
analysis
•Success at the
Secondary CTE
level….......……………….
To Be Continued 